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Published: 27 July 2024

Last updated: 29 July 2024

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1

Sandy, Michael R. "Early Cretaceous brachiopods from Mexico and their paleobiogeographic significance." Journal of Paleontology 64, no. 6 (November 1990): 942–56. http://dx.doi.org/10.1017/s0022336000020011.

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The rhynchonellid genus Ptilorhynchia Crickmay and the terebratulid genus Sellithyris Middlemiss are described from Mexico for the first time. This is the first formal description of Sellithyris from the American Continent. Ptilorhynchia (Proteorhynchia) imlayi n. sp. is described from the late Aptian of the La Penã Formation, Coahuila. “Rhynchonella’ durangensis Imlay from the Valanginian of the Carbonera Formation, Durango, is assigned to Ptilorhynchia (Proteorhynchia). “Terebratula’ coahuilensis Imlay from the Valanginian Barril Viejo Formation, Coahuila, is referred to Sellithyris. Sellithyris coahuilensis indicates close links with contemporaneous Valanginian faunas of southern Europe. During the early Early Cretaceous Sellithyris had a fairly restricted latitudinal and broad longitudinal distribution (Tethys and its extension across the opening Central Atlantic Ocean). Ptilorhynchia (Proteorhynchia) in Mexico is significant as the first low-latitude record for Ptilorhynchia. Other Lower Cretaceous records are from northern and southern high latitudes, previously interpreted as a bipolar distribution. It is suggested that Ptilorhynchia had a Boreal-East Pacific distribution with Ptilorhynchia (Proteorhynchia) being a low-latitude Early Cretaceous offshoot. The genus may prove to be pandemic. Proteorhynchia Owen is regarded as a subgenus of Ptilorhynchia.

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2

Reitzer, Larry. "Death by Cystine: an Adverse Emergent Property from a Beneficial Series of Reactions." Journal of Bacteriology 197, no. 23 (September 14, 2015): 3626–28. http://dx.doi.org/10.1128/jb.00546-15.

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In this issue of theJournal of Bacteriology, Chonoles Imlay et al. (K. R. Chonoles Imlay, S. Korshunov, and J. A. Imlay, J Bacteriol 197:3629–3644, 2015,http://dx.doi.org/10.1128/JB.00277-15) show that oxidative stress kills sulfur-restrictedEscherichia coligrown with sublethal H2O2when challenged with cystine. Killing requires rapid and seemingly unregulated cystine transport and equally rapid cystine reduction to cysteine. Cysteine export completes an energy-depleting futile cycle. Each reaction of the cycle could be beneficial. Together, a cystine-mediated vulnerability emerges during the transition from a sulfur-restricted to a sulfur-replete environment, perhaps because of complexities of sulfur metabolism.

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3

Hall, Russell L. "New Bathonian (Middle Jurassic) ammonite faunas from the Fernie Formation, southern Alberta." Canadian Journal of Earth Sciences 26, no. 1 (January 1, 1989): 16–22. http://dx.doi.org/10.1139/e89-002.

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Lateral impressions of ammonites are described from three levels in shales of the Ribbon Creek Member (Fernie Formation) at Adanac Pass, southern Alberta. The occurrence of Kepplerites cf. costidensus (Imlay) and Kepplerites subitus (Imlay) with East Pacific forms belonging to Xenocephalites and Lilloettia indicates correlation with the upper Bathonian of the Boreal sequence.

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4

Kauffman, Erle G., and Norman F. Sohl. "Ralph Willard Imlay (1908–1989)." Journal of Paleontology 64, no. 2 (March 1990): 329–30. http://dx.doi.org/10.1017/s0022336000018485.

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5

Stelck, C. R. "Stelckiceras and other Gastroplitinae (Ammonitina), from the Albian (Lower Cretaceous) Fort St. John Group, Peace River area, northeastern British Columbia." Canadian Journal of Earth Sciences 32, no. 7 (July 1, 1995): 977–92. http://dx.doi.org/10.1139/e95-082.

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Stelckiceras Jeletzky, 1980 and Pseudopulchellia Imlay, 1961 emend. (J.A. Jeletzky in 1980) are illustrated from the Ammobaculites wenonahae Subzone of the Albian (Lower Cretaceous) Hasler Formation of the Fort St. John Group, on the Peace River in northeastern British Columbia. Species of Gastroplites McLearn, 1930, Pseudopulchellia Imlay, 1961, Pseudogastroplites Jeletzky, 1980, and Stotticeras Jeletzky, 1980 are illustrated from the Ammobaculites sp. and Haplophragmoides multiplum subzones of the subjacent Cadotte Member of the Boulder Creek Formation and the underlying Hulcross Formation. Two new species, Gastroplites bahani and Gastroplites jeletzkyi, are described. The presence of several Arctic exotic ammonites suggests that the middle Albian interior seaway was not entirely isolated from the Arctic basin. Numerous foraminifera are known to be common to both basins, and current inflow may have prevented endemic Gastroplites s.st. and Stelckiceras from migrating northward. Biostratigraphic conclusions by J.A. Jeletzky are supported by this study.

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6

Hughes, Rowland. "Gilbert Imlay: Citizen of the World - By Wil Verhoeven." Journal for Eighteenth-Century Studies 34, no. 1 (February 10, 2011): 124–26. http://dx.doi.org/10.1111/j.1754-0208.2011.00192.x.

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7

Will Mackintosh. "Gilbert Imlay: Citizen of the World (review)." Journal of the Early Republic 29, no. 2 (2009): 379–82. http://dx.doi.org/10.1353/jer.0.0075.

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8

Beard, M. "'Whither am I wandering?' A journey into the Self – Mary Wollstonecraft’s travels in Scandinavia, 1795." Literator 25, no. 1 (July 31, 2004): 73–90. http://dx.doi.org/10.4102/lit.v25i1.246.

