CSS3 and html5

tools & resources for web professionals

the best site for understanding and creating online code of css3.

http://westciv.com/tools/gradients/

http://westciv.com/

what you can do by using cc3. http://www.everydayworks.com/css_typography/HTMLCSSrotation.html

i like it. alot. :D

http://creatingsexystylesheets.com/

Perceiving Reality

www.perceivingreality.com/



He who knows not and knows not he knows not, He is a fool - Shun him.
He who knows not and knows he knows not, He is simple - Teach him.
He who knows and knows not he knows, he is asleep - Awaken him.
He who knows and knows that he knows, He is wise - Follow him.


MAY BE THIS WORLD IS ANOTHER PLANET'S HELL.

Habib Jalib's Mainay Uss Say Yeh Kaha

میں نے اس سے یہ کہا



یہ جو دس کروڑ ہیں



جہل کا نچوڑ ہیں



ان کی فکر سو گئی



ہر امید کی کرن



ظلمتوں میں کھو گئی



یہ خبر درست ہے



ان کی موت ہوگئی



بے شعور لوگ ہیں



زندگی کا روگ ہیں



اور تیرے پاس ہے



ان کے درد کی دوا





حبیب جالب کی یہ نظم کچھ حسبِ موقع لگی ہے۔

Become a Lie Detector

How to Detect Lies
Become a Lie Detector


Introduction to Detecting Lies:
The following techniques to telling if someone is lying are often used by police, and security experts. This knowledge is also useful for managers, employers, and for anyone to use in everyday situations where telling the truth from a lie can help prevent you from being a victim of fraud/scams and other deceptions.

Warning: Sometimes Ignorance is bliss; after gaining this knowledge, you may be hurt when it is obvious that someone is lying to you.

Signs of Deception:
Body Language of Lies:
• Physical expression will be limited and stiff, with few arm and hand movements. Hand, arm and leg movement are toward their own body the liar takes up less space.

• A person who is lying to you will avoid making eye contact.

• Hands touching their face, throat & mouth. Touching or scratching the nose or behind their ear. Not likely to touch his chest/heart with an open hand.

Emotional Gestures & Contradiction
• Timing and duration of emotional gestures and emotions are off a normal pace. The display of emotion is delayed, stays longer it would naturally, then stops suddenly.

• Timing is off between emotions gestures/expressions and words. Example: Someone says "I love it!" when receiving a gift, and then smile after making that statement, rather then at the same time the statement is made.

• Gestures/expressions don’t match the verbal statement, such as frowning when saying “I love you.”

• Expressions are limited to mouth movements when someone is faking emotions (like happy, surprised, sad, awe, )instead of the whole face. For example; when someone smiles naturally their whole face is involved: jaw/cheek movement, eyes and forehead push down, etc.



Interactions and Reactions
• A guilty person gets defensive. An innocent person will often go on the offensive.

• A liar is uncomfortable facing his questioner/accuser and may turn his head or body away.

• A liar might unconsciously place objects (book, coffee cup, etc.) between themselves and you.

Verbal Context and Content
• A liar will use your words to make answer a question. When asked, “Did you eat the last cookie?” The liar answers, “No, I did not eat the last cookie.”

•A statement with a contraction is more likely to be truthful: “ I didn't do it” instead of “I did not do it”

• Liars sometimes avoid "lying" by not making direct statements. They imply answers instead of denying something directly.

• The guilty person may speak more than natural, adding unnecessary details to convince you... they are not comfortable with silence or pauses in the conversation.

• A liar may leave out pronouns and speak in a monotonous tone. When a truthful statement is made the pronoun is emphasized as much or more than the rest of the words in a statement.

• Words may be garbled and spoken softly, and syntax and grammar may be off. In other
words, his sentences will likely be muddled rather than emphasized.

Related Books:


Never be Lied to Again



Body Language
Other signs of a lie:
• If you believe someone is lying, then change subject of a conversation quickly, a liar follows along willingly and becomes more relaxed. The guilty wants the subject changed; an innocent person may be confused by the sudden change in topics and will want to back to the previous subject.

