Artículos de revistas sobre el tema "And Marathi.arabic"

Abstract The collection of essays in this volume examines forms of business documentation in the late Persianate world and the Indian Ocean, between the seventeenth and twentieth centuries. Looking upon business in its broadest sense, the themes range from property disputes within families to inter-polity and inter-imperial deals, all of which is captured within the notion of the bazaar. Presenting documents and documentary forms written in Persian, but also the associated languages of Arabic, Bengali, Gujarati, Hindi, Marathi and Rajasthani, the articles collectively enrich the idea of the Persianate, delineating its specific dispensations within regional contexts, and also its boundaries and limitations. This is also a contribution to the study of Persographia, in this case Persianate rather than just Persian writing. The articles study specific language combinations, lexical elements and usages that came to be deployed in different areas and the legal cultures they provide evidence for.

Ahmadiyah events in Cikeusik, Shia in Sampang, until the case of Tanjung Balai, are various events of intolerance that often color the reality of our plural society. However, in some other areas with its diverse community, as in Bali, we can find a society that is able to maintain harmony among its diverse peoples and live side by side. This study aims to describe various factors that support inter-religious harmony in Bali. This review is important to overcome the various religious conflicts that occurred in Indonesia, as well as how to create harmony among religious followers. Using a qualitative approach, this study found that the creation of tolerance and harmony among religious believers in Bali, in addition influenced by historical model, also because Bali has a strong cultural capital and structural capital. Cultural capital in the form of local wisdom that is still maintained and also the harmony agents such as guardians of tradition and FKUB also play a major role in maintaining and creating harmony among religious followers in Bali G M T Detect language Afrikaans Albanian Arabic Armenian Azerbaijani Basque Belarusian Bengali Bosnian Bulgarian Catalan Cebuano Chichewa Chinese (Simplified) Chinese (Traditional) Croatian Czech Danish Dutch English Esperanto Estonian Filipino Finnish French Galician Georgian German Greek Gujarati Haitian Creole Hausa Hebrew Hindi Hmong Hungarian Icelandic Igbo Indonesian Irish Italian Japanese Javanese Kannada Kazakh Khmer Korean Lao Latin Latvian Lithuanian Macedonian Malagasy Malay Malayalam Maltese Maori Marathi Mongolian Myanmar (Burmese) Nepali Norwegian Persian Polish Portuguese Punjabi Romanian Russian Serbian Sesotho Sinhala Slovak Slovenian Somali Spanish Sundanese Swahili Swedish Tajik Tamil Telugu Thai Turkish Ukrainian Urdu Uzbek Vietnamese Welsh Yiddish Yoruba Zulu Afrikaans Albanian Arabic Armenian Azerbaijani Basque Belarusian Bengali Bosnian Bulgarian Catalan Cebuano Chichewa Chinese (Simplified) Chinese (Traditional) Croatian Czech Danish Dutch English Esperanto Estonian Filipino Finnish French Galician Georgian German Greek Gujarati Haitian Creole Hausa Hebrew Hindi Hmong Hungarian Icelandic Igbo Indonesian Irish Italian Japanese Javanese Kannada Kazakh Khmer Korean Lao Latin Latvian Lithuanian Macedonian Malagasy Malay Malayalam Maltese Maori Marathi Mongolian Myanmar (Burmese) Nepali Norwegian Persian Polish Portuguese Punjabi Romanian Russian Serbian Sesotho Sinhala Slovak Slovenian Somali Spanish Sundanese Swahili Swedish Tajik Tamil Telugu Thai Turkish Ukrainian Urdu Uzbek Vietnamese Welsh Yiddish Yoruba Zulu Text-to-speech function is limited to 200 characters Options : History : Feedback : Donate Close

The spread of Islam in Indonesia is closely related to the activity of Arabic language learning. As a code of linguistic expressions in learning Islam, the first aim in learning Arabic language in Indonesia is to fulfill people’s need in praying. In the second phase, Arabic language learning developed at many Islamic Boarding Schools. There was awareness that Arabic language was not only a tool in understanding a text, but also a tool for communication. It makes many people, especially those who studied abroad in the Middle East, motivated to innovate in the education development such as finding new concept and new teaching method especially in Arabic language teaching. In the third phase, Arabic language learning is nowadays used in a formal education and it is still in the process of completion of its curriculum, learning objective, learning material, teaching method, and its teaching media used in the teaching and learning process.

The purpose of this study was to find out the characteristic of al-Quran commentary from Ahmad Musthafa al-Maraghi. The method used in this research is qualitative method or library research. The results of the research found that based on fifty years experience as an Arabic teacher, al-Maraghi’s commentary was written in simple expression that easily to be understood. His book of commentary published for the first time in 1951. The commentary of Al-Maraghi was using analytical or tahlili method. The explanation originates from the primary source in the form of the Qur'an, Hadith, Qaul Companions, Qaul tabi'in, as well as the opinions of other scholars as secondary source. The systematics adopted by Al-Maraghi is to mention the name of the sura and the number of verses, mention madaniyah or makkiyah, general explanation of each sura, asbab nuzul, explanation of selected vocabulary, using simple expression, detail explanation of each verse, and strictly selective to israiliyat story

This paper surveys the results established so far by the on-going research on the planetary theories in Arabic astronomy. The most important results of the Maragha astronomers are gathered here for the first time, and new areas for future research are delineated. The conclusions reached demonstrate that the Arabic astronomical works mentioned here not only elaborate the connection between Arabic astronomy and Copernicus, but also that such activities, namely the continuous reformulation of Greek astronomy, were not limited to a specific group of astronomers or to a specific geographical area. It is shown that such activities were spread over a period of more than seven hundred years, from the early eleventh till the sixteenth century, and over an area stretching from the Andalusian peninsula in the west to the farthest reaches of Central Asia in the east.

