nterrogative style in the commandments of fathers to children

2021 ◽  
Vol 29 ◽  
Author(s):  
Prof.A.Dr. Nahidha Sattar Hanadi Nizar Abdul-Amir
Keyword(s):  
Arabic Language ◽  
Important Thing ◽  
The Many ◽  
The Mind ◽  
To Receive

In the Arabic language، the question is a method intended to seek knowledge of a specific thing. The most important thing that distinguishes the Arabic language from other languages is the diversity of its methods and its validity for various sciences and arts. God Almighty has honored it by making it the language of the Noble Qur’an، which He revealed to all people، and the many methods and diversity in the language make speech more accurate in approach، fuller in phrase، and systematized path and most sincere outlet. Therefore، the question is one of the pillars of the methods of the construction language، as it is not based on the building only، but the meaning is based on it as well. The most important characteristic that distinguishes the interrogative method from other methods; The high and influential ability in the mind and the soul of the addressee and its appeal to consideration، meditation and contemplation، and the reason for this is that the question is originally issued by a soul wishing to obtain a request for understanding and knowledge; The question arises to alert the mind and provoke feelings، and makes the soul ready to receive the thoughts and images that come out of the person who is casting.

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

The Technique of the Boyne Carvings

1956 ◽  
Vol 21 ◽  
pp. 156-159
Author(s):  
O. G. S. Crawford
Keyword(s):  
Presidential Address ◽  
Time And Space ◽  
East Anglia ◽  
Actual Design ◽  
The Many ◽  
To Receive ◽  
Vast Range ◽  
Made In

The prudent contributor to a Festschrift will select some subject about which he thinks he knows as much as the professor who is to receive it. That is peculiarly difficult here because of the vast range of Professor Childe's knowledge, both in time and space, far exceeding the present contributor's. This Note is offered as a grateful tribute from one of the many who have been intellectually enriched by his writings and encouraged by his devotion to scholarship. It is little more than an amplification and criticism of the Abbé Breuil's classic Presidential Address to the Prehistoric Society of East Anglia, delivered in 1934; but on the strength of observations made in August and September, 1955, I have come to different conclusions.The Abbé Breuil detected five successive techniques, all of them found on the stones of the Boyne Tombs:(1) Incised thin lines (pl. XIX, B).(2) Picked grooves left rough (pl. XVIII).(3, a) Picked grooves afterwards rubbed smooth; in this and the preceding group ‘it is invariably the line (groove) itself on which the pattern depends, which gives and is the design’.(3, b) Picked areas which ‘only define the limits of the pattern, the surface, left in relief by the cutting down of the background, constituting the actual design’ (pl. xx, B).(4) Rectilinear patterns where also the pattern is residual, consisting of raised ribs, forming triangles or lozenges, left standing by picking away the surrounding surface (pl. xx, A).

scholarly journals A Survey of Arabic Named Entity Recognition and Classification

2014 ◽  
Vol 40 (2) ◽  
pp. 469-510 ◽  
Author(s):  
Khaled Shaalan
Keyword(s):  
Language Processing ◽  
Named Entity Recognition ◽  
Relevant Information ◽  
Arabic Language ◽  
Entity Recognition ◽  
Named Entities ◽  
Linguistic Resources ◽  
Named Entity ◽  
To Receive ◽  
Made In

As more and more Arabic textual information becomes available through the Web in homes and businesses, via Internet and Intranet services, there is an urgent need for technologies and tools to process the relevant information. Named Entity Recognition (NER) is an Information Extraction task that has become an integral part of many other Natural Language Processing (NLP) tasks, such as Machine Translation and Information Retrieval. Arabic NER has begun to receive attention in recent years. The characteristics and peculiarities of Arabic, a member of the Semitic languages family, make dealing with NER a challenge. The performance of an Arabic NER component affects the overall performance of the NLP system in a positive manner. This article attempts to describe and detail the recent increase in interest and progress made in Arabic NER research. The importance of the NER task is demonstrated, the main characteristics of the Arabic language are highlighted, and the aspects of standardization in annotating named entities are illustrated. Moreover, the different Arabic linguistic resources are presented and the approaches used in Arabic NER field are explained. The features of common tools used in Arabic NER are described, and standard evaluation metrics are illustrated. In addition, a review of the state of the art of Arabic NER research is discussed. Finally, we present our conclusions. Throughout the presentation, illustrative examples are used for clarification.

