57. Al-Hadeed/The Iron
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
57:01
a. Whatever is within the celestial realm and the terrestrial world is Glorifying Allah – The One and Only God,
b. as HE is The Almighty, The All-Wise.
57:02
a. For HIM is the Sovereignty of the celestial realm and the terrestrial world.
b. HE gives life as well as death.
c. And HE Manifests Sovereignty over all existence.
57:03
a. HE is The First and HE is The Last, i.e. without a beginning and without an end, and
b. HE is The Apparent and HE is The Hidden, and
c. HE is The Knowledgeable about everything.
57:04
a. HE created the celestial realm and the terrestrial world in six days/ time span,
b. then established HIMSELF on the Throne of Almightiness.
c. HE Knows whatever enters the earth, and whatever comes out of it,
d. and whatever descends from the celestial realm, and whatever ascends to it.
e. And HE is with you wherever you may be.
f. Allah Watches whatever you do.
57:05
a. To HIM belongs the Sovereignty of the celestial realm and the terrestrial world,
b. and to Allah will return all matters for judgment and award.
57:06
a. HE makes the nighttime to pass into the daytime,
b. and HE makes the daytime to pass into the nighttime.
c. And HE knows whatever is within the hearts of people.
57:07
a. Believe in Allah and HIS Messenger, and
b. spend out in the Cause of Allah of that wealth, possessions, and knowledge which...
Human service professionals and those who educate them to promote and encourage the unique values and characteristics of human services. In so doing, human service professionals uphold the integrity and ethics of the profession. The fundamental values of the human services profession include respecting the dignity and welfare of all people; promoting self-determination; honoring cultural diversity; advocating for social justice; and acting with integrity, honesty, genuineness and objectivity. Human service professionals consider these standards in ethical and professional decision making. Ethical-decision making processes should be employed to assure careful choices. The ethical standards are organized in sections around those persons to whom ethical practice should be applied. In this paper will discuss about the Services and Teachings of Molana syed Abdul Ahad Agha.
In most of the Pakistani schools, it has been seen that there are inadequate practices for English language teaching and learning, particularly as relates to writing skills (Khan & Khan, 2016). Developing English Language writing skills requires teachers to be familiar with writing strategies that can facilitate students (Khan, 2011). In Pakistani schools, it seems that English language writing skills are neglected in classroom teaching because the English language teachers are not acquainted with the “new practices of teaching English language in general, and teaching of writing skills in particular” (Siddique, 2007, p. 20). The need to enhance effective writing skills in learners, therefore, requires introduction/ exposure to various writing strategies to teach writing skills in an interesting way (Omar, 2016). This study was conducted in the context of Karachi, Pakistan, to explore how mind-mapping technique can be used to help improve students’ writing skills of grade 3. It was a qualitative action research study carried out to design an action so as to attempt to bring a change. The data were collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. Data collection tools were pre and post-test, observations, focus group discussion, semi-structured interview and field notes. In the light of data analysis of the reconnaissance phase, there were several problems identified as they related to students’ ability to generate, organize and independently write on a given topic. One of the important tools to support learners in this regard is to use pre-writing strategies in writing tasks (Buzan, 2002). In addition, pre-writing strategies can help to boost students’ motivation and engagement with writing and develop them as independent writers (Keen, 2017). Based on the reconnaissance findings, I planned an intervention and conducted three teaching cycles on teaching students mind mapping and how to use their mind map to produce independent texts. The study outcomes suggest that students’ exposure to a pre-writing strategy such as mind-mapping technique did help to improve students’ writing skills. The study participants were able to think, generate and organize their information about a given topic. Study outcomes also reveal that the use of mind maps seemed to boost students’ motivation, their engagement with writing seemed to increase and they were able to function as independent writers. Therefore, this suggests that using a pre-writing strategy such as mind-mapping technique can support learners in improving their writing skills.