Adakah kita kelompok munafiq Essays - , Term Papers

Adakah kita kelompok munafiq? , , Tsauban radiallahu 'anhu meriwayatkan Nabi sallallahu 'alaihi wassalam bersabda: " , , Sekelompok manusia daripada umatku akan dikenali kerana mereka datang pada hari Kiamat dengan kebaikan yang umpama gunung Tihamah. " Lalu Allah menjadikan (kebaikan mereka itu) debu-debu yang berterbangan. : , , , Tsauban berkata: Wahai Rasulullah, ceritakan ciri-ciri mereka kepada kami agar kami tidak termasuk dalam kalangan mereka tanpa kami sedari. : " Rasulullah sallallahu 'alaihi wassalam menjawab: Mereka itu adalah saudara kamu, daripada jenis kamu. , Mereka mengambil mengambil waktu malam (sebagai waktu beribadah) sebagaimana kamu mengambil waktu malam (untuk beribadah padanya) Tetapi, mereka adalah kelompok manusia yang bersunyi-sunyi dengan perkara yang Allah haramkan lalu mereka pun melakukan perkara yang haram itu. [Sunan Ibn Majah, Kitab az-Zuhud, hadis no: 4243] ? Mereka itu termasuklah orang-orang yang ketika bersendirian mereka menonton filem-filem yang haram. ? Mereka melawat laman-lama pornografi di internet. ? Mereka menggunakan identiti yang lain ketika ber'chatting' dengan bukan mahram. ? ? ? ? Kemudian, kalian melihat mereka pada zahirnya sangat istiqamah dalam kebaikan sama ada dalam sudut berpakaian, solat dan puasa. ? Hadis ini merupakan amaran kepada mereka ditakuti perlakuan mereka itu sebenarnya perlakuan orang munafiq. ? Dan juga amaran kerana ditakuti mereka itu musuh kepada iblis secara zahir, tetapi rakan kepada iblis secara rahsia. http://www.islamqa.com/ar/ref/134636 Membaca hadis di atas membuatkan kita terdiam. Apakah kedudukan kita di akhirat kelak. Kita semua mempunyai rahsia-rahsia hitam yang hanya diketahui Allah. Ketika kita duduk seorang diri di dalam bilik, menghadap komputer riba. Kita membuka laman sosial, menatap satu persatu wajah-wajah 'indah dan cantik' si gadis yang bukan mahram. Sedangkan di luar kita sering mengajak manusia menundukkan pandangan. Kita di luar hebat penampilannya, yang lelaki berjanggut panjang mengikut sunnah, berseluar singkat kerana takut dijamah api neraka. Berjalan menundukkan pandangan, mahu bertegur sapa dengan Muslimah segan rasa di jiwa. Yang Muslimah sungguh sopan penampilannya. Tiada hiasan menghiasi wajahnya, tiada wangian yang merosakkan jiwa penghidunya. Tiada gurau senda dengan si jejaka. Al-Quran, zikir semuanya terzahir padanya. Tetapi tatkala bersendirian, semuanya hilang begitu sahaja. Seolah-olah tiada Allah yang memerhatikan segala apa yang dilakukan. Movie ditonton tanpa rasa berdosa, muzik didengar menjadi halwa telinga. Foto-foto bukan mahram ditatap dengan ceria. Resah, gelisah, takut, gerun, putus asa! Siapakah yang akan terselamat daripada amalnya menjadi debu jika inilah hasilnya? Siapakah di antara kita yang selamat daripada maksiat ketika tidak dilihat manusia? Membuka penjelasan para ulama', sedikit melegakan jiwa, walau masih tidak aman sepenuhnya. Para ulama' menjelaskan, hadis di atas perlu dibaca sekali dengan hadis di bawah agar difahami maksudnya. : : Abu Hurairah radiallahu 'anhu berkata: Aku mendengar Rasulullah sallallahu 'alaihi wassalam bersabda ? Setiap umat ku akan dimaafkan kecuali golongan yang menyebarkan (tentang dosa-dosa yang mereka lakukan) : Sesungguhnya antara perbuatan al-Mujaharah ialah seseorang melakukan dosa di waktu malam, dan Allah telah menutup dosanya (daripada diketahui orang lain), lalu orang tadi di waktu pagi berkata: ) Ya Fulan! Aku telah melakukan itu dan ini semalam. Sesungguhnya dia telah tidur dalam keadaan Tuhannya menutupkan dosanya itu, tetapi dia bangun pada waktu pagi lalu membuka apa yang telah Allah tutupkan. ( 5721) ( 2990 ( [Sahih al-Bukhari : 5721 dan Muslim : 2990] ? ? ? . Hadis Tsauban adalah berkaitan orang munafiq, manakala hadis Abu Hurairah berkaitan dengan orang Islam. Maka tiada pertentangan antara kedua hadis ini apatah lagi nifaq yang dimaksudkan di sini adalah nifaq amali yang mana sifat nifaq ini tidaklah menafikan hubungan persaudaraan sebagai saudara seagama. Yang dimaksudkan dalam hadis Tsauban adalah mereka yang melakukan maksiat ketika bersama kelompok-kelompok dan rakan-rakan maksiat, dan bukan ketika bersendirian sahaja. ( )

