Running head: The Effects of 19th Century Scholarship on Islam 1
The Effects of 19th Century Scholarship on Islam 35
Keep in mind as you read the following: as soon as you have read it and thought about it, we should meet to talk about your plans for revising. I think you have almost everything you need here for an excellent capstone project, but it needs more structure. That's what I have talked about below. Only after the structure is revised will I also work on some places where the English is awkward or the quotations don't exactly fit….
My biggest concern is the connection (or lack thereof) between the part of the paper that talks about scholars and the part that talks about anti-Muslim polemicists with no real claim to scholarly credentials. These two things seem very different to me. So the first thing I want to know is, What do you think connects them? How would you explain that connection to someone who is just beginning to study negative stereotypes of Muslims?
I can think of two ways that the paper might hold together better and the argument might be more coherent. First, instead of going from discussion of 19th-century scholarship to modern non-scholarly polemic, you could find and analyze some late 20th- or early 21st-century scholarship that shows the continuing influence of the 19th-century biases. For example, there are exchanges between Said and Bernard Lewis that are very interesting: see http://www.nybooks.com/articles/1982/08/12/orientalism-an-exchange/
Also interesting: http://www.newyorker.com/magazine/2004/06/14/lost-in-translation-3
I'm sure you could find much more material along these lines—scholars who are still essentializing Islam and Muslims in ways that reveal the continuing influence of the 19th-century scholarship.
Alternatively, you could re-structure the paper and make a rather different argument. Is it possible to think of western anti-Islamic discourse as having three (broad!) phases?
1. Early/medieval/into early modern period. People don't know much about Islam or Muslims. They are infidel, and often dangerous infidel at that, but they are not necessarily worse than other kinds of enemies. As you say, there is a kind of confidence in the Christian world about the self-evident nature of their faith. There are not, in short, "religions", but rather one legitimate faith and then a lot of different kinds of pagans and Jews. (This could be a very brief introduction.)
2. The formation of the field of "Religious Studies" or "Comparative Religion." Claims about Islam are biased, and the bias is more pernicious because it is cloaked as "science". European scholars are still absolutely convinced of their own superiority, which they take for granted in their so-called "science." But they also don't feel particularly threatened by Muslims or Islam, and therefore don't get really nasty. Except for Saraswati, who IS in this period. But Saraswati is not in the West, is he? What experienc ...
American Universities Are Failing to Create Critical ThinkersJosh Hawley
The document argues that American universities are biased towards neo-liberalism and indoctrinate rather than educate students. It claims that the majority of professors openly admit to liberal bias, and that this undermines critical thinking. Several studies are cited showing that over 80% of professors identify as liberal and would discriminate against conservative colleagues. The document argues this liberal bias extends across many fields and results in censorship of non-liberal ideas. It contends universities have been infiltrated by communist and fascist ideologies since the early 20th century, and are no longer focused on open inquiry but on promoting a politically correct agenda.
Australia S Moral Compass And Societal WellbeingStephen Faucher
This document provides an overview of Wendy Mayer's theory about the intersection between morality, cognition, and language and its implications for Australian societal wellbeing. The theory is informed by Mayer's research in three areas: 1) the capacity of early Christian sermons to radicalize audiences over time; 2) the reception of Graeco-Roman moral philosophy in preaching and its impact on the human person; and 3) the history and theory of religion. Mayer argues that her theory can help explain recent trends in Australian society like the rise of Islamophobia and right-wing politics. The theory is concerned with moral psychology rather than ethics, and addresses societal trends at a macro level by describing how people unconsciously make moral judgments.
1) The media shapes events through the biases and values of editors, which can lead to unfair representations of Islam in a post-9/11 context. As the most widely read newspaper in the UK, The Sun newspaper has published misleading statistics and stories that reinforce negative stereotypes of Muslims.
2) For example, The Sun reported that "1 in 5 Brit Muslims' sympathy for jihadi", but the actual survey found only 4% had sympathy for those going to Syria, and 15% had some sympathy. By conflating these groups, the article twisted the facts.
3) The biased mediation of Islam through events like terrorist attacks can encourage Islamophobia by falsely implying all Muslims condone violence
The document discusses religious experiences and how they relate to Karen Armstrong's views on faith from her book "The Will to Believe". It notes that religious experiences are subjective in nature and symbolically represent moral values. It also discusses William James' view that religious experiences should not be interpreted too literally or used to rationalize belief in God, but rather seen in a spiritual light. The key idea is that religious experiences are personal and involve passional tendencies rather than rational proof of theological claims.
This document discusses whether religion is antiquated in the modern world. It argues that while some in the West viewed religion as outdated due to conflicts between science and the Christian church, not all Western scholars took an antagonistic view of religion. Some prominent figures like the astronomer James Jeans concluded that the greatest problems of science could not be resolved without believing in God. The document also notes that deifying science in the West has led to perpetual restlessness, as scientific "facts" are constantly changing. It aims to dispel doubts about Islam for sincere and enlightened youth seeking the truth.
1) The leader addresses Western youth, urging them to study Islam from its original sources rather than through prejudices and media distortions.
2) He argues that Western powers seek to marginalize Islamic thought and spread fear of Islam to protect their own interests.
3) The leader asks Western youth to gain direct knowledge of Islam through the Quran and teachings of the Prophet Muhammad instead of allowing negative portrayals to create an emotional gulf between them and the reality of the religion.