Tafseer Maraghi by Ahmad bin Mustafa Almaraghi (1883-1952) is well known classical commentary of the Quran written in Arabic .The researcher has selected Ten Ahadith in sura Albaqara which are quoted by Ahmad bin Mustafa Almaraghi in Tafseer-e-Maraghi. The main objective of the research is to analyze the ahadith to analyses the sahih (authentic), hasan (good) and dha،if (weak). Therefore it is necessary to examine both elements of hadith, sanad (،chain، of the narrators) and matn (the wording of hadith). Early religious scholars stressed the importance of the sanad (chain of the narrators). Abd Allah ibn al-Mubarak said, "The isnad is from the religion; were it not for the isnad anyone could say anything they wanted. This article is to bring in the knowledge of the student, teachers and religious clerics, the authentic proof regarding the ahadith of sura Al baqara .The study is qualitative in nature and it needed extensive desk study.The reliance of the hadith specialists upon isnad in determining the sahih (authentic, hasan (good) and dha،if (weak). The conclusion of this article based upon the research and finding of the wellknown classical researchers (aima jarrah wa Ta’deel) in field.

Tafsir Muqaran is the interpretation of the Qur'an that compares the interpretation of some verses. Lafadz muqarran comes from the Arabic word: (المقارنة) which means comparison. • The al-muqarran interpretation method that the writer intended here is as known to al-Farmawi as a method of interpretation of the Qur'an by introducing verses of the Qur'an 'written by a number of muqirirs, wherein a mufasir compiled a number of verses of the Qur'an, then writes and examines the interpretation of a number of verses about the verse through their tafsir books. Are they interprets from the generation of salaf or khalaf, whether they are interpreted bi al-matsur, or tafsir bi ra'yi. • • In this case the writer will compare between Ibn Katsir's interpretation and al-Maraghi about Q.S. al-Isra ': 1. From the tafsir method of al-muqarran here the writer wishes to examine and try to make a comparison of the direction and tendency between tafsir ibn katir and maraghi and try to analyze what is their background, so their tendency can be clearly seen whether it is only inclined with the aspects of i'rab and balaghah, stories and events that are irrational without aqli and naqli arguments, or a tendency to one of the schools or they are affected by ideas of natural science or other scientific theories.

I reply to recent arguments by Peter Barker & Tofigh Heidarzadeh, Arun Bala, and F. Jamil Ragep claiming that certain aspects Copernicus’s astronomical models where influenced by late Islamic authors connected with the Maragha school. In particular, I argue that: the deleted passage in De revolutionibus that allegedly references unspecified previous authors on the Tusi couple actually refers to a simple harmonic motion, and not the Tusi couple; the arguments based on lettering and other conventions used in Copernicus’s figure for the Tusi couple have no evidentiary merit whatever; alleged indications that Nicole Oresme was aware of the Tusi couple are much more naturally explained on other grounds; plausibility considerations regarding the status of Arabic astronomy and norms regarding novelty claims weight against the influence thesis, not for it.

The process of interpreting the Quran continues to evolve from Arabic to all corners of the world. Among other things, Malaysia. The Qur'anic interpretation in Malaysia dates back to the 17th century through oral para da'i. While the tradition of writing the Qur'anic interpretations only appeared in the 20th century. And as one way of transmitting Islamic values, the interpretation of the Quran in Malaysia took place in the da'i's preaching and under the influence of the previous interpreters. Recorded Abdurrauf as-Sinkily, Muhammad Abduh and Rasyid Ridha, and al-Maraghi were the most influential figures in interpreting the Quran and Islamic studies in Malaysia. This article will look at how the Qur'anic interpretations travel according to the way of transmission by the da'i, and how the influence of each character changes the order of interpretation in Malaysia. As a result, the process of interpreting the Quran in Malaysia was identified as growing through the hands of the da'is who were exposed to the ideology of their teachers, as well as the previous interpreters

Di Provinsi NTT,, jumlah kasus stunting mencapai 42,62% atau very high prevelance stunting sehingga perlu adanya proses tata kelola kolaborasi (collaborative governance) antar lembaga dalam proses penanganan stunting khususnya di Kabupaten TTS Provinsi NTT sehingga penulis menggunakan model teoritis collaboration processes: inside the black box dari Thomson dan Perry (2006) sebagai suatu kajian teoritis yang mampu menjawab permasalahan tingginya angka prevalensi stunting di Provinsi NTT. