Ethical Guidelines for Muslims in Business by Dr. Rafik Issa Beekun Essay Sample free essay sample

Some broad rules oversee the Islamic codification of moralss with connection to both one’s everyday life and concern conduct. Moslems are required to act Islamically in their anxiety deals since Allah Himself is observer to their minutess: In whatever worry you might be. also, whatever part you might be declaiming from the Quran and whatever deed you ( humankind ) might be making †We are Witnesss thereof when you are significantly hostage in that. ( Quran-10:61 ) . Here are some cardinal concern decides that Muslims ought to follow. †¢ Be Honest and Truthful.Honesty and honesty are characteristics which a Muslim man of issues ought to create and practice himself. Truth. for representation. has a self-strengthening result. In a Hadith announced in Sahih Al Bukhari: The Prophet ( harmony arrive ) said. â€Å"Truthfulness prompts uprightness. what's more, honesty prompts Paradise. A grown-up male keeps on expressing reality until he turns into a genuine person. Lie ( Dusta ) prompts al fujur ( I. We will compose a custom exposition test on Moral Guidelines for Muslims in Business by Dr. Rafik Issa Beekun Essay Sample or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page e. . fiendish ( maksiat ) . insidious doing ( ditimpa masalah ) . what's more, al fujur ( underhanded ) prompts the Hell Fire. what's more, a grown-up male may proceed to state equivocations till he is composed before Allah. a prevaricator. Genuineness is especially of import for Muslim concern people. The interest to do an overall gain and the temptations to uplift the properties ( sifat2 ) of their product or administration during a gross incomes pitch may redirect ( menganggu/mgalih phatian ) them to exaggerate ( mpebesar2kan ) . This is the reason the Prophet stated: The merchandisers will be raised on the Day of Resurrection as scalawags ( zalim ) . but the individuals who dread Allah. are noteworthy and talk reality. †¢ Keep Your Word.In a Hadith described by Abu Hurayrah. the Prophet is accounted for to hold stated: The Prophet ( harmony arrive ) said. â€Å"If you promise me six things on your segment. I will vouch you Paradise. Talk reality when you talk. keep up a guarantee when you make it. at the point when you are trusted with something. bring through your trust. maintain a strategic distance from extramarital perversion. bring down your eyes. also, keep your guardianships from shamefulness. †¢ Love Allah More Than Your Trade.We must love Allah regardless of whether we need to give everything else. Allah cautions in the Qur’an. State. â€Å"If it be that your male guardians. your boies. your siblings. your couples. or on the other hand your related ; the riches that you have picked up ; the corporate greed wherein you dread a lessening ; or the homes ( kediaman ) in which you enchant ( menyenangkan ) †are dearer to you than Allah. or then again His Messenger. or on the other hand the nisus ( bjihad ) in His motivation †so hold up until Allah achieves His Decision: and Allah. ushers non the insubordinate ( derhaka ) . ( Quran-9:24 ) . †¢ Be Humble ( merendah diri ) by they way You Conduct Your Life. Moslems must non end an existence of extravagancy ( boros/mbazir ) . what's more, must display cooperative attitude in any minutess among themselves. O you who accept! Gobble non up your effects among yourselves in love propres ( pkara salat ) : yet permit at that spot be among you traffic and exchange by basic positive attitude: nor slaughter ( or demolish ) yourselves: for verily ( sesungguhnya ) Allah has been to you Most Merciful. ( Quran-4:29 ) . †¢ Use Mutual Consultation in Your Affairs.In portraying the highlights of the individuals who will have higher and all the more enduring endowments from Him. Allah focuses on the significance of crowd. The individuals who notice ( engkau patuhi ) to their Godhead: and set up ordinary request ; who ( conduct ) their own businesss by regular crowd. who spend out of what we give ( Merahmati/mgurniakan ) on them for nutriment ( rezeki ) . ( Quran-42:38 ) . †¢ Do Not Cover in Fraud.Businessmens ought to maintain a strategic distance from fakeness ( tipu muslihat ) . They should deal with others in the equivalent equitable and just mode that they themselves would wish to be dealt with. Misfortune to those that bargain in extortion the individuals who when they must have by step from work powers careful full advance. Be that as it may, when they need to give by step or weight to work powers give not exactly due. Do they non believe that they will be demanded an explanation from? ( Quran-83: 1-4 ) . †¢ Do Not Bribe ( rasuah ) .Businessmens may in some cases be enticed to offer settlements or baqshish so as to convey ( myakinkan ) another gathering to give them specific favors or to let them to get away with disgraceful adl. Allah accentuates this point in the Qur’an: Arrangement non unfairly. also, you will designs. The example of unite is illegal in Islam. The Apostle ( Rasul ) of Allah ( harmony arrive ) reviled the 1 who pay-offs and the 1 who takes adjustments. †¢ Deal Justly ( sama Adil ) .The general standard that applies over all minutess including those relating ( berkaitan/bhubung ) to concerns is that of justness or non be managed unreasonably. ( Quran:2:279 ) .

SpanishAmerican War essays

SpanishAmerican War papers Postulation : The United States didnt need to engage in the Spanish-American War, however was hauled into it because of sensationalist reporting, they needed to control the oceans, and needed unlimited authority over Cuba. The Splendid Little War For 113 days throughout the late spring of 1898, the United States was at war with Spain. Neither the leader of the United States, nor his bureau, nor the sovereign of Spain, nor her pastors needed the war needed the war. It happened eventhough they put forth their best attempts to forestall it. It occurred as a result of aspiration, error, and ineptitude; and it happened due to benevolence, mind, and cleverness. It additionally happened on the grounds that some were apathetic regarding the enduring of the universes vomited what's more, others were not (OToole 17). By winning the war the United States demonstrated the remainder of the world and to itself that it could what's more, would battle against outside countries. For a long time, politically influential nation had been packed in the nations in Europe. Countries, for example, Great Britain, France, Germany, and Spain had the most impact in worldwide undertakings. In any case, a move in power was bit by bit occurring as the United States developed. The youthful country picked up riches and quality. Its populace developed enormously, and numerous individuals trusted it would turn into a significant force to be reckoned with (Bachrach, 11) Spain was one of the numerous European nations that had domain in the United States. Spain controlled generally a few islands off the bank of Central America. The most significant of these were Cuba what's more, Puerto Rico. The United States was persuaded that the Spanish mosgoverned and mishandled the individuals of these islands. Truth be told, Spain did strain and abuse the Cubans, who revolted in 1868 and again in 1895. Along these lines, the American individuals felt thoughtful toward the Cuban autonomy development. Furthermore, Spain had much of the time meddled with exchange between I... <!

What You Can Learn from College Facebook Pages

What You Can Learn from College Facebook Pages What You Can Learn from Stalking Your Dream College on Facebook What You Can Learn from Stalking Your Dream College on Facebook You’ve been warned. In this digital age, 40% of college admissions officers scour your social media profiles about as closely as your academic records. While this Facebook (or Twitter or Instagram) stalking may seem invasive, it’s also a window into your judgement, values, and sense of humor â€" and now, two can play at this game. Just as admissions officers may use your Facebook profile as a measure of your character, you can glean lots of meaningful information about a school from its social profiles. We are huge fans of employing all kinds of creative research strategies that take you beyond the school admissions website, from combing Facebook feeds to following school-helmed Instagram accounts. To help you get started â€" and to provide a concrete example â€" we took a peek at UC Berkeley’s Facebook, Twitter, and Instagram profiles and broke down the kind of information you’ll find on each platform and key details to look out for in posts. Cal is a great example partially because it represents the larger University of California system, and also because it has both a regular profile and an admissions profile on every platform. Many schools have split profiles like this, but some don’t. No matter what, it’s a good idea to search for both because they can tell you very different things about a school when separated. Berkeley is a great example because it really maximizes its use of social media, and it will give you a sense of everything you can expect from other schools profiles. So, know that all of our Berkeley-specific observations will be true of almost any other school you want to look up. Lets dive in! Facebook Regular profile If you want to know what makes UC Berkeley people tick, this is the place to go. The general Facebook page is your window into the latest happenings in the Berkeley community, which can highlight student life, but is equally likely to include quotes from professors, news on the latest research coming out of Berkeley, campus photos, and alumni news. Following Berkeley on Facebook will allow you to see what excites the community, not only in what students actually do but also in how they respond to posts. Peek at the likes and comments and see what the dialogue is like; you may just find Berkeley is the perfect outlet for your interest in social theory or microbial biology. You’ll also know what is going on at Berkeley now, and will be able to include up-to-date and dynamic information in your personal statements. Admissions profile Okay, so you know there’s cool stuff happening at Berkeley, but where are the hard facts and stats you need to apply? Berkeley’s separate admissions page features updates on all of the key info you need as a prospective student, from stats and rankings to key deadlines and planning your campus visit. It even helps you troubleshoot the online application system. You’ll also find updates that relate directly to your potential campus experience: What kinds of things are undergrads accomplishing? What new clubs and study abroad options are there? What cool people come to speak on campus? It’s a great place to ask questions and engage directly with the school because it is truly geared to your needs. Twitter Regular profile News news news! If you thought the Facebook page was packed with Berkeley news, think again. The school Twitter page is essentially a higher frequency version of the Facebook page, featuring story after story about impressive Cal students, professors, and alumni. The benefit, here, is volume: more articles, fewer audience interactions. So, if you really want to keep a pulse on all the UC Berkeley happenings, this is the place to do it. Admissions profile The admissions Twitter, on the other hand, is all about interaction. While there’s plenty of overlap between the Twitter page and the Facebook page, the Twitter page also constantly retweets prospective students, admitted students, and any user-generated info or tools that applicants might find helpful. This is probably one of the best outlets for quick answers your burning questions. Many schools even host live QA sessions via Twitter during the peak of application season. Instagram Regular profile This is the best place on the internet to drool over beautiful campus photos, new and old. If you aren’t able to visit, Instagram could be your best way to take a (meticulously filtered) campus tour. It is also usually the outlet where schools are most likely to share student-generated content, so it’s also a great way to see UC Berkeley through the eyes of real students and alumni and get an authentic picture of campus life. We typically discourage clichés, but a picture really is worth 1000 words, and engaging your senses in a different way will help sustain your excitement during the application process, while providing a trove of concrete details you can weave into your essays. Admissions profile While also full of drool-worthy campus photos, Berkeley’s admissions profile is equally packed with photos of Berkeley cafeteria-fare (which are just as likely to activate your salivary glands). In many ways, the admissions profile is even more focused on student life than the regular profile, highlighting the many aspects of campus (like the food) that might entice a bright, dynamic student (like you!) to apply. The heavy focus on undergrad activities, buildings, and traditions will give you a holistic sense of what your journey through Berkeley could be like. Everyone uses social media to present their best self (yes, even top universities!). It’s always wise to take each post with its due grain of salt, but if you watch closely enough, you’ll also be able to catch meaningful candid moments you’ll never find in a brochure. About Thea HogarthView all posts by Thea Hogarth » Ready to start your college essay? Give College Essay Academy a Try. WATCH CHAPTER 1 FOR FREE »

