Diana Munar

Monday, August 2, 2010

66 Books of The Bible

BOOKS OF THE BIBLE

Genesis

Exodus

Leviticus

Numbers

Deutoronomy

Joshua

Judges

Ruth

1 Samuel

2 Samuel

1 Kings

2 Kings

1 Chronicles

2 Chronicles

Ezra

Nehemiah

Esther

Psalms

Proverbs

Ecclesiastes

SongsOf Solomon

Isaiah

Jeremiah

Lamentations

Ezekiel

Daniel

Hoshea

Joel

Amos

Obadiah

Jonah

Micah

Nahum

Habakkuk

Zephaniah

Haggai

Zechariah

Malachi

Matthew

Mark

Luke

John

Acts

Romans

1 Corinthians

2 Corinthians

Galatians

Ephesians

Colossians

Philippians

1 Thessalonians

2 Thessalonians

1 Timothy

2 Timothy

Titus

Philemon

Hebrew

James

1 Peter

2 Peter

1 John

2 John

3 John

Jude

Revelations

Diana S. Munar

Personal Profile

Age:17

Gender:Female

Address:290 Rajal sur,Sta.rosa,Nueva Ecija

Monday, July 12, 2010

Chat Abbreviations

Chat and instant messaging has spawned a short-hand language to help communicate via the keyboard.

