Aligarh Muslim University Application Form
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Khwaja Abdul Hamied
On the Margins <UN> Muslim Minorities Editorial Board Jørgen S. Nielsen (University of Copenhagen) Aminah McCloud (DePaul University, Chicago) Jörn Thielmann (Erlangen University) volume 34 The titles published in this series are listed at brill.com/mumi <UN> On the Margins Jews and Muslims in Interwar Berlin By Gerdien Jonker leiden | boston <UN> This is an open access title distributed under the terms of the CC BY-NC-ND 4.0 license, which permits any non-commercial use, distribution, and reproduction in any medium, provided no alterations are made and the original author(s) and source are credited. Further information and the complete license text can be found at https://creativecommons.org/licenses/by-nc-nd/4.0/ The terms of the CC license apply only to the original material. The use of material from other sources (indicated by a reference) such as diagrams, illustrations, photos and text samples may require further permission from the respective copyright holder. Cover illustration: The hiking club in Grunewald, 1934. PA Oettinger, courtesy Suhail Ahmad. Library of Congress Cataloging-in-Publication Data Names: Jonker, Gerdien, author. Title: On the margins : Jews and Muslims in interwar Berlin / by Gerdien Jonker. Description: Leiden ; Boston : Brill, [2020] | Series: Muslim minorities, 1570–7571 ; volume 34 | Includes bibliographical references and index. Identifiers: LCCN 2019051623 (print) | LCCN 2019051624 (ebook) | ISBN 9789004418738 (hardback) | ISBN 9789004421813 (ebook) Subjects: LCSH: Jews--Germany--Berlin--Social conditions--20th century. | Muslims--Germany--Berlin--Social conditions--20th century. | Muslims --Cultural assimilation--Germany--Berlin. | Jews --Cultural assimilation --Germany--Berlin. | Judaism--Relations--Islam. | Islam --Relations--Judaism. | Social integration--Germany--Berlin. -
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What is the history of Jamia? written by Jamia Helping Platform | January 12, 2019 What is Jamia.? Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction, and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Why the Jamia Moves to Delhi ? The saying, ‘when going gets tough the tough gets going’ cannot be truer about Jamia. -
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Chapter 7 An Indian Muslim in Jewish Berlin: Khwaja Abdul Hamied When Khwaja Abdul Hamied first met Luba Derczanska on a steamer touring the lakes of Berlin in 1925, and they coincidentally struck up a conversation, one of his first gestures towards her had been to sit down and draw her a map of India (Figure 7.1). Sketching its coastline with the British settlements of Cal- cutta, Rangoon and Colombo in the east and Delhi and Karachi in the north, he will have explained to her that he came from ‘Hindustan’, a continent that had been under British colonial rule for almost two hundred years, and that it was the home of Muslims and Hindus. His strokes near the upper edge showed the high mountains from where the holy rivers of Hinduism flowed. The names of Lahore and Kashmir pinpointed the old centres of spiritual Islam.1 Hamied also charted his own history on the map by marking where he was born (Aligarh), where British soldiers had shot into a group of Muslim protest- ers (Cawnpore), and where he had flouted his noble Muslim family tradition by enrolling in a lowly leather trade school (Madras). He would then have tak- en her back to Aligarh where he had been one of the main student leaders in the Non-Cooperation Movement, adding extra dots to indicate Ahmedabad, which was from where Gandhi had coordinated the movement from his ash- ram, and Bombay, the centre of the Indian independence struggle. He will have told her about key experiences that were still fresh in his mind – how they had walked out of college and organized picket lines, and how he had taught at the Jamia Millia Islamia, the Muslim national university in which the British had no say. -
Evaluative Report of Premchand Archives & Literary Center
