- https://www.google.ca/search?q=what+halloween+means&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
- http://urbanlegends.about.com/od/halloween/a/History-Of-Halloween.htm
- http://www.ustream.tv/new
- http://angelwearsgucci.blogspot.ca/2012/10/qudwah-si-kader-dakwah.html
- http://deenreach.com/pengedar/
- http://saifulislam.com/?p=208
- http://aphidsparasit.blogspot.ca/2012/11/aku-parut-dan-luka.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+blogspot/uoMu+%28.::Emansipasi::.%29
- http://en.wikipedia.org/wiki/Learning
- http://dictionary.reference.com/browse/oblivious
- http://www.nytimes.com/2012/11/01/us/politics/obama-tours-storm-ravaged-new-jersey-with-gov-chris-christie.html?pagewanted=all&_r=0
- http://sethgodin.typepad.com/seths_blog/2009/01/super-bowl-laziness.html
- http://www.lifehack.org/articles/lifestyle/10-keys-to-worklife-balance.html
- http://www.psychologytoday.com/blog/side-side/201003/how-keep-your-life-in-balance-using-sweep
- http://www.wikihow.com/Have-a-Balanced-Lifestyle
- http://productivemuslim.com/how-to-plan-execute-an-effective-routine-part-2/
- http://productivemuslim.com/8-goal-areas-for-a-balanced-life/
- http://productivemuslim.com/fighting-burn-out-becoming-a-well-balanced-productive-muslim/
- http://productivemuslim.com/5-tips-for-balancing-work-home-and-spiritual-obligations-during-ramadan/
- http://productivemuslim.com/is-dunya-haram-for-us-heres-how-to-balance-deen-and-dunya/
- https://docs.google.com/viewer?a=v&pid=gmail&attid=0.1&thid=120ecc957876acc8&mt=application/msword&url=https://mail.google.com/mail/u/0/?ui%3D2%26ik%3Ded7628feb7%26view%3Datt%26th%3D120ecc957876acc8%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_fu2lm4yc0%26zw&sig=AHIEtbSG2vTW-Gd4RKATd31cimJlTsTh8Q
- https://docs.google.com/viewer?a=v&pid=gmail&attid=0.2&thid=120ecc957876acc8&mt=application/msword&url=https://mail.google.com/mail/u/0/?ui%3D2%26ik%3Ded7628feb7%26view%3Datt%26th%3D120ecc957876acc8%26attid%3D0.2%26disp%3Dsafe%26realattid%3Df_fu2lmcjs1%26zw&sig=AHIEtbR-exoNzxIu_T-Y5L4Chq8qK2w9Hg
- https://docs.google.com/viewer?a=v&pid=gmail&attid=0.3&thid=120eccb34ea49a47&mt=application/msword&url=https://mail.google.com/mail/u/0/?ui%3D2%26ik%3Ded7628feb7%26view%3Datt%26th%3D120eccb34ea49a47%26attid%3D0.3%26disp%3Dsafe%26realattid%3Df_fu2lonum2%26zw&sig=AHIEtbSh-XXpgp5XJN6JGydoIUK18zNPUw
Wednesday, October 31, 2012
reflections
http://www.leeds.ac.uk/medicine/prof_dev/free/ReflectionLitBite/page_02.htm
Reflect. Plan. Act. Observe. Reflect. Plan. Act. Observe. Reflect.
http://writing.colostate.edu/guides/teaching/service_learning/reflect.cfm
http://nichcy.org/disability/specific/intellectual
http://www.ohiounion.osu.edu/posts/documents/importance%20of%20reflection_sample%20reflection%20ideas.pdf
Reflection provides a structured opportunity for individuals and groups to consider the ramifications of the service they provided and better understand their role in the larger community.
Reflection also makes a connection between the service you have provided and the broader social issues that are impacting that population or community.
a time for personal growth when individuals can look within, by processing the knowledge and skills one acquires through service.
https://sites.google.com/site/reflection4learning/why-reflect
What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?
Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. John Zubizaretta (2004, 2009), in his insightful books on Learning Portfolios in higher education, describes the primary motive of a learning portfolio: “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (2004, p.15)
The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. John Dewey has stated, “We do not learn from experience…we learn from reflecting on experience.” The Learning Cycle, developed by David Kolb, based Dewey, Piaget, and Lewin, is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing. James Zull's (2002) fascinating book on the biology of learning, points out evidence that the learning cycle arises naturally from the structure of the brain (p.19).
http://www.myrp.sg/ced/research/papers/role_of_reflection_in_student_learning.pdf
Reflection journals can help to increase the value of the learning experience
by facilitating learners to make meaning out of the process they are engaged
in.
