448 research outputs found
Interview with Dr Laila Takla
No full textلقاء مع أستاذ القانون الدكتورة ليلى تكلا المصرية حول رأيها في تولي الرئيس الأمريكي الجديد بيل كلينتون رئاسة الولايات المتحدة الأمريكية. أجرت هذا اللقاء إيمان رافع.An interview with Dr. Laila Takla, an Egyptian professor of Law and Administration and author, about her opinion regarding Bill Clinton's ascension to the presidency of the United States of America. Interview conducted by Iman Rafi
Interview with Laila Takla
No full textلقاء مع الدكتورة ليلى تكلة أستاذة القانون و الإدارة حول مؤتمر مدريد لسنة ١٩٩١ لتحقيق السلام بين فلسطين و إسرائيل. و يتميز هذا المؤتمر عن المحادثات السابقة بأنه يضم القيادات السياسية النسائية في الدول المشاركة. أجرت هذا اللقاء إيمان رافع.An interview with Dr. Laila Takla, professor of Law and Administration and author, about the Madrid conference of 1991 which is a peace conference aiming to advance the Palestine-Israeli peace process. This particular conference differs from earlier talks in that it includes women political leaders from the participating countries. Interview conducted by Iman Rafi
Interview with Laila Lalami
Get PDFIn an interview with National Public Radio, Laila Lalami mentioned that she believed the “closest we come to truth is in the form of fiction.”
Truth: the supernatural powers that be do not spare anyone based on race or religion. In shared adversity we all become equal.
Truth: humans are complex creatures, equally capable of cruelty, kindness, and unimaginable darkness in desperation. No one is purely hero or villain.
Truth: Mustafa, the titular character of Laila Lalami’s The Moor’s Account tells us what he knows as fact, but we must infer our own truth, so that each reader discovers his or her own connections to the story.
Personally, I understand Mustafa’s strong familial connections and his willingness to do anything for the people he loves. I understand his Portuguese master’s affection for his horse that runs much deeper than that for an animal merely used for transportation. And I feel Mustafa’s pain as a slave when he realizes that he never thought about the people he once sold until he joined their ranks. As I read The Moor’s Account as well as some of Lalami’s other essays and short stories, I realized the truth I was finding in all of her work was that an author needs to understand the complexities of people: the different struggles we face across the world, the love we can feel for so many people, and the blackest parts of our soul that we like to pretend do not exist. I am no longer in awe that The Moor’s Account won the American Book Award, but rather aghast that Laila Lalami did not win the Pulitzer for which the same novel was named a finalist. Only in the hands of a skilled storyteller can we as readers be suckerpunched by a revelation that touches our souls, and only in the hands of a skilled storyteller can these truths so deftly be presented, as Mustafa says, “in the guise of entertainment.” In other words, only in the hands of someone like Laila Lalami
GAYA KOMUNIKASI DAKWAH NING UMI LAILA PADA LIVE COMAL PEMALANG
Get PDFCommunication style is a way for a person to convey messages verbally and non-verbally in the hope that it will be conveyed well to the recipient of the message. In receiving da'wah messages, the communication style used by a da'i is considered important to attract the attention of the mad'u so that the da'wah message is well received by the mad'u. The problem in this study is how the communication style used by Ning Umi Laila in the live Comal Pemalang.
The method used in this study is qualitative descriptive, using Norton's communication style which will produce descriptive data that is emphasized as deeply as possible through the theory of the communication style.
