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This short notice provides a novel and preliminary analysis of the source for the first Arabic history of the crusades, and contributes to the understanding of the penetration of the crusades as a distinct phenomenon into the Islamic world. The Arabic history, Min Ta?rīkh al-?urūb al-muqaddasa fī l-mashriq al-mad?ūwa ?arb al-?alīb was published in Jerusalem in 1865 under the authorship of the (late) Melkite patriarch, Maximos III Mazloum (d. 1855). The book was a modified translation of the French Les Guerres saintes d’Outre-Mer, ou tableau des croisades, retracé d’après les chroniques contemporaines, published in 1840 by Maxime de Montrond, who was heavily inspired by Michaud's Histoire des croisades. Though created in a Christian Francophile milieu, it seems clear that the Arabic translation was intended not only for a Christian audience, but also for a Muslim readership, as evidenced by examples, provided here, of the modifications of the French original. 相似文献
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Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework‐related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent–child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents’ emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents’ emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school. 相似文献
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More and more technical universities now advocate integrating sustainability in higher education and including it as a strategic goal for improving education’s quality and relevance to society. This study examines 30 fourth-year chemical engineering students, graduates of a university course designed to combine their terminological domain with sustainability-oriented goals, focusing on topics like corporate sustainability, developing environmental policy, introduction to ISO 14001—Environmental Management Systems (EMS), and environmental legislation. The study explores their perception of industrial-environmental issues and asks—How did the study unit influence the students’ ability to use their preexisting scientific knowledge, while relating to industrial-environmental issues? Our findings indicate that engineering students can develop industrial-environmental awareness, and make use of interdisciplinary knowledge beyond that strictly related to the realm of engineering. Regarding the research’s particular aim—i.e. determining the study unit’s influence on students’ ability to relate industrial-environmental issues to their own field of engineering—the findings indeed show a change in the students’ conceptions of environmental elements related to industry. The course graduates became more attentive to the environmental aspects associated with building and opening a factory, and the concepts they raised in connection with the topic gained in variety. 相似文献
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