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif dengan total jumlah berjumlah 76 orang yang ditetapkan secara purposive kemudian data primer dan data sekunder yang terkumpul dianalisis menggunakan teknik analisis data dari Creswell (2016). Hasil penelitian ditemukan bahwa collaborative governance dalam upaya penurunan angka stunting di Kabupaten TTS Provinsi NTT dianalisis menggunakan pendapat Thomson dan Perry (2006:24-28) dengan hasil temuan sebagai berikut; (1) pada dimensi tata pemerintahan ditemukan bahwa pengambilan keputusan bersama untuk penurunan angka stunting belum dilakukan (2) pada dimensi administrasi masih terbatas pada persoalan integrasi basis data dari tiap-tiap indikator dalam setiap tujuan yang belum lengkap, valid, dan reliabel, (3) pada dimensi otonomi ditemukan bahwa belum ada pemahaman komperhensif mengenai indikator angka stunting oleh pihak-pihak yang berkolaborasi (4) dimensi mutualitas belum efektif karena minimnya saling ketergantungan antar aktor secara kelembagaan serta (5) proses membangun norma sosial ditemukan bahwa belum terdapat kepercayaan dan timbal balik dalam koordinasi penurunan angka stunting di Kabupaten TSS Provinsi NTT. ? ? To: Afrikaans Albanian Amharic Arabic Armenian Assamese Azerbaijani Bangla Bashkir Basque Bosnian Bulgarian Cantonese (Traditional) Catalan Chinese (Literary) Chinese Simplified Chinese Traditional Croatian Czech Danish Dari Divehi Dutch English Estonian Faroese Fijian Filipino Finnish French French (Canada) Galician Ganda Georgian German Greek Gujarati Haitian Creole Hausa Hebrew Hindi Hmong Daw Hungarian Icelandic Igbo Indonesian Inuinnaqtun Inuktitut Inuktitut (Latin) Irish Italian Japanese Kannada Kazakh Khmer Kinyarwanda Konkani Korean Kurdish (Central) Kurdish (Northern) Kyrgyz Lao Latvian Lingala Lithuanian Lower Sorbian Macedonian Maithili Malagasy Malay Malayalam Maltese M?ori Marathi Mongolian (Cyrillic) Mongolian (Traditional) Myanmar (Burmese) Nepali Norwegian Nyanja Odia Pashto Persian Polish Portuguese (Brazil) Portuguese (Portugal) Punjabi Querétaro Otomi Romanian Rundi Russian Samoan Serbian (Cyrillic) Serbian (Latin) Sesotho Sesotho sa Leboa Setswana Shona Sindhi Sinhala Slovak Slovenian Somali Spanish Swahili Swedish Tahitian Tamil Tatar Telugu Thai Tibetan Tigrinya Tongan Turkish Turkmen Ukrainian Upper Sorbian Urdu Uyghur Uzbek (Latin) Vietnamese Welsh Xhosa Yoruba Yucatec Maya Zulu In NTT Province, the number of stunting cases reached 42.62% or very high prevalence of stunting so that there is a need for a collaborative governance process between institutions in the process of handling stunting, especially in TTS District, NTT Province, so the author uses the theoretical model of collaboration processes: inside the black box from Thomson and Perry (2006) as a theoretical study that is able to answer the problem of high stunting prevalence in NTT Province. The method used in this study is a descriptive method with a qualitative approach with a total of 76 people determined purposively then the primary data and secondary data collected were analyzed using data analysis techniques from Creswell (2016). The results of the study found that collaborative governance in an effort to reduce stunting rates in TTS District, NTT Province, was analyzed using the opinions of Thomson and Perry (2006: 24-28) with the following findings; (1) in the governance dimension, it was found that joint decision making to reduce stunting rates had not been carried out, (2) in the administrative dimension it was still limited to the problem of database integration of each indicator in each goal that was not complete, valid, and reliable, (3) in the autonomy dimension, it was found that there was no comprehensive understanding of stunting rate indicators by collaborating parties, (4) the mutuality dimension was not effective due to the lack of mutual dependence between actors institutionally and (5) the process of building social norms found that there has been no trust and reciprocity in coordinating the reduction of stunting rates in TSS District, NTT Province.

Nezami Ganjavi, one of the greatest romantic poets in Persian literature was born in 1141 in Ganja, modern – day Azerbaijan and lived at a time of intense intellectual activity. Since he was not a court poet, his name does not appear in the records of the dynasties. A prominent poet acquainted with Arabic and Persian literature, he was also learned in mathematics, astronomy, medicine, botany and the Quran. Nezami was one of the biggest Persian poets and the Haft Paykar perhaps his greatest work that translated twice before into English during the 20th century. In this article, with a brief reference to the Haft Paykar of Nezami, and its counterparts are introduced, which have been made by imitating, following and adapting from it. In addition to identifying the Haft Paykar idols, the stories of each idol will also be discussed and analyzed. The purpose, product and result of this research work is; the study of Nezami’s academic life and explanation of the Haft Paykar with its details, such as (Hasht Golgasht, Haft Akhtar, Haft Paykar, Haft Keshwar, Haft Delbar, Noh Manzar, Haft Aurang Maraghi, Haft Orang Jamali, Hasht Behesht, Haft Manzar, Haft Naghsh, Asmane Hashtom, Haft Akhtar, Reshtaye Gawhar), in the area of Persian language and literature; which has added to the richness of this scientific article. Purpose of research: Brief introduction of Haft Paykar Nezami Ganjavi and description of its peers in the field of Dari – Persian language and literature, with their modal and examples in details.