EVALUATIVE REPORT OF PREMCHAND ARCHIVES & LITERARY CENTER 1. Name of the Department: Jamia’s Premchand Archives & Literary Centre 2. Year of establishment: July, 2004 3. Is the part of a Centre of the University? Yes 4. Names of Programmes offered (UG, PG, M. Phil., Ph. D., Integrated Masters; Integrated Ph.D., D. Sc., D Litt etc.) Supports Research and Study in the field of Humanities, Education and Sociology. It is an Academic Non-Teaching Centre for Research and Reference only 5. Interdisciplinary Programs and Departments involved: Department of English, Department of Hindi, Department of Fine Arts, AJ Kidwai Mass communication Research Centre, 6. Courses in collaboration with other universities, industries, foreign institutions, etc. : Undertakes orientation of participants from National Archives of India 7. Details of programmes discontinued, if any, with reasons NA 8. Examination System: Annual/ Semester/Trimester /Choice Based Credit System NA 9. Participation of the Department in the courses offered by other Departments NA 10. Number of teaching posts sanctioned, filled and actual (Professors/Associate Professors/Asst. Professors/others) S. No. Post Sanctioned Filled Actual (Including CAS & MPS ) 1 Director / Professor one one 1 NON- TEACHING 2 Associate Professors 0 0 0 3 Asst. Professors 0 0 0 11. Faculty profile with name, qualification, designation, area of specialization, experience and research under guidance ACADEMIC NON-TEACHING STAFF 12. List of senior Visiting Fellows, adjunct faculty, emeritus professors etc. NA S. No. Name Qualifi Designation Specializatio No. of No. of Ph.D./M Phil cation n Years of M. Tech / M D Experience students guided for the last four years Awarded In progress 1. -
Condition and Educational Status of Muslim Women in India
ISSN (Online): 2455-3662 EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal Volume: 7 | Issue: 4 | April 2021|| Journal DOI: 10.36713/epra2013 || SJIF Impact Factor 2021: 8.047 || ISI Value: 1.188 CONDITION AND EDUCATIONAL STATUS OF MUSLIM WOMEN IN INDIA Sudip Barik1, Bristi Mandal2 1M.Ed. Student, 2State Aided College Teacher (SACT), Department of Education, Department of Education, Vinaya Bhavana, Visva –Bharati University, Gobinda Prasad Mahavidyalaya, Santiniketan, W.B. (India), Subhasish Sen3 3M.Ed. Student, W.B.U.T.T.E.P.A, W.B. (India), ABSTRACT Education is the biggest weapon for development of any community. Without education any community is not properly developed. If any society, any community not properly educated it will create a barrier of particular society development. If we saw Indian communities then we saw Muslim community is the lowest educated section of Indian Society. The present study aim is to find out the condition and educational status of Muslim women in Mediaeval period, British period and Post Independent period in India. Methodology of this study is the comprehensive literature survey was conducted through various online and offline secondary sources to observe the condition of Muslim women education in India and data are correlated available in order to express the findings. This present study researcher found that Muslim girls are still lagging behind in achieving the literacy status in three stages - Mediaeval period, British period and post independent period of India and the government should provide special facilities for Muslim women to receive an education so that they could contribute to the development of the country. -
The Particulars of Its Organization, Functions and Duties:– Section 4(1)(B)(I)
MANUAL-1 The particulars of its organization, functions and duties:– Section 4(1)(b)(i) Jamia Millia Islamia, an institution originally established at Aligarh in United Provinces, India in 1920 became a Central University by an act of the Indian Parliament in 1988. In Urdu language, Jamia means ‘University’, and Millia means ‘National’. The story of its growth from a small institution in the pre-independence India to a central university located in New Delhi—offering integrated education from nursery to research in specialized areas—is a saga of dedication, conviction and vision of a people who worked against all odds and saw it growing step by step. They “built up the Jamia Millia stone by stone and sacrifice by sacrifice,” said Sarojini Naidu, the nightingale of India. Conception Under the colonial British rule, two dominant trends joined hands and contributed towards in the birth of Jamia. One was the anti-colonial Islamic activism and the other was the pro- independence aspiration of the politically radical section of western educated Indian Muslim intelligentsia. In the political climate of 1920, the two trends gravitated together with Mahatma Gandhi as a catalyst. The anti-colonial activism signified by the Khilafat and the pro- independence aspirations symbolised by the non-cooperation movement of the Indian National Congress helped to harness creative energies and the subsequent making of Jamia Millia Islamia. Rabindranath Tagore called it “one of the most progressive educational institutions of India”. Responding to Gandhiji’s call to boycott all educational institutions supported or run by the colonial regime, a group of nationalist teachers and students quit Aligarh Muslim University, protesting against its pro-British inclinations. -
Mohammad Mujeeb, the Padma Bhushan Awardee Was an Eminent Historian, Educationist and Scholar
