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Iphone Second Hand to be sold!

Posted by syahir


Assalamualaikum.

Long time not blogging. it is the best time to say something. =)

This week a lot of people sell their iphone 2G and 3G in order to upgrade to 3GS.
Congratz apple because upgrading the small touch machine to the very good one! It is awesome! more speed, more application and i think some day the function of iphone is just same like a notebook.

One thing I would like to share with you is those iphone hard fan keep selling their iphone 2G and 3G. And sometimes the prices are lil bit lower than before. So, I have grab this opportunity. I have bought 5 iphone to be sold in Malaysia. They are very cheap compared to Maxis' and lowyat's price.

click this link for more info: http://iphonemerah.blogspot.com/



12:16 AM | 0 Comments

Alert!! SWINE FLU.

Posted by syahir

Pigs declared war. So, be caution!

Here, I have post some information about Swine Flu. I simply copy and paste from msnbc.

A new strain of swine flu that has killed 149 and sickened nearly 2,000 in Mexico has spread to the United States and is raising fears of a possible pandemic. Learn more about the disease and why it is causing concern among health officials.

What is it?
Swine influenza is a respiratory disease of pigs first isolated in swine in 1930, according to the Centers for Disease Control and Prevention. The illness is caused by four different type A influenza strains that can cause outbreaks in pigs, though subtypes H1N1 and H3N2 seem to be more common. The death rate among pigs is low, with most infections occurring in the late fall and winter.

Symptoms of infected pigs include fever, depression, coughing (barking), sneezing, difficulty breathing, red or inflamed eyes, lack of appetite and discharge from the nose or eyes.

How do people get infected?
What are the symptoms?
Symptoms are similar to those of the regular human influenza virus: fever, lethargy, lack of appetite and coughing. Some who have been infected with the swine flu also reported having a runny nose, sore throat, nausea, vomiting and diarrhea.

How is it diagnosed?
A respiratory specimen must be collected within the first four to five days of illness, when the infected person is most likely to be shedding the virus. However, some patients (such as children), may shed the virus for 10 days or longer, according to the CDC. Specimens must be sent to the CDC for laboratory testing in order to identify swine flu.

How is it treated?
Four antiviral drugs are licensed to treat the disease in the U.S.: amantadine, rimantadine, oseltamivir and zanamivir. Most of the viruses are susceptible to all four, but the CDC currently recommends oseltamivir or zanamivir to treat and prevent swine flu infections. The antivirals, which are prescription medicines, should be taken as soon as possible symptoms appear.


Tamiflu, the generic name for oseltamivir, appears to be effective against the new strain when taken early, says the CDC.


There is currently no human vaccine for swine flu, but the flu vaccine may provide some protection against the H3N2 strain, though not the H1N1 strain.


(Source: msnbc. [http://www.msnbc.msn.com/id/30390176/?pg=1#SwineFlu_QA] )





12:00 PM | 4 Comments

Psychologist Discovers the Effect of Repeating the Word

Posted by syahir Labels:



Vander Hoven, a psychologist from Netherlands, announced his new discovery about the effect of reading the Qur'an and repeating the word ALLAH both on patients and on normal persons. The Dutch professor confirms his discovery with studies and research applied on many patients over a period of three years.

Some of his patients were non-Muslims, others do not speak Arabic and were trained to pronounce the word "ALLAH" clearly; the result was great, particularly on those who suffer from dejection and tension. "Al Watan", a Saudi daily reported that the psychologist was quoted to say that Muslims who can read Arabic and who read the Qur'an regularly can protect themselves from psychological diseases.

The psychologist explained how each letter in the word "ALLAH" affects healing of psychological diseases. He pointed out in his research that pronouncing the first letter in the word "ALLAH" which is the letter (A), released from the respiratory system, controls breathing. He added that pronouncing the velar consonant (L) in the Arabic way, with the tongue touching slightly the upper part of the jaw producing a short pause and then repeating the same pause constantly, relaxes the aspiration. Also, pronouncing the last letter which is the letter (H) makes a contact between the lungs and the heart and in turn this contact controls the heart beat.

