DOCSLIB.ORG

Join the MCA Mailing List and Stay Connected Advertisements Is Tuesday at 5:00 PM 2 46

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

PRAYER TIMINGS Effective 02/13 MCA NOOR Fajr 6:10 6:10 Dhuhr 12:35 12:35 Asr 3:45 4:30 Maghrib Sunset Sunset Isha 7:20 7:20 Juma 1 12:15 12:15 Juma 2 01:00 01:00 Newsletter Juma 2 01:45 01:45 Published Weekly by the Muslim Community Association of San Francisco Bay Area www.mcabayarea.org Jamadi ‘II 30, 1442 AH Friday, February 12, 2021 Grand Mosque of Brussels AL-QURAN And to Allah belong the best names, so invoke Him by them. And leave [the company of] those who practice deviation concerning His names.1 They will be recompensed for what they have been doing. Quran: 7:180 HADITH Narrated/Authority of Abdullah bin Amr: Once the Prophet remained behind us in a journey. He joined us while we were performing ablution for the prayer which was over-due. We were just passing wet hands over our feet (and not washing them properly) so the Prophet addressed us in a loud voice and said twice or thrice: “Save your heels from the fire.” Al-Bukhari: Ch 3, No. 57 Final Deadline to submit Join the MCA Mailing List and Stay Connected Advertisements is Tuesday at 5:00 PM www.mcabayarea.org/newsletter 2 46. Al-Hakeem (The Wise One) The Wise, The Judge of Judges, The One who is correct in His doings. “And to Allah belong the best names, so invoke Him by them.” [Quran 7:180] 3 Youth Corner Mahmoud’s Love for Basketball There was a boy who was 9 years old, standing tall at he didn’t like was every Friday night the basketball court the gate “HEY” and his adrenaline freezes, the ball 4 feet and 5 inches, and weighing a whole 90 pounds. at the Masjid would be locked up. He asked his mom hits the rim and bounces away, Mahmoud’s startled. An This boy had a unique name that most of his classmates and she just replied “I’m not sure Habibi, it seems like older gentlemen yells from behind the fence “You’re not couldn’t pronounce but it didn’t bother him. Mahmoud’s management has it locked. Maybe they’ll open it next supposed to be in there! Get out!” Mahmoud defends favorite sport in the whole world was basketball and, on week.” He never understood why or what that meant, but himself “I’m only playing basketball; I’m not doing the court, making shots was the only language he spoke. he took his mom’s words and was hopeful for next week. anything bad.” The older gentlemen’s voice gets louder During recess and lunch break some kids would play with But unfortunately, next week the court was locked up and rumbles like thunder “I DON’T CARE!!! GET OUT Yu-gi-oh cards, others would toss the football, and some again. And the week after that, and after that, and after OF THERE NOW!!!” Mahmoud was scared and quickly would just sit on the grass and talk. Mahmoud would run that. After the 5th time in a row of finding the basketball climbs over the fence, jumps back onto the other side but straight to the basketball courts and find the first group court at the Masjid locked up, Mahmoud decided to do lands awkwardly on his ankle and hurts it. The second of people to start a basketball game. On cold and rainy something he knew his Mother wouldn’t have liked. He he lands he remembers he left his ball inside the court. days, no one would want to play basketball so Mahmoud threw his ball, with all his might, over the high fence into He considers jumping back over the fence to get it but would be the only kid on the court playing, getting the court. And he climbed over the fence and jumped notices the older gentlemen approaching him yelling drenched; with every shot he’d make feeling that much inside the court. Finally, at last, he was inside the court “Don’t even do that again!” So Mahmoud ran away from more satisfying. Mahmoud’s favorite time of day was he’s been trying to play on for what felt like ages! He afterschool, not because he didn’t like academics, he did took his first few shots, dribbled around, spun into a the man holding his tear back. Not knowing if the pain and was very studious. But he loved basketball more and layup; it felt right. While he was the king of the court at was because of his ankle, because he forgot his ball, or when the end-of-day bell rang, it meant he didn’t have his public elementary school for so long, he finally got a because the older man’s tone was so frightening. He just to play with the other 4th and 5th graders – He could chance to play on a new court, at the masjid, where his knew he wanted to get out of there. He meets his mom now play pickup ball with the 6th and 7th graders. He mom comes every Friday