Latest news with #Quranic
Saba Yemen
2 hours ago
- General
- Saba Yemen
Summer courses conclude in several districts of Sana'a Governorate
Sana'a (Saba) – Summer courses for the year 1446 AH concluded today in districts of Sana'a Governorate under the theme "Knowledge and Jihad." The governorate's deputy director for the education sector, Talib Dahhan, congratulated the students on the achievement of the Quranic sciences and various knowledge and skills they have acquired. Whatsapp Telegram Email Print more of (Local)
Saba Yemen
2 hours ago
- General
- Saba Yemen
Capital Secretariat… Conclusion of summer activities at central correctional facility
Sana'a - Saba: The General Administration of the Central Correctional Facility in the Capital Secretariat organized on Saturday an event marking the conclusion of summer activities and courses for inmates in 1446 AH. The event was attended by the Deputy Secretary of the Capital for the Education Sector, Mohammed Al-Banous. Scholar Hamoud Sharafuddin, a member of the Scholars' Association, praised the efforts of those overseeing the summer courses at the facility, highlighting their significant role in the success of these programs designed for inmate graduates. He emphasized the importance of these courses in enhancing their Quranic knowledge. Sharafuddin pointed out the significance of summer programs in nurturing minds and bodies while protecting them from misguided ideologies. He commended the fruitful lessons and activities the inmates received, which will reflect positively on their knowledge and behavior as a valuable educational outcome. He affirmed that these courses and the great initiatives of the summer centers for Quran memorization increase awareness among inmates, praising the large turnout of participants from the Central Correctional Facility in the Capital Secretariat. For his part, Brigadier Yahya Salah, Director of the Central Correctional Facility, commended the inmates' engagement in the summer programs. He urged all inmates to continue their rehabilitation, stay connected to God's guidance, and participate in Quran recitation circles, given their positive impact on behavior and enlightenment. Speeches by participants in the summer courses also highlighted the inmates' level of benefit across various aspects during the program, which helps shape and define their future path. Whatsapp Telegram Email Print more of (Local)
Saba Yemen
a day ago
- Health
- Saba Yemen
Health Ministry implemented health & environmental awareness campaigns in summer schools in governorates
Sana'a - Saba: This year's summer activities and courses were not limited to theoretical and scientific aspects, but rather included health and environmental awareness programs on the importance of maintaining public cleanliness and protecting the environment from pollution, thus reducing the spread of diseases and epidemics. The Ministry of Health and Environment, represented by the National Center for Health Education and Information, was keen to link health and environmental aspects with Quranic culture, which encourages attention to cleanliness and purity as part of faith, this, in turn, serves as a behavior that students will build upon from an early age and continue to practice throughout their lives. When students' understanding of health concepts and how to deal with them, especially regarding first aid, is reinforced, and becomes a culture not already possessed by those enrolled in the courses, the benefits accrue to families and society. The health education process aims to raise awareness by providing individuals with information and experiences with the goal of influencing their inclinations, knowledge, and health behaviors, both for themselves and for society, health education is a set of activities aimed at raising health knowledge and instilling healthy behaviors in individuals and communities. The Director General of the National Center for Health and Population Education and Information at the Ministry of Health and Environment, Dr. Yousef Al-Hadhri, explained to the Yemeni News Agency (Saba) that the Ministry implemented health and environmental awareness and training activities from Shawwal 14 to Dhu al-Qi'dah 24, 1446 AH, in various summer schools across the governorates. He stated that the summer schools were provided with medicines, emergency medical supplies, hygiene materials, and masks, and that students were educated on health issues, most notably personal and public hygiene, combating infectious diseases, proper nutrition, environmental conservation, and other health issues. Dr. Al-Hadhri indicated that students were trained in first aid skills, proper handling of bleeding and injuries, and other first aid techniques by a health cadre. According to