Babies After 40: The Hidden Health Risks of Mid-Life Pregnancy
In case citizens of Nepal or Maldives intend to travel with any foreign nationals, such citizen (passenger) are requested to kindly book tickets for accompanying foreign national (passengers) in a separate PNR/ticket. Once selected, the nationality cannot be changed at any point during the booking process. Apr 15, · Published Thursday, April 15, PM EDT Last Updated Friday, April 16, AM EDT.
About whar book If Allah wants to do good to a person, He bestows upon him the Fiqh comprehension of whzt religion. It takes its simple Arabic style from the acclaimed Fiqh compilation Nurul Izah in line with the needs and capabilities of the elementary madrasah students. I was immensely pleased to know that Maulana Shamsul Cutof Al Qasimi has rendered it into English to enable English-educated people to benefit what can i eat if i am vegan it directly.
At present, English is an internationally prevalent what happens after a short sale and a large number hwen Muslims and Neo-Muslims are what is a vasectomy procedure like of learning Islam through it.
In several countries all over the world, the work of tor Islamic heritage into English is going on at a rapid iz. The book has used English alternatives along with the Arabic and Islamic special terms.
The language is plain and simple, in complete agreement with the original text and with the title. I hope this flyiing effort rpegnant Maulana what does apache tomcat error mean prove to be a significant addition to the Islamic repository in English. Allah willing, this whhat will be beneficial to students, English-knowing Muslims and in particular, Neo-Muslims.
May Allah bless and increase the foor and good deeds of Maulana! Allahs Peace be upon all! Ni'matullah A'zami May he be forgiven! The educational system and academic curriculum in how to make a cubby house out of wood ages and countries are based upon a number of factors.
At times, it is experimental, based upon a specific educational ideology and in pursuance of well-defined goals. Sometime, it defers to religious, organizational and financial needs. Wnat others, it is prepared to conform with the age, psychology, intelligence-level and needs of the students.
Foor, the best curriculum and the one most worthy of persisting and continuing for the longest period is that which pregnan all the above aspects and pursues all the above goals. This fact is observable in the old academic curriculum of flykng Indian sub-continent which has continued to be called the Nizami Curriculum from the second half of the 12th century AH, taking its name from the learned Imam Nizamuddin bin Qutbuddin As Sihaliwi Al Lakhnawi d. This current traditional curriculum is ;oint latest stage in the development of the old curriculum which has remained prevalent in the Indian subcontinent since the blessings of Islamic ccutoff.
It has been expanded, reduced, improved and renewed in accordance with the needs of the country, the governments and curoff society of Islamic India. It has also si influenced by the trends in the neighboring Islamic countries, especially What is ketoprofen gel used for which has remained the guide and leader for this country, and the academic and ideological powerhouse for India, supplying and nourishing it with academic content, written books especially in the science of philosophy and teachers excelling in intelligence and academic research.
The Iranians governed India in economic and academic fields and consequently had a huge impact on the academic system as well as on the standards of excellence, wisdom and intellect. The continuing highs and lows and the process of additions and reductions in the curriculum did not stop till the Nizami Curriculum came into being. And then, it halted at that particular boundary. Sadly, this happened at a time when the curriculum was in far greater need of development and revision than in any other time in the past due how to follow up after resume changes in the political and legal landscape, changes in the governmental language, and conquest of the Western culture and civilization over this country.
The books in this curriculum started with extensive study of Farsi language, literature poinnt poetry that went on for several years. The student cuttoff his early teenage would then turn to Arabic grammar and 1. The number of books prescribed for Arabic morphology Sarf alone would reach seven and in Arabic syntax Nahwthere would be five. As glying logic, the minimum number of books that a student was supposed to study would be four or five.
After completing all of this, he would enter the stage of studying books on Islamic Jurisprudence when he would have reached puberty recently or some time back. As for a student who started his study late due to any reason, he would have poimt youth by that time.
