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54. Al-Qamar/The Moon

54. Al-Qamar/The Moon

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

54:01
a. The Last Hour has drawn near,
b. and the moon has been split open.

54:02
a. But whenever they see a Sign, they turn away, and mock:
b. Just the ‘same old deception, continuing!’

54:03
a. And they belie it and follow their whims.
b. But every matter will reach its proper end - so they will know the truth.

54:04
a. Certainly enough of the narratives of the fate of the former disbelieving nations would have
already come in which there is deterrence,

54:05
a. narratives full of far reaching wisdom,
b. yet the warnings do not benefit them.

54:06
a. So turn away from them.
b. The Time is going to come when the Caller will call all people to a horrible event;

54:07
a. with their eyes humbled, they will emerge out of their graves as if they were swarms of locust, looking confused and bewildered,

54:08
a. scrambling in a stampede and rushing towards the Caller.
b. The disbelievers will say remorsefully:
c. ‘This is such a difficult time!’

54:09
a. Before them the People of Noah too had belied OUR Messages and Messenger,
b. and they belied OUR servant Noah, and alleged:

c. ‘He is insane!’
d. And he was rebuked and prevented from advocacy.

54:10
a. So he appealed to his Rabb - The Lord in utter helplessness:
b. ‘I have certainly been overpowered.
c. So help’ me!

أمير الشعراء أحمد شوقي: نثره الفني ومنهجه

It is very clear that Ahmad shoqi was titled as king of modern Arabic poetry due to his unforgettable literary deeds towards it. Apart it all, his good struggle toward Arabic prose were ignored in his life, because of the prose was not his field to be tried in and it has its own experts. Some of these experts collected his prose and compiled it in a huge encyclopedia of his literary works named “al mosoa al shoqia” (الشوقية الموسوعة). This article also discussed his literary prosaic struggles, his methodology which he acquired and the deficiencies which were pointed out by critics. Adding more, the feature of the prose are also drawn in.

Exploring a Female and a Male Secondary School Head Teachers Experiences of Leading School Improvement

Literature (Foster, 2004), agrees that there is a relative absence of research that documents the experience of male and female headteachers leadership in relation to school improvement. This qualitative life history study explores a male and female head teachers' experiences of leading school improvement in two secondary schools of Azeem Education System, Northern Areas of Pakistan. Semi-structured interviews, observations and document analysis were the main source of data generation. The study revealed that the context of leadership and school improvement are relative and are influenced by the contexts of a school and the communities in which the school is situated. The needs, demands and future trends as viewed in these contexts shape and guide headteachers' leadership practices and their school improvement efforts. So, an explanation of headteachers' experiences of leading school improvement also needs to be taken into account not only their personal skills but also to see, how well they were able to respond to the school context. Studies showed that gender may play an important role in teachers' ascend to headship. Male teachers have better chances to avail headship position due to their better academic qualification. While female may need to struggle longer to achieve better academic and professional credential in order to prove their ability of assuming headship position. In order to enhance headteachers' efforts in leading school improvement, some recommendations to the organization were made, that the organization needs to acknowledge headteachers' diverse leadership practices for school improvement. This also requires recognition of headteachers' unique life histories (personal and professional), which shape and guide their unique perceptions and practices of leading schools for improvement. In this connection, the study recommends that professional development programmes for headteachers may include life histories of the headteachers, in order to understand their perceptions and practices of leadership, particularly in the context of their efforts to school improvement.
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