Diverse Hispanic American Groups

Diverse Hispanic American Groups Free Online Research Papers The four groups Mexican Americans, Puerto Ricans, Cubans and South Americans have been chosen for identifying the linguistic, political, social, economic, religious and familial conventions and way of life of these different Hispanic groups living in the U.S. All these groups are from different regions but have been placed in one category due to the similarity of their language. The base is Spanish but the accent and the meaning of certain words are different. Two groups; Mexican Americans and South Americans, even though they are the same region have different dialects as well. Mexican Americans The Mexican American population is the largest minority group in America. The Census Bureau data shows a record of over 35 million as of March 2005 (legal and illegal). The Mexican Americans come from all over Mexico resulting in a wide variety of linguistic varieties amongst them. Mexico’s language is derived from Spanish but varies from different regions in Mexico. A majority of Mexican Americans do not speak Spanish at all, native born mainly. The Mexican American population is very much into the political civil rights in America. They are active in many civil rights movements, from workers rights to voting rights. The social status of the Mexican Americans is poor due to the majority not having an education. Alba (2006) states that, a very low level of Mexican-American educational advancement beyond high school, regardless of generation. Because of the poor education, economically the Mexican Americans are behind White Americans. A writer for the Public Policy Institute of California writes Substantial education and wage deficits persist between people of Mexican descent and other Americans. Third generation Mexican Americans in California average a year and a half less schooling and about 25 percent lower wages than non-Hispanic whites. (Grogger, 2002, p.132) PUERTO RICANS Puerto Rico has one of the most dynamic economies in the Caribbean region. Plantation sugar production dominated Puerto Ricos economy until the 1940s. Recently the economy has suffered budget cuts from U.S. The Puerto Rican economy has depended heavily on the tax incentives given to U.S. mainland companies and on federal transfers. In 1993, President Clinton aimed to cut the Section 936 tax exemption for U.S. companies and introduced legislation to Congress to replace it with a more modest tax credit linked to wages paid by those companies in Puerto Rico rather than to profits. However, the economy of Puerto Rico has benefited greatly from US investment. It is one of the healthiest economies in the Caribbean with a diverse industrial sector and an important tourist industry. Only a very small percentage of the labor force works in the agricultural sector (coffee, sugarcane, pineapples, bananas, plantains and dairy products) whilst much larger numbers are employed in industries incl uding electronics, pharmaceuticals, clothes and food products. The people of Puerto Rico represent a cultural and racial mix. During the early 18-century, the Spaniard in order to populate the country took Taino Indian women as brides. Later on as labor was needed to maintain crops and build roads, African slaves were imported, followed by the importation of Chinese immigrants, then continued with the arrival of Italians, French, German, and even Lebanese people. Spanish and English are both official languages in Puerto Rico although not everyone speaks English and Christianity is the main religion in Puerto Rico; a high percentage of the people are Roman Catholics. There is also a small Jewish community. Santeria, an Afro-Caribbean religion, is practiced by some Puerto Ricans. Puerto Ricans have many similar rights as any other U.S. citizen. Puerto Ricans cannot vote for the president even though they are citizens of the United States. They are excluded from paying federal income tax also. Though some of the privileges associated with citizenship have been withheld from Puerto Ricans, they are allowed ?unrestricted U.S. Migration?[which has] made New York city the one place with the most Puerto Ricans anywhere in the world (over one million) This immigration privilege is something many Hispanics would love to have. Cuban Americans, particularly in the Miami vicinity, tend to be considerably further cautious politically than other Lat ino groups and shape a dominant voting obstruction for the Republican Party in the political arena. Cuban Americans Cuban Americans are often affiliated politically with Jewish Americans while Puerto Ricans have similar affiliations with African Americans. Mexican Americans and Puerto Ricans are apt to favor liberal nominees in national and state elections while Cuban Americans are notorious for their powerful conservative ethics. As the Puerto Rican community becomes more educated, political activity expands. Further circumstances like the advent of bilingual programs, the steady arrival of certain kind of religious organizations, and the appointment of politically productive officials make it easier and beneficial to take part in the political process. South Americans The Salvadorians civilians that reside in the U.S. do not seem any different from how they live in their homeland. To begin they left their life behind to move out of the struggle. Since the civil war El Salvador by force had to witness the drastic between two government parties. The politics, economy and society changed with a heavy impact that causes the country to breakdown its structure normal living. Because the U.S. got involve helping defeat the communist party by giving military weapons and also letting American soldiers to fight in combat. Help from the U.S. is what given a very supportive reason why El Salvador no longer holds colones. (Salvador money) they now use U.S. dollars to pay off their debts. They have shown minor progress to influence them to move forward from immigrant status to U.S. citizens. The Hispanic American population has had to overcome many obstacles in their history. Although each individual group within the Hispanic American culture has its own distinct cultural identity, they seem to all be labeled Hispanic Americans because of the commonality of their language. In fact, each group may speak Spanish, but they each have their own dialect of the language, and many times their common words have different meanings. Most of the family structures and religious practices are also different. Doing this assignment helps to understand that not everyone is the same just because they are the same color. Research Papers on Diverse Hispanic American GroupsThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraTwilight of the UAWPETSTEL analysis of IndiaResearch Process Part OneInfluences of Socio-Economic Status of Married MalesAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andPersonal Experience with Teen PregnancyDefinition of Export Quotas