night to teach Quran, where the back at the car at 9:15pm after Ishaa prayer and in their was the only one the older kids would let play ball with kids know how to pronounce his name, where everyone ride back home she asks him “Mahmoud, where’s your them, because everyone knew Mahmoud’s level of skill in worships Allah – it felt fitting and made him love basketball?!” He replies, “I don’t know, I don’t care.” That’s basketball. basketball even more. when she knew something was wrong. She pulls over and asks, “What happened Habibi, what’s wrong?” He holds Friday nights Mahmoud’s mom would take him to the About 10 minutes have gone by and Mahmoud is his tear back and says, “I’ll only tell you what happened if masjid, he didn’t mind going, he had some friends warmed up! His shots aren’t missing, he’s starting to you promise to never bring me back to the masjid again.” he would see there. Friends that would know how to break a sweat, he’s really feeling his game. Midway pronounce his name correctly and he liked that. But what through a deep three-point shot he hears a voice behind 4 Justice through Service In Arabia around the Prophet’s (PBUH) time, the Arabs part in this gathering. Representatives of many clans of any material gain. If now after Islam I am called upon to were known to have sanctified four months out of the Quraysh were in attendance to discuss the terms of an honor it, I would certainly do so” (Ibn Hisham, Al Sirah year, during this time they agreed that war/violence was alliance known as al-Fudul. al-Nabawiyyah, 141). forbidden. It so happened that a man was murder If calls to justice are formative and integral parts of during this peacetime. The perpetrator and his victim’s the Prophet’s (PBUH) sunnah and Islam, then is it tribes were catapulted into conflict. When the Prophet not the responsibility of our communities to ensure (PBUH) was fifteen years old, this war known as justice for those who have been dealt with unjustly? al-Fijar broke out between the Quraysh and Hawazin The Prophet (PBUH) spoke and fought against social tribes, and it went on for four years. Though he did injustices, he worked to bring justice to Muslims not participate in the battle, he aided his uncles in and non-Muslims alike. If His words (PBUH) were battle. followed by action, shouldn’t we also stand against Shortly after the battle had ended, another injustice any perpetrators of injustice, and organize within our occurred, a merchantman from the clan of Zubayd masajid. arrived in Makkah and his merchandise was purchased As a community MCA now has services to ensure by a prominent Makkan man who didn’t settle this people aren’t going hungry, it has a service to help transaction with any payment. After pleading with people in need of housing, and as a community, several notable members of Quraysh to aid him in we need to continue expanding those services receiving fair payment, the merchant was ultimately and support causes that are on the forefront of rejected by several of them. These leaders swore oaths by God to stand against the broader community. Our masajid need to become any perpetrators of injustice until right and justice were In his desperation, he climbed a hill immediately places where those people who wish to serve justice restored. Following the formation of this covenant, the overlooking the Ka’bah where the men of Quraysh met gather to organize in support of our Black communities men in attendance went to the prominent Makkan, and made his appeal publicly. He appealed to their and fight against institutions that systematically murder al-As ibn Wa’il, and made him return the merchant’s position in society as caretakers of the Ka’bah, and slowly innocent people. In the same way, we organize against goods. Muhammad said many years after prophethood, this won the leaders over to his cause. To that effect, a the injustices happening back home, we need to organize “I attended in Abdullah ib Jud’an’s home the forming meeting was called in the house of Abdullah ibn Jud’an, against the murders happening here. of (PBUH) a covenant which I would not exchange for and the Prophet (PBUH) was nearly twenty when he took 5 $100 $500 Winter Provisions Package Winter Provisions Package Helps 5 to 7 Persons Helps 25 to 35 Persons Life Saving Winter Provisions for Underprivledged in: ● () ● ● ( ● ● ) ● ● ● ( ● ) Winter Provision Packages vary based on country needs: Comforters, blankets, woolen caps, gloves, sweaters, woolen shawl, and more! a a eaae em a e e e lal ee.
Recommended publications
  • The Struggle Against Musaylima and the Conquest of Yamama

