تعالو صبايا اخر تجمع للرايتنق 2 والاكيد ان كل شي عن الاختبار موجود حيااااكم ...

[SARO0O]

هذا موضوع عن سواقة المرأة

عدلوه يابنات



Women Driving in Saudi Arabia? Why Not?

Readers who do not know Saudi Arabia well couldn't understand or
appreciate the reasoning against women driving. Saudis and residents
who are familiar with the issue cite logistical and practical
problems and concerns. No one claims the ban is Islamic. In
Prophet's (peace be upon him) time, women rode their horses and
camels. In other Islamic countries, women didn't have to compromise
their modest dress code to drive. And they drive as well as men, if
not better and safer.

Many readers fear that men, especially the young, will harass or
chase female drivers.

This is blaming the victim. If men are the guilty party, then let's
ban them.

Some suspect that if we allow women driving, it will make it much
easier for dating. They say it is bad as it is. Girls pretending to
be out for school and social events go for dates! Give them cars and
see what happens!

I say if they decide to date they will find a way. If you don't
trust your kids, boys or girls, don't give them cars. But if you
brought them up well, trust them. Besides, why do we assume girls
would be less observant and conservative than boys? If both are as
much suspect, then nobody should be allowed to drive. What
difference does it make who sits on the driving seat?

Other arguments focus on practicalities, like traffic jams,
accidents, car breakdowns, driving in remote areas, etc.

I say, we should plan and prepare. We could go gradually, allowing
women over thirty to drive first, and then schedule other age
groups. If they get in trouble they could use their cell phones.
Mobile car service operators would help in case of breakdowns. We
must take extra security measures and harsher punishment for
harassers, like publishing offenders' names and photos in the
papers. They did that in Dubai and it worked.

We have to start by educating the public with media campaigns and
encourage preachers, teachers and parents to contribute and
participate. Solutions are there if we just look for them. As the
Americans say, if there is a will, there is a way.

I like the following e-mail message I received from a Western
teacher in a girls school. It very much sums up the problem from
women's perspective. It says:

I am a female teacher here in the Kingdom and I teach Saudi girls
English. I was pleasantly surprised at the caliber of females I have
come in contact with. I listen to their frustrations on a daily
basis of the restrictions (mainly of not being able to drive) placed
on them. The majority are perfectly capable human beings who just
need their country to stop underestimating them and their abilities
and the possibilities are limitless to what they will be able to
offer this society.

Of course I can also understand the hesitation in allowing women to
drive but I would place the fault of this completely on the men of
this country. I could just imagine a car full of teenage Saudi boys
hitting a woman's car just for flirting purposes and this would make
me personally more apprehensive about driving in this country. The
problems are structural and deep-rooted. You can't just lift the
ban, but on the other hand, the longer you wait the harder it will
get to change it.

A suggestion would be to fill the streets with competent, well-
trained and prepared police, and have them clean up the act on the
streets here. Maybe after a few months of over ticketing and tight
restrictions you may have a situation where women will feel
comfortable driving. You will also have to have driving schools for
women and then, maybe, the country can conceptualize driving for
women.

Another thing that needs to change is the attitude some men have
toward women in this country. If the laws are there to make women
feel more comfortable when in public then they are retroactive.

This can only change when men begin to see women as having a more
independent role in society, for example, by driving. But women
can't drive until this attitude is curbed. What comes first, the
chicken or the egg? It's quite the dilemma. All I can say is the
situation needs to change so better to start now and deal with the
problems head on, rather than just watch things become more
difficult to unravel. Bite the bullet, as we would say



سرو ...

