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Inside Islam Screening Kit – Copyright 2009-2010 Unity Productions Foundation
Inside Islam A UPF Documentary Film Based on the Gallup Poll of Worldwide Muslim Public Opinion Executive Producers: Michael Wolfe and Alex Kronemer Screening Kit Table of Contents Conducting A Screening in Your City Executive Summary 3 Models Examples to Follow 4 Criteria for Conducting a Screening 5 Recommendations 6 Sample Program 7 Budgeting Example Costs for Different Locations 8 Budget Breakdown 8 Raising Funds and Getting Sponsors Funds for the Screening 12 Getting Organizations on Board and Getting Sponsors 12 Slide for Sponsors in Slideshow 12 Ticket Sales Tips 13 UPF’s Role in the Screening What UPF Can Provide 13 Dates Available 13 Organizer Roles 14 FAQ’s 16 Review…Next Steps 17 Samples & Articles Publicity/Invitation 20 Sponsorship/Feedback Forms 22 Sample Press Release 24 Biographies of Possible Speakers from UPF 28 2 Inside Islam Screening Kit – Copyright 2009-2010 Unity Productions Foundation www.upf.tv 3 Inside Islam Screening Kit – Copyright 2009-2010 Unity Productions Foundation www.upf.tv Conducting a Screening in Your City Executive Summary This ‘Screening Kit’ will take you through the process of planning a screening for UPF’s Inside Islam film in your city. Simply put, a ‘screening’ is a showing of the film to a live audience, which typically takes place in a proper theater and often features a speaker associated with the film. Screenings also feature a reception before or afterward. Conducting a screening is a way of bringing the community together, and building bridges across racial and religious lines, thus promoting UPF’s mission. It’s also a celebration of a completed project and a way of rewarding you and the supporters in your area who have helped make this project a reality. -
Andover Samples Uncommons Harvard, Yale Increase Financial
“VERITAS VISIT US ON THE WEB AT SUPER www.phillipian.net OMNIA ” Volume CXXX, Number 26 Phillips Academy, Andover, Massachusetts January 11, 2008 GREEN, MURPHY Andover Samples APPLY FOR DEAN Uncommons By SARAH JACOBSON and OF STUDenTS JOB COURTNEY KING Students Split on Crisp - sizzle - fresh - as students, faculty Size of Their Role in the and staff adapt to Phillips Academy’s new dining facility, there are both smiles at the Selection Process organic bar and frowns in the long lines. The expanded dining hall has created new By CHARLES SHOENER benefits and obstacles for the staff as well as students and faculty. Uncommons staff enjoy Chad Green, West Quad North the larger work area, said Pedro Javier. “Es Cluster Dean and Director of Com- más ambigo.” It’s bigger. munity Service, and Paul Murphy, But the increased size also comes with Instructor in Math and Director of more work. Summer Session, are the two candi- Lidia Soto, an Uncommons staff member, dates for Dean of Students and Resi- said, “Está más trabaja, más que limpiar.” dential Life, according to two faculty There is more work, more to clean. members. Dale Hurley, Instructor in Mathematics, The candidates’ names have not also had issues with the new size. “It was yet been officially announced, but an tough [to find food] at first,” he said. email to faculty is expected today, Many students love the improved food according to Rebecca Sykes, Associ- and facility. ate Head of School. Mary Doyle ’08 said, “Love the [organic] Green and Murphy both submit- wheat and cheese - my favorite part.” ted a letter of interest and a resume to Uncommons opened its doors for the first Sykes. -
Testimonies of Jewish Converts to Islam Introduction
