God's Prophets
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In Their Own Words: Voices of Jihad
THE ARTS This PDF document was made available from www.rand.org as CHILD POLICY a public service of the RAND Corporation. CIVIL JUSTICE EDUCATION Jump down to document ENERGY AND ENVIRONMENT 6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit research NATIONAL SECURITY POPULATION AND AGING organization providing objective analysis and PUBLIC SAFETY effective solutions that address the challenges facing SCIENCE AND TECHNOLOGY the public and private sectors around the world. SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY Support RAND TRANSPORTATION AND INFRASTRUCTURE Purchase this document WORKFORCE AND WORKPLACE Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Learn more about the RAND Corporation View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND monographs undergo rigorous peer review to ensure high standards for research quality and objectivity. in their own words Voices of Jihad compilation and commentary David Aaron Approved for public release; distribution unlimited C O R P O R A T I O N This book results from the RAND Corporation's continuing program of self-initiated research. -
The Public Sphere During the Later Abbasid Caliphate (1000- 1258 CE): the Role of Sufism
The Public Sphere during the Later Abbasid Caliphate (1000- 1258 CE): The Role of Sufism Atta Muhammad Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of Languages, Cultures, and Societies February 2020 2 The candidate confirms that the work submitted is his/her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Atta Muhammad to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. © 2019 The University of Leeds and Atta Muhammad 3 Acknowledgements I am thankful to Allah the Merciful for His Blessings, which helped me to complete this thesis. My heartfelt thanks go to my respected supervisor Dr. Fozia Bora for her persistent guidance and invaluable feedback. She has been a guiding star in every step of my research journey. Without her kind guidance and extra support and care, I would not have completed my research. My learning from her was not confined to her comments on my work but drew much inspiration from her many points of general wisdom. I am thankful to Dr. Hendrik Kraetzschmar, for his useful comments on my chapter which I presented for my transfer viva. I am also thankful to Dr. Mustapha Sheikh and Dr. Tajul Islam as they encouraged me at every step, and I had useful discussions with them. -
The Sources of Islamic Revolutionary Conduct
Joint Military Intelligence College LAMBERT Y Y The Sources of Islamic Revolutionary Conduct TEL IN LIG Y E R N A C T E I L C I O M L L T E N G I E O J 1962 Major Stephen P. Lambert U.S. Air Force TEL IN LIG Y E R N A C ISBN 1-932946-02-0 T E PCN 56747 I L C I O M L L T E N G I E O J 1962 The Joint Military Intelligence College supports and encourages research on intelligence issues that distills lessons and improves Intelligence Community capabilities for policy-level and operational consumers Y: The Sources of Islamic Revolutionary Conduct, Major Stephen P. Lambert, U.S. Air Force This product has been reviewed by senior experts from academia and government, and has been approved for unrestricted distribution by the Directorate for Freedom of Information and Security Review, Washington Headquarters Services. It is available to the public through the National Technical Information Service (www.ntis.gov). The author has also arranged for publication of this study through the Hoover Institution at Stanford University. The projected publication date is 2005. The Hoover Institution book includes commentar- ies on Major Lambert’s work by an even greater variety of scholars than included in the present book. [email protected], Editor and Director Center for Strategic Intelligence Research Library of Congress Control Number 2004114330 ISBN 1-932946-02-0 Y The Sources of Islamic Revolutionary Conduct Major Stephen P. Lambert, U.S. Air Force Research Fellow In g ic t e e g ll t ii a g e r n tt c SS c ee rr R R o o e e f f s s e e r r a a e e t r t r n c n Joint Military c e h e h C Intelligence College C WASHINGTON, DC April 2005 With the cooperation and support of the Institute for National Security Studies (INSS) USAF Academy, Colorado Springs The views expressed in this book are those of the author and do not reflect the official policy or position of the Department of Defense or the U.S. -