Abbreviation Meaning
ADN Any day now
AFAIK As far as I know
AFK Away from keyboard
ARE Acronym-rich environment
A/S/L? Age/sex/location?
B4N Bye for now
BAK Back at the keyboard
BBIAB Be back in a bit
BBL Be back later
BEG Big evil grin
BFD Big f***ing deal
BFN Bye for now
BG Big grin
BIOYIOP Blow it out your I/O port
BL Belly laughing
BOTEC Back-of-the-envelope calculation
BRB Be right back
BTA But then again...
BTW By the way
BWL Burst With Laughter
BWTHDIK But what the heck do I know...?
CU See you
CUL See you later
CUL8ER See you later
CYA Cover your ass
CYO See you online
DBA Doing business as
DFLA Disenhanced four-letter acronym (that is, a TLA)
DL Dead link
DIKU Do I know you?
DITYID Did I tell you I'm distressed?
DQMOT Don't quote me on this
EG Evil grin
EMFBI Excuse me for butting in
EOM End of message
EOT End of thread (meaning: end of discussion)
ETLA Extended three-letter acronym (that is, an FLA)
F2F Face to face
FAQ Frequently-ask question(s)
FISH First in, still here
FLA Four-letter acronym
FMTYEWTK Far more than you ever wanted to know
FOMCL Falling off my chair laughing
FUBAR F***ed up beyond all repair or recognition
FUD Fear, Uncertainty, and Doubt
FWIW For what it's worth
FYI For your information
G Grin
G2G Got to go
GA Go ahead
GAL Get a life
GD&R Grinning, ducking, and running
GIWIST Gee, I wish I'd said that
GMTA Great minds think alike
GOL Giggling out loud
GTRM Going to read mail
HTH Hope this helps
IAC In any case
IANAL I am not a lawyer (but)
IC I see
IDK I don't know
IHA I hate acronyms
IIRC If I recall/remember/recollect correctly
ILU or ILY I love you
IM Immediate/Instant message
IMHO In my humble opinion
IMing Chatting with someone online usually while doing other things such as playing trivia or other interactive game
IMNSHO In my not so humble opinion
IMO In my opinion
IOW In other words
IPN I'm posting naked
IRL In real life
IYSWIM If you see what I mean
JBOD Just a bunch of disks (like redundant array of independent disks, etc.)
JIC Just in case
JK Just kidding
KOTC Kiss on the cheek
KWIM? Know what I mean?
L8R Later
LD Later, dude
LDR Long-distance relationship
LLTA Lots and lots of thunderous applause
LMAO Laugh(ing) My Ass Off
LMLYG Let Me Let You Go
LOL Laugh(ing) Out Loud
LRF Little Rubber Feet (the little pads on the bottom of displays and other equipment)
LTM Laugh to myself
LTR Long-term relationship
LULAB Love you like a brother
LULAS Love you like a sister
MorF Male or female
MOSS Member of the same sex
MOTOS Member of the opposite sex
MUSM Miss you so much
NM Not much
NFG No f*****g good
NFW No feasible way or no f*****g way
NIFOC Naked in front of computer
NP or N/P No problem
NRN No response necessary
OIC Oh, I see
OLL Online love
OTF Off the floor
OTOH On the other hand
OTTOMH Off the top of my head
PANS Pretty awesome new stuff (as opposed to "POTS")
PCMCIA People can't master computer industry acronyms
PDA Public display of affection
PEBCAK Problem exists between chair and keyboard
PIBKAC Problem is between keyboard and chair
PITA Pain in the ass
PMFJIB Pardon me for jumping in but...
::POOF:: Goodbye (leaving the room)
POS Parent over shoulder (change the topic)
POTS Plain old telephone service
PU That stinks!
RL Real life (that is, when not chatting)
ROR Raffing out roud (Engrish for "laughing out loud")
ROTFL Rolling on the floor laughing
ROTFLMAO Rolling on the floor laughing my a** off
ROTFLMAOWPIMP Rolling on the floor laughing my a** off while peeing in my pants
ROTFLMBO Rolling on the floor laughing my butt off
RPG Role-playing games
RSN Real soon now
RTFM Read the f***ing manual
RYO Roll your own (write your own program; derived from cigarettes rolled yourself with tobacco and paper)
S4L Spam for life (what you may get when you become someone's customer or client)
SHCOON Shoot hot coffee out of nose
SEG S***-eating grin
SF Surfer-friendly (low-graphics Web site)
SNAFU Situation normal, all f***ed up
SO Significant other
SOHF Sense of humor failure
SOL Smilling out loud or sh*t out of luck
SOMY Sick of me yet?
STFW Search the f*****g Web
STW Search the Web
SWAG Stupid wild-a** guess
TAFN That's all for now
TANSTAAFL There ain't no such thing as a free lunch
TFH Thread from hell (a discussion that just won't die and is often irrelevant to the purpose of the forum or group)
TGIF Thank God it's Friday
THX Thanks
TIA Thanks in advance (used if you post a question and are expecting a helpful reply)
TLA Three-letter acronym
TLK2UL8R Talk to you later
TMI Too much information
TOPCA Til our paths cross again (early Celtic chat term)
TPTB The powers that be
TTFN Ta-Ta for now
TTT Thought that, too (when someone types in what you were about to type)
TTYL Talk to you later
TU Thank you
UAPITA You're a pain in the ass
UW You're welcome
VBG Very big grin
VBSEG Very big s***-eating grin
WDALYIC Who died and left you in charge?
WFM Works for me
WIBNI Wouldn't it be nice if
WRT With respect to
WT? What/who the ?
WTFO What the F***! Over!
WTG Way to go!
WTGP? Want to go private?
WU? What's up?
WUF? Where are you from?
WYSIWYG What you see is what you get
YGBSM You gotta be s***tin' me!
YMMV Your mileage may vary.
YMIA You're welcome in advance

Source: http://mistupid.com/internet/chattalk.htm

Emoticons

Eastern emoticons
Main article: Emoticon#Asian style
Users from East Asia popularized a style of emoticons endemic to their region.