Testimonies of Jewish Converts To Islam Introduction Thousands of Jews convert to Islam, from Rabbis to reform Jews, as well as Jews for Jesus, each after research, study and comparison, discover the Truth and Beauty of Islam and how Islam completes our lives, fills our spirits, and brings us closer to God and on the path of Righteousness. Included here are the testimonies of a few of our fellow Jewish brothers and sisters who have accepted Islam as their religion, Allah as their God, and Muhammad as the final Prophet, ameen. 1. Rachel Singer 2. Rabbi of Makhachkala 3. Hajj Mustafa Ali (David Sterling) 4. Suleyman Ahmad 5. Jemima Goldsmith 6. Maryam Jameelah 7. Fouad 8. Michelle 9. Kari Ann Owen 10. Emad ud Deen 11. Michael Wolfe 12. Muhammad Asad 13. From Messiah to Muslim (Shabbetai Zevi) 14. Abdullah Ibn Sailam, the first Rabbi convert 15. Hasan from Yard Al Mukaddasa 16. Reform Jew convert to Islam 17. Rabbi from Morocco: Abdul Haqq Al-Islami 18. Moshe 19. Founder of Al Azhar 20. Muhammad Daniel (1) WHOMEVER HEARS, ANSWER! Rashida S. (Rachel Singer - USA) I came to Islam late, a daughter of a devout Roman Catholic mother/very devout Jewish father. By age 4 I knew of Allah and in 1991 I traveled to Egypt to read some of my writing. I had already spent almost 20 years among the most pious of Jews, had married, had children. When I heard the muezzin* before Fajr* his voice was like the arrow one dreams that a lover will shoot into the heart, it cut & held me unable to speak. -
Special Religious Education Nsw
SPECIAL RELIGIOUS EDUCATION NSW Scope and sequence – Stage 4 (Year 7 & 8) 1 Term Unit/Topic Belief Duration Term 1 (1–10 weeks) Focus Allah and the Pillars of Islamic Belief/Faith Outcomes See Appendix 1 Term 2 Unit/Topic Prayer Duration Term 2 (1–10 weeks) Focus Why and how do we pray? Outcomes See Appendix 1 Term 3 Unit/Topic Ramadan/Hajj Duration Term 3 (1–10 weeks) Focus What is Ramadan, Eid and Hajj? How are they conducted and celebrated? Outcomes See Appendix 1 Term 4 Unit/Topic Prophets Duration Term 4 (1–10 weeks) Focus Who are the prophets mentioned in the Quran and why are they important? Outcomes See Appendix 1 Aims and outcomes for (Term 1)— (Stage 4 – Year 7 & 8) Lesson Aim Outcomes—Students will learn about: Outcomes—Students will learn to: Outcome - Students describe their knowledge of Allah and the nature of belief 1 To introduce the concept of Islamic ● The linguistic meaning of the word ● Recognise that Islamic belief and creed is Belief / Creed (Aqeedah) Aqeedah: built on an unwavering, undoubting acceptance, that the words of Allah The things which people affirm, believe and (Quran) and his teachings to prophet accept as truth without doubt. Muhammad (pbuh) are the truth. ● Islamic Aqeedah: The matters of knowledge which have been transmitted in authentic reports of divine revelations to the prophet Muhammad (pbuh) and in the Holy Quran. ● Belief and creed of a true Muslim: One must affirm with no taint of doubt, the authentic matters of knowledge which have been transmitted to the prophet Muhammad (pbuh) from Allah, and the words of Allah Himself, the Quran. -
The History of Implementation of Pilgrimage in the Pagan Era
International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 12 ISSN: 2222-6990 The History of Implementation of Pilgrimage in the Pagan Era 1Rizalman Muhammad, 2Faiz Hakimi Mat Idris, 3Kamaliah Salleh, 2Ahmad Zahid Salleh, 2Mohamad Zaidin Mohamad 1Institut Pendidikan Guru, Ipoh Campus, Malaysia 2Faculty of Islamic Contemporary Studies, UniSZA, Malaysia 3Faculty of Law, Accountancy & International Relations, UniSZA, Malaysia Email: [email protected] DOI: 10.6007/IJARBSS/v7-i12/3636 URL: http://dx.doi.org/10.6007/IJARBSS/v7-i12/3636 Abstract The first pilgrimage performed by the Prophet Abraham which was in the 20th century BC had eventually been mixed with polytheism and heresy elements before Prophet Muhammad (P.B.U.H) was sent to this world. In this regard, this article aims to reveal the ritual of the hajj in the ancient Arab society which is different from the current practice of Muslims nowadays. This article is a qualitative study using content analysis. The finding reveals that although Arab community remained to believe in Allah, but in view to the long gap between the two ages of Prophet Abraham and Prophet Muhammad (P.B.U.H.), they had mixed up the implementation of a true and wrong rituals in their pilgrimage. Keywords: Pilgrimage, Pagan Arabs, Kaaba, Mecca Introduction The term Jahiliyyah is derived from jahl which connotes a description of pre-Islamic Arab society who were ignorance of the God, the prophets, the way of life, and who were also arrogantly and imperiously proud of their lineage (Ibn Manzur n.d.). It was a dark age of the Arab history with the absence of divine light to guide their faith, and their lives were fully deviated and strayed from the religious method. -
