Notes on Dawah Technique Course by Sheikh Khalid Yasin

As Muslims we are always presented with the opportunity to give Dawah but few of us take up this great challenge. Why is this the case? Are we too afraid to propagate the truth, do we lack the correct knowledge or are we just in need of Dawah our selves? Insha Allah, no more can we accept excuses for not being at the forefront of Islamic propagation. Why? Shaykh Khalid Yasin, the worlds most eminent Daee in giving Dawah directly to the non-Muslim population and having been Blessed by Allah The All Giver, the gift of bringing many thousands of people to Islam, has now let us into his mind, his techniques and his motivation behind his success. This 4 seminar series is without doubt, not only the best, but also the only Dawah course available to Muslims living in non-Muslims environments. Clear your mind and open your heart to accept what Shaykh Khalid teachers and implement it to further your own Dawah objectives and increase your Imaan Insha Allah.

Track 1 | Track 2 | Track 3 | Track 4

Characteristics of Da'i

1.      Da'i must have correct knowledge of Islam

2.      Must understand Islamic manhaj from three generations

3.      Must understand whom speaking to

4.      Exhibit wisdom and tolerance

5.      Must have strong arguments for tawheed

6.      Must be aware of Major religions

7.      Clean in appearance

8.      Have tawwakal

9.      Be ready to face challenges

10.  Never overestimate and never underestimate

11.  Learn to disarm your opponent (take the air out of their attack)

12.  Be straight forward

13.  Don't argue

14.  Distinguish the Islamic principles

15.  Obtain concession about those principles

16.  Make your case a completely invitation

17.  Illustrate the signs of Allah through science

18.  Show the consistency of the previous scriptures, prophets and messengers

19.  Point out the principles of human behavior, human civilization and historical evidence

20.  Show the Islamic propositions

21.  Provide Islamic answers and alternative to what they would be leaving behind

Strategies and techniques for Da'wa

1.      Collect your materials (tools)

2.      Use the Hadith and Quran – not your own philosophy

3.      First Quran, then Sunnah and then scientific evidence

4.      Use commonsense

5.      Always offer the Islamic proposition

Presentation of Da'wa

1.      Minimally write your outline

2.      Become your own audience – deliver lecture to your ownself

3.      Time your presentation

4.      Adopt a tone for your presentation

5.      Stay in touch and obtain consensus

Penetration

1.      Make a direct challenge

2.      Use the command voice, make eye contact

3.      rehash your theme

4.      Summarize and conclude your arguments

5.      Make your appeal and make your invitation

6.      Offer the Islamic proposition (logic). (eg for atheists: God → creator force, Prophets → extraordinary human beings/exceptional human examples, Yaumul Qiyamah → end of all time, Angles → phenomenal agents, Sacred Scriptures → Phenomenal communication from the source of creation to the human beings)

7.      Prepared to be challenged

Know the issues: Prepared to be challenged

1.      Christian Fundamentalists

1)      Muhammad (S.A.W.) was taught by Christians and Jews

2)      Qur'an is based on Bible

3)      Muhammad (S.A.W.) wrote/dictated the Qur'an

4)      Know the six standard Christian doctrine

(1)   Atonement

(2)   Sonship

(3)   Crucifixion

(4)   Trinity

(5)   Divinity of Jesus Christ

(6)    