The results of this study provide an answer to the problem that the author found several communication styles used by Ning Umi Laila in delivering her lectures. This is in line with the 10 communication styles according to Norton that are applied in the parts of Ning Umi Laila's lectures, namely friendly communication style, animated style, dominant style, dramatic style, open style, argumentative style, relaxed style, attentive style, precise style, and memorable leaving style. Furthermore, for the intonation used by Ning Umi Laila in delivering her lecture using these communication styles, namely dynamic intonation, tempo intonation, and high-pitch intonation in the context of cheerfulness
El teatro grotesco de Laila Ripoll, autora
Get PDFEn el universo grotesco de las piezas de Laila Ripoll escogidas cohabitan las máscaras de Carnaval y los espectros y fantasmas, los vivos y los muertos, el mundo grotesquizado del presente y el mundo trágico del pasado, el mundo onírico de lo grotesco y la vida cotidiana en clave de sainete. Su originalidad está también en la manera en que la realidad trágica se nos da siempre a ver de manera indirecta: a través de la pantalla de los recuerdos, de los sueños, de las visiones, de simulacros, de rituales, de juegos metateatrales, de alegorías o de metáforas. Ripoll echa mano de todos los recursos teatrales de la grotesquización para pintarnos el mundo desolador de una humanidad «bestializada».In Laila Ripoll plays is outstanding the use of stylistic resources such us Carnival masks, spectres and ghosts, the living and the dead, the present grotesque world and the tragic world of the past, the world in which the live and death beings cohabit. The author points out the manner how «brutalized » humanity is shown through memories, dreams, visions, rituals, metatheatrical games and allegories
Gender and the Dark Side of the Border in Laila Lalami’s Hope and other Dangerous Pursuits
No full textStarting from Arab-American women’s narratives, this study explores to what extent hegemonic history excludes and silences female Arab bodies and their relation to sexuality. It will also address the issue of present day migration, as reflected by Moroccan-American author Laila Lalami in her novel Hope and Other Dangerous Pursuits (2005)
A Thousand and One Laylas: The Politics of Narrative Embedding in Laila Neffa’s Ais
No full textIn Montevideo in 1951, the Uruguayan-born Lebanese poet and translator Laila Neffa published the poetry collection Ais. Framed within the semi-historical legendary story of Layla al-ʿAmiriya and Qays ibn al-Mulawwah, two seventh-century Bedouin poets whose forbidden love resulted in madness and death, this was Neffa’s elegiac homage to her brother Ais, who passed away in adolescence. This article reads Ais as a re-appropriation of Jorge Luis Borges’ literary sleight-of-hand, involving mise en abyme, enacted by the Argentine author on the Arabian Nights in his 1949 essay “Magias parciales del Quijote”. I propose that Neffa’s re-appropriative act facilitates a “speaking back to” and an “opening up” of a varied selection of Arab, Arabo-Persian, and Euro- and Spanish-American discursive traditions. These negotiations, translations, and transformations of tradition, I argue, set in motion a recovery of self and others, of Laila and Laylas, in the wake of personal and collective trauma.En Montevideo en 1951, Laila Neffa, poeta y traductora de ascendencia libanesa nacida en Uruguay, publica el poemario Ais. Enmarcado dentro de la leyenda semi-histórica de Layla al-ʿAmiriya y Qays ibn al-Mulawwah, dos poetas beduinos del siglo VII cuyo amor prohibido resultó en la locura y la muerte, esto fue el homenaje elegiaco de Neffa a su hermano Ais, quien falleció en la adolescencia. Este artículo lee Ais como una reapropiación del truco literario de Jorge Luis Borges que involucra la mise en abyme, realizado por el autor argentino sobre Las mil y una noches en su ensayo de 1949 « Magias parciales del Quijote ». Propongo que el acto reapropiativo de Neffa facilita una respuesta a y una apertura de una selección variada de tradiciones discursivas árabes, árabo-persas y euro e hispanoamericanas. Estas negociaciones, traducciones y transformaciones de la tradición, sostengo, ponen en marcha una recuperación del yo y de otros, de Laila y Laylas, a raíz del trauma personal y colectivo