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To place the letters written by Mary Wollstonecraft from Scandinavia to her lover, Gilbert Imlay, besides the journal in epistolary form that she published on her return to England, is to discern something of the complexity of Wollstonecraft’s personality. The two sets of documents, each of distinctive interest, reveal by their juxtaposition the struggle of an intelligent woman to reconcile her feelings and her reason as she strives to pursue a trajectory towards the emotional and financial independence that she had claimed for women in her polemical work A Vindication of the Rights of Woman. The comparison between the two sets of documents also demonstrates the ways in which the characteristics of the letter – its potentiality for immediacy, for the expression of the self and the emotions – are consciously shaped in the published Letters. Such strategies are designed for the perceived reader in each case: on the one hand, Imlay himself and, on the other, all those readers likely to purchase a work from the imprint of Joseph Johnson.

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9

Son, Hoang Nghia, Nguyen Trung Quynh Nhu, Diep Trung Cang, Nguyen Le Huy Thinh, Dang Dang Khoa, Truong Xuan Dai, Nguyen Thi Phuong Thao, and Le Thanh Long. "Inducement of apoptosis in HepG2 cells by total extract of Scutellaria barbata and Pseuderanthemum bracteatum Imlay." Tạp chí Khoa học 16, no. 3 (September 24, 2019): 182. http://dx.doi.org/10.54607/hcmue.js.16.3.2462(2019).

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This study aimed to evaluate the effect of total extract of Scutellaria barbata and Pseuderanthemum bracteatum Imlay on HepG2 cell line. The results showed that total extract reduced HepG2 cell density for 48 hours of treatment. The total extract induced the changes expression of apoptosis-related genes in HepG2 cells including Bcl-2 and caspase family. Moreover, the ratio of apoptotic cells was associated with an increase of total extract concentration.

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10

Monnet, Claude, and Hugo Bucher. "Silberlingitoides, new name for Silberlingia Monnet & Bucher, 2005 non Imlay, 1963." Lethaia 39, no. 2 (June 2006): 128. http://dx.doi.org/10.1080/00241160600738968.

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11

Seidenfaden, Emil Eiby. "Clarence Streit and Twentieth-Century American Internationalism, written by Talbot C. Imlay." Diplomatica 6, no. 1 (April 3, 2024): 166–68. http://dx.doi.org/10.1163/25891774-bja10117.

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12

Masabni, Joseph G., and Bernard H. Zandstra. "Discovery of a Common Purslane (Portulaca oleracea) Biotype Resistant to Linuron." Weed Technology 13, no. 3 (September 1999): 599–605. http://dx.doi.org/10.1017/s0890037x00046261.

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Greenhouse and field experiments were conducted to confirm and quantify linuron resistance in common purslane (Portulaca oleracea) collected from a carrot (Daucus carota) field in Imlay City, MI. Preliminary evaluation was made using a flotation test kit to identify resistance to linuron and atrazine. Subsequent greenhouse experiments indicated that this common purslane was resistant to 11.2 kg/ha linuron and 179 kg/ha atrazine. The resistance ratio for linuron was > 300 and was > 400 for atrazine. The resistant common purslane was also highly resistant to diuron, cyanazine, and prometryn but had a low level of negative cross-resistance to bromoxynil. Both resistant and susceptible biotypes of common purslane were sensitive to hexazinone and bentazon.

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13

Laqua, Daniel. "Talbot C. Imlay. The Practice of Socialist Internationalism: European Socialists and International Politics, 1914–1960." American Historical Review 125, no. 1 (February 1, 2020): 299–301. http://dx.doi.org/10.1093/ahr/rhz800.

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14

Braskén, Kasper. "Talbot C. Imlay, The Practice of Socialist Internationalism: European Socialists and International Politics, 1914–1960." European History Quarterly 49, no. 1 (January 2019): 131–33. http://dx.doi.org/10.1177/0265691418822189n.

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15

Zell, Patrick, and Wolfgang Stinnesbeck. "Salinites grossicostatum (Imlay, 1939) and S. finicostatum sp. nov. from the latest Tithonian (Late Jurassic) of northeastern Mexico." Boletín de la Sociedad Geológica Mexicana 68, no. 2 (2016): 305–11. http://dx.doi.org/10.18268/bsgm2016v68n2a8.

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16

Frau, Camille, Luc G. Bulot, and William A. P. Wimbledon. "Upper Tithonian Himalayitidae Spath, 1925 (Perisphinctoidea, Ammonitina) from Le Chouet (Drôme, France): implications for the systematics." Geologica Carpathica 66, no. 2 (April 1, 2015): 117–32. http://dx.doi.org/10.1515/geoca-2015-0014.

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Abstract This contribution focuses on the late Tithonian ammonite faunas belonging to the Family Himalayitidae Spath in the key-section of Le Chouet (Drôme, France). The great majority of specimens from the Mediterranean Tethys, previously referred to Durangites Burckhardt, are now interpreted as juveniles and/or microconchs of the highly variable species Protacanthodiscus andreaei (Kilian). Moreover, comparison between specimens from France, Spain and Bulgaria formerly assigned to Durangites astillerensis Imlay and the type material of this species, supports the introduction of Boughdiriella chouetensis gen. nov. et sp. nov. Further, the revision of the type specimens of D. astillerensis and Durangites of the D. vulgaris group shows that the former species deserves a new generic status, for which Parrasiella gen. nov. is erected. Toucasiella, previously only known from Spain and Tunisia, is also reported for the first time from south east France. The revision of the “Mediterranean Durangites” supports the rejection of a Durangites spp. Zone as part of the standard zonation for the upper Tithonian, and its replacement by the P. andreaei Zone ( = D. vulgaris Zone sensu Sarti, 1988).

