Edi System

Problem of Historical Distortion – Muhammad Ibn Abdul Wahhab

THE PROBLEM OF HISTORICAL DISTORTION: A Survey of Literature on Imam Mu? ammad ibn 'Abd al-Wahhab as saw through the Western inclination of history By Kazi Zulkader Siddiqui The Problem of Historical DistortionOf the previous fourteen centuries of the Islamic human advancement, its idea, its foundations and the characters who have added to its turn of events and brilliance, stagnation and crumbling, the authentic point of view painted by the Judaeo-Christian West has been uniquely unmistakable from the image introduced by the Muslim researchers, shifting from by and large unfriendly and mutilated forms to the ongoing thoughtful (and some of the time sympathetic) accounts.History is one of those parts of information that can be utilized most successfully for the glorification and upliftment of one's own kin to the detriment of the conventions of others, driving in the long run to one's very own incendiary burden standards, qualities and lifestyle as the standard for other people. Most , if not the entirety of the individuals radiating from the Judaeo-Christian custom who have written their comprehension of the Islamic human progress, have been prey to such fundamental motives.This isn't one of a kind however since the abstract inclination and presumptions of the student of history being referred to are an indispensable piece of the composition of history. What gets exceptional for this situation is the compelling utilization of the authentic viewpoint of others for the misuse of the equivalent. This gets show at that point, for instance, in the infamous ‘Divide and Rule' strategy of the post-renaissance British Empire. The Old Testament Hebraic legacy has a great deal to offer in appreciating this disposition and attitude of the Western writer.The Old Testament (in the Bible) was composed principally to distinguish the parentage and legacy of the Jews and consequently announce their prevalence over every single other country. Different countries referenced in the Old Testament are only for avocation of the wrongdoings of the Children of Israel. In like manner, the cutting edge Western author isn't worried about the outright and relative certainties. He is increasingly worried about legitimizing or clarifying ceaselessly the marvels of different human advancements. Through this he either plans to overwhelm over different civic establishments, or to change over them to his own ways.We are very much aware that our prior comments are vigorously stacked with our own presumptions; yet there are sure suppositions, which are inferred through the intellectual and discerning procedures utilizing the realities of history as the beginning stage. In this way, for this situation, the suppositions are raised to the degree of determined realities and maxims. To demonstrate our point, we have decided for this paper a review of the writing in English created by the West during the eighteenth and nineteenth hundreds of years on the acclaimed and questio nable imam Mu? ammad ibn 'Abd al-Wahhab (1703-1789).As an unmistakable figure in Islamic history, cherished by numerous and abhorred by numerous others of the Muslims, he has figured out how to pull in the consideration of the Western colonialists, teachers, and students of history who were not one or the other, directly from his own lifetime to the present. Far more noteworthy than the Imam himself is the effect of his devotees †the Muwa idun or the purported Wahhabis †on the Western writing about Islam. The dissident component in the idea of the debate between the devotees of the Imam and different Muslims has held incredible enthusiasm for the very reasons we have plot above.The examination will become unquestionably increasingly straight out as we continue with the review itself. In addition, this examination can be made significantly more exact, precise and to the point if one somehow managed to endeavor a comparable exercise on the overview of the Western writing abo ut the devotees of the Imam. In this paper we will restrain ourselves to the Imam as it were. In the first place, it is proper to portray the remarkable highlights of the Imam's life quickly. Page 2 The Problem of Historical Distortion Mu? ammad ibn 'Abd al-Wahhab: A Brief Biography: Coming from an adapted family, 1 Mu? mmad ibn 'Abd al-Wahhab was conceived in 1115/1703 at 'Uyaynah, a modest community approximately 30 Km northwest of Riyadh in Saudi Arabia. His predecessors had been saturated with the ? anbali convention, as was youthful Mu? ammad's instruction. As a youngster, he left 'Uyaynah for additional investigations. His quest for learning took him to Makkah, Madinah and Damascus. He obtained incredible profound respect for Ibn Taymiyah (d. 728/1328) through the shaykh 'Abd Allah ibn Ibrahim al-Najdi at Madinah. Madinah likewise offered him an opportunity to educate for a long while. Accordingly, he proceeded with this occupation at the Umayyad mosque of Damascus.His venture s took him east to Basrah too, where, other than obtaining further information on the customary sciences, he found the opportunity of getting to know Shi'i and Sufi circles, their ways and thoughts. This period learned for him the plan of a strategic his brain. As per