Nature and the Sublime

2021 ◽  
Author(s):  
Mark Sandy
Keyword(s):  
William Wordsworth ◽  
Percy Bysshe Shelley ◽  
John Keats ◽  
Natural World ◽  
Gothic Fiction ◽  
John Clare ◽  
Nature And Culture ◽  
The Sublime ◽  
The Many ◽  
The Mind

An account of Edmund Burke’s central ideas about the Sublime and the Beautiful shows how the emphasis Burke gave to terror helped to shape the Gothic fiction of Ann Radcliffe and Mary Shelley. Focusing on examples from the poetry of William Wordsworth, Lord Byron, Charlotte Smith, Percy Bysshe Shelley, John Keats, and John Clare, the remainder of this essay explores the ways in which Romantic poets both thought about and attempted to represent those elements of the sublime that were instigated by their encounters with the natural world. What emerges as defining about these interactions between the mind and world is how imaginative impulses towards a sense of the sublime often led to a renewed sense of the material world and the very contingencies of existence they sought to transcend. Even Wordsworth’s more reverential response to the natural world as sacrosanct recognises the ‘awe’ of the sublime can be as much consoling as it is disturbing. These disturbing aspects of natural process and the sublime are self-consciously explored in the poetry of Shelley, who subjects notions of transcendence and idealism to sceptical scrutiny. With varying degrees of emphases, the poetry of Byron, Smith, and Clare elide distinctions between nature and culture to acknowledge a sublime more explicitly shaped by temporal and material processes. Finally, a key episode in Keats’s Ode to a Nightingale is read as exemplifying the many difficulties and complexities of the Romantic imagination’s encounter with, and its attempts, to represent transcendence and the sublime.

The Influencer Role of Charismatic Renewal in the Spirituality of Post-Covid Society

DIALOGO ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 247-259
Author(s):  
Gavril Beniamin Micle
Keyword(s):  
Holy Ghost ◽  
Essential Aspect ◽  
Religious Dimension ◽  
Scientific Approach ◽  
Unity In Diversity ◽  
Charismatic Renewal ◽  
The Mind ◽  
To Receive

"In studies of charismatic movements, an essential aspect is often overlooked: any authentic religion requires assumption by faith, (to have no other Gods other than Me!). Or precisely this kind of mentality is promoted in the charismatic movements, of spiritual openness, which is willing to give credit to everything, is specific to culture, not religion. The religious dimension of the charismatic believer is of the syncretic type, unity in diversity, not of assumption, but based on the notion of option, and not on dogma, which leads him to donjuanism. Or it is precisely this danger that is underlined by St. Gregory Senaite, who warns us not to receive, if we see, anything sensitive or intelligible, inside or outside, whether it appears to you in the image of Christ, as an angel or a saint, or if it is shown to you as a light. For the mind itself has the ability to imagine things and can change, beware of receiving or rejecting those that do not know for sure come from the Holy Ghost. The problem of discerning between truth and lie, spiritual or devilish work, is the purpose of this scientific approach. The diverse plethora of charismatic offerings, as well as the interference with traditional Christianity, make us, like Pilate, ask: what is the Truth? or, rather, how can the Truth be distinguished among so many truths?"

