Listening Scores for Novice

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SEX, Male and Female

How Qur'an says about sex, male and female

A husband is a qowam towards his wife. It means he should stand erectly, keep something, handle business, straighten, correct, and do duty. Is it concerning with the position of man towards his wife while they are making sexual activity? And is it permissible to show his penis? Think of suroh al mu'minun (23):5-6 What is the meaning of haafidzuun? It means 'to take care', keep something in our memory, inspect, being angry towards'. Is an inspection at this private part permissible for our wife? What about the husband? Is it permissible to show it? What I wonder is the word "furujahum yuhaafidzun". In dictionary, and some linguistic using, farji refers to 'vagina'; and inspection is also componential meaning meaning for yuhaafidzun. Does it show that husband is OK to see his wife's sexual private part? Is it OK to fuck our wife through any positions we desire? Our wife is like "hartsun" purports in Surat 2:223, a place where we plow, do agricultural activities. can we imagine how a farmer does plowing. Firstly, he will clean the grass, or meadow covering the soil.

Attention:This passage is not "tafsir", but it's just a result of contemplation during stressed days

by Der Zugelos mann

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Homeless and Restless

The hard Days During Rhamadan

Ramadan is a special months for Muslims; since it's a month for them to increase their quality of deeds. This month , however, is the hardest month among the other previous Rhamadans. Why? lihat dan baca Cerita dari Negeri Impian... We're homeless. A homeless means no rights to do, to possess, and to manage the household.What are needed in our household?

1. Da'wat,compaign the way of life purported in Al- Qur'an and the practical live guidance narrated in Hadist
2. Ta'lim wa Ta'alaum, do learning Al-Qur'an, as the way of life and the practical live guidance of our beloved prophet, Muhammad SAW
3. Dzikir and Ibadat, any religious practices in Islam, such as reciting Al Qur'an, contemplation of thinking the commandment of Allah, the greatness of Allah, shalat etc
4. Ikrom, fulfilling all of our needs dealing with foods, clothing, housing, transportation, health and other life supports for the family, the relatives, the neighbor, the society and even the animal and plants and our environment where we live in

Hence , it's something burden for a life without a house; as if we were a bird that keeps flying on the air....of course it's very exhausting. Actually, a house is first place where we can begin or start our activities. a place where we live, we have our beloved wife keep in it, and a place where we prepare our next generation. So, what can we do if we live or staying a house where there are other families, other with different interests, rules and values? Can we ride smoothly in one car with two or more drivers in it?

I do expect your input and will be patient to waiting forward yours in my mail box May our meeting in the Cyber World will be the first time for our next meetings in da'wat

spend our times in the path of Allah for 3, 10, 40 days, 4 months, masturot and ijtima'

Allah, who knows every matters the best

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Where will you go?

Say

:

No GOD but ALLAH, you will succeed

Live after this Live

Hi, man! How long will you live in this very little, narrow not eternal world? You’ll be alive for more than 100 years? Then, where will you go?

Alam Barzah, the first world we’ll stay after the death.

Your soul, spirit will go to a place where we call it ‘ alam barzah’ where our body are buried in the grave and turn into the soil. Whoever lived in the earth with good deeds, behavior and conducts will get happiness, joys and excitements. They will lie on a very soft and beautiful bed in a room which is large as vast as the sight can see or reach. Through the windows they can see a very beautiful park or garden they have never seen before; there are many prairies, beautiful teenage girls. Through the window, they also can smell very fragrant flowers they never smelt before in the previous world. In the contrary, whoever made a bad deeds, conduct, behavior, their soul/spirit will be captured or jailed in very messy, frightening places; a place where their souls are tortured. They will be accompanied with a dragon which is called “Suja’ul Aqro”, which of the length is 900 years walk; its eyes are made of fire, its talons are very sharp and strong like the steel. Suja’ul aqro will beat them again and again till the next world. For a while, they will take a rest on a bed made of the very fire. Our spirit, souls, will be waiting till the next world. Whatever will happen in this world, please you learn Al Qur’an / The Koran or ask the pious and educated Muslim scholars where you can find them.