the Lam' al-Shihab, 2 he remained in Basrah for a long time and afterward moved to Baghdad. There he wedded an affluent woman and stayed for a long time. He next went to Hamadan and afterward to Isfahan in 1148/1736 to examine reasoning and Sufism. His mission for information drove him to Cairo and Damascus as well.Upon the settlement of his dad in Huraymilah close to Riyadh in Saudi Arabia, Mu? ammad ibn 'Abd al-Wahhab went along with him, and it was here that the Imam made his first work on taw? id, and furthermore assembled followers. After the passing of his dad in 1153/1740, he left Huraymilah for 'Uyaynah where he went through four years. During his stay there, the representative 'Uthman ibn Bishr of the Banu Mu' ammar turned into his devotee. This turned into a reason for dismay among the amazing Banu Khalid. His proclaiming against avoid (partner accomplices with Allah) that was drilled by the majority, and against their ethical laxity shook the underlying foundations of the society.As an outcome, the Imam had to leave 'Uyaynah and look for asylum in Dir'iyah (which is around 10-15 Km from 'Uyaynah toward Riyadh), where he discovered adherents among the amir Mu? ammad ibn Sa'ud's siblings and child. In the long run the Amir likewise bolstered him. The Amir and the Imam took a bay'ah (a promise of common dedication), â€Å"to endeavor, forcibly if important, to make the realm of God's assertion prevail†. 3 This was the start of the religio-political reality that was to immerse the entire of Najd and its neighboring regions during the decades to come, first under the amir Mu? mmad ibn Sa'ud (d. 1178/1765), at that point under his child 'Abd al-'Aziz (d. 1218/1803) and his grandson Sa' ud (d. 1229/1814). We leave the tale of the Al Sa'ud for different students of history to describe, and come back to the man who required the arrival to taw? id (God's solidarity) and a genuine act of Islam. Mu? ammad ibn 'Abd al-Wahhab proceeded with his job as educator in the mosque of Dir'iyah, as political advocate of the Amir, and as an evangelist composing religious works and stretching out his da'wah to the neighboring zones until his passing in 1204/1789. 4 Bearing this concise image of the Imam at the top of the priority list, we ow go to his Western biographers and their records. â€Å"His granddad Sulayman b. Mu? ammad had been mufti of the Nadjd. His dad 'Abd al-Wahhab was kadi at 'Uyayna during the emirate of 'Abd Allah b. Mu? ammad b. Mu'ammar; he instructed ? adith and fikh in the mosques of the town and left a few works of ? anbali motivation, which to a limited extent survive†. Laoust, EI2, III:677, col. 2. 2 Abu Hakima, Ahmad A. , ed. , Lam' al-Shihab fi taà ¢â‚¬â„¢rikh Mu? ammad ibn 'Abd al-Wahhab, Beirut, 1967 3 Laoust, EI2, III:678, col. 2. The vast majority of the realities have been taken from this equivalent source. Most history specialists give the time of death as 1206/1792. See Mu'inuddin A? distraught Khan, â€Å"A Diplomat's Report on Wahhabism of Arabia†, Islamic Studies 7 (1968), p. 38, for the contention for 1204/1789 as the right date. Page 3 1 The Problem of Historical Distortion WESTERN ACCOUNTS ABOUT THE IM M: M. Carsten Niebuhr (1733-1815): The first European to specify the Imam in quite a while works was M. Carsten Niebuhr who visited the promontory in 1761-1764, that is inside four years of the bay'ah taken between the Imam and ibn Sa'ud. He distributed his reports in German in 1772 and 1778.An abbreviated English adaptation of his compositions showed up first in 1792 entitled Travels Through Arabia and Other Countries in the East. 5 Niebuhr and his buddies had set out upon a clerical strategic accumulate som e data about this old place where there is Arabia, which had been the support of Christianity similarly as it had been for Judaism and Islam. Numerous individuals have noticed the bogus and misdirecting comments of Niebuhr with respect to the Imam. In the show portrayed by Niebuhr, there are two significant characters in the establishing of â€Å"the New Religion of a Part of Nedsjed†, 6 in particular one â€Å"Abd ul Wahheb† and his child â€Å"Mahomet†. His depiction of ibn 'Abd al-Wahhab's childhood appears to count with the realities of the Imam's life. Presently this â€Å"Abd ul Wahheb†, having established his religion, changes over a few Schiechs (I. e. shaykhs) to his confidence, and for all intents and purposes turns into their ruler. He decreases an incredible piece of â€Å"El Ared†, accordingly apparently likewise playing out the job of ibn Sa'ud. After the dad's demise, the child â€Å"Mahomet† assumes control over the little do main worked by his dad, supporting â€Å"the incomparable religious character in El Ared†. Among his convictions refered to are that â€Å"he thought about Mahomet, Jesus Christ, Moses, and numerous others, regarded by the Sunnites in the character of prophets, as only incredible men, whose history may be perused with progress; denying that any book had ever been composed by divine motivation, or brought down from the paradise by the holy messenger Gabriel. † 9 Against the convictions of â€Å"Abd ul Wahheb†, he differentiates the Sunnites as a â€Å"superstitious sect† whose conclusions are bogus, contingent upon â€Å"their own whimsies† to clarify the â€Å"Alcoran†, recognizing

