OSVRT NA PROPISE O SAHRANjIVANjU UMRLIH

2021 ◽  
pp. 97-113
Author(s):  
Nina Planojević ◽  
Keyword(s):  
Wide Scope ◽  
The Third ◽  
Fourth Part ◽  
The Subject ◽  
The Dead ◽  
Funeral Services

The subject of the author’s analyses are the national laws regulating funeral services. Since the topic is one of wide scope, the author could not cover it entirely, so the paper only includes the advantages and weaknesses of the regulations which govern a few, according to the author, most significant issues in this field. In the first two parts of the paper, the author discusses the burial concept and principles. The third part analyses the method the legislator uses to regulate the issue of the subjects which are responsible for the organization of the funerals, while the fourth part describes potential burial places. In this context, the author pays special attention to cemeteries and gravesites. In the concluding remarks, based on the previously conducted analyses, the author of the paper presents her evaluation of the laws regulating the burial of the dead, underlining those which need to be amended in future.

scholarly journals THE SOSLAN CYCLE IN THE NARTS EPIC OF THE OSSETIANS: THE PLOT-MOTIVIC COMPOSITION

2018 ◽  
Author(s):  
Ф.М. ТАКАЗОВ
Keyword(s):  
Social Functions ◽  
The Third ◽  
The Subject ◽  
The Dead ◽  
Cultural Hero

Статья посвящена одному из циклов нартовского эпоса осетин – циклу Сослана / Созырыко. Сюжетно-мотивный состав цикла Сослана разнообразен и многовариантен. Некоторые сюжеты можно считать типическими: рождение героя из камня, закалка, воспитание в подводном царстве, борьба с великанами, добывание жены, путешествие в загробный мир. Однако некоторые мотивы встречаются только в цикле Сослана. Так, например, закалку у небесного кузнеца Курдалагона проходят многие герои, однако только Сослан был закален в волчьем молоке. Основной нарративный материал в цикле Сослан отражает следующие мотивы и сюжеты: рождение Сослана из оплодотворенного или Уастырджи, или Сайнаг-алдаром, или пастухом камня на берегу реки; закалка Сослана в волчьем молоке; дары небожителей Сослану и нартам; Сослан спасает от гибели Уруз- мага; Сослан ищет сильнейшего; женитьба Сослана; Сослан терпит поражение и с его спины срезают полоску кожи; Сослан заставляет нартовских невесток сшить ему шубу из скальпов и усов убитых им мужей; Сослан захватывает крепость Гори / Хыз; Сослан отгоняет стада нартов на земли сыновей Тара, которых одолевает хитростью; Сослан притворяется мертвым, чтобы ввести в заблуждение врага; Сослан побывал в Царстве мертвых. В одних сюжетах Сослан выступает в роли культурного героя, в других – выпол- няет социальные функции (предводителя в походах), в третьих – отражаются инициаци- онные мифы, в которых Сослан выступает в роли инициируемого. The article is devoted to one of the cycles of the Narts’ epic of the Ossetians – Soslan / Sozyryko cycle. The subject-motive composition of the cycle of Soslan is diverse and multivariate. Some plots can be considered typical: the birth of a hero made of stone, hardening, being raised in the underwater kingdom, the struggle with giants, winning a wife, a journey into the underworld. However, some motifs are found only in Soslan cycle. For example, many heroes were hardened by the celestial blacksmith Kurdalagon, but only Soslan was tempered in wolf ’s milk. The main narrative material in Soslan cycle reflects the following motifs and plots: the birth of Soslan from the stone fertilized by either Wastirdji, Sainag-aldar or a shepherd on the bank of a river; hardening of Soslan in wolf ’s milk, gifts of the celestials to Soslan and Narts; rescuing Uruzmag; Soslan is looking for the strongest; Soslan’s marriage; Soslan suffers defeat and a strip of skin is cut off from his back; Soslan makes Narta’s daughters-in-law sew him a fur coat from the scalps and the whiskers of the husbands killed by him; Soslan captures the fortress of Gori / Hyz; Soslan takes the herds of the Narts to graze them on the lands of the sons of Tara, whom he overcomes by cunning; Soslan pretends to be dead in order to mislead the enemy; he visits the kingdom of the dead. In some plots Soslan acts as a cultural hero, in others - performs social functions (leader in campaigns), the third group of plots reflect initiation myths in which Soslan is the subject of initiation.

Samuel Hieron'S “Worldling”: A Funeral Sermon, 1618 and the Controversy over Eulogies

2012 ◽  
Vol 64 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Bettie Anne Doebler ◽  
Retha M. Warnicke
Keyword(s):  
The Third ◽  
The Reformation ◽  
The Dead ◽  
Funeral Services ◽  
Biblical Texts