What is exciting in the study is that this psychologist is a non-Muslim, but interested in Islamic sciences and searching for the secrets of the Holy Qur'an. Allah, The Great and Glorious, says, "We will show them Our signs in the universe and in their own selves, until it becomes manifest to them that this (Qur'an) is the truth." (Holy Qur'an 42:53)



10:54 AM | 1 Comments

So, you Think English is Easy?

Posted by syahir

So, you Think English is Easy?

Try to read these correctly the first time?

1) The bandage was wound around the wound.

2) The farm was used to produce produce.

3) The dump was so full that it had to refuse more refuse .

4) We must polish the Polish furniture.

5) He could lead if he would get the lead out.

6) The soldier decided to desert his dessert in the desert.

7) Since there is no time like the present, he thought it was time to present the present .

8) A bass was painted on the head of the bass drum.

9) When shot at, the dove dove into the bushes.

10) I did not object to the object.

11) The insurance was invalid for the invalid.

12) There was a row among the oarsmen about how to row.

13) They were too close to the door to close it.

14) The buck does funny things when the does are present.

15) A seamstress and a sewer fell down into a sewer line.

16) To help with planting, the farmer taught his sow to sow.

17) The wind was too strong to wind the sail.

18) Upon seeing the tear in the painting I shed a tear.

19) I had to subject the subject to a series of tests.

20) How can I intimate this to my most intimate friend?

Let's face it - English is a crazy language. There is no egg ineggplant, nor ham in hamburger; neither apple nor pine in pineapple.
English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat.
We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.

If the plural of tooth is teeth, why isn't the plural of booth, beeth?
One goose, 2 geese. One moose, 2 meese? Doesn't it seem crazy that you can make amends but not one amend?

If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English
speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell?

How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down; in which you fill in a form by filling it out; and in which, an alarm goes off by being on.

English was invented by people, not computers, and it reflects the creativity of the human race; which, of course, is not a race at all!



10:44 AM | 4 Comments

Love Is Blind?

Posted by syahir

Love's strange effect on people
Couple
Love affects hormones and brain chemicals
Love really does have a strange effect on people, say scientists.

Italian researchers carried out tests on 12 men and 12 women who had fallen in love during the previous six months.

They found that men had lower levels of testosterone than normal, while the women had higher levels of the hormone than usual.

"Men, in some way, had become more like women, and women had become like men," Donatella Marazziti of the University of Pisa told New Scientist magazine.

"It's as if nature wants to eliminate what can be different in men and women, because it's more important to survive at this stage," she said.

'Love is blind'

The findings come as another study suggests that love may indeed be blind.

Researchers at University College London have discovered that being in love can affect key circuitry in the brain.

I wouldn't rule out the possibility of some sort of therapeutics in the future
Professor Gareth Leng,
University of Edinburgh
They found that the neural circuits that are normally associated with critical social assessment of other people are suppressed when people are in love.

They said the findings may explain why some people are often "blind" to their partner's faults.

Both studies add to the growing evidence that love can have a strange effect on the body.

Previous research by the Italian researchers, published in 1999, suggested falling in love played havoc with key chemicals in the brain.

They found that people who were in love had lower levels of serotonin.

In fact, their serotonin levels were found to be the same as people with obsessive compulsive disorder.

Speaking at the time, the researchers said the finding may explain why people who are in love can sometimes obsess about their partner.

Love drugs?

Professor Gareth Leng of the University of Edinburgh is also carrying out research in this area.

"It's about understanding ourselves a little bit better," he told BBC News Online.

But Professor Leng said the research could one day lead to new treatments for people who are having relationship problems.

"We know that a very large proportion of adults do report dissatisfaction with bonding or sexual experience.