[SARO0O]

التعليم عن بعد والتقليدي


How do we define teaching at a distance? What should be accept as a reasonable "teaching at a distance" paradigm? Are there substantive differences between distance education which includes students spread across a state or region and students who log on and participate from their dorm rooms on campus?
What constitutes distance ed?
Telecourses (TV courses, fiber optics), correspondence courses, online courses,tutoring.
distance between the teacher and students in face-to-face.
What leads to distance ed?
Economics, rural situations, access issues, strategic connections between cooperating institutions, K12 and post-secondary linkages, weather.
Concerns?
More students per instructor
Preparation time and course release
Need for distance ed should govern who can take the course. Dorm is not usually distance.
Campus politics --> might think fewer teachers are needed
Reproduce "push technology" model over interactive model



How are issues of promotion, tenure, and academic recognition affected by teaching at a distance? Are standard measures "one size fits all"? Can we ask the same questions about teaching excellence for distance and classroom-based teaching? For instance, are students who never see the teacher going to answer questions about the teacher's concern for the individual student in the same ways that students in a traditional classroom-based environment answer that question? How does peer review and class observation change when there is no classroom to observe -- only trans to read? What can we (what should we) accept as reasonable evaluation of the work we do when teaching at a distance?

'zines? referred publications
college and institutional service -- community
terms and translations
department or college basis for statements
What counts as what? Deal with loose ends



How do we counter the arguments of economics, or what do we do when distance education decisions are based on untrue assumptions about the teaching load and the interaction with students when those students are not physically present? What are the misconceptions someone unfamiliar with the student-teacher interaction typical of writing instruction or with the workload required for teaching with computers is likely to make? At its most basic, how do we answer the administrator who cackles with glee about the development of distance classes because now the school can teach twice as many students online for half the cost?

English department realistic about the costs of distance learning -- probably more expensive than traditional. Pressure comes from limitations of physical campus. 40K students on 30K size campus. Charge more per credit hour for classes online!
Also willing to teach the technical part rather than considering it an innocent conduit
Mandate from the state to offer distance ed. We should remind admins that video/audio delivery is expensive, and although text-based stuff is bandwidth cheap, it's labor intensive.
Spanish distance learning in CA hasn't worked. Need to have contracts that specify what instructors are supposed to do -- are they responsible for tech support and troubleshooting as well as content teaching?
Beware of overload
School of education in Florida is going for the "telepresence" model, no limits on class size? Is there a way to get unions involved, or faculty governing boards?
Can we also make contacts with students, students groups as well as unions-->Our working environment is your learning environment.
30/40 minutes per essay in distance type class, but multiplicity of word processors: how long does it take to convert/decode an essay, let alone comment on it? We need to set standards for software to make these kinds of classes work.
Suggestions from our group:
class size not to exceed traditional class size
teachers need technical support
maintain interactivity --> goal to value agency of the students, not make them passive
teachers should not be asked to be available (via email, etc) more hours a day than they would be IRL
we see a good future for distance learning IF it's done right
CCCC should survey members, not only of this SIG, but all members, to find out how their schools are moving toward distance learning -- also what experiences people have already had with distance learning (stats, anecdotal, etc.)



What useful analogies can we draw between traditional classroom-based teaching and distance teaching? Are there things we should compare? things we shouldn't? And how do these analogies affect the way we think about, construct, and evaluate teaching at a distance? How does teaching (and learning) at a distance reshape, redefine, revolutionize what we think of as the university?

Analogies and success depend on abilities and environment of students involved
Students need to be self-motivated
Conrad Scott-Curtis works with a gifted population from 4th graders through seniors in college -- people who are ahead of the rest of their class
Patricia Hofer [?] worked with less gifted, less motivated students working 40 hours per week who couldn't find the time


ANALOGY: Time spent in class is analogous to time spent online. This is at least as important for students who are considering distance learning as for faculty. This may be time spent in synchronous environments or simply time spent reading and writing asynchronous messages.
ANALOGY: The time that it takes a faculty member to communicate with a class in a distance-learning environment is more analogous to holding a series of one-on-one conferences than it is to meeting a class for three hours a week. This point is important to make to administrators.
ANALOGY: Universal or widespread distance education is analogous to a bad high school which crams students of all ability levels into the same classroom with the same assignments at the same speed. Distance education may be more appropriate for gifted students.
ANALOGY: Distance education models are analogous to process-oriented models in the way they can provide individualized scaffolds for different students as they draft and revise.
ANALOGY: Students need to be convinced that communicating online is analogous to talking (i.e., they need to learn to communicate spontaneously and easily on the computer) -- at least at times. We need to come up with assessment instruments for online courses, for assessment of the program -- both by people who've taken part in it and by faculty.