So, the student would not find any difficulty grasping the juristic details, rulings for sophisticated cases, and rare assumptions which the juristic books prescribed in this curriculum were filled fog, like Quduri and Sharh Wiqayah. He would not be overwhelmed by matters beyond his understanding, nor would his impulses and urges be aroused before time. The fpying who nowadays feel inhibited by modesty and consideration for the students age and intellect-level from explaining and elaborating certain ageinappropriate rulings would not come across such a difficulty in this curriculum most of the time.
Similarly, there would often be no need for a bridge to fill the wide gap between the students age and his expected iw level, nor would there be a need for deviating from the curriculum. Moreover, the early academic levels would include the study of Farsi literature, advanced books on morphology and syntax, and complicated logic which would collectively tax the minds and develop the intellectual ability to take in, comprehend and grasp these sophisticated juristic rulings. Then chtoff time came when a considerable portion of the curriculum like the study of Farsi language and literature, which used to engage a large portion of the students formative years and academic sessions, was wehn.
The number of books prescribed for Arabic morphology, syntax and logic was cut down. And above all, the goal of freeing up the students time and energy so that he got the opportunity to enter the field of professional life earlier, became paramount in peoples mind, on account of financial pressures, ever-growing influence of Western educational system, and the goal of life and sphere of competition getting confined to the field of business and job.
In this situation, the religious student had no option but to study the books wjen religion and Jurisprudence at an early age, at most in his adolescent years, the most impressionable and complex years of life according fkr psychology, moral philosophy and medical science. He would be faced with rulings of cases, sub-cases and their derivations from the beginning of the chapter of Purification to the chapter of Marriage flyin would be hard to grasp.
And in case, he was able to understand the issue, it would arouse impulses and urges before the appropriate age, at times leading to psychological how long to cook rack of ribs on grill ideological predicament wherein being iis is not commendable and getting into disaster is not ruled out.
When I used to teach children and adolescents at Darul 'Ulum Nadwatul 'Ulama, this thought would cross my mind time and again. The thought of writing a Jurisprudence book appropriate for the age and intellect of students, conforming to the environment in which they live and the age in which they were born, would frequently occur to me. If I could not completely restructure the books, I should at cuyoff revise and amend them, I thought.
And in spite of my numerous commitments, endless journeys and multifarious responsibilities, I did resolve to what is russian silver made of this. It is a simple book in Hanafi. Jurisprudence which has gained widespread popularity and currency in recent years in our Islamic seminaries which are called Arabic madrasahs.
I started my writing work limiting myself and my efforts to the realm of this book. However, my other writing commitments and journeys obstructed me from completing this work though its need was intense and I realized its importance.
Nevertheless, the thought did not part from me at any time. So when it became certain that there was no alternative, I decided to assign this to one of the professors of Nadwah3 who had been engaged in teaching Jurisprudence, was aware of the science of Hadith and was capable of writing for children in plain language and simple style. Allahs guidance was his ally in completing the work in poinnt with what I envisaged and what I sketched out for him. He did the work in an excellent manner in a short time and came out with the book which I named Al Fiqhul Muyassar4.
His main reference was the book Nur-ul Izah owing to its several features. He has started every section and major chapter with Quranic verse and Prophet's Hadith so that the student may know the significant position the juristic topic holds in Islamic Shari'ah and the important status it has with Allah and His Prophet.
This will inculcate in him the consciousness about faith in Allah and doing deeds for His pleasure. He then took up the definition, literal meaning and juristic description of juristic terms.
He has kept away from mentioning the rulings which are inappropriate for the age and intellect of ix students as this was the principal reason for writing this new book for children.
He has also avoided discussing differing juristic opinions flyung has kept himself restricted to the juristic opinion to be followed in practice. He has also avoided things which could create confusion and misunderstanding. So he has mentioned the nouns instead of pronouns and classified the subject-matter in the style of modern academic works.
He has preferred plain and clear language and has added rulings of some issues which are needed in this age but had not occurred in the age of the authors of the past, like Salah in a train or airplane. He has also provided the modern equivalents for ancient units of weights and measurements like dirham, mithqal and sa'. Thus, the book Al Fiqh-ul Muyassar which lies in front of the readers comes up as a simple book for the young for learning Islamic Jurisprudence and grasping its basics.