scholarly journals Madness of the Mind

2018 ◽  
Vol 22 (1) ◽  
pp. 63-84
Author(s):  
John O'Connor
Keyword(s):  
Therapeutic Relationship ◽  
Cultural Difference ◽  
Clinical Work ◽  
Cross Cultural ◽  
Therapeutic Engagement ◽  
Clinical Vignettes ◽  
Clinical Engagement ◽  
The Mind ◽  
To Receive ◽  
Simple Definition

The art of psychotherapy has been defined as the capacity of the psychotherapist’s mind to receive the psyche of the patient, particularly its unconscious contents. This deceptively simple definition implies the enormously complex art of receiving the most disturbed, dissociated, maddening, often young and primitive, frightening, and fragmented aspects of the patient’s multiple ages and selves, in the hope perhaps that we might make available to our own mind, to the patient’s mind, and within the therapeutic relationship, whatever it is that we discover together, perhaps with the possibility that this may allow that these dissociated, fragmented, lost, and potentially transformative aspects of self might become more accessible to both therapist and patient. The complexity of this process is further intensified when cultural difference is an important aspect of therapeutic engagement. This paper will explore this rich and complex art. It will include exploration of psychoanalytic, relational, and transpersonal psychotherapeutic perspectives as they inform the potentials and mysteries of this deeply receptive process. The paper will consider the potential this receiving of the other might have for the growth of both the therapist and patient within the life span of clinical engagement and will include consideration of implications for cross cultural clinical work. Clinical vignettes illustrating and informing the ideas explored in this paper will be woven throughout the paper. Whakarāpopotonga Kua tautuhia te toi whakaora hinengaro ko te kaha o te hinengaro o te kaiwhakaora hinengaro ki te pupuri i te hinengaro o te tūroro, mātuatua nei ko ngā matū maurimoe. E tohu ana te tautuhinga ngāwari nei i te kaha uaua o te mahi pupuri i ngā maramara tirohanga, ngā tau, ngā whaiaro tini o ngā tūroro arā noa atu te wairangi, te noho wehe, te kārangirangi, he taiohi, he māori, whakawehiwehi, i runga i te wawata tērā pea ka tuwhera ki ō tātau ake hinengaro, ko tō te tūroro ki waenga hoki i te whakapiringa haumanu. E kene pea mā te mea ka kitea, e tuku ēnei tirohanga pūreirei, kongakonga, ngaro, ā, ngā tirohanga hurihanga whaiaro e whakamāmā ake ki te kaiwhakaora me te tūroro. Ka kaha ake te auatanga o tēnei hātepe i te mea ko te rerekētanga o te ahurea te wāhanga nui o te mahi haumanu. Ka wheraina e tēnei tuhinga te tirohanga toitaurea mōmona nei. Ka whakaurua te wherawherahanga o te wetewetenga hinengaro, te tātanga, me ngā tirohanga whakaoranga hinengaro wairua i te mea ko ēnei ngā kaiwhakamōhio i ngā pirikoko o tēnei hātepe toropupū tino hōhonu. Ka whakaarohia e te pepa nei te ēkene pea o te whakaurunga mai o tētahi kē atu mō te whakatipuranga o te kaihaumanu me te tūroro i roto i te wā huitahi ai. Ka whakaarohia ake anō hoki ngā hīkaro mō te mahi haumanu ahurea whakawhiti. Ka rarangahia ngā kōrero haumanu e whakaahua e whakaatu ana i ngā whakaaro tūhuraina i roto i tēnei tuhinga.

scholarly journals Gambaran Penerimaan Diri Pada Individu yang Memiliki Extrasensory Perception

2020 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Novita Putri Astuti ◽  
Iwan Wahyu Hidayat
Keyword(s):  
Data Extraction ◽  
Research Subjects ◽  
Descriptive Phenomenology ◽  
Analysis Techniques ◽  
Extrasensory Perception ◽  
Self Acceptance ◽  
The Individual ◽  
The Mind ◽  
Research Types ◽  
To Receive