How do you handle the special challenges of teaching at a distance? How is teaching affected by students you never see? How do you maintain control when you can never raise your voice or ask everyone to focus on one topic? What special strategies do we need to foster in students to help them succeed in this setting? What coping strategies can help with the geographically decentered classroom?

Different ways of delivery -- Distance Learning and how to combine them?
TV/Cable Teaching
Teleconferencing (works well, but there are limits)
MOOS
Email
Lecture Mode must be considered a real danger
Plagiarism issue very important. Cheating is seen as easy by outsiders. We need to handle this by knowing more about our students' writing abilities. Simple solutions: draft submissions
Class size -- changes our relationship with our students and our abilities to teach effectively
How to instruct the tentative student? Tone issues and miscommunication.
Cultural communication issues as well (in our community, etc.) Especially in translocal classes
Ripe situation for exploitation

سرو ...

[SARO0O]

Causes and Effects of Stress in Students.

Stress is an enormous problem for students. Students can not function properly because of stress. Stress can effect their studies, social life and even their life itself. In addition, stress can lead to nervousness and mental break down. So, when a student is under stress, he/she must deal with it and find a solution for their problem. In the following lines, I will analyze the causes and effects of stress in students.

On of the main causes of stress is dead line pressure that is to hand in assignments and projects for many courses in a certain time. This causes confusion for the students to remember what to hand in at what time. Another cause of stress is parent's expectation for their son/daughter to be the best in class. The student will do anything to be accepted in the same college as his /her parents were, even in the same major just to satisfy their parents. In addition, when the student is accepted in college, he/she will try anything to be the best. This causes competition between the students. Not to mention the discouragement from doctors or teachers to devastate the students when they shout at them.

As a result of these causes, students may start felling overwhelmed because they have too much to do in little time, they can not possibly do everything they feel they must to. They may feel angry, unfairly judged and lack of patience with everything. They may feel that they don't have enough time to have fun or to be with their family or friends. They may cry and get upset about small things, even they worry about everything. There different symptoms of stress. It includes headaches; stomach aches; chest pains, diarrhea, sweating, sleeplessness, increased heart rate and it may lead to alcohol and drug addiction.

To prevent stress, avoid cigarette. Smoking can cause illness and death; students tend to smoke more when under stress. Exercise regularly helps students to look and feel better and provides health benefits. Get plenty of rest to help students to maintain health and deal better with their problems. Do not drink too much caffeine, because it speeds up the body and can exaggerate the effects of stress. Finally, learn to manage stress and to keep a perspective on things that are important and those are not

سرو ...

[الملاك الأبيض]

المشاركة الأصلية كتبت بواسطة SARO0O ملوكاااا خلاص سويت لنفسي بس اخر سؤال في الهاند اوت كيف حلو بليز بس بليز اشرحي الحل 5. Correctly punctuate and capitalize the following quo¬tations using the APA format. Note that the author of the quotation is different from the author of the article. Medical experimentation on animals is necessary argues cancer researcher Richard Green to train surgeons, test vaccines, and make further medical progress (the material was found in Levi's book on page 220) Publication date for Levi’s book: 1995 Publication for Green’s book 1990 …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ………………………………………………………………… سرو ...

قلبو سرو هذا التمرين تابع اتوقع للنقطة 3 او ماادري 6 ومو مشروح معنا حتى الاستاذة ماحلته معنا لانو لاحظي انو هنا في كاتبين واحد للاقتباس وواحد كاتب المقال الرئيسي وهذي الحالة المركبة مو معنا ومااخدناها .

