what important hannan is lesson learnt............
study and pray to Allah
A job, but there's a catch: a 1,000-mile commute
source
http://news.yahoo.com/s/ap/20100222/ap_on_re_us/us_the1000_mile_commute
ANESVILLE, Wis. – In the early dawn, after another week building cars, Michael Hanley leaves his job in Kansas. He quickly zips into Missouri, then heads up a ribbon of highway past grain silos and grazing deer, across the frozen fields of Iowa, over the Mississippi River and into the rolling hills of Wisconsin. Finally, he pulls into his driveway — 530 miles later.
It's one heck of a haul: more than 1,000 miles roundtrip, 16-plus hours of driving, every week.
"I like to say I gave up an eight-minute commute for an eight-hour commute," he says wearily, running a hand though salt-and-pepper hair as he watches his two sons play basketball for the first time this season.
After the aging General Motors plant where he worked for 23 years was idled about a year ago, Hanley faced a Hobson's choice: Stay with his family and search for an autoworker's salary ($28 an hour) in a county where more than 40 percent of its manufacturing jobs disappeared from 2006 to 2009. Or hang on to his GM paycheck and health insurance and follow the job, no matter where it leads.
In his case, it led to Fairfax, Kan., the same place his brother and two brothers-in-law — also GM workers, and now his roommates — landed. For others, it has been Indiana or Texas.
The long commute is not just a story of hard times, tough choices and a shrinking American auto industry. It's also a case study of what happens when an aging industrial town loses an anchor, when workers too old to start over and too young to retire are caught in a squeeze and when economic survival means one family, but two far-flung ZIP codes.
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more
Monday, 22 February 2010
people suffer around the globe so study hard
How to learn and speak arabic language - bahasa syurga
How to learn and speak arabic language - teach yourself arabic phrases
Friday, 19 February 2010
bacalah... hannan baca Quran
mencari maklumat atau informasi
source
http://meetabied.wordpress.com/2010/01/02/al-quran/
“Bacalah dengan (menyebut) nama Tuhanmu yang menciptakan, Dia telah menciptakan manusia dari ‘alaq. Bacalah, dan Tuhanmulah yang paling Pemurah, Yang mengajar manusia dengan pena. Dia mengajarkan kepada manusia apa yang belum diketahuinya” (QS Al-’Alaq [96]: 1-5).
Mengapa iqra, merupakan perintah pertama yang ditujukan kepada Nabi, padahal beliau seorang ummi (yang tidak pandai membaca dan menulis)? Mengapa demikian? Iqra’ terambil dari akar kata yang berarti “menghimpun,” sehingga tidak selalu harus diartikan “membaca teks tertulis dengan aksara tertentu.”
Dari “menghimpun” lahir aneka ragam makna, seperti menyampaikan, menelaah, mendalami, meneliti mengetahui ciri sesuatu dan membaca, baik teks tertulis maupun tidak.
Iqra’ (Bacalah)! Tetapi apa yang harus dibaca? “Ma aqra’?” tanya Nabi –dalam suatu riwayat- setelah beliau kepayahan dirangkul dan diperintah membaca oleh malaikat Jibril a.s.
Pertanyaan itu tidak dijawab, karena Allah menghendaki agar beliau dan umatnya membaca apa saja, selama bacaan tersebut Bismi Rabbik; dalam arti bermanfaat untuk kemanusiaan.
Iqra’ berarti bacalah, telitilah, dalamilah, ketahuilah ciri-ciri sesuatu, bacalah alam, bacalah tanda-tanda zaman, sejarah, diri sendiri, yang tertulis dan tidak tertulis. Alhasil objek perintah iqra’ mencakup segala sesuatu yang dapat dijangkaunya.
Demikian terpadu dalam perintah ini segala macam cara yang dapat ditempuh manusia untuk meningkatkan kemampuannya. Pengulangan perintah membaca dalam wahyu pertama ini, bukan sekadar menunjukkan bahwa kecakapan membaca tidak diperoleh kecuali mengulang-ulangi bacaan, atau membaca hendaknya dilakukan sampai mencapai batas maksimal kemampuan, tetapi juga untuk mengisyaratkan bahwa mengulang-ulangi bacaan Bismi Rabbika (demi karena Allah) akan menghasilkan pengetahuan dan wawasan baru walaupun yang dibaca itu-itu juga.
