46. Al-Ahqaf /The Sand Dunes
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
46:01
a. Ha. Mim.
46:02
a. The sending down of this Book – The Divine Qur’an - is from Allah.
b. The Almighty, The All-Wise.
46:03
a. WE did not create the celestial realm and the terrestrial world and whatever is between them, except for a purpose and for a specified time.
b. Yet those who disbelieve continue turning away from what they are warned about – coming of The Time of Final Judgment.
46:04
a. Say O The Prophet:
b. ‘Consider those who call on other entities apart from Allah.
c. Show me what part of the terrestrial world they have created?
d. Or do they have any partnership in the creation and maintenance of the celestial realm?
e. Bring me any form of a Scripture that came to you before this Qur’an, or any tradition of
Divine knowledge, if you are truthful.’
46:05
a. And who could be more astray/misguided than the one who calls on other entities apart from Allah-
b. those who will not respond to him even until the Time of Resurrection,
c. while they are not even aware of their being called on?
46:06
a. And when people are gathered together for the Final Judgment they – their worshipful entities - will become hostile to those who worshiped them,
b. and they are going to deny all acts of their worship.
46:07
a. But whenever OUR Messages in The Qur’an are recited to them in all their clarity,
b. those who...
يهدف هذا البحث إلى المساعدة على التعرف على كيفية تركيب الألفاظ العربية من حيث إتيان الحروف المجاورة في بنائها، وعند جمع أربعة أو أكثر في التلفظ بها. ويعين على تمييز الألفاظ الأعجمية التي لها ألفاظ عربية. واتبع الباحث المنهج الوصفي التحليلي في إجراء البحث. وفي ضوء ما تم تناوله تم التوصل إلى النتائج الآتية: 1- أن تصنيف الحروف الفرعية إلى مستحسن ومستقبح راجع عند القدماء لمبدأ الكثرة والقلة، فما كثر استعماله كان مستحسنا، وما قل استعماله وصف بالاستقباح. 2- تمثل الحروف الفرعية ألوانا من الآراء يعكس اختلاف القبائل العربية آدابها، وهي من صور الأداء المعروفة، مما جعل العلماء يقومون ببيان خواصها الصوتية. 3- جاءت هذه الحروف لإحداث نوع من التناسق والإنسجام في البنية الصوتية.
The current study aims to investigate the role of emotional problems in the context of emotion related outcomes which includes emotional intelligence, empathy, regulation, and expressivity. Further, in order to examine the relationship between emotional problems and emotional outcomes, this study also aims to figure out the moderating role of personality traits. For this purpose, a sample of (N = 1000) adolescents was enlisted from different areas of the Punjab province (Pakistan) by using purposive sampling technique. For data collection, Urdu version of the scales having determined psychometric properties such as School Children Problem Scale, Big Five Personality Inventory, Emotional Intelligence Scale, Emotional Empathy Scale, Emotional Expressivity Scale, and Emotional Regulation Scale were used. Data was analyzed by using SPSS software version-21. Descriptive statistics, simple linear regression and hierarchical multiple regression were used for hypotheses testing. The findings of current study revealed that emotional problems significantly negatively predicted emotional intelligence (B = -.39, p < .01), emotional empathy (B = -.50, p < .01), emotional regulation (B = -.43, p < .01), and emotional expressivity (B = -.36, p < .01). Moderated multiple regression analysis revealed that personality traits did not play moderating role between the emotional problems and emotional intelligence (p > .05). Neuroticism (B = - .09, p < .01), openness to experience (B = -.18, p < .001) and conscientiousness (B = - .11, p < .01) did not reveal any association among the variables. However, they have played moderating role to determine the association between emotional problems and emotional regulation. In addition, Neuroticism (B = -.12, p < .01) played moderating role between the emotional problems and emotional empathy which has determined the link between two variables. Moreover, no moderating role of personality trait was found between emotional problems and emotional expressivity (p > .05). On the basis of gender and institution, findings on demographic differences did not indicate any difference in (t = 1.32, p > .05), socioeconomic status (t = 1.13, p > .05), family system (t = 1.27, p > .05)(t = 1.08, p > .05), and emotional problems. However, results of residential status (t = 2.34, p < .05) discovered that adolescents living in urban areas exhibited more emotional problems than adolescents belonging to the rural areas.