ملاحظة في ملف الدايركت كوتينق النقطة 3 + 6+ محذوفة ومو معنا .

خذي هذا مثال افضل للتدريب :

Publication date: 1997 Page: 57

Write the direct quote in APA format with the lead-in at the end and make sure the verb you use in the lead-in works with the sentence.

…………………………APA: " Because Copland straddled popular and serious music, he had critics, but he succeeded because he inevitably wrote with

ho

nesty, deliberation, and true emotion , " claims Ames (1997, p.57 ) .

[SARO0O]

حبيبتي انا مشيت على كلامك

ورجعت لنفس الهاند اوت ولخصتو وحليت كل التدريبات وكانت مرااا ماشيه اوكي معاي

بس هذا اللي ماعرفت له

كويس انو محذوف

الحمدلله

نجحت بالاورال ماذا عنك ولا ماعندك


سرو ...

[الملاك الأبيض]

المشاركة الأصلية كتبت بواسطة srooo صباح الخير صبااايااا كيفكم الحن ان شاء الله تمام.. في اكتفتي عن الديركت كوتنق صفحه 38 بليز ممكن احد يحله لي ..؟؟؟

سرو نمبر ون . اي صفحة 38 ؟ قصدك من الكتاب ؟ بس الكتاب مو مطلوب معنا ثانيا انا فتحت الصفحة ومافيها تمرين مهم . اللي فيها تمرين على نموذج بارغراف في الكتاب ومو مطلوب معنا شي زي كذا .

[الملاك الأبيض]

المشاركة الأصلية كتبت بواسطة saro0o حبيبتي انا مشيت على كلامك ورجعت لنفس الهاند اوت ولخصتو وحليت كل التدريبات وكانت مرااا ماشيه اوكي معاي طيب الحمد لله . وربي يفتح عليك بالفهم والعلم وينفع فيك الاسلام والمسلمين . آمييين بس هذا اللي ماعرفت له كويس انو محذوف الحمدلله نجحت بالاورال ماذا عنك ولا ماعندك سرو ...

الف الف الف مبروك النجاح ويارب تبشرينا كذا بكل المواد يارب وتنجحي باعلى الدرجات والله تستاهلي كل خير .ربي يسعدك

وانا والله عاهدت نفسي ماافتح الاودس ولا اشوف الدرجات الا بعد الاختبارات . لانو مو ناقصين تعب نفسي كفاية درجة الريدينق . الحمد لله يارب عى كل شي وربي يوفقنا ويكون معنا ولا يضيع تعبنا من شوية استاذات مايراعو حد . ربي يسهل ويلطف بينا وننجح على خير

[SARO0O]

اميييييييييييييين يااااااااااااااااااارب

عقبالك انتي والله مرااااا تستاهلي الخير كلو والله ماقصرتي معانا

الحمدلله على كل حال يااااارب


موفقيييييييييييييييييييييين صبايا


سرو ...

[pop corn]

هااااي بنات
اش آخر الاخبار طمنوني
أنا مرة خايفه وحاسه بقلق
والين دحين ماني عارفه المقال الاقناعي اش حكايته واش الفرق بينه وبين الجدلي
الله يستر ويسهل علينا يااااارب

بنات خلونا نتعرف على بعض في القاعة مرة حبيتكم :)

بالتوفيق يارب

[SARO0O]

اسمعي انا بشرحلك بسرعا لاني لابسه عبايتي

الاقناعي بامكانك تكتبي عن رايك في المقدمة والخاتمه اما الثلاث بوديات فبس تحاولين تقنعين القارئ بكلامك ورأيك من خلال قصص وتجارب بس ماتكون تخصك عشان ماتضعف المقال

الجدلي تكتبين رايك في البوديين الاول والثاني والرأي المعارض في البودي الثالث

اتمنى تكوني فهمتي


سرو ...