The Monk Encounters the Prophet—The Story of the Encounter Between Monk Bahīra and Muhammad As It Is Recorded in the Syriac Manuscript of Mardin 259/2
Cultural and Religious Studies, Nov.-Dec. 2015, Vol. 3, No. 6, 349-357 doi: 10.17265/2328-2177/2015.06.006 D DAVID PUBLISHING The Monk Encounters the Prophet—The Story of the Encounter between Monk Bahīra and Muhammad as It Is Recorded in the Syriac Manuscript of Mardin 259/2 Abjar Bahkou Baylor University, Waco, USA The Syriac communities have been, since the eighth century, orally circulating the story of monk Sargis-Bahīra. Although its oral tradition is widely spread, the written story is not well studied or publicized.1 Moreover, the oral story (stories) has been embellished and/or distorted and ends with varying conclusions. At a later period, the Christian version of Bahīra was translated into Armenian and Latin where it gained more popularity, as a means of apology. There are a few versions of the story in different languages such as Arabic, Armenian, Latin, west-Syriac and East-Syriac. It is not the purpose of this study to present a critical edition of the various versions of the story. The purpose is to present an overview that will highlight the important historical events embedded in the story and its religious motifs, with the particular attention to the Syriac manuscript of Mardin 259/2. Throughout the story, the reader will be guided to look at the text within its own historical and apologetic context. Keywords: Christian Arabic Theology, Muslim-Christian dialogue, Church History The Text of Monk Bahīra The text of Monk Bahīra is an evidence of how historical traditions may have been perverted for polemical purposes. -
The World of Islam
Today’s Date ______ The World of Islam Name _________________________ Period ______ Page 1 Today’s Date ______ Map of the Middle East 1. Use the map on pages 522 in the Across the Centuries textbook to label the Middle Eastern and African Countries on the map in BLACK. 2. Use 4 or 5 different colored pencils to lightly shade in each country. Turkey Cyprus Syria Lebanon Israel Jordan Egypt Saudi Arabia Yemen Oman United Arab Emirates Qatar Bahrain Kuwait Iraq Iran Afghanistan 3. Label each capital city on the map next to a small dot in RED. 4. Label the major water features on the map using a BLUE colored pencil. Shade all the water features BLUE on your map. Persian Gulf Tigris River Euphrates River Dead Sea Arabian Sea Red Sea Caspian Sea Black Sea Mediterranean Sea Gulf of Aden Page 2 Today’s Date ______ Page 3 Today’s Date ______ Culture Government The Arabian Peninsula Economy Page 4 Today’s Date ______ Use the graphic organizer to take notes about what you discover as you read The Arabian Peninsula Islam Changes Desert Culture In the past, some towns on this peninsula were trade centers for desert caravans (groups of merchants who travel together across the desert). Others were ports where good were exchanged. Goods came from many places. They came from East Asia along the Silk Road (a network of trade routes from China), from South Asia across the Indian Ocean, from Africa across the Red Sea, and from Europe across the Mediterranean Sea. Still, other towns were near desert oases (areas of the desert that have water and trees) or situated in fertile lands along major rivers. -
Ar Risalah) Among the Moroccan Diaspora
