This document provides a concise dictionary of terms from the Quran. It was compiled by M. Mustafa Shareef, Khaqan Khan, and Dr. Abdulazeez Abdulraheem under the Understand Quran Academy in Hyderabad, India. The dictionary entries include the Arabic word, English meanings, part of speech, and references to specific Quranic verses. Entries are arranged by verse number for easy reference within the Quran.
By Shaykh Ashraf Ali Thanvi (رحمه الله)
(مولانا اشرف علی تھانوی)
This book contains a collection of most famous Islamic Duas/Azkar
(دعاؤں اور اذکار کا ایک بہترین اور مقبول مجموعہ)
Title: Dealing with the Coronavirus
Author:Shaykh-ul-Hadith Hadrat Mawlana Muhammad Saleem Dhorat Hifzahullah
Publisher: Islamic Da'wah Academy
Website: www.idauk.org
This message is for every Christian who is willing to search for the truth with a sincere desire, and a broad mind to provide him with answers to questions that would otherwise take him long time to find.
CONTENTS:
• Foreword
• The divine purpose
• Who deserves to be worshiped?
• The birth of Mary
• The birth of Jesus
• The infant speaks
• People's reaction
• Jesus' privileges and miracles
• The reaction of the Children of Israel
• What is more difficult and miraculous, the creation of Adam, or the birth of Jesus?
• Cross-Examination
• Important points to remember
• Check and compare
• The Last Supper
By Shaykh Ashraf Ali Thanvi (رحمه الله)
(مولانا اشرف علی تھانوی)
This book contains a collection of most famous Islamic Duas/Azkar
(دعاؤں اور اذکار کا ایک بہترین اور مقبول مجموعہ)
Title: Dealing with the Coronavirus
Author:Shaykh-ul-Hadith Hadrat Mawlana Muhammad Saleem Dhorat Hifzahullah
Publisher: Islamic Da'wah Academy
Website: www.idauk.org
This message is for every Christian who is willing to search for the truth with a sincere desire, and a broad mind to provide him with answers to questions that would otherwise take him long time to find.
CONTENTS:
• Foreword
• The divine purpose
• Who deserves to be worshiped?
• The birth of Mary
• The birth of Jesus
• The infant speaks
• People's reaction
• Jesus' privileges and miracles
• The reaction of the Children of Israel
• What is more difficult and miraculous, the creation of Adam, or the birth of Jesus?
• Cross-Examination
• Important points to remember
• Check and compare
• The Last Supper
نور الاقتباس في مشكاة وصية النبي صلى الله عليه وسلم لابن عباس
(ابن رجب الحنبلي)
Nurul Iqtibas fi Mishkat Wasiyyah Al-Nabi li Ibn 'Abbas
Prophet Muhammad's (ﷺ) Advice to Ibn Abbas (رضي الله عنه)
-------
The spiritual and wordly life of a Muslim is focused on Allah. Success in both entails knowing Allah, loving Him, trusting Him and worshipping Him alone. It requires the Muslim to learn his religion, discipline his soul and refine his conduct. The Muslim must have firm faith that everything that happens to him in this life is good for him, that his Lord would never decree anything that would be detrimental and, as such, he is required to be patient and steadfast in the face of adversity and grateful at times of ease.
In this treatise, the author, ibn Rajab sets out to explain the advice the Prophet (SAW) imparted to ibn Abbas (radiyAllahu’anhuma), ‘Safeguard Allah and He will safeguard you. Safeguard Allah and you will find Him in front of you. Know Allah in times of ease and He will know you in times of hardship. When you ask, ask Allah. When you seek aid, turn to Allah. The Pen has dried (after having written) all that will occur…’
It would not be an exaggeration to say that if a Muslim was to understand this hadith and follow it closely, he would be well on his way to fulfilling the goals highlighted above. It is for this reason that ibn al-Jawzi said, ‘I pondered this hadith and it struck me with awe; I was so astounded that I almost became light headed… The prevailing ignorance of this hadith and the lack of understanding thereof is truly distressing!’.
‘Abdu’l-Qadir al-Jilani said, ‘Every believer should make this hadith a mirror to his heart, his axiom, his shelter and his topic of conversation. He should act by it in all times of motion and stillness so that he can be saved in this world and in the Hereafter.’
