It is truly critical and crucial to analyze the revolutionary and radical role of technology in defining the aesthetic experience of modern man. Printmaking has initiated mass communication of visuals, and photography has re-defined realism, creating an alternate possibility of ‘seeing’ other than physically being with the object itself. Virtual reality and other artificial platforms are further facilitating this change in unpredictable ways. Inevitably, the criteria for aesthetic appreciation has transcended its traditional norms, related to concepts like ‘originality’ and asks (...) critical questions addressing the newer problems of aesthetics, in the background of mechanical reproduction and the irrevocable alteration it has brought to the sensorial experience of the new age. This article attempts to trace the status of these questions by analyzing the historiography of photographs, and graphic prints and their relationship with the new aesthetic idiom as well. (shrink)

The current study is conducted with the aim to explore the practices and perceptions of Afghan EFL lecturers toward assessment. A second aim of the study is to explore the challenges the lecturers encounter in the implementation of formative assessments in their classes. To serve these basic objectives, a qualitative case study method design was employed with three English language lectures as the participants. Semi-structured interviews were used as the main instrument to collect data. The findings of the study indicated (...) that all three lecturers maintained positive perceptions toward formative assessment and favored it over summative assessment. However, the study also discovered that the lecturers practice summative assessments more than formative assessments in their classrooms. This, as indicated by the lecturers, was due to the fact that their choices of employing certain assessment practices were dictated in terms of certain challenges such as university rules and policies, large classes, and time constraints. Lastly, some suggestions are made that may prove useful to effectively apply formative assessment in Afghan EFL context. (shrink)

Sunni or Sunnism stands for Ahlu As-Sunnah wa al-Jamā`ah which is also called ASWAJA. Many people publish and debate it without clear meaning and reference. This article is a demonstrative-linguistic study that outlines the meaning and reference to the term "Sunni" to understand it clearly. This research shows that Sunnis have at least two groups. First, Sunni Ahlu Al- Ḥadīts, the path of Ibn Hanbal and Ibn Taimiyyah, which tends to be puritan and at some point raises hardline intolerant Muslims. (...) Second, moderate Sunnis, who opened the space for fiqh schools other than Ibn Hanbal, and chooses to refer to moderate Islamic thinkers, such as Ash-Shāfi'i in fiqh (Islamic law), Al-Asy`ari in kalam (Islamic theology) and Al -Ghazali in Sufism (Islamic mysticism). The two Sunni groups were both Ahlu as-Sunnah wa al-Jamā`ah. The first group tends to embody the phrase Ahlu as-Sunnah wa al-Jamā'ah terminologically (iṣṭilāḥan), while the second group tends to display the phrase linguistically (lughatan). (shrink)

Rules of origin (ROO) are pivotal element of the Greater Arab Free Trade Area (GAFTA). ROO are basically established to ensure that only eligible products receive preferential tariff treatment. Taking into consideration the profound implications of ROO for enhancing trade flows and facilitating the success of regional integration, this article sheds light on the way that ROO in GAFTA are designed and implemented. Moreover, the article examines the extent to which ROO still represents an obstacle to the full implementation of (...) GAFTA. In addition, the article provides ways to overcome the most important shortcomings of ROO text in the agreement and ultimately offering possible solutions to those issues. Bashar H. Malkawi and Mohammad I. El-Shafie. (shrink)

I propose a framework for comparative Islamic—Western ethics in which the Islamic categories "Islam, Iman," and "Ihsan" are juxtaposed with the concepts of obligation, value, and virtue, respectively. I argue that "shari'a" refers to both the obligation component and the entire structure of the Islamic ethic; suggesting a suspension of the understanding of "shari'a" as simply Islamic "law," and an alternative understanding of "usul al-fiqh" as a moral epistemology of obligation. I will test this approach by addressing the question of (...) reason in Islamic moral epistemology via an examination of an argument advanced by a founding usul scholar Muhammad bin Idrīs al-Shāfi'ī (150 A.H./767 C.E.). (shrink)