Icon Meaning
d^_^b d-_-b listening to music, thumbs up[5]
(^_^) (^-^) (^ ^) (^.^) ??? smiley[5]
(~_^) (^_~) ~.^ ^.~ wink[5]
(>_<) (>.<) cartman[5] angry / dammit (>_>) (¬_¬) annoyed or rhetorical
(-_-) upset, not amused[5]
(^o^) singing, laughing[5]
(^3^) kiss[5]
(^_^') ^_^_^') ^^" ^^^_.^') ^^_^^; ^&^^.^;& ^^^; ^^^7 nervous, sweat-drop, embarrassed[5]
d(>w<)b double thumbs up q(;^;)p double thumbs down (;_;) (T_T) (T~T) (ToT) (T^T) ಥ_ಥ ㅠ.ㅠ crying[5] (._.) (,_,) disappointed, bitter ಠ_ಠ look of disapproval ［(－－)］ZZzzz... sleeping[5] (X_X) x_x dead or unconscious[5] 0.o O_o @_@ O_O ಠ_ಠ[8][9] ಠ_ರೃ (*_*) Surprise or Disbelief. Not Amused. Look of Disapproval[5] ^///^ >///< >///> o///o -///- =///= Blushing, Embarrassed[5]
( °٢° ) drooling[5]
__ (-.-) __ t(>. or <丶｀∀´> stereotypical Korean character (Nidā)[10]
［　(★)　］
<丶´Д｀> stereotypical North Korean character (Kigā)[11]　　
∧＿∧
（；´Д｀） stereotypical Japanese character (Monā)[11]　　
∧∧
／中＼
（　｀ハ´） stereotypical Chinese character (Sinā)[11]　　
∧∧
　／　台＼
　（　＾∀＾） stereotypical Taiwanese character (Wanā)[11]
∧∧
／越＼
（・∀・） stereotypical Vietnamese character (Venā)[11]
γ~三ヽ
(三彡０ﾐ)
（　´∀｀） stereotypical Indian Character (Monastē)[11]
￣￣
＿☆☆☆＿
（ ´_⊃｀） stereotypical American character (Samū)[11]
　┏━┓
━━━━━━
ﾐΘc_Θ-ﾐ stereotypical Jewish character (Yudā)[11]
＿＿
│〓.│
━━━━━
ﾐ　´_＞｀） stereotypical English character (Jakū)[11]
____
（〓__＞
ξ ・_>・） stereotypical French character (Torirī)[11]
_、,_
ﾐ　　_⊃） stereotypical German character (Gerumandamu)[11]
≡≡彡
彡 ´_)｀） stereotypical Austrian character (Osutō)[11]
,,,,,,,,,,,,,
　ﾐ;;;,,,,,,,ﾐ　
（　｀_っ´） stereotypical Russian character (Rosukī)[11]
_γ⌒ヽ_
lXXXXXXXXl
　（　´ｍ｀） stereotypical Mexican character (Amīgo)[11]
_
<(o0o)>
(>ミ - ミ )> stereotypical Persian character (jujø)[11]
(`･ω･´) feel perky[10]
＿￣○ given up[10]
(｀-´)> salute[10]
(´；ω；`) terribly sad[10]
ヽ(´ー｀)ﾉ peace of mind[10]
ヽ(`Д´)ﾉ be irritable[10]
(＃ﾟДﾟ) angry[10]
（ ´Д｀） yelling, or panting[10]
（　ﾟДﾟ） Moustache-y Face per Lynda Julie[10]
┐('～`；)┌ don't know the answer[10]
（´∀｀） carefree[10]
（　´_ゝ`） indifferent[10]
Σ(゜д゜;) shocked[10]
( ﾟヮﾟ) happy, upbeat[10]