2.Alam Makhsyar, a world where all the mankind from the first man till the last who was born in the earth, will meet and gather.

When qiyamat, the doomsday; when the universe is destroyed, all souls in alam Baryah/Qubr will gather on Alam Makhsyar. They will be naked without any covers for their heads, bodies or feet while the sun will approach the ground closer than one foot. Very and very hot; it’s as a torture for the bad guys; their sweat will be able make them drown. In the contrast, A good guys will be sheltered with a very thick cloud; protect them from the heat and save them. They stay till the next world. Whatever will happen in this world, please you learn Al Qur’an / The Koran or ask the pious and educated Muslim scholars where you can find them.

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Methofd of Teaching

Teaching Methods and Correlation to Learning in the Language Classroom VER ESTA PÁGINA EN ESPAÑOL It is imperative that teachers provide a “safe” learning environment, treat language learning as a “social” process where comprehensible input is a must when expecting comprehensible output. Most importantly, FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills. There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals. USE A COMBINATION OF METHODS! NOTE: No comparative study has consistently demonstrated the superiority of one method over another for all students, all teachers and in all settings. Grammar Translation: The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.) *Most early twentieth-century Spanish educators emphasized the importance of oral skills. Direct Method: The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis. *One of the earliest claims for an introductory "silent period" was presented by Hills (1929) and Place (1925). Teachers were cautioned that they should not expect unrealistic results from the Natural Method after only two years of study. The Silent Way: The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative. *The theoretical basis of Gattegno's Silent Way is the idea that students must be subordinated to learning and must develop their own inner criteria for correctness. Suggestopedia: The learning environment is relaxed, subdued, with low lighting and soft music playing in the background. Student choose a name and character in the target language and imagine being that person. Students relax and listen while dialogues are presented accompanied by music. Students later practice dialogues during an "activation" phase. *Lazanov's method of suggestopedia seeks to help learners eliminate psychological barriers to learning. Community Language Learning: Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated. The AATSP Service Learning website has many activities you can use in your classroom! *Curren's method allows the student to lead the direction of the class. Natural Approach: Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural Approach. *This approach is widely used in elementary FL programs (FLES). Reading Method: The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes. *At the present time, reading proficiency remains an important second language skill as contemporary researchers in L2 reading take an information-processing approach to instruction and stress the role of reading strategies in comprehension. ASTP and the Audiolingual Method: This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation. *The audiolingual approach achieved some of its goals such as good pronunciation and formulaic speech, although it did not always result in communicative competence. Technological Approaches: This approach has been utilized since the 1920's in FL classrooms. Access to audio visual equipment and materials such as records, short-wave radio, motion pictures and films, wire recorders, video tape recorders and computers enhance instruction as well as provide student opportunities for authentic exposure and interaction in the target language(s). *Today's students can communicate by email and the web as well as view programming directly from other countries using satellite and cable links in their classrooms. Cognitive Methods: Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice. *For more information see Bloom. Communicative Methods: The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning. *The Communicative approach stresses the need to teach communicative competence as opposed to linguistic competence. Error analysis research was a product of this method. Total Physical Response Method: This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral participation from students is expected (just as it is with children when they are learning their native language) . *For more information see TPR. Total Physical Response Storytelling Method: This approach was modeled after the TPR method but provides the critical vehicle–storytelling–to utilize and expand acquired vocabulary by contextualizing it in high-interest stories which students can hear, see, act out, retell, revise and rewrite. *For more information see TPRS. Lexical Approach: Based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks,” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar--that language production is the piecing together of ready-made units appropriate for a particular situation--the Lexical Approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. This method proposes that it isn’t grammar but lexis that is the basis of language and that the mastery of the grammatical system is not a prerequisite for effective communication. For more information see Moudraia. Focus-On-Form Approach: The Focus-On-Form Approach considers grammar to be heterogeneous, meaning that some grammar points are easy to explain and easy to apply, and other points are difficult if not impossible to apply. This method proposes that the real problem is that grammar instruction in both approaches is limited to a small set of pedagogical practices. A Focus-On-Form pedagogy profitably mixes explicit and implicit techniques depending on the grammar item and the communicative task. For more information see Blyth. Content-Based Method: In content-based instruction (CBI), the curriculum organizing principle is subject matter, not language. CBI can be focused around regular academic courses such as history and science taught in the target language or organized around a series of selected themes drawn from the regular curriculum. *See examples of this method: GLOBE Program in the Foreign Language Classroom AND NASA materials in other languages. The methods chosen should promote skill development in listening, speaking, reading and writing. Avoid using a written word list as an introductory learning activity--only provide lists as a review exercise. The Verbal-Linguistic Intelligence (word smart) is related to the use of language and words including anything associated to complex thought possibilities such as reading, writing, abstract reasoning and symbolic speaking. The verbal-linguistic learner typically listens carefully and enjoys speaking in public, reading, spelling correctly, writing, has a good memory for names and dates, and has a strong vocabulary. This intelligence includes the ability to manipulate the syntax or structure of language and phonology or sounds of language. Activities that strengthen the verbal-linguistic intelligence Activities: Listening and tape exercises, lectures, vocabulary activities, word games, word memory devices, working with metaphors and similes, summarize in your own words, situations and dialogs, grammar skills, oral presentations/reports, group discussions, debates, story telling, reading—literature, newspapers and magazines, writing activities, journal writing, word-processing programs and on-line communication. Some games for vocabulary development are puzzles; Pictionary; Tic Tac Toe; classroom board races; Concentration; Memory; I Spy; Charades; Password; Wheel of Fortune; Bingo; Jeopardy; Scrabble. Examples of games that develop sentence structure and verb development are Battleship; Classroom Board Races; Gossip; Debate; Board Games—Monopoly; Guess Who?, etc.

