G --->--- M

C D E F (G) A B C' [The English Language]
I J K L (M) Ğ H I' [Bahasa Melayu (rumi)]


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Section 9.20
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...
...
In this case two things, both of them proportions, remain the same (or almost so) between notes. Taking a simple case, suppose that the main harmonics present have frequencies of 3, 5, 7, 9 times the fundamental. These are called the 3rd., 5th., 7th., 9th.harmonics, the first harmonic being the fundamental itself. If the note sounded is i, the actual frequencies heard will be (for this example):

256 768 1280 1792 2304

For the note m, the actual frequencies would be:

384 1152 1920 2688 3456

But both of these sets of four frequencies are in the same proportion as:

1 3 5 7 9

and it is the proportion, not the actual frequencies, which we are able to recognize as remaining the same. This is the first part of what we recognize as timbre.
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Images for Skemp's examples: Chapter 5 -- "Intelligence, Learning, and Action" (Richard R. Skemp)

 

​Thermostatically-controlled electric oven

​Steering mechanism of a ship

​Dinghy with one sail sailed single-handed

​Car together with its driver

Tolok empat sistem penuntun Skemp تولوق امڤت سيستم ڤنونتون Skemp's four-director-system model

Tolok empat sistem penuntun Skemp تولوق امڤت سيستم ڤنونتون
Skemp's four-director-system model

Seseorang dapat mula menginsafi kerumitan tindaksalingan-tindaksalingan dengan mencatat sekurang-kurangnya empat sistem penuntun turut terlibat, dua di dalam diri pelajar (pelatih), dan dua di dalam diri pengajar (jurulatih). Terdapat sistem penuntun delta-1 yang dapat diajar pelajar, dan sistem penuntun delta-2 dirinya sendiri yang dengannyalah pembelajaran berlangsung. Sebahagian daripada tugas pengajar ialah bekerjasama dengan delta-2 pelajar: bukan untuk menggantikannya, atau untuk mengelirukannya atau untuk membantutkannya dengan jenis campurtangan yang salah. Sebahagian daripada tugas penuntut ialah untuk menggunakan bantuan yang disediakan oleh guru, dan ini harus perlu dipelajari. Begitu juga halnya guru ada suatu sistem penuntun delta-1 yang fungsinya ialah mengajar penuntut, yang pentasannya ialah delta-1 di dalam diri penuntut, dan mukim matlamatnya ialah mukim kebolehan berfungsi tertentu penuntut. Juga di dalam diri guru ialah suatu sistem delta-2, yang di dalam semesta perbincangan ini, ia belajar mengajar. Kita perlu, lebih-lebih lagi, jangan lupa apa yang untuk senangnya kita fikir sebagai sistem penuntun tunggal lazimnya adalah suatu kompleks sistem-sistem penuntun yang berperilaku sebagai suatu kesatuan (menurut cara yang serupa sebagaimana pegawai malim, jurumudi, dan stereng kuasa sebuah kapal berfungsi sebagai suatu kesatuan untuk menentukan runut sesebuah kapal menurut denai yang dipilih.) Jadi tolok empat sistem penuntun yang baru sahaja dirangkakan ini pun merupakan suatu pemudahan yang bukan sedikit. Tetapi, kita ingat kembali, ini adalah satu sifat sesuatu tolok ---
mengurangkan kerumitan apa yang berlangsung secukupnya sehingga berfikir mengenainya menjadi mungkin.

