Effective Islamic English Cross-cultural Communication program ( EIECC Progra...Khalid Abdullah
Yet they are unable to lead and communicate effectively in English on Islamic subjects primarily because they lack the proper terms and concepts to do so. The main objective of EIECC program is to: Assist participants to communicate effectively in any cross-cultural communication.
EIECC Objectives:
Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Islamic Culture At Glance Manual for improving cross cultural communication s...Khalid Abdullah
https://www2.slideshare.net/unlimited_abu
Effective Islamic English Cross-cultural Communication Academy
EIECC Academy
www.dawahmemo.com/eng
Islamic Culture At Glance Manual for improving cross cultural communication skills (1) (1)
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
This document provides an overview of cross-cultural training. It discusses the role of training in supporting expatriate adjustment and performance. Effective pre-departure training includes cultural awareness, preliminary visits, language skills, and relocation assistance. Training can vary in rigor from short lectures to month-long experiential programs. Components of cross-cultural training include cultural orientation, language training, sensitivity training, and field experience. The document also examines conceptual frameworks for cross-cultural training, including models by Tung, Mendelhall & Oddou, and Black & Mendelhall.
The document outlines an 8-week course to improve participants' English communication skills for discussing Islamic concepts. The course uses various active learning methods like group discussions, presentations, role plays and scenarios. Participants will learn Islamic terminology, discuss topics of interest, and give short presentations. Evaluation involves feedback from facilitators and participants on language skills and application of learning. The goal is for participants to effectively discuss Islam in intercultural encounters using English. After each session, participants are assigned readings and tasks like practicing summaries with a communication ladder method and having discussions with non-Muslims.
Managing diverse and multi-located teams poses challenges like communication issues, lack of team cohesiveness, and difficulty controlling projects. To address this, a case study program implemented strategies like standardizing communication in English, conducting team building activities, and setting up proper communication mechanisms. This led to benefits such as an encouraging work environment, employee satisfaction, and satisfied clients. Key lessons included understanding team and project needs, creating a conducive work culture, and having strong leadership and contingency plans.
This document outlines the course Cross-Cultural Effectiveness. The course provides an exploration of how culture influences global business management. Over 15 weeks, topics will include dimensions of culture, developing cross-cultural effectiveness strategies, exploring different business cultures, and managing cultural diversity. Students will complete assignments, a midterm exam, group presentation, and final exam. The goal is for students to understand how to effectively manage in a multicultural environment and global business setting.
This document provides a model plan for adolescent reading intervention and development in Minnesota schools. It was created by reading experts and updated in 2011 to align with current best practices and Response to Intervention frameworks. The plan is meant to guide schools in developing comprehensive assessment, instruction, and intervention systems to ensure all students achieve reading proficiency. It includes beliefs, a research base, how to use the model, a tiered intervention approach, and charts outlining developmental outcomes in areas like comprehension, vocabulary, and fluency.
Effective Islamic English Cross-cultural Communication program ( EIECC Progra...Khalid Abdullah
Yet they are unable to lead and communicate effectively in English on Islamic subjects primarily because they lack the proper terms and concepts to do so. The main objective of EIECC program is to: Assist participants to communicate effectively in any cross-cultural communication.
EIECC Objectives:
Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Islamic Culture At Glance Manual for improving cross cultural communication s...Khalid Abdullah
https://www2.slideshare.net/unlimited_abu
Effective Islamic English Cross-cultural Communication Academy
EIECC Academy
www.dawahmemo.com/eng
Islamic Culture At Glance Manual for improving cross cultural communication skills (1) (1)
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
This document provides an overview of cross-cultural training. It discusses the role of training in supporting expatriate adjustment and performance. Effective pre-departure training includes cultural awareness, preliminary visits, language skills, and relocation assistance. Training can vary in rigor from short lectures to month-long experiential programs. Components of cross-cultural training include cultural orientation, language training, sensitivity training, and field experience. The document also examines conceptual frameworks for cross-cultural training, including models by Tung, Mendelhall & Oddou, and Black & Mendelhall.
