92. Al-Layl/The Night
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
92:01
a. By the night when it covers,
92:02
a. and the daylight when it reveals its brightness.
92:03
a. And the One WHO created the male and the female.
92:04
a. Indeed, your endeavors in this life are diverse.
92:05
a. Consequently, as for the one who:
- gives out in the Cause of Allah, and
- fears Allah’s disobedience, and
92:06
a. affirms what is good/the best outcome of the righteous.
92:07
a. WE shall facilitate his way towards the state of ease- the paradise.
92:08
a. But as for the one who:
- is miserly with what is due to Allah, and
- considers oneself above the need of HIS bounties, and
92:09
a. denies and belies what is beautiful/the best,
92:10
a. for him WE shall facilitate the way towards the state of hardship - distress of Hell.
92:11
a. And his amassing of wealth will not benefit him when he perishes.
Surah 92 * Al-Layl 741
92:12
a. Surely, it is upon US to guide,
92:13
a. and, indeed, to US belong the end of this life and the beginning of the next life.
92:14
a. So I warn you all of a Blazing Fire,
92:15
a. which none will experience it except the most wretched of all people:
92:16
a. the one who would persistently deny and belie...
The present study was conducted to probe the cleanliness in the tertiary healthcare hospitals in Peshawar-Pakistan. The data was collected through a structured questionnaire from 600 sampled respondents admitted in three tertiary healthcare hospitals in Peshawar i.e. Khyber Teaching hospital, Hayatabad Medical Complex and Lady Reading Hospital through proportional allocation method. The patients were very critical about the healthcare and cleanliness in the above three major hospitals of Khyber Pakhtunkhwa. The Bi-variate analysis was made and the results reveal that hospital has clean and hygienic environment (P=0.006), Medical OPD, s were clean and tidy (P=0.000), wards were clean and well maintained (P=0.000), Toilets were clean and well maintained (P=0.000). The study recommended that hospital administration should keep focus on cleanliness in washroom, clean water and clean food to the patients.
Professional development of teachers takes many forms, all aiming at a long-lasting qualitative change in teachers' thinking and approaches to educating. Reflective teaching is one of the professional development strategies teachers can use to search for better ways of knowing and teaching mathematics. Reflective teaching involves reflecting on one's teaching and reflecting on the meaning teaching has for students. It can take place before or after the event of teaching. The study set out to understand reflective teaching practices in a private school in Pakistan. The objective was to ascertain if reflective teaching is practised in Pakistan, how and why. Furthermore, I wanted to examine and understand the forms of reflection and their effect on teachers' professional development. Two teachers of mathematics participated in this study, shared their experiences and perspectives of reflective teaching in their school. The study was conducted in the qualitative paradigm by using in-depth interviews, lesson observations and reflective discussions for data collection. From the data, five major themes about reflective teaching emerged. First, teachers' notion of reflective teaching seems to be influenced by their personal biography, their curriculum and knowledge base, the beliefs and the context in which they work. Second, teachers tend to consider reflective teaching as a strategy for improving their classroom teaching. Third, reflective teaching does not seem to occur in a vacuum; however, engaging teachers in reflective teaching requires the ongoing professional support from the school management. Fourth, reflective teaching tends to create an enabling environment that leads to develop students' better conceptual understanding of mathematics. Finally, the study reveals that teaching of mathematics does not seem to be related to teacher's formal qualifications. However, the nature of subject content knowledge that the teachers have, seems to be a decisive factor. In addition to these key findings, the study has also revealed some important contextual concerns, which seem to inhibit the teachers' use of reflective teaching strategy. Some recommendations and implications have been drawn from the study. These may assist in understanding reflective teaching as a strategy for improving classroom teaching and the issues on teacher professional development more effectively