Menyingkap Maqasid Profetik dalam Hadis tentang Relasi Laki-Laki dan Perempuan

Revealing the Prophetic Maqasid in the Hadith About Relationships between Men and WomenThe textual reading of the Prophet's hadith about the relationship between men and women often results in discriminatory and subordinating attitudes towards certain genders. This article aims to reread the hadith about the relationship between men and women. It emphasizes the disclosure of prophetic Maqasid or the orientation and purpose of prophethood in the hadith. This study uses a descriptive-analytical method by criticizing the traditions about the relationship between men and women contained in the books of Sunan Abi Dawud, al-Tirmidzi, and al-Darimi. The result shows that revealing the prophetic Maqasid in these traditions is urgent considering that the purpose of Muhammad's sending was to spread love to the universe based on monotheism (Tawhid). Tawhid is not only a verbal statement. It becomes the main foundation in building a socio-political-cultural order that promotes equality and balance between men and women. A balanced and harmonious relationship between the two becomes the Maqasid of the Prophet in every utterance and policy he established. The balance of relations between men and women by relying on a correct and comprehensive understanding of the hadith of the Prophet opens opportunities for women to perform and play the roles that need them for the good of humanity universally

Infants understand that only in social interaction language updates an agent's false belief

Correcting a person’s false belief verbally seems to affect infants’ predictions of this person’s belief-based actions. However, the role of the context in which this verbal correction takes place has not been investigated. That is, it is not yet clear whether it is the social interaction between interlocutors that makes children interpret an utterance as a communicative act that alters the recipient’s mental states. Using a violation-of-expectation paradigm, we tested whether 18-month-olds (n=84) understood that for a communicative act to be successful in repairing an agent’s false belief, the agent had to discern the verbal statement. Participants saw how an agent put a toy into a box and left. An assistant then moved the toy into a cup. Before the agent reached into either the box or the cup, an intervention phase varied the social context within which communication took place. In a social context without any statement, infants expected the agent to search the toy at the original location. In a non-social context with a statement, infants had no clear expectations. However, in a social context with a statement, infants updated their predictions about the agent’s action, expecting her to search the toy at the actual location. Thus, 18-month-olds infer that a social interaction is required for a communicative act to be successful and to repair an agent’s false belief.

The Effects of Social Labels on the Allocation of Resources to Equivalent Stimuli: Does One Rotten Apple Spoil the Whole Barrel?

The studies reported here examine how participants distribute resources to arbitrary stimuli in an equivalence class after one stimulus is given a social label. In Experiment 1, two 3-member equivalence classes were established with nonsense syllables (Class 1: A1 (ZID), B1 (YIM), C1 (FAP) and Class 2: A2 (VEK), B2 (RIX), C2 (KUD)) using matching-to-sample training. A social function was then assigned to B1 only, using the simple verbal statement "YIM is a Good person." Next, participants were instructed to allocate tokens to stimuli in whatever way they consider appropriate. In general, the percentage distribution of tokens allocated to Class 1 was greater than those allocated to Class 2. Participants were then informed that a mistake had been made “Sorry I have made a mistake. YIM was actually a bad person not a good person.” Participants were again asked to allocate tokens. In general, results showed a reduction in the distribution of tokens allocated to Class 1, with a relatively higher decrease for B1, and an increase in the distribution allocated to Class 2. Experiment 2 replicated Experiment 1 with the addition of a baseline assessment of token distribution prior to examining the effects of adding a social function to B1. During this baseline, the distribution of tokens was relatively similar across both classes. When social functions were added, marked differences occurred in the distribution depending on whether YIM was described as a “Good” or a “Bad” person. Results are discussed regarding transfer of function and its relevance to experimental social psychology.

Crime and Testament: Enemy Direct Speech in Inscriptions of Esarhaddon and Ashurbanipal

Neo-Assyrian royal inscriptions are always narrated in the first-person voice of the king. Within this framing narrative, the device that we would call ‘direct speech’ is used only rarely, and judiciously. The texts that make the greatest use of this literary device both come from a period of particular innovation and experimentation in royal text forms: Esarhaddon’s Nineveh A and Ashurbanipal’s narratives about his campaign against Elamite king Teumman. In these examples, and in other texts of the time including Esarhaddon’s Succession Treaty, the words of enemies stand out as particularly threatening – and yet also particularly useful, as a literary device employed to further Assyrian agendas. Royal narratives use enemy speech for one of two purposes: either to document criminality, or to show enemies, in defeat and despair, testifying to the might and rightness of their Assyrian conquerors. Looking at all examples of speech – from enemies, gods, and the Assyrian king – I distinguish between ‘direct speech’ (as a literary device) and ‘quotation’ (as a practice). Most, though not all, direct speech in the sources considered here is also quotation, in that it seeks to document and preserve speech made in some other prior form (a verbal statement, a letter, an omen on an animal’s liver). Quotations demonstrate royal legitimacy and enemy culpability, while literary invention allows enemy voices to be turned to new purposes, as forced testament to Assyrian supremacy.

INTERPRETATION OF RESULTS AND VERBAL STATEMENT OF COMBINED FORENSIC EXAMINATION IN CIGARETTE SMUGGLING CASE

The scale of smuggling of tobacco products in Lithuania is reviewed. The possibilities of assistance of experts from the Forensic Science Center of Lithuania in investigation of cigarette smuggling case are described. The verbal scale of results evaluation used in Department of Examination of Materials and Other Objects is discussed, on the basis of which the conclusion about the categorical contact of the objects is made.