2.      Anthropomorphism

3.      Cosmic Christians

4.      Evangelists

5.      Mormons

6.      Jehovah's Witness

7.      Seventh day Advents

8.      Christian right wing extremists

9.      Christian missionary activities and conspiracies

10.  Secularists

11.  Philosophers

12.  Idealist and Moralists

13.  Humanists and Personalists

14.  Hedonist

15.  Satanists

16.  Atheists and Agnostics

17.  Communists, Socialists and Marxists

18.  Capitalists

19.  Zionists

20.  Imperialists (e,g, New World Order)

21.  Deviant Muslim Groups

1)      Qadiyanis

2)      Qur'anis

3)      The Nation of Islam

4)      Baha'i

5)      Wahdathul Adyaanis

6)      Shi'a

22.  Skis

23.  Toaists

24.  Star worshippers

25.  Magicians

26.  Fortunetellers

27.  Hindus

28.  Buddhists

Da'wah Resources

1.      Da'wah organization, Islamic guidance and research offices

2.      Charitable foundation: Send a formal letters, requesting materials

3.      Islamic websites

4.      Islamic centers and bookstores

5.      Database of other dua'th

6.      Try to go on pairs

7.      Share e-mail addresses and phone numbers

8.      Keep a good list of selection of pamphlets, booklets and gifts

9.      Islamic magazine

10.  Islamic scholars and students

Da'wah Tools

1.      Computer

2.      Website

3.      E-mail

4.      Phone

5.      Pager

6.      Organiser

7.      Islamic library (Book, Audio, Visual)

8.      Automobile

9.      Pen

10.  Watch

11.  Paper

12.  Periodic training and personal concentration

13.  A guide, teacher or religious advisor

Spiritual Training

1.      Read Qur'an daily (be very familiar with: Surah Yasin, Kahf, Waaqiyah, Hadid, Ar-Rahman, ALM-Sajdah, Juz Amma and Juz Thabaarak)

2.      Review the books of Aqueeda (Kithabu Tawheed, Aqueedathul Wasatiyyah, The Creed by Imam Barbahari – 150 qa)

3.      Books of Sunnah and Hadith (Fiqh Sunnah, Arbaeen Hadith by Nawawi, Mukhtasar of Saheehul Bukhaari, Bulooghul Maraam, Umdhathul Ahkaam)

4.      Books on Seerah (Raheequl Makhthoom, Sirathur Rasool by Ibn Hisham, Fiqh Seerah, Ar-Rijaal huwl Rasool)

5.      Make regular dua from Qu'ran and sunnah

6.      Learn Arabic as much as you can, use Arabic dictionary

7.      Obtain proofs from Qur'an and Sunnah

Dawah Management

1.      Management of time

2.      Start developing your materials

3.      Start to develop logistics about yourself (who, when, where, whom….)

4.      Network

5.      Make an assessment of yourself

6.      Record keeping

7.      Prepare to do presentation (3min, 10min)

8.      Lineup the presentation

9.      Do follow-up

10.  Develop venues for da'wah

11.  Do a checklist

12.  Do your evaluation

13.  Do quality assurance

14.  Consultation

15.  Do research

16.  Have a study plan

17.  Have a personal teacher

18.  Exposure to other cultures

19.  Resource development

20.  Upgrade the tools

21.  Personal hygiene

22.  Make adjustments

23.  Take care of your personal environment

Tables

Short notes on Edexcel A2 Biology - Part 3

5.3 Global warming

Role of (herbivorous/omnivores) animal in recyling carbon

• reference to {carbon / organic / eq} compounds in plant material ;
• idea that digestion provides respiratory substrates ;
• carbon dioxide released (from respiration) ;
• (this carbon dioxide is) available for photosynthesis ;
• reference to woodlice {eaten / decompose} ;

Role of microorganisms in recycling carbon

• reference to {decomposition / decay / putrefaction } (by microorganisms) ;
• reference to respiration ;
• releases carbon dioxide for photosynthesis / eq ;
• methane released in anaerobic (conditions);
• (methane) available as fuel / eq ;

Biofuels may help to reduce global warming

• reference to biofuels being (possibly)carbon neutral ;
• idea that {plants / crops} are used for biofuels;
• idea that carbon dioxide used for photosynthesis (by plants / in production of biofuels) ;
• idea of using biofuels to replace fossil fuels ;

Disadvantage of using biofuels to reduce global warming

• land has to be cleared to grow plants for biofuels / eq ;
• burning produces carbon dioxide / the plants growing there would have been {photosynthesising / using carbon dioxide} / machinery uses fossil fuels / loss of habitat ;
• decomposition of dead plant material (after clearing) / eq ;
• produces carbon dioxide / eq ;
• idea that the land could have been used for food production ;
• less food produced / eq ;
• ref to use of fertilisers ;
• idea of eutrophication OR use oil-based products

