96. Al-’Alaq/The Blood Clot
I/We start by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
96:01
a. O The Prophet!
b. Recite!
c. By the Blessed Name of your Rabb - The Lord,
d. WHO creates every existence, especially -
96:02
a. - creates the human being out of a clinging blood clot.
96:03
a. Recite!!
b. For your Rabb - The Lord is the Most Bountiful,
96:04
a. WHO teaches human beings by means of the Pen, and
96:05
a. teaches human being what he does not know.
96:06
a. Not indeed!
b. And yet despite these blessings and favors human being is truly rebellious.
96:07
a. for he considers himself to be free of the need of OUR Grace.
96:08
a. Yet, for sure, you all are going to return to your Rabb - The Lord.
96:09
a. Have you not seen someone who prevents,
96:10
a. a devoted servant of Allah from praying when it is time for him to pray?
96:11
a. Have you not seen someone whether he is guided aright,
746 Surah 96 * Al-’Alaq
96:12
a. or, the one who motivates and enjoins piety?
96:13
a. Have you seen that he denies and belies the Truth and turns away in aversion?
96:14
a. Does he not realize that Allah is Ever-Watching everyone and everything?
96:15
a. Not indeed!
b. Yet if he would not desist,
c. WE will...
Purpose of the study was to reflect great contributions of Dar ul Uloom Deouband. After the end of Independence War 1857, three factors endangered the Muslims of India religiously and educationally. Firstly, the Christian missionaries who thought that after the political downfall Muslims would convert themselves to Christianity. Secondly, the missionaries were proclaiming blasphemy about Islam and the Holy Prophet Muhammad Sallalaho Alaha Wasalam. In this regard, William Mure wrote a notorious blasphemous book about which Sir Syed said, “Alas! We like to die.” Thirdly, in these circumstances the doubts of Muslims were increasing that Muslim may not be converted to Christianity but it may create hatred from Islamic ideology. Just to cope up with these dangers, various educational movements came into being; one of them is Deouband Movement. As a result of the efforts by Dar ul Uloom Deouband, Muslims were able to save their Din and eman.
Recently, the majority of literature on school effectiveness and school improvement, has tend to focus on whole school issues and whole school approaches to improve students' outcomes. The idea of whole school improvement approach was emerged after long time researches on the reasons of failure of different school improvement projects that worked in piecemeal, and in fragmented approaches to school reform. Meanwhile, researchers continue to pursue better understandings of how, whole school improvement can be achieved in order to foster the improvement of schools as per the students, outcomes. Reflecting on these international efforts, it is surprisingly that little is known about how external facilitators facilitate play a major role and use activities when working with schools, what challenges they face and which strategies they use. This research study explored, complexity of the role of professional development teachers (as external facilitators) by presenting case study of the role of PDTs in the whole school improvement programme, in the northern area Pakistan. This research paper describes the strategies and activities used by PDTs when working with the schools. Further, this research study discusses some outcomes of the work of PDTs after one year of intervention. Furthermore, this research study identified some of the factors that restricted or supported the role of the PDTs in both government and community school context. Lastly, there are suggestions and recommendations, which needs to be worked on, for the improvement, of the work of PDTs in facilitating the whole school improvement programme. Though the research conducted on the northern area of Pakistan, the findings are mostly applicable to the context of the developing countries. The contextual realities such as lack of resources, unavailability of fund and cultural barriers are few factors affecting the school improvement program, throughout the developing countries.