Radical Islamic Movement or Islamic Radicalism is a movement that has a mindset of textualist ideology, takfiri and truth claim. Basically, the context in which a religious understanding that is claimed to be the final truth, certainly contains an exclusive and offensive element so that some views, flow, and any schools outside is deemed as deviant, because it is far from authoritative sources originating from the Qur'an and the Sunna. This phenomenon does not reflect the peace of Islam as taught by the Prophet as rahmatan lil 'Alamiin (mercy for all nature). This article explores further the importance of the role of Sufism related to the spiritual teachings in it which are the basic foundation in realizing Islam that is peaceful, tolerant, respectful, respectful among fellow human beings especially among other religious people. Islamic teachings extracted in Sufism contain solutive elements in fulfilling the true spirit of Islamic migration (hijra). The Sufism values contain restraints on an "engine of desire" which is now sweeping through modern society. In these conditions, in the face of challenges for the reduction of the spirit of radicalism, consistency (tawakkal) is needed, namely the form of tireless cleansing of the soul.

The aim of this study is to increase children's social-emotional development using project approach on early childhood environmental education. The researcher uses applied classroom action research method to explore the project approach on environmental education as multidimensional approach.The project approach is in-depth investigation to a topic which has three phases; 1) planning and getting started, 2) developing project, and 3) reflection and conclusion. This study involved collaborators and 15 children organized in two cycles. The findings are as follows. The children's social-emotional development has been increasing by the end of cycle-2, their social-emotional development level especially in giving respect to others and borrowing or lending toys has been increasing significantly as well as their capability on taking part in large program or agenda. Another finding in this study is the instructional activities during the project approach on early childhood environmental education has been giving children opportunities to interact actively with people around since these are the basic of social-emotional development.

Background: Spinal anesthesia has become an alternative to general anesthesia. However, spinal anesthesia has the most common side effects including, bradycardia and hypotension. The aim of this study was to determine the relationship between changes in the inferior vena cava index (delta inferior vena cava index) to changes in mean arterial pressure in spinal anesthesia. Methods: This study was an observational pre-post test study in thirty-two patients who received spinal anesthesia. The inferior vena cava index (inferior vena cava collectibility index and caval-aorta index) was measured before and after spinal anesthesia (5 and 10 minutes after onset). Data were analyzed using the Kolmogorov Smirnov test, Shapiro-Wilk test, T-test, and correlation test with α=5% Result: There was a significant difference in mean arterial pressure (MAP), delta inferior vena cava collectibility index (D-IVC-CI), and delta caval-aorta index (D-CAo-I) before and after spinal anesthesia. D-IVC-CI and D-CAo-I are significantly correlated with MAP. The correlation between D-IVC-CI and MAP had R = -0.371 (P <0.05) at 5 minutes post-anesthesia, while D-CAo-I and MAP had R = 0.472 (P <0.05) at 10 minutes post-anesthesia. Conclusion: The delta inferior vena cava index is correlated with the mean arterial pressure (MAP) value in spinal anesthesia.

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Kementrian Agama Indonesia telah mengumumkan Kebijakan Pendidikan Diniyah Formal pada tahun 2015. Melalui kebijakan ini, pesantren dapat memformalkan pendidikan keagamaannya dan dapat menyediakan pelayanan pendidikan spesialisasi keagaamaan Islam. Dalam 5 tahun, kebijakan ini memiliki permasalahan implementasi yang strategis untuk dikaji demi efektifitas Pendidikan Diniyah Formal ke depan. Tujuan Penelitian ini untuk menganalisis kritis implementasi kebijakan Pendidikan Diniyah Formal ditinjau dari komunikasi, sumber daya, disposisi dan struktur birokrasi. Dan mendeskripsikan implementasi input dan proses pendidikan di madrasah. dan implikasinya terhadap lembaga. Dalam penelitian kualitatif ini, kondisi lapangan diuraikan dengan metode induktif melalui  pendekatan kebijakan pendidikan dan manajemen pendidikan. Wawancara, pengamatan dan analisis dokumen digunakan untuk pengumpulan data. Fokus penelitian ini adalah  Cokrokertopati yang  merupakan salah satu madrasah penerima  program pilot project dari pemerintah untuk menyelenggarakan Pendidikan Diniyah Formal pada tahun 2015. Hasilnya, Pertama dari segi implementasi kebijakan,  penyelenggaraan Pendidikan Diniyah Formal harus dibarengi dengan pengawalan, pembinaan dan kordinasi, terdapat komunikasi yang belum terstruktur dan berjenjang antara pemangku kebijakan dengan pelaksana kebijakan atau antara pelaksana kebijakan dengan pelaksana kebijakan yang lain, sumber daya yang kurang memadai, disposisi antara pemangku kebijakan dengan pelaksana kebijakan, rentang kendali struktur birokrasi yang belum terstruktur. Kedua dari segi input dan proses di madrasah, pengelolaan madrasah masih membutuhkan pengendalian mutu, dari segi input  beberapa tenaga pendidik belum memenuhi standar kualifikasi akademik, standar kurikulum terlalu tinggi, anggaran dana kurang memadai. sementara dari segi proses, madrasah belum  terkelola  dengan baik,  manajemen  proses pembelajaran belum memenuhi standar profesional, metode pembelajaran tidak variatif, penilaian hasil pembelajaran belum memenuhi standar profesional. Ketiga implikasi penyelenggaraan Pendidikan Diniyah Formal terhadap lembaga adalah paradigma formalisasi Pendidikan Diniyah, sentralisasi pesantren dan segmentasi pelayanan pendidikan spesialisasi keagamaaan Islam di madrasah.