Youth Empowerment for the Development and Defense of Madina State

Youth Empowerment has always been an icon of progressive process where young people are encouraged to peep into their future. It is not limited to develop individuals rather to formulate a great community change which rely on the development of individual capacity. Having dazzling achievements on its dimensions, the evolution of Islam flourished due to the youth’s inspiring role for the cognitive development in every sphere of life. The Holy Prophet (ﷺ) explored his young companions’ access to their resources, then transformed their consciousness, intellect and ensured their empowerment to promote traditional, moral and theological values. Its aim has always been to improve one’s quality of life in social, economic, socio-political and even war fares as well. Enhance to companions young his empowered (صلى الله عليه وسلم) Prophet Holy The their belief in self-efficacy in various territories. They battled against their contemporary challenges to meet positive sense of self-control, decision making skills, moral system of beliefs and pro-social connectedness. All these have numerous instances for their substantiations. The present research paper will substantiate the young companions’ pivotal efforts in the early age of Madīnah city to promote Islamic norms, their key role in battles, compilation of Qur’ān and Ḥadīth and various other significant defensive roles performed by the youth of that era after given powers by that highlight also will paper research present The. (صلى الله عليه وسلم) Prophet Holy the how the youth of today can empower itself to utilize their perceptive. (صلى الله عليه وسلم) Prophet Holy of companions young by archives set the from app

The Role of Concrete Materials in Developing Childrens Understanding of the Properties of Quadrilaterals

The purpose of the study was to try to understand how concrete materials can help to develop primary school children's understanding of quadrilaterals. Concrete materials for the purpose of the study refers to all materials and physical objects that can be seen, touched, felt and manipulated for mathematical learning. I worked with four boys (ages 9-11) of mixed ability from a private school that works in close collaboration with IED. I tutored them for one hour outside of their classroom situation. This teaching was done four times a week for seven weeks using at least nine different kinds of concrete material to teach about the sides, angles and diagonals of the parallelogram family of quadrilaterals (square, rhombus, rectangle and parallelogram). My role was dual in nature, that of a researcher as well as a teacher. After determining the needs of the students by an initial activity I designed materials to suit the learning needs of the children. Data was collected with methods suited to the qualitative paradigm of research, i.e., by field notes, audio taping the teaching/learning sessions and collection of samples of students' work and reflections. My own reflections guided the evolution of the research process. My biggest learning was that the role of the teacher is the key factor for effective teaching with concrete materials. The best of materials will not work unless the teacher takes the role of a facilitator, an assessor, a decision maker and a tailor. Concrete materials sometimes succeeded and sometimes did not succeed in developing an understanding of the concept in the children's minds, but in both cases played a key role in students' learning. The materials helped to develop students' mathematical language, encouraged discussion (both teacher-student and student-student), sharpened the ability of the students to question and probe their own and their peers understanding and also unveiled the alternate frameworks that the students harboured about the geometrical concepts under study. Important insights were gained into how children learn the different properties of the four quadrilaterals. For example, all students considered a rhombus to be a "tilted square”, the use of a flexiquad helped the students to learn to differentiate between the two. This study also discusses some of the possibilities and challenges of using concrete materials in the Math classroom and its implications for the teacher or a teacher educator.