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17

Boyce, Robert. "Reviews of Books:Facing the Second World War: Strategy, Politics, and Economics in Britain and France 1938-1940 Talbot C. Imlay." American Historical Review 110, no. 1 (February 2005): 210–11. http://dx.doi.org/10.1086/531250.

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18

Bogdashkin, Aleksandr. "Talbot Imlay and Martin Horn, The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany." European History Quarterly 46, no. 4 (September 2016): 749–51. http://dx.doi.org/10.1177/0265691416658234w.

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19

Kroll, Thomas. "Talbot C. Imlay, The Practice of Socialist Internationalism. European Socialists and International Politics, 1914–1960. Oxford, Oxford University Press 2017." Historische Zeitschrift 311, no. 3 (December 1, 2020): 835–36. http://dx.doi.org/10.1515/hzhz-2020-1503.

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20

Mann, Keith. "Talbot Imlay and Martin Horn. The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany." American Historical Review 120, no. 3 (June 2015): 1129–30. http://dx.doi.org/10.1093/ahr/120.3.1129.

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21

Wawrzinek, Jennifer. "Hospitality and the Nation in Mary Wollstonecraft’s A Short Residence in Sweden, Norway, and Denmark." Romantik: Journal for the Study of Romanticisms 3, no. 1 (March 4, 2016): 129. http://dx.doi.org/10.7146/rom.v3i1.23257.

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<p>In the summer of 1795, when Mary Wollstonecraft journeyed to Scandinavia, she was disillusioned with human society and the possibility of meaningful relation with others. She had recently been in Paris, where she had seen many of her moderate revolutionary friends executed under Robespierre’s Reign of Terror, and by the time of her arrival in Scandinavia her unsatisfactory relationship with Gilbert Imlay was coming to an end. The book that resulted from this journey, A Short Residence in Sweden, Norway, and Denmark, is remarkable for its critique of sovereignty and the reification of difference inherent to the construction of national borders and the drives of commercial exchange. The article argues that Wollstonecraft insists upon openness to the people and cultures she encounters through configuring epistemology as a twin process of experiential contact and sceptical inquiry. This a process that remains inherently and necessarily ethical because it resists the structures of tyranny, domination, and control, which Wollstonecraft perceives to be afflicting late-eighteenth-century Europe, whilst simultaneously allowing for a re-conception of politics and justice according to the demands both of the present and the not-yet-formalised future.</p>

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22

Mulvey-Roberts, Marie. "Wil Verhoeven. Gilbert Imlay: Citizen of the World. London: Pickering and Chatto, 2008. ISBN: 978-1-85196-859-6. Price: £60." Romanticism and Victorianism on the Net, no. 52 (2008): 0. http://dx.doi.org/10.7202/019808ar.

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23

Broch, Ludivine. "The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany, by Talbot Imlay and Martin Horn." English Historical Review 132, no. 557 (July 14, 2017): 1022–23. http://dx.doi.org/10.1093/ehr/cex196.

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24

Poy, Lucas. "Talbot Imlay. The Practice of Socialist Internationalism. European Socialists and International Politics, 1914–1960. Oxford University Press, Oxford 2018. xi, 480 pp. £100.00." International Review of Social History 67, no. 2 (August 2022): 348–51. http://dx.doi.org/10.1017/s0020859022000451.

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25

MËHILLI, ELIDOR. "The Practice of Socialist Internationalism: European Socialists and International Politics, 1914–1960. By Talbot C. Imlay. Oxford University Press. 2018. xi + 480pp. £85.00." History 105, no. 364 (January 2020): 168–70. http://dx.doi.org/10.1111/1468-229x.12911.

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26

Jousse, Emmanuel. "Imlay (Talbot C.) – The Practice of Socialist Internationalism. European Socialists and International Politics, 1914-1960 . – Oxford, Oxford University Press, 2017. 496 p. Index." Revue française de science politique Vol. 71, no. 5 (April 1, 2022): XXVI. http://dx.doi.org/10.3917/rfsp.715.0926z.

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27

Vergnon, Gilles. "Imlay Talbot C. , The Practice of Socialist Internationalism. European Socialists and International Politics, 1914-1960 , Oxford, Oxford University Press, 2018, 480 p., 85 £." Vingtième Siècle. Revue d'histoire N° 140, no. 4 (October 26, 2018): XII. http://dx.doi.org/10.3917/ving.140.0191l.

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28

Crook, Nora. "The Clairmont Correspondence: Letters of Claire Clairmont, Charles Clairmont and Fanny Imlay Godwin. Vol. I, 1808-1834, Vol. II, 1835-1879. Marion Kingston Stocking, ed." Wordsworth Circle 28, no. 4 (September 1997): 242–44. http://dx.doi.org/10.1086/twc24044731.

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29

XIA, CHUN, and YUNFEI DENG. "Phlogacanthus yangtsekiangensis, a new combination in Chinese Acanthaceae." Phytotaxa 104, no. 1 (May 29, 2013): 58. http://dx.doi.org/10.11646/phytotaxa.104.1.9.