4 Major types of essays - Infographics | Types of essay, Essay, Essay .... 4 Outstanding Types of Essay Writing Styles – Helpful Guidelines. Tips on How to Write Effective Essay and 7 Major Types | Types of essay .... Four Major Types of Essays | Types of essay, Essay writing, Essay writer. Types of essays in college - College Homework Help and Online Tutoring.. Types
4 Major types of essays - Infographics | Types of essay, Essay, Essay .... 4 Outstanding Types of Essay Writing Styles – Helpful Guidelines. Tips on How to Write Effective Essay and 7 Major Types | Types of essay .... Four Major Types of Essays | Types of essay, Essay writing, Essay writer. Types of essays in college - College Homework Help and Online Tutoring.. Types of essay with examples pdf. College Essay: What are the five types of essays. What Is an Essay? Different Types of Essays with Examples • 7ESL. What Are The Different Types Of Essay Writing – Telegraph. How To Write An Essay Examples – Telegraph. Analytical Essay: Essay in english literature. Essay websites: What are the five types of essays. How To: Essay Types | Essay writing skills, Essay writing, Essay .... Different Types of Essays Samples starting from Basic Essay. 10 Different Types of Essays to Help with Your Academic Writing. How to Write a Definition Essay: Writing Guide with Sample Essays. What Are the 5 Types of Essays? A Complete Guide on Essay Types. Descriptive Essay: 4 types of essays. What is an Essay and What are the Major Essay Types | Visual.ly | Essay .... Types of Essays | CSS Times. A complete Guide for Essay writing. 011 Essay Structure Example Types Of Essays In ~ Thatsnotus. How to understand types of essays. Four Major types of Essay..
American Universities Are Failing to Create Critical ThinkersJosh Hawley
The document argues that American universities are biased towards neo-liberalism and indoctrinate rather than educate students. It claims that the majority of professors openly admit to liberal bias, and that this undermines critical thinking. Several studies are cited showing that over 80% of professors identify as liberal and would discriminate against conservative colleagues. The document argues this liberal bias extends across many fields and results in censorship of non-liberal ideas. It contends universities have been infiltrated by communist and fascist ideologies since the early 20th century, and are no longer focused on open inquiry but on promoting a politically correct agenda.
Australia S Moral Compass And Societal WellbeingStephen Faucher
This document provides an overview of Wendy Mayer's theory about the intersection between morality, cognition, and language and its implications for Australian societal wellbeing. The theory is informed by Mayer's research in three areas: 1) the capacity of early Christian sermons to radicalize audiences over time; 2) the reception of Graeco-Roman moral philosophy in preaching and its impact on the human person; and 3) the history and theory of religion. Mayer argues that her theory can help explain recent trends in Australian society like the rise of Islamophobia and right-wing politics. The theory is concerned with moral psychology rather than ethics, and addresses societal trends at a macro level by describing how people unconsciously make moral judgments.
1) The media shapes events through the biases and values of editors, which can lead to unfair representations of Islam in a post-9/11 context. As the most widely read newspaper in the UK, The Sun newspaper has published misleading statistics and stories that reinforce negative stereotypes of Muslims.
2) For example, The Sun reported that "1 in 5 Brit Muslims' sympathy for jihadi", but the actual survey found only 4% had sympathy for those going to Syria, and 15% had some sympathy. By conflating these groups, the article twisted the facts.
3) The biased mediation of Islam through events like terrorist attacks can encourage Islamophobia by falsely implying all Muslims condone violence
The document discusses religious experiences and how they relate to Karen Armstrong's views on faith from her book "The Will to Believe". It notes that religious experiences are subjective in nature and symbolically represent moral values. It also discusses William James' view that religious experiences should not be interpreted too literally or used to rationalize belief in God, but rather seen in a spiritual light. The key idea is that religious experiences are personal and involve passional tendencies rather than rational proof of theological claims.
This document discusses whether religion is antiquated in the modern world. It argues that while some in the West viewed religion as outdated due to conflicts between science and the Christian church, not all Western scholars took an antagonistic view of religion. Some prominent figures like the astronomer James Jeans concluded that the greatest problems of science could not be resolved without believing in God. The document also notes that deifying science in the West has led to perpetual restlessness, as scientific "facts" are constantly changing. It aims to dispel doubts about Islam for sincere and enlightened youth seeking the truth.
1) The leader addresses Western youth, urging them to study Islam from its original sources rather than through prejudices and media distortions.
2) He argues that Western powers seek to marginalize Islamic thought and spread fear of Islam to protect their own interests.
3) The leader asks Western youth to gain direct knowledge of Islam through the Quran and teachings of the Prophet Muhammad instead of allowing negative portrayals to create an emotional gulf between them and the reality of the religion.
4 Major types of essays - Infographics | Types of essay, Essay, Essay .... 4 Outstanding Types of Essay Writing Styles – Helpful Guidelines. Tips on How to Write Effective Essay and 7 Major Types | Types of essay .... Four Major Types of Essays | Types of essay, Essay writing, Essay writer. Types of essays in college - College Homework Help and Online Tutoring.. Types
4 Major types of essays - Infographics | Types of essay, Essay, Essay .... 4 Outstanding Types of Essay Writing Styles – Helpful Guidelines. Tips on How to Write Effective Essay and 7 Major Types | Types of essay .... Four Major Types of Essays | Types of essay, Essay writing, Essay writer. Types of essays in college - College Homework Help and Online Tutoring.. Types of essay with examples pdf. College Essay: What are the five types of essays. What Is an Essay? Different Types of Essays with Examples • 7ESL. What Are The Different Types Of Essay Writing – Telegraph. How To Write An Essay Examples – Telegraph. Analytical Essay: Essay in english literature. Essay websites: What are the five types of essays. How To: Essay Types | Essay writing skills, Essay writing, Essay .... Different Types of Essays Samples starting from Basic Essay. 10 Different Types of Essays to Help with Your Academic Writing. How to Write a Definition Essay: Writing Guide with Sample Essays. What Are the 5 Types of Essays? A Complete Guide on Essay Types. Descriptive Essay: 4 types of essays. What is an Essay and What are the Major Essay Types | Visual.ly | Essay .... Types of Essays | CSS Times. A complete Guide for Essay writing. 011 Essay Structure Example Types Of Essays In ~ Thatsnotus. How to understand types of essays. Four Major types of Essay..
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Running head The Effects of 19th Century Scholarship on Islam 1.docx
1. Running head: The Effects of 19th Century Scholarship on
Islam 1
The Effects of 19th Century Scholarship on Islam 35
Keep in mind as you read the following: as soon as you have
read it and thought about it, we should meet to talk about your
plans for revising. I think you have almost everything you need
here for an excellent capstone project, but it needs more
structure. That's what I have talked about below. Only after
the structure is revised will I also work on some places where
the English is awkward or the quotations don't exactly fit….