It enables the learners to relate the new material of learning to prior
knowledge and hence a better understanding of the discipline.
It also enhances the learner’s meta-cognitive awareness.
Reflect. Plan. Act. Observe. Reflect. Plan. Act. Observe. Reflect.
Importance of Student Reflection
Reflection, a key component of many writing classes, is vital to the success of a service-learning course. Reflection is a process of examining and interpreting experience to gain new understanding. The following links highlight this important element of service-learning:http://writing.colostate.edu/guides/teaching/service_learning/reflect.cfm
http://nichcy.org/disability/specific/intellectual
http://www.ohiounion.osu.edu/posts/documents/importance%20of%20reflection_sample%20reflection%20ideas.pdf
Reflection provides a structured opportunity for individuals and groups to consider the ramifications of the service they provided and better understand their role in the larger community.
Reflection also makes a connection between the service you have provided and the broader social issues that are impacting that population or community.
a time for personal growth when individuals can look within, by processing the knowledge and skills one acquires through service.
https://sites.google.com/site/reflection4learning/why-reflect
Why Reflect?
It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners.
What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning?
Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. John Zubizaretta (2004, 2009), in his insightful books on Learning Portfolios in higher education, describes the primary motive of a learning portfolio: “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (2004, p.15)
The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. John Dewey has stated, “We do not learn from experience…we learn from reflecting on experience.” The Learning Cycle, developed by David Kolb, based Dewey, Piaget, and Lewin, is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing. James Zull's (2002) fascinating book on the biology of learning, points out evidence that the learning cycle arises naturally from the structure of the brain (p.19).
http://www.myrp.sg/ced/research/papers/role_of_reflection_in_student_learning.pdf
Reflection journals can help to increase the value of the learning experience
by facilitating learners to make meaning out of the process they are engaged
in.
It enables the learners to relate the new material of learning to prior
knowledge and hence a better understanding of the discipline.
It also enhances the learner’s meta-cognitive awareness.
intellectual functioning
http://www.oregonlaws.org/glossary/definition/intellectual_functioning
intellectual functioning
-
"Intellectual functioning" means functioning as assessed by one or more of the individually administered general intelligence tests developed for the purpose.
Oregon Legislature 1See also mental retardation, significantly subaveragehttp://www.aaidd.org/content_100.cfm?navID=21mind alerthttp://www.uwpsychiatry.org/sls/publications/MindAlert.pdfintellectual disability definitionhttp://exeduc.troup.k12.ga.us/intellectual.htmhttp://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10326&cn=208http://en.wikipedia.org/wiki/Intellectualhttp://nichcy.org/disability/specific/intellectualWhat is an Intellectual Disability?
Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child.
Children with intellectual disabilities (sometimes called cognitive disabilities or mental retardation) may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.
Saturday, October 20, 2012
of distractions
- http://en.wikiversity.org/wiki/Wikiversity:Main_Page
- http://www.ourultimatereality.com/managing-the-ego.html
- http://freelanceswitch.com/productivity/10-ways-to-eliminate-distractions/
- http://www.learningcommons.uoguelph.ca/guides/time_management/html/managing_distractions.html
- http://en.wikipedia.org/wiki/Distraction
- http://lifehacker.com/146448/geek-to-live-ban-timewasting-web-sites?tag=softwarefeature
- http://jeremyfreese.blogspot.ca/2007/01/kiwi-cloak-quasi-coercive-anti-websurf.html
- http://freelanceswitch.com/productivity/10-ways-to-eliminate-distractions/
- http://www.hogbaysoftware.com/products/writeroom
- http://www.learningcommons.uoguelph.ca/guides/time_management/html/managing_distractions.html
- http://en.wikipedia.org/wiki/Distraction
managin
Thursday, October 11, 2012
Tuesday, June 12, 2012
cycling and health
Using No-nose (Noseless) Bicycle Saddles to Prevent Genital Numbness and Sexual Dysfunction
http://blogs.cdc.gov/niosh-science-blog/2009/04/bicycle/
Welcome To Women's Cycling.ca
http://www.womenscycling.ca/newsletter-august-september-06.htm
http://district5diary.blogspot.ca/2006/07/bad-news-for-bike-nuts.html
http://www.bycycleinc.com/pages/article_MTJ.html
why is cycling good for pregnant woman
https://www.google.ca/search?q=is+cycling+good+for+pregnant+women&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
tips on bike
buyers-guide-to-womens-saddles
- http://www.bikeradar.com/fitness/article/buyers-guide-to-womens-saddles--189/
- http://www.bicyclewarehouse.com/page.cfm?PageID=481#sugg
- http://www.bicyclewarehouse.com/page.cfm?PageID=481
How to Choose a Bike Saddle
http://www.rei.com/expertadvice/articles/saddle.html
- http://sheldonbrown.com/saddles.html
- http://www.ebicycles.com/article/guide-to-bicycle-saddles.html
- http://www.bicycling.com/maintenance/bike-fit/how-choose-saddle
- issues of health genital related
- http://www.urosource.com/fileadmin/user_upload/european_urology/PIIS0302283804005627.pdf
-
Can Biking Cause Erectile Dysfunction?
