7. Al-A’raf /The Elevated
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
07:01
Alif. Lam. Mim. Sad.
07:02
This Book - The Qur’an - is being sent down on to you O The Prophet.
So let there be no distress in your heart due to this.
While you are to warn the disbelieving audience through it,
this is a Reminder to the believers.
07:03
O The People!
Follow what is being sent down on to you by your Rabb - The Lord, and
do not follow the whims of others or take others for worship apart from HIM.
Yet little you understand and follow.
07:04
And how many of habitations have WE destroyed before!
So it happened that OUR Punishment came upon them suddenly - either by the night or
while they were in the midst of their noon-nap.
07:05
And when OUR Punishment finally overtook them, they had nothing to say, except crying out:
‘We have indeed been unfair’ to ourselves by sinning!
07:06
It will be during the Time of the Final Judgment that WE will certainly question those to whom WE had assigned OUR Messengers if they followed their teachings, and
WE will also question the Messengers if they had conveyed OUR Message and how did the people respond to it.
07:07
WE will definitely recount their deeds and dealings to them with knowledge and accuracy,
for WE were never absent from their midst!
07:08
And at The Time of the Final Judgment, the weighing of their deeds and dealings will be
fair and just.
Then whose deeds of righteousness will be heavier than their bad deeds on the scales,
those –...
The title of this research is Theoretical Debate over the Philosophical Roots of Contemporary Education and Its Implications for the Development of Islamic Education. The purpose is to disentangle, to explore and to discuss the foundations of theoretical roots of educational philosophy and its relational consequences with Islamic education. The issues raised are: 1). How is the philosophical foundation of education and its relationship to philosophy and education? 2). What are the Philosophical Roots of Educational Theory and Its Implications for Curriculum, Teaching and Learning? 3). What are the implications for the development of Islamic education? The type of research is Library Research which uses philosophical and pedagogical approach, with descriptive method. The findings of this study are: a) the study of the key philosophical ideas that influence thought and development of education are aspects of metaphysics, epistemology and axiology. Without these three philosophical foundations, science and its various disciplines will fail; b) the relationship between philosophy and education are like two sides of one coin that cannot be separated, both give and take in the context of mutualism. So the existence of philosophy in education is a necessity; c) The theoretical debate over the roots of the philosophy of education requires the development of Islamic education.
Background: Developmental Dysplasia of the Hip (DDH) consists of either subluxation or dislocation of femoral head from acetabulum and acetabular dysplasia. The ratio of left side hip to right is 3:1. There are several kinds of treatments for DDH globally, and conservative treatment is one of the best methods with a better outcome than surgical treatment. Objective: The aim of this research study is to compare the outcomes of Open Reduction versus Open Reduction Salter Osteotomy with regard to length of stay, complications and family satisfaction among children with DDH at FMIC, Kabul, Afghanistan. Methodology: A retrospective cohort study design was employed. Records of 166 participants who underwent Open Reduction and Open reduction Salter Osteotomy at FMIC hospital were reviewed. The data was collected from the available records during the period of 2010 to 2015. Chi-square test of independence and T-test for two independent samples were run to determine an association between two categorical variables and compute mean difference between categorical and continuous variables for two types of surgical procedure for DDH respectively. In addition, t-test for two dependent samples was also run to compare the mean difference of Pre-operation and Post-operation AI. All the ethical principles were followed throughout the study process. Result: The research findings revealed that there is a difference in outcomes of Open Reduction versus Open Reduction Salter Osteotomy. There was a meaningful difference of Pre-operation and Post-Operation AI for DDH patients (p-value <0.001). Hospital length of stay for Open Reduction group was relatively low (p-value <0.001). The rate of development of complications was higher in Open reduction group as compared to Open reduction Salter osteotomy. Residual dysplasia is more common in open reduction group, 16 participants (19.27%) as compared to open reduction salter osteotomy 9 (10. 84%). In open reduction group only 1 (0.6%) of the participants had subluxation, and 2 (1.2%) others developed femoral head AVN. On the contrary, in the open reduction salter osteotomy group, 1 (0.6%) participant had developed subluxation and 5 (3%) had developed AVN and majority of participants 132(79.5%) had not developed any complications. Half of participants’ families 101 (60.8%) were strongly satisfied, followed by 62 (37.3%) satisfied, and while 3 (1.8%) were dissatisfied with two types of surgical treatment methods. 132 (79.5%) of participants had excellent outcome, 25 (15.1%) good, 2(1.2%) and 7 (4.2%) poor outcome. Conclusion: The research study revealed that there is difference in the outcomes of