751 research outputs found
The Implied Author in the literary works of Muhammad Naffa’
No full textتخوض المقالة مغامرة البحث في معنى المصطلح "كاتب ضمنيّ (Implied Author)، مفهومه وتجلّيه في أدب الكاتب الفلسطينيّ المحليّ محمّد نفّاع (1939). فرغم ما حظي به أدبه من مقالات نقديّة، إلّا أنّ أحدًا لم يتناول هذا الجانب ويبحثه بحثًا جادًّا متعمّقًا. وهي مقالة مُلخّصة لثمرة جهد دام ثلاث سنوات، قمنا خلالها ببحث طوليّ شموليّ تناول كلّ مجموعات نفّاع القصصيّة وعددها ست، ورواية فاطمة الصادرة عن دار راية للنشر عام 2015، والتي نُشرت في حلقات متفرّقة على موقع الجبهة، بالإضافة إلى كلّ ما نُشر من قصص متفرّقة في هذا الموقع الأخير[1] حتى شهر حزيران 2014.
تأتي هذه الدراسة لتؤكّد فكرة التّعالق الجماليّ والفكريّ في أدب نفّاع. فالقاصّ لا يلتقط معلومات عابرة ويُحوّلها إلى نصّ أدبيّ، إنّما نراه يخضع لعوامل تاريخيّة، فكريّة، أيديولوجيّة، فيفارق خلالها سطوح الأشياء ليصل إلى أعماقها، وبهذا يكون مطالبًا بإعادة صياغة المفاهيم والمعلومات ونسجها من جديد. الكاتب الضمنيّ، وهو وليد الكاتب الحقيقيّ وممثّله، بوصفه الأنا الثانية له، هو المرآة التي ستعكس لنا هذا التّعالق الجماليّ مع الفكريّ على وجه التحديد والتخصيص. وحتى يتحقق ذلك يتوجب علينا اقتفاء أثر الكاتب في النّص من خلال متابعتنا لمجالات خمسة: الكاتب وعلاقته بالزّمان، الكاتب وعلاقته بالمكان، الكاتب وعلاقته بالشخصيّات، الكاتب وعلاقته بالحدث، الكاتب وعلاقته بالراوي. فماذا نعني بالكاتب الضمنيّ والكاتب الحقيقيّ (The real author) ما العلاقة بينهما؟ متى ينوب الراوي عن الكاتب الحقيقيّ؟ وكيف يتجلى ذلك في نصوص نفّاع؟ كم من المؤلّف الحقيقيّ في المؤلّف الضمنيّ؟ على هذه الأسئلة البحثيّة ستتم الإجابة من خلال توضيح العلاقة بين الكاتب والمجالات الخمسة الآنف ذكرها، وتفسير كيفيّة انعكاس هذه العلاقة على الوظيفة التي يؤدّيها الكاتب الضمنيّ/ المُضمر في النّص الأدبيّ عند نفّاع.
*This article aims to examine the meaning and the context of the term "Implied Author" and how it is revealed in the literature of the local Palestinian writer Mohammad Naffa' (1939). Despite the vast amount of critical writing on Nafaa's literature, however, none has dealt or looked in depth into this aspect. The present article is accumulative work of a 3- year project in which we carried out a longitudinal holistic research studying all Naffa's story collections, 6 in number, and his novel "Fatima", published by Al-Raya Publishing in 2015, which had been earlier published as a series in Hadash website (Al-Ittihad literature section), in addition to all the randomly published stories in this website up till June 2014.
This study considers the idea of aesthetic and thematic interconnectivity in Nafaa's works, i.e., for the narrator does not simply pick his information randomly; he bides himself to historical and ideological factors where he departs the surface to dive into the depth of things, thus becoming self-demanding. He is obliged to re-construct and re-frame and re-shape the concepts and the information all a new.