• Using humor or sarcasm to avoid a subject.

Final Notes:
Obviously, just because someone exhibits one or more of these signs does not make them a liar. The above behaviors should be compared to a persons base (normal) behavior whenever possible.

Most lie detecting experts agree that a combination of body language and other cues must be used to make an educated guess on whether someone is telling the truth or a lie.

Success

"I call people 'successful' not because they have money or their business is doing well but because, as human beings, they have a fully developed sense of being alive and are engaged in a lifetime task of collaboration with other human beings - their mothers and fathers, their family, their friends, their loved ones, the friends who are dying, the friends who are being born.

Success? Don't you know it is all about being able to extend love to people? Really. Not in a big, capital-letter sense but in the everyday.Little by little, task by task, gesture by gesture, word by word."
Ralph Fiennes, b.1962 Oscar-nominated British Actor

HIJAB (VEIL) FOR WOMEN

Question:
Why does Islam degrade women by keeping them behind the veil?



Answer:
The status of women in Islam is often the target of attacks in the secular media.
The ‘hijab’ or the Islamic dress is cited by many as an example of the
‘subjugation’ of women under Islamic law. Before we analyze the reasoning
behind the religiously mandated ‘hijab’, let us first study the status of women in
societies before the advent of Islam



1. In the past women were degraded and used as objects of lust
The following examples from history amply illustrate the fact that the status of
women in earlier civilizations was very low to the extent that they were denied
basic human dignity:
a. Babylonian Civilization:
The women were degraded and were denied all rights under the Babylonian
law. If a man murdered a woman, instead of him being punished, his wife
was put to death.
b. Greek Civilization:
Greek Civilization is considered the most glorious of all ancient civilizations.
Under this very ‘glorious’ system, women were deprived of all rights and
were looked down upon. In Greek mythology, an ‘imaginary woman’ called
‘Pandora’ is the root cause of misfortune of human beings. The Greeks
considered women to be subhuman and inferior to men. Though chastity of
women was precious, and women were held in high esteem, the Greeks
were later overwhelmed by ego and sexual perversions. Prostitution
became a regular practice amongst all classes of Greek society.
c. Roman Civilization:
When Roman Civilization was at the zenith of its ‘glory’, a man even had the
right to take the life of his wife. Prostitution and nudity were common
amongst the Romans.
d. Egyptian Civilization:
The Egyptian considered women evil and as a sign of a devil.
e. Pre-Islamic Arabia:
Before Islam spread in Arabia, the Arabs looked down upon women and
very often when a female child was born, she was buried alive.



2. Islam uplifted women and gave them equality and expects them
to maintain their status.
Islam uplifted the status of women and granted them their just rights 1400 years
ago. Islam expects women to maintain their status.
Hijab for men
People usually only discuss ‘hijab’ in the context of women. However, in the
Glorious Qur’an, Allah (swt) first mentions ‘hijab’ for men before ‘hijab’ for the
women. The Qur’an mentions in Surah Noor:
“Say to the believing men that they should lower their gaze and guard
their modesty: that will make for greater purity for them: and Allah is
well acquainted with all that they do.”
[Al-Qur’an 24:30]
The moment a man looks at a woman and if any brazen or unashamed thought
comes to his mind, he should lower his gaze.
Hijab for women.
The next verse of Surah Noor, says:
“ And say to the believing women that they should lower their gaze and
guard their modesty; that they should not display their beauty and
ornaments except what (must ordinarily) appear thereof; that they
should draw veils over their bosoms and not display their beauty
except to their husbands, their fathers, their husbands’ fathers, their
sons...”
[Al-Qur’an 24:31]



3. Six criteria for Hijab.
According to Qur’an and Sunnah there are basically six criteria for observing
hijab:



1. Extent:
The first criterion is the extent of the body that should be covered. This is
different for men and women. The extent of covering obligatory on the male
is to cover the body at least from the navel to the knees. For women, the
extent of covering obligatory is to cover the complete body except the face
and the hands upto the wrist. If they wish to, they can cover even these
parts of the body. Some scholars of Islam insist that the face and the hands
are part of the obligatory extent of ‘hijab’.



