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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 19, 2020 18:19:12 GMT 10
Education Overview Docx
EDUCATION OVERVIEW
General Studies:
Subjects
Junior School (Ages:4-7)
1.Language/Juniour English Language
2.Grammar/Junior English Literature
3.BODMAS/ Junior Mathematics
4.Classification/Junior Science
Primary School(Ages:8-12)
1.English Language
2.English Literature
3.Mathematics
4.Science
5.Home Economy and P.E
6.Career Prospects and Workforce( C and W).
Transitional School(Age:13)
1.Career Prospects and Workforce( C and W).
2.Woodwork
3.Food Tech
4.Media
5.Outdoor Activities
Middle School(Ages:14-16)
1.English Science
2.English Syntax
3.Aljebra and Geometry(Advanced)
4.Calculus and Trigonometry
5.Physics and Chemistry
6.Geology and Biology
High School(Ages:17-18)
1.Law and Commerce
2.Medicine and Nursing
3.Politics and Diplomacy
4.Magistration
5.Religous Scholarship
6.Building and Architecture
7.Combat and Administration
8.Technitive Studies and High-Level Writing
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 20, 2020 8:47:42 GMT 10
Islamic Studies
Islamic Subjects
Junior School(Ages:4-7)
1.Story-Telling(Seerah)/Studies
2.Hifz (1)/Junior Quran
3.IQRA 1-3/Junior Arabic Reading
4.Repetition(Arabic Sentences)/Junior Arabic
Primary School(Ages:8-12)
1.Juz 1-7(Quran)
2.IQRA 4-6(Arabic)
Middle School(Ages:14-16)
1.Juz(8-14)(Quran)
2.Intermediate Arabic
Madrasah(Beginner)(Ages:4-10)
1.Juz(1-10)
2.Arabic Grammar
3.Arabic Language
Madrasah(Intermediate)(Ages:11-15)
1.Juz(11-20)
2.Arabic Vocabulary
3.Arabic Syntax
4.Sahih Bukhari
5.Tafsir
6.Tajweed
Madrasah(Advanced)(Ages:16-20)
1.Juz(21-30)
2.Arabic Linguistics
3Arabic Analysis
4.Sahih Ibn Ahmed
5.Sahih Muslim
6.Tawheed
Time-Table
Junior School
| Monday | Tuesday | Wednesday | Thursday | | BODMAS | LANGUAGE | CLASSIFICATION | GRAMMAR | | REPETITION | GRAMMAR | HIFZ | BODMAS | | HIFZ | SEERAH | BODMAS | SEERAH | | SEERAH | HIFZ | GRAMMAR | LANGUAGE | | GRAMMAR | CLASSIFICATION | REPETITION | IQRA | | CLASSIFICATION | BODMAS | LANGUAGE | HIFZ | | LANGUAGE | GRAMMAR | IQRA | CLASSIFICATION | | IQRA | REPETITON | SEERAH | REPETITION |
| Monday | | Fajr | | Lunch | | Zuhr | | Recess | | Asr |
Bell TIMES
Prayer(Fajr);5:00 A.M
Lunch;11:30 A.M
Prayer;Zuhr 12:30 P.M
Recess;1:30 P.M
Asr;3:30 P.M
Period 1: 6:00 A.M
Period 2: 7:20 A.M
Period 3: 9:00 A.M
Period 4: 11:00 A.M
Period 5:1:00 P.M
Period 6:1:50 P.M
Period 7:2:20 P.M
Period 8: 3:10 P.M
Classes
Junior School
CLASS A - Class Capacity = 33
CLASS B - Class Capacity = 66
CLASS C - Class Capacity = 99
Primary School
CLASS A - Class Capacity = 66
CLASS B - Class Capacity = 132
CLASS C - Class Capacity = 198
Transitional School
Class Aswad - Class Capacity = 70
Class Ahmar - Class Capacity = 77
Class Asfar - Class Capacity = 73
Class Akhdar - Class Capacity = 90
Middle School
Class A - Class Capacity = 30 - 20 Male, 10 Female
Class B - Class Capacity = 30 - 18 Male, 12 Female
Class C - Class Capacity = 30 - 16 Male, 14 Female
Class D - Class Capacity = 30 - 16 Male, 14 Female
Class E - Class Capacity = 30 - 15 Male, 15 Female
The class capacity is thirty because of the competitiveness in the trimester exams ranking the top 30 for each division and overall scores(for each subjects) compared with top scores for each individual subjects for all 150 students. Male dominant Classes are their to show the more fairly related professions of imam and governor which are seeked.
High School
NO LIMIT
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 21, 2020 6:13:48 GMT 10
Examinations (Section 1)
Tests
Junior School (Ages:4-7)
1.Language/Juniour English Language
2.Grammar/Junior English Literature
3.BODMAS/ Junior Mathematics
4.Classification/Junior Science
1. Consists of MCQ (Multiple Choice Questions) of 10
for all subjects.
2.BODMAS has two major tests for each year - Addition and Multipliation/Subtraction and Division(First Trimester and Last Trimester)
3. Classification has three minor test for each year - What is ,Why is, How is for Botany and Animals( All trimesters)
Primary School(Ages:8-12)
1.English Language
2.English Literature
3.Mathematics
4.Science
5.Home Economy and P.E
6.Career Prospects and Workforce( C and W).
1.English Language
- Phonetics and phonology
• prosodic features: pitch, stress, volume, tempo and intonation
• vocal effects: coughs, laughter, breath
• sounds in connected speech and connected speech processes: assimilation, vowel reduction, elision, insertion
• features of Broad, General and Cultivated accents in English
• phonological patterning in texts: alliteration, assonance, consonance, onomatopoeia, rhythm, rhyme
2.English Literature
- Key knowledge
• the ways that literary criticism presents assumptions and ideas about aspects of culture and society and how
these inform readings of the text
• contexts (cultural, social, historical and ideological) that may influence the construction and reading of the text
• the ways in which the text may reflect or question aspects of human behaviour through characterisation, imagery,
style, point of view and structure
• the ways that contemporary views and values influence interpretation
3.Mathematics - Number and Algebra
Students solve problems involving the order, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving all four operations with fractions, decimals, percentages and their equivalences, and express fractions in their simplest form. Students compare the cost of items to make financial decisions, with and without the use of digital technology. They make simple estimates to judge the reasonableness of results. Students use variables to represent arbitrary numbers and connect the laws and properties of number to algebra and substitute numbers into algebraic expressions. They assign ordered pairs to given points on the Cartesian plane and interpret and analyse graphs of relations from real data. Students develop simple linear models for situations, make predictions based on these models, solve related equations and check their solutions.
