PENDIDIKAN PLURALISME MELALUI KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS KEMAJEMUKAN

Experts and religious leaders have tried everything in order to create an intimate and harmonious relationship between religious people in this famous, very pluralistic country of Indonesia. Through writings both books, magazines, journals and even through seminars and pulpits of sermons always suggest the importance of cooperation and dialogue between religious groups. Although it seems, their suggestions have not had such an exciting effect. To gain success for the realization of the noble goal of lasting peace and brotherhood among people who in reality have different religions and faiths, it is necessary to have the courage to invite them to make changes in the field of education, especially through a diversity-based curriculum. Because, through a curriculum like this, it is possible to be able to dismantle the theology of each religion which has tended to be displayed exclusively and dogmatically. A theology which usually only claims that only religion can build worldly welfare and usher in humans in God's heaven. The doors and rooms of heaven are only one that cannot be opened and entered except with the religion that he embraces. Even though such aology, we must admit, is something that is very worrying and can disturb the harmony of the people of religions in the present pluralistic era. An era in which all societies with all their elements are required to be interdependent and collect their fate together in order to create lasting peace. Here lies the challenge for religion (including Islam) to re-define itself in the midst of other religions. Or by borrowing the language John Lyden, an expert on religions, is "what should I think about other religions than one’s own? What should a Muslim think about non-Muslims. Is it still as an enemy or as a friend. Of course there is still the presumption of one religion with another as an enemy. It must be thrown away. Isn't in fact all of us as brothers and friends? Islam through the Qur'an and its Hadith teaches tolerant attitudes. In addition, the importance of reforming the PAI curriculum by presenting the face of tolerant Islam can be explained from the point of view of perennial philosophy, essentialism and progressiveness. In the view of perennialism the curriculum is "construct" which is built to transfer what has happened in the past to the next generation to be preserved, continued or developed. While in the philosophical perspective of progressivism, the position of the curriculum is to build a future life in which the past, present, and various plans for the development and development of the nation are used as the basis for developing future life. From this it is possible to teach the principles of humanist, democratic and equitable Islamic teachings to students. A principle of Islamic teachings that is very relevant to enter the future of the world which is characterized by the existence of cultural and religious diversity.

Different Approaches to Modeling of Proportional Damping

This article is focused on the comparison of mathematical models, which are usable for description of damping in the linear proportional systems with single and multi degrees of freedom (SDOF and MDOF). The viscous and hysteretic models have been applied on the SDOF system. The hysteretic damping, Rayleigh's and Caughey's damping matrices have been mentioned and considered for modeling of damping in systems with more than one degree of freedom. The wellknown Rayleigh's model is proportional to the mass and stiffness matrices. Caughey's model is more general than Rayleigh's. This model is able to prescribe an arbitrary number of damping ratios, but on the other hand using odd number of members in Caughey's series should not be allowed due to the negative values of damping ratios in higher modes, which brings self exciting effect. The hysteretic model is defined only in the frequency domain therefore the frequency response functions of each model have been compared.

Az állam szerepe a turizmusban (The role of government in tourism)

Az állam szerepe napjainkban átalakulóban van, ami az egyes gazdasági területeken más és más szabályozórendszer alkalmazását igényli a szakterület sajátosságainak és az iparág igényeinek, nemzetközi környezetének megfelelően. A turizmus azon gazdasági területek közé tartozik, amelynek szerepe az elmúlt időszakban dinamikusan növekedett, többek között jelentős bruttó hazai termék-előállító, munkaigényes jellegéből, valamint jelentős beruházást gerjesztő hatásából adódóan. A turizmus mint üzleti tevékenység nem nélkülözheti az állam szerepét. Számos olyan externália társul hozzá, ami államilag koordinált esetben a fejlődést magasabb pályára állítja, és társadalmilag hatékonyabb szinten valósul meg. Napjainkban az állam szerepének újraértelmezése, feladatainak újbóli átgondolása és a megfelelő súlypontok megtalálása elengedhetetlenül szükséges annak érdekében, hogy a turizmus pozitív hatásai hosszú távon érvényesüljenek. _______________ Nowadays the role of the government is changing, which needs the usage of different regulatory systems regarding the requirements of the industry and the international environment. Tourism belongs to the economics fields which importance are growing very rapidly because of its effects such as GDP contribution effect, workforce effect and investment exciting effect. Tourism as a business activity needs the significant role of the government. Tourism is in association with a lot of externalise, therefore can secure the coordination of the state the development and the efficiency at a higher level. Nowadays the rethinking of the task of the government is needed on the field of tourism in the interest of the enforcement of its positive effects.

Central Nervous Activity in the Earthworm

1. Regular rhythmic peristaltic movements of a preparation consisting of 20-40 complete segments of the earthworm may be initiated by longitudinal tension and by certain types of tactile stimulation. 2. Peristaltic movements do not occur in such a preparation in the absence of stimulation, and cease within a finite period after the cessation of a stimulus. 3. Peristaltic movements do not occur after excision of the nerve cord. The rhythmic responses to tension and touch are therefore together described as the peristaltic reflexes, and the response to tension is individually described as the tension reflex. 4. The preparation shows a variety of responses to touch. Tactile stimuli may evoke peristalsis; they may also elicit arhythmic contractions accompanied by immobilization of peristalsis. 5. The peristaltic reflexes can be immobilized both by heavy vibration of the apparatus, and by certain tactile stimuli. The immobilization can occur without the accompaniment of any arhythmic contraction of the preparation. The immobilization can be referred to as an inhibitory process, since it exhibits features characteristic of inhibition: (i) lessening in the amplitude of beat in recovery from complete immobilization; (ii) reduction of the frequency of beat in the same circumstance. 6. The inhibition of peristalsis is conducted through the central nervous system. 7. The inhibitory effect persists for a considerable period after cessation of the stimulus. 8. Inhibition may be followed by "rebound". "Rebound" may be caused by the subsidiary exciting effect of the inhibitory stimulus.

Effects of ultra-violet radiation upon involuntary muscle, and the supposed physiological interference of visible rays

It was shown by Adler (1) that involuntary muscle is excited and its tone increased by radiation with ultra-violet rays. The excised frog’s stomach, the bladder and the uterus of the rabbit, and that of the guinea-pig, were suspended by him, each in a suitable salt solution, and excited by the mercury vapour lamp. With a glass screen interposed no result was obtained, the visible and longer ultra-violet rays, e. g ., those longer than about 3200 A. U., having no exciting effect. There may be recalled the old observation of Lambert (1760) that the excised iris of fish and frogs reacts to light by contraction; the visible rays in this case act through the pigment which absorbs them (Steinach, Hertel). Contraction of the pigment-free ventral band of the earth-worm can be produced by ultra-violet, but not by visible rays. On the other hand, visible rays excite the pigmented ventral band of Sipunculus nucleus (Hertel, 2). Probably the nerve plexus is excited by the conversion of visible rays into heat in the pigment cells which absorb these rays.