My biggest concern is the connection (or lack thereof) between
the part of the paper that talks about scholars and the part that
talks about anti-Muslim polemicists with no real claim to
scholarly credentials. These two things seem very different to
me. So the first thing I want to know is, What do you think
connects them? How would you explain that connection to
someone who is just beginning to study negative stereotypes of
Muslims?
I can think of two ways that the paper might hold together
better and the argument might be more coherent. First, instead
of going from discussion of 19th-century scholarship to modern
non-scholarly polemic, you could find and analyze some late
20th- or early 21st-century scholarship that shows the
continuing influence of the 19th-century biases. For example,
there are exchanges between Said and Bernard Lewis that are
very interesting: see
http://www.nybooks.com/articles/1982/08/12/orientalism-an-
exchange/
Also interesting:
http://www.newyorker.com/magazine/2004/06/14/lost-in-
translation-3
I'm sure you could find much more material along these lines—
2. scholars who are still essentializing Islam and Muslims in ways
that reveal the continuing influence of the 19th-century
scholarship.
Alternatively, you could re-structure the paper and make a
rather different argument. Is it possible to think of western
anti-Islamic discourse as having three (broad!) phases?
1. Early/medieval/into early modern period. People don't know
much about Islam or Muslims. They are infidel, and often
dangerous infidel at that, but they are not necessarily worse
than other kinds of enemies. As you say, there is a kind of
confidence in the Christian world about the self-evident nature
of their faith. There are not, in short, "religions", but rather one
legitimate faith and then a lot of different kinds of pagans and
Jews. (This could be a very brief introduction.)
2. The formation of the field of "Religious Studies" or
"Comparative Religion." Claims about Islam are biased, and
the bias is more pernicious because it is cloaked as "science".
European scholars are still absolutely convinced of their own
superiority, which they take for granted in their so-called
"science." But they also don't feel particularly threatened by
Muslims or Islam, and therefore don't get really nasty. Except
for Saraswati, who IS in this period. But Saraswati is not in the
West, is he? What experience does he write from? India is a
very interesting and sometimes very tense world for Hindus and
Muslims during the British Raj.
3. The last 50 (??) years or so. Post World War II maybe?
What combination of circumstances leads to the kind of hatred
and demonization that you find to some extent in Spencer and
even more so in Saraswati and Sultan? In my own research, I
have found that the kind of demonizing that Saraswati and
Sultan do occurs only when the "other" actually poses a
particular kind of threat. Not only is the "other" among us, but
some of us accept that. Some of us may even admire some
features of the "other". Some of us may be arguing that the
"other" is not so different or strange after all. People like
Sultan write not in a pretense of science and not out of their
3. own confidence in their cultural superiority, but in fear of the
infiltration and assimilation of the "other." They write to
convince the rest of "us"—those they recognize as part of their
own group—that the "other" is disgusting, completely alien,
polluted. "We" should have no contact with "them." If
anything about them seems good, it's fake. They're doing it just
to fool some of us, to draw us in, to seduce us to their demonic
cult. And so on.
Would it work to structure the paper around an argument that
when European Christians believed without question in the
superiority of their own culture, that superiority was necessarily
reflected in their scholarship. The influence of 19th-century
ideas based on this confidence continues today. But in fact it is
increasingly discredited as a scholarly position: see Said,
Orientalism and LOTS of other stuff. On the other hand, a more
popular and vicious kind of anti-Islamic rhetoric has come into
being as increasing numbers of Muslims have moved to western
countries….
I know that this second option takes you rather far from your
original conception, so I want to stress that you should do what
YOU want to do in restructuring the project. I'm a little
worried that option #2 is the paper I would write, rather than
the one you wants to write. Anyway, once you've read through
these comment a couple of times, let's talk.
The Effects of 19th Century Scholarship on Islam
4. The Effects of 19th Century Scholarship on Islam
This paper outlines features of 19th-century scholarship that led
to the development of stereotypes about Islam that persist
today. To illustrate these features and demonstrate the
continuing effects of these 19th century prejudices, the paper
will also briefly touch upon how these stereotypes are applied
in the present. Western Christian contempt for Islam and
discrimination against Muslims dates back to the
seventh century, so why is this essay specifically concentrating
on the nineteenth century? The 19th century saw the
development of "Religious Studies." Before this development,
Christians said hateful things about Islam and Muslims, but they
spoke only to other Christians who already shared their beliefs.
Although Religious Studies were established as "scientific"
discipline that claimed to be unbiased, in fact it was very biased
by its assumptions—namely, that Christianity is the best
religion. Yet because those biases were hidden, and the field
claimed to be a kind of science, the negative things said about
Islam were no longer just something Christians said to one
another. They were universal claims about how things were if
looked at properly. As a result, one could say that these
discriminating and critical remarks against “other” religions
began to have more severe and deep-rooted consequences. The
scholars this paper will mention are mainly scholars that were
either intentionally or unintentionally, meaning they were
5. heedless of the fact that they were caught up in the ‘normative’
cycle of, promoting and elevating Christianity’s stance, which
consequently, led to and provoked the deprecation of “other”
religions. In this incident, the focus will be on the
disparagement of Islam. Finally, it might be pivotal to mention
that the analyses mentioned are in reference to the Western
world, mainly Europe and the United States.
I became interested in the history of western ideas about Islam
because of the attitudes that surround us today. Polls regularly
show that Americans and Europeans have negative impressions
of Islam and Muslims. For example, YouGov conducted a
survey of 1000 adults in the U.S.A. between March 6th and 9th,
2015. The participants were asked if they had a favorable or
unfavorable opinion of the Islamic religion and the results
showed that more than half of Americans, fifty-five percent to
be exact, had an unfavorable opinion of
Islam[endnoteRef:1]. The Pew Research Center had similar
results when it asked 3,000 US respondents to rate members of
religious groups using a ‘feeling thermometer’ that ranged from
0 to 100. 100 indicated the most positive rating while 0
indicated the most negative possible rating. In the year 2014,
Muslims received the score of 40, which can be interpreted to
mean that 60 percent had negative views and 40 percent had
positive views[endnoteRef:2]. YouGov also teamed up with
Islamic Relief this year to get an understanding of Islam’s
impression in the United Kingdom, and what they found were
no different from Islam’s impression in the US. UK citizens
were asked what came to their mind when they heard the term
Islam and most responded with words like “terror”, “terrorism”
or “terrorists[endnoteRef:3].” These are only three examples of
the many surveys that have the same results. After seeing these
results I could not refrain from asking why, when, and how did
this negative opinions develop? Some people would say they
come from the behavior of Muslims, but I believe that is wrong.