Ethical Project Research Paper Example | Topics and Well Written Essays - 750 words

Ethical Project - Research Paper Example The Rose Revolution is a protest call to the resignation of the former Georgian President Eduard Shevardnadze in November 23, 2003. It took place after the highly contestable parliamentary elections. The Rose Revolution ended the more than 30 year rule of Eduard Shevardnadze â€Å"as its Soviet-era Communist Party boss and its longest-serving post-independence president†. The protest can be illustrated in the following account of BBC News â€Å"student demonstrators decided to give red roses to the soldiers. Many soldiers laid down their guns. "People were kissing the police and military, it was really spectacular," said Giorgi Kandelaki, a 21-year-old student. "And the roses of course which people had with them, which Misha carried with him into the parliament hall, that was the moment when people said that it was a rose revolution.† (BBC News, May 10, 2005). The Civil disobedience on Arizona Immigration Law was precipitated by the â€Å" The  Support Our Law Enforcement and Safe Neighborhoods Act  (introduced as  Arizona Senate Bill 1070  and thus often referred to simply as  Arizona SB  1070). According to the law, all aliens over the age the 14 who are in the United States for more than 30 days should register with the US governments and carry their documents at all times and making it a misdemeanor for an alien not to carry such documents. The law also allows law enforcers to check such papers upon the suspicion that an individual is an illegal alien. The Arizona Immigration Law has been touted as racist. The law sparked a civil disobedience protest culminating in March 21, 2010 where â€Å"about 100 participants formed a chain of linked arms to stop traffic around the Federal Building†.   16 prominent New Yorkers were arrested whose disgust over the law was released in a press statement as thus â€Å"Our act of civil disobedience is performed

Global Geopolitics of the Middle East Essay Example | Topics and Well Written Essays - 250 words

