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The World's 500 Most Influential Muslims, 2021
PERSONS • OF THE YEAR • The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • B The Muslim500 THE WORLD’S 500 MOST INFLUENTIAL MUSLIMS • 2021 • i The Muslim 500: The World’s 500 Most Influential Chief Editor: Prof S Abdallah Schleifer Muslims, 2021 Editor: Dr Tarek Elgawhary ISBN: print: 978-9957-635-57-2 Managing Editor: Mr Aftab Ahmed e-book: 978-9957-635-56-5 Editorial Board: Dr Minwer Al-Meheid, Mr Moustafa Jordan National Library Elqabbany, and Ms Zeinab Asfour Deposit No: 2020/10/4503 Researchers: Lamya Al-Khraisha, Moustafa Elqabbany, © 2020 The Royal Islamic Strategic Studies Centre Zeinab Asfour, Noora Chahine, and M AbdulJaleal Nasreddin 20 Sa’ed Bino Road, Dabuq PO BOX 950361 Typeset by: Haji M AbdulJaleal Nasreddin Amman 11195, JORDAN www.rissc.jo All rights reserved. No part of this book may be repro- duced or utilised in any form or by any means, electronic or mechanic, including photocopying or recording or by any information storage and retrieval system, without the prior written permission of the publisher. Views expressed in The Muslim 500 do not necessarily reflect those of RISSC or its advisory board. Set in Garamond Premiere Pro Printed in The Hashemite Kingdom of Jordan Calligraphy used throughout the book provided courte- sy of www.FreeIslamicCalligraphy.com Title page Bismilla by Mothana Al-Obaydi MABDA • Contents • INTRODUCTION 1 Persons of the Year - 2021 5 A Selected Surveyof the Muslim World 7 COVID-19 Special Report: Covid-19 Comparing International Policy Effectiveness 25 THE HOUSE OF ISLAM 49 THE -
Islamic Studies Provision in the UK
March 2010 Islamic Studies provision in the UK Report to HEFCE by the Higher Education Academy Authors: Lisa Bernasek, Subject Centre for Languages, Linguistics and Area Studies Gary Bunt, Subject Centre for Philosophical and Religious Studies Researchers: Lisa Bernasek, Erika Corradini, Sally Rouse HEFCE 2010 Table of Contents Glossary of Abbreviations and Acronyms .................................................................. 2 Executive Summary .................................................................................................. 3 Introduction ............................................................................................................... 3 Methodology and Sources ......................................................................................... 4 Data Collected ........................................................................................................... 5 Results ...................................................................................................................... 6 Provision by Institution ........................................................................................... 6 Provision by Type of Institution ............................................................................ 11 Provision by Discipline ......................................................................................... 12 Provision by Department ..................................................................................... 15 Provision by Level .............................................................................................. -
University Catalogue 2014–2015 an American Education, a British Setting, a Global Future Welcome to Richmond, the American International University in London
UNIVERSITY CATALOGUE 2014–2015 AN AMERICAN EDucATION, A BRITISH SETTING, A GLOBAL FUTURE WELCOME TO RIchMOND, ThE AMERICAN INTERNATIONAL UNIVERSITY IN LONDON. Located in one of the great world capitals, Richmond Richmond has campuses in two of London’s distinguishes itself as a truly international University most appealing communities: Richmond-upon- by enrolling students from more than 100 countries. Thames and Kensington. The Richmond Hill campus, which dates back to the founding The University’s academic programme, which of Richmond College in 1843, is the location encompasses business, communications, for first-year and second-year students. international relations, and the