The Implied Author is the author's construct and his representative by being his second Ego. He is the mirror that will reflect to us this aesthetic interconnectivity with the thematic one, in particular. In order for that to happen, we, readers, need to follow the traces of the writer in the text examining the following five domains: the writer and his relationship to Time, the writer and Place, the writer and the Characters and finally the writer and the Narrator. What do we then mean by Implied Author and Real Author? What is the relation between the two? When does the narrator represent the real writer? How is this revealed in Naffa's literature? To what extent does the real author exist in the implied author? All these research questions are discussed and answered putting the relationship between the writer and the five previously mentioned domains. Furthermore, the reflection of this relationship on the role done by the Implied Author in Naffa's literary text will be elaborated
Lithostratigraphy and Limestone Microfacies of the Jafnayn Formation (Paleocene to Early Eocene, Al-Khod, Sultanate of Oman): Deposition in a Restricted Lagoon with Intervals of Open Marine Conditions
No full textWe studied the Jafnayn Formation’s lithostratigraphy, microfacies, depositional environment, and uncertain presence of the Paleocene/Eocene boundary and present the first detailed analysis of a 127-m-thick section using the standard microfacies (SMF)/facies zone (FZ) system. The formation is dominated by foraminiferal grainstones and packstones of SMF 18-FOR, followed by peloidal grainstones and packstones of SMF 16. Coral-red algae floatstones of SMF 8 occur sporadically. SMF 18-DASY appears only once. SMF 16 and 18-FOR suggest a restricted lagoon, whereas SMF 8 and 18-DASY reflect episodic open marine lagoonal conditions. The section consists of four lithostratigraphic units. Considerable detrital quartz near the base (Unit 1: 22%; sand, sandstone, conglomerate) and top (Unit 4: 40%; sand) coincides with a restricted lagoon affected by near-shore processes (base) and near-shore conditions (top). Open marine conditions show an elevated bioclast diversity in units 3 and 4. Unit 2 displays very thickly-bedded limestones of the restricted lagoon. The lagoon barriers likely consist of foraminifera and other allochems that were reworked from the lagoon to form shoals. Coral remains in units 3 and 4 suggest that coral build-ups in the upper part of the formation protected the lagoon as well. The early Eocene age of several basal Alveolina species in the lowermost 9 m of the studied section indicates that the section is incomplete, with the late Paleocene part and meters-thick basal yellow marl missing. The Paleocene/Eocene boundary is unexposed
Teachers' Views of Call Implementation in Ras Al Khaimah English Language Classes: Obstacles and Opportunities
No full textA Master of Arts Thesis in Teaching English to Speakers of Other Languages (TESOL) by Fatema Obaid Al Mazrooei Entitled, "Teachers' Views of Call Implementation in Ras Al Khaimah English Language Classes: Obstacles and Opportunities," August 2010. Available are both Hard and Soft Copies of the Thesis.Technology integration can be considered as an extremely useful practice in teaching English; therefore, this research investigated teachers' views about obstacles with implementation of technology in English language classes in Ras Al Khaimah (RAK) in June, 2009. The focus was on one educational zone or district in the United Arab Emirates which is Ras Al Khaimah, a region where computer labs are not readily available and English teachers at most have access to one computer in their classrooms. This research investigated whether or not the English language teachers in Ras Al Khaimah know how to use computers in their classrooms, and what are obstacles they might encounter with use of technology in their classrooms. Therefore, the main questions were thus: Before a CALL (Computer-Assisted Language Learning) session, what did the English language teachers in RAK know about CALL? Then, after the CALL training session, did those teachers think that they would be able to implement CALL in their classrooms? What obstacles did they foresee hindering them from making use of what had been presented? To answer the above questions, first, 20 English language teachers in Ras Al Khaimah answered a pre-workshop questionnaire in order to identify their knowledge of computer use in their classrooms and what they thought they needed to know about the uses of CALL in their classroom. This was followed by a consciousness-raising workshop that I had organized based on informal input from some teachers at my school and our supervisor. In the consciousness-raising workshop, I presented an overview of the theory of CALL, and I showed the teachers some applications like using Hot Potatoes to make crossword puzzles, tracking changes using Word's tracking features, and using internet games in teaching vocabulary and grammar. After that, another questionnaire was answered by those teachers who