Measurement and Geometry
Students use formulas for the area and perimeter of rectangles. They classify triangles and quadrilaterals and represent transformations of these shapes on the Cartesian plane, with and without the use of digital technology. Students name the types of angles formed by transversals crossing parallel lines and solve simple numerical problems involving these lines and angles. They describe different views of three-dimensional objects, and use models, sketches and digital technology to represent these views. Students calculate volumes of rectangular prisms.
4.Science
students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred. They explain how heat is involved in changes of state between solid and liquid. They link the physical properties of materials to their use. They discuss how natural and human processes cause changes to Earth’s surface. They use contact and non-contact forces to describe interactions between objects. They group living things based on observable features and distinguish them from non-living things. They describe relationships that assist the survival of living things. They compare the key stages in the life cycle of a plant and an animal and relate life cycles to growth and survival.
Students describe how they use science investigations to identify patterns and relationships and to respond to questions. They follow instructions to identify questions that they can investigate about familiar contexts and make predictions based on prior knowledge. They discuss ways to conduct investigations and suggest why a test was fair or not. They safely use equipment to make and record formal measurements and observations. They use provided tables and column graphs to organise and identify patterns and trends in data. Students suggest explanations for observations and compare their findings with their predictions. They use formal and informal scientific language to communicate their observations, methods and findings.
5. Home Economy and P.E
• define and participate in a range of physical activities, sports and exercise
• describe the social, cultural and environmental influences on movement
• use and apply correct anatomical terminology to the working of the musculoskeletal system in producing human
movement
• perform, observe and analyse a variety of movements used in physical activity, sport and exercise to explain
the interaction between bones, muscles, joints and joint actions responsible for movement
• describe the role of agonists, antagonists and stabilisers in movement
• describe the relationship between motor unit recruitment, activation and force production
• examine a variety of causes of musculoskeletal injuries
• describe and implement the correct application of techniques and physiological strategies in a variety of
sporting activities to maintain optimal functioning of the musculoskeletal system
• investigate, evaluate and critically analyse a range of performance enhancing practices from a physiological
perspective
• discuss the ethical considerations and sociocultural influence on the use of legal and illegal practices associated
with improving the function of the musculoskeletal system.
6. C AND W
The Employability Skills Framework identifies eight key skill areas:
• Communication: Crucial across all levels of employment, communication skills contribute to a harmonious
workplace and better stakeholder relations. Employees should recognise and use communication protocols
and etiquette, understand and effectively utilise communication systems, comprehend messages received and
send messages effectively.
• Teamwork: The importance of teamwork is emphasised as employees must be able to work as members
of a team contributing to workplace relations and productivity. Employees must be able to work successfully
with work groups to achieve outcomes. The ability to understand and empathise with others, as well as selfawareness, is important.
• Problem-solving: An essential skill for both entry level and more experienced employees. Problems should be
identified and addressed in a proactive manner and steps taken to resolve them to achieve work outcomes.
Reflecting on outcomes is an important part of the problem-solving process.
• Initiative and enterprise skills: Employees should be able to see emerging issues and anticipate the
implications. Innovation is often the result of employee initiative, with these skills aiding personal and business
performance.
• Planning and organising: Planning and organising skills have been identified as essential skills for employees.
Enterprises need employees who can manage their own time and plan how to carry out tasks efficiently.
• Self-awareness: The ability to self-evaluate work is crucial. This skill helps employees fit into the workplace
and perform more effectively.
Characteristics of the study VCE Industry and Enterprise 2019–2024 10
• Learning: On-going learning is an important skill that supports employees’ on-going development and
employability. This skill is an important contributor to managing and being comfortable with change in the
workplace. Continuous learning on the job is required to enable employees to constantly respond to new
technology and information.
• Ability to work with technology: The ability to use digital technologies and systems to connect with others,
and to access, organise and present information is important. Employees should have a willingness to retrain
and adapt to rapid technological changes.
Transitional School(Age:13)
1.Career Prospects and Workforce( C and W).
2.Woodwork
3.Food Tech
4.Media
5.Outdoor Activities
NO TESTS
Middle School(Ages:14-16)
1.English Science
2.English Syntax
3.Aljebra and Geometry(Advanced)
4.Calculus and Trigonometry
5.Physics and Chemistry
6.Geology and Biology
1.English Science
:Reading and Viewing
Students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.
Writing
Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Speaking and Listening
Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.
2.English Syntax
Categorial grammar is an approach that attributes the syntactic structure not to rules of grammar, but to the properties of the syntactic categories themselves. For example, rather than asserting that sentences are constructed by a rule that combines a noun phrase (NP) and a verb phrase (VP) (e.g., the phrase structure rule S → NP VP), in categorial grammar, such principles are embedded in the category of the head word itself. So the syntactic category for an intransitive verb is a complex formula representing the fact that the verb acts as a function word requiring an NP as an input and produces a sentence level structure as an output. This complex category is notated as (NP\S) instead of V. NP\S is read as "a category that searches to the left (indicated by \) for an NP (the element on the left) and outputs a sentence (the element on the right)." The category of transitive verb is defined as an element that requires two NPs (its subject and its direct object) to form a sentence. This is notated as (NP/(NP\S)) which means "a category that searches to the right (indicated by /) for an NP (the object), and generates a function (equivalent to the VP) which is (NP\S), which in turn represents a function that searches to the left for an NP and produces a sentence."
3.Algebra And Geometry
Number and Algebra
Students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology. Students substitute into formulas, find unknown values, manipulate linear algebraic expressions, expand binomial expressions and factorise monic and simple non-monic quadratic expressions, with and without the use of digital technology. They represent linear, quadratic and exponential functions numerically, graphically and algebraically, and use them to model situations and solve practical problems.
Measurement and Geometry
Students solve and explain surface area and volume problems relating to composite solids. They use parallel and perpendicular lines, angle and triangle properties, similarity, trigonometry and congruence to solve practical problems and develop proofs involving lengths, angles and areas in plane shapes. They use digital technology to construct and manipulate geometric shapes and objects, and explore symmetry and pattern in two dimensions.