Mengulang-ulang membaca ayat Al-Quran menimbulkan penafsiran baru, pengembangan gagasan, dan menambah kesucian jiwa serta kesejahteraan batin. Berulang-ulang “membaca” alam raya, membuka tabir rahasianya dan memperluas wawasan serta menambah kesejahteraan lahir. Ayat Al-Quran yang kita baca dewasa ini tak sedikit pun berbeda dengan ayat Al-Quran yang dibaca Rasul dan generasi terdahulu. Alam raya pun demikian, namun pemahaman, penemuan rahasianya, serta limpahan kesejahteraan-Nya terus berkembang, dan itulah pesan yang dikandung dalam Iqra’ wa Rabbukal akram (Bacalah dan Tuhanmulah yang paling Pemurah). Atas kemurahan-Nyalah kesejahteraan demi kesejahteraan tercapai.
Sungguh, perintah membaca merupakan sesuatu yang paling berharga yang pernah dan dapat diberikan kepada umat manusia. “Membaca” dalam aneka maknanya adalah syarat pertama dan utama pengembangan ilmu dan teknologi, serta syarat utama membangun peradaban. Semua peradaban yang berhasil bertahan lama, justru dimulai dari satu kitab (bacaan). Peradaban Yunani di mulai dengan Iliad karya Homer pada abad ke-9 sebelum Masehi. Ia berakhir dengan hadirnya Kitab Perjanjian Baru. Peradaban Eropa dimulai dengan karya Newton (1641-1727) dan berakhir dengan filsafat Hegel (1770-1831).
Peradaban Islam lahir dengan kehadiran Al-Quran. Astaghfirullah menunjuk masa akhirnya, karena kita yakin bahwa ia tidak akan lekang oleh panas dan tidak lapuk oleh hujan, selama umatnya ikut bersama Allah memeliharanya
“Sesungguhnya Kami (Allah bersama Jibril yang diperintahNya) menurunkan Al-Quran, dan Kami (yakni Allah dengan keterlibatan manusia) yang memeliharanya” (QS Al-Hijr [15]: 9).
Pengetahuan dan peradaban yang dirancang oleh Al-Quran adalah pengetahuan terpadu yang melibatkan akal dan kalbu dalam perolehannya. Wahyu pertama Al-Quran menjelaskan dua cara perolehan dan pengembangan ilmu. Berikut keterangannya.
Setiap pengetahuan memiliki subjek dan objek. Secara umum subjek dituntut berperan guna memahami objek. Namun pengalaman ilmiah menunjukkan bahwa objek terkadang memperkenalkan dirinya kepada subjek tanpa usaha sang subjek. Komet Halley, memasuki cakrawala, hanya sejenak setiap 76 tahun. Dalam kasus ini, walaupun para astronom menyiapkan diri dan alatalatnya untuk mengamati dan mengenalnya, tetapi sesungguhnya yang lebih berperan adalah kehadiran komet itu sendiri untuk memperkenalkan diri.
Wahyu, ilham, intuisi, atau firasat yang diperoleh manusia yang siap dan suci jiwanya atau apa yang diduga sebagai “kebetulan” yang dialami oleh ilmuwan yang tekun, kesemuanya tidak lain kecuali bentuk-bentuk pengajaran Allah yang dapat dianalogikan dengan kasus komet di atas. Itulah pengajaran tanpa qalam yang ditegaskan wahyu pertama ini.
“Allah mengajar dengan pena (apa yang telah diketahui manusia sebelumnya), dan mengajar manusia (tanpa pena) apa yang belum ia ketahui” (QS Al-’Alaq [96]: 4-5)
Sekali lagi terlihat betapa Al-Quran sejak dini memadukan usaha dan pertolongan Allah, akal dan kalbu, pikir dan zikir, iman dan ilmu. Akal tanpa kalbu menjadikan manusia seperti robot, pikir tanpa zikir menjadikan manusia seperti setan. Iman tanpa ilmu sama dengan pelita di tangan bayi, sedangkan ilmu tanpa iman bagaikan pelita di tangan pencuri.