Others would say it comes from the unfamiliarity; too few
people actually know any Muslims. Therefore, there must be
6. more to the story for other religions that have followers who
commit acts of terrorism, the question is why is Islam the only
religion that gets associated with terrorism? Not to mention,
terrorism has no religion. Sometimes to understand the present
you have to look into past, and in the situation this could be the
best option. [1:
End Notes
"Poll Results: Islam." YouGov: What the World Thinks.
Accessed December 2, 2015.
https://today.yougov.com/news/2015/03/09/poll-results-islam/.
] [2: "How Americans Feel About Religious Groups." Pew
Research Centers Religion Public Life Project RSS. July 16,
2014. Accessed December 3, 2015.
http://www.pewforum.org/2014/07/16/how-americans-feel-
about-religious-
groups/?utm_source=feedburner&utm_medium=feed&utm_camp
aign=Feed: pewresearch/all (PewResearch.org | All Feeds).
] [3: Accessed December 2, 2015.
http://cdn.yougov.com/cumulus_uploads/document/q2ibnn2wzp/
tabs_HP_islam_20150309.pdf.
]
It may be a bold but not false to say that Islam has always been
a major target of animosity. Of course, there is constant
competition between all religions, which result in hateful
behaviors towards one another, but Islam is probably the one
with the most hits now. Where there is a loser there is always a
winner, and that winner most of the time now is
Christianity. When one examines the history of religions, he can
see the intense and continuous power struggle between all
religious traditions, but mainly between Christianity and all
other religions. Most, in fact, all religious traditions
probably have the ambition to be the one and only absolute
religion, but when one looks into history of some Christian
groups these desires are more prevalent, or it could also be that
7. the instances of them acting in respect to these desires
were recorded more in history. I believe this conquest for
Christian superiority is a major factor influencing the
stereotypical views on Islam now. In this paper, I will not focus
on forceful and bloody methods of obtaining superiority because
these sorts of actions can be found in almost all
religions. Instead, as mentioned before, I will focus on distinct
acts and ideas engineered by some Christian scholars that
enhanced the role of Christianity, and show how upraising
Christianity usually meant degrading others’ beliefs. In this
case, the focus will be on the demotion of Islam and Muslims.
Before secular ideas and religious pluralism were the dominant
ideologies in the West, western Christians could simply rest on
their assumption that being Christian was the only way to be. Of
course, Christianity was superior to everything else.
Nevertheless, today Christians cannot just rest on those
assumptions and that kind of confidence. They are forced into a
world that acts as if all religions were created equal, but this
view may not be enough to tone down desire for superiority.
Because of these shifts in proclaiming supremacy, new methods
emerged to dominate over the other in an ambiguous manner,
and these ‘modern’ methods of the nineteenth
century influenced the discrimination of Islam today.
Charles A. Goodrich brings upon the first idea I want to refer
too, in order to present Christian scholars’ agenda of
prioritizing Christianity, during the 19th century. Goodrich was
a reverend, as well as an American author and a Congregational
minister. The reason why I chose to start with Goodrich is
because I consider him transition figure, representing the shift
from the earlier Christian assumptions and direct declarations of
prominence to a kind of quasi-scientific assertion of Christian
superiority. He claimed, “ Idolatry, or religious deviance, where
ever and whenever it occurs, is a result of the inherent
propensity of humankind[endnoteRef:4].” This statement causes
Non-Christian religions to be seen as Satan’s empire. Goodrich
furthers his argument by saying, in every nation and every
8. period of time humans have the fundamental desire to stray
from the right path and become idolaters; the author describes
this as indication of the doctrine of original sin, which thereby
affirms the absolute truth of the Bible. It is only God’s grace
that can save humans from this continuous act of losing sight of
religious truth, and according to Goodrich, God’s grace is only
prevalent in Christianity. This claim blatantly establishes
Christianity above all religions, and portrays it as the savior of
all. Islam, on the other hand, a Non-Christian religion, is placed
in the same category as pagans, and is abstained from finding
the right path without the guidance of Christianity. This view
encouraged pessimistic notions of Islam, and can be seen as one
of the initial steps leading to modern day position of Muslims.
Later on this belief against other religions remodeled into
another theory. [4: Tomoko Masuzawa, The Invention of
World Religions, Or, How European Universalism Was
Preserved in the Language of Pluralism. Chicago: University of
Chicago Press, 2005, 53-57.
]
There was a shift from the idea of Satan’s empire to the form
of incomplete truths. Non-Christians were now seen as
representations of many incomplete religions, and their lacking
virtues were considered testimonies for the necessity of the real
thing, or Christianity. This change of thought brought along the
belief that it was inevitable for these religious traditions to face
a breakdown somewhere along the road. These faiths, including
Islam, were believed to be yearning for Christianity’s coming in
order to complete them. As one can see, Non-Christian beliefs
were precisely emphasized to be in contrast with
Christianity. This discrimination is extremely obvious in James
Freeman Clarke’s[endnoteRef:5] distinction between the terms
“catholic” and “ethnic”. This pair of terms “signify the
difference between the intrinsically universal religion
(Christianity) and the intrinsically limited, race specific
religions (all the rest).” Clarke’s aim, in this argument, similar
9. to many other Christian scholars of his time, was to establish
and prove Christianity to be the only religion that had the
unifying power and universal appeal, and, consequently, was the
only one that deserved to obtain the title of Absolute belief. In
relation to these ideas, Islam not only began to lose its
significance it also began to acquire prejudices, like being an
insufficient religion. It was scholars like Clarke, and their
studies, that prompted the academic discipline of comparative
theology. [5: Tomoko Masuzawa, The Invention of World
Religions, Or, How European Universalism Was Preserved in
the Language of Pluralism. Chicago: University of Chicago
Press, 2005, 77.