http://www.edrugstore.md/articles/erectile-dysfunction/biking-and-ed
Cycling May Diminish Sexual Pleasure in Women, Lead to Numbness of the Genitalia
http://www.medicaldaily.com/news/20120515/9894/relationship-exercise-cycling-bicycle-women.htm
Does Bicycling Cause Erectile Dysfunction and Impotence in Men?
http://sportsmedicine.about.com/od/cyclingworkouts/a/BikingImpotence.htm
Monday, May 14, 2012
distractions crossover
1. http://rantisinadiem.blogspot.ca/
2. http://syauqahwardah1209.blogspot.ca/
3. http://syauqatuliman.blogspot.ca/
4. http://layakkahakumenjadibidadarisyurga.blogspot.ca/
5. http://xiliempieengxi.blogspot.ca/
6.https://picasaweb.google.com/101107389509862330029/QurratulAin
7. http://husnabaek.blogspot.ca/
8. http://najwahamali.blogspot.ca/
9. http://bittenbyreality.wordpress.com/2010/04/03/simplify/#more-69
10. http://nisahishak.blogspot.ca/2012/05/orang-lahir-bulan-julai.html
1. http://rantisinadiem.blogspot.ca/
2. http://syauqahwardah1209.blogspot.ca/
3. http://syauqatuliman.blogspot.ca/
4. http://layakkahakumenjadibidadarisyurga.blogspot.ca/
5. http://xiliempieengxi.blogspot.ca/
6.https://picasaweb.google.com/101107389509862330029/QurratulAin
7. http://husnabaek.blogspot.ca/
8. http://najwahamali.blogspot.ca/
9. http://bittenbyreality.wordpress.com/2010/04/03/simplify/#more-69
10. http://nisahishak.blogspot.ca/2012/05/orang-lahir-bulan-julai.html
Wednesday, April 25, 2012
Friday, April 13, 2012
liberty
ong For Liberty (Nana Mouskouri)
When you sing I'm singing with you liberty
When you cry I cry with you in sorrow
When you suffer I'm praying for you liberty
For your struggles will bring us a new tomorrow
Days of sad darkness and fear must one day crumble
For the force of your kindness and love make them tremble
When you sing I'm singing with you liberty
In the void of your absence I keep searching for you
Who are you dream illusion or just reality
Faith ideal desire revolution
I believe you're the symbol of our humanity
Lighting up the world for eternity
I can see why men die to defend you
Try to guard to protect and attend you
When you sing I'm singing with you liberty
With your tears or your joys I love you
Let us sing and rejoice make our own history
Songs of hope with one voice guide us to victory
Liberty, liberty
Thursday, April 12, 2012
Wednesday, April 11, 2012
intelligence
Going Mental is Big Think's blog about neurology, psychology and the mysterious mechanisms of the human brain.
there isn't even a consensus as to what constitutes intelligence in the first place. It is widely accepted that there are different types of intelligence—analytic, linguistic, emotional, to name a few—but psychologists and neuroscientists disagree over whether these intelligences are linked or whether they exist independently from one another.
Big Think also interviewed Dr. Daniel Goleman, author of the bestselling Emotional Intelligence," and spoke with him about his theory of emotional intelligence, which comprises four major poles:
source : http://bigthink.com/ideas/23098
there isn't even a consensus as to what constitutes intelligence in the first place. It is widely accepted that there are different types of intelligence—analytic, linguistic, emotional, to name a few—but psychologists and neuroscientists disagree over whether these intelligences are linked or whether they exist independently from one another.
