82. Al-Infitar/Tearing Apart
I/We start by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
82:01
a. The time when the celestial realm will tear apart,
82:02
a. and when the stars/planets will scatter and begin to fall off,
82:03
a. and when the seas/oceans will be made to burst by massive earthquakes and cause a series
of tsunami floods,
82:04
a. and when the graves will be overturned with their burdens of lifeless human bodies,
82:05
a. then every person will know what it did of the good and evil and had sent forward and what it had left behind.
82:06
a. O The People!
b. What is it that lured you away to disbelief from your Gracious Rabb - The Lord in spite of HIS Graciousness and Generosity?
82:07
a. HE is the One WHO created you out of nothingness and without a precedence,
b. then shaped you and proportioned you,
82:08
a. and shaped you in whatever form HE pleased,
b. and configured your composition accordingly.
82:09
a. But no!
b. Even then you deny and belie the reality of the Time of Final Judgment.
82:10
a. You do so while there are ever-watchful angels over you, recording your deeds, speech and dealings,
Surah 82 * Al-Infitar 719
82:11
a. - noble, honorable recorders,
82:12
a. aware of exactly whatever you do and whatever you did.
82:13
a. And, indeed, the righteous will be in bliss of Paradise,
82:14
Colonialism is strictly referred to the policies and Methods by an Imperial Power maintained and extended its control over the territories or People. A policy of extending a Country’s Power and influence through diplomacy or military. It also affects the literature of the Subject Country which is controlled by the colonialist. This Article Present an analysis of Colonial system and its impact for migration and its hurdles in Urdu Poem.
The aim of this study was to understand the notion of assessment as learning', through practicing in the secondary Science classroom to assess and develop students' conceptual understanding in the concepts of Matter and Bonding from the Secondary School Chemistry. Within this view of learning Science as a process of constructing understanding and restructuring the existing ideas, assessment becomes the heart of teaching-learning activities. Current assessment practices in secondary science classroom, followed by teaching and learning, act as a mechanism to measure learning rather improve it. Assessing students' conceptual understanding during the process is crucial for addressing the issues of misunderstanding, underdeveloped ideas or alternative frameworks that hinder learning. Students learn best by having a deeper level of understanding, when they involve in thinking about their learning in a fearless interactive environment. To bridge the gap between my classroom assessment practices and the research, the study was conducted and it helped me to analyze the possibilities and challenges to implement assessment as learning in order to develop students' conceptual understanding in the Secondary school /Science classroom. Conferencing with small groups was used as the teaching, learning and assessment strategy, when the students were engaged in different activities. Rubrics were developed and used by the students and the teacher to assess students' conceptual understanding in a fearless environment, as a result, the classroom culture changed from a silent and strictly structured cultured to a highly interactive one. The research study describes that students develop understanding when assessment is practiced as learning. However, in the implementation of assessment as learning in the secondary science classroom, there are many challenges that made it difficult, one of which was workload, which hindered in implementing assessment as a form of learning in a secondary science classrooms.