Educational Philosophy Imam Al-Ghazali’s Perspective

Islam is a divine religion. It is based on divine revelation (Holy Quran) and sunnah of the Holy Prophet ﷺ. As a religion it is a complete code of life. It does not deal with worships only but addresses all fields of life. Like Beliefs and worship, Islam focuses on education also. As a last and chosen religion, it motivates human beings to seek knowledge. The first word of the first revelation (Chapter Al-alaq) starts with Iqra means Read. In first five ayat of chapter Al-alaq, the basic requirement for enhance of education (Read, knowledge and pen) have been mentioned six times. Similarly, the Holy Prophet r took many steps for imparting education. In this connection, the example of first residential university (Suffa’h) is sufficient. Imam Ghazali one of the most famous Muslim thinkers discusses the education in his books in detail. He was born in 448 AH (1057 CE) at Tabaran a town in the district of Tus, which lies within the Khorasan Province of Iran and died on 18 December (1111 CE). In this article knowledge, its classification, stages, curriculum, art of teaching, responsibility of both teachers as well as students have been discussed in the light of Imam Ghazali educational philosophy.

Statistical Tests for the Analysis of Human Genetic Linkage

There are many tests of inheritance based upon sibling information for diseases that have late onset. The N-test (Green et al. 1983) is one of these tests, which utilizes information from affected siblings. The N-test is the count in affected siblings of the most frequently occurring haplotype from the father plus the analogous count from the mother. When applied to haplotypes, the N-test excludes recombinant families from the analysis and assumes that parental genotypes are heterozygous. But in real world data sets, generally in Asia and particularly in Pakistan, the case of heterogeneity of parents genotyping were not exist and therefore recombinant families are found more frequently. In this study we modified the N-test to be based on alleles instead of haplotypes. This modified allele-based N-test can include all families (recombinant as well as nonrecombinant). We carried out a simulation study to compare the power of the allele-based N-test with the powers of the S a l l and S p a i r s nonparametric statistics as computed by MERLIN. The powers of the allelebased N-test, S a l l and S p a i r s statistics are identical to each other for iii affected sibships of size 2 and 3. For affected sibships of larger sizes, the powers of the S a l l and S p a i r s statistics are larger than the power of allelebased N-test. These simulation-based results are consistent with earlier results based on analytical computations. Gene-mapping studies regularly rely on examination for Mendelian transmission of marker alleles in a pedigree, as a way of screening for genotyping errors and mutations. For analysis of family data sets, it is usually necessary to resolve or remove the genotyping errors prior to analysis. At the Center of Inherited Disease Research (CIDR), to deal with their large-scale data flow, they formalized their data cleaning approach in a set of rules based on PedCheck output. We examine via carefully designed simulations that how well CIDR’s data cleaning rules work in practice. We found that genotype errors in siblings are detected more often than in parents for less polymorphic SNPs and vice versa for more polymorphic SNPs. Through computer simulation, we conclude that some of the CIDR’s rules work poorly in some situations and we suggest a set of modified data cleaning rules that may work better than CIDR’s rules.