Global Geopolitics of the Middle East - Essay Example It is speculated that this US indifference is entrenched in the inexorable commitment with the state of Israel. This is why the ideology behind planning attacks against the US leading to 9/11 incident is reportedly related to violent disagreement of the masterminds with the US foreign policy which apparently primarily favors Israel. Similarly, majority of the Arabs in the Middle East opinion that the Israeli-Palestinian conflict has never been evaluated and approached by the US with objectivity. There is widespread animosity for the US foreign policies and the Iraq war has only intensified the Arab anger for the America. To cap the chaotic political mess, extremely harsh ideas related to the Jews prevail in the Middle East. But, this speculation of US indifference is criticized on grounds that it is actually the flawed perceptions held by the Arabs against the US policies in the context of Zionism and Israelis which work to foster anti-Americanism and threat US’s national secu rity. This is why the mainstream Middle Eastern ideology that the US politics is based on nepotism has little to do with

Microteach #1 Lesson Plan Essay Example for Free

Microteach #1 Lesson Plan Essay Root Tip tip of a plant root that protects the growing tip and secretes mucilage to ease the movement of the root through soil Zone of Elongation absorbs food water, cell growth pushes root tip down, elongating the root Zone of Maturation Zone where root cells differentiate, or form different kinds of tissues that make up a mature root Xylem transports water up from roots through the plant Phloem transports the nutrients made from photosynthesis to all parts of the plant as needed Primary Root Develops into either â€Å"tap root† or â€Å"fibrous roots†; Other smaller roots branch off; Develops from hypocotyl; Roots provide water and minerals to the plant from the soil Adventitious Roots Additional roots that emerge from parts of the plant other than the root system; Burrow into the ground for nutrients Leaves Plumule Also known as â€Å"epicotyl†, emerges after primary root is established and becomes the â€Å"shoot† system above ground Stem Also known as â€Å"axis†; The main â€Å"stalk† of a branch or of the whole plant Apical Bud a. k.a. â€Å"terminal bud†; At the tip of a growing plant; Contains actively dividing cells called apical meristem; Growth here lengthens the plant; grows upward Node – point on the axis, or stem, where the leaf, petiole, another axis, or flower attaches Internode – distance between two nodes Petiole Stalk attaching the leaf blade to the stem Axillary Bud Bud located between the stem (axis) and the petiole; Can develop into a new branch, leaf or flower Leaf Blade Flattened, green site of photosynthesis  Sessile leaves attaches directly to the stem with no petiole Flowers Sepal Provide protection for flower bud; supports petals after flower blooms calyx – many sepals Petals Often brightly colored or unusually shaped to attract pollinators corolla – many petals Stamen – male flower part Anther: pollen-producing reproductive organ Filament: support structure for anther; Produces male gametes, or spores (plant version of sperm) Carpel Also called pistil; Female reproductive organ in flowers that produces seeds; Consists of ovary, ovule, stigma, and style Stigma Sticky, receptive tip of a carpel; The stigma receives pollen from bees Style pillar-like stalk through which pollen tubes grow to reach the ovary Ovary Pollen fertilizes eggs here and develop into seeds; develops into the pericarp Pericarp The outer layer In fleshy fruits; Often edible for human and animals; Develops from the ovary wall of the flower; Surrounds the seeds. (Vajravelu, 2009) Procedure: Anticipatory Set: â€Å"Now that everyones here, lets leave!