Imam ibn Rajab al-Hanbali (d.795H) was a scholar praised extensively for his vast knowledge, ascetism and expertise in the Hanbali school of thought as well as in hadith and its related sciences. His writings, gatherings and sermons were full of blessings and he was loved by all. He has written numerous monographs explaining individual hadiths of which this one, a series of which is currently being published by Daar us-Sunnah Publishers.
The translator has added appendices which comprise further explanations to the hadith by Mulla Ali al-Qari, ibn ‘Allan, and ibn ‘Uthaymin
نور الاقتباس في مشكاة وصية النبي صلى الله عليه وسلم لابن عباس
(ابن رجب الحنبلي)
Nurul Iqtibas fi Mishkat Wasiyyah Al-Nabi li Ibn 'Abbas
Prophet Muhammad's (ﷺ) Advice to Ibn Abbas (رضي الله عنه)
-------
The spiritual and wordly life of a Muslim is focused on Allah. Success in both entails knowing Allah, loving Him, trusting Him and worshipping Him alone. It requires the Muslim to learn his religion, discipline his soul and refine his conduct. The Muslim must have firm faith that everything that happens to him in this life is good for him, that his Lord would never decree anything that would be detrimental and, as such, he is required to be patient and steadfast in the face of adversity and grateful at times of ease.
In this treatise, the author, ibn Rajab sets out to explain the advice the Prophet (SAW) imparted to ibn Abbas (radiyAllahu’anhuma), ‘Safeguard Allah and He will safeguard you. Safeguard Allah and you will find Him in front of you. Know Allah in times of ease and He will know you in times of hardship. When you ask, ask Allah. When you seek aid, turn to Allah. The Pen has dried (after having written) all that will occur…’
It would not be an exaggeration to say that if a Muslim was to understand this hadith and follow it closely, he would be well on his way to fulfilling the goals highlighted above. It is for this reason that ibn al-Jawzi said, ‘I pondered this hadith and it struck me with awe; I was so astounded that I almost became light headed… The prevailing ignorance of this hadith and the lack of understanding thereof is truly distressing!’.
‘Abdu’l-Qadir al-Jilani said, ‘Every believer should make this hadith a mirror to his heart, his axiom, his shelter and his topic of conversation. He should act by it in all times of motion and stillness so that he can be saved in this world and in the Hereafter.’
Imam ibn Rajab al-Hanbali (d.795H) was a scholar praised extensively for his vast knowledge, ascetism and expertise in the Hanbali school of thought as well as in hadith and its related sciences. His writings, gatherings and sermons were full of blessings and he was loved by all. He has written numerous monographs explaining individual hadiths of which this one, a series of which is currently being published by Daar us-Sunnah Publishers.
The translator has added appendices which comprise further explanations to the hadith by Mulla Ali al-Qari, ibn ‘Allan, and ibn ‘Uthaymin
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. A Concise Dictionary of Qur'an 1 English
ﺑﺴﻢ اﷲ 6 ْاwﻛَﻔَﺮ
ُ they disbelieved, creators 19 َ
ك like
they rejected
12 ْ ِ
ﻟ ﻜﻦ but
A Concise Dictionary 6 ٌ ﺳ َ آء َ equal, all the same 19 ٌﺻﻴِّﺐَ rain-laden cloud,
of the Qur'an 13 آﻣِﻨ ُ ْا im. pl. believe, rainy storm
Compiled by َء whether (sign of become faithful ُ ﺳﻤَﺂء َ sky
ﻛَﻤَﺎ
6 19
interrogation)
M. Mustafa Shareef, Khaqan Khan
ُ َ َ
like, as, alike
أﻧْﺬرْﺗَﻬﻢ ٌرَﻋْﺪ
13
you warned /
ُ ِ َ
& Dr. Abdulazeez Abdulraheem thunder
أ ُ ْﻣﻦ
6 19
frightened them
ْأَم ٌْ
13 shall we believe?