Production of biofuels may not be carbon neutral

• idea that biofuel production may (overall) results in more carbon dioxide in the atmosphere ; OR idea that carbon neutral means that the carbon dioxide produced equals the carbon dioxide used ;
• idea of forests as carbon {sinks / eq} ;
• idea that {clearing land / deforestation} results in (net) increase in carbon dioxide (in atmosphere) ;
• (less plants means) less carbon dioxide {removed / used / eq} by photosynthesis ;
• {burning / eq} trees produces carbon dioxide ;
• idea that (increased) decomposition produces carbon dioxide;
• idea of using {(fossil) fuels / petrol / diesel} by {lorries / machinery / eq}produces carbon dioxide ;
• {burning /eq} of biofuels produces carbon dioxide ;

Combustion of biofuels may lead to global warming

• reference to production of {greenhouse gases / named greenhouse gas} ;
• idea that these gases {build up/ remain / form a layer} in (upper) atmosphere;
• which {absorb / trap / eq} {heat energy / infra-red / IR / eq} ;
• reflected from earth’s surface ;
• idea that increased levels of these gases increase the greenhouse effect ;
• idea that (mean) temperature of earth’s {surface / atmosphere} is increasing ;

Forest fires may lead to global warming

• reference to {fires / burning / eq} produces carbon dioxide ;
• which is a greenhouse gas ;
• idea that these gases {build up / remain / form a layer / increase} in (upper) atmosphere;
• which {absorb / trap / eq} {heat energy / infra red / IR / eq} ;
• reflected from earth’s surface ;
• idea that increased levels of these gases increase the greenhouse effect ;
• idea that (mean) temperature of earth’s {surface / atmosphere} is increasing ;
• idea that less carbon dioxide {removed / used / eq} by photosynthesis ;

Greenhouse effect by methane and carbon dioxide

• (carbon dioxide and / or methane) are greenhouse gases / eq ;
• which {absorb / trap / eq} {heat / infra red / IR / long wave} (radiation) / eq ;
• {reflected / (re)radiated} from the Earth’s surface / eq ;
• prevent {heat / infra red / IR / long wave / eq} (radiation) escaping ;
• idea of temperatures maintained higher (than they would be) ;

Reduction in use of fossil fuels may not prevent further global warming

• carbon dioxide produced {by using / in production of / eq} fossil fuels / eq ;
• no (direct) evidence that increased carbon dioxide leads to global warming / eq ;
• reference to carbon dioxide released from {other processes / named process} ;
• idea of removal of {carbon sinks / named example / eq} (also) leads to increase in carbon dioxide ;
• stated example of any other greenhouse gas released from another source e.g. CFC, water vapour, methane ;
• description of source e.g. ruminant animals, paddy fields, melting ice, clearance of peat land ;
• idea of natural {cycles / events / phenomena / eq} may be involved (in global warming) e.g. solar, volcanoes ;
• idea of evidence from past is being used ;
• idea of {(past evidence) is not in indicator of future events / limitations of (climatic) models} ;
• idea that scientists may be biased ;
• description of bias e.g. employed by {company / country} with vested interest, self promotion ;
• specific example of problem with / disadvantage of} alternative source of energy ;

Why body temperature effects rate of development of animals

• reference to increase in {metabolic rate / enzyme activity / eq} as temperature rises ;
• reference to increase in {kinetic / eq} energy of molecules (as temperature rises) / eq ;
• reference to increase in {enzyme- substrate complexes / energy of collisions / eq} (as temperature rises) ;
• idea of {inactivation at lower temperatures/ denaturation at higher temperatures} of enzymes ;
• idea that temperature affects {differentiation / growth /division / eq} ;

Affect of global warming on distribution

• idea that global warming will increase the temperature (at the latitudes) ;
• idea that temperatures (at these latitudes) may become too high for any of the species ;
• idea that new temperature may be above the maximum to complete development or above the upper lethal limit ;
• idea that species move { to cooler regions / eq} ;
• ref to change in {food source / predators / competition / eq}