Big Think also interviewed Dr. Daniel Goleman, author of the bestselling Emotional Intelligence," and spoke with him about his theory of emotional intelligence, which comprises four major poles:
- self-awareness,
- self-management,
- social awareness, and
- relationship management.
source : http://bigthink.com/ideas/23098
UNDERSTANDING IRAQS SHIIS: EVOLVING MISPERCEPTIONS WITHIN THE U.S. GOVERNMENT FROM THE 1970s TO THE PRESENT
In 1958 the monarchy was overthrown and replaced with a Shii ruler Abd al-
Karim Qasim. Qasim promoted Iraqi nationalism and borrowed much from the
Egyptian nationalist party lines by advocating the preservation of national identities and
resisting affiliations with other states, unlike Pan-Arabism. Because of his politics
Qasim was a prime target for Baathists who labeled him both a separatist and shuubi
despot. He was assassinated in 1963 by Baathists, ostensibly for his refusal to join the
United Arab Republic.
source : http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA435594
Karim Qasim. Qasim promoted Iraqi nationalism and borrowed much from the
Egyptian nationalist party lines by advocating the preservation of national identities and
resisting affiliations with other states, unlike Pan-Arabism. Because of his politics
Qasim was a prime target for Baathists who labeled him both a separatist and shuubi
despot. He was assassinated in 1963 by Baathists, ostensibly for his refusal to join the
United Arab Republic.
source : http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA435594
saladin
Salahuddin sangat yakin dan percaya
kepada pertolongan Allah. Ia biasa meletakkan segala harapannya kepada
Allah terutama ketika dalam kesusahan. Pada satu ketika ia berada di
Jerusalem yang pada masa itu seolah-olah tidak dapat bertahan lagi
daripada kepungan tentera bersekutu Kristian. Walaupun keadaan sangat
terdesak ia enggan untuk meninggalkan kota suci itu.
Siapa yang rapat dengannya mengatakan ia adalah seorang Islam yang taat kepada Allah, sangat peka kepada keadilan, pemurah, lembut hati, sabar dan tekun. Bahauddin bin bin Shaddad, penasihat utama Salahuddin telah mencatatkan ia telah memberikan masa untuk rakyat dua kali seminggu, iaitu pada hari Isnin dan Selasa. Pada masa ini ia disertai oleh pembesar-pembesar negara, ulama dan kadi. Semua orang boleh berjumpa dengannya. Ia sendiri akan membacakan aduan yang diterimanya dan mengucapkan untuk dituliskan oleh juru tulis tindakan yang perlu diambil dan terus ditandatanganinya pada masa itu juga. Ia tidak pernah membenarkan orang meninggalkannya selagi ia belum menyempurnakan hajat orang itu. Dalam masa yang sama ia sentiasa bertasbih kepada Allah.
Jika ada orang membuat aduan, ia akan mendegarkan dengan teliti dan kemudian memberikan keputusannya.
source: http://dppwp.wordpress.com/2005/06/06/tokoh-islam-salahuddin-al-ayyubi/
formation of islam civlization
Islam did not appear all
at once, but emerged slowly, as part of a prolonged process whereby it was
differentiated from other religious traditions and, indeed, that much that we take as
characteristic of Islam is in fact the product of the medieval period.
source: http://assets.cambridge.org/97805215/82148/frontmatter/9780521582148_frontmatter.pdf
great code on mongol empire
Yasa,
the Great Code of Chenggis Khan, has affected and influenced legal and justice
practices across the greater regions of Asia
and eastern Europe. It was obviously
aimed at regulating pastoral and military peoples, which made its assimilation
into other civilizations, many of which were quite sophisticated, extremely
difficult. Given the complexity of many conquered
societies and the deep roots of their religions, the application of the Yasa to
the law practices of most of these stationary cultures remained minimal. The religious acceptance of the Mongols
appears to have expanded to the toleration of regional legal practices and
jurisprudence. One question that many
historians have failed to investigate is which of the local peoples around the
fledgling Mongolian empire had influenced them in the early 13th
Century when the Yasa was finally codified?
At least one of the tenets
(Number 30 dealing with religion, forgiveness, and respect of the elders and
poor) could have been impacted by regional Buddhist, Christian or Muslim leaders. It is likely that the illiterate descendents
of the Mongols influenced the Khans, even more than the Great Code of the Khans
influenced their conquered civilizations.
source : http://www.mypolice.ca/research_and_publications/MongolianLawCodeYasa.htm
source : http://www.mypolice.ca/research_and_publications/MongolianLawCodeYasa.htm
Saturday, April 7, 2012
Monday, April 2, 2012
Sunday, April 1, 2012
"We found more evidence that people might be shy or outgoing because of the way their brains are structured, not because of experiences they've had."
