Minggu, 21 Oktober 2012

global


Global warming is the rise in the average temperature of Earth's atmosphere and oceans since the late 19th century and its projected continuation. Since the early 20th century, Earth's mean surface temperature has increased by about 0.8 °C (1.4 °F), with about two-thirds of the increase occurring since 1980.[2] Warming of the climate system is unequivocal, and scientists are more than 90% certain that it is primarily caused by increasing concentrations of greenhouse gases produced by human activities such as the burning of fossil fuels and deforestation.[3][4][5][6] These findings are recognized by the national science academies of all major industrialized nations.[7][A]
Climate model projections were summarized in the 2007 Fourth Assessment Report (AR4) by the Intergovernmental Panel on Climate Change (IPCC). They indicated that during the 21st century the global surface temperature is likely to rise a further 1.1 to 2.9 °C (2 to 5.2 °F) for their lowest emissions scenario and 2.4 to 6.4 °C (4.3 to 11.5 °F) for their highest.[8] The ranges of these estimates arise from the use of models with differing sensitivity to greenhouse gas concentrations.[9][10]
According to AR4, warming and related changes will vary from region to region around the globe.[11] The effects of an increase in global temperature include a rise in sea levels and a change in the amount and pattern of precipitation, as well a probable expansion of subtropical deserts.[12] Warming is expected to be strongest in the Arctic and would be associated with the continuing retreat of glacierspermafrost and sea ice. Other likely effects of the warming include a more frequent occurrence of extreme-weather events including heat waves, droughts and heavy rainfall, ocean acidification andspecies extinctions due to shifting temperature regimes. Effects significant to humans include the threat to food security from decreasing crop yields[13]and the loss of habitat from inundation.
Proposed policy responses to global warming include mitigation by emissions reduction, adaptation to its effects, and possible future geoengineering. Most countries are parties to the United Nations Framework Convention on Climate Change (UNFCCC),[14] whose ultimate objective is to prevent dangerous anthropogenic (i.e., human-induced) climate change.[15] Parties to the UNFCCC have adopted a range of policies designed to reduce greenhouse gas emissions[16]:10[17][18][19]:9 and to assist in adaptation to global warming.[16]:13[19]:10[20][21] Parties to the UNFCCC have agreed that deep cuts in emissions are required,[22] and that future global warming should be limited to below 2.0 °C (3.6 °F) relative to the pre-industrial level.[22][B]Reports published in 2011 by the United Nations Environment Programme[23] and the International Energy Agency[24] suggest that efforts as of the early 21st century to reduce emissions may be inadequate to meet the UNFCCC's 2 °C target.

Sabtu, 22 September 2012

Makhrajul Huruf

Makhrajul Huruf

Tempat Keluarnya huruf

Tiap-tiap huruf hijaiyah mempunyai tempat keluarnya masing-masing dari bagian-bagian mulut tertentu. Tempat keluar huruf ini dinamakan Makhraj. Makhraj huruf ini dapat dikelompokkan atas:


  1. Kelompok huruf-huruf Halqiah (Tenggorokan)
  2. Kelompok huruf-huruf Lahawiyah (Tekak)
  3. Kelompok huruf-huruf Syajariah (Tengah Lidah)
  4. Kelompok huruf-huruf Asaliyah (Ujung Lidah)
  5. Kelompok huruf-huruf Dzalaqiyah (Pinggir Lidah)
  6. Kelompok huruf-huruf Nith'iyah (Langit-langit Mulut)
  7. Kelompok huruf-huruf Litsawiyah (Gusi)
  8. Kelompok huruf-huruf Syafawiyah (Bibir) 

Huruf - huruf Halqiyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
halqiyah map 

Huruf-hurufnya adalah: hamzah, ha', 'ain, ha, ghain dan kha.
Huruf hamzah dan ha’ makhrajnya di tenggorokan bagian dalam.
Huruf ‘ain dan ha makhrajnya di tenggorokan bagian tengah.
Huruf ghain dan kha makhrajnya di tenggorokan bagian luar.