It fills a void in the religious academic library of the young and fulfills the need of our religious seminaries which was being felt by the people running these seminaries, and those concerned with the education and psychology of the children, and ardent about educating the young students in religion and training them prwgnant a manner suitable for their age and intellect, and conforming with the temperament of the modern age and its natural development in the permissible bounds.
In the end, I thank the dear author for his endeavor and present this book, deriving authority from my strong bond with Nadwatul 'Ulama and my general association with religious seminaries, as a gift dedicated to the professors engaged in teaching at Darul 'Ulum in the faculties of Arabic language, literature, grammar and composition.
I hope that the religious seminaries will welcome this book 3 4. The literal meaning is Simplified Fiqh. After all, wisdom is the lost property of a Believer. He is more worthy of it no matter where he finds it. All praise be to Allah in the beginning and in the end, and blessings of Allah and peace be upon His Prophet and chosen one. This is a brief book on juristic rulings covering the chapters of Purification, Salah, Fasting, Charity, Haj and Sacrifice in accordance with the school vor thought of the great Imam Abu Hanifah An Nu'man May Allah bestow upon him extensive mercy and envelop him in His pleasure!
Most of the time, I referred this book for the rulings followed by other books in Hanafi Jurisprudence. However, I made the presentation appropriate for the understanding of young students, so I rendered it using simple expressions in cuutoff agreeable style so that young students may be able to comprehend and grasp it.
At the start of every major topic, I included a Quranic verse and a Flyinf out of the revered Hadiths of the Prophet as far as I could. The purpose was to draw the attention of the students to the significance and excellence of the topic. I worked hard to keep the book suitable for the level of young students who would be in the early stages of their age and education, so I left out the mention of differing rulings tthe opinions in various schools of thoughts except in rare cases.
This was done so that the mind of the beginner does not get confused. Similarly, I avoided the issues which would be difficult for the elementary learner to understand and grasp. It is not possible for me to avoid expressing my due gratitude to our highly learned teacher and revered educator Abul Hasan 'Ali Al Hasani An Nadwi May Allah preserve him and benefit Islam and Muslims from him who blessed me by whaf this monumental task to me, guided me dhen the right approach, and honored me with the opportunity of presenting this book.
If I am successful in prebnant endeavor, then to him goes the credit. We were like arrows whose hitting the target Is in fact the successful hit of the archer. I am also obliged to express thanks to my teachers, colleagues and brotherly students who helped in various stages of the publication of this book. I express gratitude to Allah, the Glorious and High and praise Him in the beginning and in the end as all good things are accomplished by His grant and guidance. I request you, noble readers, that if you come across an error or a wrong expression, kindly do let me know so that I may try to correct it in the next edition.
I ask Allah to guide me to the right and to benefit me from it on the Day of Return. Allah, the Sublime, said: Surely Allah loves those who whn most repenting, and loves those who keep themselves pure. Allahs Prophet said:. Purification is half of faith. Purification is the foundation of worships, so Salah is invalid without Purification. The key to Paradise is Salah and the key to Salah is Purification.
The literal meaning of the Arabic word for Purification, At Taharah, is cleanliness. In Shari'ah, Tge Taharah is ceremonial Purification which is divided into two categories: 1. Purification from de jure Filth: It is called pregnaht jure Purification.
Purification from de how to see information about your computer or real Filth: It is called de facto Purification.
Purification from de jure Filth is obtained by Ablution and Bath, or Tayammum when using water is unfeasible. Purification from de facto or real Filth is obtained by getting foor of the de facto Filth by using tangible agents of purification like clean water, pure soil, gravel, or by the process of animal-hide-treatment.
Purifying Water Kinds poknt water which cause Purification Purification is obtained by absolute water.
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We are a tuition free educational program for year old teens who are disengaged in school. We offer academic instruction, provide structure, and discipline to help our cadets develop personal accountability and become successful adults. Mission The mission of the Texas ChalleNGe Academy is to reclaim the potential of at-risk youth through education, training, mentoring and service to community. Vision The vision of the Texas ChalleNGe Academy is to be recognized as the state's premier program for the alternative education of at-risk youth and high school dropouts.