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Why am I standing alone?

Standing alone is sometimes something strange as others are not standing. Doing something different is a must, however, if it's something obliged to us by Allah and Rasul SAW. Why? Sometimes any deeds or amal in Islam which are considered strange by who are ignorant with Islamic values; Qur'an and Sunnah. Islam came with a strange values and will return in strange; according to whom do not understand Qur'an and Sunnah. How do you know that your amal doesn't match with Qur'an and Sunnah; ask 'Ulama and learn Al Qur'an and Al Hadist

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No Iman Suicide is an Alternative

Suicide Among Former Military
By: Psych Central News Editor
on Wednesday, Jun, 13, 2007

Reviewed by: John M. Grohol, Psy.D.
on Wednesday, Jun, 13, 2007
An epidemiological study of male military personnel between 1917 and 1994 finds that the former soldiers were twice as likely to commit suicide as people who had not seen combat.
The discovery suggests that medical and mental health professionals take proactive steps to identify suicidal intentions as well as providing overall mental health support for soldiers returning from service in Afghanistan and Iraq.
The study will be published in the July issue of Journal of Epidemiology and Community Health.
Researchers in the United States followed up 320,000 men aged over 18 years for 12 years and found that those who had served in the armed forces at some time between 1917 and 1994 were twice as likely to die from suicide compared with men in the general population.
The risk was highest in veterans who could not participate fully in home, work or leisure activities because of a health problem. Veterans that killed themselves were also more likely to be older, white, better educated and less likely to have never been married than other suicides.
Interestingly, former soldiers who were overweight were far less likely to kill themselves than those of normal weight.
However, a tour of duty in the military did not increase the risk of dying from natural or accidental causes, or of being a homicide victim.
The authors concluded: ‘With the projected rise in functional impairments and psychiatric morbidity among veterans of the conflicts in Afghanistan and Iraq, clinical and community interventions that are directed towards these patients are needed.’
‘Clinicians need to be alert for signs of suicidal intent among veterans, as well as their access to firearms.’
The researchers found that veterans were 58 percent more likely to use a gun to kill themselves than other suicides.
The research was funded with a grant from the US National Institute of Mental Health.
Source: Journal of Epidemiology and Community Health
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