scholarly journals Penilaian Semula Asmaul Husna Menurut Ibn Hajar

2021 ◽  
pp. 56-69
Author(s):  
Wan Kamal Nadzif Wan Jamil ◽  
Roshimah Shamsudin ◽  
Norazmi Anas ◽  
Shahril Nizam Zulkipli ◽  
Arnie Adnan
Keyword(s):  
Early Age ◽  
Similarities And Differences

Debates regarding the beautiful names of Allah has sparked off since the early age of Islam until now. Only three narrations that counting these Names which were narrated by al-Tirmidhi, Ibn Majah and al-Hakim. Other narrations only quote that the almighty God has 99 beautiful names without counting and specify it. Ibn Hajar was among the early scholar who has criticised narrations that specifically counting these names. By using the comparative narration approach and analysing each of these narrations the objective of study is to study similarities and differences between these names. It was discovered that all the narration counting the names is not originated from the Prophet but an opinion (ijtihad) from the narrator himself that has been inserted (mudraj) into the hadith. 27 names should be adjusted according to Ibn Hajar al-‘Asqalani.

scholarly journals KONSEP PENDIDIKAN AKHLAK MENURUT IBN MISKAWAIH DAN ARISTOTELES (STUDI KOMPARATIF)

2018 ◽  
Vol 9 (2) ◽  
pp. 127-142
Author(s):  
Bunyamin Bunyamin
Keyword(s):  
Literature Review ◽  
Qualitative Methods ◽  
Everyday Life ◽  
Moral Education ◽  
Early Age ◽  
Main Aspect ◽  
Library Research ◽  
Self Development ◽  
Similarities And Differences ◽  
The Difference

This research focuses to explore the concept of moral education according to ibn Miskawih and Aristoteles. What are the similarities and differences in their opinions about morals education?. The main aspect of human self development is morality, namely the source of human behaviour that applied in everyday life. This research uses qualitative methods while the type of research is library research. Research is carried out based on the literature review. The results of the study is that the concept of ahlak education according to Ibn Miskawih an Aristoteles is related to character, soul and virtue, goodness and happiness, virtue and midpoint, early age education and akhlak purpose. The equality of the two concepts is that akhlak education is based on the soul of each individual. The difference is in describing the character, a tool to measure the middle attitude and middle position. Keywords; concept of Education, Morality, Ibn Miskawaih, Aristoteles

scholarly journals The “Wear and Tear” of African Americans in Louisiana with HIV/AIDs: More Than HIV.

2020 ◽  
pp. 1-15
Keyword(s):  
African Americans ◽  
Sex Education ◽  
The State ◽  
Early Age ◽  
Policy Choices ◽  
Dramatic Difference ◽  
Wear And Tear ◽  
Similarities And Differences ◽  
Abstinence Only ◽  
Educational Deprivation

Abstract This article examines the results of a 2010 sample of HIV+ African Americans in Louisiana within the larger context of health, educational, economic and incarceration disparities in the state. Similarities and differences between the sample and the general population of African Americans in the state were noted with the numbers incarcerated in the sample being the most dramatic difference. Over half of the sample had been incarcerated in a state recognized for its penchant for using the police and incarceration to control African Americans. The article concluded with attempts to connect the dots between vulnerability to HIV due to childhood trauma, a weathering from racism from an early age, educational deprivation, and policy choices such as abstinence-only sex education that raise the risks for young African Americans in Louisiana.

‘Can I put – I want a slippers to put on’: young children's development of request forms in a code-switching environment

1991 ◽  
Vol 18 (3) ◽  
pp. 609-624 ◽  
Author(s):  
Valerie Youssef
Keyword(s):  
Child Language ◽  
Code Switching ◽  
Early Age ◽  
Key Factors ◽  
Acquisition Process ◽  
Early Child ◽  
Verb Phrase ◽  
Similarities And Differences ◽  
Children's Development ◽  
Children’S Development

ABSTRACTThis paper concerns the development of semi-modal want/want to, and modals may, can and could in two Trinidadian children, whose Verb Phrase development was studied in naturalistic settings, between the ages of 2;3 and 4;1, and 2;4 and 4;9. The similarities and differences in development between the two are important for underlining a number of key factors in the acquisition process. Accepting the salience of requests/demands in early child language, the study draws attention to the child's propensity for using the means most readily available to him/her in the input, for expression of this function. Additionally, there is evidence of the child's ability to make stylistic discriminations at a very early age and of the propensity for making semantic distinctions among forms. The study indicates that work on the development of grammatical features is incomplete without consideration of sociolinguistic aspects of usage as integral to grammatical acquisition from the outset.

