140,390 research outputs found
Atefeh Khazeni, Peter H. Adler, Zakieh Telmadareiiy, Mohammad Ali Oshaghi1,*, Hasan Vatandoost, Seyed Mohammad Abtahi & Abolfazl Lotfi
No full textKhazeni, Atefeh, Adler, Peter H., Telmadareiiy, Zakieh, Oshaghi, Mohammad Ali, Vatandoost, Hasan, Abtahi, Seyed Mohammad, Lotfi, Abolfazl (2013): Atefeh Khazeni, Peter H. Adler, Zakieh Telmadareiiy, Mohammad Ali Oshaghi1,*, Hasan Vatandoost, Seyed Mohammad Abtahi & Abolfazl Lotfi. Zootaxa 3718 (6): 600-600, DOI: 10.11646/zootaxa.3718.6.
FGD Bahas Sosok H Mohammad Said Menuju Pahlawan Nasional
No full textProgram Studi Ilmu Sejarah Fakultas Ilmu Budaya Universitas Sumatera Utara (FIB USU) bekerja sama dengan International Institute of Islamic Thought and Civilisation (ISTAC-IIUM) Kuala Lumpur menggelar Focus Group Discussion (FGD) dengan tema “H Mohammad Said”
Biografi pemikiran mohammad natsir (1929-1992)
No full textLatar belakang penelitian dalam penelitian ini penulis melihat sosok Mohammad Natsir yang banyak menerohkan prestasi dalam dunia sejarah Indonesia, terutama dalam sejarah Politik, Pendidikan Islam dan Agama, prestasi
ini terlihat dari seorang Mohammad Natsir yang banyak menulis karya-karya yang berbentuk buku atau artikel yang banyak dimuat diberbagai majalah kala itu. Melihat dari banyaknya karya-karyanya seperti buku Capita selecta, Fiqhu
Da’wah, Islam Sebagai Dasar Negara, Dunia Islam Dari Masa ke Masa. Dari tulisan inilah membuat seorang Mohammad Natsir banyak dikenal oleh berbagai belahan masyarakat yang nampak dalam pemikirannya yang meliputi pemikran Mohammad Natsir mengenai Politik, Pendidikan Islam, dan Agma. Kiprah
Mohammad Natsir dalam sejarah Indonesia ini terjadi pada periode (1929-1992). Adapun untuk rumusan masalah dalam penelitian ini berbicara tentang 1. Bagimana Riwayat Hidup Mohammad Natsir? 2. Bagaimana Perkembangan
Pemikiran Mohammad Natsir dalam Politik, Pendidikan Islam, dan Agama (1929-1992)?. Adapun untuk Tujuan penelitian ini adalah 1. untuk mengetahui riwayat hidup Mohammad Natsir, dan 2. perkembangan pemikiran Mohammad Natsir
pada (1929-1993)?. Dalam penulisan ini, penulis menggunakan metode penulisan sejarah yang meliputi empat tahapan kerja yaitu: Heuristik (tahapan pengumpulan sumber), Kritik (tahapan ini sering disebut dengan tahapan pengujian data yang meliputi tahapan kritik ekstren dan Kritik Interen), Interpretasi (penafsiran akan makna fakta dan hubungan antara satu fakta dengan fakta lainnya), dan Historiografi (penyusunan dan penuangan seluruh hasil penelitian menjadi satu kisah sejarah dalam bentuk karya ilmiah).
Hasil dari penelitia menunjukan bahwa Mohammad Natsir adalah salah seorang tokoh politik, pencetus pendidikan Islam, selain itu juga seorang pendakwah yang lahir dan berkembang pada masa kolonialisme yang melanda Indonesia, pada saat itu Mohammad Natsir mendapatkan pendidikan dari pihak
barat dan pihak tradisonal Islam yaitu sekolah di HIS yang didirikan oleh Belanda dan belajar kepada tokoh-tokoh Islam pada masa itu yaitu Ahmad Hasan, H.O.S. Tjokroaminoto, H. Agus Salim, Ahamad Syurkati, sehingga menghasilkan corak
pemikiran yang mempunyai semangat barat tapi tidak melupakan asas-asas yang ada dalam pedoman Islam. Adapun untuk Perkembangan pemikiran Mohammad Natsir dimulai pada tahun 1930-1959, periode ini Mohammad Natsir berbicara
tentang perpolitikan Indonesia, pemikiran Mohammad Natsir selanjutnya yaitu pada periode 1930-1945, periode ini Mohammad Natsir banyak membicarakan tentang pendidikan Islam, periode selanjutnya yaitu pada 1930-1992, periode ini
yaitu berbicara tentang pemikiran Mohammad Natsir mengenai agama
h) Sabîl an-Nâssir Mohammad ibn Qalaoun
No full textSimaïka Marcus H., Greg Robert Hyde, Home John, Verrucci Ernesto, Mahbub Mahmud Sabri, Mustafa Fahmy, Sayed Metoualli, Pauty Edmond. h) Sabîl an-Nâssir Mohammad ibn Qalaoun. In: Comité de Conservation des Monuments de l'Art Arabe. Fascicule 36, exercice 1930-1932, 1936. pp. 251-252
INSET programmes in Kuwait: a national survey of stakeholder perception
No full textIn-service teacher training programmes, which is mentioned as INSET in this thesis, is considered by the different educational policies around the world as one of the most important and sensitive factors which has the potential to support and improve schools performance in a visible scale (Almazkoor, 2009; Alwan, 2000; Bayracki, 2009; Burns, 2005; Rakumako & LaugKsch, 2010; and Yigit, 2010). However, there is a need of designing and producing sustainable INSET programmes which are practical to the demands of specific contexts. The purpose of this research is to explore current INSET programmes provided to teachers in the public schools in the State of Kuwait and understand the perceptions of the respective teachers, heads of departments and head teachers.The nature of this research can be fallen under the pragmatic paradigm because it tries to connect the perceptions and reflections of teachers and