Huruf - huruf Lahawiyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
lahawiyah map 

Huruf-hurufnya adalah: qaf dan kaf.
Huruf qaf makhrajnya di pangkal lidah dekat tenggorokan, sejajar dengan langit-langit lunak.
Huruf kaf makhrajnya di pangkal lidah, sejajar dengan langit-langit lunak, sedikit di bawah makhraj qaf.

Huruf - huruf Syajariyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
syajariah map 

Huruf-hurufnya adalah: jim, syin, ya dan dhad.
Huruf jim, syin dan ya makhrajnya di lidah bagian tengah, sejajar dengan langit-langit keras bagian atas.
Huruf dhad makhrajnya di sisi lidah, sejajar dengan geraham bagian atas.

Huruf - huruf Asaliyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
asaliyah map 

Huruf-hurufnya adalah: zay, sin dan shad.
Huruf zay, sin dan shad makhrajnya di ujung lidah lewat gigi seri atas, yaitu di atas gigi seri bawah dengan sedikit kelonggaran. 

Huruf - huruf Dzalaqiyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
dzalaqiyah map 

Huruf-hurufnya adalah: lam, nun dan ra.
Huruf lam makhrajnya adalah di ujung lidah sejajar dengan gusi atas.
Huruf nun makhrajnya adalah di ujung lidah, sedikit di bawah makhraj lam.
Huruf ra makhrajnya adalah di ujung lidah, sedikit di bawah makhraj nun. 

Huruf - huruf Nith'iyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
nithiyah map 

Huruf-hurufnya adalah: tha, dal dan ta.
Huruf tha, dal dan ta makhrajnya di ujung lidah lewat pangkal gigi seri atas. 

Huruf - huruf Litsawiyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
litsawiyah map 

Huruf-hurufnya adalah: zha, dal dan tsa.
Huruf zha, dal dan tsa keluar dengan menempelkan ujung lidah di ujung gigi seri atas.

Huruf - huruf Syafawiyah

Bunyi Huruf: Klik Huruf dengan Latar Belakang Warna Kuning !
syafawiyah map 

Huruf-hurufnya adalah: ba, wau, mim dan fa.
Huruf ba, wau dan mim makhrajnya di antara dua bibir.
Huruf fa makhrajnya di bagian dalam bibir bawah serta ujung gigi seri atas.

Selasa, 19 Juni 2012

Listening comprehension Note and taking


1.      Listening comprehension Note and taking
a.      Introduction
Like many students, you may be initially very worried about your listening skills. Academic listening usually involves trying to follow a lecture or discussion in English and writing adequate notes on it. If you have difficulties in doing this, you may not be sure whether the problems are listening problems or language problems. In any case, much listening to lectures or similar texts is essential.
There is also a need for you to be aware of the way lectures are organised, the particular kind of language that is used in lectures and making sure you know the language, particularly the pronunciation of familiar words, of your own subject. I think the most important skill is for you to learn to recognise the structure of lectures - the main points and subsidiary points.
You need to practise:
  • How to take notes.
  • Recognising lecture structure: understanding relationships in the lecture - reference; understanding relations within the sentence/complex sentences; importance markers, signposts.
  • Deducing the meaning of unfamiliar words and word groups - guessing.
  • Recognising implications: information not explicitly stated; recognising the speaker's attitude. Evaluating the importance of information - selecting information.
  • Understanding intonation, voice emphasis etc.
  • Listening skills: skimming - listening to obtain gist; scanning - listening to obtain specific information; selective extraction of relevant points to summarise text; learning various ways of making sense of the words you hear.
  •  
b.      Advice
Your listening will improve quickly if you hear English often - so make sure you do - films, television, anything. Any kind of comprehension is also part of a scheme :
  • understand right Arrow learn right Arrow have knowledge right Arrow understand more right Arrow learn more right Arrow have more knowledge right Arrow understand more etc.
So read around the topic before the lecture - or read the newspaper if you want to understand the news on the radio.
For academic listening, particularly listening to lectures, it will also be useful to learn about how the language works in lectures in your subject. You can learn the language you need, learn about how lectures are structured, and the various processes you go through to make sense of the words and phrases you hear.