Native American Women - 1150 Words

Native Americans more than any other group in the country fare considerably worse based on social and economic indicators. They suffer high poverty rates, low life expectancy, and higher than usual rates of illness. Alcoholism and suicide rates are especially rampant within the reservations. One of the most devastating programs, with concerns which are still felt today, was the systematic removal of native lands and children. Native Americans were forced off their lands to undesirable lands, slowly falling more dependent on federal government assistance and food distributions. Then slowly children were taken from their kin and placed in government funded church ran boarding schools, where they were disciplined for speaking their languages or practicing their native traditions. But let’s look at the traditions of the Native American woman. Historically Native American women are an honorable figure. They cook, clean, weaved and care for their families. Once they were settled in the land they would work together with their brothers and sisters under the leadership of their head mother. Although the male and female roles were different for each tribe, most societies were matrilineal, of or based on kinship with the mother or the female line. The women were responsible for all of the household duties: regardless of whether they were strenuous or not. The Native American’s lives began to shift with the arrival of the Europeans. In 1607 when the â€Å"White Man† stayed on the NativesShow MoreRelatedBlack Women And Native American Women984 Words   |  4 PagesBlack women and Native American women have been oppressed for many years throughout history. They were enslaved and were essentially objectified by white men. Today in the media black women are seen as interesting individuals who are hypersexualized or pr omiscuous. On the other hand, there is hardly any representation of Native American women in our daily life but when they do appear they are usually sexualized. Our culture essentially label and define these women based on their representation inRead MoreWomen And Native Americans Face Problems1275 Words   |  6 PagesHello President Van Buren, in current day there are many reasons to why slaves, women and Native Americans face problems in America. Main reason to all three of them is discrimination and not giving each of these people equal rights. Considering most of America is concluded by these three majorities, it is unfair to not reflect to them in most of the events going on in America. Even though they all face similar difficulties, they also have very different issues they deal with on a daily basis. Read MoreThe Role of Native American Women Essay1062 Words   |  5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;With Native Americans being the first inhabitants of North America, many pe ople often question what traditions they have created on their own, before the ideas of the pale settlers. When taking a look into their interesting beliefs, it is obvious to see an intricate basis or animals and spirits that guide the lifestyles of Indians all over the country. Even their society had a special way of doing things, including gender roles of both men and women. There are many customs thatRead MoreHistorical And Contemporary Stereotypes Of Native American Indian Women1133 Words   |  5 PagesHistorical and contemporary stereotypes of Native American Indian women have resulted in erroneous and callous images. Mass media, movies, and printed materials continue to depict Native American Indian women as either a princess or a savage. Native American Indian women are affected by non-humanistic myths and stereotypes that are advertised by the media, popular literature, and movies. The Pocahontas paradox represents a dilemma for Native American Indian women. This histo rical movement has persistedRead MoreThe Sterilization of Native American Women in the 1970s Essay2796 Words   |  12 PagesDissecting the Sterilizations of Native American Women in the 1970s In the old days, genocide used to be so simple. Such things as biological warfare used to keep Indians warm with small pox infested blankets furnished by the United States government, and the only thing barren and infertile was the land set aside for reservations. In the 1970s, genocide became a little more complex. Biological warfare invaded the reproductive rights of Native American women, making their wombs as barren andRead MoreHistorical Challenges That Native American Women Have Faced Essay744 Words   |  3 PagesGunn Allen both write in their essays of the challenges that Native American women have historically faced and continue to confront to this day. Major contributors to these challenges are the stereotypes and misconceptions by white male anthropologists and missionaries who studied the Native American tribes and found the women subservient and passive. Both of these authors strongly disagree in this characterization of Native American women and instead portray them as important and honored membersRead MoreNative American Women s Literature Class883 Words   |  4 Pagesm. Tuesday morning, and Brittanee Ramallo walks into an African-American women’s literature class with her khakis, button down shirt, tie and vest on. She may be small in height, but her presence makes up for it. Ramallo, a senior studying integrated language arts, shares her views on family, racism, the justice system and students in the heated debates in class. Behind every word she speaks is passion. Ramallo, a New York native, moved to Kent, Ohio to pursue her love in criminal justice, butRead MoreEvery Revolution Gives Birth to Another: Lives of African-American Women and Native American Women622 Words   |  3 PagesEvery Revolution Gives Birth to Another When Americans look back at the ways in which African American women and Native American women as recently as not much more than a century ago, they might well be shocked at the ways in which their lives were limited by both legal and cultural restrictions. Since then they have made significant progress towards equality, although both groups lag behind other American demographic groups in terms of life expectancy, chronic disease, work opportunities, wagesRead MoreNative American Women in The Fall of the House of Usher by Edgar Allan Poe1317 Words   |  5 PagesMary Rowlandson’s captivity narrative follows the tradition of stories of women from Anglican descents that are seized by Native Americans, a genre that was enormously popular in the US at the turn of the 17th century. A defining work of American literature that presented accounts of Indian barbarity, the gallantry and superiority of white male settlers, and the helplessness of white women in need of protection and r escue. Correspondingly, Madeline Usher, the entombed sister from Edgar Allan Poe’sRead MoreMassacre at Deerfield1399 Words   |  6 Pagesthat was in the mid Connecticut River valley, became a place for a great intercultural, international conflict. Deerfield was raided by French and Native forces in an ongoing struggle with the English for control of native lands and resources. Native American peoples; French, English, and Africans; soldiers, ministers, farmers and traders; men, women, and children; they were all affected by these conflicts. Deerfield had been prepared for this attack as they had gotten word that it might happen

The Effects Of Television Violence On Today s Society

Aside from video games, there is a multitude of media that today’s youth is exposed to every day. Such media includes social media websites such as Twitter and Instagram, movies, television, and news broadcasting programs. Television, however, plays arguably the largest role in influencing adolescents in today’s society. According to Marina Krcmar and Kathryn Green, â€Å"Viewing of violent television and interest in television violence has been linked to a host of antisocial behaviors such as increased aggression, decreased sensitivity to violence and the suffering experienced by the victims of violence, and an increased sense of fear and helplessness† (Krcmar 195). This means that after long-term exposure to violence on television, people essentially become desensitized to violent and gruesome acts. This can lead to a decreased feeling of empathy for a real-life victim and an increased feeling of helplessness in a real-life situation of violence. If one is dese nsitized to violence, the odds immediately become more likely that one will not see any consequences for committing violent actions in the real world. Aside from committing violent acts, this form of media exposure can also encourage â€Å"risk-taking behaviors.† â€Å"Risk-taking is the tendency to engage in behaviors that threaten or harm and individual’s physical or mental health†¦ [and] poses an actual threat to the individual engaging in the activity† (Krcmar 196). Krcmar is saying that not only does the risky behaviorShow MoreRelatedThe Effects Of Television Violence On Children1735 Words   |  7 Pageswatches approximately 23 hours of television weekly. Children spend more time watching TV than doing any other leisure activity. By the time they finish high school, most have spent more time in front of the TV than in the classroom (Strasburger, 1995). On average, a child will see 18,000 murders, robberies, bombings, assaults, and beatings in their years of watching television (Liebowitz, 1997). Not to mention all the food commercials. In today s society, the television is used for more than just entertainmentRead More Psychology Of Television Essay923 Words   |  4 Pages Psychology of Television nbsp;nbsp;nbsp;nbsp;nbsp;Today many people think that television is the cause of violence in todayamp;#8217;s youth. Many have pondered that television disturbs traditions as well as interferes with the minds of adolecened children who can not yet comprehend the truth of fiction and reality. Thus television has become a widely talked about controversy, mainly because of the fatal incidents that have been occurring during the past couple of years. Questions are beingRead MoreViolence And Sex On Television898 Words   |  4 Pages Violence and Sex on Television: Effects on the Younger Audience In today’s society, the media is used greatly for communication, advertisement, information, and for numerous other reasons. The world has evolved by technological advances as well as by the type of content that is put out on the internet, radio, and especially on television. In particular, violence and sex are two of the most controversial content types that have been recently used loosely in the present as compared to theRead MoreThe Effects Of Television Violence On Our Society1566 Words   |  7 Pagesa variety of problems today, with violence being at the top of the list, you go anywhere and that is all you here about. Unfortunately it’s in front-page headlines of the newspaper and broadcasted on the news as top stories. Violence is a very big topic, although it is categorized into many small groups. There is juvenile violence, domestic violence, hate violence, terrorist violence, and violence displaced through various forms of the media. This research will be on violence in the media and doesRead MoreMass Media Is An Integral Part Of Everyday Life989 Words   |  4 PagesMass media is an integral part of everyday life. Society depends on the various forms of media for information, education, and personal entertainment. Mass media positively and negatively influences beliefs, values, and expands knowledge to bring awareness to various social events. Media also impacts the way children and adolescences understanding of violence, racism, suicide, aggression, and sexual stereotyping. If viewing these portrayals is accepted, then mass media does in fact negativelyRead MoreWhatever Hapenned to Morality and Values on Television1206 Words   |  5 Pagesplopped down on the couch and picked up my television remote. 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The last factor that makes our society ugly is the rate in bullyingRead MoreViolence in the Media Essays684 Words   |  3 Pagespopular pastimes in America today (Inventors). Philo T. Farnsworth was the true inventor of television in 1927. He had no idea that thirty-five years later h is inventions would not only be in ninety percent of Americans homes, but also strongly effect everyone that watched it. Following the introduction of television into the United States, the annual homicide rate increased by ninety-three percent(Journal of the American Medical Association). With the invention of television came the job of broadcastingRead MoreCrime, Violence and Masculinity1541 Words   |  7 Pagescombine forces to reduce interpersonal violence in the West? Violence is a difficult term to define, but for the purposes of this assignment violence can be defined as a crime or the threat to commit a crime by one person upon another person, and that usually that has negative physical or emotional effects upon the victim. Violence in Western society has been increasing steadily and has become a major concern for many nations. Increasingly, much of the violence is committed by male children and teenagersRead MoreEssay about The Negative Effect of Television on American Children988 Words   |  4 Pageschildren’s exposure to television which has resulted in a shortened attention span during other activities. Today, children are less active because of technology such as television and video gaming and, as a result more children are suffering from obesity. Television has been in American Society since 1920’s and has gradually been spreading around the world. Television is like a drug in American Society, it is addictive to all ages including children. It has the most effect on children that are young