Short notes on Edexcel A2 Biology - Part 2

5.2 How ecosystem works

NPP

• (rate of) {production of / energy incorporated into / eq} {biomass / organic material / eq} ;
• reference to {losses in respiration / GPP – respiration / eq} ;
• in {producers / plants};

Why NPP may increase due to increase in temperature

• idea that the rate of {(bio)chemical / metabolic / photosynthetic / named} reactions increases ;
• idea of increase in {movement / kinetic energy} of {enzyme / substrate / molecules / particles} / eq ;
• idea of (increase in reaction rate) because of more enzyme substrate interaction ;

Importance of NPP to farmer to use a land for cattles

• cattle {are primary consumers / herbivores / eat grass / eat plants / eq} ;
• (therefore) gain energy (available as NPP) ;
• idea of grazing capacity of the grassland ;
• idea of affect on yield of {meat / milk / eq} ;
• idea of changing to a more {efficient / NPP yielding} crop ;

Factors which may influence NPP

• grazing / {consumers / herbivores / named herbivore} / eq ;
• trampling / eq ;
• shading by {plants / named plant} / eq ;
• competition from other plants / eq ;
• disease / eq ;

Succession

• idea of (a sequence of) changes in {a community / organisms / species / plants} ;
• over a period of time / eq ;

Climax community

• idea of final {stage / sere / community} ;
• feature of community described e.g. self-sustaining , stable, one dominant species, a few codominant species ;

Importance of conserving endangered plants

• idea of conservation of {genetic diversity / genetic variation / biodiversity} ;
• idea of extinction ;
• idea of aesthetic reasons ;
• idea that these plants may be useful e.g. as medicines ;
• idea that other animals depend on these plants as a {source of food / habitat} ;

Nich

• idea of the {role / purpose / interaction / eq} of {organism / sea anemone / species / eq} ;
• reference to trophic level(s) ;

Succession

• reference to lichens and mosses as pioneer community ;
• able to grow in {little / no} soil / eq ;
• (that) breaks up (rock) fragments / forms {thin / shallow / eq} soil;
• reference to {plants / eq} with {small / short / eq} roots ;
• (able to) grow in {thin / shallow / eq} soil / eq ;
• idea that changes in soil structure enable {trees / shrubs} to grow / eq ;
• general points to be included:
  • reference to soil able to {hold / retain / contain / eq} {water / minerals} ;
  • as plants {lose leaves / die / decay / eq} ;
  • reference to {organic matter / humus / eq} {increases / released / eq} ;
  • reference to competition effects ;

Climax community

• includes (both) animals and plants / has many species / has high biodiversity / eq ;
• reference to {interaction / eq} between species / eq ;
• idea of balanced equilibrium of species ;
• reference to {dominant / codominant} (plant or animal) species ;
• reference to stable if no {change to environment / human influence} ;

Short notes on Edexcel A2 Biology - Part 1

5.1 Photosynthesis

Thylakoids

• (made of) membranes ;
• (arranged as) {stacks / grana / eq} ;
• contain {pigment / chlorophyll} / eq ;
• (arranged as) quantasomes / photosystems ;

Advantage of growing crop in glasshouse rather than open field

• crops can be grown {out of season / all year round} / eq ;
• plants photosynthesise 24 hours a day / eq ;
• idea of less physical damage from {weather /animals / eq} ;
• pest control easier / eq ;
• ref to control of other named factor, eg CO2, temperature, humidity, water supply ;

Difference between abiotic and biotic factors

ref to biotic factors involve {organisms / living} abiotic are {physical / chemical / non-living} (factors) / eq ;

Using quadrat to obtain mean density of two species in an ecosystem

• ref to {several / many / more than 2} readings ;
• ref to use of random quadrat positions ;
• description of suitable process to give random positions / eq ;
• ref to {known / stated} area of quadrat ;
• number of individuals in each quadrat {counted/ recorded} / eq ;
• description of how mean density calculated using total count e.g. total number (of each species) divided by total area sampled ;

Reasons for not using all the light hitting the surface of a leaf is not used

• idea of reflection ;
• reference. to {incorrect / eq } {wavelength / colour / frequency} ;
• idea of {not hitting the {chloroplast / chlorophyll}} / it is transmitted ;
• idea of light being in excess e.g. at max. photosynthesis so more light can be used ;