The document outlines an 8-week course to improve participants' English communication skills for discussing Islamic concepts. The course uses various active learning methods like group discussions, presentations, role plays and scenarios. Participants will learn Islamic terminology, discuss topics of interest, and give short presentations. Evaluation involves feedback from facilitators and participants on language skills and application of learning. The goal is for participants to effectively discuss Islam in intercultural encounters using English. After each session, participants are assigned readings and tasks like practicing summaries with a communication ladder method and having discussions with non-Muslims.
Managing diverse and multi-located teams poses challenges like communication issues, lack of team cohesiveness, and difficulty controlling projects. To address this, a case study program implemented strategies like standardizing communication in English, conducting team building activities, and setting up proper communication mechanisms. This led to benefits such as an encouraging work environment, employee satisfaction, and satisfied clients. Key lessons included understanding team and project needs, creating a conducive work culture, and having strong leadership and contingency plans.
This document outlines the course Cross-Cultural Effectiveness. The course provides an exploration of how culture influences global business management. Over 15 weeks, topics will include dimensions of culture, developing cross-cultural effectiveness strategies, exploring different business cultures, and managing cultural diversity. Students will complete assignments, a midterm exam, group presentation, and final exam. The goal is for students to understand how to effectively manage in a multicultural environment and global business setting.
This document provides a model plan for adolescent reading intervention and development in Minnesota schools. It was created by reading experts and updated in 2011 to align with current best practices and Response to Intervention frameworks. The plan is meant to guide schools in developing comprehensive assessment, instruction, and intervention systems to ensure all students achieve reading proficiency. It includes beliefs, a research base, how to use the model, a tiered intervention approach, and charts outlining developmental outcomes in areas like comprehension, vocabulary, and fluency.
NLM is an international training consultancy that specializes in developing communication and management skills. It offers workshops, programs, and seminars on topics like business communication, presentation skills, meeting skills, logical and creative thinking, and negotiation skills. The document provides an overview of NLM's services, including its global business skills virtual learning platform, language coaching programs, and social media training. It also lists some of the average benefits companies achieve from NLM's acceleration business communication programs and provides details on NLM's company profile.
Master eLearning Translation in 7 Simple Stepssaikumarmba2023
Invest in your learners' success and global connection by translating eLearning content. Our seven-step guide streamlines the process, showcasing your commitment to inclusivity. Apply these practices to deliver content that resonates worldwide, creating an engaging and effective learning experience for all.
This document provides an introduction and table of contents for a curriculum manual designed to guide the creation of literacy programs for out-of-school youth. The introduction discusses the theories and concepts that informed the methodology, including participatory development approaches and Understanding by Design principles for curriculum design. The manual is organized into six sections covering literacy and development, program design, curriculum design, Arabic literacy considerations, teacher recruitment and training, and monitoring and evaluation. The goal is to provide a flexible framework that can be tailored to local needs and contexts.
The document summarizes the AJYAL Project, which is led by AIESEC Manama to develop skills and competencies in Bahraini students. The project aims to enhance the educational system and produce work-ready youth with leadership skills. International exchange participants will engage in workshops and activities with students over 6-week periods to share culture and experiences. The organizing committee contacts are provided.
Berlitz online Live Business skills seminarsBerlitz Sofia
Berlitz solution to improve your business soft skills needed in the shortest possible time - intensive live online business seminars let by qualified Berlitz tutors in small international groups.
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.
How can you bring out the best in others? How can you constantly strive to improve the learning and education and training of others? That is what I'm always working on improving.
Larry Ekin is an accomplished communications professional with extensive experience in strategic communications planning and implementation. He has expertise in tools such as communications audits, message development, and audience segmentation. Ekin has experience developing strategic communication plans for organizations such as the UN and Egyptian Ministry of Finance. He is also an experienced writer, public speaker, and trainer who has authored publications and presentations on a variety of topics.
The Pilgrim Program is a unique program designed by New England College to help undergraduate international students adjust to life at the college, American culture, and the classroom. The year-long program provides English language courses, courses in other subjects, out-of-classroom experiences, peer mentoring, and involvement in an International Student Association. The goals of the program are for students to be satisfied, experience a liberal arts education, develop social and intercultural skills, and increase civic engagement. The program aligns with New England College's mission of creating a supportive learning community that challenges personal and social growth. Inputs for the program include staff, classroom space, funding, and transportation resources to support programming.
