خاندانی نظام کے استحکام میں رزق حلال کا کردار

Mankind came at this earth with their needs. The basic needs of mankind are food for eating, water for drinking, and for the protection of selves; they need wearing clothes and shelter to safeguard themselves from rain, hot and cold. The responsibility of living is dependent on these essential requirements. Islam teaches mankind to earn lawful food. Many verses and hadiths are related to earning lawful food. Islam is a peaceful religion. Therefore, to earn lawful (Halal) food is appreciated. This is a fact that the economic stability has positive effects on human beings' faith, believe, ethics, character, thinking, thoughts, personality and the system of a family. Whereas the financial instability puts negative effects on people's faith, believe ethics, character, thinking, thoughts, personality and the system of a family. That is why Islam advises mankind for earning lawful (Halal) foodstuff. All those sources are considered unlawful (Haraam) to earn money, which directly affects society or people’s wealth, life, and faith. The lawful (Halah) money (food) motivates the people towards good works and unlawful (Haraam) simulates the mankind to do sinful deeds. Food affects the body, like same the unlawful (Haraam) money (food) affects the soul. Lawful foodstuff produces a spiritual power in people for doing good and righteous and to inculcate give values, respect and importance to every relationship and to the society at large. The aim of this draft to elucidate the importance of lawful money (foodstuff) and its role in the stability of the family system.

An Exploratory Study of the Concept of Teaching Moments in a Pakistani Mathematics Classroom

This study set out to explore the concept of teaching moments in a Pakistani mathematics classroom, using the definition of the concept given by Mason et al. (1989) in a draft article ;the Study of Teaching-Moments as the guiding operational definition. A qualitative approach was adopted for the study since it involved capturing the teachers' thinking and feelings when making interactive decisions. These aspects could best be studied by allowing the participating teachers to relate their thinking and feelings. The study found that teaching moments existed in the classrooms in which I conducted my study. They were characterised by the teachers' perceptions of classroom events. The teachers' perceptions of the classroom events guided their reactions. Furthermore, this study has shown that student- related events predominated in bringing about teaching moments. It has also shown that there were several categories of teaching moments; namely, blip, extended, fork and ineffective. In some cases opportunities were identified by the researcher which were not transformed into teaching moments by the teachers. These have been labeled ‘’potential teaching moments.’’ This report concludes by highlighting the pedagogical potential of teaching moments which can be tapped only if teachers are sensitised to notice opportunities and accurately react to the noticed opportunities by studying mathematics as a connected body of knowledge and as a human activity. It therefore recommends a ‘’realistic approach’’ of mathematics teaching for prospective mathematics teachers.