There is a lot of debate in the midst of Muslims, regarding whether da'wah is wājib kifāyah or wājib 'ain. As a result of the debate, many Muslims left da'wah and there was a lot of decline (weak faith, weak deeds, corrupted morals, conflicts and being oppressed). Therefore, researchers are motivated to study the law of da'wah in the interpretation of the Qur'an. The research method uses a qualitative approach, and data analysis uses the tafsīr maudhū'i method, and the data sources are books of interpretation. As a result of his research, there are two da'wah laws: wājib kifāyah, and wājib 'ain. Scholars who say the law of obligatory da'wah kifāyah are Al-Suyuti, Al-Qurtubi, and Al-Andalusi. Fardhu kifāyah is an obligation that is obligatory on some Muslims, if there is already a group that preaches, then the others fall. They postulate the sentence min functions lit tab'īd, meaning in part; Muslims do not have to preach all, but there must be jihād, war, scientific councils, pesantren; and not all Muslims are able to preach, because there are stupid people, and the laity. The scholars who say the law of da'wah is wājib 'ain (obligation for every Muslim), are Ibn Kathir, Al-Razi, Al-Sya'rawi, Al-Maraghi, Al-Baghaw,i and Ibn Al-‘Arabi, with the reason: the sentence min functions li At -tabyīn (explanatory for all); supported by the verse "you are the best people, who invite to good and forbid to evil"; confirmed the hadith "Whoever sees an evil, let him change it with his hand"; every Muslim is obliged to try to be safe from loss (khusrin) and gain profit (muflihun); Every Muslim (ulama, ustadz, rich, poor, old, young, official, people) is obliged to preach according to their respective abilities and conditions.Keywords: Law of Da'wah, Fardhu Kifāyah, Fardhu 'Ain, Tafsīr Maudhū'i AbstrakBanyak perdebatan di tengah-tengah ummat Islam, antara dakwah itu wājib kifāyah atau wājib ‘ain. Akibat perdebatan itu banyak umat Islam meninggalkan dakwah dan banyak terjadi kemerosotan (iman lemah, amal lemah, akhlak rusak, konflik dan ditindas). Oleh karena itu peneliti termotivasi untuk mengkaji hukum dakwah dalam tafsir al-Qur’an. Metode penelitian menggunakan pendekatan kualitatif, dan analisis data menggunakan metode tafsīr maudhū’i, dan sumber datanya adalah kitab-kitab tafsir. Dan hasil penelitiannya, hukum dakwah ada dua: wājib kifāyah, dan wājib ‘ain. Ulama yang mengatakan hukum dakwah wajib kifayah adalah Al-Suyuti, Al-Qurtubi dan Al-Andalusi. Fardhu kifāyah adalah kewajiban yang diwajibkan kepada sebagian umat Islam, jika sudah ada kelompok yang berdakwah, maka gugurlah bagi yang lain. Mereka berdalil: kalimat min berfungsi lit tab’īd, bermakna sebagian; umat Islam tidak harus berdakwah semua, tapi harus ada yang jihad, perang, majlis ilmu, pesantren; dan tidak semua umat Islam mampu berdakwah, karena ada orang bodoh, dan awamnya. Ulama yang mengatakan hukum dakwah wājib ‘ain (kewajiban bagi setiap muslim), adalah Ibnu Katsir, Al-Razi, Al-Sya’rowi, Al-Maraghi, Al-Baghawi dan Ibn Al-Arabi, dengan alasan : kalimat min berfungsi li At-tabyīn (penjelas untuk semua); didukung ayat “kalian adalah umat terbaik, yang mengajak kepada kebaikan dan melarang kepada yang munkar”; dikuatkan hadits “siapa saja yang melihat kemunkaran, maka hendaklah ia merubahnya dengan tangannya”; setiap orang Islam wajib berusaha agar selamat dari kerugian (khusrin), dan meraih keuntungan (muflihun); setiap orang Islam (ulama, ustadz, kaya, miskin, tua, muda, pejabat, rakyat) wajib berdakwah sesuai kemampuan, dan kondisi masing-masing.Kata Kunci: Hukum Dakwah, Fardhu Kifāyah, Fardhu ‘Ain, Tafsīr Maudhū’i

<p>Οι περισσότεροι ερευνητές, συμφωνούν, πλέον, πως η βασική αιτία των ελλειμμάτων, που εμφανίζουν οι δυσλεκτικοί μαθητές στην κατάκτηση του γραπτού λόγου, οφείλονται στο «φωνολογικό έλλειμμα», δηλαδή στις δυσκολίες αποθήκευσης, όσο και ανάκλησης, των φωνημάτων των λέξεων. Οι δυσλεκτικοί μαθητές εμφανίζουν, επίσης, ένα γενικότερο έλλειμμα αυτοματισμού, που εκδηλώνεται ως αδυναμία γρήγορης και αυτοματοποιημένης ονομασίας των φωνημάτων, καθώς και γρήγορης και αυτοματοποιημένης γραφής τους, με τα αντίστοιχα γραπτά σύμβολα. Η σημασία της παροχής πολυαισθητηριακής διδασκαλίας σε επίπεδο γραφοφωνημικής, ορθογραφικής και μορφολογικής συνειδητοποίησης είναι αποδεδειγμένη από πολλές έρευνες στον τομέα των παρεμβάσεων για δυσλεκτικούς μαθητές.</p><p> Στην παρούσα μελέτη διερευνήθηκε η αποτελεσματικότητα της Πολυαισθητηριακής Μεθόδου Διδασκαλίας, που δημιουργήσαμε στην ελληνική γλώσσα, στην ανάπτυξη των δεξιοτήτων<strong> </strong>ορθογραφημένης γραφής στους δυσλεκτικούς μαθητές<strong>. </strong>Η πολυαισθητηριακή μέθοδος<strong> </strong>εφαρμόστηκε, εξατομικευμένα, 6 ημέρες την εβδομάδα για διάστημα τριών μηνών, σε 24 δυσλεκτικούς μαθητές δημοτικού σχολείου. Ως ομάδα έλεγχου επιλέχθηκαν 24 δυσλεκτικά παιδιά, με αντίστοιχα χαρακτηριστικά με την πειραματική ομάδα, τα όποια παρακολούθησαν αποκλειστικά το πρόγραμμα του σχολείου τους. Τα αποτελέσματα της χρήσης της Πολυαισθητηριακής Μεθόδου έδειξαν στατιστικά σημαντική βελτίωση στην ορθογραφημένη γραφή λέξεων της πειραματικής ομάδας, σε σχέση με την ομάδα έλεγχου, καθώς και στατιστικά σημαντική βελτίωση στην επίδοση της πειραματικής ομάδας, σε σχέση με την επίδοση της πριν από την εφαρμογή της μεθόδου.