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The genus Cystacanthus was established by Anderson (1867: 457) and placed in tribe Ruellieae Dumortier (1829: 23) when published. In fact, it is closely related to Phlogacanthus Nees von Esenbeck (1832: 76, 99) and differs only in the corolla shape and indumentum. Thus, many authors merged Cystacanthus with Phlogacanthus (Benoist 1935, Imlay 1939, Brummit 1992, Mabberley 2008). But it was still recognized as a genus independent from Phlogacanthus by many recent authors (Scotland 1992, Scotland & Vollesen 2000, Hu 2002, Hu & Fu 2005, Wu et al. 2003, 2006, Hu et al. 2011). Our recently unpublished molecular analysis, however, showed that species of Cystacanthus are nested within Phlogacanthus and they might be treated as a single genus, Phlogacanthus. Phlogacanthus belongs to tribe Andrographideae Endlicher (1839: 707) and consists of about 35 species distributed in S and SE Asia (Scotland 1992, Scotland & Vollesen 2000, Mabberley 2008, McDade et al. 2008). In the recently published English version of the Flora of China (Hu et al. 2011), eight species were recognized in Cystacanthus. Among these, five species, i.e., Cystacanthus paniculatus Anderson (1867: 458), C. pyramidalis Benoist (1928: 907), C. abbreviatus Craib (1911: 438), C. vitellinus (Roxburgh 1820: 117) Y. F. Deng in Hu et al. (2011: 477) and C. colaniae (Benoist 1936: 109) Y. F. Deng in Hu et al. (2011: 477), already have names in Phlogacanthus; Cystacanthus yangtsekiangensis (Léveillé 1915: 6) Rehder (1935: 315), C. affinis Smith (1916: 103) and C. yunnanensis Smith (1916: 104), still need to be transferred to Phlogacanthus.

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Munawwaroh, Ela Isnani. "MEDIA â€œAUDIO VISUALâ€ UNTUK PEMBELAJARAN KEMAHIRAN MENULIS (IMLAâ€™)." Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam 4, no. 1 (June 5, 2021): 1–10. http://dx.doi.org/10.26555/insyirah.v4i1.4182.

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Abstract: The ability of students in Islamic universities to write Arabic correctly is very important. Therefore, it is very important to have learning related to tahsinul kitabah or improving Arabic writing. The problem that the writer finds in the process of learning tahsinul kitabah is that there are still many students who have very low writing skills in Arabic. This is partly due to the previous educational background. For this reason, a learning innovation is needed that can help students improve their writing skills even for those who do not have an educational background in previous Islamic religious schools. This paper contains a study of several learning media theories which are mixed in a learning media design. The results of this study, the authors produced an audiovisual learning media for imla 'learning, namely silent audio-visual media, in the form of books / sheets and sound (audio).Key Words: Instructional media, audio-visual, imlaâ€™Â Abstrak: Kemampuan mahasiswa di perguruan tinggi Islam dalam menulis tulisan berbahasa Arab sangat penting. Oleh karena itu, sangat diperlukan adanya pembelajaran terkait tahsinul kitabah atau memperbaiki tulisan berbahasa Arab. Permasalahn yang penulis temukan dalam proses pembelajaran tahsinul kitabah adalah masih banyaknya mahasiswa yang memiliki kemampuan menulis tulisan berbahasa Arab sangat rendah. Hal itu di antaranya disebabkan oleh latar belakang pendidikan yang ditempuh sebelumnya. Untuk itu diperlukan adanya suatu inovasi pembelajaran yang bisa membantu mahasiswa meningkatkan kemampuan menulis mereka bahkan bagi mereka yang tidak memiliki latar pendidikan di sekolah agama Islam sebelumnya. Tulisan ini berisi kajian terhadap beberapa teori media pembelajaran yang diramu dalam suatu desain media pembelajaran. Hasil dari kajian tersebut, diperoleh sebuah media pembelajaran audiovisual untuk pembelajaran imlaâ€™, yaitu media audio visual diam, berupa buku/lembaran dan suara (audio).Kata kunci: Media pembelajaran, audio-visual, imlaâ€™

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31

Mouré, Kenneth. "The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany. By Talbot Imlay and Martin Horn. Cambridge University Press, 2014. Pp. x, 291. $110.00, hardcover." Journal of Economic History 76, no. 1 (February 25, 2016): 265–66. http://dx.doi.org/10.1017/s0022050716000395.

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32

Dockrill, Michael L. "Talbot C. Imlay. Facing the Second World War: Strategy, Politics, and Economics in Britain and France 1938–1940. New York: Oxford University Press. 2003. Pp. x, 393. $99.00. ISBN 0-19-926122-9." Albion 36, no. 4 (2005): 758–60. http://dx.doi.org/10.2307/4054647.

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33

Kartes, Jacob, Emily S. Spivak, and Hannah Imlay. "493. Incidence and Characterization of Chronic Active COVID Among Patients Infected with the Novel Coronavirus (COVID-19) Receiving B-cell Depleting Therapies (BCDTs)." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S347—S348. http://dx.doi.org/10.1093/ofid/ofab466.692.

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Abstract Background There have been reports of COVID-19 infection characterized by prolonged viral replication [chronic active COVID-19 (CAC)] among immunocompromised patients, including those receiving B-cell depleting therapies (BCDTs). We aimed to characterize the severity and incidence of CAC among patients on BCDTs with COVID-19, and to identify associated risk factors. Methods We retrospectively reviewed all patients who received an anti-CD20 BCDT within 1 year of a positive COVID test at University of Utah Health. Demographics, comorbidities, indications, and timing of BCDT were documented. Chart review was performed to characterize the clinical course, including need for hospitalization, COVID-specific therapies, need for ICU and ventilatory support, and mortality. We defined CAC as: (1) despite initial clinical improvement, progression of illness extending beyond 14 days, characterized by ongoing fevers or progressive respiratory failure; or (2) ongoing symptoms with demonstration of absent seroconversion ≥ 14 days into illness. In some patients the diagnosis of CAC was supported by low viral PCR crossing thresholds that occurred ≥ 14 days into illness. Logistic models were used to identify risk factors for CAC among the cohort of patients who survived through the initial period of infection. Results We identified 66 individuals who received a BCDT within 1 year of a positive COVID test; 29 (44%) were hospitalized, 4 (6%) required ventilation, and 7 (11%) died within 60 days. Among 63 patients who survived their initial COVID course, 16 (25%) had courses compatible with CAC. Nine (56%) who received a BCDT within 1 month before or 2 weeks after their COVID diagnosis developed CAC; OR 7.4 (95% CI 1.7, 31.6, p=0.002). Conclusion We clinically observed COVID-19 infection lasting longer than the typical course and propose a definition for CAC. Incidence of CAC was highest among patients who received BCDT within 30 days before or 2 weeks after COVID-19 diagnosis. High suspicion for CAC is warranted among patients receiving these therapies. Additional study is needed to better define risk for CAC among varying immunosuppressed populations and determine whether COVID-specific treatments early in disease may benefit these patients. Disclosures Hannah Imlay, MD, MS, Gilead Sciences, Inc. (Scientific Research Study Investigator)

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34

Kahn, A. "Norman William Imlah." BMJ 339, aug14 1 (August 14, 2009): b3316. http://dx.doi.org/10.1136/bmj.b3316.