"I wouldn't rule out the possibility of some sort of therapeutics in the future," he said.



10:35 AM | 0 Comments

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8:54 PM | 0 Comments

What is Not Taught in School part 2

Posted by syahir Labels:


What is Taught: Isaac Newton, during the 17th century, developed the binomial theorem, which is a crucial component for the study of algebra.
What Should be Taught: Hundreds of Muslim mathematicians utilized and perfected the binomial theorem. They initiated its use for the systematic solution of algebraic problems during the 10th century (or prior).

What is Taught: No improvement had been made in the astronomy of the ancients during the Middle Ages regarding the motion of planets until the 13th century. Then Alphonso the Wise of Castile (Middle Spain) invented the Aphonsine Tables , which were more accurate than Ptolemy's.
What Should be Taught: Muslim astronomers made numerous improvements upon Ptolemy's findings as early as the 9 th century. They were the first astronomers to dispute his archaic ideas. In their critic of the Greeks, they synthesized proof that the sun is the center of the solar system and that the orbits of the earth and other planets might be elliptical. They produced hundreds of highly accurate astronomical tables and star charts. Many of their calculations are so precise that they are regarded as contemporary. The AlphonsineTables are little more than copies of works on astronomy transmitted to Europe via Islamic Spain, i.e. the Toledo Tables.

What is Taught: The English scholar Roger Bacon (d. 1292) first mentioned glass lenses for improving vision. At nearly the same time, eyeglasses could be found in use both in China and Europe.
What Should be Taught: Ibn Firnas of Islamic Spain invented eyeglasses during the 9th century, and they were manufactured and sold throughout Spain for over two centuries. Any mention of eyeglasses by Roger Bacon was simply a regurgitation of the work of al-Haytham (d. 1039), whose research Bacon frequently referred to.

What is Taught: Gunpowder was developed in the Western world as a result of Roger Bacon's work in 1242. The first usage of gunpowder in weapons was when the Chinese fired it from bamboo shoots in attempt to frighten Mongol conquerors. They produced it by adding sulfur and charcoal to saltpeter.
What Should be Taught: The Chinese developed saltpeter for use in fireworks and knew of no tactical military use for gunpowder, nor did they invent its formula. Research by Reinuad and Fave have clearly shown that gunpowder was formulated initially by Muslim chemists. Further, these historians claim that the Muslims developed the first fire-arms. Notably, Muslim armies used grenades and other weapons in their defence of Algericus against the Franks during the 14 th century. Jean Mathes indicates that the Muslim rulers had stock-piles of grenades, rifles, crude cannons, incendiary devices, sulfur bombs and pistols decades before such devices were used in Europe. The first mention of a cannon was in an Arabic text around 1300 A.D. Roger Bacon learned of the formula for gunpowder from Latin translations of Arabic books. He brought forth nothing original in this regard.

What is Taught: The compass was invented by the Chinese who may have been the first to use it for navigational purposes sometime between 1000 and 1100 A.D. The earliest reference to its use in navigation was by the Englishman, Alexander Neckam (1157-1217).
What Should be Taught: Muslim geographers and navigators learned of the magnetic needle, possibly from the Chinese, and were the first to use magnetic needles in navigation. They invented the compass and passed the knowledge of its use in navigation to the West. European navigators relied on Muslim pilots and their instruments when exploring unknown territories. Gustav Le Bon claims that the magnetic needle and compass were entirely invented by the Muslims and that the Chinese had little to do with it. Neckam, as well as the Chinese, probably learned of it from Muslim traders. It is noteworthy that the Chinese improved their navigational expertise after they began interacting with the Muslims during the 8th century.

What is Taught: The first man to classify the races was the German Johann F. Blumenbach, who divided mankind into white, yellow, brown, black and red peoples.
What Should be Taught: Muslim scholars of the 9th through 14th centuries invented the science of ethnography. A number of Muslim geographers classified the races, writing detailed explanations of their unique cultural habits and physical appearances. They wrote thousands of pages on this subject. Blumenbach's works were insignificant in comparison.