]
The significance and the ramifications of this new methodology
cannot be stressed enough. Max Muller is recognized to be the
establisher of comparative theology, and through this discourse,
he sought to “articulate a non-confessional, scientific, global,
and systematic account of the undeniable diversity of religious
history that presented itself to the western
mind[endnoteRef:6].” However, even though Muller had pure
intentions behind this discipline, of course some scholars
misused this method to fulfill their agendas. In fact, even before
the official formation of this field of study there were hints
about its mistreatment. When John Freeman Clarke was
advocating the study of different religious systems of the world
in his writings, he displayed in the form of a series of ‘findings’
what the reader should anticipate with this method of
examination[endnoteRef:7]: [6: Ivan Strenski, Thinking about
Religion: An Historical Introduction to Theories of Religion.
Malden, MA: Blackwell Pub. 2006, 67.
] [7: Tomoko Masuzawa, The Invention of World Religions,
Or, How European Universalism Was Preserved in the Language
of Pluralism. Chicago: University of Chicago Press, 2005, 78-
79.
]
10. “6.) Comparative theology will show that, while most of the
religions of the world are ethnic, or the religion of races,
Christianity is Catholic or adapted to become the Religion of all
Races.
7.) Cross-cultural comparison would be employed to raise
questions about the core beliefs of so-called ‘orthodox’
Christians—the uniqueness of Christianity, and especially of the
bible itself.
8.) Comparative Theology will probably show that Ethnic
Religions are arrested, or degenerate, and will come to an End,
while the Catholic Religion is capable of a progressive
Development.”
The comparative theology that Muller constructed was very
different from Clarke’s assumptions, but his predictions were
not completely neglected because many religious scholars
adapted Clarke’s conjectures over Muller’s phenomenon. For
the scholars the most important and enlightening consequence
of this, ‘fair survey’ was that it testified to the truth of and
universality of Christianity, alone among all others. Let us
consider some ways the comparative theology was used by these
scholars.
Some comparativists of the nineteenth century attempted to
constitute the idea that all non-Christian religions are
somehow “older religions.” This allowed the sole authority to
be placed upon Christianity because the coming of Christianity
mandatorily situated all other beliefs in the
category of primitive traditions. The reason why these faiths
still existed was either because of their lack of knowledge about
the Gospel truth, or because of their stubborn attitudes towards
Christianity, and unwillingness to welcome its truth. George
Matheson was one of the authors who promoted this idea in his
book, The Distinctive Message of the Old Religions. He wrote
that Non-Christian religions have their origin in a much remoter
past, and while they are long passed away, Christianity is still
11. alive and green[endnoteRef:8]. These ideas are developed
specifically in relation to religious beliefs dating prior to
Christianity, but Islam is accepted to have originated after
Christianity, so how are these theories relevant to Muslims? The
fact that these authors attempted to consider the case of Islam
only after receiving strong backlash is in itself an answer,
which highlights the harsh reality of Muslims and their
insignificance in the eyes of these Western scholars. Some
scholars do not even attempt to explain this problem and choose
to completely leave out Islam, as if it had never existed. In
respect to this deliberate avoidance, Islam can be considered to
be in a lower status than Heathen beliefs because those
traditions are at least taken into consideration. Actually, in the
early periods, Judaism and Islam were regarded to be worse
than other religions because even though they were aware of the
truth they were deliberately performing an act of rejection,
which was more despicable then plain ignorance. As for the
scholars who gracefully undertook the conflict of Islam, they
only rephrased the famous argument about Islam that was
repeated countlessly during the nineteenth century. James
Cameron Lees quotes this argument clearly in his
book Mahommedanism when he writes, “Christianity is a living
spiritual religion, adapting itself to all forms of human life, and
thought, and action. In Mahommedanism there is no
regenerative power; it is “of the letter, which killeth,”—
unelastic, sterile, barren[endnoteRef:9].” According to Cameron
and to the other scholars who shared the same opinion as
Cameron, this ‘”newer” religion was as good as dead at the time
of its origin. In contrast to this belief, Christianity was accepted
as the only alive religion. These arguments portray how
comparative theology was very crucial and effective for Islam
and its image. [8: Tomoko Masuzawa, The Invention of World
Religions, Or, How European Universalism Was Preserved in
the Language of Pluralism. Chicago: University of Chicago
Press, 2005, 91.
] [9: Tomoko Masuzawa, The Invention of World Religions,
12. Or, How European Universalism Was Preserved in the Language
of Pluralism. Chicago: University of Chicago Press, 2005, 83.
]
In the nineteenth century, there was another branch of
scholarship that aided Christian conquest for authority in bid
for the study of philology also known as the study of language.
Tomoka Masuzawa does an amazing job in outlining the huge
impact of language on religion in her book, The Invention of
Religions. She demonstrates how comprehension of language
shaped the impressions of religions in the public sphere,
especially in the world of academia. For the purpose of this
paper, I will only focus on the impression that Islam earned
because of this study. First, it was philological scholarship that
generated a new type of distinction among peoples and nations
in terms of language groups; the most immediately critical in
this context was the distinction between Indo-European (or
Aryan) and Semitic language groups. The reason as to why
Christians gave such great focus on the study of languages is
correlated with their search for disassociating themselves from
their Hebraic past. In the above discussion, we mentioned
several studies that severely degraded Heathen religions, as well
as Judaism and Islam. Even though this was mainly done for the
benefit of Christianity, these claims also posed a problem
because Christianity was generally viewed as being on the same
platform as Judaism and Islam, under the name Abrahamic
religions. Respectively, scholars’ acts of downgrading Islam
and Judaism would also end up causing harm and damage to
Christianity. This unfortunate correlation, which could
jeopardize the strived stance of Christians, demanded
Christianity to separate itself from its ‘sibling’ religions.
