92. Al-Layl/The Night
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
92:01
a. By the night when it covers,
92:02
a. and the daylight when it reveals its brightness.
92:03
a. And the One WHO created the male and the female.
92:04
a. Indeed, your endeavors in this life are diverse.
92:05
a. Consequently, as for the one who:
- gives out in the Cause of Allah, and
- fears Allah’s disobedience, and
92:06
a. affirms what is good/the best outcome of the righteous.
92:07
a. WE shall facilitate his way towards the state of ease- the paradise.
92:08
a. But as for the one who:
- is miserly with what is due to Allah, and
- considers oneself above the need of HIS bounties, and
92:09
a. denies and belies what is beautiful/the best,
92:10
a. for him WE shall facilitate the way towards the state of hardship - distress of Hell.
92:11
a. And his amassing of wealth will not benefit him when he perishes.
Surah 92 * Al-Layl 741
92:12
a. Surely, it is upon US to guide,
92:13
a. and, indeed, to US belong the end of this life and the beginning of the next life.
92:14
a. So I warn you all of a Blazing Fire,
92:15
a. which none will experience it except the most wretched of all people:
92:16
a. the one who would persistently deny and belie...
The present study aims at determining the extent to which the values, derived from the second-generation curriculum and introduced in the third-year middle school English book, are adopted by teenagers to help them overcome their identity crisis, in Algeria. To achieve this aim, two questionnaires applied to 70 third year teenage pupils were carried out. One prior to the study with the third year English book, the other one after the study.The results of the two questionnaires were compared and showed that the values total average has increased from 16.06 in the first questionnaire to 21.33 in the second. An increase has also been noticed in the averages of the four value dimensions: national identity (from 4.76 to 6.10), national awareness (from 3.63 to 5.36), citizenship (from 4.13 to 5.31) and openness to the world (from 3.50 to 4.50). The previous results confirm that there is an improvement in the values of pupils yet the commitment to the values of « openness to the world » dimension is still weak compared to the other ones and needs further research to be improved.
The purpose of this study was to explore the nature of principal's facilitation of school-based professional development of teachers at Whitestone School in Karachi. This study was guided by the qualitative research design. Data were collected in a private school, in which school-based professional development existed. Face-to-face interviews were conducted, audio-taped, and transcribed. Findings from this study showed that some strategies of school-based professional development as mentoring, coaching, teacher performance appraisal, micro-teaching, conducting workshop, and observation existed at Whitestone School. Based on the findings, several ideas have been discussed. Principal, heads of departments, and teachers defined the professional development as an ongoing process, and school-based professional development as one of the most effective way for developing teaching and learning. Research participants believe that school-based professional development should start from need identification of teachers. It is a tool which helps in identifying the teachers' learning needs and suggests relevant educational courses or activities to the employees to improve their work productivity. Research participants generally noted that quality professional learning and concrete changes only happen in the school, which has strong facilitation towards the principal, heads of departments, and senior teachers. Although they consider that the focus of control of professional development may change from imposition by others to allowing teacher the ownership of professional development. A dissemination of good practices should be done through sharing and developing within the school an atmosphere of mutual trust and respect among teaching staff. Close partnership between colleagues is an important factor to establish collaboration and trust between individuals in the school Implications for school, principal and research have also been discussed. The workload of the principal can be reduced if the position of a vice-principal is introduced in the school to complement the work of the principal. The Principal should provide the time for heads of departments and teachers to acquire the requisite knowledge and skills to do their jobs for meeting the new quality of schooling. Moreover, the principal should be trained as a mentor, a coach for better facilitation of school-based professional development of teachers in the school.