Streams of Silver 11. Silverymoon Free Essays

The ride from Luskan was swift indeed. Entreri and his cohorts appeared to any curious onlookers as no more than a shimmering blur in the night wind. The magical mounts left no trail of their passing, and no living creature could have overtaken them. We will write a custom essay sample on Streams of Silver 11. Silverymoon or any similar topic only for you Order Now The golem, as always, lumbered tirelessly behind with great stiff-legged strides. So smooth and easy were the seats atop Dendybar’s conjured steeds that the party was able to keep up its run past the dawn and throughout the entire next day with only short rests for food. Thus, when they set their camp after the sunset of the first full day on the road, they had already put the crags behind them. Catti-brie fought an inner battle that first day. She had no doubt that Entreri and the new alliance would overtake Bruenor. As the situation stood now, Catti-brie would be only a detriment to her friends, a pawn for Entreri to play at his convenience. She could do little to remedy the problem, unless she found some way to diminish, if not overcome, the grip of terror that the assassin held on her. That first day she spent in concentration, blocking out her surroundings as much as she could and searching her inner spirit for the strength and courage she would need. Bruenor had given her many tools over the years to wage such a battle, skills of discipline and self-confidence that had seen her through many difficult situations. On the second day of the ride, then, more confident and comfortable with her situation, Catti-brie was able to focus on her captors. Most interesting were the glares that Jierdan and Entreri shot each other. The proud soldier had obviously not forgotten the humiliation he had suffered the night of their first meeting on the field outside of Luskan. Entreri, keenly aware of the grudge, even fueling it in his willingness to bring the issue to confrontation, kept an untrusting eye on the man. This growing rivalry may prove to be her most promising – perhaps her only – hope of escaping, Catti-brie thought. She conceded that Bok was an indestructible, mindless destroying machine, beyond any manipulation she might try to lay upon it, and she learned quickly that Sydney offered nothing. Catti-brie had tried to engage the young mage in conversation that second day, but Sydney’s focus was too narrow for any diversions. She would be neither side-tracked nor persuaded from her obsession in any way. She didn’t even acknowledge Catti-brie’s greeting when they sat down for their midday meal. And when Catti-brie pestered her further, Sydney instructed Entreri to â€Å"keep the whore away.† Even in the failed attempt, though, the aloof mage had aided Catti-brie in a way that neither of them could foresee. Sydney’s open contempt and insults came as a slap in Catti-brie’s face and instilled in her another tool that would help to overcome the paralysis of her terror: anger. They passed the halfway point of their journey on the second day, the landscape rolling surrealistically by them as they sped along, and camped in the small hills northeast of Nesme, with the city of Luskan now fully two hundred miles behind them. Campfires twinkled in the distance, a patrol from Nesme, Sydney theorized. â€Å"We should go there and learn what we may,† Entreri suggested, anxious for news of his target. â€Å"You and I,† Sydney agreed. â€Å"We can get there and back before half the night is through.† Entreri looked at Catti-brie. â€Å"What of her?† he asked the mage. â€Å"I would not leave her with Jierdan.† â€Å"You think that the soldier would take advantage of the girl?† Sydney replied. â€Å"I assure you that he is honorable.† â€Å"That is not my concern,† Entreri smirked. â€Å"I fear not for the daughter of Bruenor Battlehammer. She would dispose of your honorable soldier and be gone into the night before we ever returned.† Catti-brie didn’t welcome the compliment. She understood that Entreri’s comment was more of an insult to Jierdan, who was off gathering firewood, than any recognition of her own prowess, but the assassin’s unexpected respect for her would make her task doubly difficult. She didn’t want Entreri thinking of her as dangerous, even resourceful, for that would keep him too alert for her to move. Sydney looked to Bok. â€Å"I go,† she told the golem, purposely loud enough for Catti-brie to easily hear. â€Å"If the prisoner tries to flee, run her down and kill her!† She shot Entreri an evil grin. â€Å"Are you content?† He returned her smile and swung his arm out in the direction of the distant camp. Jierdan returned then, and Sydney told him of their plans. The soldier didn’t seem overjoyed to have Sydney and Entreri running off together, though he said nothing to dissuade the mage. Catti-brie watched him closely and knew the truth. Being left alone with her and the golem didn’t bother him, she surmised, but he feared any budding friendship between his two road-mates. Catti-brie understood and even expected this, for Jierdan was in the weakest position of the three – subservient to Sydney and afraid of Entreri. An alliance between those two, perhaps even a pact excluding Dendybar and the Hosttower altogether, would at the least put him out, and more probably spell his end. â€Å"Suren the nature of their dark business works against them,† Catti-brie whispered as Sydney and Entreri left the camp, speaking the words aloud to reinforce her growing confidence. â€Å"I could help ye with that,† she offered to Jierdan as he worked to complete the campsite. The soldier glared at her. â€Å"Help?† he scoffed. â€Å"I should make you do all of it by yourself.† â€Å"Yer anger is known to me,† Catti-brie countered sympathetically. â€Å"I meself have suffered at Entreri’s foul hands.† Her pity enraged the proud soldier. He rushed at her threateningly, but she held her composure and did not flinch. â€Å"This work is below yer station.† Jierdan stopped suddenly, his anger diffused by his intrigue at the compliment. An obvious ploy, but to Jierdan’s wounded ego, the young woman’s respect came as too welcome to be ignored. â€Å"What could you know of my station?† he asked. â€Å"I know ye are a soldier of Luskan,† Catti-brie replied. â€Å"Of a group that’s feared throughout all the northland. Ye should not do the grovel work while the mage and the shadow-chaser are off playing in the night.† â€Å"You’re making trouble!† Jierdan growled, but he paused to consider the point. â€Å"You set the camp,† he ordered at length, regaining a measure of his own selfrespect by displaying his superiority over her. Catti-brie didn’t mind, though. She went about the work at once, playing her subservient role without complaint. A plan began to take definite shape in her mind now, and this phase demanded that she make an ally among her enemies, or at least put herself in a position to plant the seeds of jealousy in Jierdan’s mind. She listened, satisfied, as the soldier moved away, muttering under his breath. Before Entreri and Sydney even got close enough for a good view of the encampment, ritualistic chanting told them that this was no caravan from Nesme. They inched in more cautiously to confirm their suspicions. Long-haired barbarians, dark and tall, and dressed in ceremonial feathered garb, danced a circle around a wooden griffon totem. â€Å"Uthgardt,† Sydney explained. â€Å"The Griffon tribe. We are near to Shining White, their ancestral mound.† She edged away from the glow of the camp. â€Å"Come,† she whispered. â€Å"We will learn nothing of value here.† Entreri followed her back toward their own campsite. â€Å"Should we ride now?† he asked when they were safely away. â€Å"Gain more distance from the barbarians?† â€Å"Unnecessary,† Sydney replied. â€Å"The Uthgardt will dance the night through. All the tribe partakes of the ritual; I doubt that they even have sentries posted.† â€Å"You know much about them,† the assassin remarked in an accusing tone, a hint to his sudden suspicions that there might be some ulterior plot controlling the events around them. â€Å"I prepared myself for this journey,† Sydney countered. â€Å"The Uthgardt keep few secrets; their ways are generally known and documented. Travelers in the northland would do well to understand these people.† â€Å"I am fortunate to have such a learned road companion,† Entreri said, bowing in sarcastic apology. Sydney, her eyes straight ahead, did not respond. But Entreri would not let the conversation die so easily. There was method in his leading line of suspicions. He had consciously chosen this time to play out his hand and reveal his distrust even before they had learned the nature of the encampment. For the first time the two were alone, without Catti-brie or Jierdan to complicate the confrontation, and Entreri meant to put an end to his concerns, or put an end to the mage. â€Å"When am I to die?† he asked bluntly. Sydney didn’t miss a step. â€Å"When the fates decree it, as with us all.† â€Å"Let me ask the question a different way,† Entreri continued, grabbing her by the arm and turning her to face him. â€Å"When are you instructed to try to kill me?† â€Å"Why else would Dendybar have sent the golem?† Entreri reasoned. â€Å"The wizard puts no store in pacts and honor. He does what he must to accomplish his goals in the most expedient way, and then eliminates those he no longer needs. When my value to you is ended, I am to be slain. A task you may find more difficult than you presume.† â€Å"You are perceptive,† Sydney replied coolly. â€Å"You have judged Dendybar’s character well. He would have killed you simply to avoid any possible complications. But you have not considered my own role in this. On my insistence, Dendybar put the decision of your fate into my hands.† She paused a moment to let Entreri weigh her words. He could easily kill her right now, they both knew that, so the candor of her calm admission of a plot to murder him halted any immediate actions and forced him to hear her out. â€Å"I am convinced that we seek different ends to our confrontation with the dwarf’s party,† Sydney explained, â€Å"and thus I have no intention of destroying a present, and potentially future, ally.† In spite of his ever-suspicious nature, Entreri fully understood the logic in her line of reasoning. He recognized many of his own characteristics in Sydney. Ruthless, she let nothing get in the way of her chosen path, but she did not stray from that path for any diversion, no matter how strong her feelings. He released her arm. â€Å"But the golem travels with us,† he said absently, turning into the empty night. â€Å"Does Dendybar believe that we will need it to defeat the dwarf and his companions?† â€Å"My master leaves little to chance,† Sydney answered. â€Å"Bok was sent to seal Dendybar’s claim on that which he desires. Protection against unexpected trouble from the companions. And against you.† Entreri carried her line of thinking a step farther. â€Å"The object the wizard desires must be powerful indeed,† he reasoned. Sydney nodded. â€Å"Tempting for a younger mage, perhaps.† â€Å"What do you imply?† Sydney demanded, angry that Entreri would question her loyalty to Dendybar. The assassin’s assured smile made her squirm uncomfortably. â€Å"The golem’s purpose is to protect Dendybar against unexpected trouble†¦from you.† Sydney stammered but could not find the words to reply. She hadn’t considered that possibility. She tried logically to dismiss Entreri’s outlandish conclusion, but the assassin’s next remark clouded her ability to think. â€Å"Simply to avoid any possible complications,† he said grimly, echoing her earlier words. The logic of his assumptions slapped her in the face. How could she think herself above Dendybar’s malicious plotting? The revelation sent shivers through her, but she had no intention of searching for the answer with Entreri standing next to her. â€Å"We must trust in each other,† she said to him. â€Å"We must understand that we both benefit from the alliance, and that it costs neither of us anything.† â€Å"Send the golem away then,† Entreri replied. An alarm went off in Sydney’s mind. Was Entreri trying to instill doubt in her merely to gain an advantage in their relationship? â€Å"We do not need the thing,† he said. â€Å"We have the girl. And even if the companions refuse our demands, we have the strength to take what we want.† He returned the mage’s suspicious look. â€Å"You speak of trust?† Sydney did not reply, and started again for their camp. Perhaps she should send Bok away. The act would satisfy Entreri’s doubts about her, though it certainly would give him the upper hand against her if any trouble did come to pass. But dismissing the golem might also answer some of the even more disturbing questions that weighed upon her, the questions about Dendybar. The next day was the quietest, and the most productive, of the ride. Sydney fought with her turmoil about the reasons for the golem’s presence. She had come to the conclusion that she should send Bok away, if for no better reason than to prove to herself her master’s trust. Entreri watched the telltale signs of her struggle with interest, knowing that he had weakened the bond between Sydney and Dendybar enough to strengthen his own position with the young mage. Now he simply had to wait and watch for his next chance to realign his companions. Likewise, Catti-brie kept her eye out for more opportunities to cultivate the seeds she had planted in Jierdan’s thoughts. The snarls that she saw the soldier hide from Entreri, and from Sydney, told her that her plan was off to a grand start. They made Silverymoon shortly after noon on the following day. If Entreri had any doubts left about his decision to join the Hosttower’s party, they were dismissed when he considered the enormity of their accomplishment. With the tireless magical steeds, they had covered nearly five hundred miles in four days. And in the effortless ride, the absolute ease in guiding their mounts, they were hardly worn when they arrived in the foothills of the mountains just west of the enchanted city. â€Å"The river Rauvin,† Jierdan, at the front of the party, called back to them. â€Å"And a guard post.† â€Å"Pass it by,† Entreri replied. â€Å"No,† Sydney said. â€Å"These are the guides across the Moonbridge. They will let us pass, and their aid will make our journey into the city much easier.† Entreri looked back to Bok, lumbering up the trail behind them. â€Å"All of us?† he asked incredulously. Sydney hadn’t forgotten the golem. â€Å"Bok,† she said when the golem had caught up to them, â€Å"you are no longer needed. Return to Dendybar and tell him that all goes well.† Catti-brie’s eyes lit up at the thought of sending the monster back, and Jierdan, startled, looked back with growing anxiety. Watching him, Catti-brie saw another advantage to this unexpected turn. By dismissing the golem, Sydney gave more credence to the fears of an alliance between Sydney and Entreri that Catti-brie had planted upon the soldier. The golem did not move. â€Å"I said go!† Sydney demanded. She saw Entreri’s unsurprised stare from the corner of her eye. â€Å"Damn you,† she whispered to herself. Still, Bok did not move. â€Å"You are indeed perceptive,† she snarled at Entreri. â€Å"Remain here, then,† she hissed at the golem. â€Å"We shall stay in the city for several days.† She slipped down from her seat and stomped away, humbled by the assassin’s wry smile at her back. â€Å"What of the mounts?† Jierdan asked. â€Å"They were created to get us to Silverymoon, no more,† Sydney replied, and even as the four walked away down the path, the shimmering lights that were the horses faded into a soft blue glow, then were gone altogether. They had little trouble getting through the guard post, especially when Sydney identified herself as a representative of the Hosttower of the Arcane. Unlike most cities in the hostile northland, bordering on paranoia in their fears of outsiders, Silverymoon did not keep itself hemmed within foreboding walls and lines of wary soldiers. The people of this city looked upon visitors as an enhancement to their culture, not as a threat to their way of life. One of the Knights of Silver, the guardsmen at the post on the Rauvin, led the four travelers to the entrance of the Moonbridge, an arcing, invisible structure that spanned the river before the main gate of the city. The strangers crossed tentatively, uncomfortable for the lack of visible material under their feet. But soon enough they found themselves strolling down the meandering roadways of the magical city. Their pace unconsciously slowed, caught under the infectious laziness, the relaxed, contemplative atmosphere that dissipated even Entreri’s narrow-visioned intensity. Tall, twisting towers and strangely shaped structures greeted them at every turn. No single architectural style dominated Silverymoon, unless it was the freedom of a builder to exercise his or her personal creativity without fear of judgement or scorn. The result was a city of endless splendors, not rich in counted treasures, as were Waterdeep and Mirabar, its two mightiest neighbors, but unrivaled in aesthetic beauty. A throwback to the earliest days of the Realms, when elves and dwarves and humans had enough room to roam under the sun and stars without fear of crossing some invisible borderline of a hostile kingdom, Silverymoon existed in open defiance of the conquerors and tyrants of the world, a place where no one held claim over another. People of all the good races walked freely here and without fear, down every road and alleyway on the darkest of nights, and if the travelers passed by someone and were not greeted with a welcoming word, it was only because the person was too profoundly engaged in meditative contemplation. â€Å"The dwarf’s party, is less than a week out of Longsaddle,† Sydney mentioned as they moved through the city. â€Å"We may have several days of wait.† â€Å"Where do we go?† Entreri asked, feeling out of place. The values that obviously took precedence in Silverymoon were unlike those of any city he had ever encountered, and were completely foreign to his own perceptions of the greedy, lusting world. â€Å"Countless inns line the streets,† Sydney answered. â€Å"Guests are plentiful here, and are welcomed openly.† â€Å"Then our task in finding the companions, once they arrive, shall prove difficult indeed,† Jierdan groaned. â€Å"Not so,† Sydney replied wryly. â€Å"The dwarf comes to Silverymoon in search of information. Soon after they arrive, Bruenor and his friends will make their way to the Vault of Sages, the most reknowned library in all the north.† Entreri squinted his eyes, and said, â€Å"And we will be there to greet them.† How to cite Streams of Silver 11. Silverymoon, Essay examples

Racism Essays (595 words) - Racism, Discrimination, Hatred

Racism I must admit that before I began taking this class I took for granted how much racism still exists in this country. I have started to put more thought in to the way the world really is, the topics discussed in class have started to catch my interest. When I first started reading the Tatum book I was mad when I read her version of the word racism. I thought to my self I personally have never held down the black race, what does she mean? As I progressed in the book I was starting to understand what she meant about the system of advantages that white people are given. I also understood this better when I read Elizabeth Munichs list of examples of how there are advantages to being white. I couldnt help agreeing with her argument based on what I have seen in my life so far. I have seen blacks harassed in stores and denied housing. At the time I simply felt it was too bad and forgot about it. According to Tatum I was practicing passive racism and I agree with her on that. I have never done anything to try and change the system and I do reap the advantages of being white whether or not I like it. I believe that reading this book has opened my eyes to how much racism still exists in this country that claims to uphold equal rights. Another argument that Tatum discusses is how everybody is prejudiced in one way or another. I also believe this is true, almost everyone I know has made a racist joke or laughed at one at least. I believe that this is because of the way we were raised, when we were young we had questions about other races that remained unanswered. This is another reason why it is hard for me to discuss race openly. Then of course there is influence by our peers that can help or hurt our beliefs. As far as the scientific work on race is concerned I believe that the majority of the scientists had strong racist opinions and feelings before they even started thier research. All of the scientists who wrote the articles in reprint #1 appear to be white and have benefited from the racist society to get into their position in the first place, so why would it be logical for them to publish anything good about minorities that would affairs when people like this who have the power to teach use their power to spread a threaten this system of advantages that they have thrived on. These are the reasons why I think these people could try and pass this stuff of as scientific research. It is a sad state of racist message. These scientists were respected and Im sure their word was taken literally by the general public. These men used their positions to spread their racist views in my opinion. The main points that I have learned from my readings is that the society we live in today is not what it is cracked up to be. Minorities are constantly being taken advantage of and discriminated against. Until this system is changed or at least acknowledged by the majority of people living here these problems will remain. From what I have read and seen in my life the relations between whites and minority groups has gotten better but still has a long way to go before we can truly say that are rights are equal. Current Events

Free Essays on Effects of Princess Dianas Death

Effects of Princess Diana’s Death Diana, Princess of Wales, died on August 31, 1997, at only 36 years old. Why does society grieve so much over someone they have never known, or spoken to? (Kruh 1F). Diana was a known celebrity not only because of her unexpected death, but also for the good deeds she served for society. This death has affected her family, businesses, and society. Diana started out towards her role as princess when she was born, July 1, 1961, in Sandringham Norfolk, England. Diana was the youngest of Earl Spencer and wife, Frances. Her parent’s marriage ended in divorce when she was still young. She lived with her father along with her brother and two sisters. As far as school, she was sent off to a boarding school in Norfolk, and finished her education in Switzerland. She then took on a part time job as a kindergarten teacher in England. Shortly after she began teaching she met future husband, Prince Charles (â€Å"Diana†Brittanica). On February 24, 1981, the royal family made it known that Prince Charles and Lady Diana Spencer were engaged (Leete-Hodge 41). Even though the couple was excited about their future together, the royal family though that Diana was much too young for Charles, being 31 at the time, and Diana only 19. Soon after the two married, Diana gave birth to Prince William on the 21st of June, 1982. Then came the birth of their second son, Prince Henry (Harry) on the 15th of September 1984 (â€Å"Diana†Brittanica). During her early stages of pregnancy with William, she developed severe depression and soon after his birth became bulimic. This was happening to her because she was unable to go out in public and do the things she could do before becoming the princess. The depression continued for several years due to marriage problems. She discovered that she was not in love with the same man she married. They had both gro... Free Essays on Effects of Princess Diana's Death Free Essays on Effects of Princess Diana's Death Effects of Princess Diana’s Death Diana, Princess of Wales, died on August 31, 1997, at only 36 years old. Why does society grieve so much over someone they have never known, or spoken to? (Kruh 1F). Diana was a known celebrity not only because of her unexpected death, but also for the good deeds she served for society. This death has affected her family, businesses, and society. Diana started out towards her role as princess when she was born, July 1, 1961, in Sandringham Norfolk, England. Diana was the youngest of Earl Spencer and wife, Frances. Her parent’s marriage ended in divorce when she was still young. She lived with her father along with her brother and two sisters. As far as school, she was sent off to a boarding school in Norfolk, and finished her education in Switzerland. She then took on a part time job as a kindergarten teacher in England. Shortly after she began teaching she met future husband, Prince Charles (â€Å"Diana†Brittanica). On February 24, 1981, the royal family made it known that Prince Charles and Lady Diana Spencer were engaged (Leete-Hodge 41). Even though the couple was excited about their future together, the royal family though that Diana was much too young for Charles, being 31 at the time, and Diana only 19. Soon after the two married, Diana gave birth to Prince William on the 21st of June, 1982. Then came the birth of their second son, Prince Henry (Harry) on the 15th of September 1984 (â€Å"Diana†Brittanica). During her early stages of pregnancy with William, she developed severe depression and soon after his birth became bulimic. This was happening to her because she was unable to go out in public and do the things she could do before becoming the princess. The depression continued for several years due to marriage problems. She discovered that she was not in love with the same man she married. They had both gro...