The differences in cognitive style and sensory-processing relate to the qualities associated with introversion and extroversion. True introverts are quiet, inwardly focused and reclusive. Extroverts are gregarious, socially active and sensation seeking.
The differences in cognitive style and sensory-processing relate to the qualities associated with introversion and extroversion. True introverts are quiet, inwardly focused and reclusive. Extroverts are gregarious, socially active and sensation seeking.
introvert
http://giftedkids.about.com/od/glossary/g/introvert.htm
Introverts are more concerned with the inner world of the mind. They enjoy thinking, exploring their thoughts and feelings. They often avoid social situations because being around people drains their energy. This is true even if they have good social skills. After being with people for any length of time, such as at a party, they need time alone to "recharge."
Introverts are more concerned with the inner world of the mind. They enjoy thinking, exploring their thoughts and feelings. They often avoid social situations because being around people drains their energy. This is true even if they have good social skills. After being with people for any length of time, such as at a party, they need time alone to "recharge."
intrinsic motivation
Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.
The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
Intrinsic motivation does not mean, however, that a person will not seek rewards. It just means that such external rewards are not enough to keep a person motivated. An intrinsically motivated student, for example, may want to get a good grade on an assignment, but if the assignment does not interest that student, the possibility of a good grade is not enough to maintain that student's motivation to put any effort into the project.
http://giftedkids.about.com/od/glossary/g/intrinsic.htm
The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
Intrinsic motivation does not mean, however, that a person will not seek rewards. It just means that such external rewards are not enough to keep a person motivated. An intrinsically motivated student, for example, may want to get a good grade on an assignment, but if the assignment does not interest that student, the possibility of a good grade is not enough to maintain that student's motivation to put any effort into the project.
http://giftedkids.about.com/od/glossary/g/intrinsic.htm
social justice
http://www.guardian.co.uk/environment/georgemonbiot/2012/feb/13/protecting-environment-social-justice
"safe and just space for humanity to thrive in"
"safe and just space for humanity to thrive in"
- providing enough food for the 13% of the world's people who suffer from hunger means raising world supplies by just 1%.
- Providing electricity to the 19% of people who currently have none would raise global carbon emissions by just 1%.
- Bringing everyone above the global absolute poverty line ($1.25 a day) would need just 0.2% of global income.
it is not the needs of the poor that threaten the biosphere, but the demands of the rich. Raworth points out that half the world's carbon emissions are produced by just 11% of its people, while, with grim symmetry, 50% of the world's people produce just 11% of its emissions.
sikap
Amat malu bagi pendukung agenda sebesar AGENDA ISLAM, kalah oleh persoalan SIKAP yang terlalu asas dan mudah.
Betulkan SIKAP, ia MUQADDIMAH AGAMA dan PERJUANGAN.
http://saifulislam.com/?p=198
Hanya manusia yang lupakan Tuhan, tidak menyedarinya.
Betulkan SIKAP, ia MUQADDIMAH AGAMA dan PERJUANGAN.
http://saifulislam.com/?p=198
Hanya manusia yang lupakan Tuhan, tidak menyedarinya.
“Jika kamu berbuat kebaikan, (maka
faedah) kebaikan yang kamu lakukan adalah untuk diri kamu; dan jika kamu
berbuat kejahatan, maka (kesannya yang buruk) berbalik kepada diri kamu
juga.” [Al-Israa' 17: 7]\
http://saifulislam.com/?p=7340
Memperjuangkan Islam memerlukan satu tahap kematangan fikiran di kalangan pendukungnya. Kecacatan common sense ini menjadi amat ketara tatkala ia diteropong dari kaca mata dakwah dan perjuangan.
Semasa berinteraksi dengan mahasiswa dan mahasiswi yang menjemput saya ke program, saya sering mengurut dada menahan sabar tatkala berdepan dengan kecacatan common sense ini.
“Ustaz, esok pukul 10 kami akan berada di KL untuk berjumpa dengan ustaz. Harap ustaz dapat lapangkan masa berbincang dengan kami!” kata sekumpulan AJK sebuah program melalui sms kepada saya.
Apakah mereka ini menyangka yang saya ini goyang kaki tidak punya sebarang aktiviti hingga semudah itu di’jemput’ menerima jemputan mereka?
http://saifulislam.com/?p=4725
Komunikasi hati, lain kisahnya. Biar pun terpaksa naik bas loncat bersalin bas tiga kali, semuanya sanggup ditempuh kerana hati benar-benar mahu berjumpa dan berbicara.