Light dependant stage of photosynthesis (also see A2 revision guide page 9)

• reference to {thylakoids / thylakoid (membranes)} ; in {granum / grana} ;
• (light energy) raises energy level of electrons / {chlorophyll / electrons}excited / eq ;
• electrons released from {chlorophyll /photosystem / eq} / eq ;
• reference to electron {carrier / eq} ;

reference to series of {redox / oxidation & reduction / eq} reactions ;

• reference to energy level of electrons {falls / eq} ;
• reference to {synthesise ATP from ADP +P /phosphorylate ADP} ;
• reference to photophosphorylation ; reference to ATP {synthetase / synthase /ase} ;
• reference to {chemiosmosis / eq} ;
• idea of electrons from {photolysis / eq} used to replace those lost ;
• reference to involvement of {accessory pigments / named example} ;

Production of oxygen in light-dependent reaction of photosynthesis

• reference to energy from light ;
• reference to photolysis ;
• of water ;

Structure of chloroplast involved in ATP formation

• reference to {granum / grana} ;
• reference to (a granum is) a stack of {thylakoids / membranes} OR grana are connected by lamellae ;
• reference to (thylakoids contain) {electron carriers / eq} / chlorophyll / photosystems ;
• reference to (membranes contain) {ATPase / ATPase channel} ;
• idea that {electron carriers / ATPase /eq} are associated with {thylakoid / thylakoid membranes} ;

Why can't light independent stage of photosynthesis occur without light dependant stage

• idea that products of light- dependent stage are {needed for / used in / eq} {light-independent stage / Calvin cycle} ;
• reference to (products of light- dependent stage) are {reduced NADP / eq} and ATP ;
• reference to use of {reduced NADP / eq} for {reduction / eq} of {carbon dioxide / GP / eq} ;
• reference to use of ATP as source of energy ;

Importance of thin lamina in leaves

• idea of {fast / maximum} {gas exchange / uptake of carbon dioxide / eq};
• idea of penetration of light ;
• idea that carbon dioxide is used in the {light-independent stage / Calvin cycle / formation of GP}; OR
• idea that light is used in {light-dependent stage / photolysis / photophosphorylation /eq } ;

Importance of midrib in leaves

• transport (in xylem) of water (to the leaves) / eq ;
• transport (in phloem) of {sucrose / sugar / carbohydrates } (away from the leaves) / eq;
• (water) for {light-dependent reaction / photolysis / source of hydrogen (ions)}; OR
• idea of (transporting sugar) to make more room for more carbohydrate synthesis ;

How GALP is used to synthesise cellulose

• GALP is a 3C molecule / eq ;
• reference to conversion (of GALP) to glucose / eq;
• idea of enzymes involved in the synthesis of {glucose / cellulose} ;
• (which is) β glucose ;
• reference to formation of glycosidic bonds ;
• between C1 and C4 / these bonds are 1-4 (glycosidic bonds) ;
• by condensation ;
• reference to {straight / unbranched} (chains of glucose) ;
• reference to cellulose as a {polysaccharide / polymer of glucose / eq} ;

How GP is used to synthesise starch

• idea of conversion of GP to GALP / eq ;
• using ATP and reduced NADP / eq ;
• idea of conversion (of GALP) to {glucose /hexose} eq ;
• (which is) α glucose ;
• reference to formation of glycosidic bonds ;
• these bonds are 1-4 and 1-6 (glycosidic bonds)/ eq ;
• by condensation ;
• ref to amylose and amylopectin ;
• credit details of amylose e.g. straight chain, 1-4 bonds ;
• credit details of amylopectin eg branched, 1-4 and 1-6 bonds ;