Prom Date Monologue - Comedic Monologue for Male Actors

Prom Date Monologue - Comedic Monologue for Male Actors This comedic monologue is taken from Promedy, a teen-age comedy about Senior Prom, written by Wade Bradford. Dante is a rather goofy, overly dramatic vice-president of the Student Body. During an ASB meeting, in front of his fellow classmates, he decides to ask Kay, the text-messaging obsessed cheerleader, to be his prom date. Dante:Kay, I know that youre one of the most popular girls in school, and that you scarcely know how to pronounce my name, or use proper grammar. But Ive had a crush on you since the days when you would ignore me in kindergarten all the way to this afternoon when you ignored me in the cafeteria lunch line. Some might say ours is a misunderstood romance. I remember in second grade, I wrote you a note in Mrs. Souplangers class. It said, Do you like me? circle yes or no. My friends said you tore up the note in disgust. But I knew you were ripping up confetti to celebrate our newfound love. I know that you have been pretending to ignore me all these years because secretly, deep down, you know that you like me as much as I like you, probably even more. Well, you dont have to be scared and shy any more. Im going to make both of our wishes come true. Will you go to the prom with me?(Dante reacts to her rejection.)Should I take the rolling of your eyes as a yes? Learn more about the play and its availability.

PHIL-COIS- Cyberethics Eassy Essay Example | Topics and Well Written Essays - 2000 words

PHIL-COIS- Cyberethics Eassy - Essay Example Cyber bullying is increasing and resulting dangerous outcomes, which is becoming a serious threat in the community. Cyber bullying needs serious concerns for both online community and regulation to overcome this cyber crime. Possible solution of prevention from cyber bullying will be also discussed. The safer legal and disciplined use of the internet is the basic understanding of Cyber-Ethics (Cyberethics, 2011). Ethics have some standard rules and principles that are followed by humans. Same standards are followed in cyber activities. The way in which one can behave on the internet comes under cyber ethics. It involves the legal concerns as well, like following the law during internet usage. In digital media, the moral norms and duties should be followed and this comes under the definition of cyber ethics. The ethics that are needful for the internet environment comes under the definition of cyber-ethics. Another name of cyber ethics is computer ethics or internet ethic and all that comes under the spectrum of cyber-ethics. The alone computer user have own personal ethics while interacting with a system, when a same user becomes the internet user more principles involved under ethics and as a whole the user should follow the ethical norms (Tavani, 2006). The reason why one should concern about cyber ethics is to use the internet in a safe manner. The cyber-ethics are equally important as other areas (Pelgrin, 2011). Facebook and MySpace as social networking websites are so popular that these sites are difficult to control. Serious problem of cyber bullying has aroused. Girls commit suicide when their parents had taunted them on identifying their children’s identity. Description of cyber-ethics is explained in many categories regarding cyber-ethics. Some ethical values are common throughout the universe and same actions are applied in everywhere in the world, for example theft, murder, and assault. Same legal and

CH Energy Main Competitor Research Paper Example | Topics and Well Written Essays - 10000 words

CH Energy Main Competitor - Research Paper Example CH energy operates mainly in the United States of America which is the world's largest economy with an approximate per-capita GDP of about $46,900. It is also militarily and technologically the most powerful nation in the world. It is a purely market-oriented economy with most of the important strategic business decisions taken by individuals or the board of companies. The government buys goods and services from the private sector. The problems in this economy are inadequate investments towards economic infrastructures, a very high medical cost, trade and budget deficits apart from income stagnation in the economic groups with lower income. The GDP with regards to the purchasing power parity is about $ 14.26 trillion as of 2008. The GDP as per real growth rate is 1.1% as of 2008. The per capita GDP is about $ 46,900 as of 2008. In the total figure of GDP agriculture contributes about 1.2%, the industry contributes 19.2% and the services sector contributes about 79.6% towards the GDP. All this implies a rosy scenario for CH energy as the figures show that the country is predominately industry based which would result in a huge demand for power and related services. The country also offers a 154.3 million strong workforce. The country has a public debt of about 60.8% of the GDP as of 2007. The central bank discount rate is 0.5% as of 2009. The USA has a $1,624 trillion stock of money. The country has a wide range of industries ranging from consumer goods, aerospace, motor vehicles, steel, telecommunications, food processing, petroleum, and other industries. The country produces 4167 trillion kWh units of electricity and consumes about 3892 trillion kWh of power annually as of 2007. The USA exports about 20.14 billion units of electricity and imports only 51.4 billion kWh units of electricity.

Pediatric Care Against Bullying

Pediatric Care Against Bullying Objectives List at least three client centered learner objectives. The objectives must be client centered, measurable, and time specific. Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Clients will verbalize understanding of the types of bullying by the end of the teaching session. Clients will verbalize understanding of what to do if they encounter bullying by the end of the teaching session. Growth and Development Expected List the age group being taught. I presented my teaching project to a fourth grade class of 9 and 10 year olds. Describe the physical development of this age group. Include information regarding height, weight, muscle structure, fat distribution, bone development, dental development, etc. In this age group, height increases about two inches each year. Weight increases about four to six pounds each year. Along with the increased height and weight, muscle mass also increases. However, the muscles are not functionally mature and are more prone to muscle injury. As height increases, body fat percentage decreases and is replaced by muscle. The skeletal bones continue to harden (ossify) throughout this developmental period. Girls begin to develop faster than boys do and begin to grow taller than boys. This is also the stage of development in which the deciduous teeth are replaced by the permanent teeth. Describe the cognitive development of this age group. Include information regarding the ability to think through operations/problem –solve, ability to learn concepts, reading comprehension, level of understanding, Piaget’s stage, ideas about morality, spirituality, etc. According to Piaget, school-aged children are in the concrete operational stage, which means they make judgements based on their reasoning. The school-age child’s egocentric thinking is also replaced by the social awareness of others. School-aged children can think logically about objects and events. They are able to voice their opinions and think critically. Additionally, this age group is also capable of concrete problem-solving. They achieve conservation of weight by age 9. They also achieve the ability to classify, sort objects and are able to put things in chronological order. For example, school-aged children can classify objects of several features and can place them in order in a series, including dimensions such as shape or size. Reversibility is now possible. School-aged children can reverse simple arithmetic problems. This age group also now has a longer attention span. They have the ability to read more complex sentences that use complex words As egocentric thinking is replaced by logic thinking, school-aged children become more aware of moral standards and conciseness. They now do not solely think about just the consequences, but they can now judge an act by the intention that stimulated it. They clearly understand the difference between right and wrong. As far as spirituality, children are very eager to learn about God. They also are very curious about heaven and hell. They view God as a human and their description of Him is loving, kind, and helpful. They also tend to think that misbehavior will cause them to go hell and good behavior will gain them entrance to heaven. At this age, children also petition their prayers to God. Describe the psychosocial development of this age group. Include information regarding explanation of Erikson’s developmental stage, interaction with peers, interaction with family members, involvement in sports/clubs, hobbies, self-concept, etc. In the school-aged, school plays a major role in the resolution of the developmental crisis of industry versus inferiority. Children learn that they can win recognition of teacher, parents, and peers by doing well in school or mastering a task. The attitudes and opinions of others also become very important. When children master a skill that they have attempted, it helps them to form a positive self-concept of themselves. They develop a sense of who they really are. However, when a goal is not mastered, feelings of inferiority and self-doubt arise because children feel like they failed. These children are most interested in friends and social activities. They enjoy group adventures and cooperative play. The peer group is very important to school-aged children. It is through interaction with the peers that children learn how to put up with those who have strong personalities. Additionally, it is also through peer groups that children socialize and gain independence from their parents. The lack of peer group associations can lead to bullying and feelings of rejection. However, peer groups are not the most influential when it comes the school-aged child. The parents ultimately shape the child’s personality, values, and standards for behavior. Children in this age group also acquire hobbies. They also like to collect things and many enjoy reading and writing. Describe the language development of this age group. Include information regarding ability to articulate thoughts, vocabulary, clarity of speech, dialect among peers, etc. School-aged children learn different words and their meanings. Their knowledge of words is enhanced by reading. Reading also allows the school-aged child to explore and imagine. They also begin to consolidate expressive language skills and learn to express themselves verbally. This age group is also beginning to follow complex instructions. They are able to follow those demands without the use of visual aids. They can read more complex and sophisticated sentences. Additionally, they can express themselves through writing and speaking with more complex and sophisticated words. Describe the fine motor development of this age group. Include information regarding writing ability, scissor skills, dressing self, tying shoes, using utensils, craft making, typing, etc. The school-aged child’s fine motor skills mature and handedness improves. With the maturation in fine motor skills, they also begin to master unlimited varieties of hand crafts. The fine motor skills of children in this age group are smoother and stronger than when they were younger. This increased body control allows them to work on strengthening other skills such as writing, drawing, using scissors, typing, and many other things. However, capabilities ranges are wide among children in this age group. Some may excel in one activity while others struggle. Describe the gross motor development of this age group. Include information regarding walking, maintaining balance, coordination, jumping, reaching, play/activities involving motor movement, etc. The gross motor development of this age group of school-aged children is smoother and stronger than when they were younger. They also have better coordination, balance, and endurance than the younger years. This increased body control allows school-aged children to improve on strengthening physical skills, such as speed and strength in sports and other physical activities, such as running and dance. Some children among this age group will have better endurance, coordination, and balance than others. Some may excel in sports, while others may just enjoy playing with friends and peers fun. POST-IMPLEMENTATION EVALUATION Objectives Evaluation Were the learner objectives met? Evaluate each objective. †¢Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Goal met. Clients verbalized an understanding of what â€Å"bullying† is by stating the definition of bullying by the end of my teaching session. †¢Clients will verbalize understanding of the types of bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of the different types of bullying by stating the different types of bullying by the end of the teaching session. †¢Clients will verbalize understanding on what to do if they encounter bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of what to do if they encountered bulling by stating what they would actually do by the end of my teaching session. Assessments List two identified strengths of the teaching project. One of the strengths of my teaching project is that it was simple, yet age appropriate for the age group that I presented to. Another strength of my teaching project is as I presented the project, I asked questions throughout the presentation. I did this so that I could evaluate the cognitive development and language development of this age group List two identified weaknesses of the teaching project. One of the weakness of my teaching project is that when I presented, I felt that I was talking too fast. Another weakness is that I was very apprehensive when presenting my teaching project. However, that soon passed as I presented the teaching project. Growth and Development Observed Describe the physical development of this age group in comparison of what was listed as expected. Physically, children in this age group were of all different shapes and sizes. Some were more naturally stockier and some were skinnier than others. Some of the children had more body fat than others, while some had more muscle mass. Many of the girls were taller than the boys. While some of the boys were still taller than the girls. Some of the children were short and stocky. Some were tall and stocky. Some of the children were tall and skinny, while others were short and skinny. I also noticed that when some of the children smiled, that they had acquired their permanent teeth. Describe the cognitive development of this age group in comparison of what was listed as expected. Cognitively, the school-aged children were able to think critically about my teaching topic. They also were able to correctly answer the questions that I asked them and shared their own opinions about my teaching project topic. In addition, they also were able to judge acts or actions by the intentions that stimulated those acts or actions. While presenting my teaching project, the students were actually able to tell me reason why people bully other people. They were also able to tell me who can be bullies and who can be bullied. They had logical responses to my questions and actually critically thought about the questions I asked them before answering. Describe the psychosocial development of this age group in comparison of what was listed as expected. The children seemed to be independent and obedient. They also socialized with their peers. Boys tended to spend time with boys and girls with girls. However, the children did interact with peers of the opposite sex. Describe the language development of this age group in comparison of what was listed as expected. This age groups language development was very sophisticated. They expressed their opinions about things using a vocabulary that was complex, but age appropriate. They answered questions using sophisticated words and were able to verbalize their feeling and opinions clearly. Describe the fine motor development of this age group in comparison of what was listed as expected. This age groups fine motor skills varied widely. Some of the children’s handwriting was neat and readable, while some of their handwriting was difficult to decipher. The children also had pictures of activities that required cutting and scissors posted on the walls of the school. Describe the gross motor development of this age group in comparison of what was listed as expected. During recess, I saw the children make use of their smoother, stronger gross motor skills. There were children running and playing outside during recess as I left the school. I also saw students that were playing soccer and jump roping. References Provide an annotated bibliography for the references used. A minimum of three sources must be utilized. Annotated Bibliography Franks, J. K. (2013). The relationship between strengths in youth and bullying experiences at school. Educational Child Psychology, 30(4), 44-58. This article discussed how bullying impacts one’s self-esteem and self-perception of themselves. In addition, this article also discussed the emotional, social, and academic effects of bullying. The information about the consequences for both bullies and those who are bullied was also provided in detail. This article was a helpful resource because it not only provided detailed information about the consequences of bullying and the psychosocial effects of it, but it included evidence-based research information about bullying. Hockenberry, M.J., Wilson, D. (2013). Wong’s essentials of pediatric nursing (9th ed.), Health Promotion of the School-Age Child and Family (pp.457-475). St. Louis, MO: Elsevier. In this textbook, it provides information about the characteristics of bullies and those who bully. The long term effects of bullying are also discussed in this text. Information about why people bully was also provided in this textbook. This textbook was a very helpful resource because it provided detailed information about the characteristics of bullies and those who are bullied. In addition, it also provided detailed information about the long term effects and consequences of bullying. Park, C. (2014). Children And The Duty To Report: The Double Standard Of Child Abuse And Anti-Bullying Laws. Indiana Law Review, 47(3), 843-869. This article discusses why it is important to recognize bullying and put a stop to it. It also gives the definition of bullying and describes the different types of bullying. This article was also a very helpful because it stressed the importance of standing up to bullies and putting and end bullying. In addition, it provided a very detailed definition of bullying and the different types of bullying.