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. -
PDE5(1)Full.Pdf
. 2 . Postcolonial Directions in Education Focus and Scope Postcolonial Directions in Education is a peer reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contribute to advancing the field. As indicated in the Editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and ‘imagination’ of empire, the impact of neoliberalism/globalisation/structural adjustment programmes on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neo-colonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, Indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning in postcolonial contexts, education and the politics of dislocation, biographies / autobiographies reflecting the above themes, deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted. Peer Review Process Papers submitted to Postcolonial Directions in Education are examined by at least two reviewers for originality and timeliness in the context of related research. -
Outline Lecture Seven—The Abbasid Dynasty and Sectarian Divides Within Islam
Outline Lecture Seven—The Abbasid Dynasty and Sectarian Divides within Islam Key Question today: 1. How did the Abbasids’ cosmopolitan ambition as an imperial power reflect the need to accommodate the increasing diversity within the Islam? 2. What were the key sectarian splits in Islam and how did they evolve? 3. How were theological debates expressions of social, ethnic, and class tensions? I) From Arab Kingdom to Islamic Empire a) Legacy of Umayyad Caliphate b) Challenge from the East i) The impact of propaganda and social instigators ii) The insurrection of Abu Muslim c) Who were the Abbasids? i) Founder of the Abbasid line, al-Mansur (1) Claim of descent to Abu al-Abbas (Lineage) (2) Claim to Ali’s authority (Shi’a) ii) Using religion to gain legitimacy—Caesaropapism d) Abbasid Caliphate (750-1258) i) Changes brought about by Abbasids (1) Socially—Ended exclusive dominance of the Arab military aristocracy (2) Culturally—Shift center of gravity to the east, Persian heritage (a) Shift of capital from Damascus to Baghdad (3) Politically— Centralized autocracy (a) Abbasid khalifa with absolute power as “God’s Agent” (b) Al-Farabi on the role of the khalifa: (i) “He is the sovereign over whom no other human being has any sovereignty whatsoever; he is the Imam; he is the first sovereign of the excellent city, he is the sovereign of the excellent nation, and the sovereign of the universal state” (4) Militarily—Supported by professional soldiers (a) Khurusan regiments from Central Asia (b) Later Turkish slave-soldiers known as the Mamluks -
Christian Apologetics and the Gradual Restriction of Dhimmi Social Religious Liberties from the Arab-Muslim Conquests to the Abbasid Era Michael J
Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 2017 Shifting landscapes: Christian apologetics and the gradual restriction of dhimmi social religious liberties from the Arab-Muslim conquests to the Abbasid era Michael J. Rozek Follow this and additional works at: http://commons.emich.edu/theses Part of the History Commons Recommended Citation Rozek, Michael J., "Shifting landscapes: Christian apologetics and the gradual restriction of dhimmi social religious liberties from the Arab-Muslim conquests to the Abbasid era" (2017). Master's Theses and Doctoral Dissertations. 863. http://commons.emich.edu/theses/863 This Open Access Thesis is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. Shifting Landscapes: Christian Apologetics and the Gradual Restriction of Dhimmī Social-Religious Liberties from the Arab-Muslim Conquests to the Abbasid Era by Michael J. Rozek Thesis Submitted to the Department of History Eastern Michigan University in fulfillment of the requirements for the degree of MASTER of History in History Thesis Committee: Philip C. Schmitz, Ph.D, Chair John L. Knight, Ph.D April 21, 2017 Ypsilanti, Michigan Abstract This historical research study explores the changes of conquered Christians’ social-religious liberties from the first interactions between Christians and Arab-Muslims during the conquests c. A.D. 630 through the the ‘Abbasid era c. -