When William Jones discovered the close affinity between the
languages of ancient Persia and ancient India with the classical
languages of Europe, some Christian scholars were overjoyed
because this was a tremendous opportunity and solution for
getting rid of their Hebraic tag. Jones was a serious Orientalist
13. in India, who extensively studied the Sanskrit language. He
found beauty in it, and claimed it was more perfect than Greek,
and more copious than Latin. He led the way of studying
Sanskrit, philology and Indian literature. He also studied the
classical literature of India, religious, legal, and literary. This
also led the way for Europeans to study their own past and
future. Jones began to promote the wonderful structure of
Sanskrit, and advocated the idea that Greek and Latin shared a
common source with this language group, but this common
source may not exist now. This was crucial because for many in
the nineteenth century “an affinity between languages entailed
an affinity, proximity, and probable kinship between the people
who spoke them[endnoteRef:10].” There in fact was a shift in
what language came to represent. European scholars took their
studies a little further and began to search for a common
ancestor relating them to India and Persia, and this is when the
word “Aryan” first came to be adopted by Europeans. In the
first half of the nineteenth century, the word “Aryan” was used
to express a group of languages that were considered a family of
sorts. Simultaneously, when the Indo-Aryan language group was
found, a parallel of Semitic language groups was also found,
which included language groups like Hebrew, Arabic, and
Aramaic. This development immediately excluded Jews and
Muslims from the Aryan, “whiteness” identity. Shortly after
though, the word Aryan went from referring to a certain
collection of languages, and slowly was tied to national identity
of Europeans. Equivalently, the Semitic category did not just
merely remain as a denotation for linguistic grouping. It also
soon came to be recognized in racial and ethnic terms. In
respect to these findings, one can conclude that the initial
segregation between languages generated and fueled race,
ethnic, and religious discriminations. [10: William Jones, The
Works of Sir William Jones. London: Printed for J. Stockdale
and J. Walker, 1807,27.
]
14. I think it can be very beneficial to mention Wilhelm von
Humboldt and his views on language because his ideas help
clear up and illustrate the stereotypical consequences that were
cultivated on Islam and Muslims, as a result of study of
languages. Humboldt was a man with many labels. He was a
Prussian minister, diplomat, farsighted educational reformer, as
well as a classical scholar, but he is recognized most for his
label as a student of world languages. His main intention was to
carry out an extensive study of comparative philology, which he
believed went far beyond language and race. His comparative
study of languages had a spiritual mission.
“The division of mankind into peoples and races, and the
diversity of their languages and dialects, are indeed directly
linked with each other, but are also connected with, and
dependent upon, a third and higher phenomenon, the growth of
man’s mental powers into ever new and often more elevated
forms…This revelation of man’s mental powers, diverse in its
degree and nature, over the course of millennia and throughout
the world, is the highest aim of all spiritual endeavor, the
ultimate idea which world history must strive to bring forth
clearly for itself[endnoteRef:11].” [11: Wilhelm Von Humboldt
and Peter Heath, On Language: The Diversity of Human
Language-structure and Its Influence on the Mental
Development of Mankind. Cambridge [Cambridgeshire:
Cambridge University Press, 1988,63.
]
Humboldt sincerely believed there was a direct connection
between the study of languages and the world historical destiny
of a nation and ultimately of the human race. Humboldt himself
states, “ The comparative study of languages…loses all higher
interest if it does not cleave to the point at which language is
connected with the shaping of the nation’s mental
power[endnoteRef:12].” According to his views, differences in
language resembled difference among races and people, and
15. through these differences, one can distinguish and measure the
status of a nation or group. Language is also associated with
intellectual ability, intellectual capacity, and regarded as an
expression of a nation’s intrinsic potential and intelligence. In a
way, language became a defining factor of the hierarchical order
among nations, people, ethnicity, and religions. This idea
becomes a very decisive factor in establishing Islam’s role in
society and the world. [12: Wilhelm Von Humboldt and Peter
Heath, On Language: The Diversity of Human Language-
structure and Its Influence on the Mental Development of
Mankind. Cambridge [Cambridgeshire: Cambridge University
Press, 1988,63-64.
]
Humboldt asserts three distinct language groups, the Sanskrit
family, the Semitic family, and the Chinese family. He
establishes the first group, the Sanskritic family, which
Christian language is associated with, as the most perfect
language group. “This high estimation of the Sanskrit family,
and the concomitant denigration of non-Indo-European
languages lead to a self-congratulation of modern
Europe[endnoteRef:13].” According to Humboldt, not science or
advancement is the exclusive factors in determining the ranking
of people. For him language is the sole decisive element. This
argument places Islam in a very difficult and low-ranking spot.
Humboldt’s own words would clarify the reason for this more
efficiently. He says: [13: Tomoko Masuzawa, The Invention of
World Religions, Or, How European Universalism Was
Preserved in the Language of Pluralism. Chicago: University of
Chicago Press, 2005, 162.
]
“In the history of nations, the question may well have been
raised as to what would have happened in the world if Carthage
(a Semitic nation) had defeated Rome and conquered the
European West. One might equally well ask what the present
16. state of our culture would be if the Arabs (a Semitic race) had
remained, as they were for a time, the sole possessors of
scientific knowledge, and had spread throughout the Western
world. A les favorable outcome seems to me, in both cases,
beyond doubt. It is to the same causes, which produced the
world-dominance of Rome, namely the Roman spirit and
character rather than to external and more accidental
circumstances, that we owe the powerful influence of this
world-dominion upon our civil institutions, laws, language, and
culture. Through the turn toward this culture, and through inner
kinship, we became genuinely receptive to the Greek mind and
language, where the Arabs only adhered, for the most part, to
the scientific results of Greek inquiry. Even on the basis of the
same antique heritage, they would not have been capable of
erecting the edifice of science and art which we may justly
boast today[endnoteRef:14].” [14: Wilhelm Von Humboldt and
Peter Heath, On Language: The Diversity of Human Language-
structure and Its Influence on the Mental Development of
Mankind. Cambridge [Cambridgeshire: Cambridge University
Press, 1988,192.