Al-Quran sebagai kitab terpadu, menghadapi, dan memperlakukan peserta didiknya dengan memperhatikan keseluruhan unsur manusiawi, jiwa, akal, dan jasmaninya.
Ketika Musa a.s. menerima wahyu Ilahi, yang menjadikan beliau tenggelam dalam situasi spiritual, Allah menyentaknya dengan pertanyaan yang berkaitan dengan kondisi material:
“Apakah itu yang di tangan kananmu, hai Musa?” (QS Thaha [20]: 17).
Musa sadar sambil menjawab,
“Ini adalah tongkatku, aku bertelekan padanya dan memukul (daun) dengannya untuk kambingku, disampingkeperluan-keperluan lain” (QS Thaha [20]: 18).
Di sisi lain, agar peserta didiknya tidak larut dalam alam material, Al-Quran menggunakan benda-benda alam, sebagai tali penghubung untuk mengingatkan manusia akan kehadiran Allah Swt. dan bahwa segala sesuatu yang teriadi –sekecil apa pun- adalah di bawah kekuasaan, pengetahuan, dan pengaturan Tuhan Yang Mahakuasa.
“Tidak sehelai daun pun yang gugur kecuali Dia mengetahuinya, dan tidak jatuh sebutir biji pun dalam kegelapan bumi, tidak juga sesuatu yang basah atau kering kecuali tertulis dalam Kitab yang nyata (dalam jangkauan pengetahuannya)” (QS Al-An’am [6]: 59).
“Bukan kamu yang melempar ketika kau melempar, tetapi Allah-lah (yang menganugerahkan kemampuan sehingga) kamu mampu melempar” (QS Al- Anfal [8]: 17).
Sungguh, ayat-ayat Al-Quran merupakan serat yang membentuk tenunan kehidupan Muslim, serta benang yang menjadi rajutan jiwanya. Karena itu seringkali pada saat Al-Quran berbicara tentang satu persoalan menyangkut satu dimensi atau aspek tertentu, tiba-tiba ayat lain muncul berbicara tentang aspek atau dimensi lain yang secara sepintas terkesan tidak saling berkaitan. Tetapi bagi orang yang tekun mempelajarinya akan menemukan keserasian hubungan yang amat mengagumkan, sama dengan keserasian hubungan yang memadukan gejolak dan bisikan-bisikan
hati manusia, sehingga pada akhirnya dimensi atau aspek yang tadinya terkesan kacau, menjadi terangkai dan terpadu indah, bagai kalung mutiara yang tidak diketahui di mana ujung pangkalnya.
Salah satu tujuan Al-Quran memilih sistematika demikian, adalah untuk mengingatkan manusia -khususnya kaum Muslimin- bahwa ajaran-ajaran Al-Quran adalah satu kesatuan terpadu yang tidak dapat dipisah-pisahkan.
source
http://meetabied.wordpress.com/2010/01/02/al-quran/
“Bacalah dengan (menyebut) nama Tuhanmu yang menciptakan, Dia telah menciptakan manusia dari ‘alaq. Bacalah, dan Tuhanmulah yang paling Pemurah, Yang mengajar manusia dengan pena. Dia mengajarkan kepada manusia apa yang belum diketahuinya” (QS Al-’Alaq [96]: 1-5).
Mengapa iqra, merupakan perintah pertama yang ditujukan kepada Nabi, padahal beliau seorang ummi (yang tidak pandai membaca dan menulis)? Mengapa demikian? Iqra’ terambil dari akar kata yang berarti “menghimpun,” sehingga tidak selalu harus diartikan “membaca teks tertulis dengan aksara tertentu.”
Dari “menghimpun” lahir aneka ragam makna, seperti menyampaikan, menelaah, mendalami, meneliti mengetahui ciri sesuatu dan membaca, baik teks tertulis maupun tidak.
Iqra’ (Bacalah)! Tetapi apa yang harus dibaca? “Ma aqra’?” tanya Nabi –dalam suatu riwayat- setelah beliau kepayahan dirangkul dan diperintah membaca oleh malaikat Jibril a.s.
Pertanyaan itu tidak dijawab, karena Allah menghendaki agar beliau dan umatnya membaca apa saja, selama bacaan tersebut Bismi Rabbik; dalam arti bermanfaat untuk kemanusiaan.
