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30. Al-Rum/The Byzantines

30. Al-Rum/The Byzantines

I/We begin by the Blessed Name of Allah

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

30:01
a. Alif. Lam. Mim.

30:02
a. The Byzantines have been defeated,

30:03
a. in the nearby land,
b. yet after their defeat, they will be victorious once again over their Persian enemy…..

30:04
a. within a few years -
b. for their affair belongs to Allah - The One and Only God - from beginning to end,
c. and at that time of victory, the believers will celebrate -

30:05
a. It all happens with Allah’s help.
b. HE Helps whoever HE Wills to victory,
c. for HE is The Almighty, The Ever-Compassionate.

30:06
a. This is the firm Promise of Allah,
b. and Allah never breaks HIS Promise,
c. even though most people do not understand it.

30:07
a. They only understand what is apparent in this worldly life,
b. but they are oblivious of the realm of the Hereafter.

30:08
a. Would they never contemplate within themselves so as to emerge from their oblivion?
b. Allah did not create the celestial realm and the terrestrial world, and whatever is between
and beyond them, except in truth, and for a specified term.
c. Even so, many people are disbelievers in the Meeting with their Rabb - The Lord.

30:09
a. Have they never traveled around the world and visited the archaeological sites and seen the fate of those civilizations who were before them?
b. In fact, they were even more powerful than them - such as ‘Ad, Thamud, and Tubba’, and

جنین کا عصری اور شرعی تناظر میں تحقیقی جائزہ

Allah (SWT) dignified human beings among all the creatures and made these (creatures) all subjugated to men. Allah says in the Holy Qur’ān: (He is such a Lord who has created all the things in the universe for you). The beginning of human generation is traced back to the miraculous birth of Adam (A.S), and Allah entrusted their survival in their physical bodies in the process of fusing the male and female gametes in the womb of mother. And new offspring are born undergoing many developmental stages. The Holy Qur’ān has mentioned all the stages of the human being like: its creation started from dust, then from seamen, then a clot, then from a flesh (Al- Qur’ān, 22: 5). The same are described by modern medical sciences. The medical sciences also describes it in details that how a “fetus” is created and the process which it passes through. This article discusses how the “Fetus” is described in Islamic Sources, modern medical sciences and what are the similarities between these two?

Leadership and Community Mobilization for Education Access to Marginalized Communities: the Case of an Ngo in Sindh, Pakistan

Education can uplift individuals, families and nations from poverty and enable their socio-economic mobility, and for that reason, achieving universal access to education has been included in several international and national memorandums. The United Nations, in 1948, declared education a basic human right. World’s leaders came together in Dakar (2000), then in New York (2015) and set the global ‎agenda for ensuring equitable education access for all. Generally, it is state’s responsibility to ensure education provision but sadly, the current education situation in Pakistan shows the bleak picture of government’s interventions and successes in the sector. For decades, Pakistan has faced serious challenges and setbacks to fulfill its promises on the above commitments, as around 22.6 million children are out of schools today. Non-government organizations (NGOs) have emerged as alternatives to help the government and communities to catch up and fulfill the local-global promises. Like the government, NGOs have also been contested in the literature between being solution and problem to providing affordable, relevant, quality and sustainable education to the marginalized communities. Against these local-global realities and theorizations, this qualitative case study explored how a local educational NGO, through its leaders’ thoughts and actions mobilized underprivileged communities to increase their children’s access to quality education. The study’s findings are consistent in describing NGO’s and its schools’ positive role in making education accessible. It is found that providing education access in the economically deprived, religiously fragile and politically charged conditions of rural Sindh demand more complex, creative and yet contextualized approaches. The NGO (AAS, pseudonym) and its schools considerably expanded access of quality education to the public through the clear policy-practice match in maintaining standard education, social mobilization, inclusiveness, subsidized-fee and social capacity-building projects. Apart from these, (a) the schools’ proximity, (b) excellent infrastructural facilities, (c) safe learning environment, (d) educational opportunities and (e) committed local female teachers, -- all improved access, quality, sustainability, relevance and community’s emotional engagement and advocacy of the schools. An important finding was the establishment of schools’ direct relationships with communities and individuals instead of using specially designed structures like school management committees. Community mobilization took place and sustained due to highly committed and culturally informed NGO’s and schools’ leadership. They aligned their organizational mission and policies with the contextual nuances. As a result, schools’ interventions were not seen a threat to local traditions and norms. AAS’s schools accomplishments to reach out poor families ultimately depended
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