Justeru komunikasi Ulul Albaab banyak memerlukan pembaikan hati.
Perbaiki hati, agar ada ukhuwwah, ada empati.
Dengan hati yang mahu berkomunikasi, kita lebih sabar dalam mendengar.
Lebih berisi.
http://saifulislam.com/?p=9464
Semasa berinteraksi dengan mahasiswa dan mahasiswi yang menjemput saya ke program, saya sering mengurut dada menahan sabar tatkala berdepan dengan kecacatan common sense ini.
“Ustaz, esok pukul 10 kami akan berada di KL untuk berjumpa dengan ustaz. Harap ustaz dapat lapangkan masa berbincang dengan kami!” kata sekumpulan AJK sebuah program melalui sms kepada saya.
Apakah mereka ini menyangka yang saya ini goyang kaki tidak punya sebarang aktiviti hingga semudah itu di’jemput’ menerima jemputan mereka?
http://saifulislam.com/?p=4725
Komunikasi hati, lain kisahnya. Biar pun terpaksa naik bas loncat bersalin bas tiga kali, semuanya sanggup ditempuh kerana hati benar-benar mahu berjumpa dan berbicara.
Justeru komunikasi Ulul Albaab banyak memerlukan pembaikan hati.
Perbaiki hati, agar ada ukhuwwah, ada empati.
Dengan hati yang mahu berkomunikasi, kita lebih sabar dalam mendengar.
Lebih berisi.
http://saifulislam.com/?p=9464
manusia
Saya berminat dengan manusia.
BERMINAT DENGAN MANUSIA
Saya suka menelaah kelakuan manusia, mengkaji kecenderungan yang mencorakkan kehidupan manusia malah meyakini bahawa warna-warna alam sekitar hari ini adalah terjemahan kepada kemanusiaan manusia.
Berminat dengan manusia, adalah pra syarat seorang pendakwah.
Pendakwah perlu sedar bahawa tugasnya adalah untuk menterjemahkan kehendak titah Pencipta manusia untuk ditempa ke atas manusia ciptaan Dia. Pendakwah harus kenal Allah dan kenal manusia. Mesejnya mesti Rabbani, pendekatannya mesti manusiawi.
Apabila pendakwah tidak menjaga kemanusiaan manusia, dia telah melanggar sehimpun sunnatullah aturan-Nya.
Justeru untuk menyampaikan dakwah yang manusiawi, pendakwah mestilah berminat dengan manusia…
ABU SAIF @ www.saifulislam.com
68000 Ampang
http://saifulislam.com/?p=4819
BERMINAT DENGAN MANUSIA
Saya suka menelaah kelakuan manusia, mengkaji kecenderungan yang mencorakkan kehidupan manusia malah meyakini bahawa warna-warna alam sekitar hari ini adalah terjemahan kepada kemanusiaan manusia.
Berminat dengan manusia, adalah pra syarat seorang pendakwah.
Pendakwah perlu sedar bahawa tugasnya adalah untuk menterjemahkan kehendak titah Pencipta manusia untuk ditempa ke atas manusia ciptaan Dia. Pendakwah harus kenal Allah dan kenal manusia. Mesejnya mesti Rabbani, pendekatannya mesti manusiawi.
Apabila pendakwah tidak menjaga kemanusiaan manusia, dia telah melanggar sehimpun sunnatullah aturan-Nya.
Justeru untuk menyampaikan dakwah yang manusiawi, pendakwah mestilah berminat dengan manusia…
ABU SAIF @ www.saifulislam.com
68000 Ampang
http://saifulislam.com/?p=4819
Friday, March 30, 2012
http://www.ldpride.net/idexplain.htm
http://mentalhealth.about.com/od/familyresources/a/ytaddld1205.htm
http://add.about.com/od/adhdthebasics/a/Jonathan-Mooney.htm
http://liveworkplay.ca/node/245
http://www.ldrc.ca/contents/view_article/175/
http://www.searo.who.int/en/Section1174/Section1199/Section1567/Section1825_8084.htm
http://en.wikipedia.org/wiki/Developmental_disability
http://ldpride.net/emotions.htm
http://mentalhealth.about.com/od/familyresources/a/ytaddld1205.htm
http://add.about.com/od/adhdthebasics/a/Jonathan-Mooney.htm
http://liveworkplay.ca/node/245
http://www.ldrc.ca/contents/view_article/175/
http://www.searo.who.int/en/Section1174/Section1199/Section1567/Section1825_8084.htm
http://en.wikipedia.org/wiki/Developmental_disability
http://ldpride.net/emotions.htm
com·mem·o·ra·tion/kəˌmeməˈrāSHən/
Noun: |
|
|
of philosophy [2]
Indeed,
many of the persons known to later times as great philosophers, were, in
their own time, persecuted, discriminated, killed, or removed from society. This
applies i.a. to Heraclite, Buddha, Socrates, Aristotle, Epicure, Lucretius,
Abelard, Bacon, Ockham, Galileo, Descartes, Spinoza, Hume, Rousseau, Marx,
Nietzsche, Peirce and Russell, to name some.