All the remaining five criteria are the same for men and women.

2. The clothes worn should be loose and should not reveal the figure.
3. The clothes worn should not be transparent such that one can see through
them.
4. The clothes worn should not be so glamorous as to attract the opposite sex.
5. The clothes worn should not resemble that of the opposite sex.
6. The clothes worn should not resemble that of the unbelievers i.e. they
should not wear clothes that are specifically identities or symbols of the
unbelievers’ religions.



4. Hijab includes conduct and behaviour among other things
Complete ‘hijab’, besides the six criteria of clothing, also includes the moral
conduct, behaviour, attitude and intention of the individual. A person only
fulfilling the criteria of ‘hijab’ of the clothes is observing ‘hijab’ in a limited sense.
‘Hijab’ of the clothes should be accompanied by ‘hijab’ of the eyes, ‘hijab’ of the
heart, ‘hijab’ of thought and ‘hijab’ of intention. It also includes the way a person
walks, the way a person talks, the way he behaves, etc.



5. Hijab prevents molestation
The reason why Hijab is prescribed for women is mentioned in the Qur’an in the
following verses of Surah Al-Ahzab:
“O Prophet! Tell thy wives and daughters, and the believing women
that they should cast their outer garments over their persons (when
abroad); that is most convenient, that they should be known (as such)
and not molested. And Allah is Oft-Forgiving, Most Merciful.”
[Al-Qur’an 33:59]
The Qur’an says that Hijab has been prescribed for the women so that they are
recognized as modest women and this will also prevent them from being
molested.



6. Example of twin sisters
Suppose two sisters who are twins, and who are equally beautiful, walk down
the street. One of them is attired in the Islamic hijab i.e. the complete body is
covered, except for the face and the hands up to the wrists. The other sister is
wearing western clothes, a mini skirt or shorts. Just around the corner there is
a hooligan or ruffian who is waiting for a catch, to tease a girl. Whom will he
tease? The girl wearing the Islamic Hijab or the girl wearing the skirt or the mini?
Naturally he will tease the girl wearing the skirt or the mini. Such dresses are an
indirect invitation to the opposite sex for teasing and molestation. The Qur’an
rightly says that hijab prevents women from being molested.

7. Capital punishment for the rapists
Under the Islamic shariah, a man convicted of having raped a woman, is given
capital punishment. Many are astonished at this ‘harsh’ sentence. Some even
say that Islam is a ruthless, barbaric religion! I have asked a simple question to
hundreds of non-Muslim men. Suppose, God forbid, someone rapes your wife,
your mother or your sister. You are made the judge and the rapist is brought in
front of you. What punishment would you give him? All of them said they would
put him to death. Some went to the extent of saying they would torture him to
death. To them I ask, if someone rapes your wife or your mother you want to put
him to death. But if the same crime is committed on somebody else’s wife or
daughter you say capital punishment is barbaric. Why should there be double
standards?
8. Western society falsely claims to have uplifted women
Western talk of women’s liberalization is nothing but a disguised form of
exploitation of her body, degradation of her soul, and deprivation of her honour.
Western society claims to have ‘uplifted’ women. On the contrary it has actually
degraded them to the status of concubines, mistresses and society butterflies
who are mere tools in the hands of pleasure seekers and sex marketeers,
hidden behind the colourful screen of ‘art’ and ‘culture’.



9. USA has one of the highest rates of rape

United States of America is supposed to be one of the most advanced countries
of the world. It also has one of the highest rates of rape in any country in the
world. According to a FBI report, in the year 1990, every day on an average
1756 cases of rape were committed in U.S.A alone. Later another report said
that on an average everyday 1900 cases of rapes are committed in USA. The
year was not mentioned. May be it was 1992 or 1993. May be the Americans
got ‘bolder’ in the following years.
Consider a scenario where the Islamic hijab is followed in America. Whenever
a man looks at a woman and any brazen or unashamed thought comes to his
mind, he lowers his gaze. Every woman wears the Islamic hijab, that is the
complete body is covered except the face and the hands upto the wrist. After
this if any man commits rape he is given capital punishment. I ask you, in such
a scenario, will the rate of rape in America increase, will it remain the same, or
will it decrease?
10. Implementation of Islamic Shariah will reduce the rate of rapes
Naturally as soon as Islamic Shariah is implemented positive results will be
inevitable. If Islamic Shariah is implemented in any part of the world, whether it
is America or Europe, society will breathe easier. Hijab does not degrade a
woman but uplifts a woman and protects her modesty and chastity.