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35

Nisa, Nur Khoirun, and M. Thaib Rizki. "INTEGRASI KAIDAH IMLA’ DAN TAJWID DALAM KEMAMPUAN MENULIS BAHASA ARAB." AL-MU'ARRIB: JOURNAL OF ARABIC EDUCATION 1, no. 2 (December 6, 2021): 49–57. http://dx.doi.org/10.32923/al-muarrib.v1i2.2068.

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Pembelajaran dengan mengintegrasikan kaidah imla’ dan tajwid dapat dijadikan salah satu solusi untuk meningkatkan prestasi belajar siswa pada mata pelajaran bahasa Arab khususnya dalam keterampilan menulis. Hal ini disebabkan bahwa antara tajwid dan imla’ memusatkan fokus yang sama; lebih banyak menulis dan mendengarkan. Akan tetapi, namun dalam tajwid fokus mendengarkan dan memperhatikan lebih dahulu sebelum menulis. Tujuan dari menulis dengan mengintegrasikan imla’ dan tajwid ini ialah Melatih pelajar dalam menulis huruf dan kata secara benar sesuai kaidah bahasa Arab asli, Mengarahkan pelajar menggunakan indera pendengarannya secara maksimal. Imla’ juga terbagi menjadi menjadi empat jenis yaitu, imla’ manqul, imla’ istima’iy, imla’ mandhur, imla’ ikhtibary. Keempat jenis imla’ ini terdapat caranya tersendiri, hasil akhir yang diharapkan dari integrasi imla dan tajwid ialah: (1) Melatih pelajar dalam menulis huruf dan kata secara benar sesuai kaidah bahasa Arab asli. (2) Membantu pelajar secara lebih yang mengalami kesulitan dalam menulis imla’.

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Todd, Edmund N. "Talbot Imlay and Martin Horn. The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany. Cambridge: Cambridge University Press, 2014. x + 291 pp. ISBN 978-1-107-0-1636-1, $99.00 (cloth)." Enterprise & Society 17, no. 2 (February 9, 2016): 434–35. http://dx.doi.org/10.1017/eso.2015.69.

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Syamsiyah, Barid. "Al-Musykilât Fî Dirâsati Al-Imla’ Lada Thullâbi Al-Jâmi’ah Wa Tahlîluhâ." Maharaat: Jurnal Pendidikan Bahasa Arab 5, no. 1 (October 31, 2022): 1–15. http://dx.doi.org/10.18196/mht.v5i1.14429.

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Penelitian ini bertujuan untuk mengetahui problematika pembelajaran imla’ dan pemberian solusinya pada mahasiswa PBA di IAIN Salatiga. Penelitian ini merupakan penelitian kualitatif lapangan dengan menggunakan metode observasi, wawancara dan dokumentasi dalam pengumpulan sumber data. Teknik Analisis data penelitian menggunakan teknik analisis deskriptif. Adapun hasil penelitian menunjukkan bahwa problematika pembelajaran imla’ disebabkan oleh beberapa faktor yaitu faktor internal dan faktor eksternal. Faktor internal meliputi siswa, guru, materi dan metode pembelajaran. Adapun faktor eksternal meliputi faktor pembelajaran imla’ meliputi kaidah-kaidah pembelajaran imla’. Adapun dalam mengatasi problematika pada pembelajaran imla’ mahasiswa yaitu memperbanyak kosakata dan latihan menulis, perhatian yang lebih pada kaidah-kaidah imla’ baik secara teori maupun praktek, menentukan materi imla’ dari yang mudah dan yang sulit serta pentingnya pengajar yang profesional yang ahli dalam pembelajaran imla’.

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Mulya Nugraha, Rahmat, Rosid Bahar, and Titim Siti Fatimah. "PENGARUH PENEKANAN KAIDAH IMLA DALAM KEMAMPUAN MENULIS BAHASA ARAB (IMLA')." Jazirah: Jurnal Peradaban dan Kebudayaan 5, no. 01 (June 16, 2024): 1–19. http://dx.doi.org/10.51190/jazirah.v5i01.114.

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Penelitian ini bertujuan untuk menyelidiki pengaruh penerapan kaidah Imla dalam pembelajaran kemampuan menulis Bahasa Arab di SMAT Riyadlul Ulum Wadda'wah. Masalah utama yang menjadi latar belakang penelitian adalah kurangnya efektivitas pembelajaran Imla di sekolah tersebut. Metode penelitian yang digunakan adalah eksperimen dengan desain pra-pasca uji kontrol kelompok. Dua kelompok siswa diambil sebagai sampel, dengan satu kelompok menerima pembelajaran Imla berdasarkan kaidah yang ditetapkan, sementara kelompok kontrol menerima pembelajaran konvensional. Data dikumpulkan melalui tes menulis Bahasa Arab sebelum dan setelah perlakuan. Hasil penelitian menunjukkan bahwa penerapan kaidah Imla secara signifikan meningkatkan kemampuan menulis Bahasa Arab siswa di SMAT Riyadlul Ulum Wadda'wah dibandingkan dengan kelompok kontrol. Hasil ini mengindikasikan bahwa penggunaan kaidah Imla dalam pembelajaran Bahasa Arab memiliki potensi besar untuk meningkatkan efektivitas pembelajaran di sekolah tersebut. Implikasi dari penelitian ini adalah bahwa pengajaran Imla dengan metode yang tepat dapat menjadi solusi untuk mengatasi masalah kurangnya kemampuan menulis Bahasa Arab di tingkat sekolah menengah atas, memberikan panduan bagi guru dan sekolah dalam meningkatkan metode pembelajaran Bahasa Arab, serta mempromosikan penggunaan Imla sebagai alat efektif dalam proses pembelajaran