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 21, 2020 6:39:53 GMT 10
Examinations(Section 2)
Tests
4.
Trigonmetry
This topic includes:
• review of the use of trigonometric ratios for sine, cosine and tangent to find the length of an unknown side or
the size of an unknown angle in a right-angled triangle
• application of the trigonometry of right-angled triangles to solve practical problems including the use of angles
of elevation and depression, and the use of three figure (true) bearings in navigation
• extension of sine and cosine to angles of up to 180°
• area of a triangle using the rule Area = 1
2 ab sin(C)
• the sine rule (including the ambiguous case) and cosine rule (as a generalisation of Pythagoras’ theorem) and
their application to solving practical problems requiring the solution of non-right angled triangles
• sets of sufficient information to determine a triangle
Calculus
This area of study includes:
• graphical and numerical approaches to approximating the value of the gradient function for simple polynomial
functions and power functions at points in the domain of the function
• the derivative as the gradient of the graph of a function at a point and its representation by a gradient function
• notations for the derivative of a function: f ´(x), dy
dx , d
dx (f (x)), Dx
(f )
• first principles approach to differentiation of f (x) = xn
, n ∈ Z, and simple polynomial functions
• derivatives of simple power functions and polynomial functions by rule
• applications of differentiation, including finding instantaneous rates of change, stationary values of functions,
local maxima or minima, points of inflection, analysing graphs of functions, solving maximum and minimum
problems and solving simple problems involving straight-line motion
• notations for an anti-derivative, primitive or indefinite integral of a function: F x f x dx ( ), ( ) ∫
• use of a boundary condition to determine a specific anti-derivative of a given function
• anti-differentiation as the inverse process of differentiation and identification of families of curves with the same
gradient function, including application of anti-differentiation to solving simple problems involving straight-line
motion.
This area of study includes:
Differential and integral calculus, including:
• derivatives of inverse circular functions
• second derivatives, use of notations f ˝(x) and
d their application to the analysis of graphs of functions,
including points of inflection and concavity
• applications of chain rule to related rates of change and implicit differentiation; for example, implicit differentiation
of the relations x2
For use in 2020 ONLY
• techniques of anti-differentiation and for the evaluation of definite integrals:
by recognition that they are derivatives of corresponding
inverse circular functions
– use of the substitution u = g(x) to anti-differentiate expressions
– use of the trigonometric identities sin2
(ax) = 1
2 (1 – cos(2ax)), cos2
(ax) = 1
2 (1 + cos(2ax)), in anti-differentiation
techniques
– anti-differentiation using partial fractions of rational functions
• relationship between the graph of a function and the graphs of its anti-derivative functions
• numeric and symbolic integration using technology
• application of integration, arc lengths of curves, areas of regions bounded by curves and volumes of solids of
revolution of a region about either coordinate axis.
Differential equations, including:
• formulation of differential equations from contexts in, for example, physics, chemistry, biology and economics,
in situations where rates are involved (including some differential equations whose analytic solutions are not
required, but can be solved numerically using technology)
• verification of solutions of differential equations and their representation using direction (slope) fields
• solution of simple differential equations of the form dy
dx = f (x), dy
dx = g(y), and in general differential equations of
the form dy
dx = f (x) g(y) using separation of variables and differential equations of the form
• numerical solution by Euler’s method (first order approximation).
Kinematics: rectilinear motion, including:
• application of differentiation, anti-differentiation and solution of differential equations to rectilinear motion of a
single particle, including the different derivative forms for acceleration
• use of velocity–time graphs to describe and analyse rectilinear motion.
4.PHYSICS
Newton’s laws of motion
• investigate and apply theoretically and practically Newton’s three laws of motion in situations where two or
more coplanar forces act along a straight line and in two dimensions
• investigate and analyse theoretically and practically the uniform circular motion of an object moving in a
horizontal plane:
, including:
– a vehicle moving around a circular road
– a vehicle moving around a banked track
– an object on the end of a string
• model natural and artificial satellite motion as uniform circular motion
• investigate and apply theoretically Newton’s second law to circular motion in a vertical plane (forces at the
highest and lowest positions only)
• investigate and analyse theoretically and practically the motion of projectiles near Earth’s surface, including a
qualitative description of the effects of air resistance
• investigate and apply theoretically and practically the laws of energy and momentum conservation in isolated
systems in one dimension.
Einstein’s theory of special relativity
• describe Einstein’s two postulates for his theory of special relativity that:
– the laws of physics are the same in all inertial (non-accelerated) frames of reference
– the speed of light has a constant value for all observers regardless of their motion or the motion of the source
• compare Einstein’s theory of special relativity with the principles of classical physics
• describe proper time (t
0 ) as the time interval between two events in a reference frame where the two events
occur at the same point in space
• describe proper length (L0 ) as the length that is measured in the frame of reference in which objects are at rest
• model mathematically time dilation and length contraction at speeds approaching c using the equations:
• explain why muons can reach Earth even though their half-lives would suggest that they should decay in the
outer atmosphere.
Relationships between force, energy and mass
• investigate and analyse theoretically and practically impulse in an isolated system for collisions between objects
moving in a straight line: FΔt = mΔv
• investigate and apply theoretically and practically the concept of work done by a constant force using:
– work done = constant force × distance moved in direction of net force
– work done = area under force-distance graph
• analyse transformations of energy between kinetic energy, strain potential energy, gravitational potential energy
and energy dissipated to the environment (considered as a combination of heat, sound and deformation of
material):
– kinetic energy at low speeds: 1 2
k 2 E mv = ; elastic and inelastic collisions with reference to conservation of
kinetic energy
– strain potential energy: area under force-distance graph including ideal springs obeying Hooke’s Law:
– gravitational potential energy: Eg
= mgΔh or from area under a force-distance graph and area under a field distance graph multiplied by mass
• interpret Einstein’s prediction by showing that the total ‘mass-energy’ of an object is given by:
• describe how matter is converted to energy by nuclear fusion in the Sun, which leads to its mass decreasing
and the emission of electromagnetic radiation.