    The Struggle Against Musaylima and the Conquest of Yamama

    THE STRUGGLE AGAINST MUSAYLIMA AND THE CONQUEST OF YAMAMA M. J. Kister The Hebrew University of Jerusalem The study of the life of Musaylima, the "false prophet," his relations with the Prophet Muhammad and his efforts to gain Muhammad's ap- proval for his prophetic mission are dealt with extensively in the Islamic sources. We find numerous reports about Musaylima in the Qur'anic commentaries, in the literature of hadith, in the books of adab and in the historiography of Islam. In these sources we find not only material about Musaylima's life and activities; we are also able to gain insight into the the Prophet's attitude toward Musaylima and into his tactics in the struggle against him. Furthermore, we can glean from this mate- rial information about Muhammad's efforts to spread Islam in territories adjacent to Medina and to establish Muslim communities in the eastern regions of the Arabian peninsula. It was the Prophet's policy to allow people from the various regions of the peninsula to enter Medina. Thus, the people of Yamama who were exposed to the speeches of Musaylima, could also become acquainted with the teachings of Muhammad and were given the opportunity to study the Qur'an. The missionary efforts of the Prophet and of his com- panions were often crowned with success: many inhabitants of Yamama embraced Islam, returned to their homeland and engaged in spreading Is- lam. Furthermore, the Prophet thoughtfully sent emissaries to the small Muslim communities in Yamama in order to teach the new believers the principles of Islam, to strengthen their ties with Medina and to collect the zakat.
  • Muadh Ibn Jabal a Tremendous Admonition

    Muadh Ibn Jabal a Tremendous Admonition

    A Tremendous Admonition from Mu’ādh bin Jabal His Amazing Life: The Status of Knowledge and its Fruits By Abu Khadeejah Abdul-Wāhid Alam 1 of 18 abukhadeejah.com ّ ْ َ ْ َ ّ َ ْ َ ُ ُ َ َ ْ َ ُ ُ َ َ ْ َ ْ ُ ُ َ َ ُ ُ ّ ْ ٕان المد ِ&ِ نمده ونستعِينه ونستغفِره ونعوذ بِا&ِ ِمن َ َ ُ ُ ٔ ْ ُ َ َ ْ َ ّ َ ٔ ْ َ َ َ ْ َ ْ ّ ُ َ َ ُ ّ شورِ انف ِسنا و ِمن سيِئا ِت اعما ِلا من يه ِدهِ ا& فD م ِضل َ َ ْ ُ ْ ْ َ َ َ َ َٔ ْ َ ُ َٔ ْ َ َ ّ ّ ُ ْ َ َ ُل َومن يضلِل فD ها ِد َي ُل َواشهد ان R ٕا َل ٕاR ا& َوحد ُه R َ َ َ َ َ ُ َ ٔ ْ َ ُ ٔ ّ ُ َ ّ ً َ ْ ُ ُ َ َ ُ ُ ُ ِشيك ل واشهد ان ممدا عبده ورسول Praise is due to Allah, we praise Him and we seek His help and His forgiveness. We seek refuge with Allah from the evil of our own souls and from our bad deeds. Whomsoever Allah guides will never be led astray and whomsoever is led astray, no one can guide. I bear witness that none has the right to be worshipped but Allah, alone without partner or associate, and that Muhammad () is His slave and His Messenger.
  • University of Lo Ndo N Soas the Umayyad Caliphate 65-86