arts, reflects the Upper-division students typically relocate to American tradition of broad-based core studies, the campus in Kensington, Central London, the Liberal Arts. where graduate studies are also pursued. Significantly, Richmond’s underlying theme is Accredited in both the US and the UK, globalism. The 21st century needs leaders who are Richmond provides an American education keenly aware of, and competent within, the diversity in a British setting, offering a comprehensive, existing in the world. The University’s academic and profoundly awakening, university degree programme is particularly relevant to those who experience for a global future. aspire to leadership positions on the world stage, whatever their chosen profession. \ 01 Construction of the Main Building at the Richmond Hill Richmond has been a voluntary subscriber to the QAA since campus began in 1841 and was completed in 1843, when it August 2009. In May 2013 the QAA conducted an Institutional opened as the Wesley Theological Institution. Later known Review, and Richmond was found to have met expectations in all as Richmond College, it became part of London University, review judgements including: the academic standards of the awards whose degrees it awarded until 1971. -
Muslim Youth Experiences in South Florida Communities
Nova Southeastern University NSUWorks CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia Faculty Scholarship 3-2018 Muslim Youth Experiences in South Florida Communities Cheryl Lynn Duckworth Nova Southeastern University, [email protected] Follow this and additional works at: https://nsuworks.nova.edu/cahss_facpres Part of the Arts and Humanities Commons, and the Social and Behavioral Sciences Commons NSUWorks Citation Duckworth, Cheryl Lynn, "Muslim Youth Experiences in South Florida Communities" (2018). CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia. 2513. https://nsuworks.nova.edu/cahss_facpres/2513 This Conference Presentation is brought to you for free and open access by the Faculty Scholarship at NSUWorks. It has been accepted for inclusion in CAHSS Faculty Presentations, Proceedings, Lectures, and Symposia by an authorized administrator of NSUWorks. For more information, please contact [email protected]. CIES 2018 SCHEDULE CONFERENCE VENUES Site maps located in back of program Hilton Reforma Mexico City Fiesta Inn Centro Histórico Museo de Arte Popular CIES 2018 ESSENTIAL INFORMATION QUESTIONS? CIES 2018 ON SOCIAL MEDIA Questions during the conference can be directed to the CIES registration desk on the 4th Floor Foyer of the Hilton Reforma, any Indiana University Conferences staf member, CIES volunteer or Program Committee member, or sent to: [email protected]. @cies_us @cies2018 @cies2018 @cies2018 KEY LOCATIONS* OFFICIAL CONFERENCE HASHTAGS Registration #CIES2018 Hilton Reforma, 4th Floor -
Ataullah Report-Ff.Pmd
ISLAM AT UNIVERSITIES IN ENGLAND MEETING THE NEEDS AND INVESTING IN THE FUTURE Report Submitted to Bill Rammell MP [Minister of State for Lifelong Learning, Further and Higher Education] On 10th April 2007 By Dr Ataullah Siddiqui 1 Contents Executive Summary 4 1. Introduction 15 2. The Changing Context of Islamic Studies 17 3. The Current Debate 22 4. Defining Islamic Studies 27 5. Who is providing the ‘Islamic Studies’ ? 31 6. University and Communities 38 7. Chaplaincy and Muslims 44 8. Training of Staff 55 9. Findings from the Student Study 58 10. Recommendations 62 Glossary 65 References 66 Appendecies Appendix A: Members of the Advisory Board 69 Appendix B: List of Dar al-‘ulum that provide Further and Secondary Education 71 Appendix C: Online Islamic Studies Programme 72 Appendix D: Connecting a University with its Local Muslim Community 75 Appendix E: Building Bridges between Muslim Academic Communities and British Universities, 1997-2007 77 2 Appendix F: Sample Job Description for a Recently Appointed Muslim Chaplain in a University 81 Appendix G: The Student Study Report 83 Appendix H: List of Departments/Centres offering Teaching and Research Related to Islam 107 Appendix I: List of People Consulted 109 Index 114 3 Executive Summary INTRODUCTION I was invited by the Minister of Higher Education, Bill Rammell MP, to write a report on ‘what measures can be taken to improve the quality of information about Islam that is available to students and staff in universities in England. The report should serve as a resource that individual institutions can pick up and apply to their own individual circumstances, as well as something the Government can support.’ The following terms of reference were set: What measures can be taken to 1. -