By DR. ZAKIR ABDUL-KARIM NAIK

Developing & Implementing Training & Education Programs

To develop or acquire training and education programs to satisfy employee training requirements.

Understand Training Requirements

Review existing support material (e.g., policy and procedure manuals, forms, reference material, equipment and facilities, work sites, job specifications/descriptions, current training material). Interview subject matter specialists to ensure/confirm understanding of material and requirements.

Define Training Objectives and Evaluation Process

Identify performance, skill level, and knowledge required at the end of training. Estimate training time frame and cost in person-days and funds. Define the process that will be used to evaluate the effectiveness of the training (e.g., testing, simulations, problem solving, interviews).

Measure Pre-Training Performance Level

Develop evaluation exercises (e.g., true or false/multiple choice questions, short answers/essays questions, simulations (role playing), oral interviews). Measure current performance of training audience and select participants to be trained.

Evaluate Off-the-Shelf Training/Education

If training requirements are generic (e.g., personal development training, management training, technical training) research and evaluate off-the-shelf training solutions (e.g., courses from companies specializing in specific types of training, technical school/college courses, university courses).

Select Delivery Mode and Instruction Strategy

Select the best approach for training participants (e.g., instructor led training, computer based training, on the job coaching, simulations, workshops, self-paced learning, just-in-time training, off-the-shelf training/education).

Design Custom-Specific Training Material

Develop a detailed outline (e.g., lesson, topic, session) of training courses including sequence of instruction, content to be covered by each topic, paths through training, and approach for each topic, exercise, and workshop. If training will be delivered using multimedia (e.g., computer, video, audio), design each segment type (e.g., screens, menus, scripts, visuals) in the course and prototype (e.g., storyboards, scripts, animations, soundtrack, graphics) key content.

Validate Custom-Specific Training Design

Validate the training design by conducting walk-throughs with subject matter specialists.

Develop Custom-Specific Training Material

Create training material including student workbooks/handouts, instructor guides, visual aids (e.g., foils, slides, graphics), multimedia material (e.g., audio, video, graphics, animation, text), exercises, workshops, simulations, and case-studies.

Tips and Hints

An organization that specializes in developing customized training should be used if custom development is substantial.

IMPLEMENT TRAINING AND EDUCATION PROGRAMS

Purpose

To deliver and support the training and education programs.

Setup Training Environment

Set up and maintain the training environment (e.g., facilities, equipment, hardware, system software, application software, application data).

Administer Training Support Material

Schedule courses, students, and instructors. Administer course material (e.g., student workbooks/handouts, instructor guides, visual aids, multimedia material) and supplies (e.g., name tags, paper, pencils, refreshments). Contact students and instructors. Manage travel and living accommodations.

Pilot Training

Test training program using a cross-section of students. Identify issues with content, logistics, material, and delivery method. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.

Conduct Training Sessions

Conduct training sessions. Monitor sessions and identify issues. Prioritize problems and identify solutions. Revise content and materials and address logistical issues.

Evaluate Effectiveness of Training

Evaluate the effectiveness of the training and education program. The post-training evaluation exercise should measure the same skills and knowledge level as the pre-training evaluation exercise. It is not necessary to evaluate every student or every course offering. An evaluation must be performed:

· when a new course is given or significant changes are made to an existing course,

· when significant problems have been identified with an existing course,

· when a new instructor is teaching,

· on an ongoing basis to a random sampling of courses.

Craig Borysowich (Chief Technology Tactician)