ｷﾀ━━━━━━(ﾟ∀ﾟ)━━━━━━!!!!! "It's here", a general expression of excitement that something has appeared or happened or "I came".[10]
ｷﾀﾜァ*･゜ﾟ･*:.｡..｡.:*･゜(n‘∀‘)ηﾟ･*:.｡. .｡.:*･゜ﾟ･* !!!!! Girlish version of "It's here".[10]
⊂二二二（　＾ω＾）二⊃ "bu-n", being carefree and above, with arms stretched out while running/soaring.[10]
(*´Д`)ﾊｧﾊｧ Erotic stirring, haa haa[10]
(　´Д｀)ﾉ(´･ω･`)　ﾅﾃﾞﾅﾃﾞ Patting, nade nade[10]
(((( ；ﾟДﾟ))) Spook[10]
Σ(ﾟДﾟ) Huge surprise[10]
( ´∀｀)σ)∀`) Jog someone's cheek[10]
（・∀・）ヾ(- -；)コラコラ Blaming "now now"[10]
( ﾟдﾟ) Amazed[10]
(´ー`)y-~~ Smoking[10]
（ ^_^）o自自o（^_^ ） Toast "Cheers"[10]
m9(・∀・) Flash of intuition[10]
ヽ(´ー`)人(´∇｀)人(`Д´)ノ Friendly[10]
('A`) Lonely[10]
（ ´,_ゝ`) Depressed, unsatisfied (based on indifferent)[10]
（´-`）.｡oO( ... ) Thinking[10]
(ﾟДﾟ;≡;ﾟДﾟ) Impatience[10]
( ´д)ﾋｿ(´Д｀)ﾋｿ(Д｀ ) Whispers[10]
（･∀･)つ⑩ Carrying money[10]
⊂（ﾟДﾟ⊂⌒｀つ≡≡≡(´⌒;;;≡≡≡ Sliding on belly, "whooaaa!!!"[10]
(ﾟдﾟ) Unforeseen[10]
(ﾟ⊿ﾟ) "I don't need it"[10]
щ(ﾟДﾟщ)(屮ﾟДﾟ)屮 Come on[10]
（・∀・） Mocking, "good"[10]
（・Ａ・） "That's bad"[10]
(ﾟ∀ﾟ) Discharged drug-in-brain, goofing around, "A-HYA!"[10]
（つ Д ｀） Sad[10]
エェェ(´д｀)ェェエ Not convincing[10]
(￣ー￣) Simper, Snorlax[10]
( ﾟ∀ﾟ)ｱﾊﾊ八八ﾉヽﾉヽﾉヽﾉ＼ / ＼/ ＼ Evil laugh (literally ahahaHAHA...)[10]
[ﾟдﾟ] Deflagged[10]
♪┏(・o･)┛♪┗ ( ･o･) ┓♪┏ ( ) ┛♪┗ (･o･ ) ┓♪┏(･o･)┛♪ Happy expressions, dancing to the music[10]
d(*⌒▽⌒*)b Happy expression[10]
STO or OTZ or OTL Despair. The "O" or "o" represents one's head on the ground, "T" or "r" forms the torso and "S" or "z" forms the legs.[10]
OGC Rotate your head 90° counter clockwise and you'll see a Man masturbating. "O" is ones head, "G" represents his body and penis with hand, and "C" is legs[10]
(╬ ಠ益ಠ) Extreme Distaste, meant to appear as an exaggerated grimace[10]
(≧ロ≦) Shouting[10]
(ΘεΘ;) Pretending not to notice, asleep because of boredom[10]
お(^o^)や(^O^)す(^｡^)みぃ(^-^)ﾉﾞ Kana reading "O ya su mi" meaning "Good night" or "Night"[10]
(*ﾟﾉOﾟ)<ｵｵｵｵｫｫｫｫｫｫｫｰｰｰｰｰｲ! Calling out, "Ooooi!"[10]
＼￣ヘ￣／＿＿＿＿＿＿＿θ☆( *o*)/ Kick[10]
（‐＾▽＾‐）オーホッホ Chuckle
┌(；`～,)┐ Discombobulated[10]
ε=ε=ε=┌(;*´Д`)ﾉ Running[10]
ヽ(´▽`)/ Happy[10]
^ㅂ^ Happy[10]
(l'o'l) Shocked[10]
ヽ(ｏ`皿′ｏ)ﾉ really angry[10]
o/ o_ o/ o_ "It's here"
(☞ﾟヮﾟ)☞ or ☜(ﾟヮﾟ☜) "Do it"[10]
☜(⌒▽⌒)☞ Angel[10]

