18. Al-Kahf/The Cavern
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
18:01.
All Praise and Gratitude is to Allah - The One and Only God of everyone,
WHO has sent down The Divine Book to HIS Servant Muhammad.
And HE has not made any deviousness in it - straight and upright in terms of the perfection of its words, text, and meanings.
18:02
HE has made it a straightforward Book -
meant to warn people of severe punishment from HIM in case of their continued disbelief,
and to give the good news to the believers who practice righteousness -
that for them will be a beautiful reward – Paradise,
18:03
a. Paradise - wherein they will live forever – never to leave, never to die.
18:04
Furthermore, it is meant to warn those who allege:
‘Allah has taken to HIMSELF a son.’
18:05
They have no knowledge about it, nor had their forefathers.
It is really a monstrous assertion of blasphemy that is coming out of their mouths!
They utter nothing but an absolute falsehood against Allah.
18:06
O The Prophet!
You are aggrieved by the hostility aroused by the Divine Message among the polytheists.
Then perhaps you are going to destroy yourself with grief and anguish for their sake
if they are not believing in this Proclamation - The Qur’an.
18:07
This is a reality that WE have made all that is in the terrestrial world,
- a splendor and beauty for it so that WE may test people to see which of them is better in terms of...
Sahih al-Bukhari by Imam Abu Abdullah Mohammad al-Bukhari comes second to the Holy Quran as a fundamental source of Islam. It is a most authentic collection of sayings and deeds of Prophet Mohammad (PBUH), which covers almost all aspects of life in providing proper guidance from the Messenger of Allah. The Muslim scholars of past and present time gave great importance to this book by making their efforts to extract the hidden treasures from this book and to present the different approaches and benefits of this book. “Al Kawakib Ad Durari” by Imam Alkirmani is an old explanation of Sahih Bukhari. During studying “Fath al Bari” I found that Alhafiz Ibne Hajar has consulted “Al Kawakib Ad Durari” and quoted Imam Alkirmani’s commentary and added it. Alhafiz Ibn e Hajar differs at many times with the opinions of Imam Alkirmani about specific time, place, different tribes and personalities mentioned in the text of traditions. I wanted to study such analysis to check the right opinion after comparing statements of both Imams and by consulting with the statements of other scholars of this field. This article approves that judgments of Ibn e Hajar about specific time, place, different tribes and personalities are more authentic than opinions of imam Alkirmani.
This mixed study evaluated the professional teaching of chemistry through learners’ perspective against the criteria of B.Ed at public secondary schools in Pakistan regarding eight aspects: general professional teaching skills, lesson planning, teaching methods, audio-visual aids, students’ classroom activities and formative assessment, and course coverage of theory and practical. I collected quantitative data through self-developed questionnaire of 70 items using stratified sampling of 350 students from boys-only, girls only, boys in co-education, and girls in co-education across rural and urban schools; however, qualitative data involved 20 students’ semi-structured interviews. A panel of experts and pilot testing refined the tools. The overall Coronbach’s alpha stood at 0.9 and 0.8 for professional teaching and test-items respectively. Descriptive statistics, multiple regression, correlation, independent samples t-test, and ANOVA analyses revealed the failure of existing professional teaching of chemistry. The qualitative thematic analyses and triangulation confirmed it: Dictation of questions and answers as dominant teaching method, and constantly locked science laboratories and equipments emerged as the major themes. Laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted students’ test-scores with 41.7% surety. However, demographic variables: Students’ favorite subject, home study, parents’ income, and students’ gender weakly predicted learners’ test-scores. Independent samples t-test and ANOVA analyses revealed that EVALUATION OF TEACHING OF CHEMISTRY 2 students devoting more time to home-study and tuition, especially in natural sciences, and students’ from separate schools for gender, and parents with higher earning and rank got significantly different test-scores; however, gender and parents’ education had no significant differences. I presented feasible and realistic recommendations to the concerned stakeholders. Key words: evaluation, chemistry, professional training, teaching, secondary schools