21. Al-Anbiya/The Prophets
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
21:01
The time of their reckoning draws ever closer to the people as it starts while experiencing their death,
and yet in their heedlessness of its coming, they keep turning away.
21:02
Whenever a new Message comes to them from their Rabb - The Lord,
they listen to it playfully.
21:03
Their hearts are preoccupied with trivial things.
Yet, concealing their inner thoughts, the unjust/wrongdoers say in their private conversations:
‘Is this Muhammad not a human being like you?
Will you, then, submit to his magic, with your eyes wide open?’
21:04
He - The Prophet – said:
‘My Rabb - The Lord Knows whatever you confer and conspire and, in fact, every word
spoken within the celestial realm and the terrestrial world.
For HE is the All-Listening, the All-Knowing.’
21:05
No way!
‘Instead, they allege:
The Qur’an is just a collection of his jumbled false dreams.
Perhaps he has fabricated it.
Rather he is a poet!’
If this is not the case, then let him bring us a miraculous Sign, as were the former Messengers assigned with Signs.
21:06
Not one of the habitation(s) which WE destroyed in punishment before they had believed.
So, will they, then, be willing to believe or get destroyed?
21:07
And WE have not assigned any Messenger before you except for those men on to whom WE revealed -
so just ask scholars of the Former Divine Scriptures, if you do not know.
21:08
And WE did not make for...
The Quran is the complete code of life and the fountainhead of guidance for all peoples till the last Day. When the Quran itself does not speak directly or in detail about a certain subject, Muslims only then turn to alternative sources of Islamic Law is this way the companions of the Prophet Muhammad (BPUH) would asking Him when they were not able to find a specific legal ruling in the Quran in spite they were Arabians. With the passage of time slowly gradually new issues and problems are to be faced by peoples in different times. Sometimes the companions & the followers not only salved those issues & problems in the light of Quran & Sunnah, but also played a significant role in such cases. To find the solution of any problem in the light of primary sources of Islam is called Etiology. Etiology has a significant role in the Sharia’s sources of analogy. To illustrate this, analogical reasoning can be viewed in this article.
The use of computers has been increasing worldwide for teaching of Science in secondary schools. Also in Pakistan, computers are now available in most of the private schools and their use is steadily increasing for teaching and learning. Government also intends to equip public secondary schools with computer labs. Various research studies suggest that appropriate and effective use of computers enhances and adds value to students' learning in Science education. However, the existing use of computers in schools in Pakistan appears not to be up to the level of its potential effectiveness, consequently having limited impact on students' learning. Teachers are central to the successful use of computer resources in science teaching, as the ways of using computers depends on how well teachers understand its use. Therefore, exploring their perceptions and practices of integrating computers with teaching of Science would help them in understanding the existing situation of computers uses in schools, so that decisions about the future can be made. This qualitative study was conducted in a private school in Karachi, Pakistan. Data from field notes, interviews, and document analysis were used to explore perceptions and practices of two Science teachers; one technology coordinator and one librarian. There were a total of nine observations of teaching practices, four interviews, one with each participant, and one focus group interview of five students. Findings include perceptions, practices, and challenges. Teachers perceive: (a) integration as any use of computers; (b) integration is resource-hungry; (c) computers increase students' motivation and enhance their learning; (d) finding a reliable web resources is a challenge; (e) teachers' self confidence and clarity of vision are important for effective integration. Teachers' practices involve: (a) use of computers as a source of knowledge and as a tool for presentations; (b) teacher-centered instructional strategies; (c) teaching science to enhance students' ICT skills; (d) use of group work to manage large classes; and (e) a rigid focus on textbook topic. Challenges include: (a) lack of access to resources; (b) lack of sufficient technical and pedagogical support; and (c) time tabling, class duration, and managing large classes. Teachers' professional development, sufficient technical and pedagogical support, and appropriate infrastructures are important elements for an effective integration of computers with teaching of Science. However, examining students' learning outcomes was not under the scope of study.