سسورڠ داڤت مولا مڠينصافي كروميتن تيندقساليڠن-تيندقساليڠن دڠن منچاتت سكورڠ-كورڠڽ امڤت سيستم ڤنونتون توروت ترليبت، دوا د دالم ديري ڤلاجر ﴿ڤلاتيه﴾، دان دوا د دالم ديري ڤڠاجر ﴿جورولاتيه﴾. ترداڤت سيستم ڤنونتون ديلتا-1 يڠ داڤت دأجر ڤلاجر، دان سيستم ڤنونتون ديلتا-2 ديريڽ سنديري يڠ دڠنڽاله ڤمبلاجرن برلڠسوڠ. سبهاڬين درڤد توڬس ڤڠاجر اياله بكرجاسام دڠن ديلتا-2 ڤلاجر: بوكن انتوق مڠڬنتيكنڽ، اتو انتوق مڠليروكنڽ اتو انتوق ممبنتوتكنڽ دڠن جنيس چمڤورتاڠن يڠ ساله. سبهاڬين درڤد توڬس ڤنونتوت اياله انتوق مڠڬوناكن بنتوان يڠ دسدياكن اوله ڬورو، دان اين هاروس ڤرلو دڤلاجري. بڬيتو جوڬ حالڽ ڬورو اد سوات سيستم ڤنونتون ديلتا-1 يڠ فوڠسيڽ اياله مڠاجر ڤنونتوت، يڠ ڤنتاسنڽ اياله ديلتا-1 د دالم ديري ڤنونتوت، دان مقيم متلامتڽ اياله مقيم كبوليهن برفوڠسي ترتنتو ڤنونتوت. جوڬ د دالم ديري ڬورو اياله سوات سيستم ديلتا-2، يڠ د دالم سميستا ڤربينچاڠن اين، اي بلاجر مڠاجر. كيت ڤرلو، لبيه-لبيه لاڬي، ممڤرايڠتكن ديري كيت اڤ يڠ انتوق سنڠڽ كيت فيكير سباڬي سيستم ڤنونتون توڠڬل لازيمڽ اداله سوات كومڤليك س سيستم-سيستم ڤنونتون يڠ برڤريلاكو سباڬي سوات كساتوان ﴿منوروت چارا يڠ سروڤا سباڬيمان حالڽ ڤڬاوي ماليم، جورومودي، دان ستيريڠ كواس سبواه كاڤل برفوڠسي سباڬي سوات كساتوان انتوق مننتوكن رونوت سسبواه كاڤل منوروت دناي يڠ دڤيليه.) جادي تولوق امڤت سيستم ڤنونتون يڠ بارو سهاج درڠكاكن اين ڤون مروڤاكن سوات ڤموداهن يڠ بوكن سديكيت. تتاڤي، كيت ايڠت كمبالي، اين اداله ساتو صفة سسواتو تولوق ---
مڠورڠكن كروميتن اڤ يڠ برلڠسوڠ سچوكوڤڽ سهڠڬ برفيكير مڠناءيڽ منجادي موڠكين.

One can begin to realize the complexity of the interactions by noting that at least four director systems are involved, two in the (trainee) learner, and two in the teacher (instructor). There is the teachable delta-one director system of the learner, and his own delta-two director system by which learning takes place. Part of the task of the teacher is to collaborate with the learner's delta-two: not to try to replace it, nor to confuse or disrupt it by the wrong kind of intervention. Part of the task of the student is to make use of the help made available by the teacher, and this itself may need to be learnt. The teacher likewise has a delta-one director system whose function is to teach the student, whose operand is delta-one within the student, and whose goal state is a certain state of ability to function of the latter. Also within the teacher is a delta-two system by which, in the present universe of discourse, he learns to teach. We need, moreover, to remind ourselves that what for simplicity we think of as a single director system is usually a complex of director systems behaving as a unity (in the same kind of way as the navigating officer, helmsman, and power steering of a ship function as a unity to direct the course of a ship along a chosen path). So even the four-director-system model just outlined is a considerable simplification. But this, we recall, is one of the features of a model: to reduce the complexity of what goes on enough to make it possible to think about.

-- Richard R. Skemp, 'Intelligence, Learning, and Action' p. 250

Islamic Education in the Jet Age/ Pendidikan Islam di Zaman Jet

Islamic Education in the Jet Age
http://tinyurl.com/Islamic-Education-in-Jet-Age
Pendidikan Islam di Zaman Jet
http://tinyurl.com/Pendidikan-Islam-di-Zaman-Jet
ڤنديديقن اسلام د زمان جية

ٱلَّذِى عَلَّمَ بِٱلْقَلَمِ
عَلَّمَ ٱلْإِنسَنَ مَا لَمْ يَعْلَمْ
5-4:96. العلق

who taught by the pen
taught man that he knew not
yang mengajar manusia dengan perantaraan kalam
Dia mengajarkan kepada manusia apa yang tidak diketahuinya
يڠ مڠاجر مأنسي دڠن ڤرانتارأن قلم
دي مڠاجركن كڤد مأنسي اڤ يڠ تيدق دكتاهويڽ

ۖوَإِذْ قَالَ رَبُّكَ لِلْمَلَٓئِكَةِ إِنِّى جَاعِلٌۭ فِى ٱلْأَرْضِ خَلِيفَةًۭ
2:30. البقرة

And when thy Lord said to the angels
'I am setting in the earth (G) a vicegerent'
Ingatlah ketika Tuhanmu berfirman kepada para malaikat
'Sesungguhnya Aku hendak menjadikan seorang khalifah di muka bumi
(M).'
:ايڠتله كتيك توهنمو برفرمان كڤد ڤارا ملائكة
.(M) سسوڠڬوهڽ اكو هندق منجاديكن سئورڠ خليفه د موك بومي
Major Themes of The Quran Pesan-pesan Terbesar A l-Quran [Fazlur Rahman]
pg. 17 [IBT KL] hal. 25 [MEGC KL]
DOCTRINES OF THE QUR`AN
http://www.uv.es/EBRIT/macro/macro_5003_29_13.html#0017
(encyclopaedic article traceable to Fazlur Rahman's "Major Themes of The Quran")
http://www.scribd.com/doc/31136401/Major-Themes-of-the-Quran