    University of Lo Ndo N Soas the Umayyad Caliphate 65-86

    UNIVERSITY OF LONDON SOAS THE UMAYYAD CALIPHATE 65-86/684-705 (A POLITICAL STUDY) by f Abd Al-Ameer 1 Abd Dixon Thesis submitted for the degree of Doctor of Philoso] August 1969 ProQuest Number: 10731674 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10731674 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 2. ABSTRACT This thesis is a political study of the Umayyad Caliphate during the reign of f Abd a I -M a lik ibn Marwan, 6 5 -8 6 /6 8 4 -7 0 5 . The first chapter deals with the po litical, social and religious background of ‘ Abd al-M alik, and relates this to his later policy on becoming caliph. Chapter II is devoted to the ‘ Alid opposition of the period, i.e . the revolt of al-Mukhtar ibn Abi ‘ Ubaid al-Thaqafi, and its nature, causes and consequences. The ‘ Asabiyya(tribal feuds), a dominant phenomenon of the Umayyad period, is examined in the third chapter. An attempt is made to throw light on its causes, and on the policies adopted by ‘ Abd al-M alik to contain it.
  • The Protection of Forced Migrants in Islamic Law

    The Protection of Forced Migrants in Islamic Law

    NEW ISSUES IN REFUGEE RESEARCH Research Paper No. 146 The protection of forced migrants in Islamic law Kirsten Zaat University of Melbourne Law School Australia E-mail : [email protected] December 2007 Policy Development and Evaluation Service Policy Development and Evaluation Service United Nations High Commissioner for Refugees P.O. Box 2500, 1211 Geneva 2 Switzerland E-mail: [email protected] Web Site: www.unhcr.org These papers provide a means for UNHCR staff, consultants, interns and associates, as well as external researchers, to publish the preliminary results of their research on refugee-related issues. The papers do not represent the official views of UNHCR. They are also available online under ‘publications’ at <www.unhcr.org>. ISSN 1020-7473 Justice, kindness and charity* Despite Muslim States hosting large numbers of refugees1 and internally displaced persons (IDPs)2, the inherent protection and assistance afforded to forced migrants at Islamic Law3 has largely been overlooked. There is no readily available particularised fiqh (Islamic jurisprudence) on the matter, and it was not until the early 1990s that a few Islamic scholars began delving into the Shariah in the interests of finding Islamic modes of protection. Since that time, with the exception of a few recent fatwas, little academic scholarship has persisted despite the fact that the Sharia presents as a rich source of protection and assistance for forced migrants. This article seeks to lay the ground work for establishing an Islamic protection framework by consolidating and expanding existing efforts which have identify various yet incomplete modes of protection at Islamic Law.4 The author seeks to support the development of an indigenous, culturally viable Islamic protection framework which draws heavily upon long-held5 norms6 prevalent throughout the * Q16:90, “God enjoins justice, kindness and charity to one’s kindred [humanity], and forbids indecency, reprehensible conduct and oppression.” See Dawood, N.J.
  • Proquest Dissertations

    Proquest Dissertations

    The history of the conquest of Egypt, being a partial translation of Ibn 'Abd al-Hakam's "Futuh Misr" and an analysis of this translation Item Type text; Dissertation-Reproduction (electronic) Authors Hilloowala, Yasmin, 1969- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 21:08:06 Link to Item http://hdl.handle.net/10150/282810 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly fi-om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectiotiing the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.
  • 8.7 the Four Caliphs by the Time of Muhammad's Death, Most of Central and Southern Arabia Was Under the Control of Muslims

    8.7 the Four Caliphs by the Time of Muhammad's Death, Most of Central and Southern Arabia Was Under the Control of Muslims