statistics from the Ministry of Health, a copy of which was received by the Yemeni News Agency (Saba), field visits were conducted to 4,708 summer schools in 221 districts in 15 governorates, where 297,793 male and female students were educated on health and environmental aspects. It reported that 22,231 students were trained in first aid and proper handling of bleeding and injuries, in addition to providing medicines, medical supplies, first aid kits, and hygiene and educational materials. Statistics indicated that 3,724 health workers participated in health and environmental awareness and first aid training, the awareness program included Quranic visions, general hygiene, and lectures on first aid, combating infectious diseases, proper nutrition, and proper handwashing. It noted that in Ibb Governorate, 577 summer schools were targeted in 20 districts, raising awareness among 51,118 students and training 5,959 students in first aid, with the participation of 435 health workers. Meanwhile, in Amran Governorate, 246 schools were targeted in 20 districts, raising awareness among 23,638 students and training 2,584 students in first aid, with the participation of 266 health workers. Statistics showed that in Jawf Governorate, 133 schools in 15 districts were targeted to educate 7,102 male and female students, and 487 were trained in first aid with the participation of 133 health cadres. Meanwhile, in Dhamar Governorate, 2,177 summer schools in 12 districts were targeted to educate 134,297 male and female students with the participation of 2,025 health cadres. In Raymah Governorate, 8,276 students were educated in 66 summer schools across six districts, in addition to 4,115 students receiving first aid training, with the participation of 42 health workers. 468 schools in 31 districts in Hajjah Governorate were targeted, with 13,965 students educated and 2,129 students trained in first aid, with the participation of 69 health workers. In Al Hudaydah Governorate, 16,390 students were educated in 262 schools across 26 districts, with 1,781 students trained in first aid, with the participation of 195 health workers. In Mahwit, 383 summer schools in nine districts were targeted, with 18,992 students educated and 2,106 students trained in first aid, with the participation of 188 health workers. Statistics indicated that in Marib Governorate, 3,679 male and female students were educated in 51 schools across nine districts, and 176 were trained in first aid, with the participation of 38 health cadres. In Sana'a Governorate, 8,076 male and female students were educated in 133 schools across 16 districts, and 1,562 were trained in first aid, with the participation of 131 health cadres. In the capital, Sana'a, 3,781 students in 50 schools across 10 districts were educated, and 300 were trained in first aid, with the participation of 48 health workers. Meanwhile, 74 schools in 11 districts in Taiz Governorate were targeted to educate 4,315 students, and 131 were trained in first aid, with the participation of 34 health workers. In Al Dhale' Governorate, 10 schools in four districts were targeted to educate 120 students and train 71 in first aid, with the participation of 10 health workers. In Al Bayda Governorate, 74 schools in 20 districts were targeted to educate 3,464 students and train 830 in first aid, with the participation of 106 health workers. M.M Whatsapp Telegram Email Print
Memri
a day ago
- Politics
- Memri
AMP Chairman Hatem Bazian in California Friday Sermon: Kashmir and Palestine Are Battlegrounds for Identity; Zionists Came from Ukraine and Poland, Changed Their Names to Appear Indigenous
In a May 16, 2025 Friday sermon at the Muslim Community Association in Santa Clara, CA, American Muslims for Palestine (AMP) National Chairman Hatem Bazian drew parallels between the conflicts in Palestine and Kashmir, framing both as struggles over identity and land driven by religious nationalism. Bazian said that in Palestine, the land is being claimed under the pretext of a divine promise tied to Judeo-Christian civilization, while in Kashmir, he argued, the region is being framed as a 'pure land of the Hindu gods' in service of building a Hindu nation-state. Bazian rejected the notion that Palestine belongs to those who claim a divine promise tied to Judeo-Christian civilization, saying it does not belong to those who came from Ukraine or Poland and changed their last names to appear indigenous. He emphasized that the Canaanites were the original inhabitants of the land and said that they were of Arab origin. Bazian argued that the promise to Abraham was not a bloodline promise but one based on belief, citing a Quranic verse in which God tells Abraham that transgressors from his lineage are not included in the promise.