What is Taught: The science of geography was revived during the 15th, 16th and 17th centuries when the ancient works of Ptolemy were discovered. The Crusades and the Portuguese/Spanish expeditions also contributed to this reawakening. The first scientifically- based treatise on geography were produced during this period by Europe's scholars.
What Should be Taught: Muslim geographers produced untold volumes of books on the geography of Africa, Asia, India, China and the Indies during the 8th through 15th centuries. These writings included the world's first geographical encyclopedias, almanacs and road maps. Ibn Battutah's 14 th century masterpieces provide a detailed view of the geography of the ancient world. The Muslim geographers of the 10th through 15th centuries far exceeded the output by Europeans regarding the geography of these regions well into the 18 th century. The Crusades led to the destruction of educational institutions, their scholars and books. They brought nothing substantive regarding geography to the Western world.

What is Taught: Robert Boyle, in the 17th century, originated the science of chemistry.
What Should be Taught: A variety of Muslim chemists, including ar-Razi, al-Jabr, al-Biruni and al-Kindi, performed scientific experiments in chemistry some 700 years prior to Boyle. Durant writes that the Muslims introduced the experimental method to this science. Humboldt regards the Muslims as the founders of chemistry.

What is Taught: Leonardo da Vinci (16th century) fathered the science of geology when he noted that fossils found on mountains indicated a watery origin of the earth.
What Should be Taught: Al-Biruni (1lth century) made precisely this observation and added much to it, including a huge book on geology, hundreds of years before Da Vinci was born. Ibn Sina noted this as well (see pages 100-101). it is probable that Da Vinci first learned of this concept from Latin translations of Islamic books. He added nothing original to their findings.

What is Taught: The first mention of the geological formation of valleys was in 1756, when Nicolas Desmarest proposed that they were formed over a long periods of time by streams.
What Should be Taught: Ibn Sina and al-Biruni made precisely this discovery during the 11 th century (see pages 102 and 103), fully 700 years prior to Desmarest.

What is Taught: Galileo (17th century) was the world's first great experimenter.
What Should be Taught: Al-Biruni (d. 1050) was the world's first great experimenter. He wrote over 200 books, many of which discuss his precise experiments. His literary output in the sciences amounts to some 13,000 pages, far exceeding that written by Galileo or, for that matter, Galileo and Newton combined.

What is Taught: The Italian Giovanni Morgagni is regarded as the father of pathology because he was the first to correctly describe the nature of disease.
What Should be Taught: Islam's surgeons were the first pathologists. They fully realized the nature of disease and described a variety of diseases to modern detail. Ibn Zuhr correctly described the nature of pleurisy, tuberculosis and pericarditis. Az-Zahrawi accurately documented the pathology of hydrocephalus (water on the brain) and other congenital diseases. Ibn al-Quff and Ibn an-Nafs gave perfect descriptions of the diseases of circulation. Other Muslim surgeons gave the first accurate descriptions of certain malignancies, including cancer of the stomach, bowel and esophagus. These surgeons were the originators of pathology, not Giovanni Morgagni.

What is Taught: Paul Ehrlich (19th century) is the originator of drug chemotherapy, that is the use of specific drugs to kill microbes.
What Should be Taught: Muslim physicians used a variety of specific substances to destroy microbes. They applied sulfur topically specifically to kill the scabies mite. Ar-Razi (10 th century) used mercurial compounds as topical antiseptics.

What is Taught: Purified alcohol, made through distillation, was first produced by Arnau de Villanova, a Spanish alchemist, in 1300 A.D.
What Should be Taught: Numerous Muslim chemists produced medicinal-grade alcohol through distillation as early as the 10 th century and manufactured on a large scale the first distillation devices for use in chemistry. They used alcohol as a solvent and antiseptic.