</p><div id="SL_balloon_obj" style="display: block;"><div id="SL_button" style="background: transparent url('chrome://imtranslator/content/img/util/imtranslator-s.png') repeat scroll 0% 0%; display: none; width: 24px; height: 24px; position: absolute; cursor: pointer; visibility: visible; opacity: 1; transition: visibility 0.1s ease 0s, opacity 0.1s linear 0s;"> </div><div id="SL_shadow_translation_result2" style="display: none; margin-top: 30px; margin-left: 1px; direction: ltr; text-align: left; min-height: 40px;"> </div><div id="SL_shadow_translator" style="display: none;"><div id="SL_providers"><div id="SL_P0" class="SL_BL_LABLE_ON" title="Google">G</div><div 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value="fi">Finnish</option><option value="fr">French</option><option value="gl">Galician</option><option value="ka">Georgian</option><option value="de">German</option><option value="el">Greek</option><option value="gu">Gujarati</option><option value="ht">Haitian Creole</option><option value="ha">Hausa</option><option value="iw">Hebrew</option><option value="hi">Hindi</option><option value="hmn">Hmong</option><option value="hu">Hungarian</option><option value="is">Icelandic</option><option value="ig">Igbo</option><option value="id">Indonesian</option><option value="ga">Irish</option><option value="it">Italian</option><option value="ja">Japanese</option><option value="jw">Javanese</option><option value="kn">Kannada</option><option value="kk">Kazakh</option><option value="km">Khmer</option><option value="ko">Korean</option><option value="lo">Lao</option><option value="la">Latin</option><option value="lv">Latvian</option><option value="lt">Lithuanian</option><option value="mk">Macedonian</option><option value="mg">Malagasy</option><option value="ms">Malay</option><option value="ml">Malayalam</option><option value="mt">Maltese</option><option value="mi">Maori</option><option value="mr">Marathi</option><option value="mn">Mongolian</option><option value="my">Myanmar (Burmese)</option><option value="ne">Nepali</option><option value="no">Norwegian</option><option value="fa">Persian</option><option value="pl">Polish</option><option value="pt">Portuguese</option><option value="pa">Punjabi</option><option value="ro">Romanian</option><option value="ru">Russian</option><option value="sr">Serbian</option><option value="st">Sesotho</option><option value="si">Sinhala</option><option value="sk">Slovak</option><option value="sl">Slovenian</option><option value="so">Somali</option><option value="es">Spanish</option><option value="su">Sundanese</option><option value="sw">Swahili</option><option value="sv">Swedish</option><option value="tg">Tajik</option><option value="ta">Tamil</option><option value="te">Telugu</option><option value="th">Thai</option><option value="tr">Turkish</option><option value="uk">Ukrainian</option><option value="ur">Urdu</option><option value="uz">Uzbek</option><option value="vi">Vietnamese</option><option value="cy">Welsh</option><option value="yi">Yiddish</option><option value="yo">Yoruba</option><option value="zu">Zulu</option></select></td><td align="center" width="5%"> </td><td align="center" width="6%"> </td><td align="center" width="6%"> </td><td align="center" width="6%"> </td><td align="center" width="6%"> </td><td width="10%"> </td><td align="right" width="6%"> </td></tr></tbody></table></div></div><div id="SL_shadow_translation_result" style="background: #ffffff url('chrome://imtranslator/content/img/util/bg.png') repeat scroll 0% 0%; visibility: visible; min-height: 40px;"> </div><div id="SL_loading" style="background: transparent url('chrome://imtranslator/content/img/util/indicator.gif') repeat scroll 0% 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<em>Along with the progress and development of the business world in Indonesia, especially the city of Bandung, the more advanced the establishment of billboards both isidentil and permanent. The installation of billboards is currently increasing in number and piling up without paying attention to the predetermined procedures for organizing billboards. So it is necessary to carry out supervision or control, this regulation is an obligation of the Bandung City Civil Service Police Unit (Satpol PP) as stated in the Bandung City Regional Regulation Number 02 of 2017 in Article 19 paragraph (1) Challenge the implementation of the regulation of the implementation of advertising. However, in reality, in the implementation of billboards, there are still many people who do not follow the installation procedure and not all violations of billboard organizers can be put in order by satpol PP Bandung City. The purpose of this study is to determine the performance of Satpol PP Bandung City employees in the Regulation of Billboards 2020 and to find out the supporting and inhibiting factors in the control of violations of billboard organizers in Satpol PP Bandung City. The method used in this study is a descriptive method with a qualitative type of research. This is done in the context of collecting primary data by means of observation, interviews and documentation. In addition, data collection was carried out using several book references with research themes to support previous data. The results showed that the performance of Satpol PP Bandung City Employees in the Implementation of Billboard Control has not been optimal, this is evidenced by the many violations of billboard organizers in the city of Bandung. This is due to the lack of personnel and facilities and infrastructure. The way to overcome this is that there must be additional personnel or employees of billboard control and the provision of adequate equipment to support the implementation of advertising control in the field</em><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div class="TnITTtw-fp-collapsed-button" style="display: block;"> </div><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div class="TnITTtw-fp-collapsed-button" style="display: block;"> </div><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div id="WidgetFloaterPanels" class="LTRStyle" style="display: none; text-align: left; direction: ltr; visibility: hidden;"><div