5.Chemistry
Elements and the periodic table
• the relative and absolute sizes of particles that are visible and invisible to the unaided eye: small and giant
molecules and lattices; atoms and sub-atomic particles; nanoparticles and nanostructures
• the definition of an element with reference to atomic number; mass number; isotopic forms of an element using
appropriate notation
• spectral evidence for the Bohr model and for its refinement as the Schrödinger model; electronic configurations
of elements 1 to 36 using the Schrödinger model of the atom, including s, p, d and f notations (with copper
and chromium exceptions)
• the periodic table as an organisational tool to identify patterns and trends in, and relationships between, the
structures (including electronic configurations and atomic radii) and properties (including electronegativity, first
ionisation energy, metallic/non-metallic character and reactivity) of elements.
Metals
• the common properties of metals (lustre, malleability, ductility, heat and electrical conductivity) with reference
to the nature of metallic bonding and the structure of metallic crystals, including limitations of representations;
general differences between properties of main group and transition group metals
• experimental determination of the relative reactivity of metals with water, acids and oxygen
• the extraction of a selected metal from its ore/s including relevant environmental, economic and social issues
associated with its extraction and use
• experimental modification of a selected metal related to the use of coatings or heat treatment or alloy production
• properties and uses of metallic nanomaterials and their different nanoforms including comparison with the
properties of their corresponding bulk materials.
Ionic compounds
• common properties of ionic compounds (brittleness, hardness, high melting point, difference in electrical
conductivity in solid and liquid states) with reference to their formation, nature of ionic bonding and crystal
structure including limitations of representations
• experimental determination of the factors affecting crystal formation of ionic compounds
• the uses of common ionic compounds.
Quantifying atoms and compounds
• the relative isotopic masses of elements and their representation on the relative mass scale using the carbon-12
isotope as the standard; reason for the selection of carbon-12 as the standard
• determination of the relative atomic mass of an element using mass spectrometry (details of instrument not required)
• the mole concept; Avogadro constant; determination of the number of moles of atoms in a sample of known
mass; calculation of the molar mass of ionic compounds
• experimental determination of the empirical formula of an ionic compound.
6.BIOLOGY
Plasma membranes
• the fluid mosaic model of the structure of the plasma membrane and the movement of hydrophilic and
hydrophobic substances across it based on their size and polarity
• the role of different organelles including ribosomes, endoplasmic reticulum, Golgi apparatus and associated
vesicles in the export of a protein product from the cell through exocytosis
• cellular engulfment of material by endocytosis.
Nucleic acids and proteins
• nucleic acids as information molecules that encode instructions for the synthesis of proteins in cells
• protein functional diversity and the nature of the proteome
• the functional importance of the four hierarchal levels of protein structure
• the synthesis of a polypeptide chain from amino acid monomers by condensation polymerisation
• the structure of DNA and the three forms of RNA including similarities and differences in their subunits, and
their synthesis by condensation polymerisation
• the genetic code as a degenerate triplet code and the steps in gene expression including transcription, RNA
processing in eukaryotic cells and translation.
Gene structure and regulation
• the functional distinction between structural genes and regulatory genes
• the structure of genes in eukaryotic cells including stop and start instructions, promoter regions, exons and
introns
• use of the lac operon as a simple prokaryotic model that illustrates the switching off and on of genes by
proteins (transcriptional factors) expressed by regulatory genes.
Structure and regulation of biochemical pathways
• the role of enzymes as protein catalysts in biochemical pathways
• the mode of action of enzymes including reversible and irreversible inhibition of their action due to chemical
competitors at the active site, and by factors including temperature, concentration and pH
• the cycling of coenzymes (ATP, NADH, and NADPH) as loaded and unloaded forms to move energy, protons
and electrons between reactions in the cell.
Photosynthesis
• the purpose of photosynthesis
• chloroplasts as the site of photosynthesis, an overview of their structure and evidence of their bacterial origins
• inputs and outputs of the light dependent and light independent (Calvin cycle) stages of photosynthesis in C3
plants (details of the biochemical pathway mechanisms are not required)
• factors that affect the rate of photosynthesis, including light, temperature and carbon dioxide concentration.
Cellular respiration
• the purpose of cellular respiration
• the location of, and the inputs and outputs of, glycolysis including ATP yield (details of the biochemical pathway
mechanisms are not required)
• mitochondria as the site of aerobic cellular respiration, an overview of their structure and evidence of their bacterial
origins
• the main inputs and outputs of the Krebs (citric acid) cycle and electron transport chain including ATP yield
(details of the biochemical pathway mechanisms are not required)
7.GEOLOGY
• a fieldwork report
• a case study
• a report of a practical activity involving the collection of primary data
• annotations of a practical work folio of activities or investigations
• a research investigation involving the collection of secondary data
• a model of an aspect of Earth systems
• a logbook of practical activities
• analysis of data/results including generalisations/conclusions
• media analysis/response
• problem solving involving environmental science concepts, skills and/or issues
• a test comprising multiple choice and/or short answer and/or extended response
• a reflective learning journal/blog related to selected activities or in response to an issue
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 21, 2020 7:51:48 GMT 10
EXAMINATIONS(Section 3)
Tests
High School(Ages:17-18)
1.Law and Commerce
2.Medicine and Nursing
3.Politics and Diplomacy
4.Magistration
5.Religous Scholarship
6.Building and Architecture
7.Combat and Administration
8.Technitive Studies and High-Level Writing
Textbooks
1. Fiqh-Ul Arabic
2.Commerce
3.Medicine:- Color Atlas and Textbook of Human Anatomy. Locomotor System Volume 1
[Thieme flexibook] Werner Kahle, etc., et al, G. Spitzer, H.L. Dayan, A.D. Dayan - Color Atlas and Textbook of Human Anatomy. Internal Organs Volume 2
Thieme - Color Atlas and Textbook of Human Anatomy. Nervous System and Sensory Organs Volume 3
4.Politics
5.Diplomacy
6.Magistration
Trimester Dates: February 7th - May 13th (2nd Trimester)
June 6th - September 5th(Third Trimester)
December 12th - February 6th(1st Trimester)
Exams and Scoring:
Middle School;
English Science: Score; 50 marks for 20 questions; Rank 1 = 48/50 EST , Rank 2 = 47/50 EST, Rank 149 = 10/50 EST, Rank 150 = 9/50 EST
2.English Syntax: Score; 50 marks for 25 questions;
Rank 1 = 50/50 EST , Rank 2 = 48/50 EST, Rank 149 = 14/50 EST, Rank 150 = 12/50 EST
MCQ 15
SQ 5
LQ 5
3.Algebra and Geometry ; 50 marks for 15 questions; Rank 1 = 50/50 EST , Rank 2 = 49/50 EST, Rank 149 = 25/50 EST, Rank 150 = 24/50 EST
MCQ 8
SQ 5
LQ 2
4.Calculus and Trigonometry
50 marks for 15 questions; Rank 1 = 48/50 EST , Rank 2 = 47/50 EST, Rank 149 = 23/50 EST, Rank 150 = 21/50 EST
MCQ 7
SQ 6
LQ 2
5.Physics and Chemistry
50 marks for 15 questions; Rank 1 = 50/50 EST , Rank 2 = 45/50 EST, Rank 149 = 15/50 EST, Rank 150 = 13/50 EST
MCQ 5
SQ 6
LQ 4
6.Geology and Biology 50 marks for 15 questions; Rank 1 = 47/50 EST , Rank 2 = 45/50 EST, Rank 149 = 20/50 EST, Rank 150 = 18/50 EST
MCQ 10
SQ 3
LQ 2
Requirements
Class A = Top 30 on Rank Only
Class B = Next 30 on Score Only
Class C = Next 30 on Rank and Score
Class D = Next 30 on Rank and Score
Class E = Last 30
To enter High School you must Score a 70% on half of the subjects and 50% on all subjects
Promotions
For each Trimester If you score above your class.