What is Taught: The first surgery performed under inhalation anesthesia was conducted by C.W. Long, an American, in 1845.
What Should be Taught: Six hundred years prior to Long, Islamic Spain's Az-Zahrawi and Ibn Zuhr, among other Muslim surgeons, performed hundreds of surgeries under inhalation anesthesia with the use of narcotic-soaked sponges which were placed over the face.

What is Taught: During the 16th century Paracelsus invented the use of opium extracts for anesthesia.
What Should be Taught: Muslim physicians introduced the anesthetic value of opium derivatives during the Middle Ages. Opium was originally used as an anesthetic agent by the Greeks. Paracelus was a student of Ibn Sina's works from which it is almost assured that he derived this idea.

What is Taught: Modern anesthesia was invented in the 19th century by Humphrey Davy and Horace Wells.
What Should be Taught: Modern anesthesia was discovered, mastered and perfected by Muslim anesthetists 900 years before the advent of Davy and Wells. They utilized oral as well as inhalant anesthetics.

What is Taught: The concept of quarantine was first developed in 1403. In Venice, a law was passed preventing strangers from entering the city until a certain waiting period had passed. If, by then, no sign of illness could be found, they were allowed in.
What Should be Taught: The concept of quarantine was first introduced in the 7th century A.D. by the prophet Muhammad, who wisely warned against entering or leaving a region suffering from plague. As early as the 10th century, Muslim physicians innovated the use of isolation wards for individuals suffering with communicable diseases.

What is Taught: The scientific use of antiseptics in surgery was discovered by the British surgeon Joseph Lister in 1865.
What Should be Taught: As early as the 10th century, Muslim physicians and surgeons were applying purified alcohol to wounds as an antiseptic agent. Surgeons in Islamic Spain utilized special methods for maintaining antisepsis prior to and during surgery. They also originated specific protocols for maintaining hygiene during the post-operative period. Their success rate was so high that dignitaries throughout Europe came to Cordova, Spain, to be treated at what was comparably the "Mayo Clinic" of the Middle Ages.

What is Taught: In 1545, the scientific use of surgery was advanced by the French surgeon Ambroise Pare. Prior to him, surgeons attempted to stop bleeding through the gruesome procedure of searing the wound with boiling oil. Pare stopped the use of boiling oils and began ligating arteries. He is considered the "father of rational surgery." Pare was also one of the first Europeans to condemn such grotesque "surgical" procedures as trepanning (see reference #6, pg. 110).
What Should be Taught: Islamic Spain's illustrious surgeon, az-Zahrawi (d. 1013), began ligating arteries with fine sutures over 500 years prior to Pare. He perfected the use of Catgut, that is suture made from animal intestines. Additionally, he instituted the use of cotton plus wax to plug bleeding wounds. The full details of his works were made available to Europeans through Latin translations.
Despite this, barbers and herdsmen continued be the primary individuals practicing the "art" of surgery for nearly six centuries after az-Zahrawi's death. Pare himself was a barber, albeit more skilled and conscientious than the average ones.
Included in az-Zahrawi's legacy are dozens of books. His most famous work is a 30 volume treatise on medicine and surgery. His books contain sections on preventive medicine, nutrition, cosmetics, drug therapy, surgical technique, anesthesia, pre and post-operative care as well as drawings of some 200 surgical devices, many of which he invented. The refined and scholarly az-Zahrawi must be regarded as the father and founder of rational surgery, not the uneducated Pare.

What is Taught: William Harvey, during the early 17th century, discovered that blood circulates. He was the first to correctly describe the function of the heart, arteries and veins. Rome's Galen had presented erroneous ideas regarding the circulatory system, and Harvey was the first to determine that blood is pumped throughout the body via the action of the heart and the venous valves. Therefore, he is regarded as the founder of human physiology.
What Should be Taught: In the 10th century, Islam's ar-Razi wrote an in-depth treatise on the venous system, accurately describing the function of the veins and their valves. Ibn an-Nafs and Ibn al-Quff (13th century) provided full documentation that the blood circulates and correctly described the physiology of the heart and the function of its valves 300 years before Harvey. William Harvey was a graduate of Italy's famous Padua University at a time when the majority of its curriculum was based upon Ibn Sina's and ar-Razi's textbooks.