Bright Futures Youth Empowerment Program for ChildrenNLPTrainingDubai1
The Youth Empowerment Program for Children offered by NLP training Dubai is likely tailored to provide children and teenagers with essential life skills, personal development tools, and NLP techniques to navigate various challenges they may encounter in their lives. Here's a speculative breakdown of what such a program might entail:
TERMS OF REFERENCE FACILITATOR FOR ORGANISATIONAL CAPACITY ASSESSMENT
Call for Facilitator for Organizational Capacity Assessment
The First Children’s Embassy in the World Megjashi is inviting interested consultants to submit required documents for Facilitator for Organizational Capacity Assessment.
Applications must be sent in English and entail the following:
• Expression of Interest and availability;
• CV should be presented;
• Two references from similar assignments; and copies of the reports they prepared (if applicable)
• Expected remuneration, in the form of gross fee per day
Expression of Interest clearly marked “Expression of Interest for Needs Assessment’ Organizational Capacity Development” can be submitted as hard copies at the address below on or before 22nd of September, 16.00 hours local time on Str. Kosta Novakovic 22a, 1000 Skopje.
The application should be sent to: freelegalservice@childrensembassy.org.mk
Only short-listed candidates will be contacted.
The detailed Terms of Reference for the assignment can be downloaded here.
The document provides job descriptions for several positions within AIESEC Romania, including the Members Committee President, Talent Management Vice-President, Outgoing Exchange Vice-President, and Finance Vice-President.
The job descriptions outline the roles, responsibilities, required competencies, and key performance indicators for each position. The Members Committee President is responsible for overall management and representation of AIESEC Romania. The Vice-Presidents lead their respective areas of talent management, outgoing exchanges, and finance. Their roles involve developing strategies, providing support and education to local committees, and ensuring goals are achieved.
“Workshop on the use of didactic teaching aids for english classes, for teach...Josenglish Ramos
This document provides a summary of a final project report for a workshop on using didactic teaching aids for English classes for teachers in integrated school systems in El Salvador. The project was developed by three students to obtain their Bachelor of Arts in English degree. It describes the justification, objectives, scope, and execution of the workshop, which aimed to train teachers on using audiovisual and instructional resources to improve English language teaching. The workshop covered various teaching techniques and topics through dynamic sessions and created an instructional booklet.
This document provides information about the Royal Native's Community in Amman, Jordan. It is a community that aims to help people develop their English language skills through immersive practice in a simulated Western environment, without traditional classes. The community has various facilities like a library, dining room, kitchen, garden, and media room to encourage natural English conversation between members. It is staffed by Europeans and Americans to help members speak like native English speakers. The document outlines the programs, qualifications, and process required to become a member of the community.
This document provides information about the Royal Native's Community in Amman, Jordan. It is described as the first of its kind in the Middle East for learning English conversation in a European home environment without traditional classes. The community aims to help members develop fluency in English through immersive practice in various sections that simulate real-life environments like a library, dining room, kitchen, garden, and media room. It is staffed by Europeans and Americans who can help members learn English pronunciation and accents. The document outlines the community's programs, facilities, acceptance process, and goal of helping anyone who needs to improve their English communication skills.
Developing Intercultural Competence of Global Leader: An Action Learning Appr...Hora Tjitra
International trade and across-borders investment have accelerated strongly over the last decades. Business goes beyond the country borders, and never before have we seen that the world became so closely interconnected. Thus resulted that more and more corporations and organizations facing increasingly culturally diverse groups to manage and to deal with, internally and also externally. Hence it indicates the increasing needs of systematic development of intercultural competence and sensitivity for leaders and professionals at all level.
Recent studies and best practice examples on building intercultural competence and sensitivity for different target groups, incl. senior leaders and young professionals will be presented. Subsequently different learning and development approaches will be discussed, highlighting on the examples from Germany, China and other Asian region.
NLM is an international training consultancy that specializes in developing communication and management skills. It offers workshops, programs, and seminars on topics like business communication, presentation skills, meeting skills, logical and creative thinking, and negotiation skills. The document provides an overview of NLM's services, including its global business skills virtual learning platform, language coaching programs, and social media training. It also lists some of the average benefits companies achieve from NLM's acceleration business communication programs and provides details on NLM's company profile.