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Riskiyanti, Riska, and Habib Muhammad. "STRATEGI GURU IMLA’ DALAM MENGATASI KESULITAN BELAJAR IMLA’ PADA SISWA DI MADRASAH TSANAWIYAH NURUL HUDA KECAMATAN MANDIANGIN KABUPATEN SAROLANGUN." Islamic Education Studies : an Indonesia Journal 4, no. 1 (March 4, 2022): 36–49. http://dx.doi.org/10.30631/ies.v4i1.26.

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Berdasarkan latar belakang masalah maka Penelitian ini bertujuan untuk mengetahui sejauh mana tentang. Strategi Guru Imla Dalam Mengatasi Kesulitan Siswa Belajar Imla’(menulis Al-Qur’an) di Madrasah Tsanawiyah Nurul Huda Kecamatan Mandiangin, Kabupaten Sarolangun. Metode yang digunakan dalam penelitian menggunakan metode kualitatif deskriptif dengan menggunakan Teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukan bahwa Pertama, Strategi yang digunakan guru dalam pembelajaran Imla’ adalah dengan menggunakan strategi ceramah, metode latihan dan metode penugasan. Kedua, Kemampuan siswa dalam belajar imla’ tidak semuanya bisa, banyak siswa yang kurang bisa dalam menulis Imla’. Belum bisa menyambung dan merangkai hurufnya, menjadi kalimat. Hanya beberapa siswa yang bisa. Ketiga, Adapun kemampuan siswa dalam menulis dan memahami imla’banyak juga yang belum bisa. Hanya beberapa siswa yang sudah bisa menulis Imla’

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Pauji, Dicky Rachmat. "Amâlî (Imla) As Arabic Writing Technique." Metahumaniora 7, no. 1 (April 29, 2017): 128. http://dx.doi.org/10.24198/metahumaniora.v7i1.23332.

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Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

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Pauji, Dicky Rachmat. "Amâlî (Imla) As Arabic Writing Technique." Metahumaniora 7, no. 1 (April 29, 2017): 128. http://dx.doi.org/10.24198/mh.v7i1.23332.

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Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

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Suwardi, Fuad Munajat. "Faktor-faktor Kesulitan Menulis Imla Mahasiswa PBA IAIN Kudus di Masa Pandemik." Arabia 13, no. 1 (June 22, 2021): 47. http://dx.doi.org/10.21043/arabia.v13i1.10173.

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Artikel ini menyoroti penyebab kesulitan mahasiswa dalam menulis imla yang menjadi masalah klasik dalam pembelajaran kitabah. Kesulitan tersebut pada gilirannya menjadi lebih besar ketika pandemic covid 19 melanda. Penelitian ini memiliki tujuan untuk menelusuri 1) Kesulitan yang dihadapi mahasiswa dalam belajar Imla, 2) Tema-tema Imla yang dipersepsikan sulit oleh mahasiswa, dan 3) Persepsi mahasiswa terkait pembelajaran Imla secara online. Dengan menggunakan metode survey pada mahasiswa yang mengambil mata kuliah Kitabah didapati bahwa 1) kesulitan yang dihadapi mahasiswa dalam pembelajaran Imla berupa model kuliah daring dan materi kaidah imla yang cukup rumit baik teori maupun praktik, 2) tema yang dipersepsi sulit menurut mahasiswa antara lain huruf-huruf yang ditambahkan pada kata tetapi tidak diucapkan, pungtuasi, dan washal fashal, 3) mayoritas mahasiswa menyatakan kurang senang dengan pembelajaran online dengan 63,1 %.

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Anwar, Moh. "Pembelajaran Qawaidul Imla’, Konsepsi, Problematika dan Solusinya." Tafhim Al-'Ilmi 14, no. 1 (September 30, 2022): 42–56. http://dx.doi.org/10.37459/tafhim.v14i1.6031.

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AbstractWriting skill is one of the skills learned in learning Arabic in addition to the other three skills. By mastering writing skills, the competence of a student will be more complete. Writing skills in the context of learning Arabic include two aspects, namely writing skills related to the ability to write words and sentences correctly in accordance with Arabic writing rules, and writing skills related to the ability to express ideas in the form of essays. In the first aspect, writing skills are framed in a discipline known as Qawaidul Imla '. In this science, the rules or rules for writing Arabic are studied correctly in accordance with what has been agreed upon by the scholars in their field. So this paper tries to explore the nature of learning qawaidul imla 'at all levels of education in general. The author tries to emphasize the conception of qawaidul imla' learning, the purpose of qawaidul imla', qawaidul imla' material, various problems and problems faced by students in learning imla' and several offers of solutions. Keywords: Qawaidul Imla ', Conception, Problematic, Solution

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İBRAHİMOV, Elçin. "TÜRK DİLLERİNDE İMLA SORUNLARI (OĞUZ GRUBU TÜRK DİLLERİNDE GENEL İMLA KURALLARI)." International Journal Of Turkish Literature Culture Education 5, no. 5/4 (January 1, 2016): 1676. http://dx.doi.org/10.7884/teke.1758.