Extrasensory Perception merupakan suatu kemampuan untuk menerima rangsang atau informasi bukan melalui indera fisik, melainkan melalui pikiran (Rhine, 1997). Individu yang menghayati dirinya memiliki kemampuan extrasensory perception tidak selalu dapat menerima. Adanya kesadaran karakteristik kemampuan diri berbeda dengan orang lain akan mempengaruhi fungsi diri dan penerimaan diri individu. Penelitian ini bertujuan untuk memberikan gambaran penerimaan diri pada individu yang memiliki extrasensory perception. Metode penelitian ini menggunakan metode kualitatif dengan tipe penelitian fenomenologi. Subjek dalam penelitian ini terdiri dari tiga orang yang dipilih secara purposif. Teknik penggalian data menggunakan wawancara semi terstruktur, sedangkan teknik analisis menggunakan penelitian fenomenologi deskriptif (PFD). Hasil penelitian ini menunjukkan tahapan proses penerimaan setiap individu tidak sama, hal ini dipengaruhi oleh penilaian dan kesadaran yang dimiliki oleh individu terhadap keadaan yang dialaminya. Faktor pendorong dalam penerimaan diri yang paling berpengaruh adalah dukungan sosial. Semua subjek dapat memaknai proses penerimaan diri terhadap kemampuan extrasensory perception secara positif. Extrasensory perception is the ability to receive stimuli or information not through the physical senses, but through the mind (Rhine, 1997). Individuals who have the ability to extrasensory perception cannot always accept. Characteristics of abilities different from others will affect self-function and self-acceptance. This study provides an overview of self-acceptance in individuals who have extrasensory perception. The research method uses qualitative methods with phenomenological research types. The research subjects were three people who were chosen purposively. Data extraction techniques use interviews, while analysis techniques use descriptive phenomenology research (PFD). The results of the study show that the individual acceptance process is not the same, because it is influenced by the assessment and awareness possessed by the individual towards the situation they experience. The driving factor in influencing self-acceptance is social support. All subjects can interpret the process of self-acceptance of the ability of extrasensory perception positively.

scholarly journals Una perspectiva de género: a la intersubjetividad, la conciencia encarnada y la corporalidad / A Gender Perspective: a Intersubjectivity, Embodied Consciousness and Corporeality

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Raquel Flores
Keyword(s):  
Philosophical Anthropology ◽  
Gender Issues ◽  
Human Being ◽  
Gender Perspective ◽  
Phenomenology Of Perception ◽  
The World ◽  
Complex Thought ◽  
Embodied Consciousness ◽  
The Many ◽  
The Mind

ABSTRACTThis essay is part of a reflection whose purpose is to discuss and clarify some points and tensions around gender issues from the perspective of embodied consciousness, corporeality and temporality. The texts to be discussed for this purpose are the authors Edgar Morin: Introduction to Complex Thought (1994) and The Mind Sorted Bien (2001); Jacques Luc Nancy, Community DOA (2000) and Merleau-Ponty (1975) Phenomenology of Perception, authors who have allowed a glimpse of new theoretical contributions to gender. The challenge arises from the Philosophical Anthropology is trying to understand the “human phenomenon”, from a metaphysical perspective, according to this conception, the human being is the result of what he does to himself in his relationship with nature. To start this reflection, it is necessary to recognize that it arises from the Phenomenology, which is also considered a philosophy for which the world is always “already there” before reflection as an inalienable presence and allows to account for the space, time and "lived" world. Hurssel the theorist who founded this movement says: I'm not the result or crosslinking of the many coincidences that determine my body or my “psyche” but rather, all I know the world, I know from a prospect or mine experience the world without which the symbols of science would not want to say anything. (Husserl, 1913, p. 369-370)RESUMENEl presente ensayo es parte de una reflexión cuyo propósito es discutir y dilucidar algunos puntos de encuentro y tensiones en torno a la temática de género desde la perspectiva de la conciencia encarnada, la corporalidad y la temporalidad. Los textos que serán abordados para este objetivo son de los autores Edgar Morin: Introducción al Pensamiento Complejo (1994) y La Mente Bien Ordenada (2001); Jacques Luc Nancy, Comunidad Inoperante (2000) y Merlau-Ponty (1975) Fenomenología de la Percepción, autores que han permitido vislumbrar nuevos aportes teóricos al tema de género. El desafío que surge desde la Antropología Filosófica es tratar de entender el “fenómeno humano”, desde una perspectiva metafísica, según esta concepción el ser humano es el resultado de lo que hace consigo mismo en su relación con la naturaleza. Para iniciar esta reflexión, se hace necesario reconocer que ésta surge desde la Fenomenología, la que también es considerada una filosofía, para la cual el mundo está siempre “ya ahí”, antes de la reflexión como una presencia inalienable y que permite dar cuenta del espacio, del tiempo y del mundo “vividos”. Hurssel el teórico que funda este movimiento afirma que: no soy el resultado o entrecruzamiento de las múltiples casualidades que determinan mi cuerpo o mi “psiquismo” sino más bien, todo lo que sé del mundo, lo sé a partir de una perspectiva mía o de una experiencia del mundo sin la cual los símbolos de la ciencia no querrían decir nada. (Husserl, 1913. p. 369-370).

