98. Al-Bayyinah/The Clear Evidence
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
98:01
a. Those who disbelieve from among the Followers of the Former Scriptures and the idol- worshipers,
b. will not give up their disbelief until a Clear Evidence was presented to them,
98:02
a. through a Messenger from Allah, reciting purified scripts, and
98:03
a. containing clear instructions for them.
98:04
a. Yet those who were given the former Scriptures did not challenge and become divided into factions until after this kind of Clear Evidence came to them.
98:05
a. Even though all they were commanded to:
- submit to Allah alone in awe, reverence, and worship,
- sincerely devote religion exclusively to HIM, being Haneef, and
- establish the Salat/Prayers and
- pay out Zakat/annual charity
b. for that is/are the parameters of a Religion – Right and Straight.
98:06
a. Indeed, those who continue to disbelieve – even after Clear Evidence has come to them
- from Followers of the Former Scriptures and the idol-worshipers will be in the Fire of Hell - there to remain - never to leave, never to die.
b. Those - they will be the worst of created beings.
98:07
a. However, those who believe and practice righteousness,
b. those - they will be the best of created beings.
Surah 98 * Al-Bayyinah 749
98:08
a. Their reward is going to be with their Rabb - The Lord:
b. Gardens of Perpetual Bliss - through which rivers/streams flow - to live therein forever,
never to leave, never...
Mankind came at this earth with their needs. The basic needs of mankind are food for eating, water for drinking, and for the protection of selves; they need wearing clothes and shelter to safeguard themselves from rain, hot and cold. The responsibility of living is dependent on these essential requirements. Islam teaches mankind to earn lawful food. Many verses and hadiths are related to earning lawful food. Islam is a peaceful religion. Therefore, to earn lawful (Halal) food is appreciated. This is a fact that the economic stability has positive effects on human beings' faith, believe, ethics, character, thinking, thoughts, personality and the system of a family. Whereas the financial instability puts negative effects on people's faith, believe ethics, character, thinking, thoughts, personality and the system of a family. That is why Islam advises mankind for earning lawful (Halal) foodstuff. All those sources are considered unlawful (Haraam) to earn money, which directly affects society or people’s wealth, life, and faith. The lawful (Halah) money (food) motivates the people towards good works and unlawful (Haraam) simulates the mankind to do sinful deeds. Food affects the body, like same the unlawful (Haraam) money (food) affects the soul. Lawful foodstuff produces a spiritual power in people for doing good and righteous and to inculcate give values, respect and importance to every relationship and to the society at large. The aim of this draft to elucidate the importance of lawful money (foodstuff) and its role in the stability of the family system.
This study explores how a teacher in an English language classroom of Early Childhood Development section (ECD-IV) teaches young children's creative writing skills. Using a qualitative case study method, the research was conducted in a community school in Karachi, Pakistan. In this study, the primary research participants were one ECD- IV language teacher and four young children aged between seven to eight years. The data was generated through semi-structured interviews, classroom observations and the document analysis. The major findings reveal that although the language teacher (LT) provides opportunities to the young children to practice creative writing, the children do not explicitly express their creative thoughts and ideas while writing creatively. During the study, the six lessons that I observed, informed me that once in a week, the LT provides a topic to the children for doing creative writing. Most of the time, the children are expected to complete the given story, which indicates that the teacher only expects the product in one lesson from the children and ignores the process of writing. In addition, it is also evident from the data that the LT has an ambiguous perception about the writing process. Rather, she mixes it up with the steps she follows to introduce creative writing. Moreover, the teaching pattern exhibits similarity in the lesson delivery of the teacher. The LT introduces the topic through a detailed or lengthy discussion, after which she asks children to write some sentences to complete the task. During lesson presentations, it was observed that teacher's interactions with the children are most of the time bilingual or sometimes translation from English to Urdu, where as children completely used Urdu language in interacting with their peers and teacher. Hence, when it comes to writing, they experience difficulty in expressing their thoughts in English language. Findings also inform that the LT checks creative writing only for the assessment purpose, as she checks the grammar, spellings and hand writing of the children. This creates ambiguity between the concept of nurturing creativity and the convention of language, which consequently increase young children's struggle to write creatively. Eventually, the whole picture of findings project that there is a dire need to bring improvement in the practice of teaching and learning of creative writing in the ECD classroom. Therefore, the study ends with some recommendations offered for the purpose of improvement.