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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Noun Clauses

Noun Clauses A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions "who(m)?" or "what?". Consider the following examples: noun I know Latin. noun clause I know that Latin is no longer spoken as a native language. In the first example, the noun "Latin" acts as the direct object of the verb "know." In the second example, the entire clause "that Latin ..." is the direct object. In fact, many noun clauses are indirect questions: noun Their destination is unknown. noun clause Where they are going is unknown. The question "Where are they going?," with a slight change in word order, becomes a noun clause when used as part of a larger unit -- like the noun "destination," the clause is the subject of the verb "is." Here are some more examples of noun clauses: about what you bought at the mall This noun clause is the object of the preposition "about," and answers the question "about what?" Whoever broke the vase will have to pay for it. This noun clause is the subject of the verb "will have to pay," and answers the question "who will have to pay?" The Toronto fans hope that the Blue Jays will win again. This noun clause is the object of the verb "hope," and answers the question "what do the fans hope?" Adjective Clauses An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples: Adjective the red coat Adjective clause the coat which I bought yesterday Like the word "red" in the first example, the dependent clause "which I bought yesterday" in the second example modifies the noun "coat." Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns "who(m)," "that," or "which." In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informal The books people read were mainly religious. formal The books that people read were mainly religious. informal Some firefighters never meet the people they save. formal Some firefighters never meet the people whom they save. Here are some more examples of adjective clauses: the meat which they ate was tainted This clause modifies the noun "meat" and answers the question "which meat?". about the movie which made him cry This clause modifies the noun "movie" and answers the question "which movie?". they are searching for the one who borrowed the book The clause modifies the pronoun "one" and answers the question "which one?". Did I tell you about the author whom I met? The clause modifies the noun "author" and answers the question "which author?". Adverb Clauses An adverb clause is a dependent clause which takes the place of an adverb in another clause or phrase. An adverb clause answers questions such as "when?", "where?", "why?", "with what goal/result?", and "under what conditions?". Note how an adverb clause can replace an adverb in the following example: adverb The premier gave a speech here. adverb clause The premier gave a speech where the workers were striking. Usually, a subordinating conjunction like "because," "when(ever)," "where(ever)," "since," "after," and "so that," will introduce an adverb clause. Note that a dependent adverb clause can never stand alone as a complete sentence: independent clause they left the locker room dependent adverb clause after they left the locker room The first example can easily stand alone as a sentence, but the second cannot -- the reader will ask what happened "after they left the locker room". Here are some more examples of adverb clauses expressing the relationships of cause, effect, space, time, and condition: cause Hamlet wanted to kill his uncle because the uncle had murdered Hamlet's father. The adverb clause answers the question "why?". effect Hamlet wanted to kill his uncle so that his father's murder would be avenged. The adverb clause answers the question "with what goal/result?". time After Hamlet's uncle Claudius married Hamlet's mother, Hamlet wanted to kill him. The adverb clause answers the question "when?". Note the change in word order -- an adverb clause can often appear either before or after the main part of the sentence. place Where the whole Danish court was assembled, Hamlet ordered a play in an attempt to prove his uncle's guilt. The adverb clause answers the question "where?". condition If the British co-operate, the Europeans may achieve monetary union. The adverb clause answers the question "under what conditions?" See The Sentence for definitions of sentence, clause, and dependent clause. A sentence which contains just one clause is called a simple sentence. A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.) There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.) This page contains information about noun clauses. Also see Adjective Clauses and Adverb Clauses. A. Noun clauses perform the same functions in sentences that nouns do: A noun clause can be a subject of a verb: What Billy did shocked his friends. A noun clause can be an object of a verb: Billy's friends didn't know that he couldn't swim. A noun clause can be a subject complement: Billy's mistake was that he refused to take lessons. A noun clause can be an object of a preposition: Mary is not responsible for what Billy did. A noun clause (but not a noun) can be an adjective complement: Everybody is sad that Billy drowned. B. You can combine two independent clauses by changing one to a noun clause and using it in one of the ways listed above. The choice of the noun clause marker (see below) depends on the type of clause you are changing to