NASATalk as a Discovery Learning Space

2012 ◽  
pp. 49-71
Author(s):  
Debra C. Burkey Piecka ◽  
Laurie Ruberg ◽  
Christopher Ruckman ◽  
Dynae Fullwood
Keyword(s):  
Virtual Community ◽  
Discovery Learning ◽  
Learning Space ◽  
Team Members ◽  
Education Services ◽  
Professional Development Workshop ◽  
Self Discovery ◽  
The Many ◽  
To Receive ◽  
Aerospace Education

The NASATalk online collaborative (www.nasatalk.com) gives educators a virtual place to talk about the many opportunities available from the National Aeronautics and Space Administration (NASA). NASATalk participants include K-16 educators, NASA-affiliated educators’ support staff, and others interested in advancing STEM (science, technology, engineering and math) education. This chapter examines the self-discovery learning opportunities afforded by NASATalk for a three-day professional development workshop from the perspectives of the NASATalk team members, two NASA Aerospace Education Services Project specialists, and the workshop participants. For the conference, NASATalk hosted a public collaborative named the NASA STEM Educators Workshop as well as several blogs. The analysis discusses how various needs are met for orientation and entry, learner decision making, individuated learning, intercommunications and collaboration, and original discovery in the NASATalk content collaborative. A professional virtual community emerges where educators gathered onsite to receive instruction, but they turned to NASATalk to share their ideas and experiences by posting articles, blogs, comments, multimedia, links, and other educational resources.

Identity, Enigma, Assemblage

2020 ◽  
pp. 141-152
Author(s):  
Lynda Mugglestone
Keyword(s):  
Critical Aspect ◽  
Intellectual Context ◽  
The Mind ◽  
To Receive

The Vocabulary, or Pocket Dictionary (1766) printed by John Baskerville has long remained a puzzle as to authorship and intent. An avowedly ‘small performance’, it is nevertheless strikingly distinctive in a range of ways. This chapter traces its intellectual context in ways which confirm Baskerville’s status as lexicographer as well as printer. Salient, too, is its stance on aspects of faith, morality, and salvation in forms closely aligned with Baskerville’s own thinking. Telling absences appear in terms of the expected ordering and inclusion of headwords, as well as in the attendant framing of definitions. Books, Johnson stressed, ‘have always a secret influence on the understanding’ whereby ideas ‘often offered to the mind, will at last find a lucky moment when it is disposed to receive them’. The ‘secret influence’ of the Vocabulary is, this chapter argues, a critical aspect of its meaning, and the knowledge that readers might gain.

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