c.       The Process of listening
1.    Introduction
You listen with your brain and your ears. Your brain makes meaning out of all the clues available. When you are listening sounds are an important clue. But you also need to make use of your knowledge.Your ears pick up sounds; your brain makes the meanings.
The two main parts of the listening process are:
  • bottom-up listening
bottom up listening means making as much use as you can of the low level clues. You start by listening for the individual sounds and then join these sounds together to make syllables and words. These words are then combined together to form phrases, clauses and sentences. Finally the sentences combine tgether to form texts or conversations.
  • top-down listening
top down listening means making as much use as you can of your knowledge and the situation. From your knowledge of situations, contexts, texts, conversations, phrases and sentences, you can understand what you hear.
2.      Interaction
Of course, good listeners need to make use of the interaction between both types of listening. For example, if you hear the sound /ðɛə/, it is only the context that will tell you if the word is "there", "their" or perhaps "they're". Your knowledge of grammar will tell you if /kæts/ is "cats" or "cat's", which may be "cat is" or "cat has".

d.      Summarising and note taking
1.      Purposeful
Listening is purposeful. The way you listen to something will depend on your purpose. You listen to different texts in different ways. In everyday life, you usually know why you are listening. You have a question and you read to find the answer. You usually know how the news programmes on the radio or organised - usually a quick headline followed by details. You know the sports results follow the main news items, so if you want to know the sports results, you wait until it is time.
You do not listen to every word of the news items. When you read a story or a play, it is different. You start at the beginning and listen to the end. In academic listening, you need to be flexible when you listen - you may need to listen carefully at the beginning to find out what is going to come, then listen less carefully until you hear what you want to know.
General efficient listening strategies such as scanning to find the correct part of the lecture, skimming to get the gist and careful listening of important passages are necessary as well as learning about how texts are structured in your subject.
2.      Interactive
Listening is an interactive process - it is a two-way process. As a listener you are not passive but active. This means you have to work at constructing the meaning from the sounds heard by your ears, which you use as necessary.
You construct the meaning using your knowledge of the language, your subject and the world, continually predicting and assessing. You need to be active all the time when you are listening. It is useful, therefore, before you start listening to try to actively remember what you know, and do not know, about the subject and as you are listening to, to formulate questions based on the information you have. Title, sub-titles and section heading can help you formulate question to keep you interacting.

e.      Recognising lecture structure

Several studies (e.g. Chaudron & Richards, 1986; DeCarrico & Nattinger, 1988) have suggested that explicit signals of text structure are important in lecture comprehension. Listening for these signals can therefore help you understand the lecture.

Signals

The tables below show some of the most common signals used in lectures to indicate structure (Leech & Svartvik, 1975). Listen for them in your lectures.
  1. Introducing
  2. Giving background information
  3. Defining
  4. Enumerating/Listing
  5. Giving examples
  6. Showing importance/Emphasising
  7. Clarifying/Explaining/Putting it in other words
  8. Moving on/Changing direction
  9. Giving further information
  10. Giving contrasting information
  11. Classifying
  12. Digressing
  13. Referring to visuals
  14. Concluding
1. Introducing
At the beginning of a lecture, or a section of a lecture, the lecturer will give you some idea about the structure of the lecture. Listen for these signals as it will help you understand what the lecturer is saying.
What I intend to say is
What I'd like to do is to discuss
What I intend to do is to explain
In my talk today,
My topic today is
Today, I'm going to talk about
I'm going to talk to you about
My colleagues and I are going to give a short presentation on 
Today I want to consider
In this talk, I would like to concentrate on
The subject of this talk is
The purpose of this talk is to
This talk is designed to
   .   
2. Giving background information
Before the new information is given, the lecturer will often summarise what you are expected to know about the subject to be covered. This could refer back to a previous lecture or to some background reading you should have done.
As we know
As we have already seen
As we have all read
It's clear that
It goes without saying
We all understand
It is understood
You'll remember
   .   
3. Defining
In a lecture, it is often necessary to define the terms that will be used. This is important as familiar words can have specific meanings in different subjects.
X
is
is called
is known as
may be defined as
is a type of Y that/which
   .   
By X, I mean
This term is used generally to mean
In the field of Y, the term refers to
A type of Y which . is X.
4. Enumerating/Listing
The lecturer will often be explicit about the order in which new points will be mentioned. To make the order clear we use various links and connectives.
Firstly 
Secondly
Next
Then
Thirdly
Lastly
Finally
   .   
First of all
In the first place
For one thing
To begin with
In the second place
For another thing
The
first
second
next
last
point I'd like to make is
5. Giving examples
In lectures, it is common to make generalisations. These generalisations are often supported with examples. These signals can help you to understand which generalisations the examples refer to.
This
.
is
shown
exemplified
illustrated
by
   .   
For example,
For instance,
You only have to think of
Remember,
A key experiment
shows
exemplifies
illustrates
this.
   .   