Makers of Indian Literature Mohammad Mujeeb, the Padma Bhushan awardee was an eminent historian, educationist and scholar. Born on 30 October 1902 in Lucknow, Uttar Pradesh in a reputed family, Mohammad MOHAMMAD MUJEEB Mujeeb had the privilege to acquire education in the best national and international institutions. Committed to secular and democratic Mohammad Mujeeb ethos, Mohammad Mujeeb served the nationalist cause through his commitment to academics and education and serving Jamia Millia Islamia (Delhi based Central University) since 1926 as Professor of History and as Vice Chancellor from1948–73. Mohammad Mujeeb mastered several languages including Urdu, English, Russian, German and French. The Indian Muslims is his magnum opus though Mohammad Mujeeb has many more books, dramas and articles in Urdu and English to his credit. Mohammad Mujeeb was widely travelled and represented India at the UNESCO and UN General Assembly. He was member of several prestigious institutions including Taraqqui Urdu Board, Hindustani Talimi Sangh and the Sahitya Akademi. The Government of India honoured him with the Padma Bhushan in 1965 for his contribution in the field of literature and education. Meher Fatima Hussain is teaching in the Centre for the Study of Social Exclusion and Inclusive Policy, Jamia Millia Islamia since 2008. Her areas of specialization are Modern Indian History and Minorities Studies and her publications include Monograph Hussain Meher Fatima from Nehru Memorial and Museum Library, Teen Murti and two books titled, Celebrating India: Reflections on Eminent Indian Muslims: 1857–2007 and Syed Zahoor Qasim: The Man, Mission, Milestones. She has published works in edited books and journals of repute. -
JANATA TRUST of Non-Cooperation and Appointed a Islamia Became Operational
Established 1946 1 Pages 20 Price : Rupees Five Vol. 75 No. 4 Supreme Court’s (New) Reservations Judgment February 16, 2020 and Its Discontents This Won't Be Breaking News: CO2 Levels Hit Record High of 416 ppm Gautam Bhatia Jessica Corbett On 7 February, a two-judge be challenged. Appellants further Isalak and its Struggles Against CAA–NRC bench of the Supreme Court handed argued that as the collection of Amey Tirodkar down a judgment holding that “quantifi able data” was a precursor Jamia – An Offspring of the Article 16(4) of the Constitution to providing reservations, it followed Freedom Movement Aamir H. Khan, Aban Usmani is only an enabling provision, ipso facto that “there is no necessity Why I Will Never 'Go to Pakistan' and does not confer a “right” to for collection of any quantifi able Laila Tyabji reservations. The context of the data after the Government has At Nizamuddin Auliya’s Dargah, case was as follows: in 2012, the taken a decision not to provide Basant is the Colour of Harmony Bharat S. Tiwari government of Uttarakhand decided reservations.” Private Players Line Up to Run to fill up the posts in the state’s The Court agreed with these Private Trains public services without providing submissions, and also agreed with Sabrangindia reservations to Scheduled Castes its 2016 judgment in Suresh Kumar Apartheid in the Global Governance System (SCs) and Scheduled Tribes (STs). Gautam v State of UP, where these Jason Hickel This was challenged, and after contentions had been accepted. In The United States as Destroyer a round of litigation before the paragraph 12 of the judgment, it of Nations Daniel Kovalik Uttarakhand High Court, that court noted that: Mexico’s AMLO Shows How It’s Done directed “the State Government to “It is for the State Government Ellen Brown collect quantifi able data regarding to decide whether reservations Editor : G. -
Mediterranean Journal of Social Sciences Vol
ISSN 2039-2117 Mediterranean Journal of Social Sciences Vol. 2, No. 3, September 2011 2011 MCSER Vol. 2 (3) September 2011 Mediterranean Journal of Social Sciences journal homepage: www.mcser.org DOI: 10.5901/mjss.2011.v2n3p508 ISSN 2039-2117 The Legacy of Sir Syed Ahmad Khan in the Field of Education Fayyaz Ali Lecturer in Pakistan studies, Institute of Management Sciences University of Science and Technology, Bannu, Pakistan Tel: +92-0928-610120 Email: [email protected] Gulap Shahzada Institute of Education and Research University of Science and Technology, Bannu, Pakistan Tel: +92-0928-621101 E-mail: [email protected] Khan Faqir Lecturer in Pakistan studies Institute of Information Technology University of Science and Technology, Bannu, Pakistan Abstract It is beyond any doubt that education has been the dire need of any society. Education is a life-long process. It continues from the cradle to the grave. It equips people with knowledge and skills to enable them to live a prosperous and happy life. Education serves as supra structure of a country. The development of country depends upon the standard and quality of education in the country. Education is a mean through which a man knows himself and his position and duties in this world. It helps individual in self-realization and is a process of exploring of individual’s potentiality and tries to enable the individual using his power in positive manner (Khalid, 1998). The arrival of Syed Ahmad Khan on the India educational scene is perhaps the most outstanding event in the 19 th century in the history of Muslim education. -