You are competively ranked to score a seat with three items ( Score, Rank and School Honouration.)
Mid-Terms
Same As Trimester Exams but Score is halved also questions but Ranked the same.
Regional Practise Exams
The school gives out to all Classes, a practise exam at the end of each trimester, with All subjects.
To rank each student regionally for an idea of each student to go to high school.
Scores for Overall Scores
Ranked with whole school with chance of Promotion
Example: Rank 2 = 49/50,46/50,48/50/47/50,48/50,50/50 = 289/300
Rank 1 = 50/50, 50/50, 50/50, 50/50, 50/50, 50/50 = 300/300
High School is independent of Exams rather Skill-Based Tests.
High School Final Exam consists of a Skill-Based Test of the teacher's choice and your subject choice along with combined results of your previous Tests.
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 22, 2020 7:44:21 GMT 10
School Locations
Junior School
CLASS A - Class Capacity = 33
CLASS B - Class Capacity = 66
CLASS C - Class Capacity = 99
Class A requires that a room that is 7.5 M by 5 M should be built along with 33 chairs
with and 4 double tables with eight singular tables.
A chalkboard and a multi-purpose white board should be used.
Class B and Class C are conjoined to Class A using double-doors to separate the classes in between.
Primary School
CLASS A - Class Capacity = 66
CLASS B - Class Capacity = 132
CLASS C - Class Capacity = 198
Transitional School
Class Aswad - Class Capacity = 70
Class Ahmar - Class Capacity = 77
Class Asfar - Class Capacity = 73
Class Akhdar - Class Capacity = 90
Middle School
Class A - Class Capacity = 30 - 20 Male, 10 Female
Class B - Class Capacity = 30 - 18 Male, 12 Female
Class C - Class Capacity = 30 - 16 Male, 14 Female
Class D - Class Capacity = 30 - 16 Male, 14 Female
Class E - Class Capacity = 30 - 15 Male, 15 Female
  
 
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 23, 2020 6:55:09 GMT 10
Prayer Halls
1.1. Single dome layout (nuclear dome layout)The single dome layout is the origin and most basic type of pendentive dome mosque. Subsequent developments of the mosque layout design were derived from this category. The Orhan Gazi Mosque in Gebze, Turkey, is a good example of this layout (Figure 2). This category has the simplest form among all categories; that is, this layout adopts a square as the main hall and a surmounting dome as the roof. The main hall can be oblong or nearly square. If the planned layout is nearly rectangular, other roofing methods, such as a semi-dome or flat roof, can be used. The presence of a porch on the entrance side of the mosque is a possible variety of this type. The dome of the single dome layout is located at the center of the prayer hall and is called a nuclear dome,which is the most distinct characteristic of this type of mosque layout. This mosque layout gives the impression that the mosque is dominated by the dome. The dome is surmounted on walls by squelches or rectangular structures. Semi-domes in couple form or roofing methods such as a flatroof surrounding the single dome are other methods of covering the prayer hall.
1.2. Earring layout (pendentive layout):The earring layout is the second mosque layout category designed during the early Ottoman period. The design of this layout was derived from the single dome layout. The name of this category (pendentive) is borrowed from the pendent shape of the layout plan. The Hatuniye Mosquein Tokat, Turkey, (Figure 3) is a good example of this category. The mosque layout was developed from the single dome layout (nuclear layout) by adding smaller spaces to each side of the main hall. From the perspective of the layout plan, these spaces appear like pendents; thus, the shape of the layout is not a pure Plato's, form but rather a compound thereof. The layout may have a porch on the entrance side. The entire porch is attached to the building, thus making the square shape of the interior appear rectangular. A series of columns is placed in the absence of a porch. In this category, the number of domes can vary from one to three. A large dome, which is the dominant one. 
1.3. Multiple dome layout The third category is a double dome layout design. This category is a combination of the single dome and earring layout designs with additional primary and secondary domes. An example of this category is the Murat Pasa Mosque (Figure 4) in Istanbul, Turkey. Although this category is a development of the pendentive layout, the general forms of both layouts are similar. In the multiple dome layout, the prayer hall or all three covered spaces (i.e., the prayer hall and both pendent areas) are rectangular. A porch is often used in this category, and a row of column can be used in the absence of a porch. The pendent areas of
most mosques have deep inner spaces. Therefore, the
crown part of the main hall is the only part of the layout
that exceeds the single pendentive. As the name of this
category suggests, this layout consists of several domes. The
prayer hall or pendentive areas can have multiple domes,
with the number of domes doubled in some cases. The
pendentive dome is widely used on grounds that cover
rectangular spaces by increasing the number of domes.
Similar to other categories, semi-domes and roofing methods can be applied to this category.