History of Pakistan

My History Notes Harris Masood Don’t Dare Touch! O Levelz  o2 lecture 1- ideology of pakistan. lecture 2- ideology of pakistan in the light of statements of quaid-i-azam and allama iqbal lecture 3- the aligarh movement lecture 4- sir syed ahmad khan and his contributions . lecture 5- major political developments 1857-1918 lecture 6- the khilafat movement lecture 7- muslim politics in british india: 1924-1935 lecture 8- allama iqbal’s presidential address december 1930 lecture 9- muslim politics and chaudhry rahmat ali lecture 10- the congress ministries– policies towards muslims lecture 11- the lahore resolution, 1940. lecture 12- major political developments in 1945-46 lecture 13- towards independence, 1947 lecture 14- constitutional development in british india lecture 15- the problems of the new state lecture 16- the objectives resolution (1949) lecture 17- constitutional issues lecture 18- constitution making(1947-56) Lecture 1 – Ideology of Pakistan Ideology of Pakistan Ideology is a set of beliefs, values and ideals of a group and a nation. It is deeply ingrained in the social consciousness of the people.It is a set of principles, a framework of action and guidance system that gives order and meaning to life and human action. Ideology emphasizes on some particular principles, ideals and blueprint for the future. It is a review of the existing political, social and economic arrangements that create consciousness based on its principles. It legitimizes or delegitimizes certain ac tions and philosophies. Ideology gives nation a direction and worldview and its implementation is the responsibility of the concerned people. Ideology of Pakistan The ideology of Pakistan took shape through an evolutionary process.Historical experience provided the base; Allama Iqbal gave it a philosophical explanation; Quaid-i-Azam translated it into a political reality; and the Constituent Assembly of Pakistan, by passing Objectives Resolution in March 1949, gave it legal sanction. It was due to the realization of the Muslims of South Asia that they are different from the Hindus that they demanded separate electorates. However when they realized that their future in a ‘Democratic India’ dominated by Hindu majority was not safe, they changed their demand to a separate state.The ideology of Pakistan stemmed from the instinct of the Muslim community of South Asia to maintain their individuality in the Hindu society. The Muslims believed that Islam and Hinduism are not on ly two religions, but are two social orders that produced two distinct cultures. There is no compatibility between the two. A deep study of the history of this land proves that the differences between Hindus and Muslims are not confined to the struggle for political supremacy but are also manifested in the clash of two social orders.Despite living together for more than one thousand years, they continue to develop different cultures and traditions. Their eating habits, music, architecture and script, all are poles apart. The basis of the Muslim nationhood was neither territorial nor racial or linguistic or ethnic rather they were a nation because they belonged to the same faith, Islam. They demanded that the areas where they were in majority should be constituted into a sovereign state, wherein they could order their lives in accordance with the teachings of Holy Quran and Sunnah of Holy Prophet (PBUH). Evolution of ‘Two Nation Theory’Concept of Muslims as a Nation deve loped before the establishment of Pakistan. Pakistan was the product of this concept of nationhood rather than Pakistan creating a concept of nationhood. Retrospectively the Muslim nationalism emerged with the advent of Islam that introduced new principles pertinent to every sphere of life. It pledged the redemption of the humankind establishing a benign society based on Qur’anic teachings. The beginning of the Muslim nationalism in the Sub-Continent may be attributed to the first Indian who accepted Islam. The Arab traders had introduced the new religion, Islam, in the Indian coastal areas.Muhammad bin Qasim was the first Muslim invader who conquered some part of India and after that, Mahmud of Ghazna launched 17 attacks and opened the gate to preach Islam. The Muslim sufi (saints) like Ali Hejveri, Miran Hussain Zanjani etc. entered Sub-Continent. They, rejecting the vices in the Indian society, presented the pure practical picture of the teachings of Islam and got huge con versions. Qutub-ud-Din Aibuk permanently established Muslim dynasty in India that followed Sultanate and Mughal dynasties. Thus a strong Muslim community had emerged in India who had its own way of life, traditions, eroes, history and culture. Islam could not be absorbed in Hinduism. Deen-e-Ilahi, Bakhti movements, etc. created reaction amongst the Muslim ulama to preserve the pure Islamic character and save it from external onslaught. Role of Sheikh Ahmad Sirhindi and others is noteworthy. Equality and social justice inspired conversions to Islam. The British won over the Muslim rulers due to the industrial and scientific developments and modern war strategy. The War of Independence (1857) was a shattering setback to the Indian Muslims who were held responsible for the rebellion by the British.The Muslims were put into the backwardness with the help of Hindus. This was one of the outstanding motivations that paved the way to declare the separate identity of nationalism, the Muslim nationalism. The Muslim scholars sought to reform the teaching of Islamic law and to promote its application in a Muslim society. The prominent name among them is Sir Syed Ahmad Khan (1817-98) who awakened and guided his community well in time. His educational drive, the Ali-Garh movement, proved to be the best means of social mobility for the Muslim gentry under colonial rule.In 1885 the Indian National Congress was founded to indicate the beginning of the Indian nationalist movement under the British. The Congress worked and helped the British rule. Sir Syed advised the Muslims not to join it because, he thought, the Muslims were not in position to involve into the anti-government activities. It has been argued that Sir Syed's fear of Hindu domination sowed the seeds for the â€Å"Two Nations Theory† later espoused by the All-India Muslim League, founded in 1906 and led to its demand for a separate state for the Muslims of India.Sir Syed argued that modern education and non -political activities might be the key to Muslim advancement. The Ali-Garh movement produced educated leadership who could protect the Muslims’ rights on the Western political lines. All India Muslim League had been founded in Dhaka to promote loyalty to the British and to protect and advance the political rights and interests of the Muslims of India. Thus the concept of ‘separate electorates’ was put forward to dawn a new day for the Indian Muslims. The Two-Nation Theory served as the basis of demand for Pakistan by the Muslims in British India.There are two major nations in British India. The Muslims are not a community but a nation with a distinctive history, heritage, culture, civilization, and future aspirations. The Muslims wanted to preserve and protect their distinct identity and advance their interests in India. They wanted to order their lives in accordance with their ideals and philosophy of life without being overwhelmed by an unsympathetic majority. Initially, they demanded safeguards, constitutional guarantees and a federal system of government with powers to the provinces for protection and advancement of their heritage, identity and interests.Later, they demanded a separate state when neither the British nor the Hindu majority community was willing to offer those guarantees and safeguards. Hindi-Urdu Controversy Hindu revivalist movements turned more against the Muslims. Hindu nationalism was rival to the Muslim nationalism. The Indian nationalism forced Muslims to organize themselves politically to defend their interests effectively. After 1857, Hindi-Urdu Controversy was the major assault by the Hindus on Muslim heritage and legacy of the great Muslim Empire.Hindus were biased against Urdu as it was the Muslims’ language. They demanded Hindi as the official language replacing Urdu. There were demonstrations against Urdu by the Hindus in Banaras in 1867. It was the start of the Hindi-Urdu controversy. On the very iss ue, Sir Syed foretold about the unstable future of Hindu-Muslim unity. Hindus struggled vigorously to replace Urdu by Hindi in the offices. This enhanced the importance of the sense of Muslim separatism. The Muslim nationalism is manifested with the sublime principles to implement like: 1.Rule of Law, socio-economic justice, equity and fair play. 2. Equality of opportunity to all citizens irrespective of caste, sect, religion or region. 3. Religious and Cultural tolerance. 4. Respect for human dignity and rights. 5. Protection of the rights and interests of non-Muslims and freedom to practice their beliefs and religions. These principles are enshrined in the constitutions. We ought to work towards realization of these goals in reality and create institutions and processes that reflect these principles and values.Lecture 2- Ideology of Pakistan in the Light of Statements of QUAID-I-AZAM and ALLAMA Ideology of Pakistan in the Light of Statements of QUAID-I-AZAM and ALLAMA IQBAL The De velopment of Muslim Identity and Two-Nation Theory and Quaid-i-Azam and Allama Iqbal The sense of nationhood developed among the Muslims before the establishment of Pakistan. Their goal was mostly to protect and promote their identity and interests and shape their lives in accord with their ideals and philosophy of life without being overwhelmed by an unsympathetic majority.They adopted the strategy to get constitutional safeguards from the British against the cruel majority of Hindus but because of the antagonistic treatment from the rivals they set the goal of a separate state. Islam had central place to their further developments. The role of leadership is very important to put nation on the way. A good leadership infuses the qualities of awareness, consciousness, mobilization, sense of direction, and defense against the adversaries. The Muslims were lucky having such competent leadership. Muhammad Ali JINNAH M. A.Jinnah was a history-making leader who changed the course of histo ry. He possessed a visionary leadership, commitment to the cause and political mobilization capacity. He was a Charismatic Leader in the real sense of the meaning. ROLE OF JINNAH Jinnah played a decisive role in articulating the Muslim demands and pursuing these faced strong opposition from the Hindus and the British. He started his political career in 1906 by joining the Indian National Congress. He was elected to the Legislative Council in 1909 and in 1913 he also joined the All India Muslim League (AIML).Now he was member of both the political parties. Having disagreement with Gandhi on the issue of Swaraj (self-rule), complete freedom from the British and on using extra-constitutional means, Jinnah resigned from the Congress in 1920. His early efforts to promote Hindu-Muslim unity were materialized when THE LUCKNOW PACT (1916) was signed. The Hindus accepted the Muslim demands: †¢ Separate Electorate †¢ One-third Seats in Central Legislature †¢ protection of minor ity rights In the Nehru Report, the accepted Muslim rights were ignored. Jinnah retaliated forcefully by presenting 14 Points in 1929.He defined Muslim identity and mobilized them with reference to Islam and convinced others that Muslims are different from the Hindus and the Congress. Islamic principles, concepts and symbols surfaced in his speeches and statements. Jinnah used the term NATION for the Muslims of India in Feb 1935 (Legislative Assembly). He argued that the combination of religion, culture, race, arts, music and so forth make a minority a SEPARATE ENTITY. In March 1936 Bombay, he stated that the Muslims could arrive at a settlement with Hindus as TWO Nations. In 1937, he asserted that there is also a third party in India, the Muslims.In 1939, he roared that the Muslims and Hindus are two nations and they are going to live as a nation and playing part as a nation: We are a nation with our own distinctive culture and civilization, language and literature, names and nomen clature, sense of values and proportion, legal laws and moral code, custom and calendar, history and tradition, aptitudes and ambitions; in short, we have our own distinctive outlook on life and of life. By all cannons of international law, we are a nation. Speeches and statements: 1940-47 Jinnah believed in the force of Islam as he said that Islam is a dynamic force that can unite the Muslims.It can help to overcome the present crisis. It’s a source of inspiration and guidance providing ethical foundation, a framework, social order and civilization. Guidance & inspiration for constitution-making and Governance He also talked of the modern notions of state, constitution, civil and political rights and democracy. He assured that constitution of Pakistan would be framed by the elected assembly. Modern democratic and Islamic State He gave assurance of equality of all citizens and rights and freedom to religious minorities in the new state. ALLAMA IQBAL: POET AND PHILOSOPHERVISIO N OF A SEPARATE MUSLIM STATE Men like Allama Iqbal are born but in centuries. He was conscious of significance of Islam in lives of the Muslims. His first public appearance was in 1899 at the annual session of Anjuman Himayat-i-Islam in Lahore when he presented the poem, Nala-i-Yatim. At initial stages Dr Iqbal was a nationalist by ideas and his poetry contained verses like Tarana-i- Hind. His poetry was a critique of the existing societal conditions. Being educated from Europe, he knew all weak aspects of the Western culture. He criticized capitalism, materialism and lack of spiritualism.IQBAL- Focus on the conditions of the Indian Muslims Islam can salvage the Muslims Islam has always saved Muslim Islam is a living and dynamic ideology that can meet modern challenges Islam to help them to overcome their internal discord and enable them to meet external challenges With spiritualism based derived from Islam Ijtehad and Reinterpretation (READ: Reconstruction of Religious Thought in I slam) Address to the Muslim League Session, Allahabad, December 1930 I would like to see the Punjab, NWFP, Sind, Balochistan amalgamated into a single state as a self government within the British empire or without.This is the final destiny of the Muslims of N. W. India. (Dr Iqbal’s verses may be quoted) web site may also be visited: Lecture 3 – The Aligarh Movement The Aligarh Movement The War of Independence 1857 ended in a disaster for the Muslims. The British believed that the Muslims were responsible for the war of 1857 and therefore, they were subjected to ruthless punishment and merciless revenge. The British had always looked upon the Muslims as their enemies because they had ousted them from power.With the war of 1857 this feeling was intensified and every attempt was made to ruin and suppress the Muslims forever. Thus the Mughal rule came to an end and the sub- continent went directly under the British crown. Sir Syed Ahmad Khan made modern education the way to progress After the Muslim rule, the new rulers, the British, implemented a new educational policy with drastic changes. The policy restricted Arabic, Persian and