. Volume 9, Issue 1 May 2012 Connecting Islam and film culture: The reception of The Message (Ar Risalah) among the Moroccan diaspora Kevin Smets University of Antwerp, Belgium. Summary This article reviews the complex relationship between religion and film-viewing among the Moroccan diaspora in Antwerp (Belgium), an ethnically and linguistically diverse group that is largely Muslim. A media ethnographic study of film culture, including in-depth interviews, a group interview and elaborate fieldwork, indicates that film preferences and consumption vary greatly along socio-demographic and linguistic lines. One particular religious film, however, holds a cult status, Ar Risalah (The Message), a 1976 historical epic produced by Mustapha Akkad that deals with the life of the Prophet Muhammad. The film’s local distribution is discussed, as well as its reception among the Moroccan diaspora. By identifying three positions towards Islam, different modes of reception were found, ranging from a distant and objective to a transparent and subjective mode. It was found that the film supports inter-generational religious instruction, in the context of families and mosques. Moreover, a specific inspirational message is drawn from the film by those who are in search of a well-defined space for Islam in their own lives. Key words: Film and diaspora, media ethnography, Moroccan diaspora, Islam, Ar Risalah, The Message, Mustapha Akkad, religion and media Introduction The media use of diasporic communities has received significant attention from a variety of scholarly fields, uncovering the complex roles that transnational media play in the construction of diasporic connectedness (both ‘internal’ among diasporic communities as well as with countries of origin, whether or not ‘imagined’), the negotiation of identity and the enunciation of socio-cultural belongings. -
Gce 'O' Level Islamiyat : Paper 01
GCE ‘O’ LEVEL ISLAMIYAT : PAPER 01 Topical Questions and Mark Scheme Compiled By : Syed Ruman Wajih Topical Past papers &Marking Schemes 2004------------ ------------ Islamiyat 2058/1 | 1 Topical Past papers &Marking Schemes 2004----------------- Islamiyat 2058/1 (PaperI) History and Importance of Quran Q1. (a) Briefly describe the four main sources of legal thinking in Islam. [12] (b) Give one example each to show how the third and fourth of these legal sources are used. [4] {November-05} (a) [Give up to 3 marks for each description.] • The Qur’an is the major source of instruction and thinking. • Its clear teachings are never questioned. • It is always referred to since no legal teaching ever contradicts it. • The Sunna of the Prophet is an authority next to the Qur’an. • It gives fuller teachings of what the Qur’an states in brief. • It and the Qur’an always agree. • It is taken as an authority where the Qur’an is silent. • The consensus of the community, ijma’, is referred to when the previous sources do not offer clear guidance. • It is understood as the agreement of believers on a point of faith or action. • Some take it as the consensus of the first generation of Muslims, others as the consensus of legal experts. • It never disagrees with the previous sources. • The Prophet said, ‘My community will never agree on error.’ • Analogy, qiyas, is employed when the previous sources do not offer clear guidance. • It involves an individual expert making a new decision on the basis of known teachings. • He compares the unknown with the known and identifies the common points between them. -
The Life, Teachings and Influence of Muhammad Ibn Abdul-Wahhaab 3
The Life, Teachings and Influence of Muhammad ibn Abdul-Wahhaab 3 I The Motivation Behind This Work This book is not one with a political agenda. It is meant neither to support nor to critique any contemporary regimes or policies.1 Indeed, the driving force behind this work is much greater and more important than that. It has to do with, first, the religion of Islam as preached by the Prophet (peace and blessings of Allah be upon him) himself and, second, with the honor and rights of an individual Muslim, Muhammad ibn Abdul-Wahhaab. The name Muhammad ibn Abdul-Wahhaab (and correspondingly “Wahhabis” and “Wahhabism”) has been heard quite often throughout both the Muslim and non-Muslim worlds during the past two centuries. In reality, ibn Abdul-Wahhaab is not a man who is “shrouded