Towards enhancing retrieval effectiveness of search engines for diacritisized Arabic documents   总被引：1，自引：1，他引：0  

Bassam H. Hammo 《Information Retrieval》2009,12(3):300-323

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Usāma Ibn munqidh's book of the staff: autobiographical and historical excerpts     

Paul M. Cobb 《Al-Masaq: Islam & the Medieval Mediterranean》2005,17(1):109-123

Usāma ibn Munqidh (d. 584/1188) is best known to historians for his “memoirs” entitled Kitāb al-i‘tibār, which provides a very personal and detailed window into the world of an aristocratic Syrian Muslim in the period of the Crusades. But historians have almost completely ignored a lesser-known work by Usāma called Kitāb al–‘a.(s)ā, or The Book of the Staff. This anthology consists mostly of poetic excerpts relating to walking-sticks and staves, but, scattered throughout, it also contains a handful of narrative anecdotes about Usāma and his times very much akin to the material found in his “memoirs”: tales of miracles, of encounters with the Franks, of Usāma's family, and the courts of the amirs and atabegs of his day. This article presents these extracts translated into English for the first time, with commentary, in the hope that the Book of the Staff will attract the attention of historians that it deserves.  相似文献   

阿拉伯数码创造者新考   总被引：1，自引：0，他引：1  

李超 《湘南学院学报》2007,28(3):96-99

现在通用的"阿拉伯数码"并不是通过一次发明就定形的,它的形成有一个逐步演变的历史过程。首先,这套数码应源于古中国人创立的准十进位值制名称数码和十进位值制算筹数码,接着,古印度人在传播和使用的过程中对它进行了再创造,最后它的定形和被广泛接受也不能排斥古阿拉伯人的贡献.  相似文献   

数词的形象性及其修辞功能     

沈建华 《扬州工业职业技术学院学报》2006,(2)

数词是词汇中用于计数的词类,其语法意义比较单一。但在人们的语言实践中,数词也常用于非计数场合,并具备一定的形象意义,因此而产生了特有的修辞功能。数词的这种形象性及相应产生的修辞功能,在目前的汉语语法学和修辞学中尚未有所论及。  相似文献   

Cataloging and a Bibliographic Republic     

《Cataloging & classification quarterly》2013,51(4):67-77

No abstract available for this article.  相似文献   

中国数字的文化内涵及其英译——《孙子兵法》英译本个案研究     

唐春梅 《科教文汇》2011,(6)

本文主要讨论了中国数字的文化内涵,如象征吉凶等;中国数字的特殊用法,如数字用着动词、表顺序以及表倍数等。并以《孙子兵法》中数字的使用为例,对比了罗志野、袁士槟两人对《孙子兵法》中数字的不同处理,从而得出对数字进行英译的一般原则。  相似文献   

Editorial commentary     

George Chandler 《International Information and Library Review》2013,45(2):111-112

This article reports on researching “Middle East: Information Literacy awareness and indigenous Arabic World Wide Web content challenges”. The research reported upon was conducted in preparation for a training presentation which was delivered as a part of the UNESCO “Training the Trainers” (TTT) in Information Literacy workshop project that was held November 6–8, 2008 at the Bibliotheca Alexandrina in Alexandria, Egypt. Although the concept of Information Literacy is relatively new worldwide, by now it is fairly well understood, practiced and pedagogically supported in the developed world. But, it is still quite a mystery for developing countries, especially in the Middle East and North Africa regions. Therefore, the presentation the authors were invited to deliver at the workshop aimed at creating a much needed broader awareness concerning the concept of Information Literacy, including the somewhat differing definitions which are used in various world regions and cultures, and the concept’s relevance to the advancement of knowledge, research, and the general level of education in the Arabic speaking world. Special attention was paid to these problems in the context of challenges faced by higher education institutions in the Middle East and North Africa regions.

The authors discovered that the problem of the scarcity of indigenous Arabic content materials on the World Wide Web is inextricably related to the challenges of increasing the awareness of Middle East and North Africa audiences to the relevance of Information Literacy. The authors endeavor to explain in detail what this inter-relationship is, and why and how the increase of Arabic materials on the Web could then lead to an increase in the awareness of Information Literacy in those Arabic speaking regions.

The workshop presentation aimed at explaining and promoting Information Literacy skills, not only to students and researchers, but also to future Information Literacy trainers (the participants at the UNESCO workshop). The language barrier, the Digital Divide, and the lack of adequate Arabic digital content/resources relating to Information Literacy, were all reviewed with the workshop participants, illustrated by real world case examples, and discussed, in an effort to simultaneously try to work toward a consensus approach to teaching and learning the IL concept, and at the same time create a heightened Information Literacy awareness. Rather than simply amplify in detail the technical contents of the workshop presentations the authors made in this article, and with the encouragement of the Review’s editor and guest editor, the authors decided to “tell their story” in anecdotal fashion, sharing with the workshop participants tales of the many challenges they faced in just preparing materials for their presentations – and covering both the presentation format and the presentation content aspects, including explaining why they selected a specific teaching and learning approach, and how they dealt with various delivery and implementation challenges. By so doing, readers faced with similar teaching challenges might be better prepared to respond to the many challenges, both in the context of the preparations they will be required to make as well as in the context of their actual content delivery at their workshops.  相似文献   

Cognitive and metacognitive learning strategies among Arabic language students     

Ghazali Yusri  Nik Mohd Rahimi  Parilah M. Shah  Wan Haslina Wah 《Interactive Learning Environments》2013,21(3):290-300

This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender.  相似文献   

Living with dyslexia     

《Australian Journal of Learning Difficulties》2013,18(2):181-185

This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well.  相似文献   

《搜神记》数量结构研究     

王淑怡 《安康学院学报》2007,19(6):53-56

东晋干宝《搜神记》的数量结构具有鲜明的时代特色,反映了汉语在该时期的发展情况。数词和量词分类细致,组合形式多样,为汉语史的研究提供了鲜活的语言资料。  相似文献