TUGAS BAHASA INGGRIS

(THE REAL EDUCATION)

DOSEN PEMBIMBING : MR. PONDAK,MP

DISUSUN OLEH :

NAMA : RATIKA WULANDARI ZUHRI

NIM : 1710142010031

PRODI : S1 KEPERAWATAN

SEKOLAH TINGGI ILMU KESEHATAN (STIKES)

YARSI SUMATERA BARAT
TA 2017/2018
 1. FAMILY

Family life education (FLE) is any effort to strengthen family life through education or
support, and can include anything from teaching about relationships in schools to providing a
parent’s day out. The objective of all family life education is to enrich and improve the
quality of individual and family life.

Rather than define what constitutes a family, FLE emphasizes processes that help people
develop into healthy adults, work together in close relationships, and bring out the best in
others. Unfortunately, only a small percentage of Americans are ever reached by family life
education. This is a painful reality since there is no enterprise that is as complex as being a
human. There may be no arena of life in which education may be as valuable as in family life.

Family life educators share information related to family life with families, couples,
parents, youth, or students by teaching, writing, coordinating, speaking or creating
products. Anyone who teaches others about family life could be considered a family life
educator. Initially, it was not clear who qualified to be a family life educator, and sometimes
physicians and nurses were used--people with professional training but no specific training in
family life education. Specific training and certification for family life educators was badly
needed.

This need was met by the National Council on Family Relations (NCFR), which now
offers an accreditation for educators who meet specific academic and experience
requirements. For more information see Certification Basics. Additionally, in recent years
there have been movements to standardize and professionalize this growing field.

Family life educators, using many methods and innumerable settings, provide valuable
training to people who want to be more effective family members. Here are a few examples
of family life educators at work to strengthen families:

 Lawrence Barry works as a chaplain in Ft. Lewis, WA where along with his regular
duties he provides pastoral counseling to soldiers and family members and conducts
marriage and family enrichment/education workshops.
 In Houston, Texas local judges appoint offenders and divorcing couples with minor
children to attend Edward Stasney’s anger management and co-parenting workshops.
 In Saratoga Springs, Utah, Paula Fellingham does a “Solutions for Families” radio
show providing family information to listeners, writes columns for local newspapers
and has written two family books.
 Besides teaching premarital and marriage education, stepfamily strengthening,
fathering and parenting seminars, Julie Baumgardner in Chattanooga, TN works with
First Things First to promote family-friendly workplace policies and increase
community awareness of the importance of strong marriages and families through
public service campaigns.
 Wally Goddard is an Extension Family Life Specialist with the University of
Arkansas Cooperative Extension. He has developed “Guiding Children Successfully,"
a public television series that is being broadcast nationally. He trains county agents in
every corner of Arkansas to deliver effective partnering and parenting education in
their communities. He has also worked with Alice Ginott (Haim Ginott's widow), to
revise the parenting classic, Between Parent & Child.
 Family life education is done by many different groups of people in many different ways.
Delivery methods include print materials, mass media, classes, workshops, newsletters,
mentoring and cultural change. The organizations that deliver family life education range
from universities to entrepreneurs, from health organizations to government and military,
from public schools to faith communities.

2. LAWFUL FOOD

When mentioning lawful food and drink in Islam, there are two words that you'll find
them recurring: Halal and Haram. Halal is an Arabic word meaning lawful or permitted.

The opposite of Halal is Haram, which means unlawful or prohibited. Halal and Haram
are in fact universal terms that apply to all facets of life.
As far as food is concerned, the Qur'an makes it clear as to what is Halal and Haram.
Basically, all food is Halal except for the following:

Meat from swine - pork, ham.