Children’s Evaluations of Tattles, Confessions, Prosocial and Antisocial Lies

Lie-telling is a false verbal statement made with the intention to deceive another. Lies may be told for selfish reasons or due to prosocial motivations. As a result, the veracity of a statement holds more than just communicative intent but rather represents social intentions. In the current experiment children (6- to 12-years old) viewed 12 vignettes which depicted a protagonist either telling a truth or a lie. The protagonist’s statements either hurt another or themselves (other versus self). Following viewing of each vignette participants provided a moral evaluation of the protagonist’s statement (five-point Likert) and a classification of the statements; as either a truth or lie. Additionally, a novel method of evaluating statements was introduced, whereby children evaluated communicative intent as an act, to be rewarded or punished. Results revealed that both lies and truths were accurately identified, with the exception of altruistic lies (benefits to another) and tattling truths (harms another). Younger children rewarded truthful statements, which harmed or hurt another, significantly more often than older children. Older children ranked lies to help another significantly more favorably than lies to protect the self. Children also rewarded confessions and punished antisocial lies most frequently. Results highlight the notable differences in children’s perceptions of varying forms of honesty and lying.

Penolakan Fazlur Rahman terhadap hadis teknis pada hukum keperdataan

Muhammad SAW is a prophet that will be followed by his members. Therefore all what He said and didand His attitudes become a sunnah. However, after the prophet passed away, His hadith had developedbecause they were a verbal statement of the prophet’s sunnah done by the continuing generations. Untiltoday, there have been some hadith that have different pronunciation and interpretation. Such hadithmight be influenced by real condition of the environment. This discussion was directed towards FazlulRahman’s perception on technical hadith in the civil law. Fazlul Rahman had a notion that technicalhadith was a hadith sourced from Muhammad SAW prophet, however, it was massively made by Hisfriends, either tabi’in or itba’ tabi’n. The method used in this review was historical approach methodand interpretative approaches that was generally used by historical tek-tek researcher, as prophet’s hadith.Or this research used term approach of asbab al-nuzul that was frequently done by salaf clergies. Thesignificance of this research was aimed to know Fazlul Rahman’s conception on technical hadith on civillaw, and to find out his refusal reasons towars them. The research found the result that technical hadithon civil law was hadith produced from creative and dynamic interpretation method toward prophet’ssunnah done by the continuing generation. Therefore, Fazlul Rahman refused the technical hadithbecause they were unhistorical and biographical hadith, and also, they were assumed as unscientifichadith. Furthermore, most of technical hadith contained of different opinion among clergies, so that itshowed the weakness of historical base. So, theoretically, technical hadith could be accepted by us asdiscourse of knowledge, but practically it often raised law controversy in the society.

Cleft as a Marker of a Thetic Sentence: Evidence from Irish and Russian

P. Mac Cana in his paper on Celtic word order notes that modern Celtic languages preserving VSO have a special construction where “the emphasis expressed by the abnormal word-order applies to the whole verbal statement and not merely, or especially, to the subject or object which takes the initial position” (Mac Cana 1973: 102). He gives examples from Welsh and Irish: ‘Faoi Dhia, goidé tháinig ort?’ ars an t-athair. by God what.it happened to.you said the father “In God's name, what happened to you?” asked the father. ‘Micheál Rua a bhuail mé,’ ars an mac. Micheál Rua rel hit me said the son “Micheál Rua gave me a beating,” said the son. In recent literature sentences of this kind acquired the name thetic. Thetic (Sentence Focus) construction is a “sentence construction formally marked as expressing a pragmatically structured proposition in which both the subject and the predicate are in focus; the focus domain is the sentence, minus any topical non-subject arguments” (Lambrecht 1997: 190). Cleft construction “designed” for focussing one XP of a clause is used in the sentence above to mark the whole clause as focussed. The effect is achieved by extracting the usual topic of a sentence – its subject – from its normal position and thus ascribing to it and to the whole clause a new pragmatic function. Such usage of cleft is by no means universal (e.g. it is not possible in English) but meets a parallel in Russian eto-cleft which has the same two meanings – focussing an XP and forming a thetic sentence. These two usages are generally regarded as two different constructions having different syntactic structures (see [Kimmelmann 2007] and literature cited there). However, existence of a typological parallel enables us to view it as a case of pragmatic homonymy.

Time Use, Rehearsal Activity, and Student Off-Task Behavior during the Initial Minutes of High School Choral Rehearsals

In this study, the use of rehearsal time during the initial minutes (i.e., the warm-up time) of 33 high school choral rehearsals was examined. Student attentiveness was also investigated during initial rehearsal activities. Trained observers used interval observation techniques in collecting attentiveness, rehearsal activity, and time usage data. Interobserver agreement averaged .93 for off-task, .88 for activity coding, and .85 for rehearsal timing. Conductors averaged 43.45 elapsed seconds prior to the first verbal statement to begin and 14 minutes 19 seconds prior to rehearsal of literature. Time allotted to rehearsal activities was the following: sight-reading, 22.23%; vocal warm-up, 9.63%; getting ready, 6.75%; physical warm-up, 3.37%; literature instruction, 1.84%; and other activity, 1.46%. Off-task percentages were: getting ready, 26.14%; physical warm-up, 18.48%; other, 16.53%; literature instruction, 16.27%; vocal warm-up, 15.07%; and sight-reading, 9.22%. Results indicated that the highest percentages of off-task behavior occurred during activities requiring less singing and active participation. Off-task behavior seemed to be a function of the nature of the activity.