1.5. Courtyard dome layout The courtyard layout design is the fifth category of the pendentive dome mosque. A good example of this category is the Guzelce Hassan Bey Mosque in Hayrabolu, Turkey The layout of this category is characterized by the rectangular layout, which enables for a square-shaped interior. The remarkable characteristic of this category is the addition of a discernible courtyard to the rectangular layout. Therefore, any mosque characterized by a rectangular layout and a courtyard belongs to this category. Similar to the rectangular layout, semi-domes and other methods of roofing can also be applied to this category. Semi-domes that come in pairs are used to surround the main dome. The main dome is also pendentive, and the surrounding domes cover the corners not covered by the main dome or semi-domes.
1.6. Earring dome courtyard layoutThe earring courtyard layout design is the sixth categoryunder the pendentive dome mosque. This design is the mostcomplex pendentive dome layout design during the earlyperiod of Ottoman architecture. The design is characterizedby the earrings, multiple domes, and courtyard layoutdesigns. A good example of this category is the SultanBayezid Mosque in Edirne, Turkey (Figure 7). The layout ofthis category integrates the multiple dome layout with thecourtyard layout. The interior layout is similar to theinterior layout of the multiple dome layout with an addedcourtyard, which comes from the courtyard layout.The courtyard has four riwaqs (i.e., an element in traditionalbuildings in the form of corridors or galleries) along the wallsand a pond at the center. The dome in this categoryresembles the dome of the multiple dome layout. The roofof the prayer hall can be singular and dominant or can besurrounded by semi-domes and smaller domes. The penden-tive areas are surmounted by an array of domes similar tothose in the rectangular layout with all possible varieties. 
4.2.1.1. Calculating MDi. A justified graph is created by designating the intendedspace as the key space (i.e., root space) at the base of amosque layout to measure the relative depth of theintended space. The remaining spaces are then alignedabove the root space according to the number of spacesthat must be taken to arrive at each space from the rootspace. Each space in the system is represented by a smallcircle, and the permeability between spaces is repre-sented by linked lines.ii. The depth of each space is calculated in the graph fromthe root space, where the depth of each space isrepresented by the number of spaces needed to transi-tion from the root space to any space in the system.
The least depth can be achieved when all spaces are directly connected to the original space (i.e., root space),whereas the greatest depth can be obtained when all spacesare arranged in a linear sequence away from the originalspace. The space is symmetric in the former case withrespect to the other spaces in the system, whereas thespace is asymmetric in the latter case MD can be calculated as follows:
M:D ¼ ΣD
/ K-1
Calculating the integration value of space (relativeasymmetry).The relative depth of a space from all other spaces in thegraph can be expressed as follows:R:A¼2ðM:D-1ÞK-2ð2Þwhere R.A is the relative asymmetry integration value ofspace, M.D is the mean depth of space, and Kis the totalnumber of spaces in the graph.Therefore, relative asymmetry (RA) numerically expressesa key aspect of the shape of the justified graph from thatspace. RA varies between zero and one: zero indicatesmaximum integration, that is, no depth (high functionalefficiency), and one indicates maximum segregation, thatis, maximum depth (low functional efficiency).Themeasurements of integration and depth are obtained usingthe exterior space (of the mosque) as the root space inrelation to the rest of the spaces in the spatial system(i.e., mosque layout). The depth from the root is consideredthe number of steps that separate a determined space from the front door/main entrance. Describing the sequence ofactivities from the mosque entrance is of particular interestbecause this sequence describes the primary experience inbuildings, that is, movement from the entrance to anyspecific place in the structure. Therefore, RA is a usefulmeasurement for understanding front and back notions aswell as the relationship between spaces that are open toworshippers and spaces that are specifically for prayers.4.2.1.3. Calculating the RRA. The RA value resulting fromEq. (2) must be adjusted to facilitate the numericalcomparison between spaces of different systems. The RAvalue for each space in the system is adjusted with its valuein the depth graph with a diamond-shaped or pyramid-shaped pattern.
The depth of the diamond-shaped graph represents anintermediate situation between the maximum mean depthof space when the spaces are organized in a linear sequencewith respect to the root space (as previously mentioned)and the least mean of depth when all spaces are linkeddirectly to the root space. Therefore, RRA can be calculated as follows:R:R:A¼R:ADKð3Þwhere R.R.A is the real relative asymmetry of space, R.A isthe relative asymmetry of space, and DKis the RA of spacefrom a diamond-shaped graph.RRA is a sensitive measure of building layouts. This valuevaries around the number one; values less than onecorrespond to the most integrated and least segregatedspaces in the system, whereas values greater than onecorrespond to the most segregated spaces. The relationsbetween functional activities are expressed in spacethrough the spatial relationships between the spaces of amosque under the assumption that the properties of inte-gration and segregation indicate space efficiency and the type of functional use ofspaces occupied by prayers.4.2.2. Difference factor of space (H*)Integration values indicate the permeability of a configurationin quantitative terms.
 
Extensive research demonstrates that integrationvalues are highlypredictiveoftheuseofspace.The degree of variance in integration values is considered anindication of the strength or weakness of social relations with respect to spatial ordering, that is, the amount of interchangeable space. The difference factor is used toquantify this difference as a proportion of the sum ofintegration values of spaces under consideration . In most spatial complexes, differentfunctions and activities are assigned to specific spaces, thusintegrating complexes to different degrees (i.e., numericalvalues). If the integration values of these spaces are consis-tent across a sample, a cultural pattern is assumed to beexpressing itself spatially. This particular type of consistencyin spatial patterning is called “inequality genotypes.
”Thestrength or weakness of the inequality between integrationvalues expresses the degree of cultural importance placed onthe integration or segregation .
An entropy-based measure called adifference factor is used to quantify the degree of differencebetween the integration values of any three spaces (or morewith a modified formula) or functional activities. This mea-sure is an adaptation of Shannon's H-measure for transitionprobabilities, in which the integration values of the spacesare substituted for transition probabilities.where his the unrelativized difference factor for the threespaces; a,b,andcare the integration values of any threespaces in the configuration (mosque layout); and tis the sumof the three spaces, that is, t=Σ(a+b+c).Eq. (4) describes the variance in the integration withineach spatial structure. This variance may be a result of thefunctional differentiation in the use of space . H can be relativized between Ln2 and Ln3 to obtainthe relative difference factor (H*), which varies betweenzero and one. H*=0 corresponds to the maximum differ-ence, that is, strong functional differentiation, which refersto the real functional efficiency of the space.
