This study comprehensively examines the impact of various tensile and shear reinforcement arrangements on the ultimate capacity and failure mode of reinforced concrete (RC) beams. This study encompasses theoretical, experimental, and numerical approaches. The experiment consisted of six beams (three 2.0 m long beams and three beams measuring 1 m in length) and had unique shear and tensile reinforcement setups. Truss bars and stirrups were used as shear reinforcement, while steel plates and bars were used as tensile reinforcement. The objective was to assess and compare the impact of the arrangement of tensile and shear reinforcement on the bending and shear strength of beams. The findings suggest that concrete beams reinforced with steel plates and stirrups had the highest load-carrying capacity when compared with conventional beams. Furthermore, a beam using truss bars with only 51.1% of the shear reinforcement area provided by stirrups achieved approximately 87% of the load capacity of its stirrup-reinforced counterpart. Additionally, increasing the yield strength of the steel plates from 420 MPa to 520 MPa enhanced beam stiffness and resulted in a 6% increase in ultimate load capacity.

The study aimed to identify a set of Islamic standards for the educational concepts that should be taken into account when addressing the process of Islamic rooting. The researcher used the analytical descriptive method, and the results of the study showed the absence of Interdisciplinary studies, which may contribute more to correcting the methodology of Islamic rooting for educational sciences, among specialists in the origins of education and other disciplines in the educational fields or otherwise. Thus, the study presented a set of Islamic Rooting standards for the educational concepts which are: reliance on sources of Islamic education, adherence to the rules of derivation and reasoning in Islamic methodology, ability to critique and deal with the heritage tales and understanding and knowledge of Arabic language methods and their multiple uses. The distinction between the sources of knowledge in Islam and other nations, starting from the Islamic perception of the universe, man and life, extensive knowledge in the field of education and work within the field. Results also indicate the presentation of educational concepts clearly after rooting them, verification of rooting objectives of educational concepts, emergence of features of the methodology of Islamic roots when dealing with educational concepts, averageness in dealing with educational concepts coming from other educational cultures, taking into consideration the aspects of the legal dispute and its reflection on educational applications. The study concluded with a set of recommendations in the light of its findings