    Name and Date: _________________________ Text: HISTORY ALIVE! The Medieval World MARK YOUR TEXT FIRST THE GIST!!! Record the gistGIST of ofthese these 1. Place a ! next to extremely important info (main idea). paragraphs using 10 words or less for each 2. Place ? next to paragraph that doesn’t make sense. paragraph. 3. Circle “O” any word/key terms you don’t understand. 4. Place a if you understand what you read. 8. 7 The Four Caliphs By the time of Muhammad’s death, most of central and ____________________________________________ southern Arabia was under the control of Muslims. Now, __________________________________________ his followers had to choose a new leader to preserve the community. They chose Abu Bakr, Muhammad’s friend __________________________________________ __________________________________________ and father-in-law. __________________________________________ Abu Bakr became the first caliph (KAY-lif), or Muslim ruler. He and the three leaders who followed him came to ____________________________________________________________________________________ be known to a large group of Muslims as the “rightly __________________________________________ guided” caliphs. These caliphs were said by this group of Muslims to have followed the Qur’an and the example of __________________________________________ __________________________________________ Muhammad. The Muslim government led by the caliphs __________________________________________ was called the caliphate. When some tribes tried to break away, Abu Bakr used __________________________________________
  • Stories of the Prophets

    Stories of the Prophets

    Stories of the Prophets Written by Al-Imam ibn Kathir Translated by Muhammad Mustapha Geme’ah, Al-Azhar Stories of the Prophets Al-Imam ibn Kathir Contents 1. Prophet Adam 2. Prophet Idris (Enoch) 3. Prophet Nuh (Noah) 4. Prophet Hud 5. Prophet Salih 6. Prophet Ibrahim (Abraham) 7. Prophet Isma'il (Ishmael) 8. Prophet Ishaq (Isaac) 9. Prophet Yaqub (Jacob) 10. Prophet Lot (Lot) 11. Prophet Shuaib 12. Prophet Yusuf (Joseph) 13. Prophet Ayoub (Job) 14 . Prophet Dhul-Kifl 15. Prophet Yunus (Jonah) 16. Prophet Musa (Moses) & Harun (Aaron) 17. Prophet Hizqeel (Ezekiel) 18. Prophet Elyas (Elisha) 19. Prophet Shammil (Samuel) 20. Prophet Dawud (David) 21. Prophet Sulaiman (Soloman) 22. Prophet Shia (Isaiah) 23. Prophet Aramaya (Jeremiah) 24. Prophet Daniel 25. Prophet Uzair (Ezra) 26. Prophet Zakariyah (Zechariah) 27. Prophet Yahya (John) 28. Prophet Isa (Jesus) 29. Prophet Muhammad Prophet Adam Informing the Angels About Adam Allah the Almighty revealed: "Remember when your Lord said to the angels: 'Verily, I am going to place mankind generations after generations on earth.' They said: 'Will You place therein those who will make mischief therein and shed blood, while we glorify You with praises and thanks (exalted be You above all that they associate with You as partners) and sanctify You.' Allah said: 'I know that which you do not know.' Allah taught Adam all the names of everything, then He showed them to the angels and said: "Tell Me the names of these if you are truthful." They (angels) said: "Glory be to You, we have no knowledge except what You have taught us.
  • An Analytical Study of Women-Related Verses of S¯Ura An-Nisa

    An Analytical Study of Women-Related Verses of S¯Ura An-Nisa

    Gunawan Adnan Women and The Glorious QurÞÁn: An Analytical Study of Women-RelatedVerses of SÙra An-NisaÞ erschienen in der Reihe der Universitätsdrucke des Universitätsverlages Göttingen 2004 Gunawan Adnan Women and The Glorious QurÞÁn: An Analytical Study of Women- RelatedVerses of SÙra An-NisaÞ Universitätsdrucke Göttingen 2004 Die Deutsche Bibliothek – CIP-Einheitsaufnahme Ein Titelsatz für diese Publikation ist bei der Deutschen Bibliothek erhältlich. © Alle Rechte vorbehalten, Universitätsverlag Göttingen 2004 ISBN 3-930457-50-4 Respectfully dedicated to My honorable parents ...who gave me a wonderful world. To my beloved wife, son and daughter ...who make my world beautiful and meaningful as well. i Acknowledgements All praises be to AllÁh for His blessing and granting me the health, strength, ability and time to finish the Doctoral Program leading to this book on the right time. I am indebted to several persons and institutions that made it possible for this study to be undertaken. My greatest intellectual debt goes to my academic supervisor, Doktorvater, Prof. Tilman Nagel for his invaluable advice, guidance, patience and constructive criticism throughout the various stages in the preparation of this dissertation. My special thanks go to Prof. Brigitta Benzing and Prof. Heide Inhetveen whose interests, comments and guidance were of invaluable assistance. The Seminar for Arabic of Georg-August University of Göttingen with its international reputation has enabled me to enjoy a very favorable environment to expand my insights and experiences especially in the themes of Islamic studies, literature, phylosophy, philology and other oriental studies. My thanks are due to Dr. Abdul RazzÁq Weiss who provided substantial advice and constructive criticism for the perfection of this dissertation.
  • Islam and the Challenge of Democratic Commitment

