کشتیوں سے اتر نہ جائیں کہیں
لوگ طوفان سے ڈر نہ جائیں کہیں
زندگی ہے کہ آگ کا دریا
شدت غم سے مر نہ جائیں کہیں
جن کو ظلمت نے باندھ رکھا ہے
چاندنی میں بکھر نہ جائیں کہیں
روک اشکوں کو اب سر مژگاں
یہ بھی حد سے گزر نہ جائیں کہیں
آؤ لکھ لیں لہو سے عہد وفا
قول سے ہم مکر نہ جائیں کہیں
ان کی یادوں کے زخم اے عالمؔ
وقت سے پہلے بھر نہ جائیں کہیں
This research is motivated by a phenomenon of poor communication between parents and children. In the world of education, there was a lack of approaches and methods used by educators in providing subject matter so that what was delivered by the educator did not achieve the expected goals. The problem in this research is how the participatory methods, lectures and discussions contained in the As-Shaffat letter verse 102. The purpose is to describe the educational methods contained in the As-Shaffat letter verse 102 in the form of participatory methods, lecture methods and discussion methods. This research is a Library Research. The method of interpretation used in this study is the method of interpretation of maudhu 'or thematic methods which interpret verses of the Qur'an based on specific themes. The method used in the explanation of the verse is the method of tahlili or analysis that explains the verses of the Qur'an by examining its aspects and revealing its whole purpose. The results of study and analysis, as well as data processing from various sources, obtained the first result that the educational method contained in the As-Shaffat verse 102 is a participatory method used by educators, which involves all elements in the educational process especially students, with active participation from participants students will facilitate educators in delivering the material to be given. Both lecture methods, in conveying information, especially learning materials can be done with the lecture method. An educator prioritizes good attitudes so that the material can be accepted by students. The third method of discussion is to involve students in giving their opinions. With the discussion in learning, the lessons will become warmer and will train students to be more courageous in opinion.
Background: Medication errors have potential to cause harm and death; especially children who are three times more vulnerable than adults. Risk of medication errors is higher in out- patient settings due to a stressful work environment with less familiarity of individual patients. This problem in sub-Saharan Africa is however largely undetermined. A Voice Recognition System that converts verbal messages into text and stores it in a database in a retrievable format could impact on reduction of medication errors. Objectives: The primary objective was to compare medication prescription and dispensing errors in written prescriptions with those from a Voice Recognition System. Secondary objectives were to determine the types and frequency of medication errors, determinants of medication errors and acceptability of routine use of a Voice Recognition System to make medication prescriptions. Study design: A before -after Intervention study to determine the impact of introduction of a Voice Recognition System on the occurrence of medication errors. Methods: Prescriptions issued from the Paediatric Accident and Emergency Department at Aga Khan University Hospital Nairobi over a six month period were randomly selected and analyzed for errors. Patient‟s bio-data, diagnosis, prescriber‟s specialization and time of prescription were retrieved from outpatient medical records and documented in a standard study tool. A Voice Recognition System was installed and doctors and pharmacists consenting to use Voice Recognition were trained to enhance proficiency in its use. During consultations, doctors enrolled patients who provided written informed consent to have their prescriptions made using Voice Recognition. Prescription and dispensing records were analysed to determine the occurrence of medication errors. Questionnaires were issued to pharmacists and doctors to rate the use of Voice Recognition in the medication process. Results: During the VRS phase the proportion of female patients reviewed were 56.9% compared to 40% in the pre VRS phase. (OR= 0.5 (95% CI 0.37-0.69), P<0.001). The top five conditions diagnosed at the pediatric A&E department were upper respiratory tract infections, urinary tract infections, tonsillitis, pharyngitis and gastroenteritis. Incidence was similar in both pre VRS and VRS phases. (51.5% and 58.3% OR=0.74 (95% CI 0.53-1.01), P=0.063.) Overall, there was a 19.5% reduction in prescription errors from 86.1% in the pre Voice Recognition phase to 69.3% in the Voice Recognition phase (P<0.001). Among prescription errors analysed, there was a 31.9% reduction in omitted drug route (P <0.001) and a 64.8 % reduction in incorrect drug dose (P<0.001). Analysis of dispensing errors revealed the greatest