]
At this point, one might ask how the perception of a religion
can be constructed by reference to its language. In addition, the
language that assists the cultivation of religion is another
concern. The truth lies in the very nature of the respective
languages; such nature is revealed in the language’s
grammatical structure. According to Humboldt and his theory of
language, the Semitic languages character and spirit are rigid,
fixed, and inimical to growth, development, and becoming an
accomplished culture. In comparison, the Sanskritic family is
the exact opposite, and carries the characteristics that are
absent, and can never be obtained by the Semitic language
family because its grammatical form is different. Sanskrit
language results from inflection, and what this means is that
17. there is a root word that evolves outward which brings about its
syntactical capacities out of its own fundamental existence. In
other words, the development occurs from within allowing the
roots, or protowords, to prosper into linguistic units that are
able to form syntax. This syntactic ability is extremely
momentous for our argument because it is this qualification of
Sanskrit language that placed Indo-European religions
especially Christianity, at a higher level than other religions.
Humboldt puts forward the argument that since the development
of inflection is an inherent self-progression of the root, its
blooming is free and productive, but it remains true to its
origin. Now that the development process is believed to follow
its own roots this grammatical form becomes acknowledged as
rational. This is probably what influenced Humboldt to asset
inflection as the most authentic and perfect language formation.
Since inflection is recognized as the impeccable configuration,
this means there are other linguistic forms that are seen as
inadequate and insufficient. Referring to the grammatical
formations of these languages is important because as
mentioned earlier, language becomes associated with
intellectual ability of races, ethnicities, and religions.
The alternative language group, which did not have the inner
developmental characteristics of inflection, was referred to as
agglutination. This latter method of language formation derived
from the Latin word agglutinate, which literally meant to glue
together. As the Latin definition explains, in agglutination root
words are elaborated to form a synthetic language. What this
means is that, there is a particular root word and additional
exterior components or particles manually are attached to this
proto-word, but this is done in a particular order, which allows
the words to have a certain syntax. This type of grammatical
form is associated with the Chinese language, and is perceived
to be in the opposite spectrum of Sanskrit family language.
Then where does the Semitic language stand? As reported by
Humboldt, the Semitic language family is positioned between
the two opposite poles, which represents all other language
18. groups outside of Chinese and Sanskrit, and is labeled delimited
inflection. I think the name Humboldt coined the Semitic
languages grammatical formation is very meaningful, and
believe it pertains deeper message. Similar to the situation when
Jews and Muslims were considered to be in greater sin, in
contrast to the pagans, because they were believed to
consciously and voluntarily reject the truth administered by
Christianity, the delimited inflection formation was also
regarded in a lesser state than agglutination, even though it was
more akin to inflection. Naming the grammatical form
‘delimited’ inflection instead of giving it a distinct label like
agglutination, in my opinion, is a very smart move because it
relays the message that Semitics can never have their own
entity, and that they and everything associated with them like
people, races, and religions, will always be considered inferior
to “inflection.” It also delivers the notice that without any
affiliation with inflection related matters the delimited
inflection associates will never have any significance, or
deserve any attention.
August Wilhelm Schlegel, a German essayist who is considered
one of the founding fathers of the German Romantic Movement,
had an outstanding knowledge of foreign languages, which
made him a decisive figure in the early development of
comparative language and modern linguistics. He is the one that
inaugurated the domain of Sanskrit studies in Germany, which
is why I want to touch up on some of his theories and remarks
about the language groups, and use those ideas to support my
claims that were made in the previous paragraph. Schlegel says,
“The Chinese presents remarkable instance of a language almost
without inflection, every necessary modification being
expressed by the separate monosyllabic words, each having an
independent signification. The extraordinary monosyllabic
form, and perfect simplicity of tis construction, makes the
consideration of it important as facilitating the comprehension
of other religions[endnoteRef:15].” [15: Tomoko Masuzawa,
The Invention of World Religions, Or, How European
19. Universalism Was Preserved in the Language of Pluralism.
Chicago: University of Chicago Press, 2005, 164-165.
]
Before going any further, I just want to bring into attention the
adjectives that were used while mentioning the agglutination
language group: remarkable, extraordinary, and perfect. Even
though, Tomoko Masuzawa conveys her uncertainty about the
Semitic language family’s stance during the 19th century, I
think this report of Schlegel clearly demonstrates its standpoint
and proves my opinion about delimited inflection being seen as
the bottom formation below inflection, as well as agglutination.
This position might cause confusion because on the surface one
might expect the mixed and compromised grammatical
formation of the Semitic languages to rank higher than the
agglutination languages in the scale of linguistics excellence,
maybe even higher than the inflection languages. However, this
was not the case because these positive factors were not the
ones that received attention. What kept being repeated was the
so-called rigidity and stunted growth of the Semitic languages,
which implied that these languages were in fact constrained and
were not able to develop in direction, inflection, or
agglutination, and as a result, they were inherently unable to
evolve or refine. It is very clear that these European scholars
concentrated solely on administering a distinction between
languages with full inflection and those with limited inflection,
rather then focusing on the relative value between inflection and
agglutination.
To return to our main argument, the notable point in all these
arguments, and point of views regarding language study is 19th
century Christian scholars strive for superiority. Moreover, this
drive for superiority “seems to lead not so much to a disdain for
the peoples speaking agglutination language but instead to a
peculiarly pointed and dismissive judgment against the Semites,
and against the Arabs in particular[endnoteRef:16].” For the
20. people of the nineteenth century, and most likely to people in
the centuries to come, the rigid impression of Semitic language
structure directly corresponded with the Semites intellectual
inflexibility and their ‘limited’ mental capacity. According to
people with these perceptions, Semitic people did not have
competency to generate original ideas on their own because they
did not possess the internal power of creativity apparent in
Sanskritic people. Moreover, the ideas they ‘borrowed’ could
never flourish or advance because in the end whatever fell in
the hands of the Semites was bound to deteriorate. All of these
suppositions gained validity with the division of language,
which actually inferred the division of races, based on terms of
differences in intellectual, mental, and spiritual qualities rather
than in bodily features. Today’s scholars and the general
community would not accept this sort of direct correlation
between the nature of syntax and the cultural character of a
population or their religious inclinations as a reasonable and
rational judgment. However, regardless of what we might think
about such theories today, it apparently became suitable, even
inevitable to represent the religion of Semites, especially Islam,
in the shadow of an overpowering predisposition that asserted
their fundamental inflexibility, which emanated from, and was
evidently reflected, in their language. For that reason, despite
how impressive and grand worldwide spread it achieved, Islam
was constantly overlooked because most deemed it to be
essentially rigid, perpetually intolerant and restrictive,
extremely idealist, with an innate habit toward fanaticism. [16:
Tomoko Masuzawa, The Invention of World Religions, Or, How
European Universalism Was Preserved in the Language of
Pluralism. Chicago: University of Chicago Press, 2005, 166.