attended the workshop about what they had learned from this workshop and whether or not they thought that they would be able to use what was presented, in their classrooms. Then, an open group discussion took place right after the workshop. Finally, semi-structured interviews followed the workshop to investigate the obstacles that the teachers thought might hinder them from making use of the CALL methods they learned. It was found that there is an awareness problem regarding integrating technology in the English language classrooms. The workshop, in some way, helped in raising the teachers' awareness of the importance of incorporating technology in their classrooms and they had positive attitudes towards using technology. However, when it came to the reality of using CALL in their classes, there were a number of obstacles that confront them from implementing technology in their classrooms, like the lack of resources, internet access, time, and training.College of Arts and SciencesDepartment of EnglishMaster of Arts in Teaching English to Speakers of Other Languages (MA TESOL
The role of lipid toxicity and para-inflammation as potential mechanisms of age related macular degeneration
No full textAge-Related Macular Degeneration (ARMD) is the most common cause of legal blindness in the elderly in the western world. One of the earliest signs of aging is the accumulation of lipid rich debris within and underneath the Retinal Pigmented Epithelium (RPE) cells, known as “drusen”. The disease is poorly understood - mainly because it occurs late in life as well as the lack of appropriate cell and animal models. RPE lipo-toxicity (the increased content of lipids within the RPE cell) is suggested to be a major factor affecting both the molecular mechanisms and the metabolic responses of the RPE cells leading to changes associated with drusen formation and ARMD pathology. To investigate this phenomenon, aged ARPE-19 cultures were induced to long term lipid loading with a free fatty acids (FFAs) mixture to ensures the increase of the intra-cellular lipid level within the cells. The accumulation of lipids was found to correlate with a destruction of the ARPE-19 monolayer integrity, an increase in VEGF-A secretion in media and most importantly the production of sub-RPE deposits positive for apolipoprotein E, vitronectin and Amyloid beta 1-42, all of which are prominent constituents of drusen, supporting the hypothesis of lipo-toxicity. To further investigate the effect of inflammation in ARMD, we introduced the aged ARPE-19 cell cultures to long term complement activation in the presence and absence of lipid loading. Complement activation showed protective response suggesting that the complement system plays a secondary modulating response role to a primary destructive initiator “lipid loading”. These findings suggest the use of aged ARPE-19 cell culture as a promising model for ocular aged related diseases study including drusen deposition mechanisms, while the use of ARPE-19 lipo-toxicity model will facilitate the analysis of molecular and cellular characteristics of ARMD pathogenesis, augmenting the therapeutic strategies for dry ARMD
The role of lipid toxicity and para-inflammation as potential mechanisms of age related macular degeneration
No full textAge-Related Macular Degeneration (ARMD) is the most common cause of legal blindness in the elderly in the western world. One of the earliest signs of aging is the accumulation of lipid rich debris within and underneath the Retinal Pigmented Epithelium (RPE) cells, known as “drusen”. The disease is poorly understood - mainly because it occurs late in life as well as the lack of appropriate cell and animal models. RPE lipo-toxicity (the increased content of lipids within the RPE cell) is suggested to be a major factor affecting both the molecular mechanisms and the metabolic responses of the RPE cells leading to changes associated with drusen formation and ARMD pathology. To investigate this phenomenon, aged ARPE-19 cultures were induced to long term lipid loading with a free fatty acids (FFAs) mixture to ensures the increase of the intra-cellular lipid level within the cells. The accumulation of lipids was found to correlate with a destruction of the ARPE-19 monolayer integrity, an increase in VEGF-A secretion in media and most importantly the production of sub-RPE deposits positive for apolipoprotein E, vitronectin and Amyloid beta 1-42, all of which are prominent constituents of drusen, supporting the hypothesis of lipo-toxicity. To further investigate the effect of inflammation in ARMD, we introduced the aged ARPE-19 cell cultures to long term complement activation in the presence and absence of lipid loading. Complement activation showed protective response suggesting that the complement system plays a secondary modulating response role to a primary destructive initiator “lipid loading”. These findings suggest the use of aged ARPE-19 cell culture as a promising model for ocular aged related diseases study including drusen deposition mechanisms, while the use of ARPE-19 lipo-toxicity model will facilitate the analysis of molecular and cellular characteristics of ARMD pathogenesis, augmenting the therapeutic strategies for dry ARMD