Iqra’ berarti bacalah, telitilah, dalamilah, ketahuilah ciri-ciri sesuatu, bacalah alam, bacalah tanda-tanda zaman, sejarah, diri sendiri, yang tertulis dan tidak tertulis. Alhasil objek perintah iqra’ mencakup segala sesuatu yang dapat dijangkaunya.
Demikian terpadu dalam perintah ini segala macam cara yang dapat ditempuh manusia untuk meningkatkan kemampuannya. Pengulangan perintah membaca dalam wahyu pertama ini, bukan sekadar menunjukkan bahwa kecakapan membaca tidak diperoleh kecuali mengulang-ulangi bacaan, atau membaca hendaknya dilakukan sampai mencapai batas maksimal kemampuan, tetapi juga untuk mengisyaratkan bahwa mengulang-ulangi bacaan Bismi Rabbika (demi karena Allah) akan menghasilkan pengetahuan dan wawasan baru walaupun yang dibaca itu-itu juga.
Mengulang-ulang membaca ayat Al-Quran menimbulkan penafsiran baru, pengembangan gagasan, dan menambah kesucian jiwa serta kesejahteraan batin. Berulang-ulang “membaca” alam raya, membuka tabir rahasianya dan memperluas wawasan serta menambah kesejahteraan lahir. Ayat Al-Quran yang kita baca dewasa ini tak sedikit pun berbeda dengan ayat Al-Quran yang dibaca Rasul dan generasi terdahulu. Alam raya pun demikian, namun pemahaman, penemuan rahasianya, serta limpahan kesejahteraan-Nya terus berkembang, dan itulah pesan yang dikandung dalam Iqra’ wa Rabbukal akram (Bacalah dan Tuhanmulah yang paling Pemurah). Atas kemurahan-Nyalah kesejahteraan demi kesejahteraan tercapai.
Sungguh, perintah membaca merupakan sesuatu yang paling berharga yang pernah dan dapat diberikan kepada umat manusia. “Membaca” dalam aneka maknanya adalah syarat pertama dan utama pengembangan ilmu dan teknologi, serta syarat utama membangun peradaban. Semua peradaban yang berhasil bertahan lama, justru dimulai dari satu kitab (bacaan). Peradaban Yunani di mulai dengan Iliad karya Homer pada abad ke-9 sebelum Masehi. Ia berakhir dengan hadirnya Kitab Perjanjian Baru. Peradaban Eropa dimulai dengan karya Newton (1641-1727) dan berakhir dengan filsafat Hegel (1770-1831).
Peradaban Islam lahir dengan kehadiran Al-Quran. Astaghfirullah menunjuk masa akhirnya, karena kita yakin bahwa ia tidak akan lekang oleh panas dan tidak lapuk oleh hujan, selama umatnya ikut bersama Allah memeliharanya
“Sesungguhnya Kami (Allah bersama Jibril yang diperintahNya) menurunkan Al-Quran, dan Kami (yakni Allah dengan keterlibatan manusia) yang memeliharanya” (QS Al-Hijr [15]: 9).
Pengetahuan dan peradaban yang dirancang oleh Al-Quran adalah pengetahuan terpadu yang melibatkan akal dan kalbu dalam perolehannya. Wahyu pertama Al-Quran menjelaskan dua cara perolehan dan pengembangan ilmu. Berikut keterangannya.
Setiap pengetahuan memiliki subjek dan objek. Secara umum subjek dituntut berperan guna memahami objek. Namun pengalaman ilmiah menunjukkan bahwa objek terkadang memperkenalkan dirinya kepada subjek tanpa usaha sang subjek. Komet Halley, memasuki cakrawala, hanya sejenak setiap 76 tahun. Dalam kasus ini, walaupun para astronom menyiapkan diri dan alatalatnya untuk mengamati dan mengenalnya, tetapi sesungguhnya yang lebih berperan adalah kehadiran komet itu sendiri untuk memperkenalkan diri.