Master eLearning Translation in 7 Simple Stepssaikumarmba2023
Invest in your learners' success and global connection by translating eLearning content. Our seven-step guide streamlines the process, showcasing your commitment to inclusivity. Apply these practices to deliver content that resonates worldwide, creating an engaging and effective learning experience for all.
This document provides an introduction and table of contents for a curriculum manual designed to guide the creation of literacy programs for out-of-school youth. The introduction discusses the theories and concepts that informed the methodology, including participatory development approaches and Understanding by Design principles for curriculum design. The manual is organized into six sections covering literacy and development, program design, curriculum design, Arabic literacy considerations, teacher recruitment and training, and monitoring and evaluation. The goal is to provide a flexible framework that can be tailored to local needs and contexts.
The document summarizes the AJYAL Project, which is led by AIESEC Manama to develop skills and competencies in Bahraini students. The project aims to enhance the educational system and produce work-ready youth with leadership skills. International exchange participants will engage in workshops and activities with students over 6-week periods to share culture and experiences. The organizing committee contacts are provided.
Berlitz online Live Business skills seminarsBerlitz Sofia
Berlitz solution to improve your business soft skills needed in the shortest possible time - intensive live online business seminars let by qualified Berlitz tutors in small international groups.
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.
How can you bring out the best in others? How can you constantly strive to improve the learning and education and training of others? That is what I'm always working on improving.
Larry Ekin is an accomplished communications professional with extensive experience in strategic communications planning and implementation. He has expertise in tools such as communications audits, message development, and audience segmentation. Ekin has experience developing strategic communication plans for organizations such as the UN and Egyptian Ministry of Finance. He is also an experienced writer, public speaker, and trainer who has authored publications and presentations on a variety of topics.
The Pilgrim Program is a unique program designed by New England College to help undergraduate international students adjust to life at the college, American culture, and the classroom. The year-long program provides English language courses, courses in other subjects, out-of-classroom experiences, peer mentoring, and involvement in an International Student Association. The goals of the program are for students to be satisfied, experience a liberal arts education, develop social and intercultural skills, and increase civic engagement. The program aligns with New England College's mission of creating a supportive learning community that challenges personal and social growth. Inputs for the program include staff, classroom space, funding, and transportation resources to support programming.
Bright Futures Youth Empowerment Program for ChildrenNLPTrainingDubai1
The Youth Empowerment Program for Children offered by NLP training Dubai is likely tailored to provide children and teenagers with essential life skills, personal development tools, and NLP techniques to navigate various challenges they may encounter in their lives. Here's a speculative breakdown of what such a program might entail:
TERMS OF REFERENCE FACILITATOR FOR ORGANISATIONAL CAPACITY ASSESSMENT
Call for Facilitator for Organizational Capacity Assessment
The First Children’s Embassy in the World Megjashi is inviting interested consultants to submit required documents for Facilitator for Organizational Capacity Assessment.
Applications must be sent in English and entail the following:
• Expression of Interest and availability;
• CV should be presented;
• Two references from similar assignments; and copies of the reports they prepared (if applicable)
• Expected remuneration, in the form of gross fee per day
Expression of Interest clearly marked “Expression of Interest for Needs Assessment’ Organizational Capacity Development” can be submitted as hard copies at the address below on or before 22nd of September, 16.00 hours local time on Str. Kosta Novakovic 22a, 1000 Skopje.
The application should be sent to: freelegalservice@childrensembassy.org.mk
Only short-listed candidates will be contacted.
The detailed Terms of Reference for the assignment can be downloaded here.
The document provides job descriptions for several positions within AIESEC Romania, including the Members Committee President, Talent Management Vice-President, Outgoing Exchange Vice-President, and Finance Vice-President.
The job descriptions outline the roles, responsibilities, required competencies, and key performance indicators for each position. The Members Committee President is responsible for overall management and representation of AIESEC Romania. The Vice-Presidents lead their respective areas of talent management, outgoing exchanges, and finance. Their roles involve developing strategies, providing support and education to local committees, and ensuring goals are achieved.
“Workshop on the use of didactic teaching aids for english classes, for teach...Josenglish Ramos
This document provides a summary of a final project report for a workshop on using didactic teaching aids for English classes for teachers in integrated school systems in El Salvador. The project was developed by three students to obtain their Bachelor of Arts in English degree. It describes the justification, objectives, scope, and execution of the workshop, which aimed to train teachers on using audiovisual and instructional resources to improve English language teaching. The workshop covered various teaching techniques and topics through dynamic sessions and created an instructional booklet.