school members to perceive a holistic picture of the targeted educational practice. Mixed methods approaches were used in this descriptive study, and one questionnaire and forty-five semi-structured interviews were conducted to explore the research participants’ perceptions on the quality, contributions and suggestions on present INSET programmes in Kuwait.Thirty sets of questionnaire were delivered to the teachers of the fifty primary, intermediate and secondary public schools of all six districts of Kuwait namely Alasema, Alfarwanya, Aljahra, Alahmadi, Hawalli and Mubarak Alkabeer. Teachers responded to the questionnaire and shared their opinions using both the Likert scale statements and open ended questions. Interviews were conducted with teachers, head of departments and head teachers to examine their perception in more elaborately about current INSET programmes in order to understand and explore their wider views and opinions. The sample was selected as a randomly selection in order to obtain a representative sampling and the reason for that was to gather a representative findings that can describe the population fairly.The data analysis procedure was completed through three phases. Firstly, quantitative data were collected via questionnaires from participants and questionnaires were then revised and treated by the SPSS system. The quantitative data were divided in a thematic way based on the research questions, and each theme has its own items that were set to answer that theme. The quantitative findings were then presented in tables as counts and percentages for each theme and its items. Secondly, qualitative data were collected from interviewees who were given coded in order to illustrate each one is voice. Data were then transcribed and categorized in a thematic way based on the research questions and literature review.Finally, each of the two methods was presented in a thematic manner with its findings and results and supported by each method. The aim is to combine and match the two methods as one theme and that support each other. The responses of the interviewees were allocated to the six major themes namely programme design PD, trainer competency TC, identifying and meeting needs IMN, impact I, feedback F and teacher willingness and rewards TWR. Analysis of the words, views and ideas from teachers, head of departments and head teachers were given full consideration based on the six themes. The interviewees showed deep and wider picture for current INSET programmes that support and enrich the questionnaire responses along the overall study. All the data from teachers, head of departments and head teachers indicated that there is a need to improve and reconstruct INSET programmes and the way they are designed and delivered.The findings of this research study showed agreement across all data collection tools concerning teachers and schools strong willingness to contribute and participate in plan and design INSET programmes. In addition, the findings also showed clear indications to the deficiencies and weakness of the current INSET programmes policy and practice in Kuwait and to provide teachers and schools with the authority to plan and design their own INSET programmes. It is also discovered that INSET programmes do not have a systematic follow up and evaluation by those who deliver it in Kuwait. Furthermore, there was no systematic rewards and incentives system for INSET programmes in Kuwait. This study reflects that in order to plan and design effective INSET programmes there is a need to allow teachers and their schools to contribute and participate in plan and design such programmes and to provide them with power
3° Mosquée d'an-Nasser Mohammad
No full textSayyed Ahmad el-, Darke F. R. H., Farnall Harry, Lacau Pierre. 3° Mosquée d'an-Nasser Mohammad. In: Comité de Conservation des Monuments de l'Art Arabe. Fascicule 33, exercice 1920-1924, 1928. p. 278
Axial field permanent magnet DC motor with powder iron armature
No full textThe paper describes a double-gap axial field permanent magnet (PM) dc motor whose double-layer armature wave winding is constructed of copper strips. It investigates the performance of two machines using powder iron and lamination steel materials as armature teeth. Tests are conducted to evaluate the motor torque and speed curves as well as their efficiency under different loads. Finite element analysis (FEA) and equivalent circuit models are used to determine the levels of the magnetic saturation in the motors; calculate torque, inductance, and electromotive force (EMF); and determine the distribution of losses in the machine. The results show that the powder iron armature machine has lower back EMF and torque constants, and is less efficient than the steel laminations machine, which is due to the lower permeability and saturation flux density of the powder iron material
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