47. Muhammad/The Prophet Muhammad
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
47:01
a. Those who disbelieve and obstruct others from pursuing the Path of Allah,
b. HE will let all of their good deeds go waste,
c. so they will find no reward for these in the realm of the Hereafter.
47:02
a. While HE will erase impieties and sinful trespasses of those who:
- believe, and
- practice righteousness, and
- believe in what has been sent on to Muhammad The Prophet - The Qur’an, and
- that it is the Truth from their Rabb - The Lord, and
b. HE will absolve them of their evil deeds and also set aright their hearts and improve their
spiritual situation.
47:03
a. That is so because those who disbelieve they follow the falsehood,
b. while those who believe they follow The Truth - The Qur’an - from their Rabb - The Lord.
c. That is how Allah gives people precepts of wisdom by similitudes of themselves.
47:04
a. Whenever you encounter in the battlefield those who disbelieve, then strike their necks,
until, when you have overpowered them, then hold them firmly as prisoners of war.
b. Thereafter, you can either free them graciously or hold them to ransom against payment or in exchange of Muslim captives, until the battle lays down its burdens.
c. That is the rule!
d. Yet if Allah so willed, HE alone would have defended HIMSELF against them,
e. but HE allows fighting so that some of you may be tested by means of others in the
battlefield.
f. As for those who would...
Modes of financing in Islamic banking system are generally categorized as Sharaiah based financing like Musharakah, Mudarabah and Shariah compliant financing like Murabaha, Ijarah etc. Islamic banks should have adopted and promoted Sharaiah based financial instruments but instead they have been predominantly using Sharaiah compliant modes especially Murabaha due to some valid reasons. The aim of this paper is to highlight and know the level of satisfaction of the clients, businessmen, entrepreneurs, professionals, academicians and Islamic banking experts of the prevalent structure and use of Murabaha by the Islamic banks in Pakistan.
Formative assessment is an ongoing assessment process, and feedback is an integral part of formative assessment. It is an effective tool, used to enhance students’ learning in a classroom context. Teachers have the leading role in the whole process. The focus of this study was to explore teachers’ perceptions, understanding, and practices of formative assessment and the role of feedback practice in enhancing student’s learning. This study was conducted in two public schools of district Hunza, Gilgit-Baltistan, Pakistan. The design of the study employed was case-study under the qualitative research approach. Two social study teachers of Grade 5 participated in the study.The data were collected through semi-structured interviews, classroom observations, document analysis, and focus group discussions of students. The overall findings of my study indicate that the teachers were aware of some theoretical assumptions about the feedback with regards to its importance in supporting their students’ learning. However, the feedback practices were more mechanical rather than reflective. The findings indicate that teachers’ understanding and practices about feedback remained very theoretical and mechanicals. It was not evident if the feedback support learning in the broader term as discussed in the literature. The main aim of the formative assessment was to check the students’ work and identify correct or incorrect text/work. Even mistakes were seen in terms of spellings and factual knowledge since the tasks were limited in nature. Thus, the study suggests that teachers should equip themselves with the content and pedagogical knowledge of formative assessment and feedback practice in a classroom context. For this purpose, special continuous professional development courses could be arranged for teachers, through education department from national, provincials, districts and local levels, in order to make the formative assessment and feedback process effective and meaningful both for teachers and students.