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Topics - Nazia Nishat

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Quran / Tafseer Ayatul Kursi Part 1 - Nouman Ali Khan
« on: April 23, 2017, 12:44:12 AM »

Our Call, Allah’s (swt) Response

When reciting the opening of the book of Allah, we acknowledge the gifts of the lord of the people on us by giving thanks to Him: Al hamdulAllah, ar Rab al ‘lameen.

But more importantly, when we recite that ayah of the surah, Allah repeats, My servant has praised Me (Hadith Qudsi 8). It is the opening of our five daily conversations with the One who created all.


Software Engineering / What do we want from God?
« on: April 21, 2017, 02:04:45 PM »
Article appeared Friday, April 21st, 2017 in The News Today, Bangladesh
The Revelation (473)               yousuf mahbubul Islam, PhD

In places of worship all around the world, at other places during prayers, also while standing, walking, and sitting or lying on our sides how often do we ask God for something? Even, those who lead congregational prayers sometimes break into tears while asking. What is it that we ask for?

Before or while asking do we take stock of what God has already given us in the intelligent life that we are leading? Have we ever asked ourselves why He has given so many blessings? In fact, do we use God like we would a special medicine – medication that we take whenever we have a problem or need/want something? How many people thank the medicine when cured? Indeed, how many of us are grateful to God for the opportunity of intelligent life and the blessings that He has already given?

What is the situation we have here? We continually ask for things, yet we are not grateful for what we have or what we get? Should we analyse what this implies regarding the comparative perception we have of ourselves verses God? To help with the analysis, let us ask some further questions while looking at similar situations. For example, for household goods, manufacturers act as suppliers of furniture, ovens, fridges, washing machines, utensils, crockery, etc. Are the goods free? We not only have to pay, we give value and show respect to good manufacturers by referring them to neighbours, relatives and friends.

So in the case of home goods, the suppliers are valued and respected. This we do, in addition, after having paid them good money. In contrast, why/when do we approach God? Do we approach Him for things that other suppliers cannot provide? For example, do we ask for success in exams, for a safe flight in stormy weather, for safe delivery from a sinking ship, etc.? When God supplies what clearly only He can do, with exam success and safe delivery home on dry land how do we respond? Do we return the favour by praising and thanking Him? Do we, in turn, refer Him to others relating how He gave success or how He saved us using the most unexpected means? If we do not, why not? As an all powerful Supplier, does He not deserve at least the minimum courtesy we show our other suppliers?

At this point, we need to analyse our thought processes carefully and logically. We can do this by asking ourselves the following questions. The first question is do we shy away from thanking Him? If we do, why? On the one hand we proudly discuss the qualities of a brand manufacturer, yet on the other hand we shy away from discussing the all powerful qualities of God, especially when He has done us a clear favour? Does our ego get in the way – would we feel small or subservient? Or would we be afraid of being called “old-fashioned”?

On the contrary, should we feel honored that God has not only listened, He has given us importance by responding to the prayer and granting the favour – a favour that only He can grant? If we ignore Him in return, an important question to consider is how should God look upon our ignoring His Indulgence? If we deny Him the value and respect that is due rightfully to Him, could we be classified as disrespectful, unjust, arrogant, ungrateful or simply be demonstrating disbelief? To help understand human nature and the role of our egos, we need to relate the following practical situation to our life, as relayed by God in the Holy Qur’an.

18.32 “And present to them an example of two men: for one of them We granted two gardens of grapevines and We bordered them with date-palms. In between the two gardens We placed corn-fields.”
What does the human ego say when blessed with so much? As additional blessings,

18.33 “Each of those gardens abundantly produced its fruit and failed not in the least. Between the two gardens We caused a river to flow.”
Why – for the convenience of watering? Being so blessed, his ego took over,

18.34 “As he enjoyed the fruit of his blessings, he said to his companion in the course of a mutual argument, "I am greater than you in wealth, have more honor and power in (my following among) men."”
By letting loose his ego, did he prove his ingratitude towards the Giver of his blessings?

18.35 “He went into his garden in a state (of mind) unjust to his soul; He said (to himself), "I feel not that this will ever perish.”
Instead of working out the source of blessings, he felt like the lord of the blessings! Did he feel that he deserved everything he had, given his feelings of greatness?

18.36 “I do not think that the Hour (of Judgment) will (ever) come. Even if I am brought back to my Lord I shall surely find (there) something better in exchange.”
God gave him a companion to help him understand his nature (as another blessing?)

18.37 “His companion said to him in the course of the argument with him: "Do you deny Him Who created you out of dust then out of a sperm-drop then fashioned you into a man (and gave you all these blessings)?”