H*=1corresponds to the minimum or no difference (i.e., nofunctional differentiation), indicating that no real differenceexists in the values of integration- and that no real functionalefficiency exists for the space . There-fore, H* can be calculated according to the followingmodified formula:Hn¼H-In 2In 3-In 2 ð5ÞAlowH* value indicates the existence of a “strong”genotype. By contrast, values close to one indicate theexistence of “weak”genotypes, suggesting that no functionaldifferentiation and weakness exist in the functional effi-ciency of a space. These simple measures, as clarified byZako (2006), can express culturally significant typologicaldifferences among various mosque layouts over time, as suchmeasures are based on concepts founded on intrinsicsocial logic.
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Post by Muhammad Ibn Abdullah Al-Hasan on Sept 23, 2020 7:21:38 GMT 10
Staff/Security
63 Teachers
50 Staff and Administration
5 Security
Total of 118 Staff
Mr Cliff Ralph
(1)
Principal
English
(9 Teachers)
Miss Elise Lewis (Provan) (HT) (G&T)
Mr Morguhn Baxley
Ms Mandy Dahu (Parramatta)
Ms Ashlea Dale (SRC)
Ms Katherine Grant
Mrs Ashlee Koller
Ms Kristy Monaco (W,Th,F)
Mrs Rebecca Palin (M,Tu)
Mrs Crystal Skinner (Leave)
Mathematics
(7 Teachers)
Ms Cheryl Kinsey (HT)
Ms Alison Dilley (M,T,W,Th)
Ms Christine Fisher (Y 8 Adv)
Mrs Vanessa Micallef (M)
Ms Anu Prakash
Mr Kamlesh Prasad (T,W,Th,F)
Mr Shailesh Vaidya
Arabic(1 Teacher)
Ms Sophie Badiu (Tu,Th,F)
Science
(9 Teachers)
Mrs Sharryn Suter (Rel HT)
Ms Beth Middleton (HT T&L-Tech & BT)
Mr Ian Anderson
Mrs Monica Bergan
Mr Jonathon Davis
Mrs Sian Gray (Th,F)
Mrs Sue Hoeflake (M,Tu,W)
Ms Sheridan Parsons
Ms Hayley Young
Assistant
Mrs Jane MacCormick
HSIE
Ms Alex Garcia (HT)
Ms Kelly Bow (Rel HT Welfare) (W,T,F)
Mr Matthew Grigg
Ms Sally Haythornthwaite
Mr Ian Pollard (Leave)
Mrs Renee Smith (A-M,Tu) (B-M,Tu,W)
Mrs Arjit Sabharwal
Ms Jessica Taylor (Felton) (Yr 11 Adv)
Industrial Arts
(2 Teachers)
Mr David Bernays (Rel HT Admin)
Mr Ben Hupalo (Yr 10 Adv)
Home Economics
(4 Teachers)
Mrs Pamela Misius (HT) (Leave)
Ms Tracey Parsons
Mrs Viveka Vaz
Ms Simone Werner
Assistant Mrs Natalie Busfield
Deputy Principal
Mr Phil Gordon
Computing (H Ec Faculty)
(1 Teacher)
Ms Naomi Rosso
(Islamic Department)(4 Teachers)
Mr Scott Turner (HT)
Ms Maddison Bardwell
Ms Leanne Moxon
Ms Sue Veigel
Mr Simon Wyatt
PD-Health-PE
(7 Teachers)
Mr Anthony Jack (HT)
Mrs Joanne Gibbs (Yr 9 Adv)
Mr Nathan Hando
Mr David Harkins (Yr 12 Adv)
Mr Garth Pereira
Mrs Katherine Profilio (HT Wel) (M,Tu)
Mrs Jodie Zavone (W,T,F)
Special Education
(5 Teachers)
Mrs Jennifer Herring (HT)
Mrs Jan Farley
Mrs Lalita Lal
Ms Fiona Nixon (M,T,W,Th)
Ms Andrea Price
Librarian
Ms Michelle Stanford
Assistant
Mrs Amity Giles (M,T,W,T)
Mrs Joanne Portelli (F)
Careers Adviser
Ms Vanessa Hyde (Nirimba)
Ms Claire Hamilton
Learning Centre
Ms Laura Pedersen (Rel HT T&L)
& (Yr 7 Adv)
In-Class Tutor
Mrs Karen Dolan (M,Tu,W,Th)
AEO
Ms Jennifer Flood (M,Tu,W,Th)
Ms Kathie Medley (Th, F)
Technical Support Officer
Mr Bruce Dunmore (Tu,W,Th,F)
Counsellors
Ms Jennifer Gibson (Tu,W,Th)
Ms Suzanne Schwebel (M,F)
Mrs Tara Cullen
Deputy Principal
Chaplain
Mr Hormiz Atoory (M,W)
Ms Rachael Chapple (M,Tu)
Administration & Support Staff
Mrs Glenys Scott (SAM)
Mrs Natalie Busfield
Mrs Kaylene Butler
Mrs Amity Giles (M,T,W,T)
Mrs Zoe Hobbs
Mrs Karen Lees (W,Th,F)
Mrs Margy Lewis
Mrs Jane MacCormick
Mrs Caroline McDonagh
Mrs Nicole Masters (M,Tu,W)
Mrs June Northen (M,W,F)
Ms Leonie Thompson
General Assistant
Mr Joshua Garth
Farm Assistants
Mr John Downie (Tu)
Mr Trevor Joseph (M, F)
Special Education Assistants
Mrs Rhonda Donaldson
Mr Denis Farrar (Th,F)
Ms Sharyn Rawlings
Mrs Margaret Morales (M,Tu,W,Th)
Mrs Jacqueline Rietdijk
Mrs Raylene Sexton
Learning Centre
Ms Emma Barnes
Ms Renee Hodgson
Mrs Sharyn Krywinski
Mrs Joanne Portelli (M,T,W,T)
Mrs Gabrielle Wyatt
Canteen
Mrs Annette Cassar (M,W,Th,F)
Mrs Cathy James (Tu,W,Th)
Mrs Victoria Vella (M,F)
Mrs Karen Worrell (Tu)
Cleaning Staff
Ms Kym Bushell
Ms Leonie Forder
Mr Daud Malky
Ms Debbie Walker AM only
Security
John McEnroe (Head)
Josh Burgoin(Perimeter 1)
Casey Mick(Perimeter 2)
Josh Lamb(Perimeter 3)
Rory Down(Perimeter 4)
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Post by adamisthebest on Nov 10, 2020 16:15:04 GMT 10
Uniform
Transitional School/Middle School/High School
Junior School/Primary School
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Post by mahdirannabiran18 on Apr 5, 2024 22:15:31 GMT 10
-TO-Last Edit: Feb 19, 2021 5:11:00 GMT 10 by alhasan18
The Right Mahdi!!?!
