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23. Al-Mu’minun/The Believers

23. Al-Mu’minun/The Believers

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

23:01
a. Indeed, The Believers will succeed.

23:02
a. The Believers are those who humble themselves in their Salat/Prayers,

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a. and those who avoid frivolous talk and behavior,

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a. and those who regularly pay out the Zakat/annual charity,

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a. and those who guard their chastity -

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except from their spouses or from those whom their right hands possess -
for then, indeed, they are free from blame.

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a. But whoever seeks beyond that limit, those - they are the transgressors,

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a. and those who faithfully keep their trusts, pledges, contracts, and promises,

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a. and those who guard their Salat/Prayers from worldly distractions.

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a. It is they - they are the inheritors -

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who will inherit the Paradise of Firdaws,
they will live therein forever!

23:12
And, indeed, WE created the human being out of the essence of clay.

23:13
Thereafter, WE made him as a mingled drop in a secure repository of the female’s womb.

23:14
And, then, WE made an embryo/clot from the drop,
and then WE made a lump from the embryo/clot,
and, then, WE made bones from the chewed-up lump,
and, then, WE clothed the bones with flesh and muscles.
And, then, out of that tiny drop, WE structured him into yet another creation.
So Exalted is Allah - the Best Creator of all creators!

اسلامی فوجداریت کا ضابطۂ قرائن

Qara’in - usually translated as circumstantial evidence - is a derived form of Arabic word " " قر ن which literally means a fact associated or accompanied with an event or circumstances. But when an event or circumstances discloses such associated or accompanied fact then such a fact becomes circumstantial evidence. Both proto-juristic and modern legal terms held circumstantial evidence for an evidence which is offered to prove certain attendant circumstances from which the existence of the fact at issue may be inferred. In Islamic Law, majority of jurists do not endorse Qara’in as an authoritative evidence, particularly, in offences leading to corporal punishments. On the other side, Ibn Farhun from Malikites and Ibn Qayyem from Hanbalites terms it equal to the direct evidence of Iqrar and Shahadah. It is not very strange that Dr. Anwarullah, a prominent Muslim scholar and Prof. Robert Preach are of the opinion that circumstantial evidence is, after all, more authentic even than the aforesaid two evidences. Herbert Broom- a western legal expert- also says that certain hidden facts can be deducted from the mode of a relevant act or to some extent it is modus operandi which gives birth to a circumstantial evidence. In this shortened article the juristic opinion of some early and contemporary legal experts has been discussed as to judge the legal mode and authenticity of circumstantial evidence.

A Student Friendly Framework for Adaptive 3D-Virtual Learning Environments

Learning is the process of observation, exploration and discovery. Virtual Reality (VR) is one of the most popular training technologies today that introduced new methods and approaches for teaching-learning process. It offers advanced forms of interaction that enables students to find out, to explore and to build their own knowledge. The use of 3D-Virtual Learning Environments (VLEs) for educational purposes can improve a learner experience and motivation. Adaptive 3D-VLEs dynamically adapt to learners capabilities and show customized teaching mate rials which are relevant and according to the learning goals, learning style and knowledge level of an individual learner, which results in improved learning. Properly designed 3D-VLEs with adaptive capabilities increase both the effec tiveness of learning-process and interface usability. However, defining the adaptive aspect of 3D-VLEs is difficult as there is no clear strategy which modifies the con tents of the environment for a specific learner. Research on designing such systems is still in its infancy and needs attention for possible improvements. This research work focuses on the adaptive aspect of 3D-VLEs. We quantitatively measure the learning skill of a student in 3D-VLEs with the help of a mathematical function and use it an adaptation criterion for changing the contents of the environments. Using a fuzzy logic based approach, our system dynamically builds and maintains student model and delivers personalized learning content for good, average and weak students. Research shows that providing cognitive aids reduce mental load on learn ers but it also reduces active exploration which affects their performance in a non-supervised environments when these aids are no longer available. Using the proposed adaptive approach, we further extended our work and presents Adaptive Repetition as a control strategy for active exploration in 3D-VLEs which enables students to get the benefits of cognitive aids and remain actively involved in the learning and exploring process. Finally, we introduce the concept of horizontal transition inside adaptive 3D VLEs which provides an opportunity for students to get the desired knowledge according to their learning styles. The same concept is presented with detail information and more examples that facilitate the learning process and is especially designed for weak students. Based on the proposed adaptive criterion, we developed a simulated environ ment in Microsoft Visual Studio 2008 using OpenGL Library to perform experi ments and evaluate the efficiency of the proposed concepts. The analysis was based on task completion time, no of errors, test scores and student learning. We also used questionnaires to collect the data for subjective evaluations. The outcome of this research work is a student friendly framework that can be used efficiently for enhancing the learning capabilities of students in 3D-VLEs.
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