Chief Executive Luton Borough Council Chief
Job title Organisation Chief Executive Luton Borough Council Chief Executive Bedford Borough Council Communications Manager Windsor And Maidenhead Royal Borough Civic Facilities Manager Bracknell Forest Borough Council Public Relations Officer Wokingham District Council Chief Executive Reading Borough Council Head of Marketing and PR Reading Borough Council Chief Executive Wokingham District Council Bureau Manager Reading Citizens Advice Bureau Admin Assistant Sovereign Housing Association Ltd Chief Executive Chiltern District Council Chief Executive Wycombe District Council Chief Executive Buckinghamshire County Council Supported Housing Manager Eastbourne Borough Council Chief Executive Wealden District Council Chief Executive Hastings Borough Council Chief Executive Brighton & Hove City Council Press and Public Relations Officer Eastbourne Borough Council Marketing Officer Lewes District Council Chief Executive Rother District Council Chief Executive Wealden District Council The Manager Hastings CAB Bureau Manager Eastbourne CAB Manager Crowborough CAB Regional Operations Manager Southern Housing Chief Executive Essex County Council Chief Executive Harlow District Council Senior Communications Manager Havering London Borough Council Head of Information and Customer Rochford District Council Services Chief Executive Redbridge London Borough Council Media and PR Team Barking And Dagenham London Borough Council Chief Executive and Town Clerk Southend On Sea Borough Council Director of Housing and Southend On Sea Borough Council Environmental -
CLA Higher Education Licence from Aprevious Year but Usedin the Immediately Preceding Periodof 1 June – 31 Made During the Previous Page New New
CLA Higher Education Licence Annual Schedule for Reporting Digital Copies This schedule outlines the reporting cycle for Digital Copies (produced by scanning from print or by copying from Digital Material) under the current CLA HE Licence. For the period 1 June 2020 - 31 May 2023, the reporting cycle will continue along similar lines as previously, and is set out below. Please note that if your HEI is signed up to CLA’s Digital Content Store or an analogous system (e.g. Talis Aspire Copyright Clearance), your reporting will be automated. • Each year, your HEI must report all new Digital Copies that have been made during the previous 1 June – 31 May reporting period. • In addition, once during the three-year cycle your HEI will additionally be required to report all Digital Copies carried over from a previous year but used in the immediately preceding period of 1 June – 31 May. This report should include any renewals which are available but were produced in a previous reporting period. These reports should be made to CLA on or before 15 June, or nearest preceding working day. Please refer to the following schedule to determine when your institution will need to report either New only or All digital copies. HE_20210316 Page 1 of 10 1. UUK/GuildHE member HEIs a. Group 1 Reporting Period HEI Group 1 Jun 20 - 31 May 21 1Jun 21 - 31 May 22 1 Jun 22 - 31 May 23 Aberystwyth University HE1 All New only New only AECC University College HE1 All New only New only Anglia Ruskin University HE1 All New only New only Arts University Bournemouth HE1 All -
Islam at Universities in England