Understand Quran Academy or ﺑَﺮق lightening
ُ ﺳﻔَﻬﺂء
6 19
Hyderabad, India ُ pl. foolish / insolent /
َﻳَﺠﻌَﻠ ُ ن
ْﻟَﻢ
13
www.understandquran.com stupid persons ْ they thrust / put /
ﻻ َ َﻌْﻠَﻤُ ن
6 not 19
place
ْأَﺻﺎﺑِﻌَﻬﻢ
they do not know
ْﻫُﻢrﺗُﻨْﺬ
13
ِ ُ َ their fingers
إ ِذا ﻟَﻘُ ْا
Abbreviations: 6 you warn them 19
َ
when they meet
ٌآذَان
sr. singular dl. dual 14
pl. plural 7 َﺧﺘَﻢ sealed, closed,
concluded they went in
19 ears (sr.: ٌ)أُذن
ُ
ﻗُﻠُﻮﺑِﻬﻢ
ٍ ْ ﺧﻠ َ ْ ا
َ ُِ َ
ﺻ َاﻋﻖ
mg. masculine gender loneliness, secluded pl. thunderclaps
7 hearts (sr.: ٌ)ق ْلب
َ 14 19
ٌَ
fg. feminine gender in privacy, they are (sr.: )صَاعِ قة
ْﺳﻤْﻌِﻬﻢ َ َ
ٌﺣﺬر
ِ َ
im. imperative أﻣﺮ alone
their ears / hearing fear, danger
ِ َ
7 19
ﺷﻴَﺎﻃﻴْﻦ devils, devil type
Negative imperative ﻧﻬﻲ
َ َ ٌ
14
ni.
7 ِﻫِﻢrأﺑْﺼﺎ pl. eye-sight, eyes
ُ
behavior 19 ﻣَ ْت death
ap. active participle اﺳﻢ ﻓﺎﻋﻞ
ٌ َةwﻏﺸﺎ َ ِ
14 ﻣَﻌَﻜﻢ with you (all)
ap. one who
pp. passive participle اﺳﻢ ﻣﻔﻌ ل 7 covering, dimness
َْنwُ ﻣُﺴﺘَﻬْ ِء ٌ ِ
ﻣُﺤﻴْﻂ
ْ ap. those who scoff / 19 surrounds,
ٌ َ
ﻋَﺬاب
14
vn. verbal noun ﻣﺼﺪر sneer / laugh encompasses
7 punishment, torment
ْﻳَﻤُﺪﻫُﻢ he gives them rope /
اﻟْﲀﻓِﺮﻳﻦ َ disbelievers/
19 ِ
ٌﻋَﻈﻴْﻢ
15
The words are arranged as follows: 7 ِ Great
prolongs them
َ
rejecters of faith
ْﻃﻐْﻴَﺎﻧِﻬﻢ
ِ ُ their wrongdoings / ُﻳَﲀد almost, nearly
اَﻟﻨَ۪ﺎس
Ayah #; Word; Meanings 15 20
ُ the men / mankind / insolence
ُ َ ْ
َﻳَﻌْﻤَﻬُ ْن
8
(((((((Juz – 1 ))))))) people
15 they wander blindly 20 ﻳَﺨﻄﻒ snatches, takes
ﻣَﻦ
ْ who
ُ
away
َ ْ
8
﴾ ﴾ ة اﻟﺒﻘ ةr﴿ ﴿ 2 - ﺳﻮ ْاwاِﺷﺘَﺮ ﳇﻤَﺎ
ُﻳَﻘُ ُل
16 bought, bartered 20 as often, whenever
he says / speaks /
ذٰﻟِﻚ
َ ٌ ﺿﻼﻟَﺔَ َ َ
8
2 this, (that) ٌ َ
tells (vn.: )ق ْول
16 error 20 ﻣَﺸ ْا they walked
َ آﻣَﻨَ۪ﺎ we believe, we have
َ ﻻ رَﻳْﺐno doubt, no ﻓَﻤَﺎ رَﺑِﺤﺖ َأَﻇﻠَﻢ ْ
8