Saviours of Islamic Spirit
nmusba.wordpress.com Academy of Islamic Research and Publications nmusba.wordpress.com SAVIOURS OF ISLAMIC SPIRIT VOLUME m b y S. ABUL HASAN All NADWI Translation : MOHIUDDIN AHMAD ACADEMY OF ISLAMIC RESEARCH & PUBLICATIONS P.O. Bax 119, NADWA, LUCKNOW-226 007 U. P. (INDIA) A ll rights reserved in favour of: Academy of Islamic Research and Publications Post Box No. 119, NadWatuI Ulama, LUCKNOW-23I0O7 U.P? (INDIA) at awtuo' Series No. 170 EDITtONS: URDU— FIRST EDITION 1982 ENGLISH-FIRST EDITION 1983 SECOND EDITION 1994 Printed at: LUCKNOW PUBLISHING HOUSE LUCKNOW nmusba.wordpress.com CONTENTS Page FORBWARD ... ... ••• 1 I . ISLAMIC WORLD IN THB TENTH GENTURY ... 11 Need for the Study of the Tenth Century Condition* ... ... ... ib. Political Conditions ... ... ... 12 Religious Conditions ... ... ... 16 Intellectual Milieu ... ... ... 2 5 Intellectual and Religious Disquietude ... 2 9 Mahdawls ... ... ... ... 37 Causes o f Unrest ... ... ... 42 I I . THE GREATEST TUMULT OF THB TENTH CENTURY ... 45 Advent of a New Order ... ... ib. I I I . AKBAR^S RULE— THE CONTRASTING CuMAXES ... 53 The Religious Period ... ... ... ib. The Second Phase o f Akbar’s Rule ... 6 0 Effect of Religious Discussions ... ... 61 Role o f Religious Scholars ... ... 66 Religious Scholars o f Akbar’s Court ... 68 Courtiers and Counsellors ... ... 72 ii •AVIOURI OP ISLAMIC SPIKIT Mulls Mubarak and his sons 73 Influence of Rajput Spouses 83 Infallibility Decree 84 Significance of the Decree 86 Fall of Makhdum-ul-Mulk and Sadr-us-Sudnr ... 87 The New Millennium and Divine Faith 88 Akbar's Religious ideas and Practices 90 Fire Worship ... : ib. Sun Worship 91 On Painting 92 Timings of Prayer .. -
ISLAMIC-MONUMENTS.Pdf
1 The Masjid-i Jami of Herat, the city's first congregational mosque, was built on the site of two smaller Zoroastrian fire temples that were destroyed by earthquake and fire. A mosque construction was started by the Ghurid ruler Ghiyas ad-Din Ghori in 1200 (597 AH), and, after his death, the building was continued by his brother and successor Muhammad of Ghor. In 1221, Genghis Khan conquered the province, and along with much of Herat, the small building fell into ruin. It wasn't until after 1245, under Shams al-Din Kart that any rebuilding programs were undertaken, and construction on the mosque was not started until 1306. However, a devastating earthquake in 1364 left the building almost completely destroyed, although some attempt was made to rebuild it. After 1397, the Timurid rulers redirected Herat's growth towards the northern part of the city. This suburbanization and the building of a new congregational mosque in Gawhar Shad's Musalla marked the end of the Masjid Jami's patronage by a monarchy. 2 This mosque was constructed in 1888 and was the first mosque in any Australian capital city. It has four minarets which were built in 1903 for 150 pounds by local cameleers with some help from Islamic sponsors from Melbourne. Its founding members lie in the quiet part of the South West corner of the city. 3 The Cyprus Turkish Islamic Community of Victoria was established in Richmond, Clifton Hill, and was then relocated to Ballarat Road, Sunshine in 1985 The Sunshine Mosque is the biggest Mosque in Victoria, and has extended its services to cater for ladies, elderly and youth groups. -
Yearbook-2017.Pdf
LIVERPOOL CAMPUS BANKSTOWN CAMPUS 55 Speed Street 2 Winspear Avenue Liverpool NSW 2170 Australia Bankstown NSW 2200 Australia P +61 2 9822 8022 | F +61 2 9822 8011 P +61 2 9708 1220 | F +61 2 9782 9134 SUCCESS THROUGH KNOWLEDGE AL AMANAH COLLEGE - YEAR BOOK 2017 2017 YEARBOOK WWW.ALAMANAH.NSW.EDU.AU AL AMANAH ONE COMMUNITY VALUES Integrity ONE MISSION We value and teach all children integrity and we stress on its importance in the life of every Muslim in order to become an asset Commitment to their community and to the larger Australian community. AL AMANAH COLLEGE We value the Muslim’s commitment to the teachings of Islam, to the values of Islam and to the practices of Islam. These com- Wisdom mitments are foundational to the success of the Muslim in all aspects of life. We value wisdom and reinforce it by