Development of collaboration skills for children aged 3-4 years during plot play in an outdoor environment
No full textTemats: Sadarbības prasmju attīstīšana 3-4 gadu veciem bērniem sižeta lomu rotaļas laikā āra vidē. Autors: Laila Gončarova Darba vadītājs: Mg.sc.edu. Agita Klempere-Sipjagina Darba apjoms: 42 lappuses, iekļauti 2 attēli, 12 tabulas, 22 literatūras ieguves avoti. Darba mērķis: teorētiski un praktiski izzināt 3-4 gadus vecu bērnu sadarbības prasmju sekmēšanas iespējas sižeta lomu rotaļā āra vidē. Darba autore veicot empīrisko pētījumu, pirmsskolas izglītības iestādē, 3 - 4 gadu vecu bērnu grupā (7 bērni), izveidoja individuālu grupas plānu sadarbības prasmju sekmēšanas iespēju atklāšanai. Novērotie rezultāti tika fiksēti un analizēti ar S.T.A.P. līmeņu palīdzību pēc vienotiem kritērijiem. Mērķis tika sasniegts un tika atklātas sadarbības prasmju sekmēšanas iespējas 3 – 4 gadu veciem bērniem sižeta lomu rotaļās āra vidē. Atslēgas vārdi: sadarbība, vide, prasme, lomu rotaļas, saskarsme.Topic: Developing cooperation skills for 3–4-year-old children during role-playing outdoor environment. Author: Laila Goncharova Supervisor: Mg.sc.edu. Agita Klemper - Sipyagin Volume of the work: 42 pages, 2 pictures, 12 tables, 22 literature sources are included. The purpose of the work: to theoretically and practically learn the cooperation skills of 3–4- year-old children’s opportunities for facilitating plot role play in an outdoor environment. The author of the paper created an individual group plan for the discovery of opportunities for promoting cooperation skills in a group of 3-4-year-old children (7 children) in a pre-school educational institution. The observed results were recorded and analyzed with S.T.A.P. levels of assistance according to uniform criteria. The goal was achieved and the possibilities of promoting cooperation skills for 3-4-year-old children in role-playing games in an outdoor environment were discovered. Key words: cooperation, environment, skill, role play, interaction
Development of childrens creativity in outdoor pedagogy at the average preschool age
No full textKvalifikācijas darba tēma “ bērnu radošuma attīstīšana brīvdabas pedagoģijā vidējā pirmsskolas vecumā”. Darba autore Laila Kauliņa. Darba vadītāja Dr.psych. Tija Zīriņa. Kvalifikācijas darba mērķis: teorētiski un praktiski pētīt bērnu radošuma attīstīšanu brīvdabas pedagoģijā vidējā pirmsskolas vecuma bērniem. Kvalifikācijas darbs sastāv no divām daļām, 6 apakšnodaļām, 16 attēliem, 4 tabulām, 29 literatūras un citu avotu saraksta, 1 pielikuma un kopējais darba apjoms 40 lappuses. Teorētiskajā daļā darba autore analizē pedagoģijas un psiholoģijas zinātnieku atziņas par bērnu radošuma attīstīšanas iespējām, tā attīstību un ietekmējošiem faktoriem brīvdabas pedagoģijā vidējā pirmsskolas vecumā. Pētījuma praktiskajā daļā kvalifikācijas darba autore pielieto bērnu novērojumus pēc izstrādātājiem kritērijiem un vecāku anketēšanu. Darba autore veic pedagoģisko darbību, lai attīstītu bērna radošumu brīvdabas pedagoģijā. Veicot pēc pētījuma datu analīzi darba autore var secināt, ka izvirzītā hipotēze: - radošuma attīstīšana brīvdabas pedagoģijā vidēja pirmsskolas vecuma bērniem būs sekmīga, ja pielāgos un izmantos āra vidi bērna radošuma attīstīšanai un bērnus iesaistīs praktiski pētot, vērojot un darbojoties āra vides piedāvātās iespējās, apstiprinās, jo atkārtotie bērnu novērojumi atspoguļo, ka izmantojot un darbojoties āra vidē, bērnu radošuma attīstīšanai, ir redzams progress attīstībā. Atslēgas vārdi: radošums, brīvdabas pedagoģija.The topic of the qualification work is “Development of children's creativity in outdoor pedagogy at the average preschool age”. Author of the work is Laila Kauliņa and the supervisor is Dr.psych. Tija Zīriņa. The aim of the qualification work: to theoretically and practically study the development of children's creativity in outdoor pedagogy for children at the average preschool age. The qualification paper consists of two parts, 6 subsections, 16 pictures, 4 tables, a list of 29 literature and other sources, 1 appendix and the total volume of the work - 41 pages. In