This document provides information about the Royal Native's Community in Amman, Jordan. It is a community that aims to help people develop their English language skills through immersive practice in a simulated Western environment, without traditional classes. The community has various facilities like a library, dining room, kitchen, garden, and media room to encourage natural English conversation between members. It is staffed by Europeans and Americans to help members speak like native English speakers. The document outlines the programs, qualifications, and process required to become a member of the community.
This document provides information about the Royal Native's Community in Amman, Jordan. It is described as the first of its kind in the Middle East for learning English conversation in a European home environment without traditional classes. The community aims to help members develop fluency in English through immersive practice in various sections that simulate real-life environments like a library, dining room, kitchen, garden, and media room. It is staffed by Europeans and Americans who can help members learn English pronunciation and accents. The document outlines the community's programs, facilities, acceptance process, and goal of helping anyone who needs to improve their English communication skills.
Developing Intercultural Competence of Global Leader: An Action Learning Appr...Hora Tjitra
International trade and across-borders investment have accelerated strongly over the last decades. Business goes beyond the country borders, and never before have we seen that the world became so closely interconnected. Thus resulted that more and more corporations and organizations facing increasingly culturally diverse groups to manage and to deal with, internally and also externally. Hence it indicates the increasing needs of systematic development of intercultural competence and sensitivity for leaders and professionals at all level.
Recent studies and best practice examples on building intercultural competence and sensitivity for different target groups, incl. senior leaders and young professionals will be presented. Subsequently different learning and development approaches will be discussed, highlighting on the examples from Germany, China and other Asian region.
Effective collaborative communication program Save-Souls articles v3.1 redoneKhalid Abdullah
This document contains guidance from Prophet Muhammad (PBUH) on preventing the spread of diseases and epidemics. It discusses hadith where the Prophet recommended maintaining hygiene through practices like washing hands, trimming nails, and quarantining the sick. He also stressed relying on God but seeking medical treatment. The document provides supplications and verses from the Quran that are recommended for protection. It emphasizes having faith in God as the true protector and turning to Him through repentance, supplication, and following the Prophet's guidance.
The document discusses the importance and benefits of the call to prayer. It states that the call to prayer invites humans to submit to Allah and follow the true path of worshipping only Allah. It encourages obeying divine commands and prioritizing love for Allah above all else. The call to prayer spreads messages of morality and righteousness while repelling satanic influences and guiding people towards humility, accountability and the afterlife.
تطوير اللغة الإنجليزية الإسلامية وجدارات التواصل الحضاري الفعّال
EIECC Program ( Arabic )
هناك الكثير من الناس الذين يتحدثون الانكليزية بطلاقة او بصورة معقولة ولديهم إلمام
أساسي بديننا الإسلامي الحنيف؛
إلا أنهم غير قادرين على التواصل بشكل فعّال باللغة الانجليزية حول مواضيع إسلامية لأنهم أساساً يفتقرون إلى المصطلحات والعبارات المناسبة للقيام بذلك
الهدف الرئيسي من البرنامج هو التواصل بفعاليّة وطلاقة لغوية في أيّ مقابلة
أو تفاعل بين الثقافات والديانات الاخري
وغرس اعتزاز وقيادة وهمة ذاتية لتوصيل رسالة الاسلام
الأهـداف
تطوير كفاءة تواصلية للمتدرب في اللغة الانجليزية للتعريف الاسلام
تطوير مهارات الإنجليزية والقدرة على مناقشة المفاهيم الإسلامية بالإنجليزية
القدرة على تقديم عروض قصيرة وفعالة عن أي مواضيع إسلامية مختارة
الوعي بخفايا وأهمية اللغة في الدعوة وفي التعامل مع غير المسلمين
التمكن من ادارة حلقات نقاش تتناول مواضيع إسلامية
الالمام بالمصطلحات الاسلامية باللغة الإنجليزية، الالمام بالمصطلحات الدينية للأديان الأخرى حسب الحاجة، للاستفادة منها في عرض الإسلام
غرس حب تعلم واستخدام الانجليزية للتعريف بالاسلام والاعتزاز بالهوية
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
11 easy ways to finally overcome your fear of public speakingKhalid Abdullah
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Language sensitivity for cross cultural communiction - feb 15 2017Khalid Abdullah
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Kid's Communication and Learning Ladder English ( Individual activity ) newKhalid Abdullah
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Kid's Communication and Learning Ladder English ( team activity ) newKhalid Abdullah
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
This document discusses the criteria for effective oral communication. It emphasizes the importance of knowing the subject well, properly introducing the subject, using notes, and having appropriate gestures and posture. Effective oral communication also relies on meeting these key criteria.
Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Effective english collaborative communication programKhalid Abdullah
This document advertises a True Learning Program to improve English communication skills. It is conducted by Dr. Khalid Al-Dossary, who has a PhD in Business Administration and master's degrees in Human Resource Development and TESOL. The program applies a Magic Learning recipe and Communication and Learning ladder to help participants discover their potential as original English communicators. It involves 8 sessions of 32 hours or 16 sessions of 64 hours for a maximum of 50 people. The objectives are to improve English communication competence, presentation skills, and awareness of self-directed learning methodologies through a productive and relaxed learning experience.
Finl preparing yourself for an encounter fima may 9, 2013Khalid Abdullah
This document provides tips for having an effective dawah encounter. It discusses preparing spiritually through good deeds like charity. It also discusses preparing informationally by practicing your speech and attending training. Skills tips include making eye contact, speaking clearly, answering questions, and ending positively. The goal is to inspire and lead people to Islam through wisdom, preaching, and gracious discussion.
1. Islam brought a noble message of equality and dignity for all humanity when it was revealed in 7th century Arabia. It teaches that men and women were both created from a single soul and are of equal worth.
2. The Quran and sayings of the Prophet Muhammad establish women's spiritual and social equality with men. Women have equal rights to seek knowledge, worship, and inheritance. Killing female infants was prohibited.
3. The hijab is worn by Muslim women not due to tradition but as a command from God to protect their character and avoid immorality. The status and rights of women in Islam were decreed out of its truth, not due to social pressures.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Effective Islamic English
Cross- Cultural Communication
(EIECC Program)
Developing Global Leaders in Presenting
Islamic Culture
HOW TO BECOME AN ISLAMIC EXHIBIT ON
THE MOVE
Prepared by:
Dr Khalid Ibrahim Al Dossary
2. 2
Contents
QUALITY IN VISION .............................................................................................................................3
EIECC: 3 GENERAL GOALS....................................................................................................................4
HOW TO BECOME AN ISLAMIC EXHIBIT ON THE MOVE? EIECC 2-DAY LAUNCHINGPADWORKSHOP
AGENDA:............................................................................................................................................5
Program Outline.................................................................................................................................6
1. Vision and Mission...................................................................................................................6
2. Rationale.................................................................................................................................6
3. Objectives...............................................................................................................................7
4. Requirements and Duration.....................................................................................................7
5. EIECC Course Materials............................................................................................................8
6. Evaluation Process and Tools..................................................................................................10
7. Methodology and Activities....................................................................................................11
8. Course Schedule....................................................................................................................13
Week 1: Introduction & Baseline Talk.........................................................................................13
Week 2: KID’s Communication and Learning Ladder....................................................................13
Week 3: KID’s Communication and Learning Ladder (Continued)..................................................14
Week 4: Analysis of Encounter...................................................................................................14
Week 5: Exemplary SpeakersAnalyses........................................................................................14
Week 6: Misconceptions............................................................................................................15
Week 7: Mini-Lecture and ‘Why Convert’ Analysis.......................................................................15
Week 8: Final Presentations.......................................................................................................15
3. 3
QUALITY IN VISION
We seek tobuildWell-roundedindividualsbyprovidingthemwith plentifulopportunities to:
Realize theirfullestpotential
Learn howto communicate ideas
Identifyopportunities
Share knowledge
Lead teams
Andsearch forinnovative solutions
4. 4
EIECC: 3 GENERAL GOALS
We aimat:
DevelopingGlobal leadershipfromwithintopresentIslam
BecomingIslamicExhibitonthe Move
FormingCommunitiesof CommitmentviaSDLT
5. 5
HOW TO BECOME AN ISLAMIC EXHIBIT ON THE MOVE?
