28. Al-Qasas/The Narratives
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
28:01
a. Ta. Sin. Mim.
28:02
a. These are the Messages of the Clear Book - The Divine Qur’an.
28:03
a. WE are going to recount to you some of the narratives of Moses and Pharaoh truthfully, for a people who believe.
28:04
a. Indeed, Pharaoh exalted himself in the land of Egypt, and
b. divided its citizens into different ethnic and social factions,
c. seeking to oppress one faction among them - Descendants of Jacob – and depriving them of all human rights and civil liberties,
d. and, slaughtering their baby-boys at birth, while sparing their women/baby-girls.
e. He - Pharaoh - was truly of the oppressors and tyrants.
28:05
a. However, WE wanted to empower those very people who were being oppressed in the land
of Egypt – Descendants of Jacob, and
b. to make them the leaders and to make them the inheritors.
28:06
a. And to empower them in the land by giving them political power and religious authority,
b. and to show Pharaoh and Haman and their armies - through them - the very thing that they had dreaded - and trying to prevent.
28:07
a. And so when Moses was born, WE inspired Moses’ mother by saying that:
b. ‘Keep breast feeding him as usual, but when you fear for his life, then put him afloat into the River Nile,
c. and, once you have done so, then do not fear and do not grieve for he will be saved.
d. Surely WE...
Allama Badr_ul_Din Al-Aaini was a distinguished Islamic Scholar of 8 A.H. He was at the same time an interpreter, Muhadis, a Jurist, and a Historian. He was recognized to be a great Jurist, a Muhadis and a praise worthy man by his contemporary scholars and Jurists. His contributions towards the Muslim Ummah are very comprehensive and valuable. In the below mentioned Article contains a comprehensive view of Al-Aaini`s name and lineage, birth, his teachers, pupils, his works, contributions and his prominent position among the scholars of his age.
Time management is very important in personal as well as in professional life of university teachers. Poor time management results in destructive psychological outcomes in personal and professional life of university teachers. Therefore the present study is based on the Process Model of Time Management by Macan (1994). The study aimed to examine the mediating role of perceived control of time between time management behaviour and psychological outcomes among university teachers. The study also examined the direct effect of time management behaviour and perceived control of time on the prediction of personal and job-related outcomes. Moreover role of time management behaviour in the prediction of perceived control of time was also investigated. The present study is based on cross-sectional survey research design. Sample of the present study comprised of university teachers (N = 300). Seven self-report measures were used for data collection including Time Management Behaviour Scale, Perceived Control of Time Scale, Warwick Edinberg Mental Well-being Scale, Depression Anxiety Stress Scale, Job Satisfaction Scale, In Role Performance Scale, and Role Overload Scale. Overall research was divided into two parts. Firstly, pilot study was carried out in order to examine the psychometric properties of the scales and exploration of the direction of relationship between variables. Pilot study was conducted on the limited sample of university teachers (N = 100). Pilot study participants were not included as main study participants. After pilot testing, main study was carried out. Sample of the main study comprised of university teachers from different public and private sector universities of Pakistan (N = 300). Both male and female university teachers were included in the sample. Age ranged from 28 to 38 years (M = 35.42, SD = 10.79) participated in this research. Only regular university teachers with at least on year full time teaching experience were included in the sample. However, the experience of teachers fluctuated between 1 to 37 years (M = 5.87, SD = 4.60). The qualification level of university teachers was MA / MSc (n = 64, 21.3%), MPhil / MS (n = 133, 44.3%) and PhD (n = 103, 34.3%). Linear regression analysis and hierarchical regression was computed to test the hypotheses. Most of the hypotheses were supported in the present study. Results of the linear regression analysis reveal that time management behaviour positively predicted well-being whereas negatively predicted stress among university teachers. Time management behaviour positively predicted job satisfaction and job performance whereas negatively predicted role overload among university teachers. Time management behaviour positively predicted perceived control of time. Perceived control of time positively predicted well-being whereas negatively predicted stress among university teachers. Perceived control of time positively predicted job satisfaction and job performance whereas negatively predicted role overload. Results of the hierarchical regression analysis revealed that perceived control of time mediated between time management behaviour and well-being among university teachers. Perceived control of time mediated between time management behaviour and stress among university teachers. Perceived control of time mediated between time management behaviour and job satisfaction among university teachers. Similarly, perceived control of time mediated between time management behaviour and job performance among university teachers. The findings confirmed the underlying empirical assumptions of the Process Model of Time Management Overall the findings are valuable in the fields of educational and organizational psychology. The recommendations of the study were discussed under the limitations and suggestions.