religious education in schools and made English as the only medium of instruction as well as the official language in 1835.A wrong attitude of everything modern and Western, and disinclination to make use of the opportunities opening under the new regime was created among the Muslims. This tendency, had it continued long, would have proved disastrous for the Muslim community. Such were the days of despair and despondency when Sir Syed appeared on the horizon of Muslim India to rescue them. Sir Syed had the conviction that regeneration of the Indian Muslims had not at all visualized that mankind had entered a very important phase of its existence, i. e. n era of science and learning which was the source of progress and prosperity for the British. Therefore, modern education became the pivot of his movement for the regener ation of the Indian Muslims, which brought a complete orientation in their lives. He tried to transform Muslim minds from medieval outlook to a modern one. Hali and Shibli were also associated with the Aligarh Movement. Sir Syed’s first and foremost objective was to modernize the Muslims following the Western cultural values that could create friendly atmosphere for the two communities.He motivated his community to learn the Western philosophy and English literature to get along with the ruling people. Therefore, in order to fulfill this desire he started the Aligarh movement. He had two immediate objectives in view: 1) To remove the state of tension between the Muslims and the British government, and 2) To induce them to get jobs and other facilities under the new government. To him, this was the only way for the Muslims to prosper. The ideas of Sir Syed may be summed up as following: 1. To create an atmosphere of mutual understanding between the British government and the M uslims 2.To motivate the Muslims to learn Western education 3. To persuade Muslims to abstain from agitational politics Fortunately, Syed Ahmad Khan was able to attract a number of sincere friends who shared his views and helped him. Among them were well-known figures like Nawab Mohsin ul Mulk, Nawab Viqar ul Mulk, Hali, Shibli, Nazir Ahmad, Chiragh Ali, Mohammad Hayat, and Zakaullah. All these personalities advocated the cause set by Sir Syed Ahmad Khan. Some English professors like Bech, Morison, Raleigh and Arnold also contributed greatly in building up the Aligarh college into a first rate institution.Syed Ahmad launched his educational movement by setting up Gulshan School at Muradabad – 1859; Victoria School at Gazipur in 1863; Scientific Society for the translation of English works in the native language, Urdu, at Aligarh in 1864; Aligarh Institute Gazette imparting information on history – ancient and modern, science of agriculture, natural sciences, physical s ciences and Advanced Mathematics in 1866; Committee Striving for the Educational Progress of Muslims – 1870; Mohammedan Anglo-Oriental School (MAO) at Aligarh in 1875 at the pattern of English public schools and later raised to the level of college in 1877 and university in 1920; Mohammedan Educational Conference (1886), which met every year to take stock of the educational problems of the Muslims and to persuade them to get modern education and abstain from politics; it later became a political mouthpiece of the Indian Muslims and the forerunner of the All India Muslim league. Besides his prominent role in the educational uplift of the Muslims, Syed Ahmad Khan’s writings played important role in popularizing the ideals for which the Aligarh stood.His Risala Asbab-i-Baghawat-i-Hind in 1858; and other writings as Loyal Mohammedans of India; Tabyin-ul-Kalam and Khutbat-i-Ahmadiya rooted out the misunderstandings about Islamic teachings and helped create a cordial relatio n between the British Government and the Indian Muslims and also helped to remove the misunderstanding about Islam and Christianity. It was this platform from where Syed Ahmad Khan strongly forbade the Muslims to join the Hindu dominated political party, the Indian National Congress. He regretted the Urdu-Hindi controversy initiated by Hindus and predicted that both the nations could no longer live together. He stood for reserved Movement theory. eats for Muslims and also promoted the idea that Hindus and Muslims are two distinct nations, which led to the Two Nation Syed Ahmad Khan’s Aligarh Movement played a significant role to bring about an intellectual revolution among the Indian Muslims. Thus Aligarh Movement succeeded in achieving its major objectives and boosted up the depressed Muslim community to the real status of nation. Lecture 4 – Sir Syed Ahmad Khan and His Contributions Sir Syed Ahmad Khan and His Contributions The great emancipator of the Indian Muslims Sir Syed Ahmad Khan was born at Delhi in 1817. This is the period when the great Mughal Empire was close to a complete collapse.Sir Syed’s family had already joined the East India Company and his maternal grandfather served in Iran and Burma under the British government. Sir Syed got interest in English from his maternal family. SM Ikram writes, â€Å"For this insight into the affairs of the state and first contacts with Western learning and civilization he was indebted to his maternal grandfather†¦Ã¢â‚¬  (S. M. Ikram, Modern Muslim India, p. 18). Sir Syed was very healthy by birth and his grandfather remarked: â€Å"A Jat has been born in our family. † (Ibid. , p. 19) The death of Sir Syed forced him to join the British as head clerk in 1839. The death of his brother made him serious and energetic to face the neuroses of life courageously. Another event that changed him entirely was the War of Independence in 1857.In 1841, he passed examination and became sub- judge. At the eve of the War of Independence he was performing the duties as sub-judge in Bijnore. He established educational institutions and after coming at Aligarh he rejuvenated his aspirations to work for the depressed Muslims of the Subcontinent. He devoted his entire life for this purpose to bring the Muslims close to the British. He died on March 27, 1898 and was buried in Aligarh. His Services He took responsibility of the Indian Muslims when they had been thrown in backwardness, depression andn humiliation. The British held them criminal of the War while the Hindus had won the British being anti-Muslim force.In such environment, Sir Syed guided his community to rejoin the life. To Dr Qalb-i-Abid, â€Å"Sir Syed Ahmad Khan was among a very few leaders produced by Muslim India, who like Mohammad Ali Jinnah made a tremendous contribution in guiding the destinies of the Indian Muslims. † (Dr Q. Abid, Muslim Struggle for Independence, p. 11. ) Sir Syed and Politics In th e political arena, Sir Syed carved numerous successes; he eradicated misunderstandings between the Muslims and the British infused due to the past particular incidents. Awakening among the Muslims about the political ups and downs and co-existence in the presence of other nations in India was another contribution of Sir Syed.He motivated the Muslims to absorb the modern education of the West because this was the very motive of the Western expansion in the world. He visualized the bright future of the Muslims if they engaged themselves in the Western learning. Sir Syed won the British confidence and cordial relationship by saving their lives during the War of Independence. He utilized this relationship for the betterment of the Muslims. It was a subtle situation because the government had put the War crimes on the Muslim shoulders and assaulted their every aspect of life: â€Å"These events were a trauma for the Muslims; †¦the methods used by them shocked the civilized world. T he detestation of Delhi as a centre of Muslim culture was horrendous; Bahadur Shah Zafar†¦was exiled to Rangoon; Lt.Hodson shot three Mughal princes and later 24 princes were tried and executed; a vast ocean of blood there was; Some Muslims were shot dead and their dead bodies were thrown into the river Jamna†¦Ã¢â‚¬  (Ibid. , p. 14). All Muslims were ousted from land, property and employments that made them third class citizens of India. This created revengeful sentiments among the Muslims who detested British, their culture and civilization. Sir Syed was of the view that British were a civilized, educated, wise and disciplined nation and occupied India with the new war strategy and munitions that could not be matched by the locals and particularly by the Muslims.Therefore at the juncture the Muslims should mould themselves according to the pace of time to avoid more disaster. Sir Syed published Loyal Mohammedans of India and Risala Asbab-i-Baghawat-i-Hind that helped bot h the nations to redress their grievances. In 1885 the Indian National Congress was founded but Sir Syed warned the Muslims from the sinister aspirations of the Hindus. Another factor was that he intended the Muslims to abstain from the politics that could result in friction with the ruling nation. Urdu-Hindi Controversy Urdu grew as common language of all the Indians regardless of origin or religion but in 1867 the Benarsi Hindus started campaign to replace Urdu by Hindi.To gain the objectives, they declared numerous organizations, which discouraged Sir Syed who said to Shakespeare that since now both the nations could not live together. Later the followers of Sir Syed tried their level best to save Urdu language. Mohsin ul Mulk was the outstanding person who organized the Muslims in defense of Urdu. Muslims-as a Nation Sir Syed used the word ‘nation’ for the Muslims. Some writers criticize that he declared Hindus and Muslims one nation. But as a matter of fact, he adv ocated the Hindu-Muslim unity that meant ‘the working relationship’ between the two nations as once he said: â€Å"Hindus and Muslims should try to be of one mind in matters which affected their progress. He favored separate electorate for the Muslims in 1883 saying that the majority would override the interests of the minority. (P. Hardy, pp. 136-37) United Indian Patriotic Association In 1888, he set up the Patriotic Association to meet the propaganda of the Congress. Muslims and Hindus joined the Association. It advocated the Muslims’ emotions. Mohammedan Defense Association In December 1893, Sir Syed founded the Association. Its main purpose was to protect the political, religious and social rights of the Muslims. Sir Syed was great because he contributed greatly to the Muslim struggle for identity. Otto von Bismarck served the German nation with the help of all government sources but Sir Syed did the same without all this.To Khalid Bin Sayeed, â€Å"Many t ributes have been paid to Sir Sayyed, particularly by modern educated Muslims for being daring enough to put forward such views in an age which was by no means liberal or tolerant. † (Dr Khalid Bin Sayeed, Pakistan, the Formative Phase, p. 17). Lecture 5- Major Political Developments 1857-1918 Major Political Developments 1857-1918 The year 1857 brought decline to the Muslim rule in India. Muslims and Hindus participated in the War of Independence but the British held only Muslims responsible for the rebellion. The Muslims were persecuted ruthlessly and left at the mercy of time. The post war era was disastrous for the Muslims but some personalities emerged on the national scene and played excellent role to guide their people in this critical situation.The Central Mohammedan Association of Justice Amir Ali Syed and the Aligarh movement are very prominent in this regard. Their efforts for revival of the self-identity and political positioning in the Indian society enabled them to face any challenge in the future. Some important issues have already been discussed in the previous lectures. So a brief reference to events in historical context may be given: †¢ Decline after the 1857 Uprising †¢ Sir Syed and his colleagues’ efforts for revival †¢ Removal of misunderstanding between the Muslims and the British †¢ Educational movement or acquisition of modern knowledge and English †¢ Hindi-Urdu Controversy was the issue that unearthed the hatred and enmity ofHindu community towards the Muslims. †¢ Formation of the Congress was a method to incorporate the Muslims in Hinduism. It popularized the agitational politics that Muslims could not afford because they were still recovering the past gaps. †¢ Hindu Revivalist movements mostly targeted the Muslims that accelerated the pace of widening the gulf between the two nations. Events Since the Beginning of 20TH Century 1. Partition of Bengal, 1905 2. Simla Deputation, 1906 3. F ormation of the Muslim League, 1906 4. Changes in the Goals of the Muslim League, 1913 5. Lucknow Pact, 1916 1: Partition of Bengal: 1905 United Bengal’s area covered 189,000 sq. miles with 80 million populations.Dr Abdul Hameed writes in his book, Muslim Separatism in India, that the partition was imperative even if Curzon had not initiated it. A Lt. Governor had problems in looking after the eastern areas. Mainly Muslim suffered because of the rotten administration by the British. Before 1905, many proposals of partition of Bengal had been under consideration but Lord Curzon decided to practicalise this administrative scheme. East Bengal became incidentally a Muslim majority province having 13000000 out of 31000000. West Bengal was a Hindu majority province. Muslims were very happy on the partition as this had enabled them to promote their life conditions.It was rightly an opportunity for compensation. The Muslim community supported it strongly but Hindus retaliated furious ly saying it the division of motherland. The Congress joined the anti-partition movement. They started widespread agitation, violence and boycott of foreign goods. The main reason of Hindu protest was that they had loosened grip over the eastern parts. Annulment of the Partition on 12 December 1911 The British government revoked the partition to avoid trouble on the visit of King George V. The Muslims were disappointed by the government response to the violent strategy of protests adopted by the Hindus. 2: The Simla Deputation 1906In fact Simla Deputation was in line with a kind of thinking that was developing amongst the Muslims during that time i. e. they had certain interests and they must stand up to protect their rights and unless they do that that objective would not be achieved. The Simla Deputation of 1906 was the first systematic attempt on the part of the Muslims to present their demands, to the British government and to seek their acceptance. The Simla deputation comprise d 35 Muslims from all over India. It was a galaxy of Muslims leaders from all the provinces, from one end of India to the other and it had Muslims of all background. Therefore, when in 1906, this deputation called on the Viceroy, it was the most representative Muslim delegation.This delegation was led by Sir Agha Khan and Nawab Mohsin ul Malik served as a secretary and this delegation met the Viceroy in Simla that was why it was called as Simla Deputation. The memorandum which they presented was a kind of demands which were the uppermost in the minds of the Muslims at that time. The delegation emphasized that the Muslims should not be viewed simply in numerical terms but they should take into account their historical importance and the kind of contribution the Muslims had made to British India and keeping in view that importance they should work towards accommodating their demands. The delegation emphasized that democratic principle should be introduced keeping in view the peculiar conditions and circumstances of India.The diversity, the fact that there different kinds of people living in India and the fact that the Muslims consider themselves to be a separate entity, all these things had to be taken into account because the India was not a homogenous amalgamated or monolithic political identity. It was a political identity comprising diversity, divergence in view, divergence in outlook and when you introduce some kind of system then these realities had to be accommodated. In view of this submission they presented some demands: Representation more than their population because of their importance. Separate electorate Reservations of Muslims seats in government jobs. Special share in Municipal or district boards University senates and yndicates Muslim representation in Viceroy Executive Council. Muslim University at Aligarh. The Viceroy was sympathetic towards the demands. It encouraged the Muslims to launch struggle for their rights parallel to the Indian Nati onal Congress but it required an organized platform. 