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Sahih Ibn Ahmed Feb 26, 2024 15:30:08 GMT 10 via mobile
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Post by The Right Mahdi!!?! on Feb 26, 2024 15:30:08 GMT 10
999
991
DIAL
PLAN
ME
..........-PERFECT ANALYSIS: INFJ INTJ ISTP ISTP ESFJ;106; THE ANALYZING; DAVID CAMERON#,,,,,,......A-L-I-E-N,,,...<<<<<<
Reply,,,,,,...U.S.A,,,,
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Post by mahdirannabiran18 on Apr 5, 2024 22:17:21 GMT 10
FILLWORLDTO MAXIMUMCRITICALPOINTTHEENTIREU.S.AINTHEWORLD..,,!IKNOWITISM,,EORIGINALLY???!!!@#$%#ED,,..  !!!$$$$$####MADEINUSA,,,OPEN PERFECT GOD LEVEL INTELLECT OR INTELLIGENCE:CHANGEEEEEEEEEEEESSSSSSSS,,,...>>>,,,,,,>>>>......,::::::::::::::::::::::::::::::Five Levels of Intelligence Article · May 2019 CITATIONS 0 READS 1,600 1 author: Saed Sayad BIOADA 24 PUBLICATIONS 121 CITATIONS SEE PROFILE All content following this page was uploaded by Saed Sayad on 13 May 2019. The user has requested enhancement of the downloaded file. Five Levels of Intelligence Saed Sayad Department of Computer Science, Rutgers University, New Brunswick, New Jersey, USA saed.sayad@rutgers.edu Salar Sayyad Pitney Bowes, Stamford, Connecticut, USA salar.sayyad@pb.com Introduction In 1950, Alan Turing proposed a test called “The Imitation Game”, better known as “Turing Test”, to settle the issue of machine learning intelligence (1). in 1990, Hugh Loebner initiated the Loebner Prize, with a grand prize of $100,000 and a gold medal, to the creators of the first computer program capable of passing an extended Turing Test involving textual, visual, and auditory components. While small prizes were given out to the most “human-like” computer programs, no program has ever won the grand prize. Opponents of Turing’s behavioral criterion of intelligence argue that it is either not sufficient or perhaps even relevant at all. What is important, they argue, is that the computer demonstrate cognitive ability regardless of behavior. The main issue is that there has not been any universally acceptable test to settle the issue of machine intelligence so far. Here, we propose the first such a universal assessment, called “Five Levels of Intelligence”. Entity and Act An entity is a thing which is perceived or known or inferred to have a distinct being (living or non-living), such as a cup, a car, a thermostat, a computer, an artificial intelligence (AI) program, a bacterium, or a person. An act is a task or piece of work undertaken by an entity. Level 1 of Intelligence - Actor An actor is an entity with one or more acts. An act can be very simple or very complex. • A cup is for holding some amount of water • A car is for driving • A computer is for computing • An AI program is for predicting diseases The level of intelligence of an AI program (e.g., Deep Neural Network) is the same as that of a cup, because both must be made by another entity. The main difference between a cup and an AI program is their level of complexity, which is entirely dependent upon the level of intelligence of the entity that made them, not the cup or the AI program itself. Level 2 of Intelligence - Director A director is an actor that directs its acts. • A thermostat can direct its act (on/off a switch) by sensing temperature • A self-driving car can direct its act of driving • An airplane on auto-pilot mode can direct its act of flying or landing A director needs another entity to make things that are necessary to direct an act. The main difference between a thermostat and a self-driving car is the level of complexity, which is entirely dependent upon the level of intelligence of the entity that made them. Level 3 of Intelligence - Producer A producer is a director that produces what is needed to direct and perform acts. • A bacterium is a producer of what is needed to direct and perform its act of eating. • A person is a producer of what is needed to direct and perform its act of flying. There are no man-made entities (e.g., machines) at this level. Level 4 of Intelligence - Inventor An inventor is a producer that produces a new thing using existing things to direct and perform its acts. Obviously, there are no man-made entities at this level. • A bacterium can invent a new chemical to block an antibiotic to progress its act of living. • A person invents a microscope to improve his act of seeing. The level of intelligence of a bacterium and a person is the same. The main difference is the quantity and complexity of their acts. Level 5 of Intelligence - Creator A creator is an inventor that brings entities to existence (a.k.a. God). There is no scientific method to accept or reject the existence of such an entity. -------------------------------------------------- SUPER QUANTIFIER; INFJ INTJ ENTP INFP ENFP;999.999;SUPER COMPUTER;TAKERED mahdirannabiran18 Full Member *** mahdirannabiran18 Avatar Posts: 173 Member is Online {Me Forever} Who I am and What I am (No More to I but Me) Apr 5, 2024 7:22:57 GMT 11 Quote Edit like Select Post Deselect Post Link to Post Report Post Delete Post Member Send Message Give Gift Back to Top Post by mahdirannabiran18 on Apr 5, 2024 7:22:57 GMT 11 #THE GOD HAND-God Hand |
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Post by mahdirannabiran18 on Apr 5, 2024 22:34:22 GMT 10
[#allah...,,,..,,.,???M..E!!!#
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The United Federations
!!!$$$$$####MADEINUSA,,,OPEN PERFECT GOD LEVEL INTELLECT OR INTELLIGENCE:CHANGEEEEEEEEEEEESSSSSSSS,,,...>>>,,,,,,>>>>......,::::::::::::::::::::::::::::::Five Levels of Intelligence