EIECC 2-DAY LAUNCHING PAD WORKSHOP AGENDA:
Session1:EIECC Overview
Session2:KID’sCommunication&LearningLadder
Session3:Final Presentations
Session4:ClearYour Doubtsabout Islam+ ScenariosandRole-plays
Assignment:
Communicate withanon-Muslim
Analysisof the Encounter
6. 6
Program Outline
1. VisionandMission
2. Rationale
3. Objectives
4. RequirementsandDuration
5. Course Materials
6. EvaluationProcess&Tools
7. Methodology&Activities
8. Course Schedule
1. Vision and Mission
Vision:
Produce quality global leadersinpresentingIslamandincross-cultural communication
Mission:
We adddivine valuestothe whole worldthrougheffectivecross-cultural communication, andhence
bettersolutionsandqualitypeaceful life.
2. Rationale
There are manypeople whospeakEnglishwell andwhohave good knowledge of Islam. Yettheyare
unable toleadand communicate effectivelyinEnglishonIslamicsubjectsprimarilybecause theylack
the propertermsand conceptsto do so.
The main objective of EIECCprogramisto assistparticipantstoimprove Islamic English,leadand
communicate effectivelyinanycross-cultural communication.
7. 7
3. Objectives
By the endof the program,the participantswill have acquiredthe following:
An improvementof IslamicEnglishconcepts,terms,statements,reasonableknowledge etc.
An improvementof communicationcompetency
An improvementof self-ledteams(communitiesof commitment)
The abilitytodiscussIslamicconceptsinEnglish
The abilitytogive shortpresentationsonIslamictopics
An awarenessof the subtleties&importance of language sensitivityincross-cultural
communication
Ignitionof the passiontouse EnglishandleadincommunicatingIslamtoothers
4. Requirements and Duration
Requirements:
WillingnesstopresentIslaminitstrue light
Able totake part in a conversationongeneral topics
Possessabasic level of fluencyinEnglish
Previousexperienceasa da’ee isnota must
Duration:
The program consistsof a total of 40 hours
o 20 hours in-class
o 20 hours independentlyworkingonprojectsoutside of class
Workshopsmaybe offeredina1-dayor a 2-day format(5-10 hours)
Participants:
Anyone usingEnglishatwork/university/life asamediumof communication(doctors,English
teachers,engineers,etc.)
9. 9
http://www.newmuslimguide.com
http://www.aboutislam.chat
http://www.guidetoislam.com
https://rasoulallah.net
www.discoveritsbeauty.com
www.dawahmemo.com/eng
EIECC WorkshopMaterials:
Basic conceptsinIslam(Pamphlets)
The 40 + Qs PowerPoint(WhatdoesIslamStandFor?).
50 QuestionsinIslamicBelief.
ChristianMuslimDialogue.
ChristianityandIslamasseeninthe Bible.
ClearYour Doubtsabout Islam.
Some videotapes/videostreamsforgreatpresenters.
The course will use materialsfoundonthe following:
o http://www.sultan.org/
o www.islamhouse.com
o www.dawahmemo.com/eng/
10. 10
6. Evaluation Process and Tools
Evaluation Strategy:
The facilitators&participantsconductconstantevaluationof the participantsEnglishlanguage and
communicationskillsusingdifferent Evaluationtools.
The purpose of thisevaluationistodetermine if the participantsare applyingthe communication
criteriaandwhat theyhave learnedinthe workshop.