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Putri, Nurhaliza, and Nurlaily Nurlaily. "Taḥlīlu al Akhṭa’i al Imlā’iyyati fī Kitābati al Lughati al ‘Arabiyyati ‘inda al Talāmīżi fī al Madrasati Ahmad Daḥlān fī Madīnati Jāmbi (Dirāsatun Taḥlīliyyatun fī Qawā’idi al Imlā’iyyati)." Al-Uslub: Journal of Arabic Linguistic and Literature 6, no. 02 (September 28, 2022): 149–87. http://dx.doi.org/10.30631/al-uslub.v6i02.129.

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The type of research used is qualitative research. Research whose data is obtained using learning methods in the field or personal fieldwork. This study analyzes writing errors in writing Arabic at Madrasah Tsanawiyah Ahmad Dahlan in Jambi City. This research was conducted because the researchers found the problem of students' writing errors in spelling in Arabic at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City. at Ahmad Dahlan, Jambi City. 2. What are the causes of frequent errors in writing spelling in Arabic at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City.3. What is the solution to overcome spelling errors in writing Arabic for students at Madrasah Tsanawiyah in Ahmad Dahlan, Jambi City. The results of the study show that: The causes of imla errors after using the theory that there are errors made by students at the Ahmad Dahlan School in the city of Jambi include: errors in terms of writing with different amounts in each surah including errors in writing surah alfatihah, errors in surah an-nas, Error in surah al-Maun. as well as errors in hamzah washol and hamzah qhot'i and errors in writing Arabic. the causes of student errors are lack of understanding of Arabic vocabulary, lack of understanding of recitation and do not understand writing hijaiyah letters, do not understand the rules, lack of practice on imla and lack of focus in learning imla. The solution to reducing imla errors is by: 1.The teacher's role The teacher pays more attention to imla errors and provides training in Arabic writing, coupled with an understanding of Arabic vocabulary, 2. emphasizes understanding related to recitation and also in writing hijaiyah letters so that students are more it's easy to write IMLA, 3. provide practice or learning related to IMLA, and use books related to Islamic imla learning. The school supports it by providing facilities for books related to IMLA to make it easier for students to understand what IMLA and Qawaidul Imla are so that students more interested and enthusiastic in learning Arabic.

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Alifia Selviana Agnie Putri and Taufik Taufik. "Meningkatkan Keterampilan Menulis Bahasa Arab Melalui Strategi Pembelajaran Imla’." Mahira 4, no. 1 (June 30, 2024): 35–50. http://dx.doi.org/10.55380/mahira.v4i1.554.

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Menulis merupakan keterampilan yang sangat dicari, terutama dalam menulis bahasa Arab. Tentu saja ada aturannya saat menulis bahasa Arab itu sendiri. Kaidah bahasa Arab memuat ketentuan penulisan teks Arab ditinjau dari tingkat ketelitian yang timbul dari aspek nahwu dan sharaf. Ketika belajar bahasa Arab dengan strategi imla’, peserta didik perlu berlatih mendengarkan, mengukur daya ingat, dan berlatih menulis. Imla’ merupakan salah satu keterampilan bahasa Arab yang penting untuk dikuasai siswa. Melalui pembelajaran Imla’ yang efektif, siswa dapat meningkatkan kemampuan menulis huruf Arab secara akurat dan lancar. Tujuan penelitian ini adalah untuk mendeskripsikan strategi pembelajaran imla yang diterapkan di sekolah. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif. Data penelitian diperoleh dengan mengumpulkan artikel dari berbagai sumber. Strategi pembelajaran imla’ yang diterapkan dinilai sangat efektif dalam meningkatkan kemampuan siswa menulis huruf arab secara akurat dan lancar. Hal ini dibuktikan dengan hasil tes imla’ peserta didik yang menunjukkan peningkatan signifikan.

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Santi supriyani and Yufridal Fitri Nursalam. "تعليم الإملاء بين المعهد العصرى والسلفى في فونوروغو." Excelencia: Journal of Islamic Education & Management 2, no. 01 (June 13, 2022): 165–84. http://dx.doi.org/10.21154/excelencia.v2i01.500.

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Penelitian ini bertujuan untuk mengetahui komponen pembelajaran imla’ di pondok pesantren modern dan pondok pesantren salaf di Ponorogo, dan untuk mengetahui bagaimana proses pembelajaran imla’ antara pondok pesantren modern dan pondok pesantren salaf di Ponorogo. Penelitian ini merupakan penelitian kualitatif dengan menggunakan model studi analisis lapangan. Metode pengumpulan data yang digunakan oleh peneliti adalah metode observasi, wawancara, dan dokumentasi. Sedangkan teknik analisis data yang digunakan adalah teknik analisis data milik Miles dan Huberman yang terdiri dari reduksi data, display data, dan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa komponen pembelajaran imla’ di pondok pesantren modern dibangun atas dasar pembelajaran imla’ yang digunakan sebagai dasar pembelajaran bahasa arab, yang mana bahasa tersebut digunakan sebagai alat komunikasi. Berbeda dengan pondok pesantren salaf, yang mana komponen pembelajaran imla’ dibangun atas dasar pembelajaran imla’ digunakan untuk menghubungkan huruf dengan kaidah pegon sebagai alat bantu memahami naskah-naskah. Proses pembelajaran imla’ di Pondok Pesantren Modern Darut Taqwa lebih terpusat kepada siswa, dan mengembangkan aspek psikomotor yang mana siswa diarahkan untuk menggunakan indra pendengar (telinga), indra penglihat (mata), indra pengucap (mulut), dan jari-jarinya dengan semaksimal mungkin. Sedangkan proses pembelajaran imla’ di Pondok salaf Darul Huda lebih terpusat kepada guru dan mengembangkan pada ranah aspek afektif yang mana siswi diharapkan mampu menulis dan melafalkan huruf-huruf arab dengan benar, kemudian memahami gramatika bahasa.