Annual Magazine: Sada-E-Jauhar 2020-2021
THETHE ROLEROLE OFOF JAMIAJAMIA ININ NATIONNATION BUILDINGBUILDING و ڈا ڈا ق * . . .. . . . . . . . . . .. . . . . . . . .. . .. . . . .. . . 29 WHAT JAMIA'S PAST TELLS US IQRA TAHIR BA. Final year JMI is aaining peak of success one aer another, but its journey was not as easy and straighorward as it sounds, it will not be impreciseif we say that the 1857 was the outmost pinnacle of the decline for Indian Muslims. amia Millia Islamia has aained the status of being the highest ranking instuon in the Country. However, JMI has been emerging from the past Jwith a special identy compared to other educaonal instuons due to the best educaonal services, it has the history of tolerance -
Dr. Zakir Husain and His Contemporaries Archives & Portrait
It gives me great pleasure to share with all concerned some of the significant achievements of Jamia Millia Islamia since the beginning of the new millennium. All this has been possible due to active support and cooperation of our students, colleagues and will wishers. I take this opportunity to convey my gratitude to them. Syed Shahid Mahdi Vice-Chancellor New Delhi, June 2, 2004 Jamia Millia Islamia Genesis Jamia Millia Islamia was established in response to Mahatma Gandhi’s call to boycott government supported educational institutions in 1920. Among those who enthusiastically responded to this call were Shaikhul Hind Maulana Mahmud Hasan, Maulana Mohamed Ali, Hakim Ajmal Khan, Dr. Mukhtar Ahmad Ansari, Abdul Majeed Khwaja and Dr. Zakir Husain. These Nationalist Muslims , along with some others, founded the Jamia Millia Islamia. They nurtured it through the changing vicissitudes of history at great personal risk and inconvenience. The Jamia moved from Aligarh to Delhi in 1925. Since then, it has been continuously growing, always refurbishing its methods, and branching out from time to time to meet new challenges. True to the ideals of its founders, it has, over the years, tried to focus on all round development of its students. Though its founders and architects were mainly Muslims, the Jamia from the very beginning remained devoted to the ideals of secular education and kept its doors open to students and staff of all creeds and denominations. In 1963, Jamia Millia Islamia was declared a deemed university under section 2 of University Grants Commission Act. and subsequently elevated to the status of a Central University as per Jamia Millia Islamia Act 1988, passed by the Parliament on 26th December 1988. -
Chapter 1 Roots: with Humility and Gratitude
Chapter 1 Roots: With Humility and Gratitude here are no printed or written records in my possession dealing Twith my ancestors. Whatever follows is, of necessity, confined to my parents, grandparents, paternal and maternal, and to my maternal great grandfather, Molvi Sami Ullah (d. 1908). I, however, understand that my ancestors on the father’s side are the descendants of Khwaja Ubaidullah Ahrar, the renowned Saint from Tashkent in the 16th century, and, reportedly, the spiritual mentor of Babar. Our first ancestor who lies buried in the family graveyard in Aligarh city is Khwaja Abdul Qadir. His ancestors had earlier lived in village Sasni, about twelve kilometers from Aligarh city. My grandfather, Khwaja Muhammad Yusuf (d. 1902), one of the top lawyers and landowners of Aligarh, was a strong and influential supporter of the Aligarh Movement under the leadership of Sir Syed Ahmad Khan. Most of the rich and powerful landlords of the region were still reluctant, at that point of time, to go along with Sir Syed’s mission of Western education and Islamic liberalism. They supported Western education more out of pressure from the British rulers rather than out of inner conviction. But Muhammad Yusuf, out of genuine conviction in the correctness of Sir Syed’s vision, generously donated large sums to the College Fund Committee. He was also very active in the affairs of the Scientific Society. He had no objection to matrimonial alliances between different ethnic groups among the Muslims, some- thing that was not looked upon as socially proper among traditional Muslims. He did not allow his beliefs and convictions to stand in the way of his warm friendships with Hindus and others or in adopting Western ways in several social matters.