CommunicationCriteria:
PresentationChecklist
An Oral Appraisal Checklist
An EncounterEvaluationForm
11. 11
7. Methodology and Activities
Methodsof Learning (Impact on Competencies,Characterand Knowledge Retention):
TeachingOthers
Practice by Doing
Group Discussion
Demonstration
AudioVisuals
Reading
Lecture
Character Building:
Competencies
Facilitation
KnowledgeRetention
Flexibility
Adaptability
Potential
Program Activities:
Deliveringonthe spot4-minute baseline talk
BurningPlatformScenario/act
Readingaloud/Visualization(Everyweek)
Why convert?Storytelling(Every week)
The CommunicationandLearningLadder(Anindividual Exercise)
The CommunicationandLearningLadder - The Jigsaw (TeamExercise)
How to Become anIslamicExhibitworkshop/activity
Observingmini presentationsdeliveredbyparticipants
Videowatchingfamousandexemplaryspeakers&teampresentation
Conductingadialogue withanytargetencounter
Fieldvisit(VisitingIslamiccentersif practical)
Language Sensitivity(Optional)
Real discussionswithanon-Muslimguest
MuslimChristianDialogue activity
RespondingtoMisconceptions
Role play/scenarios
Attendingamini lecture followedbyquestions
Deliveringfinal presentations
Deliveringreal presentations(Optional)
13. 13
8. Course Schedule
Program Schedule:
Week1: Introduction&Baseline Talk
Week2: KID’sCommunicationandLearningLadder
Week3: KID’sCommunicationandLearningLadder(Continued)
Week4: Analysisof Encounter
Week 5: ExemplarySpeakersAnalyses
Week 6: Misconceptions
Week 7: Mini-Lecture and‘WhyConvert’Analysis
Week 8: Final Presentations
Week 1: Introduction & Baseline Talk
2 hours
Activities:
o Film3 minbaseline talksandprobingquestions
o React to questions(IslamicCulture ata glance)
o Explainingcommunicationcriteria
o Presentingmessages
Assignments:
o Read,recite,record,andsummarize booklets,pamphletsandbasicIslamictopicsbased
on EIECC methodology
o Readingandlearningthe communicationcriteria
o Use KID’’sCommunication andLearningLadder(Individual).
Week 2: KID’s Communication and Learning Ladder
2 hours
Activities:
o PresentIslamictopics (Messages)
o PresentItsBeauty
o Presentingthe preparedmessagesandevaluatingthembasedoncommunication
criteria
o Read,summarize,record&personalize pamphletsonbasicIslamictopics
Assignments:
o EncounterAnalysispreparation:participantsshouldpresentIslamtoanon-Muslim&
reportfindings
o PresentItsBeautyReaders(1& 2)
o IslamicPamphlets&ClearYourdoubtsAboutIslam
o Use KID’’sCommunicationand LearningLadder(Individual).
14. 14
Week 3: KID’s Communication and Learning Ladder (Continued)
2 hours
Activities:
o PresentIslamictopics(Messages)
o PresentItsBeauty
o Presentingthe preparedmessagesandevaluatingthembasedon communication
criteria
o Read,summarize,record&personalize pamphletsonbasicIslamictopics
Assignments:
o EncounterAnalysispreparation:participantsshouldpresentIslamtoanon-Muslim&
reportfinding
o PresentItsBeautyReaders(3& 4)
o IslamicPamphlets&ClearYourdoubtsAboutIslam
o Use KID’’sCommunicationandLearningLadder(Individual).
Week 4: Analysis of Encounter
2 hours
Activities:
o Reportingencounters&Discussion
o PresentItsBeauty
Assignments:
o PresentItsBeautyReaders(5)
o Choose a topicfor yourfinal presentation
o Read,summarize,record&personalize pamphletsonbasicIslamictopics
o Use KID’sCommunication&LearningLadder(Individual) onIslamictopics/messages
Week 5: Exemplary Speakers Analyses
2 hours
Activities:
o Team exemplary speakers’presentations
o Final participants’presentations&FeedbackFilmtalk
Assignments:
o Preparingbyreadingmisconceptions
o ‘WhyConvert’Storytelling
o Read,summarize,record&personalize pamphletsonbasicIslamictopics
15. 15
Week 6: Misconceptions
2 hours
Activities:
o Role-playorScenario(TeamorPair)
Assignments:
o Read,recite,andrecordpamphletsonbasicIslamicprinciples,summarize &reportnext
session
o ‘WhyConvert’Storytelling
o Announce the Real TalkwithA non-Muslim
Week 7: Mini-Lecture and ‘Why Convert’ Analysis
2 hours
Activities:
o Attendinga20-minute lecture
o Intensive Q&A session
o PresentingStories&summariestoteams
Assignments
o Preparingforthe final presentation
o Read,recite,andrecordpamphletsonbasicIslamicprinciples, summarize
Week 8: Final Presentations
2 hours
Activities:
o Final participants’presentations&Feedback
o Filmall presentations(10-15minutes)
o Compare withinitial baseline 2-3minute talk(Individual responsibility)
Assignments:
o Arrange for a real talk if practicable