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Brewer, William D. "Marion Kingston Stocking, editor. The Clairmont Correspondence: Letters of Claire Clairmont, Charles Clairmont, and Fanny Imlay Godwin. Volume 1: 1808–1834, Volume 2: 1835–1879. Baltimore, Md.: The Johns Hopkins University Press. 1995. Pp. lxxix, 704. $65.00. 0-8018-4633-1." Albion 28, no. 2 (1996): 341–42. http://dx.doi.org/10.2307/4052503.

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Whisler, Timothy. "The Politics of Industrial Collaboration during World War II: Ford France, Vichy and Nazi Germany. ByTalbot Imlay and Martin Horn. Cambridge, U.K.: Cambridge University Press, 2014. x + 291 pp. Appendix, bibliography, notes, index. Cloth, $99.00. ISBN: 978-1-107-01636-1." Business History Review 89, no. 3 (2015): 612–15. http://dx.doi.org/10.1017/s0007680515000951.

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Prastyo, Muhammad An Naufar, and Kholisin Kholisin. "Penerapan Metode Imla’ al-mandzur dan Imla’ al-istima’i untuk Meningkatkan Kemampuan Menulis Kosa Kata Bahasa Arab Siswa Kelas 7." JoLLA: Journal of Language, Literature, and Arts 3, no. 1 (January 30, 2023): 75–87. http://dx.doi.org/10.17977/um064v3i12023p75-87.

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Bahasa Arab merupakan salah satu alat yang digunakan untuk memajukan kemajuan ilmu pengetahuan. Meskipun dapat membaca huruf Arab dengan baik, banyak siswa di Indonesia yang tidak mampu menulis bahasa Arab sesuai dengan pedoman tata bahasa yang baik dan benar. Oleh karena itu, penerapan pendekatan imla' diperlukan untuk mengatasi permasalahan tersebut. Salah satu masalah yang dihadapi siswa ketika belajar bahasa Arab adalah mereka telah mempelajari bahasa tersebut di usia muda tetapi belum belajar menulisnya. Penelitian ini bertujuan untuk mengetahui keefektifan strategi imla' dalam meningkatkan keterampilan menulis kosakata siswa kelas VII MTs Negeri 5 Ngawi. Data dikumpulkan dari 34 siswa kelas 7 terdiri atas 20 perempuan dan 14 laki-laki. Sebagai metode pengumpulan data, observasi, wawancara, dokumentasi, dan tes digunakan. Untuk menilai temuan observasi dan dokumentasi digunakan teknik analisis data kualitatif dan kuantitatif (menganalisis skor dengan melakukan serangkaian tes untuk mengetahui rata-rata skor siswa dan ketuntasan belajar siswa). Hasil penelitian dirancang untuk meningkatkan kemampuan siswa dalam menyalin kosa kata bahasa Arab yang telah tertulis di papan tulis sebelumnya tanpa melihat teks, kemudian menulis kosa kata bahasa Arab yang terdiri dari potongan huruf hijaiyah untuk membentuk kata, dan menulis kosa kata bahasa Arab yang dibaca. dengan lantang oleh guru mengungkapkan rata-rata nilai pra siklus 63,7. Selain itu, rata-rata nilai siswa pada Siklus I mengikuti terapi mengalami peningkatan sebesar 74,6 persen. Selain itu penerapan metode imla’ al-mandzur dan imla’ al-istima’i menghasilkan peningkatan yang cukup besar sebesar 87,3 persen pada nilai rata-rata siswa pada Siklus II, setelah pengulangan Siklus I, bila menggunakan metode imla' metode al-mandzur dan imla' al-istima'i. Berdasarkan penelitian, dapat disimpulkan bahwa pendekatan imla' meningkatkan keterampilan menulis kosa kata bahasa Arab siswa. Kata Kunci : metode imla’, kemampuan menulis, bahasa Arab The Application of Imla’ al-mandzur and Imla’ al-istima’i Methods to Improve Arabic Vocabulary Writing Skills for 7th Grade Students Arabic is one of the tools used to advance scientific advancement. Even though they can read Arabic script well, many students in Indonesia are unable to write Arabic according to appropriate and precise grammar guidelines. Therefore, the application of the imla' approach is required to resolve these issues. One of the problems that students made when learning Arabic was that they had learnt the language at a young age but had not yet learned to write it. This study aimed to determine the effectiveness of the imla' strategy in enhancing the vocabulary writing skills of seventh-grade pupils at MTs Negeri 5 Ngawi. Data were collected from 34 pupils in class VII which were 20 females and 14 males. As data gathering methods, observations, interviews, documentation, and tests were utilized. To assess the findings of observation and documentation, qualitative and quantitative data analysis techniques were employed (analyzing scores by conducting a series of tests to find out the average student score and student learning completeness). The results of the study designed to improve students' ability to copy Arabic vocabulary that had been written on the blackboard beforehand without looking at the text, then write Arabic vocabulary consisting of pieces of hijaiyah letters to form words, and write Arabic vocabulary that was read aloud by the teacher reveal an average pre-cycle value of 63.7. In addition, the average value of pupils in the first cycle following therapy has increased by 74.6 percentage points. In addition, the implementation of the imla’ al-mandzur and imla’ al-istima’i methods resulted in a considerable rise of 87.3 percent in the average score of students in cycle II, after repetition of cycle I, when using the imla’ al-mandzur and imla’ al-istima’i methods. Based on the research, one may conclude that the imla' approach enhances pupils' Arabic vocabulary writing skills. Keywords: imla’ method, writing ability, arabic language

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