Characteristics of Bayān-Al-Qur’ān
“Bayān al-Qur’ān” in the series of services towards the Qur’ān by Dr. Isrār Aḥmad (d:1431A. H/2010A. D) has an important standing. He had been presenting the translation besides brief explanation of the Qur’ān during Ṣalāt-e-Tarāvīh since 1984A. D; this series of daura-e-Tarjuma (translation) was liked world-wide.
The task of publishing daura Tarjuma-e-Qur’ān(held in 1998A. D inQur’ān Academy, Karāchī) in a book form had commenced in the life-time of Dr. Isrār Aḥmad. This important assignment was taken on by Anjuman Khuddām al-Qur’ān, Khyber Pakhtūnkhwāh, Peshāwar; so far, five volumes of Bayān al-Qur’ān upto Surah al-sajadah have been published.
Dr. Isrār Aḥmad’s Tarjuma-e-Qur’ān comprising a brief translation and explanation in the form of Bayān al-Qur’ān has the following peculiarities:-
1. He presents the points of explanation (Tafsīr) in a very simple but convincing way for the audience which is easy as well as understandable. While explaining the ‘Split Alphabets’(ḥarūf-e-Muqatti‘āt) with refernce to the first Āyah of Surah al-baqarah, he writes:
“These are the split words; suffice to know that no one knows the real and specific meaning of these with certainty except Allāh and His prophet(SAWS). This is a mystery resting between Allāh and the prophet(SAWS). Many explanations have come up but none of these is attributable or endorsed by the prophet(SAWS). However, it is known that the use of such split-words was common in poetic expression of the Arabs, hence they never raised a finger about the same. Out of 114 Suwar-e-Mubārakah (chapters) in the Qur’ān, 29 begin with such alphabets (ḥurūf-e-muqatti‘āt). ” [1]
Dr. Isrār made use of simple words to explain even the complex issues so that the audience follow the message of the...
Allah has made the man as his caliph on earth and created the natural resources of the universe for the sake of human beings. Due to advancement of industrialization the natural resources and environment have been threatened while the environmental pollution has become an international challenge in modern times. Some of the guiding principles mentioned in the Sirat-un-Nabiﷺ are helpful in basic guidance of humanity, such as the prohibition of extravagance and oppression, the gratitude for divine blessings, the observance of the rights of worship, and so on. However, there are certain rules and decrees that provide specific guidelines for the protection and proper use of certain natural resources, such as water, trees, agriculture, forests, wind, etc. That some of them have been ordered to perform their duties, Such as the commands to plant trees, to keep water clean, to cultivate, to raise animals and to be gentle with them, etc. Such as prohibitions of cutting down trees unnecessarily, of polluting water, of spoiling fields, and the prohibition of cruelty to animals, etc. In this study, these demands have been explained in some detail in the light of Quran and Hadiths.
Key Words: Environment, Pollution, Responsibilities, Sirat -un-Nabiﷺ
Assessment literacy of teacher educators is important for effective teaching learning process. It provides sound foundation for appropriate classroom practices which could contribute positively to prospective teachers academic achievements. The purpose of this study was to investigate the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The objectives of the study were to find out teacher educators‘ assessment literacy, investigate teacher educators‘ classroom assessment practices, find out students‘ academic achievement, assess the difference of male and female teacher educators on assessment literacy, and to find out the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The research questions and hypotheses were made which has directed the study properly. This study was quantitative, descriptive and correlational in nature; and all 409 teacher educators and 817 prospective teachers of 20 Regional Institutes of Teacher Education of Khyber Pakhtunkhwa and students of 33 Government Colleges for Elementary Teachers of Punjab constituted the population of the study. Through stratified proportionate random sampling technique, 205 of teacher educators and 205 prospective teachers were selected for data collection. The total study sample comprised 410 respondents. This study was conducted in the year spring, 2016. To investigate the sample group of the study an Assessment Literacy Test and Classroom Assessment Practices Questionnaire were adapted. These instruments were pilot tested and were used to collect data from the respondents. The collected data were analysed through Mean scores, Standard Deviation, independent sample t test, one way ANOVA and Pearson correlation techniques using Statistical Package for Social Sciences version 20 software. The results indicated that majority of teacher educators‘ had an average level of assessment literacy and they followed mostly traditional classroom assessment practices. Majority of teacher educators‘ were of the view that they had not attended any in-service training in assessment. Furthermore, a significant positive relationship was measured between assessment literacy and classroom assessment practices of teacher educators; however, there was no significant relationship among teacher educator assessment literacy, classroom assessment practices and students‘ academic achievement. Based on the results of the study RITEs and GCETs were recommended that a series of workshops with the assistance of teacher education departments‘ faculty of universities may be arranged to enhance the professional competence of teacher educators in the domain of assessment. It was also recommended that teacher educators may not confine themselves to traditional assessment practices and they may adopt alternative assessment practices in assessing students learning. Furthermore, it was recommended that the Federal Ministry of Education and Professional Training may constitute National Assessment Wing under the umbrella of National Curriculum Council for the advancement of assessment literacy and practices in the country.