100 Years of Women in the Book World Being Kickass

100 Years of Women in the Book World Being Kickass The WNBA. An underrated basketball organization, you think. Yes. BUT ALSO the Women’s National Book Association, celebrating its 100th anniversary this month. Yes, founded in 1917 â€" in the midst of WWI and three years before women’s suffrage was nationally ratified â€" the WNBA was created in the belief “that books have power and that those involved in their creation gain strength from joining forces” and exists to “connect, educate, advocate and lead in the literary community.” In a move strikingly reminiscent of the organizations we have cropping up all over right now, the WNBA was founded in the midst of a social justice movement. The New York City suffrage parade of 1917 galvanized a group of women who wanted to be represented in their industry. They were shut out of membership in the American Booksellers Association and the Booksellers League, so those 15 women booksellers got together and created something from nothing. If you’re wondering how something like this 100-year-old organization can get started, one of the founders in a 1918 interview said: “[I]t was while everyone was planning for the big suffrage parade last year that I discovered how unorganized were the women in the book-selling profession. I wanted to march in a group with members of my profession, but I discovered that there was no such organization. This discovery set some of us to thinking and planning, and out of this planning came the Women’s National Book Association.” They then “created the national association, elected officers, and mapped out a busy year’s work.” The bimonthly meetings they had were noted down in shorthand, transcribed, and sent to every member in order to make it a truly national organization, rather than a series of siloed chapters. As an example of what women were facing, popular essayist and bibliophile Eugene Field wrote a poem in his book The Love Affairs of a Bibliomaniac, which begins speaking of a lack of women in “that part of paradise especially reserved for book-lovers”: The women-folk are few up there,  For t were not fair, you know,  That they our heavenly bliss should share  Who vex us here below! He continues with “It has never been explained to my satisfaction why women, as a class, are the enemies of books, and are particularly hostile to bibliomania.” Maybe they were just an enemy of you, Eugene Field. The WNBA has carried on its legacy through its national chapters, publication The Bookwoman, and their recent book Women in the Literary Landscape. May they go on for another hundred years.