Wahyu, ilham, intuisi, atau firasat yang diperoleh manusia yang siap dan suci jiwanya atau apa yang diduga sebagai “kebetulan” yang dialami oleh ilmuwan yang tekun, kesemuanya tidak lain kecuali bentuk-bentuk pengajaran Allah yang dapat dianalogikan dengan kasus komet di atas. Itulah pengajaran tanpa qalam yang ditegaskan wahyu pertama ini.
“Allah mengajar dengan pena (apa yang telah diketahui manusia sebelumnya), dan mengajar manusia (tanpa pena) apa yang belum ia ketahui” (QS Al-’Alaq [96]: 4-5)
Sekali lagi terlihat betapa Al-Quran sejak dini memadukan usaha dan pertolongan Allah, akal dan kalbu, pikir dan zikir, iman dan ilmu. Akal tanpa kalbu menjadikan manusia seperti robot, pikir tanpa zikir menjadikan manusia seperti setan. Iman tanpa ilmu sama dengan pelita di tangan bayi, sedangkan ilmu tanpa iman bagaikan pelita di tangan pencuri.
Al-Quran sebagai kitab terpadu, menghadapi, dan memperlakukan peserta didiknya dengan memperhatikan keseluruhan unsur manusiawi, jiwa, akal, dan jasmaninya.
Ketika Musa a.s. menerima wahyu Ilahi, yang menjadikan beliau tenggelam dalam situasi spiritual, Allah menyentaknya dengan pertanyaan yang berkaitan dengan kondisi material:
“Apakah itu yang di tangan kananmu, hai Musa?” (QS Thaha [20]: 17).
Musa sadar sambil menjawab,
“Ini adalah tongkatku, aku bertelekan padanya dan memukul (daun) dengannya untuk kambingku, disampingkeperluan-keperluan lain” (QS Thaha [20]: 18).
Di sisi lain, agar peserta didiknya tidak larut dalam alam material, Al-Quran menggunakan benda-benda alam, sebagai tali penghubung untuk mengingatkan manusia akan kehadiran Allah Swt. dan bahwa segala sesuatu yang teriadi –sekecil apa pun- adalah di bawah kekuasaan, pengetahuan, dan pengaturan Tuhan Yang Mahakuasa.
“Tidak sehelai daun pun yang gugur kecuali Dia mengetahuinya, dan tidak jatuh sebutir biji pun dalam kegelapan bumi, tidak juga sesuatu yang basah atau kering kecuali tertulis dalam Kitab yang nyata (dalam jangkauan pengetahuannya)” (QS Al-An’am [6]: 59).
“Bukan kamu yang melempar ketika kau melempar, tetapi Allah-lah (yang menganugerahkan kemampuan sehingga) kamu mampu melempar” (QS Al- Anfal [8]: 17).
Sungguh, ayat-ayat Al-Quran merupakan serat yang membentuk tenunan kehidupan Muslim, serta benang yang menjadi rajutan jiwanya. Karena itu seringkali pada saat Al-Quran berbicara tentang satu persoalan menyangkut satu dimensi atau aspek tertentu, tiba-tiba ayat lain muncul berbicara tentang aspek atau dimensi lain yang secara sepintas terkesan tidak saling berkaitan. Tetapi bagi orang yang tekun mempelajarinya akan menemukan keserasian hubungan yang amat mengagumkan, sama dengan keserasian hubungan yang memadukan gejolak dan bisikan-bisikan
hati manusia, sehingga pada akhirnya dimensi atau aspek yang tadinya terkesan kacau, menjadi terangkai dan terpadu indah, bagai kalung mutiara yang tidak diketahui di mana ujung pangkalnya.
Salah satu tujuan Al-Quran memilih sistematika demikian, adalah untuk mengingatkan manusia -khususnya kaum Muslimin- bahwa ajaran-ajaran Al-Quran adalah satu kesatuan terpadu yang tidak dapat dipisah-pisahkan.
Thursday, 18 February 2010
why is is winter and summer
why is is winter and cold in our country but hot and sunny in South Africa.
Wednesday, 17 February 2010
Monday, 15 February 2010
Top ten most expensive cars
sesungguhnya Akhirat itu lebih baik dari dunia,
jika engkau mengetahuinya.....
source
http://uk.cars.yahoo.com/12022010/36/top-ten-most-expensive-cars-production-0.html
Top ten most expensive cars in production
In anticipation of the prestigious Geneva Motor Show next month (4 March 2010), we’ve prepared a list of the world’s most incredible, most costly production cars.
