Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
De Ruis, het interne blad van de opleiding Communicatie aan NHL Hogeschool. Ik schreef de artikelen 'Inspi op het internet' (p. 12/13) en 'Harvard om de hoek' (p. 36/37).
Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
De Ruis, het interne blad van de opleiding Communicatie aan NHL Hogeschool. Ik schreef de artikelen 'Inspi op het internet' (p. 12/13) en 'Harvard om de hoek' (p. 36/37).
Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
The Educator's Guide To Middle Eastern CultureWafa Hozien
This powerpoint is designed to assist school administrators, teachers and school personnel in creating a culturally diverse academic environment. This is intended to be an aid with the growing demographic of Middle Eastern and Muslim Students attending public schools.
Islamic Teachings launched a revolution 14 centuries ago. Do they still have the same revolutionary potential today? If so, then why are Muslims ignoring this potential, and searching for salvation by following the West? This lecture attempts to answer these questions. It is the 4th in a series of lectures on "How to Launch an Islamic Revival". Register for the free online course at: http://bit.ly/IsRv00
Darul Ilm Birmingham Publications Present:
The latest edition of the Al Mujeeb Magazine- Jan 2020
We would like to thank the following teachers and students of Darul Ilm Birmingham for their hard work, editing and graphic designing of the magazine. May Allah reward them abundantly. Ameen.
Munira Begum
Zayna Eyaz
Aneeka Hussain
Asiya Usman
Apa Munira
Apa Mahfuzah
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.
Given the dire need for Islamic studies material in schools incorporating the subject in English. Dar-us-salam has endeavored to publish an Islamic Studies series covering all the grades, from grade one through grade twelve.
This series covers all areas of Islamic studies: tafseer, hadeeth, tawheed, fiqh, seerah, and general etiquette relating to different areas and situations. Given the importance of authentic Islamic knowledge, every effort has been made to ensure that the material presented in the series is authentic. Also, given the importance of Arabic Islamic terms, most of the terms are presented in their original Arabic script, along with the transliteration and the translation of their meanings. This also applies to supplications which have to be memorized in their Arabic version. The aim here is to help the reader read the original text and understand its meaning. Each lesson is followed by exercises covering questions about the lesson.
One striking feature in the series is the colorful artwork used in it will certainly appeal to children. This is certainly bound to attract the young readers’ attention, stimulate them, amuse them as well as educate them.
This series aims to acquaint the student with the teachings of Islam in every aspect: beliefs, practices and moral conduct. This series, with its unique features, certainly fills a gap in this area which has long been partially neglected.
The Educator's Guide To Middle Eastern CultureWafa Hozien
This powerpoint is designed to assist school administrators, teachers and school personnel in creating a culturally diverse academic environment. This is intended to be an aid with the growing demographic of Middle Eastern and Muslim Students attending public schools.
Islamic Teachings launched a revolution 14 centuries ago. Do they still have the same revolutionary potential today? If so, then why are Muslims ignoring this potential, and searching for salvation by following the West? This lecture attempts to answer these questions. It is the 4th in a series of lectures on "How to Launch an Islamic Revival". Register for the free online course at: http://bit.ly/IsRv00
Darul Ilm Birmingham Publications Present:
The latest edition of the Al Mujeeb Magazine- Jan 2020
We would like to thank the following teachers and students of Darul Ilm Birmingham for their hard work, editing and graphic designing of the magazine. May Allah reward them abundantly. Ameen.
Munira Begum
Zayna Eyaz
Aneeka Hussain
Asiya Usman
Apa Munira
Apa Mahfuzah
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.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. By Ms Shamim Akhtar
Translation by
Ms Shakila Irfan
Quran Recitation
4. • Mobile Phones on silent
• Be HERE
• Bags/Devices/School work away from table
• Have an open mind
• Ask Questions
• Listen to learn
• Be honest
• Be Positive and constructive
• Interact and collaborate with others with active
participation
• Take responsibility for your own learning
• Show respect, confidentiality and
professionalism
Ways of Working
5. Ice Breaker
Participants move
around an open space
finding people with
similar characteristics.
Discuss and
share, introduce to
your pair group 3Min
8. Learning Objectives
To develop understanding and
awareness of Islam among the
teachers and students
throughout the school.
To Identify the ways to link
Islam to other subjects.
To analyse and evaluate the life
skills of all subjects to Link
Islam.