•Pork-based products and by-products - sausages, gelatine etc
•Animals improperly slaughtered, or already dead before slaughtering is due to take place
•Animals killed in the name of anyone other than Allah (for example, by anyone other than a
Jew, Christian or Muslim, or as part of a pagan sacrifice)
•Intoxicants
•Blood and blood by-products
•Foods contaminated with any of the above products

You'll find that many things are clearly Halal or clearly Haram, but there are some things
which are not clear. These items are considered questionable or suspect and more information
is needed to categories them as Halal or Haram. Such items are often referred to as
Mashbooh, which means doubtful or questionable. Food falling into this category should be
considered as Haram until proven otherwise.

Also it is noteworthy that the Qur'an specifies intoxicants, as being Haram. An intoxicant is,
by definition, a substance eaten, drunk or smoked with the sole intention of becoming
intoxicated, or a substance created with that purpose in mind. This basically means alcoholic
drinks and narcotic drugs.

Any food which was made with an alcoholic drink is Haram because, although the food itself
probably couldn't get you drunk, its alcoholic ingredient was made for that purpose. So make
sure you check the ingredients label carefully!
 In contrast, alcohol can be found in some Halal foods, such as bread, soy sauce and
vinegar (even cider vinegar or wine vinegar). These sometimes contain minute amounts of
alcohol as a result of a natural reaction between certain chemicals during the manufacturing
process (as opposed to alcoholic drinks being deliberately added to food to add flavour), and
so couldn't be classified as Haram.

Some medicines and mouthwashes contain alcohol. Generally these are Halal for the same
reason, but it is preferable if you can find an alternative and start using it instead.

A note for Muslims in Britain - some fish and chip shops cook their food in pork fat. You
shouldn't eat them, they're Haram. Some medicines and supplements (especially Cod Liver
Oil) also use gelatine as part of their capsules. It can be permissible to use these, but ONLY if
there are no suitable alternatives.

Moreover, the Qur'an states that everything creature from the sea is Halal, including sharks.
And here are evidences from the Holy Qur'an and the Hadith asserting the importance of
eating only Halal food, and stating what is Halal to eat and what is Haram to avoid:

"O you who believe! Eat of the good things wherewith We have provided you, and render
thanks to Allah if indeed He is The One you worship"Qur'an (2:172).

"But certainly what God has forbidden to you are dead meat, blood, the flesh of swine, and
that which has had other than name of God invoked upon it, but whoever is constrained by
necessity, not out of insolence, nor with the intention of repeating it, then no sin is on him.
Surely God is All-Forgiving, All- Merciful."Qur'an (2:173).

"O you who believe! Fulfill the pledges. All kinds of cattle-like animals have been made
lawful to you, except those which are now recited to you; you should make hunting lawful
when you are in pilgrim sanctity. Indeed God ordains whatever He pleases".Qur'an (5:1)

"Prohibited to you are dead meat, blood and flesh of swine, that which has had other than the
name of Allah invoked upon it, that which has been killed by strangling or by violent blow,
or falling, or by being butted to death by horns, or that which has been devoured by beasts of
prey, except that which you have duly slaughtered while it was still alive. Also unlawful to
you is that which is sacrificed to idols and divided by raffling with arrows, this is impiety.
Today the unbelievers have despaired of your religion, so do not fear them, but fear Me.
Today I have perfected for you your Religion and completed My Grace on your Religion. But
whoever is compelled by hunger, and not inclining purposely to sin, then God is All-
Forgiving, All-Merciful. They ask you what is permitted for them, say, "Permitted to you is
all that is good and pure, and what the hunting animals catch and hold for you, which you
have trained to hunt according to the knowledge God has given to you, so eat from what it
catches and holds for you, and you should invoke the name of Allah over it." And fear Allah,
surely God is swift at reckoning".Qur'an (5:3,4)
"And eat not of that whereon Allah's name has not been mentioned, for it is abomination, the
devils do inspire their minions to dispute with you. But if you obey them, indeed you would
be polytheists".Qur'an (6:121).