Internet Plagiarism

Internet Plagiarism: Strategies to Deter Academic Misconduct

As more students use the Internet for research, the temptation to plagiarize has greatly increased. Students can refer to any search engine, type in the keywords associated with a topic, and in a matter of seconds, retrieve a number of web sites that offer full text information ready to be copied. Sites such as Researchpaper.com and Term papers-on-file offer an open forum for academic misconduct. Instructors who are confronted with Internet plagiarism often face the burden of trying to locate the evidence as proof that cheating has occurred. Unlike most traditional information resources, the Internet is difficult to search. URLs change daily, information is updated and revised, and some sites disappear altogether. For this reason, strategies must be developed to deter this new form of academic misconduct.

Before we teach our students about plagiarism, it is important to ask the following questions: Is there a written policy distributed to students on academic misconduct? Do students have a clear understanding of what constitutes academic misconduct? What are the procedures by which incidents of plagiarism are handled? Are students permitted to revise their work or are they expelled? Even though most universities have established policies to respond to plagiarism, some instructors do not take time to review this material with their students. Many do not even practice consistency in enforcing these policies. And finally, in most cases, teaching students about plagiarism becomes the sole responsibility of the English Department.

Since plagiarism can occur in any classroom, it is pertinent that all instructors review the existing policy on plagiarism at the beginning of each new term, even if the course they teach is not writing intensive. University policy should first define plagiarism and then offer an explanation on the types of offenses that can be considered forms of academic misconduct. This policy should also include examples of plagiarism paralleled with the corrected forms of citation and a description of the procedures toward resolving incidents of misconduct. Rebecca Moore Howard proposes a model policy in which she includes the following explanation of plagiarism:

An important requirement of most academic writing is acknowledging one's sources. We all work from sources, even when we are being creative. American academic culture demands that writers who use the exact words of a source supply quotation marks at the beginning and end of the quotation, so that the reader can know where the voice of the source begins and ends. In addition, the writer must use footnotes, parenthetical notes, or endnotes to cite the source, so that the reader can consult that source if he or she chooses. Writers must acknowledge the sources not only of words, but also of ideas, insofar as is possible, even when they are not quoting word for word. Moreover, in final-draft writing, academic writers may not paraphrase a source by using its phrases or sentences, with a few changes in grammar or word choice--even when the source is cited begins and ends. (799)

Howard's policy categorizes plagiarism into three areas:

cheating . . . [the act of] borrowing, purchasing, or otherwise obtaining work composed by someone else and submitting it under one's own name . . . Non-attribution . . . "writing own's own paper but including passages copied exactly from the work of another (regardless of whether that work is published or unpublished or whether it comes from a printed or electronic source) . . . [and] patchwriting [which involves the practice of] writing passages that are not copied exactly, but then have been borrowed from another source, with some changes. (799)

Howard notes that in The Bedford Handbook for Writers the definition of patchwriting as "paraphrasing the source's language too closely" (Howard 799; Bedford 477). In addition to descriptions of these three forms of plagiarism, Howard's policy also provides examples of each type of plagiarism and lists the appropriate retribution for each level of academic misconduct. She concludes this policy with advice for both students and faculty who may be confronted with a situation involving academic misconduct and offers guidelines for actions to take in finding a resolution to the matter.

Other examples of plagiarism policies can be found on the Internet. Most university web pages include sections that outline the school's response to academic misconduct. In addition, sites such as Plagiarism on the Internet, the Instructor's Guide to Plagiarism on The Internet, the University of Michigan's Library's Plagiarism page offer sample lessons and articles on plagiarism for instructors to use in their classes. All of these sites provide suggestions on how to identify Internet plagiarism and list links for term paper files.

After establishing a clear understanding of university policy on plagiarism, instructors should review the Internet to investigate the scope of material on the topics they will assign students to research. Instructors who take time to review this material will be more inclined to identify information that has been plagiarized. In addition, we need to teach our students how to evaluate web sites more critically. All too often, the material we believe students have misquoted is actually presented on the web page as the original source. Furthermore, most web pages do not contain citation information we use in traditional sources. Web documents have no page numbers, and in many cases list no author or publication date. Often the content of a web page may be entirely transcribed from another source without proper citation. One quick review of the Internet demonstrates evidence of several examples of this practice. As a result, students may innocently misquote information because they did not know the content on the web page was plagiarized. Most students who are beginning researchers simply do not possess the background or knowledge of primary references to make critical assessments of information. Hence, it is our duty to determine the level of our students' research skills before expecting them to assess the validity of other references.