Yemenat
2 days ago
- General
- Yemenat
Al-Wahda School
My first education took place at 'Al-Wahda' School in 'Sharar,' located in 'Al-Qabeytah District.' This school started with just one teacher for all subjects, a man born in 'Abyssinia' to a Yemeni father from the village. He was chosen to teach the underprivileged children of the region reading, writing, and some basic knowledge in a manner that was quite modern for those days and advanced for our areas, utilizing notebooks and pens, which was a departure from the traditional methods that had previously existed. Education in our villages during our time was rare and acquired through strenuous effort and persistent dedication. It came at a modest financial cost, manageable for parents. The esteemed teacher we owe our initial education to, perhaps even all of our education, was Ali Ahmed Saad; no one else could take his place. Before his arrival, education in our regions was scarce and often limited to Quranic reading and writing on wooden tablets, a practice known as 'dawa' and 'jar'a.' I recall hearing about the scholar Sayef Muta'har, who taught children to read and write on the tablets that they carried on their backs as they went to what was called 'Al-Ma'lamah.' That form of education lacked a formal school; its methods were very traditional, relying heavily on memorization and rote learning, with collective repetition of what the scholar read. The lessons began with the letters, starting with 'A' as nothing and 'B' as a dot from below. The method employed by our teacher, Ali Ahmed Saad, was based on a modern Egyptian curriculum. It began with the phonetic articulation of letters—dhamma, fat'hah, and kasrah—along with instruction in reading, handwriting, and dictation. As students progressed in their studies, the subjects expanded to include activities such as physical education, drawing, and various artistic skills, like sculpting and creating models from cardboard or reeds. Overall, this teacher was well-educated, an excellent instructor, strict, and deeply committed to his profession and mission. At the same time, he could be harsh in his dealings with us for the slightest negligence, tardiness, or failure to arrive on time for morning assembly. Al-Wahda School began with this teacher alone and was housed in a modest village mosque known as 'Abdulwali Mosque,' named after Abdulwali, one of the righteous saints, whose tomb remains prominent in the center of the mosque. Adjacent to the mosque was a room known as 'Al-Shamsarah.' Later, an administrative office was built nearby, followed by three or four additional classrooms funded by the donations of local citizens. Some of these classrooms were constructed at the edge of an ancient cemetery, the origins of which remain unknown to us. The construction began when a fatwa permitting building outweighed one forbidding it, and thus the cemetery became part of the schoolyard. In the beginning, we alternated our lessons between the mosque's roof, its interior, and beneath Al Sidr tree in front of the mosque, until we finally had an administrative office and four classrooms. Al-Wahda School was my first school, where I studied until the fourth grade, and perhaps a little into the fifth, before transferring to another school in the southern part of the country in the 'Sha'ab' area of Tor Al-Bahah. The name 'Al-Wahda' held a special allure for me; I felt proud and joyful to bear it. Even after completing my university studies, I cherished the memories of my early education. This name and its essence were an integral part of us, reflecting the depth of our identity, our belonging, our nostalgia, and our fervent hope for Yemeni unity, indeed Arab unity, which we had always dreamed of. It stood at the forefront of our grand aspirations, even as children. * * * The bamboo cane, which teacher Ali Ahmed Saad apparently brought from Ethiopia to discipline his students, was the most commonly used educational tool, deployed to punish students for negligence, underperformance, or tardiness to morning assembly. Al 'falaka' was one of his severest punishments, involving lashing or striking the soles of the feet, sometimes reaching twenty strokes – a harsh punishment for children like us. At times, while enduring it, I felt it was more an act of vengeance than discipline. From my position as a student, I sometimes thought the teacher derived pleasure from such cruelty, while from his perspective, he had justifications for imposing such punishment, primarily believing it would benefit us and prevent negligence and laxity in learning. To execute Al falaka punishment on a negligent student, he needed four physically strong classmates to assist. They would lay the student on the ground – two holding his hands and chest, and two lifting his feet to prevent movement – while the teacher forcefully struck the soles of the joined feet with the bamboo cane. Among his common punishments was striking the palms with the cane, sometimes reaching ten consecutive strikes per palm. For heightened severity, he would strike the back of the hands, which caused us even more excruciating pain. Sometimes we found ourselves unable to extend our hands due to the intense pain from these beatings. We felt our palms might burst with blood, often unable to carry them, sometimes feeling as if they were paralyzed. We experienced great cruelty from the teacher as he wielded the cane without regard for the stinging pain that sometimes reached our skulls. In cold weather, our pain sensation intensified manifold, even with fewer strikes, lest the pain overwhelm us completely. Among his less severe physical punishments was forcing a student to stand on one leg, or pressing the ear with three fingers after placing a small stone under one finger to press against the earlobe, while pressing with the other two fingers on the opposite side to intensify our pain.