The great philosophers have been the creators of the ideas and values many people oriented their lives around, but during their own lives they were generally silent or in trouble, for they dared to say what their contemporaries did not want to hear, to discuss what they did not want to face, and to study and write what very few took interest in or understood.
http://maartens.home.xs4all.nl/philosophy/why_philosophy_is_important.htm
http://www.muslimphilosophy.com/ip/rep/H006
.http://www.al-islam.org/al-tawhid/study-philosophy.htm
The great philosophers have been the creators of the ideas and values many people oriented their lives around, but during their own lives they were generally silent or in trouble, for they dared to say what their contemporaries did not want to hear, to discuss what they did not want to face, and to study and write what very few took interest in or understood.
http://maartens.home.xs4all.nl/philosophy/why_philosophy_is_important.htm
- All ideas about philosophy or science, including those that ridicule or condemn philosophy or science, are themselves philosophical ideas, and such as declare all philosophy useless, trifling, or impossible are little better than a refusal to do any serious philosophical or scientific reasoning.
- The ideas people live and die for, go to war for and kill each other for, or let themselves be inspired to the making of great art or science, are all philosophical ideas.
The lives people lead and the choices they make are the result of the philosophies they hold, whether they are conscious of this fact or not.
http://www.muslimphilosophy.com/ip/rep/H006
.http://www.al-islam.org/al-tawhid/study-philosophy.htm
of philosophy
http://www.paulgraham.com/philosophy.html
- Philosophy doesn't really have a subject matter in the way math or history or most other university subjects do. There is no core of knowledge one must master. The closest you come to that is a knowledge of what various individual philosophers have said about different topics over the years. Few were sufficiently correct that people have forgotten who discovered what they discovered.
- It does seem to me very important to be able to flip ideas around in one's head: to see when two ideas don't fully cover the space of possibilities, or when one idea is the same as another but with a couple things changed. But did studying logic teach me the importance of thinking this way, or make me any better at it? I don't know.
- With Socrates, Plato, and particularly Aristotle, this tradition turned a corner. There started to be a lot more analysis. I suspect Plato and Aristotle were encouraged in this by progress in math. Mathematicians had by then shown that you could figure things out in a much more conclusive way than by making up fine sounding stories about them.
- People talk so much about abstractions now that we don't realize what a leap it must have been when they first started to. It was presumably many thousands of years between when people first started describing things as hot or cold and when someone asked "what is heat?"
- This is all to explain how Plato and Aristotle can be very impressive and yet naive and mistaken. It was impressive even to ask the questions they did. That doesn't mean they always came up with good answers. It's not considered insulting to say that ancient Greek mathematicians were naive in some respects, or at least lacked some concepts that would have made their lives easier. So I hope people will not be too offended if I propose that ancient philosophers were similarly naive. In particular, they don't seem to have fully grasped what I earlier called the central fact of philosophy: that words break if you push them too far.
- I propose we try again, but that we use that heretofore despised
criterion, applicability, as a guide to keep us from wondering
off into a swamp of abstractions. Instead of trying to answer the
question:
What are the most general truths?
let's try to answer the questionOf all the useful things we can say, which are the most general?
The test of utility I propose is whether we cause people who read what we've written to do anything differently afterward. Knowing we have to give definite (if implicit) advice will keep us from straying beyond the resolution of the words we're using. - im to make. It won't seem so preposterous in 10,000 years. Civilization always seems old, because it's always the oldest it's ever been. The only way to say whether something is really old or not is by looking at structural evidence, and structurally philosophy is young; it's still reeling from the unexpected breakdown of words.
- http://www.importanceofphilosophy.com/
DDA
RLG229H1 Death, Dying and Afterlife[24L/12T]
This course introduces students to various religious approaches to death, the dead, and afterlife.
Through considering different ways in which death has been thought about and dealt with, we will also explore different understandings of life and answers to what it means to be human.
Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Thought, Belief and Behaviour (2)
This course introduces students to various religious approaches to death, the dead, and afterlife.
Through considering different ways in which death has been thought about and dealt with, we will also explore different understandings of life and answers to what it means to be human.
Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Thought, Belief and Behaviour (2)
GC
intensive course
May 16 - June 3 ~ 3 weeks!!
GGR216H1 Global Cities[24L]
This is a Social Science course
Breadth Requirement: Society and its Institutions (3)
May 16 - June 3 ~ 3 weeks!!
GGR216H1 Global Cities[24L]
- Most urban courses taught in the English-speaking world implicitly or explicitly focus on large North American, European, or Australian cities.
- While these places are interesting in their own right, studying them as the sole model of urbanization is misleading.
- To a great extent, the societies of the westernized, developed world are already highly-urbanized and have been so for decades.
- Cities outside of this sphere, by contrast, are generally growing much faster, and experiencing greater social and economic upheaval as a result.
- Understanding non-North American urbanization is a vital part of understanding cities in general.
- This course is an attempt to introduce students to processes of urbanization that are occurring in places other than North America.
- There will be a particular focus on comparing the urban form, economies, and social life in cities around the world.
This is a Social Science course
Breadth Requirement: Society and its Institutions (3)
GGR216H1 | F | Global Cities | May 16 - June 3 |
Wednesday, March 28, 2012
Tuesday, March 27, 2012
- Rightly Dividing the Word of Truth - A Blog About the Bible, Books, and Beating People Up…
- Division by Zero
- importance of definition
- environmental problems
- what is justice
- importance of breakfast
- healthy breakfast recipes
- health issues with breakfast
- depression
- eating breakfast not only aids in weight management, it fuels the body to help provide energy, better concentration and problem-solving ability throughout the day, according to the food and nutrition experts at the American Dietetic Association.
- "Eating breakfast is very important for the brain and the body first thing in the morning", said Los Angeles registered dietitian Gail Frank, spokesperson for the American Dietetic Association.
- "Breakfast skippers often feel tired, restless or irritable in the morning."
- helps curb your hunger and prevent binge eating later in the day.
- Starting your day with a good breakfast boosts your energy, increases your attention span, and heightens your sense of well-being. You’ll be in better control of your emotions. .
- The effects of a skipped breakfast are
- short attention span,
- lack of alertness, longer reaction time,
- low blood sugar, decreased work productivity.
- Surely, breakfast is the most important meal of the day. Take time to eat a large, balanced breakfast. It’s a good investment of your time. O
Glucose
- is essential for the brain and is the main energy source.
- Blood glucose also helps fuel the muscles needed for physical activity throughout the day.
- Glucose is the basic fuel for the brain and central nervous system.
- Ready-to-eat whole-grain cereal topped with fruit and a cup of yogurt
- Whole-grain waffles topped with peanut butter, fruit or ricotta cheese
- A whole-wheat pita stuffed with sliced hard-cooked eggs
- Hot cereal topped with cinnamon, nutmeg, allspice or cloves
- Peanut butter on a bagel with fresh fruit (banana or apple wedges) and low-fat milk
- Breakfast smoothie (milk, fruit and teaspoon of bran, whirled in a blender)
- Vegetable omelet with a bran muffin and orange juice
- Cheese pizza and orange juice
- Grilled vegetables mixed with beans and cilantro topped with cheese
- Heated leftover rice with chopped apples, nuts and cinnamon and fruit juice
ouch!
It often amazes me how people take better care of their cars than their bodies. I have yet to meet a person who said, “God has a plan as to when my car should ‘die’ and I do not need to worry about it. I don’t need to check or change the oil, or perform any routine maintenance. And I don’t need to worry about the type of gasoline I use.” We recognize the necessity of proper care to get the longest life and best performance out of our automobiles. When will we realize that proper care also gives our bodies the longest life and best performance?
What’s your excuse for not eating breakfast?
- “No time?” How much time does it take to eat a bowl of cereal? Make toast and eat it on your way to work. Make your breakfast the night before. Making time for breakfast is making time to be healthy.
- “Not hungry?” To get started, don’t eat anything after an early supper. Finish supper by 6:30 p.m.
Take the step. Do the right thing. Eat breakfast.!
The sky’s the limit. The only limitation is your imagination. Make it a priority. Eat breakfast.
a full morning
don't skip breakfast!!
breakfast guide
10. key skills
11. entah blog sape
12. status that should never share online!
SNF
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