2 faith, 34, 62 ْ َ so did not benefit became dark
َﻳُﺨﺎدِﻋُ ْن
َ
16 20
suspicion they beguile, they
ْﺗِﺠﺎرَﺗُﻬُﻢ ﻗَﺎﻣُ ْا
9
2 ِ ﻓِﻴْﻪ prep. in this, in, at, deceive
16 َ their business 20 they stood still
ﻣَﺎ
on, within
ﻟَﻮ
9 not
ﻣُﻬْﺘَﺪﻳْﻦ
َ ِ ْ
those who ward off ap. rightly directed /
2 ﻣُﺘﻘِﻴْﻦ
َ evil, pious, God-
إ ِﻻ but, except
16
guided persons
20 if
ْﻣَﺜَﻠُﻬُﻢ َ
9
fearing their example / َ ﺷﺂء
ﻳ ُ ْﻣِﻨ ُ ْن َ َ
willed, wished
أﻧْﻔُﺴﻬُﻢ
17 20
they believe parable / likeness
ْ َ ُِ
3 their person / soul
َ
9
ك ٍﰻ ّ ﺷﻲء
ُﻏَﻴْﺐ
everything
َْنwﻣَﺎﻳَﺸﻌُﺮ
ُ ْ
as, like
17 20
3
unseen, secret, they don’t perceive /
9
َﻳُﻘِﻴْﻤُ ْن
invisible realize
ْ ِ
اﻟﺬي relative pronoun one
ﻗَﺪﻳْﺮ
ٌ ِ
omnipotent,
ٌ َ
17
ﻣَﺮض
they establish, they disease, illness, who 20 command, capable,
اِﺳﺘ َ ْﻗَﺪ
3
َ ْ
10
are steadfast sickness skillful
َ
ُ اﻟﺼﻼة ﻓ َ َادَﻫُﻢ َ َ
17 kindled, lighted
3 prayer so increased them ﻳَﺂ أﻳﻬﺎ
ٌﻧَﺎر
10
ٌأَﻟِﻴْﻢ
O! mankind
َ ﻣِﻤّﺎ fire 21
اﻟﻨَ۪ﺎس
17
prep. of that, from
painful ُ
ﻓَﻠَﻤَ۪ﺎ
3 10
that
َﻗْﻨَﺎzَر ْاwاُﻋْﺒُﺪ
ُ
we have provided,
17 when
10 بماَِ because
َ َ
3 21 im. pl. worship, 16
bestowed ْ
أﺿﺂء َ ت
ْﻫُﻢ pl. them, they, their
10 ﰷﻧ ُ ْا they were
17 lighted ُ َ
ْﺧﻠَﻘَﻜﻢ (He) created you
ُ ﺣ ْﻟَﻪ
3 21
ِ ْ
َﻳَﻜﺬﺑُ ْن َ around him, his
ُ
َﻳُﻨْﻔِﻘُ ْن ْﻟَﻌَﻠﻜﻢ
17
they spend / 10 they tell a lie surroundings so that you (pl.)
ذَﻫَﺐَ ب
3 21
distribute
4 َ
ﺑِﻤﺎ which, with
11 إ ِذَا when, whenever
17 ِ took away, carried off
َﺗَﺘﻘُ ْن pl. you may ward off
َ إ ِذَا ﻗِﻴْﻞ ِْﻫِﻢrﻧُﻮ (evil), you become
21
َأُﻧ ْ ِل 11 pv. when it is said
17 their light righteous / pious, 33
4 revealed, sent down
َ َ
ﺗَﺮك َ ﺟﻌَﻞَ created, made, 179,
إ ِﻟَﻴْﻚ ُ ِ َ
ni. pl. make not
َ ْاwﻻ ُﻔْﺴﺪ
17 left, abandoned 22
267, 859
unto thee mischief, act not
ُ
ْﻟَﻜﻢ
ﻇﻠُﻤَﺎت ُ
4 11
ٌ
ﻗَﺒْﻠِﻚ
wickedly / corruptly for you (pl.)