teach- LIVERPOOL CAMPUS BANKSTOWN CAMPUS ing our children how to make the right Compassion choices that are in line with the Islamic 55 Speed St, Liverpool 2 Winspear Ave, Bankstown teachings and ones that can protect the Telephone: (02) 9822 8022 Telephone: (02) 9708 1220 individual from harm in this life and the Compassion towards all those deserving www.alamanah.nsw.edu.au [email protected] next. and in need is a key value in Islam. It is founded on the notion of appreciation of http://www.facebook.com/AlAmanah.College others and sympathy towards them Work Ethic through words and deeds. https://twitter.com/AlAmanahCollege We value at Al Amanah College the highest standards of work ethics and we teach it to Positivity children through modeling and training so they can perform and achieve their maxi- We value the importance of a positive mum potential. -
Difusión De La Universidad De Zaragoza Y Del Entorno Histórico‐Cultural De Su Ciudad
Difusión de la Universidad de Zaragoza y del entorno histórico‐cultural de su ciudad Memoria para la 6ª convocatoria del Premio a la Innovación Docente de la Universidad de Zaragoza Índice Pág. 1. Datos identificativos del Proyecto de Innovación Docente .......................................... 2 2. Descripción del Proyecto de Innovación Docente ....................................................... 5 Resumen ....................................................................................................................... 5 Justificación y objetivos ............................................................................................... 5 Desarrollo del Proyecto .............................................................................................. 10 Diseño de itinerarios y selección de contenidos ..................................................... 10 Selección de contenidos y traducción de textos ..................................................... 13 Creación de mapas .................................................................................................. 15 Grabación de los textos en audio ............................................................................ 22 Creación de un sitio web ........................................................................................ 22 Recursos ................................................................................................................. 23 Resultados y conclusiones ......................................................................................... -
Lordship of Negroponte
http://upload.wikimedia.org/wikipedia/commons/1/1d/LatinEmpire2.png Lordship of Negroponte From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (May 2007) Lordship of Negroponte Nigropont Client state* 1204–1470 → ← The Latin Empire with its vassals and the Greek successor states after the partition of the Byzantine Empire, c. 1204. The borders are very uncertain. Capital Chalkis (Negroponte) Venetian officially, Language(s) Greek popularly Roman Catholic Religion officially, Greek Orthodox popularly Political structure Client state Historical era Middle Ages - Principality 1204 established - Ottoman Conquest 1470 * The duchy was nominally a vassal state of, in order, the Kingdom of Thessalonica, the Latin Empire (from 1209), the Principality of Achaea (from 1236), but effectively, and from 1390 also de jure, under Venetian control The Lordship of Negroponte was a crusader state established on the island of Euboea (Italian: Negroponte) after the partition of the Byzantine Empire following the Fourth Crusade. Partitioned into three baronies (terzieri) run by a few interrelated Lombard families, the island soon fell under the influence of the Republic of Venice. From ca. 1390, the island became a regular Venetian colony as the Kingdom of Negroponte (Regno di Negroponte). Contents • 1 History o 1.1 Establishment o 1.2 Succession disputes o 1.3 Byzantine interlude o 1.4 Later history • 2 List of rulers of Negroponte o 2.1 Triarchy of Oreos o 2.2 Triarchy of Chalkis o 2.3 Triarchy of Karystos • 3 References • 4 Sources and bibliography History Establishment According to the division of Byzantine territory (the Partitio terrarum imperii Romaniae), Euboea was awarded to Boniface of Montferrat, King of Thessalonica.