a noun clause: To change a statement to a noun clause use that: I know + Billy made a mistake = I know that Billy made a mistake. To change a yes/no question to a noun clause, use if or whether: George wonders + Does Fred know how to cook? = George wonders if Fred knows how to cook. To change a wh-question to a noun clause, use the wh-word: I don't know + Where is George? = I don't know where George is. C. The subordinators in noun clauses are called noun clause markers. Here is a list of the noun clause markers: that if, whether Wh-words: how, what, when, where, which, who, whom, whose, why Wh-ever words: however, whatever, whenever, wherever, whichever, whoever, whomever D. Except for that, noun clause markers cannot be omitted. Only that can be omitted, but it can be omitted only if it is not the first word in a sentence: correct: Billy's friends didn't know that he couldn't swim. correct: Billy's friends didn't know he couldn't swim. correct: Billy's mistake was that he refused to take lessons. correct: Billy's mistake was he refused to take lessons. correct: That Billy jumped off the pier surprised everyone. not correct: * Billy jumped off the pier surprised everyone. E. Statement word order is always used in a noun clause, even if the main clause is a question: not correct: * Do you know what time is it? (Question word order: is it) correct: Do you know what time it is? (Statement word order: it is) not correct: * Everybody wondered where did Billy go. (Question word order: did Billy go) correct: Everybody wondered where Billy went. (Statement word order: Billy went) F. Sequence of tenses in sentences containing noun clauses: When the main verb (the verb in the independent clause) is present, the verb in the noun clause is: future if its action/state is later He thinks that the exam next week will be hard. He thinks that the exam next week is going to be hard. present if its action/state is at the same time He thinks that Mary is taking the exam right now. past if its action/state is earlier He thinks that George took the exam yesterday. When the main verb (the verb in the independent clause) is past, the verb in the noun clause is: was/were going to or would + BASE if its action/state is later He thought that the exam the following week was going to be hard. He thought that the exam the following week would be hard. past if its action/state is at the same time He thought that Mary was taking the exam then. past perfect if its action/state is earlier He thought that George had taken the exam the day before. If the action/state of the noun clause is still in the future (that is, after the writer has written the sentence), then a future verb can be used even if the main verb is past. The astronaut said that people will live on other planets someday. If the action/state of the noun clause continues in the present (that is, at the time the writer is writing the sentence) or if the noun clause expresses a general truth or fact, the simple present tense can be used even if the main verb is past. We learned that English is not easy. The boys knew that the sun rises in the east. G. Here are some examples of sentences which contain one noun clause (underlined) and one independent clause: Noun clauses as subjects of verbs: That George learned how to swim is a miracle. Whether Fred can get a better job is not certain. What Mary said confused her parents. However you learn to spell is OK with me. Noun clauses as objects of verbs: We didn't know that Billy would jump. We didn't know Billy would jump. Can you tell me if Fred is here? I don't know where he is. George eats whatever is on his plate. Noun clauses as subject complements: The truth is that Billy was not very smart. The truth is Billy was not very smart. The question is whether other boys will try the same thing. The winner will be whoever runs fastest. Noun clauses as objects of prepositions: Billy didn't listen to what Mary said. He wants to learn about whatever is interesting. Noun clauses as adjective complements: He is happy that he is learning English. We are all afraid that the final exam will be difficult.

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English easy? Why not!

Actually, when a learner has an inner motive; such "I like it", then learning process will run smoothly.Many problems coming outside will be solved and managed by his/her inner motive. A teacher who makes hi/her bored, a class makes annoyed and the classroom makes unpleasant won't be the problems in learning if she/he is fond of learning the material; e.i English. So the problem is how we can encourage our inner motive to come out. It's something common if we have a feeling 'like and dislike'; our task is how to like something we dislike because of its advantages

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Traffic signs and symbols

Take a look these traffic signs below and explain in your words the meaning!
USA Traffic Signs
National suppliers of road, street, and traffic signs using 7 distribution warehouses to insure speedy delivery. We offer same day shipping for many products listed and quantity discounts shown online. Over 90% of our online orders ship the same or next business day. Tracking numbers are provided for all online orders. Our reflective aluminum signs are approved by Cities nationwide and meet State and Federal guidelines. Over 800 traffic control signs to choose from, high quality and trouble free.

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