† Invite students to travel outside and collect a plant sample that they would like to identify. State Objective Tell students that they are going to be learning about their samples, to identify their parts, and to learn their functions. Model: I will show a Microsoft PowerPoint slideshow with pictures or plant structures, their names, and descriptions of their functions. (ESOL Strategy for Edith: Use of visuals) Slideshow will contain brief and simple definitions for structures. (ESOL Strategy for Edgar: Describing items in simple terms; Bulleted lists rather than extended texts) I will point to the structures as I say their names out loud. (ESOL Strategy for Edith: Pointing/Gesturing) There will be an individual slide for each important structure with additional information, synonyms and pictures (ESOL Strategy for Edgar: Expand vocabulary through paraphrasing) I will try to repeat the names of the structures as many times as I can instead of saying â€Å"it† to aid in pronunciation and understanding. (ESOL Strategy for Edith: Repetition) Input I will ask students if they can provide me with any examples of various structures from their experiences, diets, etc. For example, carrots are tap roots. (ESOL Strategy for Tasir: Linking content to students personal life) Guided Practice – I will provide some  of my own plant samples and place them under the dot cam. I will then dissect samples and state the names of various structures. (ESOL Strategy for Edgar: Correcting Phonological Errors) (ESOL Strategy for Edith: Repetition) Check for Understanding I will ask students to present their samples in groups on the dot cam and name their structures without my assistance. (ESOL Strategy for Tasir: Group Activities with Comprehension Checks) Independent Practice: Student will be asked to fill out a worksheet as homework. The students will be required to label unlabeled plant illustrations, and answers questions about the functions of each structure. Closure: Briefly review the material with students. This time without the visual aid, ask students if they can reiterate or paraphrase the purposes and functions of various structures. Ask students to relate reproductive structures to the embryonic structures they create, and then the embryonic structures to the adult structure they develop into. Assign homework. Give students something to look forward to for the next class, ex: interesting fact about photosynthesis. â€Å"I hope you have a wonderful afternoon! See you tomorrow!† Resources and References: Vajravelu, R. (2009). Ethnobotany: A Modern Perspective. (1st ed., pp. 20-35). Dubuque, IA: Kendall Hunt. Microsoft PowerPoint (OR) Linux LibreOffice Impress Samples from Landscaping and/or School Garden Dot Cam Evaluation: Upon being presented with an unlabeled plant sample or illustration, students should be able to identify the name each structure. Students should be able to recognize correlations between different structures for plants in different stages of the life cycle (Example: hypocotyl and primary root). Students should be able to understand what functions each structure has that contribute to the survival of the plant. ESOL Strategies: For Edith, who is at the beginning level of language development, used multiple visual aids for each structure. I will state the name of each structure while pointing to the structure, being sure to clearly enunciate, and will repeat the names of the structures as many times as possible. I have placed arrows and animations on the PowerPoint slides for things that I am not able to reach, point to, etc. A real life example that she has collected personally, and can touch and play with at her desk, will be useful as another visual aid. For Edgar, who is in the intermediate levels of language acquisition, I have provided very simplified definitions and brief bulleted lists of additional information. Animations in slides and gestures to structures coupled with me carefully enunciating while I speak the vocabulary words should help to clear up any phonological errors he may experience. Tasir, who is at the advanced levels of language acquisition, will benefit from note-taking in the classroom. Having the correctly spelled vocabulary words provided on the screen next visual examples will help her to spell them correctly in her notes, which will in turn build up her writing skills. Having me read aloud the words on the screen may help her with her reading skills. Peer review in group activities and guided practice will help correct any errors. Her spelling on her homework will help me to assess her level of success. I will link concepts to her personal life, such as tap roots and carrots, to help her understand that improvement in class will lead to skills she will use in life. Copy of PowerPoint is attached.