1 - Zenvo ST1: £2m
2 - Koenigsegg Trevita: £1.5m
3 - Bugatti Veyron: £1.3m
4 - Aston Martin One-77: £1.2m
5 - Pagani Zonda Cinque Roadster: £1.2m
6 - Ferrari 599XX: £1.2m
7 - Lamborghini Reventón Roadster: £1m
8 - Maybach Landaulet: £800,000
9 - SSC Ultimate Aero: £400,000
10 - Tramontana R-Edition: £360,000
jika engkau mengetahuinya.....
source
http://uk.cars.yahoo.com/12022010/36/top-ten-most-expensive-cars-production-0.html
Top ten most expensive cars in production
In anticipation of the prestigious Geneva Motor Show next month (4 March 2010), we’ve prepared a list of the world’s most incredible, most costly production cars.
1 - Zenvo ST1: £2m
2 - Koenigsegg Trevita: £1.5m
3 - Bugatti Veyron: £1.3m
4 - Aston Martin One-77: £1.2m
5 - Pagani Zonda Cinque Roadster: £1.2m
6 - Ferrari 599XX: £1.2m
7 - Lamborghini Reventón Roadster: £1m
8 - Maybach Landaulet: £800,000
9 - SSC Ultimate Aero: £400,000
10 - Tramontana R-Edition: £360,000
Tuesday, 9 February 2010
Big Write at Goosnargh Oliversons C of E Primary School
source
Week beginning 08/02/10 Big Write
Talk Homework:
Another very successful ‘BIG WRITE’ on our Environmental theme. Year 6 are perfecting their persuasive techniques and working hard to expand their sentences to include more detail. Well done…your leaflets have certainly persuasive power!
This week we are going to be changing genre, but once again focusing on detailed description and persuasive language.
The class has will be producing a radio broadcast to encourage their listeners/readers to purchase an item of their choice. This could be a new toy, game, gadget or even a new invention (those who take an interest in the Dragons’ Den could be at an advantage here!)
They should decide on their target audience and include a description of the item, along with the benefits of owning one. They can also make up a jingle or slogan to make it memorable. Please encourage your child to listen to some advertisements, to look out for adventurous vocabulary and persuasive phrases. It may sound odd, but encouraging them to be aware of their sentence beginnings (and yours) and to talk with punctuation, all helps to raise their awareness of grammatical structures and the importance of punctuation! Many thanks
Maths Talk Homework:
For this week’s Talk for Maths we are sticking with money matters. Please encourage your child to take part in as much of the household financial management as possible (or desirable!). This week we are particularly concentrating on finding differences (counting on and subtracting). They could be asked to find the difference between two items: How much more expensive is ……? How much money would we save if…? How much change will we get from…?
It will help if they can work out money calculations on paper as well as on a calculator. Please encourage them to recognise that the calculator display does not include the 0; so 3.4 on the display will be £3.40 (NOT £3.04!) when working with money.
SPELLINGS: 'ment'
achievement
advertisement
amusement
arrangement
document
employment
encouragement
enjoyment
environment
excitement
government
management
movement
ornament
replacement
statement
Week beginning 08/02/10 Big Write
Talk Homework:
Another very successful ‘BIG WRITE’ on our Environmental theme. Year 6 are perfecting their persuasive techniques and working hard to expand their sentences to include more detail. Well done…your leaflets have certainly persuasive power!
This week we are going to be changing genre, but once again focusing on detailed description and persuasive language.
The class has will be producing a radio broadcast to encourage their listeners/readers to purchase an item of their choice. This could be a new toy, game, gadget or even a new invention (those who take an interest in the Dragons’ Den could be at an advantage here!)
They should decide on their target audience and include a description of the item, along with the benefits of owning one. They can also make up a jingle or slogan to make it memorable. Please encourage your child to listen to some advertisements, to look out for adventurous vocabulary and persuasive phrases. It may sound odd, but encouraging them to be aware of their sentence beginnings (and yours) and to talk with punctuation, all helps to raise their awareness of grammatical structures and the importance of punctuation! Many thanks
Maths Talk Homework:
For this week’s Talk for Maths we are sticking with money matters. Please encourage your child to take part in as much of the household financial management as possible (or desirable!). This week we are particularly concentrating on finding differences (counting on and subtracting). They could be asked to find the difference between two items: How much more expensive is ……? How much money would we save if…? How much change will we get from…?