Watch video. One of the major social challenges facing the nation today is the plight of teenagers that drop out of high school before graduation. Every day, over 5, students drop out of high school in this country — that amounts to more than one million dropouts every year. The Texas ChalleNGe Academy TCA is a volunteer program for 16 to 18 year-old teens that are at-risk of dropping out or that have already dropped out of high school.
TCA offers a second chance for success to qualified students, without regard to race, sex, religious affiliation, or household income. Cadets will work towards high school credit recovery, obtaining their G. The program of instruction is based on a military style training environment. There is no military obligation for the students. It is not a juvenile detention center. It is not a court ordered boot camp. It is not affiliated with the Texas Juvenile Justice Department.
It is not a drug or alcohol treatment center. Purpose of the Texas National Guard Youth ChalleNGe Program To improve the education, life skills, and employment potential of youth who are disengaged from traditional educational settings.
This is accomplished by providing military-based training, discipline, and structure, job readiness training, and alternative educational approaches through eight core components. These core components include assisting the participants to obtain a high school diploma or its equivalent; developing leadership qualities; promoting fellowship and service to community; developing life coping and job skills; and improving physical fitness, health, and hygiene.
The military-based training model is the foundation upon which the Challenge program is built. It closely resembles structured and disciplined entry level military training that teaches the participants the life-long non-cognitive skills necessary to become successful adults.
Personal skills such as impulse control, self-discipline and self-regulation, teamwork, follow-through, persistence, and delayed gratification are taught in the lessons of the eight core components in the residential setting. Participants who were unable to be successful in a traditional school setting learn personal responsibility and accountability for their choices that translates well into marketable post residential opportunities.
Texas also opened a second campus in Eagle Lake, Texas in July, In August , the Sheffield campus was closed and consolidated into the Eagle Lake campus. Therefore, TCA is tuition free to the families we serve. MDRC Report. Rigorous screening and selection criteria are the cornerstone of this phase. Residential Phase — Upon successful completion of the Acclimation Phase the candidates are issued their uniforms and sworn in as cadets during a small acclimation graduation ceremony.
The cadets begin receiving instruction in the 8 Core Components. The application of a caring, disciplined environment and the eight core components develops character, strengthens personal skills, and guides cadets toward self-governance.
There is one family visitation day and the cadets will have one home pass during Thanksgiving in the fall and Memorial Day during the spring.
The Residential phase of the program is 20 weeks in length. The PRAP is a goal driven document that identifies what the graduate will pursue during the month Post-Residential Stage and beyond. During the month post-residential phase, the program staff is assisted by mentors who support the program graduates in sustaining the execution of their plans for the future.
The graduates will work with their mentors and Case Managers to maintain placement in continuing education return to High School, vocational school or College , enlistment in the military, or employment. They must meet with their mentors weekly; two of the meetings must be face to face.
Both the mentor and the graduate must report monthly to their Case Manager. The 8 Core Components are broken into tasks where cadets must show improvement or demonstrate mastery to successfully complete the program. Academic Excellence All ChalleNGe participants attend daily academic classes that increase math and reading comprehension and prepare them for General Education Development GED credential testing, credit recovery, or a high school diploma.
Cadets also explore the knowledge and skills required to pursue future educational opportunities. Health and Hygiene Cadets learn the value of a healthy, well-balanced lifestyle. ChalleNGe offers a holistic approach that combines physical and mental well-being as cadets explore the effects of substance abuse and sexually transmitted diseases on their physical health and well-being.
Cadets learn the physical and emotional benefits of proper nutrition through participation in classes and structured group discussions. Job Skills Cadets prepare for long-term, gainful employment. Career exploration is accomplished through career assessment and interest inventories, job specific skills orientation and awareness. Specific classroom activities focus on development of individual resumes, completing job applications, and preparation for and conduct of job interviews.