A Comparative Study on Teaching English in the Bengali and English Medium Schools in Bangladesh
No full textEnglish and Bengali medium of educational system plays an important role in a developing country like Bangladesh. The dynamic education system is still looking for a dependable and long-term serving curriculum and testing system of teaching and learning. The purpose of the paper is to find out the gap of using the CLTA curriculum with the text used and actually which methods or approaches are being followed to teach English. The instrument is teacher questionnaires and researcher’s classroom observation checklist to find out the answer of research questions. The findings concern to reveal the actual method or approach that has been practiced in Bangladesh and the gap of CLTA curriculum-based education with the practical method or approach that has been practiced. These findings are supported by the findings of the researcher’s own checklist except for a few differences
Active Participles in Bisha Colloquial Arabic
No full textActive participles have been extensively studied across various languages and some Arabic dialects; however, their specific characteristics in Bisha Colloquial Arabic (BCA) remain unexplored. This study seeks to address this gap by providing a comprehensive description of active participles in BCA, focusing on their morphological and syntactic features. Data were collected from two primary sources: classroom interactions involving undergraduate students and content from social media platforms. These sources provided rich examples of active participle usage in diverse contexts. The analysis identified and categorized active participles into three main types: nominal, deverbal, and adjectival. The analysis revealed distinct characteristics for each type of participle. Nominal participles exhibit fully nominal properties, such as forming construct states, accepting adjectival modification, and functioning as noun phrases. Deverbal participles retain verbal traits, including aspectual marking, argument structure, and adverbial modification, closely mirroring their corresponding verbs. Adjectival participles, by contrast, function as standard adjectives, agreeing in gender, number, and definiteness with the nouns they modify. Additionally, BCA participles follow the faʕil morphological template, aligning with Modern Standard Arabic (MSA) in their derivation. However, BCA diverges from MSA by simplifying agreement rules for gender, number, and definiteness, prioritizing ease of communication. Despite these differences, BCA participles retain several features common to MSA and other Arabic dialects, particularly those of southern Saudi Arabia. This study demonstrates that active participles in BCA display a dynamic interplay of nominal and verbal characteristics, offering a unique linguistic balance. The findings contribute valuable insights into the structure and flexibility of active participles across Arabic varieties
Exploring the Impact of TikTok on Second-Language Vocabulary Acquisition: Benefits, Challenges, and Learner Perceptions
No full textWhile recent studies have explored the effectiveness of TikTok in second-language (L2) vocabulary acquisition in Western contexts, there remains a significant gap in research on its impact within higher education settings in the Middle East. Addressing this gap, the present study examines the role of TikTok in L2 vocabulary acquisition at the University of Bisha, a higher education institution in Saudi Arabia. This research investigates TikTok’s effectiveness as a vocabulary-learning tool, focusing on its influence on learners’ ability to acquire new words, improve spelling and pronunciation, and develop practical language skills. Findings indicate that students who engage with TikTok daily or are regularly exposed to English-language content acquire vocabulary more effectively than those relying on traditional learning methods. Furthermore, learners who watch TikTok videos in English or with subtitles exhibit accelerated vocabulary acquisition while simultaneously enhancing their pronunciation and spelling skills. The study highlights TikTok’s role in providing exposure to authentic language, including slang, idiomatic expressions, and conversational English, which enhances the relevance of vocabulary learning to real-world communication. Quantitative data reveal that 99% of students reported significant improvements in vocabulary acquisition through TikTok, while only 1% reported minimal learning gains. Despite its pedagogical advantages, challenges such as distractions, misinformation, and overexposure to informal language were identified. However, TikTok’s multimodal and interactive features, such as short-form videos, personalized recommendations, and contextual reinforcement, support vocabulary retention. While concerns regarding content accuracy and structured learning persist, the findings suggest that TikTok serves as a valuable supplementary tool for incidental vocabulary learning. Future research should explore its long-term effects, compare its effectiveness with other digital learning platforms, and develop strategies for integrating it into formal language instruction while mitigating its challenges