Once students retrieve information, it is important that we teach them how to cite their references. Although most instructors know how to cite information obtained from print sources, many do not know the procedure for citing electronic sources. If we ourselves do not know how to cite electronic references, then how can we expect our students to do the same? One useful guide instructors can use is Xia Li and Nancy Crane's Guide to Citing Electronic Resources. Excerpts of this guide can be found on a number of web pages, and several sites include examples of electronic citation for students to use. Both the MLA Handbook and APA Manual have web pages that identify the correct citation style for both traditional sources and electronic information. Even the print versions of these manuals include sections devoted to citing electronic materials.

After we teach our students how to cite references, we can lessen the temptation to plagiarize in the way we organize our assignments. One way to reduce Internet plagiarism involves directing and limiting our students' use of the Internet for reference materials. Although we cannot and should not prevent our students from using the Internet, we can pre-select the sources students will use in a given assignment. At the Kent State University Geauga Campus, several instructors place specific items on reserve for student research and provide students with a list of required web sites to examine. Although this procedure may appear restrictive, students learn how to use specific reference materials and compare ways in which their classmates incorporated the same sources into their assignment. By using the identical reference materials, students share the same knowledge which enables them to identify errors in misquoting and paraphrasing. Comparing the use of identical material can be used prior to a more extensive research assignment as a preliminary exercise to teach students how to recognize errors in quoting references.

Another activity that helps students develop their paraphrasing skills is to require them to write summaries without the text in front of them. Instructors can give the students short excerpts of Internet passages to read and summarize. As students read one another's summaries, they can determine whether "patchwriting" has occurred. If it appears that a summary matches the content of the article too closely, then students can be instructed on how to quote a paraphrased passage. For additional practice, students can locate and summarize web sites on their own, but more importantly, they can be asked to critically assess whether these pages are legitimate references. This practice will develop the students' evaluative skills and begin to engage them in the process of systematic thinking that is a skill necessary for the review of research materials.

To illustrate this model, English instructors at the Kent State University Geauga Campus provide a list of the novels, short stories, and other materials on which their students will have to write papers. The library staff then bookmarks all related web sites and gives copies of the links to the instructors. Instructors then have the opportunity to peruse the sites to familiarize themselves with their content. Thus, instructors have immediate access to most of the sources their students may use from the Internet. Since students are aware of this practice, most reconsider plans of plagiarizing with Internet resources.

In addition to bookmarking web sites, the library staff also reiterates the university's policy on plagiarism during bibliographic instruction sessions. Students are given guides on citing electronic references and examples are available in the library. In all English classes, students are required to photocopy and identify the source from which a quotation is taken. These photocopies are then included with the final paper for review. Although some instructors may not wish to burden themselves with this practice, we have found that students document their sources much more carefully when they know that the instructor will examine the original quotation. Furthermore, the art of "patchwriting," a situation in which a student "copies from a source, deleting some words, altering grammatical structures, or plugging in one for one synonym substitutes," decreases immensely (Howard 233). Requiring students to photocopy their sources also enables instructors to evaluate how students selected quotations to support arguments. It is much easier to identify a misquote when the actual source is available for review. Instructors can examine the original context of the quote to teach the students how to apply the quote more effectively. During the research, students are also encouraged to locate additional sites for review. Since it is inevitable that students will navigate the Internet, we allow them to present the material they wish to use to their classmate critics who will either accept or reject the reference as a valid source of information.

If we take the time to instruct our students about the ethics of research and scholarship, chances are, we will have less "accidental" cases of plagiarism. In most situations, plagiarism occurs as a result of ignorance. We cannot assume that our students understand what is expected of them, and so it is important that we reiterate the virtue of academic honesty each time we assign a research project. Students need to understand the significance of ownership in terms of their own written material. Once this concept is mastered, students learn that in their own writing, they possess ownership for a body of work. In turn, they come to understand the meaning of respect for intellectual property because they themselves have participated in its creation.

Source:http://frank.mtsu.edu/~itconf/proceed98/mhricko.html

Conversation using Abbreviations and Emoticons

Girl: WB! LNTS
Friend: (((H))) Tx
Girl: :-x
Friend: FYI! IRL I am a (=:_)
Girl: 2G4U (((H)))
Friend: Tx TAFN TTYL
Girl: CUL8R :)