The current paper is complementary and based on its predecessor, entitled: "The Methodology of Anthologies and Language Teaching Curriculum" which has been published in "Almarefah" magazine issued in Riyadh, 243, November 2015, pp. 30-45 It mainly consists of two sections. In the first section, an analytical survey of the old Arabic Anthologies within the period (178-1093 Hijri) (794-1682). Section II shows contemporary work anthologies during the 20th century. The analysis concludes the quality criteria anthology consisting of 27 items, to be a beacon for teachers and curriculum designers, policy makers and educators and scholars, and researchers who might wish to upgrade it. In subheadings: special anthology, anthology of stories, translated anthology, literature and cinema, trends of anthologies, anthologies for a non-Arabic-speaking, anthologies sponsored by the ministries of education, selections from the art of the essay, anthology of public speech. Finally: summary and recommendations. With the launch of an initiative to build the idea of Anthologies to the "Bank of texts". This task cannot be left to educators. It is a task that requires the muddiest of competencies in the fields of Linguistics, computing, media and publishing, libraries, funding and management.
This research problem was driven from the discipline of the Arabic curriculum design and the Arabic language teachers training programs as teachers feel the disintegration of knowledge, skills and educational activities. In their opinion, the courses and training programs that are offered to them are nonsense. The model provided here is combining linguistics from an educational perspective, and suggested applications that can be included in both Arabic Curriculum and teachers training courses. That model is based on the accumulated knowledge of linguistics and the available knowledge about language teaching and learning. Following the critical analytical methodology the main question answered is: How can the Arabic language teachers programs and Arabic Curriculum make benefits from educational applications taken from linguistics, specifically "Chomsky's linguistics"? Sub questions are: What are the main contributions of Chomsky's linguistics through the phases of its evolution since 1955 until today? What are the implementations of each phase in the Arabic Curriculum in public education? What criticisms were directed to Chomsky's linguistics works? What are the researchers' trends toward studying and applying Chomsky's linguistics? What applications / educational implications for the Arabic Curriculum which have been drawn from Chomshy's linguistics? As an introduction to the ideas of Chomsky, an outline was presented about the concept of "linguistic construction" and its role in language comprehension processes. The, a five phases of Chomsky linguistic works were illustrated with details and showing its implementations in Arabic language teaching and teachers' training. This search includes many corrections of misunderstood about Chomsky's ideas.
Some buildings hold certain qualities of space design similar to those originated from nature in harmony with its surroundings. These buildings, mostly associated with religious beliefs and practices, allow for human comfort and a unique state of mind. This paper aims to verify such effect on the human brain. It concentrates on measuring brain waves when the user is located in several spots (coordinates) in some of these buildings. Several experiments are conducted on selected case studies to identify whether certain buildings affect the brain wave frequencies of their users or not. These are measured in terms of Brain Wave Frequency Charts through EEG Device. The changes identified on the brain were then translated into a brain diagram that reflects the spiritual experience all through the trip inside the selected buildings. This could then be used in architecture to enhance such unique quality.
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