ISLAM AT UNIVERSITIES IN ENGLAND MEETING THE NEEDS AND INVESTING IN THE FUTURE Report Submitted to Bill Rammell MP [Minister of State for Lifelong Learning, Further and Higher Education] On 10th April 2007 By Dr Ataullah Siddiqui Contents Executive Summary 4 1. Introduction 15 2 The Changing Context of Islamic Studies 17 3. The Current Debate 22 4. Defining Islamic Studies 27 5. Who is providing the ‘Islamic Studies’ ? 31 6. University and Communities 38 7. Chaplaincy and Muslims 44 8. Training of Staff 55 9. Findings from the Student Study 58 10. Recommendations 62 Glossary 65 References 66 Appendecies Appendix A: Members of the Advisory Board 69 Appendix B: List of Dar al-‘ulum that provide Further and Secondary Education 71 Appendix C: Online Islamic Studies Programme 72 Appendix D: Connecting a University with its Local Muslim Community 75 Appendix E: Building Bridges between Muslim Academic Communities and British Universities, 1997-2007 77 2 Appendix F: Sample Job Description for a Recently Appointed Muslim Chaplain in a University 81 Appendix G: The Student Study Report 83 Appendix H: List of Departments/Centres offering Teaching and Research Related to Islam 107 Appendix I: List of People Consulted 109 Index 114 3 Executive Summary INTRODUCTION I was invited by the Minister of Higher Education, Bill Rammell MP, to write a report on ‘what measures can be taken to improve the quality of information about Islam that is available to students and staff in universities in England. The report should serve as a resource that individual institutions can pick up and apply to their own individual circumstances, as well as something the Government can support.’ The following terms of reference were set: What measures can be taken to 1. -
CLA Higher Education Licence
CLA Higher Education Licence Annual Schedule for Reporting Digital Copies This schedule outlines the reporting cycle for Digital Copies (produced by scanning from print or by copying from Digital Material) under the current CLA HE Licence. For the period 1 June 2017 - 31 May 2020, the reporting cycle will continue along similar lines as previously, and is set out below. Please note that if your HEI is signed up to CLA’s Digital Content Store or an analogous system (e.g. Talis Aspire Digitised Content), your reporting will be automated. • Each year, your HEI must report all new Digital Copies that have been made during the previous 1 June – 31 May reporting period. • In addition, once during the three-year cycle your HEI will additionally be required to report all Digital Copies carried over from a previous year but used in the immediately preceding period of 1 June – 31 May. This report should include any renewals which are available but were produced in a previous reporting period. These reports should be made to CLA on or before 15 June, or nearest preceding working day. Please refer to the following schedule to determine when your institution will need to report either New only or All digital copies. Page 1 of 12 1. UUK/GuildHE member HEIs Reporting Period 1 Jun 17 – 1 Jun 18 – 1 Jun 19 – UUK/GuildHE member HEIs Group 31 May 18 31 May 19 31 May 20 Aberystwyth University HE1 All New New AECC University College HE1 All New New Anglia Ruskin University HE1 All New New Arts University Bournemouth HE1 All New New Aston University HE1 All -
Debating Multiculturalism 2
Workshop Proceedings culturalismmulti Debating Multiculturalism 2 MAY 2012 organised by: Workshop Proceedings: Debating Multiculturalism 2 The Dialogue Society is a registered Workshop Proceedings: charity, established in London in Debating Multiculturalism 2 1999, with the aim of advancing social cohesion by connecting communities through dialogue. It operates nation- wide with regional branches across the UK. Through localised community projects, discussion forums, teaching programmes and capacity building publications it enable people to venture across boundaries of religion, culture and social class. It provides a platform where people can meet to share narratives and perspectives, discover the values they have in common and be at ease with their differences. www.DialogueSociety.org First published in Great Britain 2012 [email protected] For citation please refer to this publication as Draft Tel: +44 (0)20 7619 0361 Workshop Proceedings: Debating Dialogue Society Multiculturalism 2 402 Holloway Road © Dialogue Society 2012 London N7 6PZ All rights reserved. Except for downloading and storing this publication from the Dialogue