    Islam and the Challenge of Democratic Commitment

    Fordham International Law Journal Volume 27, Issue 1 2003 Article 2 Islam and the Challenge of Democratic Commitment Dr. Khaled Abou El-Fadl∗ ∗ Copyright c 2003 by the authors. Fordham International Law Journal is produced by The Berke- ley Electronic Press (bepress). http://ir.lawnet.fordham.edu/ilj Islam and the Challenge of Democratic Commitment Dr. Khaled Abou El-Fadl Abstract The author questions whether concurrent and simultaneous moral and normative commit- ments to Islam and to a democratic form of government are reconcilable or mutually exclusive. The author will argue in this Article that it is indeed possible to reconcile Islam with a commitment in favor of democracy. The author will then present a systematic exploration of Islamic theology and law as it relates to a democratic system of government, and in this context, address the various elements within Islamic belief and practice that promote, challenge, or hinder the emergence of an ideological commitment in favor of democracy. In many ways, the basic and fundamental ob- jective of this Article is to investigate whether the Islamic faith is consistent or reconcilable with a democratic faith. As addressed below, both Islam and democracy represent a set of comprehensive and normative moral commitments and beliefs about, among other things, the worth and entitle- ments of human beings. The challenging issue is to understand the ways in which the Islamic and democratic systems of convictions and moral commitments could undermine, negate, or validate and support each other. ISLAM AND THE CHALLENGE OF DEMOCRATIC COMMITMENT Dr. Khaled Abou El Fadl* The question I deal with here is whether concurrent and simultaneous moral and normative commitments to Islam and to a democratic form of government are reconcilable or mutually exclusive.
  • Iran, Israel, the Persian Gulf, and the United States: a Conflict Resolution Perspective

    Iran, Israel, the Persian Gulf, and the United States: a Conflict Resolution Perspective

    Iran, Israel, the Persian Gulf, and the United States: A Conflict Resolution Perspective By Simon Tanios Abstract Where the Middle East is often described as a battleground between “chosen peoples”, Johan Galtung, the principal founder of the discipline of peace and conflict studies, preferred to see it as a conflict between “persecuted peoples”. Iran, Israel, the Persian Gulf, and the United States have been in various conflicts through history shaking peace in the Middle East, with a prevailing tense atmosphere in relations between many parties, despite some periods of relatively eased tensions or even strategic alliances. Nowadays, Iran considers the United States an arrogant superpower exploiting oppressed nations, while the United States sees Iran as irresponsible supporting terrorism. In sync with this conflict dynamic, on one hand, the conflict between Iran and many Gulf countries delineates important ideological, geopolitical, military, and economic concerns, and on the other hand, the conflict between Iran and Israel takes a great geopolitical importance in a turbulent Middle East. In this paper, we expose the main actors, attitudes, and behaviors conflicting in the Middle East region, particularly with regard to Iran, Israel, the Gulf countries, and the United States, describing the evolution of their relations, positions, and underlying interests and needs. Then, while building our work on the Galtung’s transcend theory for peace, we expose some measures that may be helpful for peace-making in the Middle East. Keywords: Iran; Israel; Gulf countries; the United States; conflict resolution. I. Introduction of Israel in the Muslim World, and the mutual animosity between Iran and the United States.
  • Hadith of Ghadir Al-Ghar