18.38 “As for me, He is God, my Lord and none shall I associate with my Lord.”
By denying God, the blessed friend had, in effect, raised himself to the level of God. Even when comparing himself with his friend, he did not recognize the special favors given by God.

18.39 “Why did you not, as you entered your garden say, “Allah has willed these blessings! There is no power except with Allah!”? Although when you compare me you find me less in wealth and sons.”

18.40 “It may be that my Lord will give me something better than your garden and that He will send on your garden thunderbolts (to jog your understanding) from heaven making it (but) slippery mud!”
We should fear God as He may do anything to jolt our understanding – He may even withdraw His blessings.

18.41 “Or the rivers of the garden will disappear so that you will never be able to find water.”

18.42 “So his fruits (and enjoyment) were encompassed (with ruin) and he remained twisting and turning his hands over what he had spent on his property which had (now) tumbled to pieces to its very foundations and he could only say, "Woe is me, I wish I had never associated partners to my Lord and Cherisher!"”

18.43 “Nor had he any power to help himself against God nor was he able to deliver himself.”
Who had he equated as a partner with God and what was the result? Are there any lessons for us?


Software Engineering / Why You Should Read Books You Hate
« on: April 21, 2017, 09:22:47 AM »
But reading what you hate helps you refine what it is you value, whether it’s a style, a story line or an argument. Because books are long-form, they require more of the writer and the reader than a talk show or Facebook link. You can finish watching a movie in two hours and forget about it; not so a novel. Sticking it out for 300 pages means immersing yourself in another person’s world and discovering how it feels. That’s part of what makes books you despise so hard to dismiss. Rather than toss the book aside, turn to the next page and wrestle with its ideas. What about them makes you so uncomfortable?

ড্যাফোডিল ইন্টারন্যাশনাল ইউনিভার্সিটির সফটওয়্যার ইঞ্জিনিয়ারিং ডিপার্টমেন্ট কর্তৃক আয়োজিত হতে যাচ্ছে একটি ইন্টার ইউনিভার্সিটি অ্যাপ কন্টেস্ট, ডি.আই.ইউ অ্যাপ কন্টেস্ট। আগামী মে মাসের ১৯ এবং ২০ তারিখ দীর্ঘ ২৪ ঘন্টা সময়কালের এই কন্টেস্টে সমগ্র বাংলাদেশের বিভিন্ন পাবলিক এবং প্রাইভেট বিশ্ববিদ্যালয়ে অধ্যয়নরত ছাত্র-ছাত্রীরা অংশগ্রহণ করতে পারবে। এই কন্টেস্টের মূল লক্ষ্য হচ্ছে, একটি অ্যাপ্লিকেশন কিভাবে আমাদের দৈনন্দিন জীবনের সাথে সম্পৃক্ত বিভিন্ন সমস্যার সমাধান ঘটাতে সক্ষম এবং সেই ক্ষেত্রে সৃজনশীলতা কি করে একটি সহজ সমাধানের পথ তৈরি করে থাকে। তাহলে বুঝাই যাচ্ছে, কন্টেস্টের মাধ্যমে কিছু ভালো সমাধানের পাশাপাশি নিজ নিজ ক্ষেত্রে সৃজনশীলতার প্রকাশটাও কাম্য।

Software Engineering / What Is Google Hummingbird?
« on: April 21, 2017, 08:18:36 AM »
“Hummingbird” is the name of the new search platform that Google is using as of September 2013, the name comes from being “precise and fast” and is designed to better focus on the meaning behind the words.Hummingbird is paying more attention to each word in a query, ensuring that the whole query — the whole sentence or conversation or meaning — is taken into account, rather than particular words. The goal is that pages matching the meaning do better, rather than pages matching just a few words.

It's currently only available on Chrome and Android, but Google says its latest version of Google Earth will soon roll out on iOS and other browsers.
Google launched a new Google Earth for the web and on Android today, complete with interactive guided tours, 3D images and a new “I’m feeling lucky” feature.

For its newest version of Google Earth, Google partnered with storytellers, scientists and nonprofit organizations to create Voyager, a showcase of interactive guided tours.

Right now, the site has more than 50 tours via Voyager, and Google says it is adding more on a weekly basis. The announcement on the Google Earth Blog listed a sampling of the tours currently available:

    Start with Natural Treasures from BBC Earth, and journey to six habitats — from islands to mountains to jungles — and learn about the unique and thrilling wildlife in each. Then head to Gombe National Park in Tanzania and hear from Jane Goodall about her team’s chimpanzee research and conservation efforts.

The new Google Earth also includes an “I’m feeling lucky” button that will randomly surface an image and information for 20,000 different locations curated by the Google Earth team.

