scholarly journals MOSQUE SCHOOLS AND TARIQA ABODES OF JHAR MUNICIPALITY (ON FIELD MATERIALS)

2020 ◽  
Vol 16 (3) ◽  
pp. 608-619
Author(s):  
Zahid A. Halaev
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Educational Institutions ◽  
Special Study ◽  
Religious Knowledge ◽  
Revolutionary Era ◽  
The North ◽  
The Arts ◽  
North Eastern ◽  
The Subject

A huge role in the dissemination of Muslim religious knowledge was played by the mosque schools раса madras and hujra (hIuzhra- (الهجرة. However, in the pre-revolutionary era, in many rural societies of the former Zakatala district, as in many regions of the North-Eastern Caucasus), there were special premises  abodes of tarikat brotherhoods, which also called "hujras" (. (الهجرة These premises were not educational institutions in the classical sense. Such premises could be houses built at the expense of villagers, patrons of the arts or at the expense of a separate clan (tukhum), bearing the names of this tukhum This could be the house of a mullah or a religious figure, kindly given for religious needs or for holding various religious events, including Tariq rituals. In the article offered to the readers' attention, on the basis of field material, an attempt is made to study the construction of khujras, both mosque schools and monasteries on the example of lying enunciated Jar municipality of Zagatala region of RA. The author of the article ignored issues related to the Muslim education system, programs, methods and teaching methods, since these issues are the subject of a special study. The article contains information about the construction of hujras, analyzes a number of inscriptions found during the collection of field material, gives a polygraphic description of the inscriptions, comments, translation, transliteration. On some hujras, inscriptions were not preserved, or were not applied at all. Of course, in this case, the author resorts to the help of oral folk legends.

scholarly journals Kurikulum Pendidikan Islam Masa Klasik

2016 ◽  
Vol 6 (2) ◽  
pp. 155
Author(s):  
Laelatul Badriah
Keyword(s):  
Learning Outcomes ◽  
Education System ◽  
Teaching Methods ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Good Education ◽  
The People ◽  
The Subject ◽  
Education Process

Abstract Curriculum is a term that is very important for a good education lembaga Islamic educational institutions and public educational institutions. The curriculum covers all aspects related to the learning process. But studies curriculum more focus on four components, namely subject, goals, methods, and learning outcomes. Classical Islamic education curriculum can be regarded an Islamic education system beginning still very simple but of simplicity that is capable of scoring leaders, scholars, scientists lauar very unusual. Education applied Rosulullah in his time, he is the forerunner of Islamic education process that is capable of inspiration friends, Tabin, tabi’in tabi’in at this time. Education Rosulullah then forwarded by the first four Rasyidbani government period, then passed back to the Umayyads and the ‘Abbasids Bani period. Where in each of the reign of Muslims is generally the same that emphasizes learning ketauhidan or divinity in order to establish the people Islam earlier. However curriculum that has not been well documented it can be inferred consists of learning materials, teaching methods, the subject of learning, learning outcomes and competence. Keywords: curriculum, classical period, education.

The Temple of Zeus at Cyrene

1958 ◽  
Vol 26 ◽  
pp. 30-62 ◽  
Author(s):  
R. G. Goodchild ◽  
J. M. Reynolds ◽  
C. J. Herington
Keyword(s):  
North African ◽  
World War ◽  
Detailed Report ◽  
The North ◽  
North Eastern ◽  
The World ◽  
The Subject ◽  
The City ◽  
The Temple

Cyrene's largest religious building, the great Temple of Zeus on the north-eastern hill of the city, has been the subject of several explorations. Its cella was partially dug out by Smith and Porcher in 1861, and was completely cleared of soil by the late Giacomo Guidi in 1926, in the excavation which brought to light the famous head of Zeus, pieced together from over a hundred fragments. Then, in the years 1939–1942, fuller work was carried out by Dr. Gennaro Pesce, who published a detailed report with admirable promptness. Despite the interruptions caused by the North African campaigns of the World War, Pesce was able to clear the greater part of the Temple and its fallen peristasis. At the conclusion of his work only the opisthodomos remained unexcavated, although much fallen stone still encumbered the pronaos and the eastern portico.

scholarly journals Studying the use of innovative technologies in biology lessons

2021 ◽  
Vol 4 ◽  
pp. 47-53
Author(s):  
Zh. Shamshatova ◽  
B. Baidalinova ◽  
B. Baymurzina ◽  
B. Kenzhebaeva ◽  
T. Zhakypova
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Developed Countries ◽  
Quality Of Education ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Education Today ◽  
The Subject