A Token Economy That Supports Both Behavior and Math Skills

A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change.Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need t o be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal one point.Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

The For Any Corporate Risk Management Program Essay

For any corporate risk management program, there are a number of factors whose absence signals an increased likelihood of failure for the risk management program and whose presence greatly increases the chance for success of the program (Hillson and Simon, 2012). These factors, called Critical Success Factors (CSF), include the following: †¢ An organization supportive of the process; †¢ A skilled and competent staff; †¢ The presence of the necessary support infrastructure; and †¢ A simple, scalable, and documented procedure (Hillson and Simon, 2012). In the Environmental Quality International (EQI) in Siwa case study, some important details are missing, but with the information that is available, it is possible to draw conclusions about EQI’s risk management system and how the company reached the CSFs. EQI’s Critical Success Factors in Siwa CSF Examples Supportive Organization †¢ Company President’s personal project †¢ Fit company mandate to promote sustainable development †¢ Secured loans and other financing for project Skilled Competent Staff †¢ Neamatalla and his sister Laila were instrumental in success of phases of the project †¢ Use of local staff for reduces costs Necessary Support Infrastructure †¢ Loan money for project finance †¢ Evidence of willingness to address problems as they developed (mites in lumber, wages for women workers) Simple, Scalable, Documented Procedure †¢ No documented evidence of this CSF (Hillson and Simon, 2012) There were many benefits andShow MoreRelatedImplementation of Corporate Social Responsibility Programs by Foreign Subsidiaries716 Words   |  3 Pageswith a well-planned and defined strategic plan if they are to succeed with their Corporate Social Responsibility (CSR) programs, taking into account value creation, risk management and corporate philanthropy as part of their strategic vision for the programs. 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Roberta Borkat A Liberating Curriculum free essay sample

â€Å"A Liberating Curriculum† By Roberta F. Borkat From a readers point-of-view In â€Å"A Liberating Curriculum,† by Roberta Borkat, Borkat uses a sarcastic approach to get her lethargic students to realize the effect they are having on the educational system. Borkat in return offers an idea to give all her students an ‘A’ in all their classes after the second week of school. Borkat became disgusted when she had a student become livid with her because he plagiarized his paper from a well-known essay in the Literature world.She even had a few students with extenuating circumstances, not do so well on assignments and exams but still wanted a passing grade, even though, they did not put in the time or effort and did not show up for most of her sessions. Borkat hopes that in giving everyone a passing grade students will hopefully become more relaxed, and both the students and teachers will be able to do the things they love the most with their time. We will write a custom essay sample on Roberta Borkat A Liberating Curriculum or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Borkat believes that by focusing on the negative aspects that teachers are being faced with on a daily basis, will expectantly open her students and readers eyes to the ignorance that teachers must repeatedly put up with. Roberta Borkat utilizes ethos in several ways. Borkat tells her prospective readers about how she has been dedicated in the field of education for over twenty years.When Borkat claims, â€Å"laboring as a university professor for more than 20 years under a misguided theory of teaching,† verify that her experience as a university professor gives her the qualities to recognize when there is a problem that needs to be faced. Readers may acknowledge the fact that Borkat has been truly dedicated in this field long enough to point out several problems wrong with the educational system today. Borkat states, â€Å"I threw away numerous hours annually on trivia: . . . grading and explaining examinations; . . . holding private conferences with students; reading countless books; buying extra materials . . endlessly worrying about how to improve my teaching,† Borkat is simply making her readers aware of all the time, effort, blood, sweat and tears, she has put into her students and profession. Some readers may praise Borkat for all of her efforts she has put into making it possible for her students to recognize the importance of the criteria she has placed before them, myriad sums of time. When it comes to presenting pathos, Borkat does not hold back on expressing her emotions towards her students, fellow colleagues, and eventual readers. Borkat insists, â€Å"I humbly regret that during all those years I have caused distress and inconvenience to thousands of students while providing some amusement to my more practical colleagues,† this suggests that Borkat believes that in all her decades of teaching, instead of bringing her learners knowledge, understanding, and possessions they can use throughout their lives in their own fields of profession, she has brought them pain and inopportuneness, which has in turn made her fellow equals amused.Borkat reports, â€Å"One or two forlorn colleagues may even protest that . . . such authors as Chaucer, Shakespeare, Milton and Swift are intrinsically valuable. I can empathize with these misguided souls . . . After all, their bodies are dead. Why shouldn’t their ideas be dead, too,† insists that teachers are wasting their time teaching students about such satirists, when the students do not care about the topic. Instead, the teachers should just teach about things which will actually catch their students’ attention, such as â€Å"MTV and People magazine. †

