49. Al-Hujurat/The Residential Rooms
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
49:01
a. O The Faithful!
b. Do not put your opinions ahead of that of Allah and HIS Messenger.
c. Rather, be mindful of Allah in awe, reverence, and piety,
d. for Allah Listens to your sayings, and Knows everything of your intensions and behavior.
49:02
a. O The Faithful!
b. Do not raise your voices above the voice of The Prophet Muhammad,
c. and do not be loud to him in speaking like the loudness of some of you to others, lest your
good deeds be wasted for a reward without your even realizing it.
49:03
a. Surely, those who lower their voices in the presence of Allah’s Messenger, those are the ones whose hearts Allah has chosen – after testing - for reverence and righteousness.
b. For them is going to be Allah’s forgiveness and a great reward: Paradise.
49:04
a. Surely, those who call you aloud - O The Prophet - from outside your residential rooms, most of them do not have any sense of manners.
49:05
a. And it would indeed have been better for them if only they had waited patiently for you to come out to them and met them,
b. Yet Allah is Ever-Forgiving to those who were unaware of these manners, Most Merciful
to them too when they become aware of it.
49:06
a. O The Faithful!
b. If a known troublemaker comes to you with some news/information, then investigate it and ascertain its truth before you share it with others and act...
This article reports the wash-back of formative assessment on what students learn, how they learn and the depth of their learning in Saudi higher education context. Previous research indicates that assessment methods affect different aspects of learning either positively or negatively depending on the nature of assessment tasks. Observations indicate a clear association between Saudi students’ learning and how their learning is assessed; so this research was needed to determine how exactly the correlation looked like—positive or negative. The data in this study were collected from Saudi undergraduates by employing a student survey and semi-structured interviews. The survey included Likert scale items of agreement regarding research assignments, quizzes and midterm examinations administered to 250 English-major students. To validate the survey results, sixteen students from different levels with GPA 3 and above were interviewed. The results showed that formative assessment narrowed down the scope of learning materials. The students mostly adopted surface level learning strategies to prepare for formative assessment tasks. Higher order thinking skills were not tested in any of the formative assessment methods. Therefore, it is suggested that assessments tasks should be subjected to thorough validation and moderation. Sound assessment practices should be put in place and practiced judiciously. To achieve these objectives, sustained institutional and departmental professional backing is a prerequisite.
Hesitant fuzzy set theory is an impressive tool, to express the vagueness and ambiguity derive from experts, to analyze the characteristics of objects, and to determine the membership functions for each criterion domain. Due to the unpredictability of real world problems, and the limitation of human’s observations, it is very challenging to apply only a particular or specific uncertainty method to deal with complex problems. One can approach to more impressive and effective models to handle decision-making problems, by relating or associating the advantages of several other distinct theories of uncertainty. Hesitant fuzzy sets and soft sets are considered more efficient to deal the uncertain conditions. By combining these theories with several other useful models, novel hybrid models can be developed for decision-making problems. The aim of this research is to construct novel hybrid models based on hesitant fuzzy sets, because the use of hesitant fuzzy computations makes the decision-makers assessments more feasible and significant in decision-making. The proposed hybrid models are named as, hesitant N-soft sets, hesitant fuzzy N-soft sets, interval-valued hesitant fuzzy N-soft sets, m−polar hesitant fuzzy sets and hesitant m−polar fuzzy sets. These models are obtained by the hybridization of hesitant fuzzy sets with N-soft sets and m−polar fuzzy sets, which are more flexible and expressive for modeling and processing of vague information under hesitancy. These models provide us information about the occurrence of ratings or grades and enable us to tackle multi-polar information with hesitancy. Various properties of hybrid models are investigated with different methods of their construction. Intrinsic operations are highlighted and explored with several new concepts including weak, top weak and bottom weak complements. The concept of decision-making methods named as choice value, L-choice value, TOPSIS and ELECTRE-I, is explored by applying them on proposed models. Potential applications related to real life situations are presented, that illustrate the procedure of the proposed decision-making methods. Efficient algorithms are developed to solve the decision-making problems based on hybrid models.