In this article we have focused on the types of innovative technologies used in biology, their importance and effectiveness. Due to the fact that the education system is continuously developing, without ceasing, the education system is moving from traditional to innovative. To become one of the 30 developed countries, it is important to educate a comprehensive generation, to educate a qualified educated specialist. The use of new innovative technologies in education is a requirement of modernity. Every teacher wants to diversify their lesson. After all, the use of modern innovative technologies is the key to improving the quality of education. Today, using innovative teaching methods, the main goal is to increase the student's abilities, instill interest in the subject, develop his curiosity, and form competencies. Today it is important that the student is not only educated, but also comprehensive, inquisitive, and the teacher is guided not only by knowledge, but also by skills.

scholarly journals The question of the teaching of God's Law in the Journals and Minutes of the Presidium of the Supreme Court

2019 ◽  
pp. 226-235
Author(s):  
Владислав Иванович Пшибышевский
Keyword(s):  
Russian Empire ◽  
Educational Institutions ◽  
Religious Knowledge ◽  
Knowledge Of God ◽  
The Supreme Court ◽  
The Subject ◽  
The Law ◽  
The Russian Empire ◽  
The 19Th Century

Предмет «Закон Божий» являлся один из самых главных предметов в низших и средних учебных заведениях Российской империи на протяжении двух веков. Под влиянием предмета, дающего знания о Боге, предмета важного не только в образовательном, но и в воспитательном значении, выросло не одно поколение православного населения России. Изучение этого предмета было обязательным для всех детей, принявших Святое Крещение в Православной Церкви. Закону Божию обучали и на дому, но главным местом, где ребёнок мог впитать религиозные знания, была школа. Преподавали Закон Божий в основном священники, а должность их называлась «законоучитель». Законоучитель наравне с другими преподавателями пользовался всеми правами государственной службы. К концу XIX века появились проблемы, связанные с процессом преподавания Закона Божия, в отношении предмета учебные программы устарели, в отношении законоучителей появлялись, в силу определённых обстоятельств, неоднократные случаи нерадивого отношения к своему делу, в отношении самих учащихся было зафиксировано большое количество случаев активных выступлений против изучения Закона Божия. Все вышеперечисленные проблемы пытались решить в свете церковных реформ начала прошлого столетия. Данная статья посвящена вопросу преподавания Закона Божия в работе Высочайше учреждённого Предсоборного Присутствия. В исследовании рассмотрено место предмета «Закон Божий» в заседаниях данного органа, заинтересованность им членами Присутствия, предложения по улучшению качества преподавания столь важного предмета и его сохранению в списке обязательных предметов в учебных заведениях Российской империи. The subject of the Law of God was one of the most important subjects in the lower and secondary schools of the Russian Empire for two centuries. It was a subject which gave knowledge of God, a subject important not only in its educational, but also in its educational meaning, and under the influence of which several generations of the Orthodox population of Russia grew up. The study of this subject was obligatory for all children who received holy Baptism in the Orthodox Church. The Law of God was also taught at home, but the main place where a child could absorb religious knowledge was in school. The Law of God was taught mainly by priests, and their post was called a teacher of the law. The teacher of the law enjoyed all the rights of public service on an equal footing with other teachers. By the end of the 19th century, problems associated with the process of teaching the Law of God had appeared, the syllabus for the subject was out of date, there were repeated cases of negligence on the part of the teachers, and there were many cases of active protests against the teaching of God's Law by the students themselves. All the above-mentioned problems tried to be solved in the light of the church reforms of the beginning of the last century. This article is devoted to the question of teaching God's Law in the work of the Presidium of the Most High Council. The research examines the place of God's Law subject at the meetings of this body, the interest of the Presence members in it, the suggestions to improve the quality of teaching such an important subject and its preservation in the list of obligatory subjects in the educational institutions of the Russian Empire.

PondokLearning Methods in Developing Students’ Nonverbal Politeness

2021 ◽  
Vol 12 (3) ◽  
pp. 352-369
Author(s):  
Siti Saniah Abu Bakar Et.al
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Learning Methods ◽  
Religious Knowledge ◽  
Mainstream Education ◽  
Teachers And Students

