IBN KHALDUN AND KHALDOUNIA: A SYSTEMATIC STUDY

This study seeks to contribute to the formation of an outcome of ‎knowledge and methodology capable of reconstructing the Khaldunian ‎perception, especially in the tools it adopted in reading and writing history, ‎based on the mechanisms that control this history from the asabiyyah ‎analogy, or in re-aligning the historical method by rejecting attribution and ‎adopting natures Urbanism is a criterion for distinguishing between news ‎and facts according to what history provides, not what isnad means in its ‎jurisprudential style, which reads events in isolation from social, political ‎and economic contexts. ‎‎ What this methodology, Ibn Khaldun was able to present an original ‎alternative to reading history and raising it to the point of objectivity in ‎looking at facts and phenomena, but we think that the author of the ‎introduction neglected while presenting his vision in the science of ‎urbanism about a number of changes that had an effective effect on ‎influencing history and Directing its course, and the commercial and ‎mystical variable is one of the most prominent of these components that ‎Ibn Khaldun did not include in his intellectual and historical system, until ‎his vision equals the required efficiency in the distinctive pattern of him, his ‎thought, and its renewal‎‎‎. Keywords: Human Urbanism, Asabiyyah, The mystic variant, ‎Commercial variable

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SENTRALISASI ISLAM MARJINAL

Khazanah : Jurnal Sejarah dan Kebudayaan Islam ◽

10.15548/khazanah.v0i0.55 ◽

2017 ◽

pp. 83-112

Author(s):

Lukmanul Hakim

Keyword(s):

Primary Sources ◽

Historical Criticism ◽

Islamic History ◽

Ibn Khaldun ◽

Historical Method ◽

The Third ◽

Work First

This paper aims to analyze the thoughts of Hamka in Malay Islamic Nysties Historiography. The method used is historical method, especially historiography approach. Characteristic of Hamka's work; First, writing techniques; Not using footnotes, style of language; Simple, alive, and communicative. The sources used by Hamka can be grouped into three groups; Primary sources, historical books composed by Muslim authors themselves; Second, the second source of material is the Dutch and British writers' writings on Indonesia and the Malay Land; Third, the third source of material materials that allegedly most of the writers of Islamic history in Indonesia did not get it. While from the Method of Historical Criticism, according to Hamka there are two ways to write history among Muslims; First collecting all the facts wherever it comes from, no matter whether the facts make sense or not, what needs to be taken care of is where this history is received. Second, judging the facts and giving their own opinions, after the facts were collected, this is the system used by Ibn Khaldun.

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Listening Skill Requires a Further Look into Second/Foreign Language Learning

ISRN Education ◽

10.5402/2012/810129 ◽

2012 ◽

Vol 2012 ◽

pp. 1-10 ◽

Cited By ~ 8

Author(s):

Hossein Bozorgian

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Foreign Language Learning ◽

Strongly Correlated ◽

High Stakes ◽

Reading And Writing ◽

Listening Skill ◽

Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

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Quantitative parallel EELS spectrum imaging developed as a new tool in AEM

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s042482010013064x ◽

1992 ◽

Vol 50 (2) ◽

pp. 1202-1203

Author(s):

Gianluigi Botton ◽

Gilles L'espérance

Keyword(s):

Statistical Analysis ◽

Spatial Resolution ◽

Personal Computer ◽

Systematic Study ◽

Present Author ◽

Chemical Elements ◽

Detection Limits ◽

Research Groups ◽

Quantitative Performance ◽

Spectrum Imaging

As interest for parallel EELS spectrum imaging grows in laboratories equipped with commercial spectrometers, different approaches were used in recent years by a few research groups in the development of the technique of spectrum imaging as reported in the literature. Either by controlling, with a personal computer both the microsope and the spectrometer or using more powerful workstations interfaced to conventional multichannel analysers with commercially available programs to control the microscope and the spectrometer, spectrum images can now be obtained. Work on the limits of the technique, in terms of the quantitative performance was reported, however, by the present author where a systematic study of artifacts detection limits, statistical errors as a function of desired spatial resolution and range of chemical elements to be studied in a map was carried out The aim of the present paper is to show an application of quantitative parallel EELS spectrum imaging where statistical analysis is performed at each pixel and interpretation is carried out using criteria established from the statistical analysis and variations in composition are analyzed with the help of information retreived from t/γ maps so that artifacts are avoided.

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Selecting Reading and Writing Vocabulary for the AAC User

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac12.2.3 ◽

2003 ◽

Vol 12 (2) ◽

pp. 3-8

Author(s):

Mary Ann Lowe

Keyword(s):

Reading And Writing

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Writing in Aphasia Rehabilitation: Cursive vs Manuscript

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4104.523 ◽

1976 ◽

Vol 41 (4) ◽

pp. 523-529 ◽

Cited By ~ 3

Author(s):

Daniel R. Boone ◽

Harold M. Friedman

Keyword(s):

Correct Response ◽

The Other ◽

Read Aloud ◽

Writing Style ◽

Reading And Writing ◽

Manual Responses ◽

Significant Difference ◽

Written Form ◽

The Individual ◽

Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

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Research on Reading: What SLPs Want (or Need) to Know

Perspectives on School-Based Issues ◽

10.1044/sbi10.2.65 ◽

2009 ◽

Vol 10 (2) ◽

pp. 65-68 ◽

Cited By ~ 1

Author(s):

Judy Montgomery

Keyword(s):

Spoken Language ◽

Cognitive Skill ◽

Language Intervention ◽

Reading Teachers ◽

Successful Therapy ◽

Speech Language Pathologists ◽

Reading Research ◽

Reading And Writing ◽

Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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