Thajweed Revision

1. ޤަލްޤަލާގެ ޞިފަ ފުރިހަމައަށް ދިނުމުގައި ސަމާލުވާންވީ ކަންތައްތަކަކީ ކޮބާ؟

ޤަލްޤަލާ كبرى އާއި ޤަލްޤަލާ صغرى ގެ އަޑު ތަފާތުކުރުން

ޤަލްޤަލާ ކުރުމުގައި ޤަލްޤަލާގެ އަކުރަކީ ބަރު އަކުރެއްނަމަ އަޑު ބަރުކުރުން އަދި ލުއި އަކުރެއްނަމަ އަޑު ލުއިކުރުން

ޤަލްޤަލާ ކުރުމުގައި ހަމްޒާގެ އަޑު ފަހަތުން އަންނަގޮތަށް ޤަލްޤަލާ ނުކުރުން

ޤަލްޤަލާ أكبر އަދާކުރުމުގައި ހޭދަކުރާ ވަގުތާއި ޤަލްޤަލާ كبرى އަދާކުރުމުގައި ހޭދަވާ ވަގުތަށް ސަމާލުވުން

ދެސުކުން ވިދިވިދިގެން އަންނަ ހާލަތުގައި ޤަލްޤަލާ އަދާކުރު ސަމާލުވުން

ވިދިވިދިގެން ޤަލްޤަލާގެ ދެއަކުރުގައި ސުކުންޖެހިގެން އައުމުން އަދާކުރުމުގައި ވަރަށްބޮޑަށް ސަމާލުވުން

جهر - شدّة ފުރިހަމަވުމަށްފަހު އަވަހަށް އަޑު ނައްޓާލުން

ފުރިހަމައަށް މަޙްރަޖަށް ވާޞިލްވުން

ފިއްޔަކާއި ނުވަތަ ސުކުނަކާއި ވައްތަރުވާނޭފަދައިން ޤަލްޤަލާ ނުކުރުން

2. ض އަށް إستطالة ގެ ޞިފަ ދީފައި ظ އަށް އެޞިފަ ނުދެވުނީ ކީއްވެ؟

ظ ގައި އިޠްބާޤްގެ ޞިފަ އޮތް ކަމުގައިވިޔަސް މަޚްރަޖު ބަންދުވެފައި ނުވުމުގެ ސަބަބުން އަކުރުގެ އަޑު ނިކުމެގެން ދެއެވެ. ނަމަވެސް ض އަދާކުރުމުގައި އަޑު އޮންނާނީ މަޚްރަޖުގައި މުޅިން ބަންދުވެފައެވެ. އެހެންކަމުން ضގެ އަޑު ދެމިގެން ދިއުމައްޓަކައި ކޮންމެހެން إستطالة ކުރަންޖެހެއެވެ.

3. إذلاق އަދި إصمات ބައެއް ޢިލްމުވެރިން ޞިފަތަކުގެ ބާބުގައި ހިމަނުއްވާފައި ނުވަނީ ކީއްވެ؟

މިދެޞިފަ ތަޖުވީދު ޢިލްމާއި ގުޅުންކުޑަކަމުންނެވެ. މިދެޞިފަ ޞިފަތަކުގެ ބާބުގައި ބަޔާން ނުކުރުމުން އަކުރުގެ އަޑަށް ބަދަލުތަކެއް ނާދެއެވެ. އަދި މިދެޞިފައަކީ ޞަރުފުގެ ޢިލްމަށް ޚާއްޞަ ދެޞިފައެވެ.

4. އިޠްބާޤް ކުރުމަށްވުރެ އިސްތިޢުލާ ޚާއްޞަވެ ފުރިހަމަވާނެ ކަމަށް ބުނާބަހުގެ މާނައަކީ ކޮބާ؟

އިސްތިޢުލާ ކުރުމުން އިޠްބާޤެއް ނުވާނެއެވެ. ނަމަވެސް އިޠްބާޤް ކުރުމުން އިސްތިޢުލާ ވާނެއެވެ. އެހެންކަމުން އިޠްބާޤްގެ ކޮންމެ އަކުރަކީ އިސްތިޢުލާގެ އަކުރެކެވެ. ނަމަވެސް އިސްތިޢުލާގެ ކޮންމެ އަކުރަކީ އިޠްބާޤްގެ އަކުރެއް ނޫނެވެ.