THE SECOND AMENDMENT Essays - Gun Politics In The United States

THE SECOND AMENDMENT: What Role Should The Government Play in Gun Control? A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Gun control is a real issue with Americans today. Many people have different opinions about how to handle our growing dilemma concerning guns. There are those who believe we should ban guns altogether and those who believe we should not ban or restrict the people's right to own guns at all. Both sides have valid arguments, but neither side seems to know how to compromise because of their very different opinions. I personally believe guns should be banned. However, those against gun control have very good arguments. The Second Amendment was written because of the colonists' fear of an all-powerful central government taking over, but there are many interpretations of how the Second Amendment reads. The court has never found the Second Amendment to clash with the Fourteenth Amendment's Due Process clause which states that, "No state shall...deprive any person of life, liberty, or property, without due process of law" (McClenaghan 522). This gave each state the right to set up their own rules and regulations, which I believe, is one reason why we have the problems that we do. There have been four major cases heard by the Supreme Court which found that the fire-arm control laws are constitutional; United States v. Cruikshank (1986), Presser v. Illinois (1886), Miller v. Texas (1894), and the United States v. Miller (1939) (Strahinich 41). United States v. Miller was the most important. It supported a section of the National Firearms Act of 1934, basically stating that it is a crime to ship sawed off shotguns, machine guns, or silencers across state lines unless registered with the Treasury Department (McClenaghan 522). The United States already has more than twenty thousand gun laws, but they do not seem to be making an impact. The first American gun control laws were written before the Revolutionary War. The most effective and more recent laws have been the Gun Control Act of 1986 and the Brady Law. The Gun Control Act of 1986 has a lot of impact on our rights concerning firearms today. It requires federal licensing and inspection of dealers with new and stricter guidelines. It restricted the sale of ammunition and firearms between states and completely banned importing "Saturday night specials." Citizens could no longer own "destructive devices" such as bazookas and machine guns (Strahinich 51). This mainly attempts to prohibit high risk groups from obtaining firearms. The Gun Control Act of 1986 created new and greater penalties for using firearms to commit federal crimes. The Brady Law of 1994 required a buyer to wait at least five days before receiving a handgun, therefore giving the seller ad equate time to do a background check. The opposition argues that since there are over two million handguns in circulation today it would be nearly impossible for every single buyer to be checked. Those gun control believe that neither the Brady Act nor the Gun Control Act of 1986 are strong enough. It's revision in 1998 expanded required waiting periods on handguns, to requiring waiting periods on all firearms (Netzley 32). Some have suggested limiting guns and ammunition. Virginia Governor Doug Wilder proposed limiting gun purchases to one per person per month (Roleff 65). However, in 1982 Kennesaw, Georgia created an ordinance that required every head of household to own a gun and ammunition (Strahinich 48). Washington DC has the country's most extreme gun law. It states that "No civilian may buy or carry a handgun, nor may any gun be kept assembled or loaded in one's home for self defense." Yet, Washington has one of the highest homicide rates in the United States (Roleff 47). It is my belief that no single state can accurately decide what is best for the nation as a whole. It is said that any gun control measure that makes it harder to obtain guns would tend to produce more gun violence rather than less because the law abiding citizens will be defenseless against the criminal types. To gun control activists, repressive gun control laws are not at all effective. If anything,