Studying in thepondok institution is increasingly gaining ground in the society because this institution has produced many generations of students who have deep religious knowledge and high moral rectitude. Hence, this study was carried out to: (i) identify the methods practised by the teachers at the pondok learning institution in producing students who are polite in terms of nonverbal aspects and (ii) analyse the students’ acceptance of the methods employed in the pondok institution in shaping nonverbal politeness of the students. Phenomenological approach was used to explore the teaching and learning methods used in the pondok institution. Data were obtained through observations and interviews. The founder, teachers and students of one of the pondokinstitutions in AlorSetar, Kedah were selected as the study’s respondents. Findings of the study show that three methods of teaching are practised in the pondok learning institution, namely the talaqqi method, the tafaqquh method, and the itqan method. Through these three methods, the pondok teachers instilled good manners and shapedthestudents into polite students who are modest in their dressing, courteous, obedient and well-mannered while learning. This study also shows that the teaching methods practised in this pondok institution are well received by the students. It is evident that the teaching methods used in this pondokinstitution are able to develop the students’ nonverbal politeness. The effectiveness of these methods warrants the integration andimplementation of these methods in the mainstream education system so that the characteristics of these nonverbal politeness can be applied in the daily schools which are presentlylacking in terms of politeness values.

scholarly journals The Pseudo-Schick Reaction and the Intradermol Toxoid Test of Moloney: their Relationship and Significance

1935 ◽  
Vol 35 (4) ◽  
pp. 512-533 ◽  
Author(s):  
Maurice Mitman
Keyword(s):  
The State ◽  
The Body ◽  
Fever Hospital ◽  
New Members ◽  
The North ◽  
North Eastern ◽  
The Subject ◽  
Relationship Of

A total of 212 new members of the staff of the North-Eastern Fever Hospital were Schick and Moloney tested. The Schick-positive reactors were immunised with formol toxoid and post-Schick and Moloney tests were performed. The following conclusions were reached:(1) The intradermal toxoid test of Moloney or Zoeller corresponds exactly with the pseudo response in the Schick test.(2) The pseudo response is as efficient as the Moloney for detecting possible reactors to immunising doses of toxoid, and is a more accurate control of the Schick test. The Moloney therefore appears redundant.(3) A positive MP (Moloney or pseudo) reaction accurately indicates those who will react to immunisation; but a negative MP is no guarantee that the subject will not react.(4) The MP-reaction is evidence of bacterial hypersensitiveness to specific products of the body of the diphtheria bacillus.(5) Zoeller's theory that hypersensitiveness is a half-way stage between susceptibility and immunity, is incorrect.(6) MP-reactions usually, but not invariably, develop pari passu with immunity. Because of this parallelism tests of hypersensitiveness give information as to the state of immunity.The significance of tests of infection, hypersensitiveness and immunity are considered; and the possible relationship of MP-reactions with bacterial immunity suggested.

scholarly journals Pesantren sebagai Benteng Ideologi Pancasila (Studi di Kabupaten Rejang Lebong dan Kabupaten Kepahiang)

2019 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Arif Mustofa ◽  
Mabrur Syah
Keyword(s):  
Social Services ◽  
Research Data ◽  
Qualitative Approach ◽  
Educational Institutions ◽  
Principal Principle ◽  
Religious Knowledge ◽  
Independent State ◽  
The Subject ◽  
Linear Field

Islamic boarding schools as educational institutions that have the principal principle of tafaaquh fi din have a tremendous influence on their santri. In addition, history also records from before the independent state of Indonesia, that pesantren became the frontline in expelling colonial colonizers and presenting peace in the archipelago even today. Even so, lately there have been a number of pesantren that have lost their way, they have stopped paying attention to the security and peace of the nation, they only think that in a pesantren it is a place to explore religious knowledge not others. Therefore, the purpose of this research is to explore the pesantren in fortifying the Pancasila. This study is a linear field with a descriptive qualitative approach, where data collected in the form of written or oral words from people who are the subject of research and observable behavior. Research data is sought through observation, interviews, and documentation. This research produces several things: first; the role of pesantren in rejang lebong and kepahiang districts is very good in terms of education, da'wah which is tasamuh, religious and moral services as well as ukhuwah islamiyah, except the second pesantren as Syafi'i imam; the efforts made by the pesantren in fortifying Pancasila, namely: the formation of friendly Islam with the TNI and the Police and the Commemoration of national and Islamic holidays, as well as social services. In contrast to the efforts made by the imam as Syafi'i pesantren which is to establish communication with the guardians of the santri who agree with them.

scholarly journals Pre-Service Teachers Performance in Implementing Teaching Methods at TEFL Class

2021 ◽  
Author(s):  
Maulina ◽  
Tri Indah Rusli
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Video Recording ◽  
Structured Interview ◽  
Educational Institutions ◽  
Average Value ◽  
Field Note ◽  
The Subject ◽  
Method Preference ◽  
Body Expression

