22. Al-Hajj/The Annual Pilgrimage to Makkah
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
22:01
O The People of the World!
Be conscious of your Rabb - The Lord - in reverence, awe, and piety.
Indeed, the earthquake of the Last Hour is going to be a dreadful thing!
22:02
The Time when you all will see it, every nursing mother will be distracted in dread from whom she is nursing, and
every pregnant female will abort her burden of pregnancy prematurely, and
you will see the people as if they were drunk - gone out of their senses because of ensuing fear, while, in fact, they will not be drunk.
They will have been overwhelmed by the dread of Allah’s intense punishment.
22:03
Even still, some from the people dispute Allah, without any knowledge of HIM,
and follow every defiant Satan - satanic impulse with deviant thoughts.
22:04
It is already been decreed that -
Whoever takes him as an ally, i.e., follows any such Satanic impulse,
he will surely mislead him, and guide him to the punishment of the Blazing Fire.
22:05
O The People of the World!
If you are in any doubt about truth of the Resurrection, then consider the fact that,
WE first created you out of dust/earth - as Adam - and
then as his progeny, out of a small drop of male’s and female’s secretion, then from a clinging thing, and then from a lump, formed and unformed, so that WE may make it clear to you.
WE plant in the womb what WE Please – male or female...
This paper explores the religious ideological basis, cultural ambivalence and a bicultural identity issues in Mohsin Hamid’s The Reluctant Fundamentalist. This Pakistani Anglophone novel carries different diasporic sensibilities. Issues related to culture, religion and its association with ideological grounds are very prominent. Elements of immigrant feelings and loss of identity are very vibrant. The writer shares migrant experience and the influence of a new culture of the host country, United States. While migrants from some of the Asian states, mainly those characterized by most recent immigrant waves, have really worse socio-economic situation than average immigrants; Pakistani people are among minorities. This research is qualitative in nature. Theories presented by Arjun Appadurai, Homi K Bhabha, and James Clifford about culture and diaspora support this research. This research is helpful to know about the concerns associated with the liminal space and issues related to identity loss, strong affiliation and recognition on the basis of religion and living with a bicultural identity.
The philosophy of inclusive education has developed from the long history of global educational reforms since 1948 that, seek to reinforce the principles of Education as a Human Right. These legislations over the years culminated into the Salamanca Statement (1994) of inclusion, which was signed by 92 nations of the world, with the number having increased over the last 11 years to 164 nations currently (UNESCO, 2005). The target is that by 2015, these nations should have realized basic Education for All (EFA) through their national goals and work plans for Universal Primary Education (UPE). This is a major challenge, especially for developing countries, where progress has been relatively slow (Eleweke&Rodda, 2000). UNESCO (1998) points out that majority of students with special needs, specifically those with disabilities, remain excluded from schools; therefore, a major challenge for these nations to realize the UPE goals by 2015. The World Bank report (2003) on EFA estimates that 40 million children out of the 115 million children, who are out of schools, are children with special needs. Inclusive Education (IE) is seen as the vehicle, through which the goals of EFA can be achieved. Inclusive Education means accommodating all children in mainstream schools regardless of their physical or individual differences. It is within this context of events that I conducted a case study research of a private inclusive school, focusing on the role of the principal in transforming a school to reach out to all learners through Inclusive Education. It is apparent that schools need to change their perspectives so as to recognize, value, and provide for diversity in curriculum. My study revealed that a principal can transform the school to reach out to all learners by restructuring the school philosophy to reflect positive behaviors and support for diversity; change school policies on admission, assessment and curriculum implementation in order to retain learners with special needs; show support for teachers through relevant professional development programs, provision of adequate time and resources; strong partnership and involvement of parents and community; and modeling and reinforcing inclusive education behaviors through hands-on site-management. The background of the study was based on my life story, that is being a parent of a child with special needs, as evidence of an insider's voice on the challenges of educating children with special needs.