َ pl. darkness, gloom
17 22
4 before thee
ِ َْ
ﻓِﻲ اﻷرْض on the earth َ ً َ
ﻓِﺮاﺷﺎ couch, resting place,
ﻻ
11
22
life after death, bed
ٌ آﺧﺮة
َِ ﻗَﺎﻟ ُ ا 17 they do not see
4 hereafter, life to
come
11 they said
(ﻳُﺒْﺼﺮو)ب ُ ِ 22 ٌ ﺑ ِﻨَﺂء canopy, covering
4 َﻳ ُ ْﻗِﻨ ُ ْن they are certain of, 11 إ ِﻧَ۪ﻤَﺎ only, infact, verily
18 ٌ۪ﺻﻢ ُ pl. deaf 22 َأَﻧ ْ َل sent down, revealed,
sure, affirm 187
5 َ َ ُ
ْﻵئِﻚwأ those / (these) 11 ﻧَﺤﻦ
ُ ْ we
18 ٌﻢ ْﺑُﻜ pl. dumb 22 ٌ ﻣﺂءَ water
people (sr.: )أَ ْبكم
َُ
َﻣُﻔْﻠِﺤ ْن َ َ َْ
ap. those who put
5 ُ ap. pl. successful, 11 َﻣُﺼﻠِﺤ ْن
ُ ْ things right, 18 ﻋُﻤْﻰ
ٌ pl. blind 22 أﺧﺮج brought forth
(sr.: )أَعْ مى
reformers
ََ ِ ْ َ
َﻻ َﺮﺟﻌ ُ ن ِ ﺑِﻪ
certainly,
6 َ۪إ ِن undoubtedly, 12 أﻻ be aware, be careful, 18
they do / will not
return
22 therewith+J182
َْ ْﺛَﻤَﺮات
better understand
doubtless
12 َْنwﻣُﻔْﺴﺪ
ُ ِ ap. mischievous, 19 أو or 22 َ fruits, gains, benefits,
(sr.: ٌ) َثمَرَ ة
persons, disturbance
2. A Concise Dictionary of Qur'an 2 English
22 ْ َ
ﻓَﻼ َﺠﻌَﻠ ُ ْا ni. pl. then do not set 26 ﻓَﻤَﺎ and (even) 32 َ َ ُ
ﺳﺒْﺤﺎﻧَﻚ Glory to You 38
ٌ َ
ﺧ ْف fear
up / appoint something
22 َ َ
أﻧْﺪادًا partners, equivalent 26 ﻓ َ ْﻗَﻬَﺎ above it 32 َﻻ َ ﻋﻠْﻢ
ِ no knowledge 38 ﻳَﺤ َﻧ ُ ن
ْ they shall grieve
22 ْأَﻧْﺘُﻢ pl. you 26
َ
ﻓَﺄﻣَ۪ﺎ then as 32 ﻟَﻨَﺎ for us 39 ﻛَﺬﺑُ ْا they belied
23 ْإ ِن if 26 ُ أَﻧَ۪ﻪ that it / he 32 َ
إ ِﻧَ۪ﻚ in truth, You .. 39 آﻳﺎَﺗِﻨَﺎ our signs
ْﻛُﻨْﺘُﻢ َ َ َ
أﻧْﺖ ُ َ ْ َ
companions of the
23 pl. you are / were 26 ﺣﻖ truth 32 You
39 ِ أﺻﺤﺎب اﻟﻨَ۪ﺎر fire, inhabitants of
23 ﻧ َ ﻟْﻨَﺎ we revealed 26 ﻣَﺎذَا what 32 ٌﺣﻜﻴْﻢ ِ َ All Wise
the fire
ﻳَﺎ
َأَرَاد ُأ َﻋْﻠَﻢ
O!
ﻋَﺒْﺪﻧَﺎ
40
23 ِ Our slave 26
desired, wished, 33 I know
ْ
intended
َْنwﺗُﺒْﺪ َ ﺑَﻨِﻲ إِﺳﺮآئِﻴْﻞ
َْ ْ
ﻓَﺄﺗُ ْا
children of Isreal
ُ
40
im. pl. so produce /
ﻳُﻀﻞ ِ pl. you reveal
ْاwاذْכُﺮ
23 26 leads astray 33
bring
َﺗَﻜﺘُﻤُ ْن ْ ُ im. pl. remember,
ﻛَﺜِﻴﺮا
40
ٌ ﺳﻮرَة
ُْ
Surah, a chapter of 26 ً many 34 pl. you hide
recall, call to mind
the Qur’aan
ﻧِﻊ◌ْﻣَﺘِﻲ
23
ٍ my favor
ْاwاُﺳﺠﺪ
ُ ُ ْ
40
(pl.: )سُور