It will help if they can work out money calculations on paper as well as on a calculator. Please encourage them to recognise that the calculator display does not include the 0; so 3.4 on the display will be £3.40 (NOT £3.04!) when working with money.
SPELLINGS: 'ment'
achievement
advertisement
amusement
arrangement
document
employment
encouragement
enjoyment
environment
excitement
government
management
movement
ornament
replacement
statement
European final
This final goal, despite the chant to the contrary, was not from the halfway line, but is still one of the most shocking winners in a European final. Gooners, look away now.
Martin Palermo gave another reason to be famous
Argentina striker Martin Palermo gave another reason to be famous aside from missing three penalties in one match when he scored this cracker for Boca Juniors in a Buenos Aires derby against Independiente.
Colombia goalkeeper Luis Martinez scored v Poland
Colombia goalkeeper Luis Martinez scored from a drop-kick in his own area during a friendly with Poland in the run-up to the 2006 World Cup. The keeper sent his kick upfield and saw it bounce over Tomasz Kuszczak into creep under the crossbar. Still, it didn't do Kuszczak's career too much harm, as he moved to Manchester United from West Brom the very same summer.
Xabi Alonso from his own half
Xabi Alonso scored his second Liverpool goal from his own half against Newcastle. His first came against Luton Town in the FA Cup, a goal which netted one Reds fan a load of cash after he dreamt that the Spaniard would do so and placed a bet on it happening. This one, however, was far more impressive, even if it was greatly aided by a floundering Steve Harper.
David Beckham
David Beckham announced himslef on the football world at large with his famous effort from his own half against Wimbledon, but he repeated the feat for LA Galaxy in 2008 against the Kansas City Wizards. After the Wizards' goalkeeper had come upfield looking for a late equaliser, Beckham struck to hit the hit the empty net from 70 yards to seal a 3-1 win for the Galaxy.
55m goal FOOTBALL Maynor Figueroa's
The most recent example in the Premier League is Maynor Figueroa's rocket for Wigan against Stoke. Of course, you would have seen it dozens of times by now, but this clip comes complete with nifty virtual reality analysis, showing you would Figueroa and Stoke keeper Thomas Sorensen could see when the shot was unleashed. If this doesn't end up as goal of the season, we can't wait to see the one that beats it.
Monday, 1 February 2010
Pip Davenport
I did my Literacy sats test yesterday, and we had a test with Pip Davenport. He was a young boy who helped his Uncle Henry study rides at the fairground.
Pip Davenport is a fictional character used for national curriculum tests. In the 2008 literacy longer writing test he was a man who invented victorian fairground rides with his uncle henry.
===
Pip Davenport was an fairground ride inventor who lived from 1850 - 1920. He was married to a lady called Hettie and grew up in Slewsbury. No body had heard of him until he cropped up in a years 6 SATs test, where you had to make up and write a biography about him using only some vague details given to you.
...
After his 'guest appearance' on the English writing SATs last week, it seems that Pip Davenport is working hard on creating a bit of publicity for himself!
The 19th century fairground ride inventor was the subject of the biography the Year Six children were asked to write in the long writing paper. Now, somebody has created a Facebook page for him! Ironically, he has joined the "It's Time to Stop SATs" group!
http://yearsixteacher.blogspot.com/2008/05/pip-davenport-on-facebook.html
pip davenport
my homework
pip davenport
hmmm
The two contrasting essays that received the same exam grade
source
http://www.telegraph.co.uk/news/uknews/2420500/The-two-contrasting-essays-that-received-the-same-exam-grade.html
Published: 6:41PM BST 16 Jul 2008
Child A received 8 out of 12 for composition and effect for the following:
Pip Davenport lived near to a town. He lived on a street called slewsbury. He wrote book with his wife Hettie. He loved writing books it was one of his favarout thing's he did.