This is shown by the following examples:
The following are examples of this:
The following is a case in point:
Let me give you a couple of examples:
   .   
X
is a case in point.

Take
X
for example
for instance
   .   
such as
   .   
6. Showing importance/Emphasising
When you are taking notes, you cannot write down every word. You need to distinguish between important and less important information. The lecturer can use these signals to draw your attention to the important points.
I want to stress
I want to highlight
I'd like to emphasise
I'd like to put emphasis on
It's important to remember that
We should bear in mind that
Don't forget that
The crucial point is
The essential point is
The fundamental point is
   .   
Furthermore,
What's more,
This supports my argument that,
It follows, therefore, that
What (in effect) we are saying is
   .   
7. Clarifying/Explaining/Putting it in other words
The lecturer will try to explain the meaning of difficult concepts. To do this he or she may repeat the information using different words. It is important for you to recognise that this is the same information expressed differently and not new information.
In other words,
Or rather,
That is to say,
Basically
To put it another way,
If we put that another way,
By which I mean
Or you could say
The point I'm making is
That is to say,
That is,
Namely,
i.e.
That means
   .   
What I
'm suggesting
'm trying to say
meant to say
should have said
is
Let me put it another way.
8. Moving on/Changing direction
The lecture will be organised around several different points. It is important to notice when the lecturer moves from one point to the next. Listen for these signals.
That's all I want to say about X.
OK
Now
All right
Having looked at ., I'd now like to consider
I'd like now to move on to
Turning now to
So let's turn to
Moving on now to
I now want to turn to
The next point is
Another interesting point is
The next aspect I'd like to consider is
I'd now like to turn to
Let's now look at
If we could now move on to
   .   
9. Giving further information
These signals show that the lecturer is proceeding in the same direction and giving more information.
Furthermore,
An additional point
Another point
A further point
A similar point
In addition
Moreover
Similarly
Apart from,
Not only ., but
We can add
I could add that
Further
As well as,
Besides
   .   
   .   
also.
too.
as well.
10. Giving contrasting information
These signals show that the lecturer is proceeding in a different direction and giving unexpected or contrasting information. It is important to listen to this.
Although
However
On the other hand
Whereas
Despite
Nevertheless
But
Alternatively
   .   
11. Classifying
When we classify, we arrange members of a group. The lecturer may use the following signals to show that a classification is being made.
There are
N
types
kinds
classes
categories
sorts
varieties
of X
: Y and Z.
. These are Y and Z.
The
are Y and Z.
X
consists of
comprises
can be divided into
N
categories
classes
kinds
types
varieties
. These are Y and Z.
: Y and Z.

