71. Nuh/Prophet Noah
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
71:01
a. Truly, WE assigned Noah with a Divine Mission to his people, saying:
b. ‘Warn your people of the consequences of disobedience to the Divine Message before a grievous punishment would actually afflict them!’
71:02
a. Thus he proclaimed:
b. ‘O My People!
c. I have been assigned to you as a Clear Warner and my message is simple to understand and easy to follow.
71:03
a. The message is:
b. ‘Submit in worship and reverence to Allah alone, and
c. fear HIS disobedience and be reverent to HIM,
d. and, thus, follow me’ in guidance.
71:04
a. By so doing, ‘HE will be forgiving some of your past sinful offenses, and grant you respite till an appointed time - the time of death – instead of destroying you immediately.
b. But when Allah’s Appointed Time will come, then it would neither be averted nor delayed, if only you knew.’
71:05
a. So Noah spent hundreds of years conveying the Divine Message but he faced immense opposition, insult, and mockery.
b. Thus he submitted:
c. O ‘My Rabb - The Lord!
d. Truly, I have appealed to my people by night and by day, as I was assigned to do,
71:06
a. but the more I would call, the farther they would run away’ from my advocacy.
71:07
a. And, truly, each time I would call them so that they would accept The Truth and YOU may
thus grant forgiveness to them,
682 Surah 71 * Nuh
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Family is a blessing from Allah Almighty. Family is the first institution of society which plays pivotal role in the moral, ethical and social development of an individual. But our contemporary family system has confronted with a number of religious social, and normal problems. Such pruners( چھانٹنا کانٹے( have enharossed our society from all caused and diffusing the moral and ethical values of society. It resulted in digestion of our family system. The degrade of entropy and chose is day by day in our society. However Islam outlays complete code of family life. It understands that it is the building foundation of every society so a clear guide as to how family structure should be built is outlined in detail in Islam. It is Provide a sample to solve all kinds of problems in the light of life of Hazrat Muhammad
Hands-on activities make vibrant connections between abstract concepts and material examples in the science classroom. Therefore, this study aimed to explore the efficacy of specially designed hands-on activities to develop conceptual understanding of properties of air in science. A qualitative research design was employed to investigate the research question. Six students of grade VI from a Bright Future School (Pseudonym), a private school in Hunza participated in this study, among which three were girls and three boys. Pre and post- test were undertaken to explore students understanding about properties of air before and after teaching through hands-on activities. Moreover, five activities were designed and implemented to develop conceptual understanding of students about four properties of air such as air exists everywhere, air occupies space, air has weight, and air exerts pressure. More specifically, I was interested in examining how the designed hands-on activities act as an effective pedagogical tool in the science classroom. Findings of the study revealed that students who had weak and partial understanding in pre-test developed better and deep understanding in the post-test. It was also found that each activity designed and implemented can indeed offer distinct benefits in developing in-depth understanding, removing alternative conceptions along with promoting student active engagement and interest in valuable ways. The study also indicates that teacher plays a pivotal role in developing and effective implementation of hands-on activities. The activity work best, if the teacher has a deep understanding of the instruction, plays the role of facilitator and be able to use multiple methods of assessment to assess the effectiveness of the activity while teaching and learning science. The results of the study also bring valuable insights into how teacher successfully develop and implement hands-on activities effectively in the science classroom. For instance, it was difficult for me to develop and implement hands-on activities successfully without pedagogical knowledge and support from the supervisor. Thus, it brings implications for science educators and teachers that teachers should provide opportunities and encourage participating professional development programs and calls for the change in teaching and learning processes in a science classroom in the context of Hunza-GB.