Confucianism and the Chinese View of Life Essay -- Papers

"The superior man, when resting in safety, does not forget that danger may come. When in a state of security he does not forget the possibility of ruin. When all is orderly, he does not forget that disorder may come. Thus his person is not endangered, and his States and all their clans are preserved.† – Confucius -- Confucianism created the Chinese view of life. The Confucian view is based on the ancient Chinese tradition. It can be stated that the view of Confucius and that of the Chinese began in the same place (  Bush, 15). In subsequent centuries Confucius’ teachings exerted a powerful influence on the Chinese nation. Therefore, the history that surrounds both Confucius as well as Confucianism is relevant to how many eastern people live their life today. Confucius was born in 551B.C., to the noble K’ung family. He was born in the state of Lu, which is present day the Shandong in the Shantung Province. Confucius’ real name was Ch’iu, which means a hill. This was because there was a noticeable bump on his head. His literary name however is Chung-ni. These names have been rarely used because of the Chinese practice of showing reverence by avoidance. K’ung Futzu which means the Great Master has been his most popular name (DeVous and Slote 9). Confucius was born into an impoverished noble family. At the time of his birth, the imperial court of the Chou dynasty had lost its power and the empire virtually disintegrated into a number of feudal states. Confucius’ father who was the commander of a district in Lu died three years after Confucius was born. This left the family in poverty (DeVous and Slote 12). Nevertheless, Confucius received an upscale education. Even in his childhood, Confucius liked to play ceremonies, whi... ... Walter H. Slote ed. Confucianism and the Family. New York: State University, 1998. Fowler, Jeaneane D., Chinese Religions: Beliefs and Practices. Brighton:Sussex Academic, 2008. Print. Mungello, David E. Leibniz and Confucianism the Search for Accord. Honolulu: The University Press of Hawaii, 1977. Robinson, B.A. â€Å"Religion in China.† Ontario Consultants on Religious Tolerance. 17 Jun. 2005. Web. 10. April. 2014.   Nivison, David S. The Ways of Confucianism. ed. Bryan W. Van Norden. Chicago: Carus Publishing Company, 1996. Overmyer, Daniel. "Religion in China Today: Introduction."  China Quarterly  (2003): 307-316. Web. 21 Jun 2014. Twitchett, Denis and Arthur F. Wright ed. Confucian Personalities. Stanford: Stanford University Press, 1962. Wolf, Arthur P. ed. Religion and Ritual in Chinese Society. Stanford: Stanford University Press, 1974.

Formal Analysis of Durer’s Knight, Death and the Devil

Uriah Funk Leila Armstrong Art 110 7 February, 2013 Formal Analysis of Durer’s Knight, Death and the Devil My first impression upon looking at Durer’s â€Å"Knight, Death and the Devil† is one of impending doom met with courage and a feeling of resigning to one’s fate. The figure of the Knight is surrounded by the figures of Death on his sickly horse and the beast faced Devil, along with a treacherous landscape that seems to fold in upon itself and hold other unseen dangers.The knight marches forward seeming to ignore the threats, as he leaves the safety of the city behind he is safe in his armor upon his loyal steed, for now. This engraving was done on copper; giving it a warm earthy tone. The absence of other colors gives the piece a dark feeling. Durer’s etching uses light very realistically, giving the figure of the horse especially a very convincing sheen. The absence of light behind the figures lends an abyssal element of danger connecting the literal dangers of Death and the Devil in the upper part of the work to the implied dangers in the lower part of the etching.With the abundance of hatching and cross hatching, lines appear from the texture of the objects and figures themselves, while other line work is direct and bold such as along the armor work of the knight. The eye is drawn to the left along the work at first by the implied motion of the knight and his dog. Other directional forces like the knight’s pike and sword as well as the trees in the background and the devils horn and spear draw the eye back across the space.The magnificent etching makes full use of shape, volume, shading, mass, size, scale, and texture to create an almost scientific realism that would not be out of place in biology textbooks. Durer uses space in the piece to create a sense of closing in around the knight with all of the darkest parts being immediately around the horse and rider. The only open space, or escape, is the sky above a nd behind the knight and he is not heading in this direction, further increasing the sense of danger. Atmospheric and linear perspective while present is minimal and only serve to reinforce the claustrophobic feel of the foreground.At first, the composition seems quite stable, the knight presenting a strong vertical line and his horse firmly grounding the rider, yet the relationship with background characters creates precarious unbalanced shapes. Overall these elements present a foreboding scene for the knight no matter how stable the stance of his horse and rigidity of his spine. The piece gives a very humanist feel, with texture, shading, and mass of the figures and objects having a down to earth almost touchable quality. Other elements like the lizard and skull suggest symbolism that intrigues the viewer to further investigation.Created by Albrecht Durer in 1513 Germany, the piece, according to the Metropolitan Museum of Art, has a connection to a religious literary work titled H andbook of a Christian Soldier. The engraving is 9. 6in x 7. 5in on copper. The small size probably allowed for detail in the work as well as to be useful in book illustration. Works Cited â€Å"Albrecht Durer: Knight, Death, and the Devil (43. 106. 2)†. In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www. metmuseum. org/toah/works-of-art/43. 106. 2 (October 2006)