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Panduan penilaian dasar kesejahteraan manusia

Karena ketidakpastian kami tentang kualifikasi para calon pengguna panduan ini
, pengguna sasaran kami adalah orang yang bergelar sarjana di bidang ilmu
alam dan yang sederajat. Kami berharap bahwa para penilai juga memiliki
pengalaman di bidang ilmu sosial. Dalam kondisi seperti ini, kami berharap
pengguna dapat leluasa menggunakan metode-metode alternatif dan metode
tambahan yang tersedia dalam Panduan Pendamping Penilaian Dasar
Kesejahteraan Manusia ...

Kala agama jadi bencana

A New Approach to Teaching Arabic Grammar

Abdallah Nacereddine first taught Arabic in the United States before moving to Switzerland, where he led Arabic language courses at the League of Arab States and in conjunction with the Arab-Swiss Chamber of Commerce. He directed his own Institute for Arabic Language Teaching in Geneva, Lausanne, Bern, and Zurich, and taught Arabic at the United Nations in Geneva for over twenty-two years. At present, he is teaching at the International Labour Office. His teaching materials are the result of this experience and have been thoroughly tested in class. One of the first Arabic grammar books was published in the 13th century, under the title al-Alfia (didactic treatise in one thousand lines) by Ibn Malek (600-673 A. H. / 1203-1274 A. D) Since that time, Arabic grammar has not changed at all. In 1636, Thomas Erpenius published his definitive work, Grammatica Arabica, in Latin at Leiden. He followed a methodology which suited the European mind and adopted a specific terminology, which had to be applied by every non Arabic-speaking grammarian. Following this, several Arabic grammar books were published in different languages. Contrary to the grammar of other languages which have continued to evolve, Arabic grammar has remained unchanged. There are already a certain number of Arabic grammar books. What then is the point of publishing yet another? From his childhood, the author studied Arabic grammar, mainly from the al-Alfia treatise. He started to teach it in exactly the same archaic manner that he had learnt it. It was when he began to teach Arabic at the United Nations in Geneva to non-Arabic speakers in a multicultural context that he had to learn a new teaching method and its terminology. He therefore started to follow the European methodology for teaching Arabic grammar and to use its terminology.

I therefore had to readapt this methodology for my own teaching needs. For this
reason, I considered it useful and urgent to publish a new Arabic grammar book. I
undertook this task, not only as a teacher of Arabic, but also as a student of
several other languages, while at the same time continuing to increase my
knowledge of the Arabic language. This enabled me to make comparisons
between these languages on the one hand and Arabic on the other. However, I
certainly have not ...

Islam and the Myth of Confrontation

Religion and Politics in the Middle East

The collapse of communism and the rise of militant Islamic movements in the Middle East, raised the specter of a future dominated by the conflict between "Islam" and "the West". September 11 has only branded that notion onto the world’s consciousness. In this up-to-date edition of Halliday's classic text, he sets out to reject these interpretations. Considering the sources of Islamic militancy and analyzing the confrontational rhetoric of both Islamic and anti-Muslim demagogues, he provides an alternative, critical but cautious, reassessment.

Equally they would point to the importance of transnational ideologies - Arab
nationalism, Islam, Third World assertion - in the conflict, and of the growing
communality of interest of the developed countries who acted to defend what they
saw as an international interest. For many ... the Western states in colonial times.
29 This would bear out Thomas Kuhn's observation that any decent paradigm,
any 'historically significant' theory, can 'more or less' provide an explanation. Yet
there are ...