Generalize the QI 2.2
11. • Students’ appreciation of the
role and values of Islam in the
society of Dubai
• Respect for the heritage and
culture within the UAE
• Understanding and
appreciation of the wider
world cultures
CONSIDER STUDENTS:
12. • Islam is not a subject, like
math, science, English. it is a
religion, the religion for all mankind,
• Islam means
peace, submission, obedience, surre
nder.
• Islam is not for Muslims, it is the
religion for all human being.
• Islam is a complete code of conduct.
• it is a complete way of life, which
covers every phase of life.
13.
14. BELIEFS
• Believe in Allah
• Believe in Angels
• Believe in Revealed
Books
• Believe in Messengers
• Believe in The Last Day
of Judgment
• Believe in Divine
destiny (Good and Bad)
20. HAJJ / PILGRIMAGE
It is obligatory duty of every rich Muslim to
perform once in a life time
21. SOURCES OF ISLAM
TWO MAIN SOURCES OF
ISLAM:
1. THE HOLY QURAN
2. SUNNAH OF PROPHET
MUHAMMAD(P.B.U.H)
. (THE WAY OF
LIFE, SAYING, ACTIONS
OF PROPHET
MUHAMMAD)
(P.B.U.H)
22. There are two Secondary
sources of Islam
1-QIYAS (ANALOGY)
(Reasoning and
Problem solving)
2- IJMA (CONSENSUS)
(Scholars Agreed
Opinions)
23. • All the human being
are equal. No any
superiority of colour
or culture, race, tribe
• Everyone has a right
to live.
• Every one respected
and valued.
34. Examples:
1-Equality of Mankind
2-Institution of the Family
3- Relatives and Neighbors
4- Duties & Rights.
5- Marriage.
6- Islamic History.
7- Culture & Civilization.
8- Heritage.
Etc.
35. Examples:
1- Quran, The Holy book of
Muslims is translated into each
language.
2- Stories.
3- Poems.
4- Dialogues.
5- Vocabulary.
6- Dictionary.
7- Translation.
Etc.
38. Thank you
I am very thankful to our Principal Mrs.
Lalitha Suresh for providing the
opportunity to conduct this
workshop, A great Thanks to AMOL
Ma’am Who trained me for this event, I
thank Islamic teachers who supported
and cooperated all the times, I thank
you all who attended and encouraged
me, thank you all.
39. • Some of the lessons from the Qur'an that apply to our day to day lives:
• 1. Respect and honour all human beings irrespective of their religion, colour,
race, sex, language, status, property, birth, profession/job and so on
-- http://islamawakened.com/Quran/17/70
• 2. Talk straight, to the point, without any ambiguity or deception
-- http://islamawakened.com/Quran/33/70
• 3. Choose best words to speak and say them in the best possible way
-- http://islamawakened.com/Quran/17/53 ,
-- http://islamawakened.com/Quran/2/83
• 4. Do not shout. Speak politely keeping your voice low.
-- http://islamawakened.com/Quran/31/19
• 5. Always speak the truth. Shun words that are deceitful and ostentatious
-- http://islamawakened.com/Quran/22/30
• 6. Do not confound truth with falsehood
-- http://islamawakened.com/Quran/2/42
• 7. Say with your mouth what is in your heart
-- http://islamawakened.com/Quran/3/167
• 8. Speak in a civilised manner in a language that is recognised by the society
and is commonly used
-- http://islamawakened.com/Quran/4/5
•
Editor's Notes
Objective: Participants group together based on characteristics they shareActivity SummaryProcedure In a large room or outside have participants move around the area, intermingling. Every few seconds the leader shouts a characteristic. All people with that characteristic “clump” together as fast as possible. Those that do not have that characteristic should “clump” together as well. To make identification easier have participants shout out whether they have the characteristic or not so groups can find each other. After everyone is in a group they break up and continue moving around until the next characteristic is shouted. Possible characteristics People who: are wearing jeans. play an instrumentspeak a second languagecan drivecarpool have participated in Food Fast beforeknow what Catholic Relief Services is (have the group define CRS) know what solidarity is (have those that know what solidarity is explain it)know at least 4 principles of Catholic social teaching (have the group state the ones they know) know how many people in the world who go hungry (1.02 billion people)know how many people in the world do not have access to clean water (2.5 billion people)