وَعَلَّمَ ءَادَمَ ٱلْأَسْمَآءَ كُلَّهَا
2:31. البقرة
And He Taught Adam the names, all of them
Dan Dia mengajarkan kepada Adam nama-nama benda, seluruhnya
دان دي مڠاجركن كڤد آدم نام-نام بندا، سلوروهڽ

Primary training airplanes are generally of simplified construction, with a minimum of complicated equipment. The transition trainers (pesawat-pesawat latihan antaraan ڤساوت-ڤساوت لاتيهن انتاراءن) [see image/ lihat imej/ ليهت ايميج ] are considerably more complicated. They are fast and highly maneuverable and can be fitted with a variety of complicated equipment found also in combat types.
http://www.uv.es/EBRIT/micro/micro_601_37.html

Major Robert Smith-Barry introduced a curriculum based on a balanced combination of academic classroom training and dual flight instruction.
... Smith-Barry's system was based on exposing the student to potentially dangerous maneuvers in a controlled manner so that he could learn to recover from them, thereby gaining confidence and skill. ... The Gosport system of training (Sistem latihan Gosport سيستم لاتيهن) was eventually adopted at training schools throughout the world, remaining the dominant method of civil and military flight instruction into the jet age.
http://www.uv.es/EBRIT/macro/macro_5006_58_177.html

The Gosport system of training (Sistem latihan Gosport سيستم لاتيهن)
Operand in actuality: transition trainer
Pentasan di aktualiti: pesawat latihan antaraan
ڤنتاسن د اكتواليتي: ڤساوت لاتيهن انتاراءن

Skemp's four-director-system model
Tolok empat sistem penuntun Skemp تولوق امڤت سيستم ڤنونتون

One can begin to realize the complexity of the interactions by noting that at least four director systems are involved, two in the learner, and two in the teacher. There is the teachable delta-one director system of the learner, and his own delta-two director system by which learning takes place. Part of the task of the teacher is to collaborate with the learner's delta-two: not to try to replace it, nor to confuse or disrupt it by the wrong kind of intervention. Part of the task of the student is to make use of the help made available by the teacher, and this itself may need to be learnt. The teacher likewise has a delta-one director system whose function is to teach the student, whose operand is delta-one within the student, and whose goal state is a certain state of ability to function of the latter. Also within the teacher is a delta-two system by which, in the present universe of discourse, he learns to teach. We need, moreover, to remind ourselves that what for simplicity we think of as a single director system is usually a complex of director systems behaving as a unity (in the same kind of way as the navigating officer, helmsman, and power steering of a ship function as a unity to direct the course of a ship along a chosen path). So even the four-director-system model just outlined is a considerable simplification. But this, we recall, is one of the features of a model: to reduce the complexity of what goes on enough to make it possible to think about.

-- Richard R. Skemp, 'Intelligence, Learning, and Action' p. 250
http://tinyurl.com/Four-director-system-model

G FM-43 (a transition trainer) in Kymi, Kotka in Finland M FM-82 (sebuah pesawat latihan antaraan سبواه ڤساوت لاتيهن انتاراءن) di Kauhava AB, Finland
http://tinyurl.com/G-GoalState http://tinyurl.com/MukimMatlamat-M
The comparator, shown like a large C, compares present state (.P) and goal state (G), and the plan converts this information into appropriate action by directing the energies of the operators, acting on the operand, in such a way as to bring the operand to the goal state (G).
Neraca, ditunjukkan ianya seperti C yang besar, membandingkan mukim kini (.K) dan mukim matlamat (M), dan seyogia rencana mengolah maklumat ini menjadi tindakan yang cocok dengan tertuntunnya tenaga-tenaga pada pementas-pementas, yang bertindak membawa pentasan, sebagaimana resminya menurut cara yang dengannya pentasan itu pun sampai ke mukim matlamat (M).

http://tinyurl.com/Initial-letter-of-GOAL
http://tinyurl.com/Huruf-pangkal-kata-MATLAMAT حروف ڤڠكل كات متلامت

... the timeliness and the timelessness of these thoughts ... -- By Hasan Zillur Rahim, editor of IQRA, the quarterly magazine, published in San Jose, CA.

Timeliness and Timelessness

In 1987, Asad published This Law of Ours and Other Essays, a collection of articles on Muslim religious and political thought he had written over the years but had not published, including "Answers of Islam," "Calling All Muslims," and "A Vision of Jerusalem." In fact, it was his wife, Pola Hamida, who recovered them after going through some of his old papers and, recognizing their importance, insisted that they be published. "I believe the reader will be struck, as I have been," she wrote in the foreword to the book, "not only by the extraordinary timeliness and the timelessness of these thoughts and predictions, but also by their consistency."

