77. Al-Mursalat/(Winds) Sent Forth
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
77:01
a. By those which are sent in swift succession,
77:02
a. and then forcing on with force as tempests,
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a. and spreading clouds far and wide,
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a. thus separating that separates,
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a. and those bringing the reminder to hearts,
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a. to serve either as an excuse for forgiveness from HIM or as a means of warning of HIS punishment,
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a. that what is being promised is surely going to happen -
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a. - when the stars’ light will extinguish,
77:09
a. and when the celestial realm will split apart,
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a. and when the mountains will be crushed to pieces and blown away as dust,
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a. and when the time to bring the Messengers together will arrive,
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a. for what Time are these things promised -
77:13
a. for the Time of Division?
b. The Time of Judgment.
77:14
a. And what may enable you to perceive the Time of Division?
77:15
a. It will be too bad a Time for those who keep denying and belying the coming of this Time.
77:16
a. Have WE not destroyed the earlier generations for their persistent denial and disbelief of this Time?
b. Indeed, WE did!
77:17
a. Then WE made others who disbelieved to follow them in destruction.
b. WE...
تهدف هذه الدراسة الى التعريف بمحاور الصراع الجيوسياسي الإقليمي المتنافسة من اجل السيطرة على موارد الطاقة بغية الوقوف على مخططاتها وأهدافها الجيوستراتيجية التي تسلكها لتحقيق أهدافها الانية وتطلعاتها المستقبلية، ومن اجل تحقيق تلك الأهداف المرجوة فقد تم الاعتماد على المنهج التحليلي الذي يعتمد عليه في الدراسات الجغرافية السياسية والجيوبولتيك، وقد توصلت الدراسة الى جملة من النتائج ابرزها ان موارد الطاقة التي تزخر بها منطقة الخليج العربي من النفط والغاز الطبيعي جعلت منها ارضية خصبة للصراعات الإقليمية والدولية نظرا لتحرك محاور هذه الصراعات بقوة من اجل ايجاد موطئ قدم لها في هذه المنطقة الحيوية والظفر بهذه الموارد الطاقوية واحكام السيطرة عليها وضمان استمرارية تدفها وابعاد القوى الفاعلة الاخرى من الوصول اليها
This study aims to develop an understanding about how formative assessment can be used to develop students' conceptual understanding in the selected concepts of science at Grade 6. The study utilized the action research method within qualitative paradigm. It was conducted in an English medium Girls High school in Karachi. The school had been using formative assessment rather than summative assessment to assess students' learning from grade 3-6. Hence, it was decided to explore how formative assessment can be used to develop students' conceptual understanding in this school as it would develop my understanding about usage of formative assessment. It would also support the school's effort to implement FA in this grade in science. Data was mainly collected from observations and teaching by using various formative assessment tools such as peer group assessment, Think-Pair-Share activity and classroom questioning. Findings of the study demonstrated that it is vital for a teacher to diagnose the prior understanding of the students regarding any science concept to ensure their conceptual understanding. It also revealed that group-work, peer-assessment and Think- Pair-Share activities are more likely to help students in developing their conceptual understanding. It further showed that teachers need to analyze the assessment data on an ongoing basis to gain insight into the needs of students and to modify teaching instructions accordingly. It also indicated that timely feedback given by teachers and peers supported students' learning and developed their conceptual understanding. However, strict time frameworks of schools and heavy syllabus hinder the effective implementation of formative assessment in real classroom context. This study concludes by recommending that for effective implementation of formative assessment, teachers needs support in terms of time and space from the school management and they must be encouraged to analyze the assessment data to inform their teaching practice. Therefore, the study ca11s for the change in teaching and assessment practices in schools. Key words: Formative assessment, conceptual understanding, summative assessment.