Hybrid Learning Method in Teaching English for Medicine at the University of Bisha: Lecturers’ and students’ Perceptions
No full textThis study explores the implementation of hybrid learning, specifically through the Blackboard Learning Management System, as a pedagogical model in higher education. The purpose of the research is to examine the benefits and challenges associated with hybrid learning from the perspectives of lecturers and students, with a focus on its application in specialized disciplines such as medicine. The study adopts a qualitative design, employing semi-structured interviews, classroom observations, and document analysis to collect data from lecturers and students engaged in hybrid learning environments. The findings reveal that hybrid learning offers significant advantages, including enhanced flexibility, accessibility, and the integration of theoretical and practical knowledge. For lecturers, it facilitates innovative teaching strategies, fosters professional development, and enables efficient course management. For students, hybrid learning promotes self-discipline, time management, and active engagement while providing opportunities for real-world applications and lifelong learning. However, the study also identifies several challenges, including technological limitations, increased workload for lecturers, and skill gaps in navigating digital platforms. Additional issues, such as maintaining student engagement in asynchronous components, limited interaction in online activities, and assessment complexities, further underscore the need for targeted interventions. The research concludes that while hybrid learning is a transformative approach to modern education, its success requires robust technological infrastructure, comprehensive training for users, and institutional support. These measures can help address the identified challenges and optimize the benefits of hybrid models. The study highlights the importance of innovative pedagogical practices, tailored interventions, and a supportive digital ecosystem to enhance the effectiveness of hybrid learning, particularly in specialized and evolving academic fields such as medicine. This research provides valuable insights for educators, administrators, and policymakers aiming to implement or improve hybrid learning frameworks, contributing to the broader discourse on educational innovation in the digital age
Prevalence of medication errors in primary health care at Bahrain Defence Force Hospital – prescription-based study
No full textFatema Aljasmi,1 Fatema Almalood,1 Ahmed Al Ansari2 1Department of Primary Health Care, 2Department of Training and Education, Bahrain Defence Force Hospital, West Riffa, Kingdom of Bahrain Background: One of the important activities that physicians – particularly general ­practitioners – perform is prescribing. It occurs in most health care facilities and especially in primary health care (PHC) settings.Objectives: This study aims to determine what types of prescribing errors are made in PHC at Bahrain Defence Force (BDF) Hospital, and how common they are.Methods: This was a retrospective study of data from PHC at BDF Hospital. The data consisted of 379 prescriptions randomly selected from the pharmacy between March and May 2013, and errors in the prescriptions were classified into five types: major omission, minor omission, commission, integration, and skill-related errors.Results: Of the total prescriptions, 54.4% (N=206) were given to male patients and 45.6% (N=173) to female patients; 24.8% were given to patients under the age of 10 years. On average, there were 2.6 drugs per prescription. In the prescriptions, 8.7% of drugs were prescribed by their generic names, and 28% (N=106) of prescriptions included an antibiotic. Out of the 379 prescriptions, 228 had an error, and 44.3% (N=439) of the 992 prescribed drugs contained errors. The proportions of errors were as follows: 9.9% (N=38) were minor omission errors; 73.6% (N=323) were major omission errors; 9.3% (N=41) were commission errors; and 17.1% (N=75) were skill-related errors.Conclusion: This study provides awareness of the presence of prescription errors and frequency of the different types of errors that exist in this hospital. Understanding the different types of errors could help future studies explore the causes of specific errors and develop interventions to reduce them. Further research should be conducted to understand the causes of these errors and demonstrate whether the introduction of electronic prescriptions has an effect on patient outcomes. Keywords: medical errors, general practice, prescribing errors, omission errors, commission errors, rational drug us
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