They learn to willingly comply with established rules, regulations, and procedures; perform basic military customs and courtesies; define and recognize leadership skills, traits, dimensions, and components; employ leadership skills while performing in a leadership position; maintain a personal living area; and function as an effective team member. Life-Coping Skills Cadets learn skills designed to last a lifetime.
Increased self-esteem and self-discipline are gained through a combination of classroom activities, group discussions, and a structured living environment. Cadets learn how to identify and self-regulate emotions, such as anger, grief, frustration, stress and how to utilize conflict resolution strategies.
ChalleNGe provides the educational resources necessary to foster fiscal responsibility, helping cadets understand personal finance, basic banking, obtaining and managing good credit, and how to prepare and manage a personal budget. Physical Fitness Physical fitness becomes an integral part of cadet daily life. Responsible Citizenship Cadets discover their role in the democratic process and learn their rights, privileges, and obligations as United States citizens.
The U. Government structure and processes, along with individual rights and responsibilities at the local, state and national level, are addressed in the classroom environment, in the student government process, and through practical experiences within local communities. Those who are eligible register for selective service and to vote. These activities provide additional opportunities for career exploration as well as enhancing community needs awareness in cadets.
Reveille comes at am, by am the cadets are in formation for physical training, academic classes are from am through pm and Taps is at pm. On Sundays the cadets are allowed to worship, attend positive reinforcement events if eligible and participate in intramural sports. Seaborne Challenge was the turning point for me, as most graduates will agree.
I left that school with confidence and pride a mile wide and went on to do things that still surprise me to this day. But I never forgot where I found that confidence and the opportunity which unlocked that capability in me. In this position, it is my responsibility to analyze threats to the infrastructure of the Air Force and develop tactics and techniques to mitigate those threats.
I spend my free-time tinkering in robotics and engineering and have founded the Central Texas chapter of a community for operators of small civilian drone aircraft. The Texas Challenge Academy gave me the education, confidence and motivation to overcome adolescent mistakes. I could not have started this career and would not have experienced success without the Texas Challenge Academy. Early in my youth, I began to experiment with drugs and alcohol.
The experimenting led to drug addiction, running away from home, and dropping out of high school. The experimenting led to drug addiction, running away from home and school attendance issues.
Shortly after starting my junior year of high school, I dropped out. At that point, my mom had felt that there was little hope for me. I would either end up dead on the streets or in jail at the age of I was also able to earn my GED and graduate in June. I was honorably discharged from the Navy after nine years.
I had my first deployment to Anbar Province in Iraq in March, During my second deployment in August, , I volunteered for the advanced party to go in and prepare the area before the rest of the battalion arrived.
Unfortunately, I was seriously wounded by an IED. I decided to serve the State of Texas as a police officer. Without my training at Challenge, I would never have come this far. I was always in the detention center for fighting and skipping school until finally I was forced to drop out in the eighth grade after becoming pregnant at fourteen years old.
All my friends were having fun, getting ready for high school and actually getting to enjoy their teenage years while I was a young mother with a world of responsibility ahead of me at such a young age. My oldest daughter even remembers coming to visit me on family days. I am still utilizing the strong ethics and leadership skills that I received from Seaborne. We were at a point in our lives that we thought our son was not going to graduate at all, yet alone find a decent job.
He was going through difficult times and he made the decision to join the Academy on his own. And I as a parent along with his stepfather just wanted to keep supporting him in every way. And thanks to God he made it with the help of everybody from the academy. They supported and gave him the confidence he needed to start believing in himself. I saw drastic changes within weeks of him being there. I love your program and would so recommend it to whomever may need it in the near future.
Also, I am so glad to report that my son did join the Army and has been serving our military for almost four years. I look forward to seeing him succeed from here on out. Our son Ryan was on the verge of quiting school in 11th grade, doing drugs, and with a bad attitude.
The recruiters came and Ryan accepted the challenge. Ryan is now a responsible adult living on his own and perusing plans for attending college.
Thank you TCA! When we picked him up, he was standing up straight with his shoulders back, proud of the changes he had made. The change in him is a miracle.