If he wasent doing enthing els hed help his uncle Herry at the funfair during the day. And then hed stoody at nigh on other thing he did was invent new rides. Becoues he invented a lot of new rides he won a prize.
He didint live with is mum he lived with his wife.
He always went to wach compertions with his wife Hette. Hettie's mum and dad was like his mum and dad. When ever Hettie's mum and dad went out fur tea or sonming thed always ask if they want to come.
Pip was verry rich he had a lot of monny. He use to teck his wife fur a meal or breckfast or even better to a pub!
==
Child B received 7 out of 12 for composition and effect for the following:
Have you ever heard of Pip Davenport? Pip Davenport is the reason we enjoy the fairground today. On the 4th of January he was born, living in a small terraced house in Slewsbury.
It just so happened that the Davenport family owned a funfair. He and his uncle Henry went every day since he was a toddler. Pip loved it there: he would rather come to the fair than go out with his friends.
When Pip was four, he and his family went to watch a horse race. He asked his mother afterwards if he could go horse riding, and she agreed. Quickly, it became apparent that Pip was a fantastic rider: a complete natural. But it was his love of horses that led to a tragic accident. An accident that would change his life forever. At the age of 7, he was training for a local competition when his horse, Mandy, swerved sideways unexpectedly throwing Pip on to the ground, paralysed.
Distraught, Pip decided to design a fairground ride involving horses. He named it a carousel. After many years, the ride was finally made. Pip, plucking up the courage, showed it to his Uncle Henry. Impressed, he asked Pip if he could use it in his fairground. Pip said yes, and he was amazed to see that his creative invention was a huge success. Despite being in a wheelchair, he continued his education at night school, spending most of the day at the fair and designing new inventions for the fair.
By the time he was 25, Pip, who had never considered women before, fell in love with a lady called Hettie. Hettie was a kind woman and also had a shared interest in the fairground.
hmm
pip davenport
hmmm
The two contrasting essays that received the same exam grade
source
http://www.telegraph.co.uk/news/uknews/2420500/The-two-contrasting-essays-that-received-the-same-exam-grade.html
Published: 6:41PM BST 16 Jul 2008
Child A received 8 out of 12 for composition and effect for the following:
Pip Davenport lived near to a town. He lived on a street called slewsbury. He wrote book with his wife Hettie. He loved writing books it was one of his favarout thing's he did.
If he wasent doing enthing els hed help his uncle Herry at the funfair during the day. And then hed stoody at nigh on other thing he did was invent new rides. Becoues he invented a lot of new rides he won a prize.
He didint live with is mum he lived with his wife.
He always went to wach compertions with his wife Hette. Hettie's mum and dad was like his mum and dad. When ever Hettie's mum and dad went out fur tea or sonming thed always ask if they want to come.
Pip was verry rich he had a lot of monny. He use to teck his wife fur a meal or breckfast or even better to a pub!
==
Child B received 7 out of 12 for composition and effect for the following:
Have you ever heard of Pip Davenport? Pip Davenport is the reason we enjoy the fairground today. On the 4th of January he was born, living in a small terraced house in Slewsbury.
It just so happened that the Davenport family owned a funfair. He and his uncle Henry went every day since he was a toddler. Pip loved it there: he would rather come to the fair than go out with his friends.
When Pip was four, he and his family went to watch a horse race. He asked his mother afterwards if he could go horse riding, and she agreed. Quickly, it became apparent that Pip was a fantastic rider: a complete natural. But it was his love of horses that led to a tragic accident. An accident that would change his life forever. At the age of 7, he was training for a local competition when his horse, Mandy, swerved sideways unexpectedly throwing Pip on to the ground, paralysed.
Distraught, Pip decided to design a fairground ride involving horses. He named it a carousel. After many years, the ride was finally made. Pip, plucking up the courage, showed it to his Uncle Henry. Impressed, he asked Pip if he could use it in his fairground. Pip said yes, and he was amazed to see that his creative invention was a huge success. Despite being in a wheelchair, he continued his education at night school, spending most of the day at the fair and designing new inventions for the fair.
By the time he was 25, Pip, who had never considered women before, fell in love with a lady called Hettie. Hettie was a kind woman and also had a shared interest in the fairground.
hmm
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