id="WidgetFloater" style="display: none;" onmouseover="Microsoft.Translator.OnMouseOverFloater()" onmouseout="Microsoft.Translator.OnMouseOutFloater()"><div id="WidgetLogoPanel"><span id="WidgetTranslateWithSpan"><span>TRANSLATE with </span><img id="FloaterLogo" alt="" /></span> <span id="WidgetCloseButton" title="Exit Translation" onclick="Microsoft.Translator.FloaterOnClose()">x</span></div><div id="LanguageMenuPanel"><div class="DDStyle_outer"><input id="LanguageMenu_svid" style="display: none;" onclick="this.select()" type="text" name="LanguageMenu_svid" value="en" /> <input id="LanguageMenu_textid" style="display: none;" onclick="this.select()" type="text" name="LanguageMenu_textid" /> <span id="__LanguageMenu_header" class="DDStyle" onclick="return LanguageMenu &amp;&amp; !LanguageMenu.Show('__LanguageMenu_popup', event);" onkeydown="return LanguageMenu &amp;&amp; !LanguageMenu.Show('__LanguageMenu_popup', event);">English</span><div style="position: relative; text-align: left; left: 0;"><div style="position: absolute; ;left: 0px;"><div id="__LanguageMenu_popup" class="DDStyle" style="display: none;"><table id="LanguageMenu" border="0"><tbody><tr><td><a onclick="return LanguageMenu.onclick('ar');" tabindex="-1" href="#ar">Arabic</a></td><td><a onclick="return LanguageMenu.onclick('he');" tabindex="-1" href="#he">Hebrew</a></td><td><a onclick="return LanguageMenu.onclick('pl');" tabindex="-1" href="#pl">Polish</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('bg');" tabindex="-1" href="#bg">Bulgarian</a></td><td><a onclick="return LanguageMenu.onclick('hi');" tabindex="-1" href="#hi">Hindi</a></td><td><a onclick="return LanguageMenu.onclick('pt');" tabindex="-1" href="#pt">Portuguese</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('ca');" tabindex="-1" href="#ca">Catalan</a></td><td><a onclick="return LanguageMenu.onclick('mww');" tabindex="-1" href="#mww">Hmong Daw</a></td><td><a onclick="return LanguageMenu.onclick('ro');" tabindex="-1" href="#ro">Romanian</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('zh-CHS');" tabindex="-1" href="#zh-CHS">Chinese Simplified</a></td><td><a onclick="return LanguageMenu.onclick('hu');" tabindex="-1" href="#hu">Hungarian</a></td><td><a onclick="return LanguageMenu.onclick('ru');" tabindex="-1" href="#ru">Russian</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('zh-CHT');" tabindex="-1" href="#zh-CHT">Chinese Traditional</a></td><td><a onclick="return LanguageMenu.onclick('id');" tabindex="-1" href="#id">Indonesian</a></td><td><a onclick="return LanguageMenu.onclick('sk');" tabindex="-1" href="#sk">Slovak</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('cs');" tabindex="-1" href="#cs">Czech</a></td><td><a onclick="return LanguageMenu.onclick('it');" tabindex="-1" href="#it">Italian</a></td><td><a onclick="return LanguageMenu.onclick('sl');" tabindex="-1" href="#sl">Slovenian</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('da');" tabindex="-1" href="#da">Danish</a></td><td><a onclick="return LanguageMenu.onclick('ja');" tabindex="-1" href="#ja">Japanese</a></td><td><a onclick="return LanguageMenu.onclick('es');" tabindex="-1" href="#es">Spanish</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('nl');" tabindex="-1" href="#nl">Dutch</a></td><td><a onclick="return LanguageMenu.onclick('tlh');" tabindex="-1" href="#tlh">Klingon</a></td><td><a onclick="return LanguageMenu.onclick('sv');" tabindex="-1" href="#sv">Swedish</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('en');" tabindex="-1" href="#en">English</a></td><td><a onclick="return LanguageMenu.onclick('ko');" tabindex="-1" href="#ko">Korean</a></td><td><a onclick="return LanguageMenu.onclick('th');" tabindex="-1" href="#th">Thai</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('et');" tabindex="-1" href="#et">Estonian</a></td><td><a onclick="return LanguageMenu.onclick('lv');" tabindex="-1" href="#lv">Latvian</a></td><td><a onclick="return LanguageMenu.onclick('tr');" tabindex="-1" href="#tr">Turkish</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('fi');" tabindex="-1" href="#fi">Finnish</a></td><td><a onclick="return LanguageMenu.onclick('lt');" tabindex="-1" href="#lt">Lithuanian</a></td><td><a onclick="return LanguageMenu.onclick('uk');" tabindex="-1" href="#uk">Ukrainian</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('fr');" tabindex="-1" href="#fr">French</a></td><td><a onclick="return LanguageMenu.onclick('ms');" tabindex="-1" href="#ms">Malay</a></td><td><a onclick="return LanguageMenu.onclick('ur');" tabindex="-1" href="#ur">Urdu</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('de');" tabindex="-1" href="#de">German</a></td><td><a onclick="return LanguageMenu.onclick('mt');" tabindex="-1" href="#mt">Maltese</a></td><td><a onclick="return LanguageMenu.onclick('vi');" tabindex="-1" href="#vi">Vietnamese</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('el');" tabindex="-1" href="#el">Greek</a></td><td><a onclick="return LanguageMenu.onclick('no');" tabindex="-1" href="#no">Norwegian</a></td><td><a onclick="return LanguageMenu.onclick('cy');" tabindex="-1" href="#cy">Welsh</a></td></tr><tr><td><a onclick="return LanguageMenu.onclick('ht');" tabindex="-1" href="#ht">Haitian Creole</a></td><td><a onclick="return LanguageMenu.onclick('fa');" tabindex="-1" href="#fa">Persian</a></td><td> </td></tr></tbody></table><img style="height: 7px; width: 17px; border-width: 0px; left: 20px;" alt="" /></div></div></div></div><script type="text/javascript">// <![CDATA[ var LanguageMenu; var LanguageMenu_keys=["ar","bg","ca","zh-CHS","zh-CHT","cs","da","nl","en","et","fi","fr","de","el","ht","he","hi","mww","hu","id","it","ja","tlh","ko","lv","lt","ms","mt","no","fa","pl","pt","ro","ru","sk","sl","es","sv","th","tr","uk","ur","vi","cy"]; var