Y and Z are
classes
kinds
types
categories
varieties
of X.
X may be classified
according to
on the basis of
depending on
   .   
12. Digressing
Sometimes the lecturer may leave the main subject of the lecture for a while and then come back to it.
Incidentally
By the way
While I remember
Before I forget
   .   
13. Referring to visuals
The following signals can be used to refer to a handout or an OHT or PowerPoint slide.
On this graph,
Take a look at this.
Let's have a look at this.
I'd like you to look at this.
I'd like to draw your attention to
Here we can see
The . shows
The graph illustrates
The horizontal axis represents
The vertical axis represents
As you can see,
If you look closely, you'll see
   .   
14. Concluding
The lecture should end with a summary of the main points made. The following signals will help you to identify this.
So,
We've seen that
First we looked at . and we saw that
Then we considered . and I argued that
In short,
To sum up
In conclusion, I'd like to emphasise that
   .   
That completes my lecture.

Senin, 30 Januari 2012

Rahasia Di Balik Uang Dollar Amerika

Oh.. yach teman-teman semua tau gak kenapa uang dolar ga pernah berubah semenjak 450 tahun ? mau tau rahasia yang penuh misteri ini? Mari kita singkap bersama rahasianya….

RAHASIA MATA UANG DOLAR AMERIKA
Pada postingan kali ini saya akan sedikit menjelaskan tentang konspirasi (atau lebih tepatnya pesan terselubung) yang terdapat pada mata uang Amerika Serikat. Data ini dibuat dengan sebenar-benarnya dan dengan fakta kenyataan yang terjadi di dunia ini.
Sekarang kita kembali ke tragedi 911 (September 11) dimana gedung kembar WTC di New York runtuh ditabrak oleh dua buah pesawat, dan markas pertahanan keamanan militer Amerika, Pentagon juga rusak ditabrak pesawat. Tapi benarkah begitu? Begitu mudahnya bangunan-bangunan
kokoh berkonstruksi baja itu dapat tumbang? Memang ada perhitungan teori fisika yang membuat hal itu mustahil terjadi. Tapi saya tidak akan menjelaskan hal itu saat ini. Sekarang kita bahas saja hal yang lebih tidak masuk akal daripada itu.
Amerika Serikat berdiri kurang lebih 450 tahun yang lalu. Dimana saat itu ditetapkannya pula mata uang Amerika Serikat yang berwarna hijau itu. Dan sejak 450 tahun yang lalu pula mata uang Amerika tidak pernah direvisi.
Sekarang coba kita telaah mata uang yang sejak 450 tahun yang lalu itu belum berubah bentuknya.

Dimulai dari uang 20 Dolar. 

Ini uang 20 Dolar Amerika.
Sekarang kita coba lipat. (Ingat bahwa mata uang ini belum pernah dirubah sejak 450 tahun yang lalu)

(Kalau ada yang membawa uang 20 Dolar Amerika, boleh dicoba.)Sekarang kita coba lipat lagi. (Sekali lagi saya ingatkan bahwa mata uang ini belum pernah dirubah sejak 450 tahun yang lalu.)

Sekarang kita lipat lagi seperti ini. (Kita bukan sedang belajar membuat origami ya!)
Kalau sudah…sekarang lipat lagi seperti dibawah ini, dan lihat hasilnya..maksudnya lihat gambar yang dilingkari ini.

Nah loh! Apakah itu??
Itu adalah gambar Pentagon setelah ditabrak pesawat. Lihat gambar gedung yang berasap itu!Kalau masih belum percaya, akan saya perjelas lagi.

Nah! Sama kan??
Untuk kali ini terbukti bahwa uang 20 Dolar Amerika menyimpan rahasia tentang konspirasi
penghancuran Pentagon. (oleh siapa? Mata uang ini kan punya Amerika sendiri??)
(Sekali lagi saya ingatkan bahwa mata uang ini belum pernah dirubah sejak 450 tahun yang lalu)
Cukup untuk pesan terselubung Pentagonnya. Sekarang kita ke New York dengan 20 Dolar yang
setengah kusut ini, untuk melihat ada apa di sana.
Masih di 20 Dolar Amerika yang belum pernah dirubah sejak 450 tahun yang lalu.
Sekarang kita pakai sisi lain dari uang 20 Dolar ini.
Langsung saja lipat seperti gambar di bawah ya! (Ikuti instruksi!)

Langsung saja kita lihat hasil karya lipatan kita…Nah loh! Kok begini???

