Jerusalem: Three religions - one god

The three religions in Israel share not only a common theistic faith but also a common biblical heritage. Moses, is for example mentioned no less than 79 times in the New Testament and 162 times in the Koran, Jesus have a whole chapter in the Quran. Musa We prefer you on the other, Musa, peace be upon him and prayers (from the Quran). From the above it seems that everything is fine and in perfect condition but, religious fanaticism has a long history but, blessed be the peacemakers, with long periods of reprieve. Its present phase can be traced to its rebirth or, more accurately, to its assisted birth during the period of Cold War as a countervailing ideology against the “godless” creed of communism. The religious forces in the Judeo-Christian and Muslim world were mobilized to face a common enemy together. That collective religious fanaticism. The Alliance of Abrahamic religions, despite many tensions, did work as a powerful tool against the common enemy, Having no common enemy in sight the forces of fanaticism turned against each other. Even so the Abrahamic religions have a long history of clash and conflict that makes them easy prey for manipulation by religious fanatics and political opportunists. In this long history of conflict the past two decades happen to be the worst since the 13th century. Not hard to mark those responsible for this extreme like the TV channels, magazines, newspapers, publishing houses – and authors, preachers and televangelists, whose business it is to sell and spread religious hatred. Once injected it spreads like an insidious disease, and is all the more dangerous for that very reason. For my opinion is that The policy makers in the Judeo-Christian and Muslim societies have yet to fully grasp the truth that the religious extremists in the two camps pose a threat not so much to each other as to their own societies. And not only to the interfaith harmony but also to the rational and humanist worldview within every society. The residents from the three religions stands helplessly by for it has not yet realized that the clash is not so much between good and evil as between two irrational forces, each against the other and both against Reason. My vision is to see Jerusalem as a place that belongs to all nations and religions, a place that is not controlled by any cause not religious, not political, to be conducted by a committee consisting of three sectors, being a place of prayer, belief, pilgrimage, and only for this purpose.

Difficulteis that Arab students face with learning english

Difficulties that Arab students face with learning the English Learning the English language is an essential tool use by nearly Nations all on the planet to gain access to the latest scientific that is important for research developing countries, as well as much of useful human knowledge. It is also a way to communicate economically, politically and socially and in all areas with all peoples of the world. Arab students face serious difficulties in English. First of these challenges comes from the fact that both languages belong to different families. Arab is considered a Semitic language while English is of an Indian – European origin. It follows that many terms in the Arabic script are different from that of the Latin , Arab is write from right to left while the English written from left to right. We find that some of the letters do not exist in Arabic, such as V, P and others. The Arab who wants to learn English faces hardship in the mastery of uttering certain characters as pronounced differently by the characters that followed, such as the letter C which is pronounces (س) when followed by the following characters (E,I,or Y) and uttered (ك) before most of the letters of the alphabet English except for (h) where it sounds like (TSH). Most startling for Arab students who are used to pronouncing every letters is to find that some English words contain letters that are not pronounced at all like the letter k in the word (know) and (P) in a word (Psychology). Here English teachers should give their students a historical overview of the evolution of the English language and how some of the characters remained written even if not pronounced, when writing the Bible in Britain more than 500 years ago. The wording of the verb and the noun and tense in English are different from those used by the Arab students in their native language. Arab students often base the grammar in English on the rules particular to their native language, and build their words and sentences accordantly this causes great difficulty to learn the target language. English does not distinguish between male and female in most tenses, such as (you) and (they). English phrases first used the adjective unlike Arabic, for example the translation of (great man) is (man is great) in Arabic. The most important proposals to overcome the difficulties faced by the student Arab students of the English language are: 1 . Start teaching English to students at an early age 6 years or before, and it is crucial to use a curriculum that contains interesting and enjoyable activities. 2 . Urge the students to speak only English and don't allow the use of any other language in the classroom. 3 . Use texts from poetry and short stories in simple English to enrich the vocabulary of Arab students to help them communicate in English. 4 . Use the Internet and private video chat windows to develop the skills of listening and speaking English with native speakers. 5 . Encourage students to express their feelings and their ambitions and aspirations in English, making them able to clarify their positions, their opinions and beliefs. In conclusion, I say that teaching English to our children does not and will not affect the learning of the Arabic language but it will help in the advancement and progress of our nation scientifically, politically and culturally. This was done by Europeans 600 years ago when they learned Arabic in order to transfer the products of Arab-Islamic and the Middle-East to western culture civilization in Andalusia.