3: Formation of the Muslim League in Dhaka: December 30, 1906 Time had come to formally organize the Muslims after the success of the Simla Deputation. The Muslim leaders desired to create a permanent political forum. After the meeting of the Mohammedan Educational Conference, the Muslim leaders met to set up the All India Muslim League. Wiqar-ul-Mulk chaired the meeting.Nawab Salimullah proposed Muslim League and Hakim Ajmal Khan and Maulana Zafar Ali Khan seconded. In the Karachi session Dec. 1907 its constitution was approved and in March 1908 at Aligarh, Agha Khan was formally elected its president. London Branch: May 1908 Justice Amir Ali Syed organised a branch of Muslim League at London and responded effectively to the misunderstandings and conspiracies of the Hindus against the Muslims. GOALS: 1. Protection and promotion of political rights and interests of the Muslims. 2. Cooperation with other communities without prejudi ce to the above goal. 3. Fostering sense of loyalty, among the Muslims, towards the government 4: Change in the Goals of the Muslim League 1913Important developments occurred during the first decade of the 20th century like annulment of the Partition of Bengal and Western aggression towards Muslim countries, Balkan wars, Libya-Italy war, Demolition of the mosque in Kawnpur (1913), etc. weakened Muslim faith in the British. This led to a major drift in the Muslim League’s policy. In 1913, the League changed its goals: †¢ Self government under the British Crown keeping in view the peculiar conditions in India. †¢ Good relations with other communities’ cooperation with any party working for similar goals. This change brought the ML and Congress closer. In this way the era of cooperation between Hindus and Muslims set in. The role of the Quaid-i-Azam is highly noteworthy to bring the Congress and the Muslim League to the table. He joined the Muslim League in 1913 . 5: Lucknow Pact, 1916The Lucknow pact was the product of Hindu-Muslim unity envisaged by M. A. Jinnah. In December 1915, the ML and Congress met separately in Bombay. Both the parties set up committees for making a scheme for constitutional changes in consultation with other political parties. Role of the Quaid-i-Azam Jinnah did a lot to unite the two nations along with the recognition of the rights of Muslims. Meeting of both parties held at Lucknow in 1916. The constitutional proposals were approved: 1. One Third seats for Muslims in the Imperial Legislative Council. 2. Separate Electorate 3. Half members of the Executive Council to be elected by the Imperial Legislative Council. 4. Commissioned ranks of the army for Indians. 5.Expansion of Provincial Legislative Councils. 6. Half members of the Governor’s Executive Council be elected by Provincial Legislative Council 7. Weightage to minorities in provinces. Gains from Muslim Point-of-view 1. Separate Electorate 2. One Th ird Muslim seats in Central Legislature. 3. Unofficial bill, if opposed by three-fourth members of a community, it will not be passed. August 20, 1917 Announcement by British Government Secretary of State Montagu promised for: 1. Greater association of Indian in all branches of government. 2. Responsible government 3. Induction of Indians in the commissioned ranks. Conclusion: The historical struggle of the Muslims confirmed their identity.They organized their political party to address the demands. They also got recognition by the Hindus as a separate nation. The British accepted their role in the political domain. Lecture 6 – The Khilafat Movement The Khilafat movement was a religio-political movement launched by the Muslims of British India for the retention of the Ottoman Caliphate and for not handing over the control of Muslim holy places to non-Muslims. Turkey sided with Germany in World War 1. As it began to lose the war, concerns were expressed in India about the futu re of Turkey. It was a peak period from 1919 to 1922 casting demonstrations, boycott, and other pressure by the two major communities, the Hindus and the Muslims.Being brothers, the Indian Muslims realized their religious duty to help the Muslim country. It was the extra territorial attachments based on Islam. Another factor same to the first was that the Indian Muslims considered Ottoman Caliphate a symbol of unity of the Muslim world as Ummah. Goals: 1. Ottoman Khilafat should be kept intact. 2. Territorial solidarity of Turkey be preserved. 3. Control of holy the places should not be given to non-Muslims. Dimensions: The writings of the Muslim intellectuals provoked the sentiments for the preservation of Khilafat and retention of the Muslims control of the holy places. The Muslims journalism played a vital role to steer the direction of the struggle.Zamindar of Zafar Ali Khan, Comrade and Hamdard of Maulana Muhammad Ali Jauhar, and Al-Hilal of Maulana Abul Kalam Azad etc. were th e prominent newspapers and magazines which performed their duties to express their resentment. The Allies imposed humiliating terms on vanquished Turkey. Protests in India: All India Khilafat Committee was formed at Bombay in July 1919. The first Khilafat Conference at Delhi in November 1919 was arranged in which the Congress leaders like Gandhi and Nehru participated. In this way, the major political parties joined hands to assault the injustice with the Muslim community. These steps were announced: No participation in victory celebrations. Boycott of British goodsNon Cooperation with the Government The second Khilafat Conference (Amritsar) was held in Dec. 1919. Maulana Muhammad Ali and Shaukat Ali joined the session after being released from prison. In Jan. 1920, M. A. Ansari led a delegation to Viceroy while Maulana M. A. Jauhar to Europe. The Khilafat Committee decided to start non-cooperation in collaboration with the Congress in May 1920. Rowlett Act, 1919 Rowlett Act was a b lack law introduced in India. To the law, the government got authority to persecute any Indian and the arrested had no facility of legal assistance and right to appeal just as the ‘Lettres de Cachet’ in France before the French Revolution.Jinnah resigned from the central legislature as a protest. Jallianwala Bagh Incident, April 1919 The people gathered in Jallianwala Bagh at Amritsar but General Dyer opened fire to disperse the throng that cast a huge human casualties (379). It is considered one of the great tragedies in India. In 1940, by killing Governor Punjab, Sir Michaal O’ Dayer, ‘Ram Muhammad Singh Azad’ got revenge of the Indian massacre. The Nagpur Session of the Congress (Dec. 1920) approved non-cooperation with Government but Jinnah opposed and left the Congress because he was against the use of extra-constitutional means of protests. Non-Cooperation: †¢ Return Titles. Boycott of courts and educational institutions. †¢ Resign fr om jobs. †¢ Later resign from police and military jobs. †¢ Refusal to pay taxes. Khilafat Conference, Karachi, July 1921 In the session the participants expressed their loyalty to Turkish Sultan. They decided to continue the agitation and supported Attaturk to expel foreign forces from Turkey. Hijrat Movement 1920-21 The Indian ulama (religious leaders) declared India ‘Darul Harab. ’ Darul Harab means the place (country) where Muslims are not allowed to perform their religious practices. In the said situation, the Muslims should migrate to the nearest safe place. The ulama issued verdicts to go to Darul Islam, Afghanistan.There was an impression that King of Afghanistan would welcome them. So the migration took place at large scale. Initially Afghans welcomed them. Later, they closed the border and pushed the migrants back to the Indian territories. It resulted in loss of lives and money. Many died during this mission. Some went to Soviet Union from Afghanista n because they had nothing in India now. End of the Movement Moplah Revolt Malabar Coast, near Kalicut Moplahs were the descendents of the Arab Muslims settled in the Sub-Continent even before the arrival of Muhammad Bin Qasim. In August 1921, they revolted against Hindu landlords whose treatment was very brutal with them.Later this clash changed as Moplahs versus the Police and Hindu. This embittered the Hindu-Muslim relations. There was an increase in violence day by day and the Chorachori Incident (UP) in February 1922 worsened the situation. The Congress volunteers set a police station on fire and 21 policemen were killed. Gandhi suddenly called off the movement. Developments in Turkey In 1922 Attaturk emerged as a national leader and restricted powers of Sultan. Next he was appointed Chief of the state by Grand National Assembly. In March 1924, Khilafat was abolished. This caused a widespread resentment among the Indian Muslims. They sent delegations to Turkey but failed to ach ieve their objectives. Conclusions: 1.It was re-affirmation of the reality that religion is a mobilizing force and especially Islam has mobilization capacity to organize masses. 2. It was the movement launched on the basis of extra-territorialism. Later, no such movement but Pan-Islamic sentiments continued. 3. It resulted in the sufferings of the Muslims 4. Hindu-Muslim unity proved short-lived. Reactivation of the Muslim League and other Muslim organizations to restart their activities as a separate nation was the great outcome. Lecture 7 – Muslim Politics in British India: 1924-1935 Muslim Politics in British India: 1924-1935 1. Delhi Muslim Proposals 2. Nehru Report 3. Quaid-i-Azam’s Fourteen Points 4. Simon Commission 5. Round Table Conferences 6. Constitutional Proposals Backdrop:The Khilafat movement brought Hindu-Muslim communities to cooperation. The leaders made the efforts to revive harmony for preparing constitutional proposals. 1: Delhi Muslim Proposals: M arch 1927 Important Muslim leaders on the initiative of the Quaid met in Delhi to discuss constitutional and political issues. The major demands were: †¢ Punjab and Bengal: statuary Muslim majorities †¢ No Weightage in provinces †¢ Sind to be separated from Bombay †¢ Constitutional Reforms in NWFP †¢ One-third seats for Muslims in Central Legislature †¢ On communal issues, no law will be passed if three-fourth members of the concerned community oppose it. If these demands are accepted, they will give up ‘separate electorate. Subsequently, the Muslim League was divided in the Punjab, Shafi League and Jinnah League. Sir Muhammad Shafi opposed Jinnah on the issues: †¢ Separate electorate †¢ Attitude towards the Simon Commission. Jinnah continued his unremitting efforts to promote Hindu-Muslim unity. 2: The Nehru Report: 1928 The main objective was to constitute proposals for the Indian Constitution. The Congress called All Parties Conferenc e that appointed a 10-member committee in May 1928 under the Chairmanship of Motilal Nehru and Secretary ship of Jawaharlal Nehru. Recommendations that threatened Muslim interests are: †¢ No Separate electorate †¢ No One-third seats for Muslims in Central Assembly No reservation of seats for Muslims in Punjab and Bengal. In Hindu- majority provinces, the Muslims may be given seats according to population †¢ Sind to be made a province if it can bear its expenses. Balochistan, NWFP were accepted to be given constitutional status on certain conditions. Quaid-i-Azam tried to get amendments in the Report in the All Parties Conference in Calcutta but did not succeed. This is the very moment when Jinnah remarked, â€Å"it is parting of the ways. † He presented the 14 points as a Muslim leader. 3: Jinnah’s Fourteen Points: 1929 1. Federal system with residuary powers with the provinces 2. Provincial autonomy. 3. Separate electorate for Muslims. 4.Effective repre sentation to minorities in the provinces but the majority should not be reduced to minority 5. One-third representation of Muslims in Central Legislature. 6. One third Muslim representation in cabinets. 7. No changes in the boundaries of the Punjab and Bengal that would adversely affect Muslim majority. 8. Religious freedom to all. 9. No law will be passed if three-fourth elected members of a community declare that it is against their interests. 10. Sind to be made a separate province. 11. Constitutional Reforms in NWFP and Balochistan. 12. Muslim representation in govt. jobs. 13. Constitutional safeguards for Islamic culture and civilization, education, language, personal laws and Muslim institutions.Government should provide financial assistance. 14. No constitutional amendment unless all constituent units of the federation agree to it. These points reflected the aspirations of every Muslim living in India. 4: The Simon Commission: The British government sent a commission to seek the opinion of Indians on the future shape of constitutional arrangements. It arrived in India in 1927 and it published the report in 1930. Most political parties boycotted it. It presented its report containing several constitutional proposals: †¢ Federal system of government with strong centre †¢ Two Houses. †¢ Abolition of Dyarchy system in provinces †¢ More powers to provincial governments. Governor not to interfere in day to day affairs. †¢ Constitutional changes in NWFP 5: Roundtable Conferences: 1930, 1931, and 1932 First Session of the Conference In the first session, a number of prominent Muslims like M. A. Jinnah, Sir Shafi, Maulana M. A. Jauhar, Zafarullah Khan participated. They emphasized federalism, self- government, safeguards for minorities, separate electorate, preferential representation in central legislature, secure majorities in Punjab and Bengal. Second Conference Maulana M. A. Jauhar had died after the first conference. Iqbal, Jinnah a nd others participated in the second conference. Gandhi represented the Congress.The key issues of the session were ‘Federation’ and ‘Minorities. ’ The Communal Award, August 1932 Prime Minister Ramsay MacDonald announced the Communal Award: 1. Separate electorate for all minorities of India. 