ٌ َ
ﻳَﻬْﺪي
ْ ِ im. pl. bow down,
َ
ْﻓ ُ ْاwأ
26 guides 34
و ادْﻋُ ْا
َ prostrate
ﻓَﺎﺳﻘِﻴْﻦ
23 im. pl. and call 40 im. pl. fulfill
َ ِ إِﺑْﻠِﻴْﺲ
ِ ُ
ap. transgressors Iblees, Satan
ْﺷﻬَﺪاءَכُﻢ
َ ُ
26 34
23
witnesses
ٌ َِ َﻳَﻨْﻘُﻀ ْن
ُ َ 40 ْفwأ I (shall) fulfill
(sr.: )شھ ْيد 27 they break 34 أﺑﻰ refused
َ َ
ap. those who are َ
إ ِﻳﺎي
ﺻﺎدِﻗِﻴْﻦ َ ْ ْ
40 me alone
23 truthful
ﻋَﻬﺪ
ْ covenant اِﺳﺘَﻜﺒَﺮ became haughty
ْﻫﺒ ُ ْنrﻓَﺎ
27 34
ٌ
(sr.: )صَادِق
َﰷن
َ ِ َ im. pl. and fear me,
َﻔْﻌَﻠ ُ ْا ْﻟَﻢ
40
ﺑَﻌْﺪ
ِ after (he) became / was
and have awe of me,
ﻣُﺼﺪﻗًﺎ
you could not do 34
ِّ َ
24 27
ap. that which
َﻔْﻌَﻠ ُ ْا ﻟَﻦ ﻣِﻴْﺜَﺎق ْ ُ ْ
اُﺳﻜﻦ
41
ْ you shall not (be able ratification (of 35 im. dwell, live
ُ َ
confirms
ﻻ َﻜ ْﻧ ُ ْا
24 27
to) do covenant) ni. pl. be not, do not
اَﻟﺘِﻲ َﻳَﻘْﻄﻌ ُ ْن
َ ﻼﻛَُ 41
become
ْ
َلwَ أ
24 fg. whose, that which 27 they cut off 35 im. dl. eat
َﻗ ُ ْدُﻫَﺎw رَﻏَﺪا
the first, prime
ً
41
ُ ﻳ ُ ْﺻﻞَ pv. be joined plentifully
ﺛَﻤَﻨًﺎ
24 fuel 27 35
ٌ ﺣﺠﺎرَة َ ِ َْنwﺧﺎﺳﺮ
ُِ َ ap. losers ُ َ
ﺣﻴْﺚ wherever, anywhere
41 price
pl. stones
ً ﻗَﻠِﻴْﻼ
24 27 35
ْ ُِ ﻛَﻴْﻒَ little, small
ﺷﺌْﺘُﻤَﺎ
41
أﻋﺪت how ِ dl. you desired /
prepared
ﻻ َﻠْﺒِﺴ ْا َ
24 28 35
َ َ
َ
wished (sr. )شآء
ُ ni. pl. do not cover /
ْ ِّ أﻣْ َاﺗًﺎ َ ﺮﺑَﺎ ْﻻ َﻘ 42
ﺑَﺸﺮ im. give glad tidings pl. dead َ ni. dl. do not go near
confound
ﺑ ِﺎﻟْﺒَﺎﻃِﻞ
25 28 35
(good news: ٌ)بشارَ ة
َ ِ
ْﻓَﺄَﺣﻴَﺎכُﻢ
with the falsehood
ﻋَﻤﻠ ُ ْا
42
ِ they worked, did ْ and (he) gave you ِ ﻫﺬهِ this
ُ ْ َ
28 35
ﻻ َﻜﺘُﻤ ْا
25
deeds life ni. pl. do not conceal,
fg. pl. righteous َ۪ﺛُﻢ ٌ ﺷﺠﺮةََ َ
42
hide (vn.: ) ك ْتم
ٌ َ
ْ َ َ
ﺻﺎﻟِﺤﺎت
28 then 35 tree
25 deeds
ُ ِ ُ آﺗ ُا
ﻓَﺘَﻜ ْﻧَﺎ
43 give
(mg. pl. َ)صَالِحُون
ْ ْﻳُﻤﻴﺘُﻜﻢ he would give you
or you (both will) be
َ۪أَن اﻟﺰﻛَﻮة
28 35
death
25 that
ِ َ
ﺟﻤﻴْﻌًﺎ all ﻇﺎﻟِﻤﻴﻦ َ wrongdoers
43 charity, poor-due
ارْכَﻌُ ْا
29 35
ﺟﻨَ۪ﺎت
ٍ َ
َُ َ
ٌ َّ
اِﺳﺘ َ َى إ ِﻟَﻰ َﻟﻬﻤﺎzﻓَﺄ
25 gardens (sr.: )جَ نة 43 bow down
ْ then (he) made both
turned (towards)
َْنwأ َ َﺄْﻣُﺮ
29 36
ﺗَﺠﺮي
ْ ِْ of them slip
sr. fg. flows
ُ ُ Do you enjoin?