What is Taught: The first pharmacopeia (book of medicines) was published by a German scholar in 1542. According to World Book Encyclopedia, the science of pharmacology was begun in the 1900's as an off-shoot of chemistry due to the analysis of crude plant materials. Chemists, after isolating the active ingredients from plants, realized their medicinal value.
What Should be Taught: According to the eminent scholar of Arab history, Phillip Hitti, the Muslims, not the Greeks or Europeans, wrote the first "modern" pharmacopeia. The science of pharmacology was originated by Muslim physicians during the 9th century. They developed it into a highly refined and exact science. Muslim chemists, pharmacists and physicians produced thousands of drugs and/or crude herbal extracts one thousand years prior to the supposed birth of pharmacology. During the 14th century Ibn Baytar wrote a monumental pharmacopeia listing some 1400 different drugs. Hundreds of other pharmacopeias were published during the Islamic Era. It is likely that the German work is an offshoot of that by Ibn Baytar, which was widely circulated in Europe.

What is Taught: The discovery of the scientific use of drugs in the treatment of specific diseases was made by Paracelsus, the Swiss-born physician, during the 16th century. He is also credited with being the first to use practical experience as a determining factor in the treatment of patients rather than relying exclusively on the works of the ancients.
What Should be Taught: Ar-Razi, Ibn Sina, al-Kindi, Ibn Rushd, az -Zahrawi, Ibn Zuhr, Ibn Baytar, Ibn al-Jazzar, Ibn Juljul, Ibn al-Quff, Ibn an-Nafs, al-Biruni, Ibn Sahl and hundreds of other Muslim physicians mastered the science of drug therapy for the treatment of specific symptoms and diseases. In fact, this concept was entirely their invention. The word "drug" is derived from Arabic. Their use of practical experience and careful observation was extensive.
Muslim physicians were the first to criticize ancient medical theories and practices. Ar-Razi devoted an entire book as a critique of Galen's anatomy. The works of Paracelsus are insignificant compared to the vast volumes of medical writings and original findings accomplished by the medical giants of Islam.

What is Taught: The first sound approach to the treatment of disease was made by a German, Johann Weger, in the 1500's.
What Should be Taught: Harvard's George Sarton says that modern medicine is entirely an Islamic development and that Setting the Record Straight the Muslim physicians of the 9th through 12th centuries were precise, scientific, rational and sound in their approach. Johann Weger was among thousands of Europeans physicians during the 15th through 17th centuries who were taught the medicine of ar-Razi and Ibn Sina. He contributed nothing original.

What is Taught: Medical treatment for the insane was modernized by Philippe Pinel when in 1793 he operated France's first insane asylum .
What Should be Taught: As early as the 1lth century, Islamic hospitals maintained special wards for the insane. They treated them kindly and presumed their disease was real at a time when the insane were routinely burned alive in Europe as witches and sorcerers. A curative approach was taken for mental illness and, for the first time in history, the mentally ill were treated with supportive care, drugs and psychotherapy. Every major Islamic city maintained an insane asylum where patients were treated at no charge. In fact, the Islamic system for the treatment of the insane excels in comparison to the current model, as it was more humane and was highly effective as well.

What is Taught: Kerosine was first produced by the an Englishman, Abraham Gesner, in 1853. He distilled it from asphalt.
What Should be Taught: Muslim chemists produced kerosine as a distillate from petroleum products over 1,000 years prior to Gesner (see Encyclopaedia Britannica under the heading, Petroleum).




12:02 AM | 1 Comments

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