3. RELIGION EDUCATION

Religious Education and the subjects of the National Curriculum form the basic
curriculum. The National Curriculum Handbook (DfES 2000) asserts that:

"Religious Education makes a distinctive contribution to the school curriculum by

developing pupils' knowledge and understanding of religion, religious beliefs, practices,
language and traditions and their influence on individuals, communities, societies and
cultures. It enables pupils to consider and respond to a range of important questions related to
their own spiritual development, the development of values and attitudes and fundamental
questions concerning the meaning and purpose of life."

Religious Education is an essential component of a broad and balanced education.

Religious Education is concerned with the deep meaning that individuals and groups make of
their experiences and how this helps them give purpose to their lives. It provides
opportunities to explore, make and respond to the meanings of those experiences in relation
to the beliefs and experiences of others as well as to one's own experiences. RE's place in the
curriculum is underpinned by values and purposes (which are specified in the National
Curriculum, 2000 alongside the QCA/DfES National RE Framework, 2004).

Along with the other subjects of the curriculum, RE aims:

To provide opportunities for all pupils to learn and to achieve.

To promote pupils' spiritual, moral, social and cultural development and to prepare all pupils
for the opportunities, responsibilities and experiences of the present and the future.

The Sandwell Agreed Syllabus for Religious Education has four purposes, which are parallel
to the four main purposes of the National Curriculum.

To establish an entitlement. The Agreed Syllabus secures for all pupils, irrespective of social
background, culture, race, religion, gender, differences in ability and disabilities, an
entitlement to learning in Religious Education. This contributes to their developing
knowledge, understanding, skills and attitudes, which are necessary for their personal
fulfillment and development as active and responsible citizens.

To establish standards. The Agreed Syllabus makes expectations for learning and attainment
explicit to pupils, parents, teachers, governors, employers and the public, and establishes
standards for the performance of all pupils in Religious Education. These standards may be
used to set targets for improvement and measure progress towards those targets.
To promote continuity and coherence. The Agreed Syllabus for Religious Education
contributes to a coherent curriculum that promotes continuity. It facilitates the transition of
pupils between schools and phases of education and can provide foundations for further study
and lifelong learning.

To promote public understanding. The Agreed Syllabus for Religious Education will increase
public understanding of, and confidence in, the work of schools in RE. Through the SACRE,
the religious communities of Sandwell have been involved in its development. This is part of
the mission of Sandwell SACRE.

4. CULTURE

Culture can potentially have a profound impact on education, but education can have a
profound impact on culture also.

Societal culture is the combination of beliefs, customs, religions, arts, etc that exist in a
constant state of flux in a society. Large societies most likely have multiple different cultures
within them. E.g., the USA has hundreds of different societies within it, and hundreds of
different cultures. The more homogeneous a society is, the more stable it’s culture is.

So, the culture of one society may value education above all else. In that culture, the more
education you get the more likely you are to succeed. Some cultures may not see any value to
education beyond what is taught within the local societal unit in order to benefit the
individuals and society itself. In those areas, education might have little impact. There are a
multitude of intermediary interactions.

The idea that education can impact culture can be important. For example, a society has
an abundance of problems with water,. Either because of man-made or natural disasters, the
drinking supply is of low quantity and/or low quality. A person from outside that society
comes in with new ideas on how to build water filters and storage facilities. Suddenly, the
quality goes way up. The quantity may also improve. Irrigation is now very much improved.
The lifestyle improves for the entire micro society in that area. All because someone came in
and gave away the practical knowledge that they received through education. That was very
impactful. However, if that society was completely closed to anyone from outside their
culture, that society will not have benefited from the education.

But, we must not let education trump all. Culture is important. Just because someone has
educational ideas different from our own cultural ideas, it doesn’t mean they should
automatically be embraced— but it doesn’t mean they should be ignored either. Consider and
incorporate as appropriate. I realize there are an abundance of USA bashers on Quora, but I
would end by saying that one of the things that has benefited us greatly is that our overall
society is a melting pot of many cultures. This doesn’t mean we have arrived, but instead that
we are still changing.