اِﻫْﺒِﻄ ْا
25 44
ﺳ ّﺋﻬُﻦ
َ۪ َ he made them
im. pl. get down,
ﺑ ِﺎﻟْﺒِﺮ
29 36
ﺗَﺤﺘِﻬَﺎ ْ alight, disembark
25
underneath them,
ُ ُ 44 ّ right conduct, piety,
under them َ َ
ﺳﺒْﻊ ﺑَﻌْﻀﻜﻢ righteousness
ٌأَﻧْﻬَﺎر
seven some of you
َﺗَﻨْﺴ ْن
29 36
rivers (sr.: ٌ) َنھْر
ُ َ pl. you forget
ٌﻋَﻠِﻴْﻢ ﻋَﺪو
25 44
knower, aware enemy
ِﻗ ُ ْاzُر َْن ُ ﺗَﺘْﻠ
29 36
pv. they are provided
25
with َﻟِﻠ ْﻤَﻶئﻜ
ٌَ ِ ﺔ to angles ﻣُﺴﺘَﻘَﺮ ْ pp. destination,
44 pl. you read / recite
َﺗَﻌْﻘِﻠ ُ ْن
30 36
ﻣِﻨْﻬَﺎ
dwelling place pl. you understand /
25 from them, therefrom
ٌ ﺧﻠِﻴْﻔَﺔ
َ viceroy, vicegerent, ٌﻣَﺘ َ ع means of livelihood,
44
think
َ
30 36
اِﺳﺘَﻌِﻴْﻨ ُ ْا
ْ
successor provisions, goods
25 ﻫﺬا this
ُ ْ
45 im. pl. seek help
ُ 30 ﻳَﺴﻔِﻚ will shed / pour 36 َ ِ
ﺣﻴْﻦ period, time
أﺗ ُ ْ ا pv. are provided, are
ﺑﺎِﻟﺼﺒْﺮ
ﻓَﺘَﻠَﻘّﻰ
25 45 in patience
given ٌ دِﻣﺂء blood thereafter (he) learnt
َ َ
ٌ ﻟَﻜﺒِﻴْﺮة
30 37
ﻣﺘَﺸﺎﺑ ِﻬًﺎ َ ُ very hard; surely
ﻧُﺴﺒِّﺢ َ َ
25 similar, similitude 45
ُ َ we proclaim (your)
ﳇِﻤﺎت ٌ َِ difficult
ٌ َ
30 37 words (sr.: )كلمَة
َاجwْأز
praise
َ ِ َ humble
ﺧﺎﺷﻌِﻴْﻦap. those who are
ﻧُﻘَﺪس ﻓَﺘَﺎب ﻋَﻠَﻰ
ٌ َ
ُ ِّ
25 spouses (sr.: )ز ْوج 45
we glorify / sanctify َ so He turned towards
ٌ ﻣُﻄﻬﺮة
30 37
َ َ pp. fg. one who is / pardoned == 1/4 === QUARTER JUZ == 4/1 === ربع
َﻋَﻠﻢ ﺗَ اب َ ﻳَﻈﻨ ُ۪ ْنthey bear in mind
ُ
25
purified taught ٌ ap. oft-returning, one
َْنwﺧﺎﻟِﺪ
31 37
ُ َ
46
who forgives
َ أَﺳﻤﺂء ﻓ َِﺈﻣَ۪ﺎ ﻣﻼﻗ ُ ْاap. thosemeet are
َُ
25 ap. pl. abide forever
َ ْ names (sr.: )اِسْ م
ٌ
and if, then who
ْ ْ َ
31 38 46
ﻻ َﺴﺘَﺤﻲ ا
whenever going to
ْﻳَﺄْﺗِﻴَﻨَ۪ﻜﻢ
ُ
disdains not
ُ َ َ
ْﻋَﺮﺿﻬﻢ َرَاﺟﻌ ُ ْن
26
(he) displayed them /
ْأَن
31
showed them
38 comes to you (pl.) 46 ِ ap. those who return
َ
أﻧْﺒِئ ُ ْﻧِﻲ
to, that
ﻣِﻨ ِّﻲ ُﻓَﻀﻠْﺖ
26
ً ﻳَﻀ ِب ﻣَﺜَﻼ
31 ْ im. tell me 38 ْ from me I preferred, I gave
ُ ْ
47
uses a similitude, preference
ِ َ
ﻫ ُ ﻵء ﺗَﺒَﻊ ْ ْ َ
ﻻ َﺠ ِى
26
gives an example these َ followed
ٌ ﺑَﻌ ُ ْﺿﺔ fg. shall not avail
31 38 48
26 َ gnat, mosquito