    Hadith of Ghadir Al-Ghar

    Opción, Año 35, Regular No.24 (2019): 1450-1459 ISSN 1012-1587/ISSNe: 2477-9385 Hadith of Ghadir Al-Ghar M.D. Fatima Kazem Shammam Faculty of Education of the human race, University of Muthanna, Iraq. Shammam. [email protected] Abstract The study aims to investigate the Hadith of Ghadir Al-Ghar via comparative qualitative research methods. As a result, The Hadith of al-Ghadir is a Mutawatir Hadith because it was narrated by 12000 narrators and such a large number did not occur except through the command of Allah Almighty. In conclusion, the day of Al-Ghadir is considered as a demarcation line between the people in the history of the Islamic nation after the Prophet, some of them believed in the Imam Ali's Wilayah over them, and some violated it. Keywords: Hadith, Ghadir, Al-Ghar, Islam, Imam. Hadith de Ghadir Al-Ghar Resumen El estudio tiene como objetivo investigar el Hadith de Ghadir Al-Ghar a través de métodos comparativos de investigación cualitativa. Como resultado, el Hadith de al-Ghadir es un Hadiz Mutawatir porque fue narrado por 12000 narradores y un número tan grande no ocurrió excepto por orden de Allah Todopoderoso. En conclusión, el día de Al-Ghadir se considera como una línea de demarcación entre las personas en la historia de la nación islámica después del Profeta, algunos de ellos creyeron en la Wilayah del Imam Ali sobre ellos y otros lo violaron. Palabras clave: Hadith, Ghadir, Al-Ghar, Islam, Imam. Recibido: 10-11-2018 •Aceptado: 10-03-2019 1451 M.D. Fatima Kazem Shammam Opción, Año 35, Regular No.24 (2019): 1450-1459 1.
  • Abu Bakr Al-Baghdadi Muhammad Bin Nayef

    Abu Bakr Al-Baghdadi Muhammad Bin Nayef

    ISLAMIC STATE LEADER SAUDI CROWN PRINCE ABU BAKR AL-BAGHDADI MUHAMMAD BIN NAYEF 1971 1959 Born Ibrahim Awwad Ibrahim al-Badri in Samarra, Iraq. Born in Jeddah, Saudi Arabia. 1996 LATE 1970s Enrolls in master’s program in Quranic recitation at Attends Lewis & Clark College in Portland, Oregon. Saddam University for Islamic Studies LATE 1980s LATE 1990s Studies at the FBI. Joins the Muslim Brotherhood. 1992–94 2003 Studies at Scotland Yard’s antiterrorism institute. Helps found insurgent group to fight U.S. troops in northern and central Iraq. 1999 Named assistant interior minister, leads crackdown on 2004 jihadist militants after 9/11. Arrested in Fallujah in February and held at Camp Bucca, an American detention facility in Iraq, until December. 2003–06 Becomes CIA’s closest partner in fighting al-Qaida in 2006 Saudi Arabia. Joins umbrella organization formed by al-Qaida in Iraq for jihadist groups resisting the American occupation. 2009 Targeted by al-Qaida suicide bomber, escapes with minor 2007 injuries. Defends PhD dissertation in Quranic studies at Saddam University. 2012 Named minister of the interior, reforms the prison 2010 system to rehabilitate former jihadists. Elected head of the Islamic State. 2015 2011 January: Saudi Arabia’s King Abdullah dies, bin Nayef Sets up a secret branch of the Islamic State in Syria, named deputy crown prince. later known as the Nusra Front. April: Elevated to crown prince in wake of cabinet reshuffle. 2014 February: Al-Qaida formally expels the Islamic State after it broadcasts enemy beheadings on YouTube. June: The Islamic State proclaims return of God’s kingdom on earth, the caliphate, and Baghdadi reverts to his given name preceded with the ultimate title: Caliph Ibrahim..