Software Engineering / Teaching Strategies to Keep Class Interesting
« on: April 20, 2017, 11:37:43 AM »
Every now and then, you may get a class that you just can’t seem to keep interested. No matter what you do, it seems like all of the students are bored out of their minds.

If students aren’t paying attention, and their minds are wandering, then they are not absorbing any of the information that you are giving them to pass your class. Here are five teaching strategies that you can do to keep your class interested and engaged.

Software Engineering / Great Teaching Is Like an Onion
« on: April 20, 2017, 03:08:30 AM »
I must admit, my comparison of great teaching to an onion was inspired by a quote from the movie Shrek (2001). Shrek told Donkey that “Ogres are like onions.” Now, the math-minded reader might quickly come to the conclusion that, based on the transitive property of equality (if a = b and b = c, then a = c), great teachers are like Ogres, but that is not my point. Rather, my point is that great teaching, like Shrek's personality, has many layers.

One layer of great teaching, and the one that usually comes to mind first, is that great teachers implement best, research-based teaching practices to enhance student learning. One example of a successful, research-based teaching practice is the use of active learning. Active learning transforms students from passive to active learners. As captured by the quote from Chickering and Gamson (1987), “Learning is not a spectator sport. Students do not learn much just sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves” [italics added].

The book “Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience” by Mary Helen Immordino-Yang (2016) has much to offer in regards to this practice. According to Dr. Immordino-Yang, it is “literally neurobiologically impossible to think deeply about things that you don't care about” (Lahey 2016). This is true even for subjects that are considered unemotional, such as physics, engineering, and math – deep understanding still depends on making emotional connections between concepts (Immordino-Yang 2016). Unfortunately, the powerful relationship between emotion and learning is often underestimated and overlooked, especially in the higher education classroom. So how can we help our students become emotionally invested in the material?

One idea is to begin class with engaging, real-world applications of the topic that spark students’ interest and hook them into wanting to know more (Inductive teaching approach, see Prince and Felder 2007). These applications could take a variety of forms, such as recent news stories, demonstrations, video clips, interviews with experts in the field, newly developed products, or historical developments and perspectives, to name a few. Work on making the emotional connection first, and then teach them the underlying theory. Often times, however, teachers take the opposite approach (Deductive teaching approach). We start class with the theory and work our way toward the applications – thinking, perhaps, that the students will understand and appreciate the applications more once they are grounded in the theory. This is typically not the case. Perhaps the most effective strategy would be to sandwich the theory between real-world applications. A related idea is to introduce a real-world problem to the class before delving into the nuts and bolts of how to solve it. This approach, termed generation, gets the students curious about the problem, as well as the tools they will need to solve it.



The first meeting of the Innovative Teaching Learning Cell (ITLC) was organized by the Human Resource Development Institute (HRDI) on March 12, 2016 at 3pm in Room 308. The members of the cell consisted of 22 volunteers from 7 different departments who are either practicing innovative teaching techniques or are interested in employing such techniques to help their students learn. The group discussed the necessity of innovative teaching techniques to engage and force the students to learn and be successful. Cards were used to gather ideas on the advocacy activities that could be performed by the group.Mr. Md. Ejaj-Ur-Rahman, Lecturer, Department of Business Administration and Ms. Nazia Nishat, Lecturer, Department of SWE presented two successful implementations of Participatory Engaging Techniques (PET) in their individual courses. An innovative quiz and assessment technique was also prepared by Mr. Khalid Been Md. Badruzzaman Biplob, Research Associate, Department of SWE.Professor Dr. Yousuf Mahbubul Islam, Hon'ble Vice Chancellor of DIU facilitated the meeting and discussed how to overcome the practical challenges in applying different teaching techniques to ensure engagement of the students in learning both in and outside the classrooms. Dr. Touhid Bhuiyan, Head, Department of SWE shared his views. Among others, Professor Engr. A. K. M. Fazlul Hoque, Ph.D., Registrar, Dr Engr Md Saifur Rahman, Professor, Textile Engineering, Dr. Sheak Rashed Haider Noori, Assistant Professor, CSE and Dr. Md. Kamrul Hossain, Assistant Professor (Statistics) were also present.

The teachers present in the meeting identified the activities and initiatives that ITLC should focus on and also identified the leaders for driving each initiative. The key focus areas identified were: Research on teaching techniques; Development of appropriate teaching techniques; Organizing Workshops; Inviting and engaging other faculty members and Building an online platform to share experiences among faculty members. The meeting ended with a vote of thanks offered by Mr. Feroz Mahmud, Director, HRDI.

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