This study aimed to describe the implementation of microteaching activity by pre-service teachers in TEFL 2 class as well as to get an overview of the problems faced during microteaching so that they are able to improve the competence of teaching English later in both schools and other educational institutions. In this study, the method used was descriptive qualitative. The subject of the study were taken purposively by considering the achievement gained in previous subject namely in TEFL I class they reached the average value of 90 out of 100 with the number of subjects four (4) pre-service teachers. Data were collected through observation using video recording and field note as well as semi structured-interview. Aspects to be analyzed were methods used from opening, main, and closing activities by considering the characteristics of the method applied. The results of this study showed that Grammar Translation Method (GTM) and Audio-Lingual Method (ALM) became a method preference during the microteaching. Pre-service teachers showed no hesitation and well prepared in applying the methods. Translation activities, dialogue memorization, repetition technique, word pair technique, and game grammar technique were occurred. Problems faced were the gap between the theories and the practice of teaching methods such as lack of skills in facial and body expression, classroom management, and stresses with noises from classmates as the students.

The green mole, Astromycter prasinatus T. M. Harris, 1825 (Mammalia: Eulipotyphla: Talpidae): an origin story

2021 ◽  
Vol 48 (2) ◽  
pp. 227-243
Author(s):  
N. Woodman
Keyword(s):  
Original Description ◽  
Species Group ◽  
Short Article ◽  
Separate Genus ◽  
The North ◽  
Relevant Today ◽  
The Arts ◽  
North Eastern ◽  
Origin Story ◽  
Source Materials

Thaddeus William Harris described the green mole of Maine, Condylura prasinata (Mammalia: Eulipotyphla: Talpidae), in the July 1825 issue of the Boston Journal of Philosophy and the Arts, and this was considered the original description of the species throughout most of the nineteenth century. In the early twentieth century, taxonomists began instead to cite an earlier notice in the June 1825 issue of the American Journal of Science and Arts. This short article also described the species, but also established a separate genus for it, Astromycter, despite Harris’s indications elsewhere that the species was congeneric with the star-nosed mole, Condylura cristata ( Linnaeus, 1758 ). Moreover, the American Journal of Science and Arts article cited as its source the “ Machias Star”, indicating the possibility of an even earlier description of the animal. With Astromycter prasinata in synonymy with C. cristata for over a century, little effort has been exerted to determine whether earlier source materials exist or why, within two months, the green mole was allocated to two different genera by its describer. The question is taxonomically relevant today because C. prasinata predates C. cristata nigra Smith, 1940 , as an available name for north-eastern populations of star-nosed moles. If subspecies of C. cristata are to be recognized, the north-eastern subspecies should correctly bear the name C. cristata prasinata. In fact, authority for both genus- and species-group names for the green mole have been misattributed since 1825. The descriptions of C. prasinata by Thaddeus William Harris in the Boston Journal of Philosophy and the Arts and American Journal of Science and Arts were preceded by at least three published descriptions of A. prasinatus by Thaddeus Mason Harris, his father.

THE USE OF THE DIGITAL ENVIRONMENT IN THE EDUCATIONAL PROCESS OF PEDAGOGICAL UNIVERSITIES

2021 ◽  
Vol 23 (7) ◽  
pp. 4-10
Author(s):  
Barakhsanova E.A. ◽  
Nikitina E.V. ◽  
Petrova T.A.
Keyword(s):  
Education System ◽  
Educational Environment ◽  
Educational Process ◽  
Learning Technology ◽  
The North ◽  
Information Block ◽  
North Eastern ◽  
Educational Situation ◽  
The Republic ◽  
Online Format

The article highlights the problems of forming a digital educational environment on the example of the North-Eastern Federal University named after M. K. Ammosov (NEFU) and the ways to solve them at the NEFU Pedagogical Institute. The teacher education system is characterized by a special feature: when forming the teacher's personality, all levels of the education system should be involved: general, secondary professional and higher, with active interaction with students, employers and interested communities. The educational situation that arose as a result of the announced regime of self-isolation, activated the forced management decisions on the organization of the educational process in the remote mode. This article presents practical solutions to the organization of the educational process in the discipline of the information block of the educational program of pedagogical education through the use of an interactive educational platform. The necessity and timeliness of creating a digital educational environment is justified, as a condition together with the universities of the Republic of Sakha (Yakutia) for their further transfer. The key characteristics of the digital educational environment and its significance for the training of future teachers and teachers of digital education are identified. A local digital educational environment has been developed for studying the discipline "Infocommunication Technologies" to ensure the educational process with the use of distance learning technology. The conclusions and assumptions of the upcoming systematic activity on the introduction of an online format in the implementation of educational programs in a standard educational situation may be of interest to teachers of higher school and secondary vocational education and heads of educational organizations.

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