50. Qaf/Qaf
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
50:01
a. Qaf.
b. By The Qur’an, The Majestic.
50:02
a. They consider it strange that a Warner has come to them from amongst themselves.
b. So the disbelievers say:
c. ‘This is certainly something strange!’
50:03
a. How can it be that when we will be dead and turned to mere dust in the grave that we will be brought back to another dimension of existence?
b. Such a return to another dimension of existence is far-fetched.
50:04
a. Thus do they reckon while WE Know well what the earth consumes of them,
b. and with US is a Record which keeps track of their deeds, dealings, speech and preserves everything.
50:05
a. Rather they denied and belied The Truth - The Qur’an - when it came to them,
b. so now they are in a state of confusion.
50:06
a. Would they never look up to the celestial realm, above them, and reflect,
- how WE built it without apparent supports, and
- how WE beautified it with planets, and
- how come it has no flaws in it?
50:07
a. And the earth – how did WE spread it out, and cast upon it firm mountains,
b. and made all kinds of splendid vegetation, in pairs, to grow upon it.
50:08
a. WE did all this as an evidence as well as a reminder for every person who turns to Allah in awe, reverence and piety.
50:09
a. And also WE...
Hadîth is the second important source of Islamic Law after the Qur’ᾱn. There is a consensus among the Muslims that Sunnah is the second revealed fundamental source of Islamic sciences. Due to the importance of these fundamental sources, Muslim scholars and educational institutions around the world have played an important role in the development of Hadîth sciences. There are different teaching methodologies and learning approaches. We should use different teaching methods to improve the quality of Hadith studies to the best level and achieve our objectives. The Applied approach is an approach that emphasizes the relevance of what is being learnt to the real world outside the classroom and makes that relevance as immediate and transparent as possible. It is a valuable approach that can be used at all levels of education. It motivates students, improves their confidence and also provides a meaningful context for learning both theoretical concepts and practical skills. There are immense possibilities for development in Hadîth studies by using the applied approach in teaching and learning of Hadîth and its sciences. The challenge is to ensure that applied approach in teaching of Hadith and its sciences plays a constructive role in improving the educational quality of Hadith studies to the level best. This research article is based on importance of applied approach in teaching of Hadîth and its Sciences.
Though there is no literature available for defining a model school, yet, someone can find one or two schools’ names as ‘Model School’ in each village in the study context of Gilgit-Baltistan in the public and in private sector. According to the Cambridge University Dictionary the word ‘model’ implies ‘something which a copy can be based on because it is an extremely good example of its type.’ A question arises about what type of education these model schools provide as compared to other schools and to what extent these models are of worth to be replicated. This study was designed to find a common definition of a model school in a large network of schools’ system within the study context. For this purpose the study participants from a declared model school and a non-model school in the said schools’ system were interviewed to get their notions on the concept of a model school and to understand the management practices in six key areas in both the schools by using semi- structured interviews. The notions of a model school, the differences and the union of management practices in both the schools were synthesized to come up to a common definition of a model school in the schools’ system in the study context. The research findings show that a model school is meant to provide additional resources as compared to a non-model school. However, the findings also showed that provision of more resources in a school may not have a significant impact on the students’ learning outcomes. The research findings indicated the differences between the performed and perceived management practices in a model school. The findings also suggested that a one-time investment to make a school a model school is not sufficient unless its sustainability is ensured.