Society website for personal use. No part of this publication may be reproduced, transmitted or made available on any information storage and retrieval system or on any website. Registered Charity No: 1117039 ISBN 978-0-9569304-5-3 About the Workshop Editors Steve Garner Dr Steve Garner is senior lecturer in sociology at Aston University. He studied at Warwick before leaving education in Britain to go and live in Paris. There he did postgraduate work and taught in the University system. His PhD, on ethnicity, class, and gender in Guyana was completed in 1999. He has also worked outside academia, as a researcher at the Central Statistics Office, Ireland, and on EU projects for local government 1999-2001. -
Conference Booklet
bookle 29/5/01 3:31 pm Page 1 SOCIAL RESPONSIBILITY: CHALLENGES FOR THE FUTURE 2nd Annual AMSS Conference conference programme 21–22 october 2000 university of westminster, london the association of muslim social scientists (uk) bookle 29/5/01 3:31 pm Page 2 the association of muslim social scientists (uk) p.o. box 126, richmond, surrey tw9 2ud, united kingdom telephone 00–44–208 948 9511 ● facsimile 00–44–208 940 4014 e-mail: [email protected] ● [email protected] http: www.amssuk.com AMSS Advisory Board dr. abdelwahab el-affendi lord ahmed of rotherham professor khurshid ahmed professor muhammad anwar dr. roger boase m. akram khan cheema dr. mawil izzi dien dr. sophie gilliat-ray professor m. abdel haleem dr. jeremy henzell-thomas yusuf islam dr. bustami khir dr. yahya michot professor tariq modood dr. ahmed mustafa fuad nahdi dr. riad nourallah dr. tariq ramadan professor yasir suleiman rt. hon. baroness uddin of bethnal green AMSS Executive Committee Conference Secretariat fauzia ahmad fauzia ahmad muhammad abdul aziz amanda adams dr. zaki badawi muhammad abdul aziz yasmine choudhry shiraz khan hassan hussain husam el-khatib fadi ismail dr. maryam mahmood yusuf al-khoei sohail nakhooda sohail nakhooda ataiya pathan dr. bassam saeh dr. anas s. al shaikh-ali dr. bobby sayyid dr. anas s. al shaikh-ali designed by sohail nakhooda printed by oxuniprint at the oxford university press bookle 29/5/01 3:31 pm Page 3 SOCIAL RESPONSIBILITY: CHALLENGES FOR THE FUTURE what do we mean when we talk about ‘social responsibility’? And social responsibility towards whom? In a world dominated by hegemonic social, political and economic influences, compounded by the power of an increasingly technological global age, discussions around the notion of ‘social responsibility’ need to start with questions of definition. -
Arabic Language Provision in the Uk
LANGUAGE MAPPING PILOT PROJECT: ARABIC LANGUAGE PROVISION IN THE UK Review commissioned by the British Academy March 2018 THE BRITISH ACADEMY 10 –11 Carlton House Terrace London SW1Y 5AH +44 (0)20 7969 5200 Registered Charity: Number 233176 ISBN: 9978–0-85672–625–5 March 2018 www.britac.ac.uk @britac_news TheBritishAcademy britacfilm LANGUAGE MAPPING PILOT PROJECT: ARABIC LANGUAGE PROVISION IN THE UK CONTENTS Acknowledgements 7 Steering Group 7 Principal Researcher 7 British Academy Project Team 7 1 Introduction 9 Aims 9 The Arabic language 9 A note on the varieties of Arabic 10 Arabic Language Provision in Higher Education 11 2 Methodology 15 Ethical Considerations 15 3 Research Findings 17 Institutions offering Arabic 17 Level of Courses in Arabic 19 IWLPs 20 Undergraduate Degrees 22 Master’s Degrees 24 Doctoral Degrees 26 Postdoctoral Research 27 The complexity of research funding 28 Academic Staff 29 Student Numbers 31 Arabic Varieties 33 4 Conclusions 37 5 Reference List 39 Appendices 43 Appendix A: British Academy Letter 43 Appendix B: Institution Questionnaire 44 Appendix C: Information Sheet 45 Appendix D: Student Questionnaire 46 Language Mapping Pilot Project: Arabic Language Provision in the UK 5 List of Tables Table 1: Number of HEIs advertising courses in the Arabic language 17 Table 2: Levels of Arabic offered on IWLPs 21 Table 3: Undergraduate single and joint honours degrees in Arabic in the UK 22 Table 4: Master’s degrees in Arabic in the UK 25 Table 5: Doctoral Students 26 Table 6: Postdoctoral Researchers in the UK specialising