2. Weightage to minorities 3. No Muslim majorities in Punjab and Bengal as was followed in Lucknow Pact 4. One third representation for Muslims in Central legislature 5. One fourth representation for Muslims in services 6. Sind to be made a province Poona Pact, September 1932 The Congress expressed strong reaction against the right of separate electorate to the Indian minorities, especially to low caste Hindus whom Gandhi named Harijan (sons of God).Dissonance in Gandhi is conspicuous that he observed fast unto death on the right to the ‘sons of God. ’ An agreement with low caste to surrender the separate electorate right was concluded to save Gandhiâ€⠄¢s life. 3rd Roundtable Conference: Nov. 17-Dec. 24 1932 The main issues had been discussed in the first two conferences and now the rest of them were to be discussed. It was poorly attended conference. Quaid did not participate despite living in London. Gandhi did not attend as he had been detained. The conference brought no change in party positions and widened Hindu-Muslim gulf. White Paper on Constitutional Proposals: March 1933 The British government issued a small document in the form the White Paper.It included detail of working basis of the Indian constitution with Dyarchy in the centre and full responsible governments in the provinces. Government of India Act, 1935 Approved by the King: August 1935 Despite these efforts the communal problems could not be settled as satisfactory to the nations living in India particularly the Muslim. Therefore the key issues remained unchanged: †¢ Hindu Muslim Relations †¢ Failure to arrive at settlement †¢ Muslim demands tra nsmuted from safeguarding rights to complete independence—Pakistan. Lecture 8 – ALLAMA IQBAL’s Presidential Address December 1930 ALLAMA IQBAL’s Presidential Address December 1930 Dr Allama Muhammad Iqbal ranks amongst the Muslim intellectuals who left a deep impact on history.He inspired Muslims of the Sub-Continent and beyond. He infused a moving spirit and identity in the Indian Muslims. He presented a framework of their political future and talked how that would help to achieve the goal of Ummah. He presented a vision and dream in his Allahabad Address. 1: Background The Hindu-Muslim question had great importance and stood crucial to British Indian history after 1857, especially in the 20th century. To Muslims, the key issue remained ‘separate identity. ’ They tried their level best to make the rival nations understand that the Muslims are a separate nation having different culture and civilization, interests and rights.The Two Nations th eory could not fascinate the Hindus and the British peoples because they believed in ‘territorial nationalism. ’ The Hindus desired to absorb them in their majority but they could not face the arguments of the Muslim intellectuals. By 1930, Muslims had developed a sense of identity and political demands. Iqbal delivered his Presidential address in this background. Iqbal’s stay in Europe, 1905-08, helped to crystallize his thoughts. He returned to India in 1908 and started work on the roots of Muslim decline and the mechanism to uplift the Muslims. He reminded them to follow the teachings of the Holy Prophet (PBUH) practically as the ideal leader. He emphasized on the ideals, teachings and principles of Islam.He sought salvation through Islam. He was awarded with many prominent social positions: †¢ Title of Sir was conferred in 1922 †¢ Member Punjab Legislative Council (1927-1930) He delivered lectures on Islam in Aligarh, Hyderabad and Madras (1928-29). At Allahabad, he presided over the meeting and delivered his famous address. The Address, December 1930 Iqbal presented a review of the political and social situation of India and solution of the ills befalling India. He evaluated the importance of role of Islam in the lives of Muslims of British India. He said that the European view of duality of religion and state does not apply here in the Indian society.Rejecting the secularism he said, religion is not a totally personal affair. He explained that Islam offers an ethical order, socio-political structure, legal framework, code of life, culture and civilization. It is a living, dynamic force that has a profound impact on the lives of Indian Muslims. With the force of Islam the scattered and disoriented people have been turned into an organized force. The Muslims are not willing to submerge their religious individuality. They have lack of trust, fear of domination from Hindus. If the British want any sort of internal harmony it wou ld be impossible unless the communal question is settled. It’s historical reality that India is a continent inhabited by diverse people.No political arrangement may be acceptable without recognizing this reality. †¢ If the Muslims have an opportunity to develop in accordance with their Islamic civilization and tradition, they would be willing to sacrifice their lives for India. †¢ Federalism cannot succeed without recognizing the national identity of the Muslims. †¢ Territorial redistribution of British India on the basis of religion has become a need of time. †¢ Punjab, NWFP, Sind and Balochistan be amalgamated into a state, self government within the British empire or without it. The formation of such a consolidated North Western Muslim state appears to be the final destiny of the Muslims, at least of North West India.To India, it will offer peace and security due to internal balance of power. †¢ Islam is a people building force in India that has gi ven moral consciousness and political identity to the people. Importance Iqbal’s address is a forceful and logical presentation of the Muslim case in India. Why should they be treated as a political entity rather than a minority? †¢ Territorial adjustments will enable the Muslims to develop themselves in accordance with their ideals and serve the cause of Ummah. †¢ Redistribution of territory developed later on concept of Muslim homeland. †¢ He further expressed these ideas in LETTERS TO JINNAH from May 1936 to November 1937.He talked of a separate federation of Muslim provinces. The North Western India and Bengal can be considered as entitled to self-determination like other nations in India and outside. Shariah’s development is impossible without a free Muslim state or states. He advised the Muslims to be above self-interest and devote themselves to Islam. †¢ In difficult times, Islam has saved the Muslims. †¢ Faith, culture and historical tr aditions are more important than patriotism. Lecture 9 – Muslim Politics and Chaudhry Rahmat Ali Muslim Politics and Chaudhry Rahmat Ali Intellectuals give lines of movement, leaders act upon and the masses prove good soldiers and this way nations accomplish their achievements.Rahmat Ali was one of the eminent scholars who made a significant contribution to the movement for the establishment of Pakistan. He was conscious of Muslim identity and outlined proposals for the partition of India for the sake of Muslims. He was the man who coined the name, PAKISTAN, for the Muslim state. When he first presented his proposal for a Muslim state, nobody took it seriously. The Muslim intellectuals and leaders were concerned about the future of the Muslims in India. They ensured a secure future for Muslims. For this purpose they worked out various proposals for securing a homeland. Rahmat Ali becomes relevant here. Biographical Sketch Ch. Rahmat Ali was born in Hoshiarpur district in 1893 . Traditionally he did his B. A. from Islamia College, Lahore.He did the private and government jobs for some time and then left for Cambridge University for higher education. He was involved actively in the activities for the protection of rights of the Indian Muslims along with some other students at Cambridge University. His activism goes back to his student days in Lahore when he talked of separate state for Muslims of India. Rahmat Ali’s Views He said that North Western areas are Muslim majority ares. We will not only keep these majorities but will turn them into a Muslim state. Muslims should get rid of Indianism, it is better for Muslims and Islam. In his writing, NOW OR NEVER (January 1933), he proposed the name of Muslim state, PAKISTAN. P Punjab A Afghania NWFP K Kashmir S Sind TAN BalochistanINDIA cannot be described as a state/country or home of single nation. This state did not exist as one political entity before the advent of the British. The Muslims are a dist inct nation who has maintained its identity throughout. They are a separate nation. They have as much right to live as the Hindus. Pakistan should be separated from the rest of India. He further said that the conflict between Muslims and Hindus is not religious, sectarian or economic but an international. The Muslims are striving for survival; Hindus are trying for domination over the other nations living in the Sub-Continent particularly the Muslims. He established the Pakistan National Movement in 1940.He began to talk about Bengal and Hyderabad as Muslim areas and separate states. Bang-i-Islam would comprise of Bengal and Assam and Osmanistan of Hyderabad Deccan. He visited Pakistan in 1948 but the atmosphere of the motherland did not suit him and so he returned to Cambridge. He died there on 11 February 1951. His Contribution It is the ever-shining contribution of Rahmat Ali that he coined the name of the Muslim state. He said that being nation, the Indian Muslims deserved a sep arate homeland. He gave the future lines to the Muslims considering Islamic thoughts universal and true in comparison with the contemporary isms. When the Lahore Resolution was passed, it was instantly described as Pakistan Resolution.It, the division of India, was the solution of Hindu-Muslim question but Rahmat Ali proposed this long before the Lahore Resolution. Lecture 10 – The Congress Ministries– Policies towards Muslims The Congress Ministries– Policies towards Muslims Topics: 1. Elections 2. Provincial Governments 3. Their Policies 4. Muslim Response Government of India Act, 1935: The Government of India Act, 1935 was not fully promulgated but the only provincial part was introduced in the country. Muslim League and the Congress criticized it but agreed to contest provincial elections. The 1937 Elections: The elections of 1937 were held with the restricted franchise and separate electorate.The Congress projected itself as an all-India force representing all religions and factions of the society. The Muslim League contested for the Muslim seats. There was a tough competition from the other Muslim organizations. The elections were completed in February 1937. The Congress got majorities in five provinces, Madras, U. P. , C. P. , Bihar, and Orissa. It emerged as the largest party in Bombay and won 704 out of 1585 general seats. The Muslim League performed poorly in the elections and got only about 21 percent of Muslim seats without winning majority anywhere, Bengal, Punjab, NWFP, and Sind. It was mostly due to the organizational problems and opposition by local Muslim groups. Formation of Provincial Governments:In July 1937, Congress formed governments in 6 provinces. In NWFP, Khudai Khidmatgar and Congress formed a coalition government. In the Muslim majority provinces, the Muslim League could not form the governments. The Muslim League desired to be in government in the U. P. but the Congress consented to a conditional support: 1. Di ssolve AIML Parliamentary Board 2. AIML members not to function as a separate group 3. AIML members to express allegiance to the Congress Definitely the above-mentioned terms were a device to subvert the existence of the Muslim League. Therefore, no agreement was possible on this issue. Policies of the Congress Governments: (July 1937-Nov. 939) First all Congress governments in the provinces launched anti-Muslim drive basically to exclude the ML and other Muslim organizations from the government making process. The Congress leaders had come to know that the ML had got roots in the masses. They started ‘Muslim Mass Contact’ movement to defame the ML in their favour. They were making cultural and educational policies that promoted the Hindu culture and symbols in the name of Indian culture. They introduced Banda-Mataram anthem from Annandmath in the institutions and offices etc. The Hindi language was given top most importance in their policies. Wardha Educational Scheme was to convert Muslims into Hindus through primary educational literature.Projection of Hindu heroes like Gandhi and distortion of Muslim history became their moral creed. They followed the policy of discrimination in services or new recruitment for jobs. The Congress ministries adopted overall negative and cruel attitude, especially towards the Muslim activists. This unjust treatment compelled the Muslims to be disciplined in every sphere of life. Muslim Response: The Muslims were well aware of the theocratic inclination of the Hindu people. They arranged a close monitoring of the government. They publicized their policies and raised the issues. The mobilization of Muslims on these matters required keen probe to collect the original facts of the Hindu atrocities. The Pirpur Report:On March 28, 1938, the Council of ML appointed an eight-member committee under the presidentship of Raja Syed Muhammad Mehdi of Pirpur that presented its report on, November 15, 1938. It tried to dig out the cruelties of the Congress ministries in seven provinces. The report took up the Congress support to the rival Muslim organizations, intimidation and threats to the pro-Muslim League people. The Sharif Report, March 1939 The ML deputed Mr. Shareef with members to investigate the injustices under the dictatorial rule of the Hindus. This report mainly collected the facts, concentrating on ill treatment of the government with the Muslims in Bihar. The Fazl-ul- Haq Report: (December 1939) A. K. Fazl-ul-Haq published a pamphlet entitled Muslim Sufferings Under the Rule of Congress and made many alarming revelations e. g. orbidding of Azan, attacks in mosques, noisy processions of the Hindu scoundrels, forbidding of the cow-slaughter etc. This pamphlet responded the indictments by the Congress on the Muslims. All the reports described the Congress government as an attempt to create ‘Hindu Raj’ that wanted to overwhelm the Muslim culture and their identity. It was a rigorou s threat to the Muslims’ interests. Muslim League Activism: The Muslim League highlighted the issues and mobilized the Muslims to counter them adequately. It reorganized the Muslim community to cope with the situation. The ML arranged its session at Lucknow in October 1937. Many prominent leaders like Fazlul Haq participated in the session while SikanderHayat and Saadullah announced their support to the ML. The Muslim leaders shed a sharp criticism on the Congress policies. They protested against the reduction of status of Urdu and other Muslim related issues. They created realization, amongst the Muslims, of what can happen under the Congress rule and urged for serious thinking about the future political and constitutional arrangements. They unearthed the real objectives of the Congress and urged the need of unity among the Muslims under the banner of Muslim League. The Second World War (September 1939) proved blessing for the Muslims in a sense that the Congress Ministries resigned in November 1939.The Muslims observed Day of Deliverance on December 22, 1939. The ML redefined its position during the World War II. They expressed their enthusiasm that no constitution to be enforced without the consent of the Muslims. They eradicated their organizational weaknesses and refined their objectives keeping the experiences of the Congress ministries. Lecture 11 – The Lahore Resolution, 1940 The Lahore Resolution, 1940 The experience of Congress Rule compelled the Muslims to launch the movement for separate homeland. The Hindus made them realize that Hindu government would mean an anti-Muslim ru