LanguageMenu_values=["Arabic","Bulgarian","Catalan","Chinese Simplified","Chinese Traditional","Czech","Danish","Dutch","English","Estonian","Finnish","French","German","Greek","Haitian Creole","Hebrew","Hindi","Hmong Daw","Hungarian","Indonesian","Italian","Japanese","Klingon","Korean","Latvian","Lithuanian","Malay","Maltese","Norwegian","Persian","Polish","Portuguese","Romanian","Russian","Slovak","Slovenian","Spanish","Swedish","Thai","Turkish","Ukrainian","Urdu","Vietnamese","Welsh"]; var LanguageMenu_callback=function(){ }; var LanguageMenu_popupid='__LanguageMenu_popup'; // ]]></script></div><div id="CTFLinksPanel"><span id="ExternalLinksPanel"><a id="HelpLink" title="Help" href="https://go.microsoft.com/?linkid=9722454" target="_blank"> <img id="HelpImg" alt="" /></a> <a id="EmbedLink" title="Get this widget for your own site" href="javascript:Microsoft.Translator.FloaterShowEmbed()"> <img id="EmbedImg" alt="" /></a> <a id="ShareLink" title="Share translated page with friends" href="javascript:Microsoft.Translator.FloaterShowSharePanel()"> <img id="ShareImg" alt="" /></a> </span></div><div id="FloaterProgressBar"> </div></div><div id="WidgetFloaterCollapsed" style="display: none;" onmouseover="Microsoft.Translator.OnMouseOverFloater()"><span>TRANSLATE with </span><img id="CollapsedLogoImg" alt="" /></div><div id="FloaterSharePanel" style="display: none;"><div id="ShareTextDiv"><span id="ShareTextSpan"> COPY THE URL BELOW </span></div><div id="ShareTextboxDiv"><input id="ShareTextbox" onclick="this.select()" type="text" name="ShareTextbox" readonly="readonly" /> <!--a id="TwitterLink" title="Share on Twitter"> <img id="TwitterImg" /></a> <a-- id="FacebookLink" title="Share on Facebook"> <img id="FacebookImg" /></a--> <a id="EmailLink" title="Email this translation"> <img id="EmailImg" alt="" /></a></div><div id="ShareFooter"><span id="ShareHelpSpan"><a id="ShareHelpLink"> <img id="ShareHelpImg" alt="" /></a></span> <span id="ShareBackSpan"><a id="ShareBack" title="Back To Translation" href="javascript:Microsoft.Translator.FloaterOnShareBackClick()"> Back</a></span></div><input id="EmailSubject" type="hidden" name="EmailSubject" value="Check out this page in {0} translated from {1}" /> <input id="EmailBody" type="hidden" name="EmailBody" value="Translated: {0}%0d%0aOriginal: {1}%0d%0a%0d%0aAutomatic translation powered by Microsoft® Translator%0d%0ahttp://www.bing.com/translator?ref=MSTWidget" /> <input id="ShareHelpText" type="hidden" value="This link allows visitors to launch this page and automatically translate it to {0}." /></div><div id="FloaterEmbed" style="display: none;"><div id="EmbedTextDiv"><span id="EmbedTextSpan">EMBED THE SNIPPET BELOW IN YOUR SITE</span> <a id="EmbedHelpLink" title="Copy this code and place it into your HTML."> <img id="EmbedHelpImg" alt="" /></a></div><div id="EmbedTextboxDiv"><input id="EmbedSnippetTextBox" onclick="this.select()" type="text" name="EmbedSnippetTextBox" value="&lt;div id='MicrosoftTranslatorWidget' class='Dark' style='color:white;background-color:#555555'&gt;&lt;/div&gt;&lt;script type='text/javascript'&gt;setTimeout(function(){var s=document.createElement('script');s.type='text/javascript';s.charset='UTF-8';s.src=((location &amp;&amp; location.href &amp;&amp; location.href.indexOf('https') == 0)?'https://ssl.microsofttranslator.com':'http://www.microsofttranslator.com')+'/ajax/v3/WidgetV3.ashx?siteData=ueOIGRSKkd965FeEGM5JtQ**&amp;ctf=true&amp;ui=true&amp;settings=manual&amp;from=en';var p=document.getElementsByTagName('head')[0]||document.documentElement;p.insertBefore(s,p.firstChild); },0);&lt;/script&gt;" readonly="readonly" /></div><div id="EmbedNoticeDiv"><span id="EmbedNoticeSpan">Enable collaborative features and customize widget: <a href="http://www.bing.com/widget/translator" target="_blank">Bing Webmaster Portal</a></span></div><div id="EmbedFooterDiv"><span id="EmbedBackSpan"><a title="Back To Translation" href="javascript:Microsoft.Translator.FloaterOnEmbedBackClick()">Back</a></span></div></div><script type="text/javascript">// <![CDATA[ var intervalId = setInterval(function () { if (MtPopUpList) { LanguageMenu = new MtPopUpList(); var langMenu = document.getElementById(LanguageMenu_popupid); var origLangDiv = document.createElement("div"); origLangDiv.id = "OriginalLanguageDiv"; origLangDiv.innerHTML = "<span id='OriginalTextSpan'>ORIGINAL: </span><span id='OriginalLanguageSpan'></span>"; langMenu.appendChild(origLangDiv); LanguageMenu.Init('LanguageMenu', LanguageMenu_keys, LanguageMenu_values, LanguageMenu_callback, LanguageMenu_popupid); window["LanguageMenu"] = LanguageMenu; clearInterval(intervalId); } }, 1); // ]]></script></div><div class="TnITTtw-fp-collapsed-button" style="display: block;"> </div><div class="TnITTtw-mate-fp-bar" style="z-index: 2; width: 0px; height: 0px; opacity: 0; display: none;"><div class="TnITTtw-hide-fp-bar" style="display: none;"> </div><div class="TnITTtw-current-page-lang" style="display: none;">This page is in English</div><div class="TnITTtw-cta-button-layout" style="display: none;"><div class="TnITTtw-spinner"> </div><div class="TnITTtw-mw-button TnITTtw-fp-translate TnITTtw-high-cta" style="display: none;">Translate to Indonesian</div></div><div class="TnITTtw-change-language TnITTtw-select" style="display: none;" data-for-serial="3"> </div><div class="TnITTtw-stop-fp"> </div><div class="TnITTtw-toggle-iphone-settings" style="display: none;"> </div><div class="TnITTtw-ui_selector" style="display: none;"><div class="TnITTtw-options-arrow"> </div><div class="TnITTtw-options TnITTtw-opt-3 TnITTtw-standalone" style="display: none; z-index: 998;" data-serial="3"><div class="TnITTtw-dd-search"><input