After the Reformation, English clergymen debated the efficacy of funeral eulogies. Some believed they flattered the deceased and might be seen as prayers for the dead. Because the bereaved wanted to hear about the goodness of their beloved, most preachers gave eulogies, some in a generalized form for Godly imitation, not expressing the deceased's individuality. Samuel Hieron, a Puritan preacher, refused to give eulogies. In two that were printed, he used Biblical texts lauding the lives of Paul and Dorcas, making it possible for the grief-stricken to believe he was comparing the deceased to them. In the third, he used a text about a Worldling, angering the deceased's daughters, who believed he claimed their father had died a wicked man. Hieron prepared the sermon for publication to deny their charges but died before it appeared. His experience indicates parishioners expected to participate in decisions about how funeral services were conducted.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PENGGUNAAN VIDEO PEMBELAJARAN BAGI SISWA KELAS IV DI SDN 187/IV KOTA JAMBI

2015 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Juniar Siregar
Keyword(s):  
Action Research ◽  
Research Method ◽  
Research Report ◽  
The Third ◽  
The Media ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study presents a research report on improving students’ Learning results on IPA through Video. The objective was to find out whether students’ learning result improved when they are taught by using Video. It was conducted using classroom action research method. The subject of the study was the Grade IV students of SDN 187/IV Kota Jambi which is located on Jln. Adi Sucipto RT 05 Kecamatan Jambi Selatan, and the number of the students were 21 persons. The instruments used were test. In analyzing the data, the mean of the students’ score for the on fisrt sycle was 65,4 (42,85%) and the mean on cycle two was 68,5 (37,15%) and the mean of the third cycle was 81,4 (100%). Then it can be concluded that the use of video on learning IPA can improve the students’ learning result. It is suggested that teachers should use video as one of the media to improve students’ learning result on IPA.Keywords : IPA, students’ learning result, video

Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedia

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Nurmi Nurmi ◽  
Hadi Putra ◽  
Penti Nursida ◽  
Khoiro Mahbubah ◽  
Neni Hermita
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Outcome ◽  
Visual Media ◽  
Primary Students ◽  
Average Score ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
3Rd Grade

This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.

Biographical Studies of G.I. Gurdjieff

2016 ◽  
Vol 11 (1) ◽  
pp. 10-35
Author(s):  
Joseph Azize
Keyword(s):  
Comparative Research ◽  
Source Material ◽  
Future Studies ◽  
The Third ◽  
The Subject

The various published biographies and biographical notices of G.I. Gurdjieff (c.1865-1949) are of diverse style, quantity and content. While some have made considerable contributions to the subject, most attempts have reacted for or against Gurdjieff’s status as what might call an ‘Enlightened Master’. Little biographical writing on Gurdjieff has questioned the scope, reliability and prejudices of the sources. Further, possible resources have been neglected. The development in Gurdjieff’s ideas is often overlooked, his life is not sufficiently related to that development, and the lack of comparative research has failed to highlight Gurdjieff’s unique contributions. This article is structured in four parts. The first is an introduction, followed by an overview of existing biographical studies of Gurdjieff. The third part addresses bias in these studies, and this is followed by suggestions for future studies. It is concluded that fieldwork regarding the biography of Gurdjieff has been hampered by imperfect methodology. However, with better use of the source material, some of which has only recently been discovered, and a rigorous use of sources, a more balanced and nuanced picture of Gurdjieff’s life, and the development of his ideas and methods, should emerge.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT IN THE REPORT TEXT THROUGH FILM

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Esra N.F. Hutahaean And Tjut Ernidawati
Keyword(s):  
Action Research ◽  
Research Method ◽  
Writing Achievement ◽  
The Third ◽  
Total Percentage ◽  
The Subject ◽  
The Mean ◽  
Report Text

This research concerns on improving students’ writing achievement in the report text through film.  The objective was to find out the improvement of students’ writing achievement in writing the report text through film. This research was conducted by using action research method. The subject of the research was XI IPA grade students of SMA SWASWTA JOSUA Medan. The numbers of students were thirty one students. They were taught writing the report text through film. The instruments used were writing report text test, diary notes, interview sheets, questionnaire sheets and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 43.1, for the second competency test was 64.8 and for the third competency test was 76.3 and the total percentage of improvement from the first competency test to the third competency test was 84.1%. The conclusion is that through watching film can improve the students’ writing achievement in the report text. It is suggested that teachers should apply watching film as one of media to improve students’ writing achievement in the report text.

IMPROVING THE STUDENTS’ VOCABULARY ACHIEVEMENT BY APPLYING TIC-TAC-TOE GAME

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Rini Susanti And Zainuddin
Keyword(s):  
Action Research ◽  
The Third ◽  
The Subject ◽  
Classroom Action Research ◽  
Orientation Test ◽  
Vocabulary Achievement

This study deals with improving the students’ vocabulary achievement byapplying Tic-tac-toe Game. The subject of this study was grade VIII1 2012/2013students of SMP Negeri 1 Payung, desa Batukarang. The total number of the classis 36 students. This study applied classroom action research which consisted oftwo cycles. Three meetings were for first cycle and two meeting for second cycle.The data were collected qualitatively and quantitatively. The data werequalitatively collected from questionnaires sheet and observation sheet, whilequantitatively from the scores of vocabulary tests; orientation test, test I, and testII. After analyzing the data, it was found that there was an improvement ofstudents’ vocabulary achievement. It was proven by the increasing of the meanscore of the students’ vocabulary scores in each test where mean score of the firsttest was 56.94, the second test (test I) was 69.30 and the third test (test II) was80.14.

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

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