I had the good fortune of corresponding with Muhammad Asad. In 1986, I read The Road to Mecca and was so moved and persuaded by the author's narrative that I resolved to somehow make contact. (The only other book to have similar impact on me, albeit from a different perspective, was the Autobiography of Malcolm X.) Soon I came across an interview with Asad in a magazine called Arabia, published out of England. I wrote a letter to the editor of Arabia to forward to Asad. To my amazement, Asad soon replied from Spain. "I was deeply touched by your letter," he wrote, "which was forwarded to me by Dr. Fathi Osman. Thank you for your appreciation of my work; it is for people like you that I am writing." In my letter I had expressed the hope that he would continue his life story from where he left off in The Road to Mecca. "I have promised my wife, who has been insisting for a long time," he replied, "that I should continue and complete my memoirs. My next work will be just that and of course it will, of necessity, include my years in India and Pakistan...Please pray that God will allow me to accomplish this work." Our correspondence continued for a while until Asad became too ill to reply.

After Asad died in Spain in 1992, I wrote to Pola Hamida Asad, who informed me that the sequel to The Road to Mecca was only partially completed by Asad—part one—and that she herself would complete part two. It would be called Homecoming of the Heart, "a title which he himself suggested." (The book is not yet available in the United States.)

Muhammad Asad stood alone among contemporary Muslims for his extraordinary perception of, and contributions to, Islam. With his command of the English language, his knowledge of the Bible and biblical sources, as well as Jewish history and civilization, Asad was more successful than most in communicating to Muslim and non-Muslim readers the essence of Islam in both its historical and timeless context.

But beyond words and books, Asad wanted to see the living body of Islam flourish in the modern world. Although distressed by the sad state of the Muslim world and its reactive agenda, he remained optimistic to the end that a new generation of Muslims eventually would rise to make his dream a reality.

It is easy to imagine Asad approving of the peaceful yet vigorous activism of American Muslims in defending the tenets of their faith and in striving to bring a balance to American society. He would, in particular, have invested high hopes on Muslim youth for their idealism and their ability and eagerness to think and reason. Asad abhorred extremism in all its forms. "And thus We have willed you to be a community of the Middle Way" was a Qur'anic verse he quoted often, explaining that in Islam, there was no room for revolution, only evolution.

Asad was the conscience of thinking Muslims. "The door of ijtihad will always remain open," he used to say, "because no one has the authority to close it." As Islam enters the most critical phase of its development in the West, Muhammad Asad's legacy assumes an urgency no thinking Muslim can afford to ignore.

Hasan Zillur Rahim is editor of the quarterly magazine IQRA, published in San Jose, CA. Books by Muhammad Asad may be ordered from Kazi Publications, 3023-27 W. Belmont Ave., Chicago, IL 60618, (312) 267-7001, or from Threshold Books, 139 Main Street, Brattleboro, VT 05301, (802) 257-2779.

"Tafakkaru fi kulli syai' wa la tafakkaru fi ZatI L-lah."

"Antum a'alamu bi umuri d-duniyakum."

 

   One can begin to realize the complexity of the interactions by noting that at least four director systems are involved, two in the learner, and two in the teacher. There is the teachable delta-one director system of the learner, and his own delta-two director system by which learning takes place. Part of the task of the teacher is to collaborate with the learner's delta-two: not to try to replace it, nor to confuse or disrupt it by the wrong kind of intervention. Part of the task of the student is to make use of the help made available by the teacher, and this itself may need to be learnt. The teacher likewise has a delta-one director system whose function is to teach the student, whose operand is delta-one within the student, and whose goal state is a certain state of ability to function of the latter. Also within the teacher is a delta-two system by which, in the present universe of discourse, he learns to teach. We need, moreover, to remind ourselves that what for simplicity we think of as a single director system is usually a complex of director systems behaving as a unity (in the same kind of way as the navigating officer, helmsman, and power steering of a ship function as a unity to direct the course of a ship along a chosen path). So even the four-director-system model just outlined is a considerable simplification. But this, we recall, is one of the features of a model: to reduce the complexity of what goes on enough to make it possible to think about.

this sequence jujukan ini

http://tinyurl.com/this-sequence-of-numbers: 4  7  10  ...   40  (43)  46 ... (a hundred of these in all)
http://tinyurl.com/G-FougaMagister43 http://tinyurl.com/G-GoalState
http://tinyurl.com/jujukan-nombor-nombor-ini: 4  7  10  ...  79  (82)  85 ...(seratus kesemuanya)
http://tinyurl.com/M-FougaMagister82 http://tinyurl.com/MukimMatlamat-M