76. Al-Insan/The Human Being
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
76:01
a. Was there not a time in the past when the human being was nothing even to be mentioned?!
76:02
a. Indeed, it is WE WHO created human being of a drop of the mingling of seminal and
ovarian fluid of male and female, so that WE may test him during his lifetime.
b. Then WE enabled him with hearing and seeing and intellect.
76:03
a. And WE guided him on to the Right Path
b. to see whether he be grateful by following the Right Path, or be ungrateful by straying off the Right Path.
76:04
a. WE have definitely prepared for the ungrateful - by being sinful - chains and shackles and
a blazing fire.
76:05
a. As for the grateful - by being righteous - they will drink from cups containing a mixture of camphor/musk -
76:06
a. from a spring at which the servants of Allah will drink,
b. - making it gush out abundantly.
76:07
a. The righteous are the ones who used to fulfill their vows, and
b. stand in awe of the Time the evil of which will be encompassing everyone.
76:08
a. And they - the righteous – used to give food
- to the needy, for the love of HIM,
- and also to the orphan,
- and to the captive/prisoner of war,
700 Surah 76 * Al-Insan
76:09
a. saying within themselves:
b. ‘We feed you only for the Face...
Bukhari was an exemplary teacher. His teaching experiments, advices, and valuable analysis are beneficent even today. As he is famous for being expert in Ahaadeth (Muhadis), he is being ignored in the field of education. His thoughts, described in Kitabul Ilm of Sahi Bukhari can be used to reform an education system. According to his advices, a teacher should be vocal, should understand and consider psychology of students. He should make groups of students on the basis of their intelligence, and should assign assignments to students to make them more confident. About questions asked by students during teaching, Imam says this is not beneficial. Teachers also should not be upset with proper questions asked by students. No one can become expert with his own study without consultation with an expert of the field. Reading without the guidance of a teacher may be unhealthy. Imam stressed even beginner students to do hard work and travel for research, and academic work. To get knowledge and access to reliable teachers admission in an institution and fulfilling of all the requirements are necessary. Imam Also considered women education necessary. According to him women can get benefits only when their system is separate from men. Kitabul Ilm of Bukhari consists of advices for education system reforms. These advices can be used to reform the present education system. Purpose of this article is to analyze Imam Bukhari’s thoughts about education for understanding good and bad things in education.
Soil is a very complex ecosystem comprising of interaction of different arthropods including mites. Soil mites are a highly diverse group, having important role in agricultural productivity by increasing the soil fertility through the process of decomposition, mineralization and having good potential for biological control of different pests. They have potential to be used as indicators for soil quality and sustainable agriculture. Previously, no work has been done on the diversity of soil inhabiting mites from Pakistan. The project present in hand with the objectives to study diversity of soil inhabiting mites in different ecological zones of Punjab and to study the impact of different soil parameters and soil disturbance for crop production on the soil mite diversity. For this purpose, ten localities from four different ecological zones of Punjab were selected. Collection of soil samples was done on bimonthly interval for a whole year from these localities from two different types of soils i.e. undisturbed/uncultivated (soil type I) and disturbed/cultivated (soil type II) type of soil. Total 8851 specimens were collected with an average of 24.59 specimens/sample which is low as compared to other part of the world. The Cumulative and locality wise individual based rarefaction curves attained asymptotic level, except in case of soil type II of district Faisalabad and T.T Singh. The Shannon diversity (Hꞌ) value represents that the diversity of soil type I (Hꞌ= 2.71) was high as compared to soil type II (Hꞌ=2.51) throughout the study period. Irrigated plain was more diverse as compared to other zones in both types of soils i.e. soil type I (Hꞌ=2.81) and II (Hꞌ=2.65). In Mesostigmata, soil type I was more diverse (Hꞌ=1.67) as compared to soil type II (Hꞌ=1.26) while, in Oribatida, soil type I was reported more diverse (Hꞌ=1.77) as compared to soil type II (Hꞌ=1.47). In case of richness, soil type I has more rich (16.59) as compared to soil type II (12.01). Similarly, in soil type, I, mean abundance (22.70) was higher as compared to soil type II (11.56) while irrigated plain zone has more mean number of specimens (28.59) in soil type I as compared to soil type II (13.03). Oribatida was the most prominent group with 50% followed by Mesostigmata 38%, Prostigmata 8% and Astigmata 4% individuals. Ten families were reported from Mesostigmata, followed by Oribatida with 9 families, Prostigmata 5 and Astigmata with only one family. The cumulative rank abundance curves for soil type I and soil type II suggested that presence of soil mite families and numbers of individual varies from different localities and time in various months. Week correlation of N and pH were reported with soil mites. Other soil parameters had no impact on the abundance of soil mites. Maximum temperature, rainfall and humidity had weak significant correlation with mites’ abundance.