Sepertinya saya kenal gedung itu!
Ya, benar sekali…itu adalah gedung kembar WTC New York yang sekarang tinggal kenangan itu.
Masih belum percaya?? Lihat ini!

(Ingat bahwa mata uang ini belum pernah dirubah sejak 450 tahun yang lalu)
Bagian sebelah kiri ditabrak oleh Flight 175 dari United Airlines yang meluncur dari sebelah kanan
gedung. Sementara bagian sebelah kanan ditabrak oleh Flight 11 yang dimiliki American Airlines
yang meluncur dari sebelah kiri. Lihat tulisan di kanan dan di kiri uang, yang lengkapnya adalah
The United State of America. (Lho? Memangnya 450 tahun yang lalu kedua perusahaan
penerbangan itu sudah ada? Jawabannya, tentu saja belum. Bahkan ke 2 gedung itu -pentagon
dan WTC- bahkan belum dibangun.)
Sekarang kita bahas bagian yang paling aneh dari 20 Dolar kita ini.
Lihat baik-baik gambar ini!

Nah loh! Sudahkan 450 tahun yang lalu OSAMA BIN LADEN lahir??
(Jangankan OSAMA, Buyutnya Kakek Buyutnya saja belum lahir.)
Untuk rahasia dibalik 20 Dolar ini, bisa ditemukannya dari kode :
911 (September 11) >> 9 + 11 = 20
Jadinya 20 Dolar!
Cukup untuk 20 Dolar, karena sudah kusut kita lipat-lipat sekarang kita tukarkan uangnya dengan

sebuah 5 Dolar dan sebuah 10 Dolar. Lihat ini!



Dalam 5 Dolar Amerika yang belum pernah dirubah sejak 450 tahun yang lalu juga terdapat
rahasia penghancuran WTC New York.
Sekarang kita lihat uang 10 Dolar kita!

Gedung pertama WTC yang sudah berasap.
Belum puas?? Lagi??
Sekarang kita pinjam uang 50 Dolar dari tetangga saya.

Ini WTC saat bangunannya runtuh.
Mau lagi?? Kita pinjam lagi 100 Dolar sama tetangga saya yang tadi.

Lho?? Apa ini?? 

Ini asap gambar asap dari WTC yang telah runtuh.
Detail sekali mereka membuat pesan terselubung ini!
Sampai-sampai gambar asapnya saja tidak lupa dibuat.
Sudah cukup melipat-lipatnya, kalau terlalu kusut nilai dolar yang kita punya jatuh.
Tahukah kamu siapa yang membuat pesan terselubung ini???
Jawabannya ada di uang 1 Dolar! (Lagi-lagi uang!)
Lihat ini!!


Coba lihat 2 lambang yang ada di dalam 2 lingkaran itu!!

Nah loh!!! Ini lambang ILLUMINATI, yaitu organisasi super rahasia milik YAHUDI.
Lihat lambang MATA HORUS dan TULISAN “NOVUS ORDO SECLOHUM” yang artinya “NEW
WORLD ORDER” atau “TATA DUNIA BARU”
Nah loh!! Mau di jadikan apa kita sama orang-orang ZIONIS Yahudi itu??
Terus lihat yang ini!! Lambang bintang-bintang yang ada di atas kepala burung itu!

Bintang-bintang itu membentuk suatu lambang, yaitu lambang “DAVID STAR” lambang kebanggaan YAHUDI.
Oh iya, untuk diketahui nomor pesawat Flight 11 yang menabrak WTC adalah :
Q33NY
Coba di copy paste nomor ini ke OFFICE WORD dan diblok lalu ubah font-nya ke wingdings.
Nanti hasilnya seperti ini…


Artinya: PESAWAT >> MENABRAK 2 GEDUNG >> KORBAN BERJATUHAN >>> DAN PELAKUNYA ADALAH



lambang apakah ini??
ternyata ini lambang ISRAEL BIADAB atau YAHUDI
So, terbuktikan kalo ISLAM itu TIDAK BERSALAH