the theoretical part, the author analyses the findings of pedagogy and psychology scientists on the possibilities of developing children's creativity, its development and influencing factors in outdoor pedagogy at the average preschool age. In the practical part of the research, the author of the qualification work uses children's observations according to the developer's criteria and parents' questionnaires. The author performs pedagogical activities to develop a child's creativity in outdoor pedagogy. Analysing the research data, the author can conclude that the hypothesis: - development of creativity in outdoor pedagogy for preschool children will be successful if the outdoor environment is adapted and used to develop the child's creativity and children are involved in practical research, observation and operation of the outdoor environment, as repeated observations of children reflect the developmental progress of using and working outdoors to develop children’s creativity. Keywords: creativity, outdoor pedagogy
Organization of assessment in Russian language lessons at grade 7
No full text.Darba autore: Laila Kunce. Darba nosaukums: Diplomdarbs. Vērtēšanas organizācija krievu valodas stundās 7.klasē. Diplomdarba apjoms ir 58 lappuses. Diplomdarbs sastāv no Ievada, Teorētiskās daļas, Pētījuma daļas, Secinājumu un priekšlikumu daļas un Literatūras un citu avotu saraksta. Tas satur 3 tabulas, 16 attēlus, 5 pielikumus un 33 izmantotās literatūras avotus. Darba mērķis: Analizēt pedagogu pieredzi skolēnu mācību sasniegumu vērtēšanā un praktiskās darbības gaitā, aprobēt mūsdienīgus vērtēšanas veidus krievu valodas stundās 7.klases skolēniem. Pētījuma satura un rezultātu apraksts. Diplomdarbs sastāv no trīs nodaļām. Pirmajā nodaļā autore analizē zinātnisko literatūru par vērtēšanu kā mācību darbības veidu. Tiek apskatītas un izanalizētas zinātnieku un pedagogu atziņas par vērtēšanu un tās problēmām. Otrajā nodaļā tiek raksturotas vērtēšanas metodes un paņēmieni krievu valodas stundās. Trešajā nodaļā darba autore veic pētījumu par 7.klases skolēnu attieksmi pret vērtēšanu dažādos mācību priekšmetos, un par vērtēšanas metožu un paņēmienu pielietojumu krievu valodas stundās. Praktiskās darbības procesā darba autore nonāk pie galvenā secinājuma, ka iesaistot skolēnus vērtēšanas procesā, uzlabojas mācību rezultāti. Darba nobeigumā apkopoti secinājumi un priekšlikumi par vērtēšanas organizācijas ietekmi uz skolēnu mācību rezultātiem. Atslēgas vārdi: Vērtēšana, skolnieki, zināšanas, prasmes, mācību rezultāti, mācību sasniegumi, kritēriji..The author: Laila Kunce. The title of the work: Diploma paper. Organization of assessment in Russian language lessons at grade 7. Diploma paper has 58 pages. Diploma paper consists of the Introduction, the Theoretical part, the Part of the Study, the Conclusions and Proposals, and the Literature and list of other sources. It contains 3 tables, 16 images, 5 aditions and 33 sources of literature. The goal of the work: To analyze the experience of teachers in assessing student achievements and approbate modern assessment methods in the course of practical activity in Russian language for 7th grade students. Description of the content and results of the study: Diploma paper consists of three chapters. In the first chapter, the author analyzes the scientific literature as a type of learning activity. Researchers and educators' opinions about evaluation and its problems are reviewed and analyzed. The second chapter describes the assessment methods and techniques in the Russian language lessons. In the third chapter, the author of the work carries out research on the attitude of the 7th grade students in the assessment of different subjects, and the use of assessment methods and techniques in Russian language lessons. In the process of practical work, the author of the work came to the main conclusion that the learning outcomes improve with the involvement of students in the evaluation process. The paper concludes with conclusions and suggestions on the impact of the evaluation organization on the results of pupil learning. Keywords: Evaluation, students, knowledge, skills, learning results, learning achievements, criteria
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