in mystery.” His writings, as well as the writings of his closest students and descendents, are well-known and easily available today in virtually any part of the world. Although he is not shrouded in mystery what has been said about him over the years has definitely been filled with both fact and fiction. Muhammad ibn Abdul-Wahhaab was both a fellow human being and a fellow Muslim. As such, he has the right to be studied in an impartial and objective manner. That is, he has the right to a “fair trial.” No matter how much one may oppose his teachings, one does 1 This means that many issues that are bandied about today must be considered beyond the scope of this particular work. -
Realising the True Inspiration of Muhammad (PBUH) in Muslims Life Today
International Journal of Applied Sociology 2020, 10(1): 25-33 DOI: 10.5923/j.ijas.20201001.03 Realising the True Inspiration of Muhammad (PBUH) in Muslims Life Today Mohamed Buheji International Inspiration Economy Project, Bahrain Abstract Most of Muslims are driven by emotional feelings, rather than empathetic thinking when it comes to the love of Muhammad, the prophet of Islam (PBUH). However, few have understood the meaning of being inspired by Muhammad, through reflecting one perspective of this inspiration or more on their life journey, projects or a targeted change. In this paper, we shall review how different Muslim scholars from different communities views the inspiration of Muhammad on their life and how this enhanced their life-purposefulness journey. The author first calls upon all the Muslim scholars to get engaged in a forum about the Inspiration of Muhammad (PBUH) on a three-day marathon where more than 40 scholars managed to attend and reflect their own life experience with the insights they got from the prophet of Islam. The implications of this work show that there are signs for the inspiration of Muhammad on the life journey of many leading Muslims from all over the world; however, this inspiration is not gauged or developed to create inspiring stories and case studies that could be generalised and publicised with high reliability. The implications of the findings and the limitations of this work are discussed in the conclusion. Keywords Muhammad (PBUH), Muslims, Islam, Inspiration, Realising Inspiration, Life Purposefulness scholars from about 35 countries, who come from different 1. Introduction background, and with a different speciality. -
Islam: Faith, Practice & History
Chapter 1 Preface In the name of Allāh, the Beneficent, the Merciful O Allāh, send Your blessings upon Muhammad & his Progeny The book in your hand is an introductory treatise on Islamic beliefs, laws and ethics as well as the early history of the faith in fifty lessons. These lessons were part of the Islamic Correspondence Course that I compiled, wrote and edited for the Islamic Education and Information Centre, Toronto, in the early nineties. The course consists of three parts: Part I (twenty lessons) on Islamic theology outlines the basic beliefs of the faith; followed by Part II (fifteen lessons) on Islamic jurisprudence explaining the spiritual and financial issues as well as the social and familial aspects of life; it concludes with Part III (fifteen lessons) on the brief history of the first three centuries covering the lives of the Prophet Muhammad, his daughter, Fātima, and the Twelve Imams of Ahlul Bayt (peace be upon them all). Each lesson is followed by a question paper. Besides my own writings, the sources used in preparing this course have been duly mentioned at the end of each lesson. Nonetheless, I would like to acknowledge here the writings of my late father ‘Allāmah Sayyid Saeed Akhtar Rizvi, the board of writers of Dar Rāh-e Haqq Insti- tute (Qum, Iran), the late ‘Allāmah S.M. Husayn Tabātabā’i, and Ayatullāh Nāsir Makārim Shirāzi. I also would like to thank Br. Haider Ali Khoja, a lecturer at Humber College, for preparing the question pa- pers for the initial lessons which helped me in preparing questions for the remaining lessons in the same pattern.