class="TnITTtw-dd-input" type="text" data-dir="to" data-width="NaN" /></div><div id="selVisibleScroll-3"><div id="selEntireScroll-3"><div class="TnITTtw-inner-options-layout"><ul class="TnITTtw-list"><li class="lang-af TnITTtw-option"><span id="lang-af" class="lang-af">Afrikaans</span></li><li class="lang-sq TnITTtw-option"><span id="lang-sq" class="lang-sq">Albanian</span></li><li class="lang-am TnITTtw-option"><span id="lang-am" class="lang-am">Amharic</span></li><li class="lang-ar TnITTtw-option"><span id="lang-ar" class="lang-ar">Arabic</span></li><li class="lang-hy TnITTtw-option"><span id="lang-hy" class="lang-hy">Armenian</span></li><li class="lang-az TnITTtw-option"><span id="lang-az" class="lang-az">Azerbaijani</span></li><li class="lang-bn TnITTtw-option"><span id="lang-bn" class="lang-bn">Bengali</span></li><li class="lang-bg TnITTtw-option"><span id="lang-bg" class="lang-bg">Bulgarian</span></li><li class="lang-ca TnITTtw-option"><span id="lang-ca" class="lang-ca">Catalan</span></li><li class="lang-hr TnITTtw-option"><span id="lang-hr" class="lang-hr">Croatian</span></li><li class="lang-cs TnITTtw-option"><span id="lang-cs" class="lang-cs">Czech</span></li><li class="lang-da TnITTtw-option"><span id="lang-da" class="lang-da">Danish</span></li><li class="lang-nl TnITTtw-option"><span id="lang-nl" class="lang-nl">Dutch</span></li><li class="lang-en TnITTtw-option"><span id="lang-en" class="lang-en">English</span></li><li class="lang-et TnITTtw-option"><span id="lang-et" class="lang-et">Estonian</span></li><li class="lang-fi TnITTtw-option"><span id="lang-fi" class="lang-fi">Finnish</span></li><li class="lang-fr TnITTtw-option"><span id="lang-fr" class="lang-fr">French</span></li><li class="lang-de TnITTtw-option"><span id="lang-de" class="lang-de">German</span></li><li class="lang-el TnITTtw-option"><span id="lang-el" class="lang-el">Greek</span></li><li class="lang-gu TnITTtw-option"><span id="lang-gu" class="lang-gu">Gujarati</span></li><li class="lang-ht TnITTtw-option"><span id="lang-ht" class="lang-ht">Haitian Creole</span></li><li class="lang-iw TnITTtw-option"><span id="lang-iw" class="lang-iw">Hebrew</span></li><li class="lang-hi TnITTtw-option"><span id="lang-hi" class="lang-hi">Hindi</span></li><li class="lang-hu TnITTtw-option"><span id="lang-hu" class="lang-hu">Hungarian</span></li><li class="lang-is 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Speech Recognition is one of the prominent research topics in the field of Natural Language Processing (NLP). The Speech Recognition technique removes the barriers and makes the system ease for inter-communication between human beings and devices. The aim of this study is to analyze the Automatic Speech Recognition System (ASRS) proposed by different researchers using Machine learning and Deep Learning techniques. In this work, Indian and foreign languages speech recognition systems like Hindi, Marathi, Malayalam, Urdu, Sanskrit, Nepali, Kannada, Chinese, Japanese, Arabic, Italian, Turkish, French, and German are considered. An integrated framework is presented and elaborated with recent advancement. The various platform like Hidden Markov Model Toolkit (HMM Toolkit), CMU Sphinx, Kaldi toolkit are explained which is used for building the speech recognition model. Further, some applications are elaborated which depict the uses of ASRS.

The development of appropriate and valid multicultural and multilingual instruments research is necessary due to a growing multicultural and multilingual society in the 21st century. We explored the use of a cognitive scale related to subjective complaints, focusing on the first step: a cross-cultural and semantic validation. This study presents the translation and cross-validation process of the “Subjective Scale to Investigate Cognition in Schizophrenia” (SSTICS) for the United Arab Emirates (UAE) region via different languages used in Dubaï/Abu Dhabi. This scale measures cognitive complaints and has been validated with psychosis and used in 20 clinical trials worldwide. It evaluates areas of the illness related to self-awareness focusing on memory dysfunction and deficits of attention, language, and praxis. We described the method of cross-cultural validation, with back-translation, semantic steps, and societal contexts. The use of the Subjective Scale to Investigate Cognition in Emirates (SSTIC-E) was explored with different samples of UAE Arabic-speaking subjects. First, a pilot sample mean SSTICS total score was 16.5 (SD:16.9); (p &lt; 0.001). The SSTIC-E was then administered to 126 patients and 84 healthy control participants. The healthy group has a lower mean score of 22.55 (SD = 12.04) vs. 34.06 (SD = 15.19). The method was extended to nine other languages, namely, Pakistani/Urdu, Hindi, Marathi, Lithuanian, Serbian, German, Romanian, Sinhala, and Russian. The scales are provided in the article. The overall aim of the translation process should be to stay close to the original version of the instrument so that it is meaningful and easily understood by the target language population. However, for construct validity, some items must be adapted at the time of translation to ensure that the questioned cognitive domain is respected. For example, cooking, an executive function, does not have the same occurrence for an Emirati male, or remembering a prime minister’s name, semantic memory, requires an electoral system to appoint the leader of a country. Translation methods and processes present many challenges but applying relevant and creative strategies to reduce errors is essential to achieve semantic validation. This study aims to measure personally experienced knowledge or attitudes; such language effects can be a thorny problem.