Statistical Learning and Spelling

2018 ◽  
Vol 49 (3S) ◽  
pp. 644-652 ◽  
Author(s):  
Rebecca Treiman
Keyword(s):  
Statistical Learning ◽  
Early Age ◽  
Writing Systems ◽  
Learning Skills ◽  
Visual Characteristics ◽  
Similarities And Differences ◽  
Alphabetic Writing

Purpose The purpose of this article is to provide a tutorial on statistical learning and its role in learning to spell and to discuss the implications of the research for educators. Method The tutorial begins with a discussion of statistical learning and its characteristics. It then discusses research on how statistical learning plays out in learning to spell, how spelling should be taught, and similarities and differences among learners. The focus is on the learning of English, although studies of other alphabetic writing systems are also considered. Research shows that, from an early age, children use their statistical learning skills to learn about the visual characteristics of written words. Children also use their statistical learning skills to help learn about the relations between visual units and units of language, supplementing what they are explicitly taught in school. Conclusion Statistical learning plays an important role in learning to spell, and this can help to explain why some aspects of spelling are more difficult to learn than others. If children are to learn to spell effectively and efficiently, structured instruction is also important.

scholarly journals Stå på, ikke gi opp – the use of Norwegian particle verbs in email messages by advanced L2 users whose L1 is Finnish

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kristiina Lieri
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Early Age ◽  
Slight Tendency ◽  
Particle Verbs ◽  
Input And Output ◽  
Similarities And Differences

The aim of the present study is to examine similarities and differences in the use of particle verbs (PVs) between advanced bilingual L2 users of Norwegian (L1 Finnish) in their teens and Norwegian L1 speakers of the same age. The data consists of three writing tasks (email messages) written by 6 bilingual Finnish -Norwegian participants and 6 native speakers of Norwegian. Previous research has shown that second language (L2) users, who are highly advanced, face problems using multi-word expressions. For example, they tend to use less PVs than native speakers. The advanced bilingual L2 users of Norwegian (L1 Finnish) in the present study also show a slight tendency to use fewer PVs than the native speakers.  However, the Finnish-Norwegian participants used some more idiomatic PVs than the native speakers of Norwegian. The results show that advanced bilingual users of Norwegian who live in an L2 environment and receive a great amount of natural input and output from an early age utilized PVs in a manner congruent to native speakers. Despite differences between the Finnish and Norwegian languages, there are also similarities with regard to PVs. The bilingual participants are familiar with PVs in their first language, Finnish, and they may benefit from that, even though these verbs are not as frequent in Finnish as in Norwegian.

Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners

2020 ◽  
Vol 41 (3) ◽  
pp. 547-577
Author(s):  
Brian V. Rusk ◽  
Johanne Paradis ◽  
Juhani Järvikivi
Keyword(s):  
Middle School ◽  
Second Language ◽  
Eye Tracking ◽  
English Learners ◽  
First Language ◽  
Early Age ◽  
Decision Task ◽  
Fine Grained ◽  
Holistic Understanding ◽  
Similarities And Differences

AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

A Community Based High Risk Register for Hearing Loss

1982 ◽  
Vol 47 (4) ◽  
pp. 373-375 ◽  
Author(s):  
James L. Fitch ◽  
Thomas F. Williams ◽  
Josephine E. Etienne
Keyword(s):  
Hearing Loss ◽  
System Identification ◽  
High Risk ◽  
Language Learning ◽  
Education Program ◽  
Communication System ◽  
Auditory Signal ◽  
Early Age ◽  
Community Based ◽  
Children With Hearing Loss

The critical need to identify children with hearing loss and provide treatment at the earliest possible age has become increasingly apparent in recent years (Northern & Downs, 1978). Reduction of the auditory signal during the critical language-learning period can severely limit the child's potential for developing a complete, effective communication system. Identification and treatment of children having handicapping conditions at an early age has gained impetus through the Handicapped Children's Early Education Program (HCEEP) projects funded by the Bureau of Education for the Handicapped (BEH).

Animals as Social Objects

2016 ◽  
Vol 21 (3) ◽  
pp. 206-217 ◽  
Author(s):  
Verónica Sevillano ◽  
Susan T. Fiske
Keyword(s):  
Social Perception ◽  
Animal Species ◽  
Social Groups ◽  
Social Responses ◽  
Content Model ◽  
Stereotype Content ◽  
Nonhuman Animals ◽  
Behavioral Tendencies ◽  
Similarities And Differences ◽  
Sphere Of Influence

Abstract. Nonhuman animals are typically excluded from the scope of social psychology. This article presents animals as social objects – targets of human social responses – overviewing the similarities and differences with human targets. The focus here is on perceiving animal species as social groups. Reflecting the two fundamental dimensions of humans’ social cognition – perceived warmth (benign or ill intent) and competence (high or low ability), proposed within the Stereotype Content Model ( Fiske, Cuddy, Glick, & Xu, 2002 ) – animal stereotypes are identified, together with associated prejudices and behavioral tendencies. In line with human intergroup threats, both realistic and symbolic threats associated with animals are reviewed. As a whole, animals appear to be social perception targets within the human sphere of influence and a valid topic for research.

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