]
Certainly, it was this perception of Islam that significantly
altered the image of Muslims, whom just couple centuries
before were regarded as the most advanced and elite group of
people. Part of the reason for this is also linked to the fact that
21. all Muslims were generalized and perceived to be Arabs or
Semitic language speakers, when in reality majority of the
Muslim population was made up of non-Arab affiliates.
Unfortunately, this dilemma continues to be prevalent in our
own time, but in more severe and strident conditions because
the quintessential Semite resonates disturbingly with the figure
of Muslim extremists that turn into Arab terrorists. All the
subjects that have been mentioned call attention to the negative
connotations the Semites, whom were recast as prototypically
Arab Muslims, have obtained throughout the developing
religious discourse. As a result, in the course of nineteenth
century, Islam obtained a new aloneness because the rule of
Islam, and Muslims in general, were now moderated and
influenced to be viewed unsympathetically as stunted, rigid, and
narrow. They were also perceived as the most eccentric of the
“old” religions, which provided more reason for them to be
recognized as irrational and anomalous. “If such fire-and-
brimstone holy outrage was the defining characteristic of
Semitic religion, it would seem highly unlikely that this
hypercritical force, with an altogether negative, unpromising
prospect for a career in constructive history, should have come
to play an essential role, perhaps the greatest part ever, on the
world historical stage.[endnoteRef:17]” [17: Tomoko
Masuzawa, The Invention of World Religions, Or, How
European Universalism Was Preserved in the Language of
Pluralism. Chicago: University of Chicago Press, 2005, 176.
]
In order to portray the lasting effects of the nineteenth century
developments, I want to briefly compare sections of writings of
two scholars: Abraham Kuenen, who wrote his book in the
nineteenth century, and Robert Spencer, who is an active writer
in our current period. Kuenen was a Dutch Protestant theologian
and a critic, whose writings mainly dealt with tracing the roots
of Christianity back to the Hebrew prophets with the intention
of getting rid of criticisms that were downgrading Christianity’s
22. position. How can one go about glorifying Christianity without
denouncing Islam? Kuenen was in fact one of these scholars,
maybe a little bit unique because his writings also “rescued” the
status of Jews and Buddhists. However, in contradiction to these
religious traditions, Islam represented an instance of
deterioration and reversion from the beginning. The first section
of his book, National Religion and Universal Religion, Kuenen
deals only with Islam and tries to answer questions like, is
Islam a universal religion. In fact, Kuenen’s main argument
against Islam was about its consideration for being a universal
religion. During this period, the concept of world religions had
emerged and there was constant debate about which religions
were qualified for this title. One of the central principles of
criteria was a religions extension span, and even though Islam
had an undeniably vast expansion, Kuenen asserted that this was
not evidence for its intrinsic universalism. It only signified its
hypocrisy, its violence, and the danger it continued to pose to
the rest of the world.
He also expressed Muhammedans as perpetrators of “fanaticism,
constantly fired by colonists of Arabia and by pilgrims
returning from Mekka, infectious too, like all fanaticism, which
by its very nature, might lay hold of the masses of the
population, and certainly makes them very dangerous subjects.
But this infectiousness of the political idea of Islam is not proof
of its spiritual supremacy[endnoteRef:18].” The unfavorable
reality of Islam, endangering and infecting the whole world, is
once again ascribed to the intolerance of its founder and to the
Arab line, for, in Kuenen’s opinion, “the Arabic nation was not
the cradle but the boundary wall of Islam[endnoteRef:19].” In
summary, for Kuenen Islam is a religion of fear, not of love. It
is regarded to be one of the so-called universalistic religions
because of its authoritative spread to mostly inferior
civilizations. However, in the eyes of Kuenen this universalistic
view on Islam is false; Islam only has the ability to be national
religion. Abraham Kuenen’s book once again demonstrates and
confirms Islam’s perception as the perfect example of
23. fanaticism, intolerance, and confined strictness during the
nineteenth century. “It may be added that, despite better, far
more extensive scholarship on Islam available today, little had
changed about this image[endnoteRef:20].” [18: Abraham
Kuenen, National Religions and Universal Religions Lectures
Delivered at Oxford and in London, in April and May, 1882,.
London: Edinburgh, Williams and Norgate, 1882,33.
] [19: Abraham Kuenen, National Religions and Universal
Religions Lectures Delivered at Oxford and in London, in April
and May, 1882,. London: Edinburgh, Williams and Norgate,
1882,55.
] [20: Tomoko Masuzawa, The Invention of World Religions,
Or, How European Universalism Was Preserved in the Language
of Pluralism. Chicago: University of Chicago Press, 2005, 197.
]
Robert Spencer and his books are a perfect example of these
persisting stereotypical perceptions of Islam. Even though, he
denies having an ulterior motive in his studies, I do not agree
with this statement because he has a similar anti-Islamic tone
like Kuenen, and most of the nineteenth century scholars.
Almost in every section of his books, one can see reminisces of
the prejudices about Islam that were intellectualized in
nineteenth century, like Islam being an intolerant, narrow, and
lacking religion. However, he mainly emphasizes the idea of
Islam being a violent religion. The titles of his books are
enough evidence of this priority: Not Peace But a Sword: The
Great Chasm Between Christianity and Islam, Stealth Jihad:
How Radical Islam is Subverting America without Guns or
Bombs, Onward Muslim Soldiers: How Jihad Still Threatens
America and the West, Religion of Peace? Why Christianity is
and Islam is not. The list goes on. One can estimate the material
dealt in these books, which have such Islamophobic titles. Due
to the advancements of academia, Spencer refrains from making
general accusations of all Muslims, but what he covertly
generalizes like most scholars in the nineteenth century, is the
24. idea that all Muslims are Arabs. Similarly, to Kuenen, he also
severely attacks and denounces Prophet Muhammad (pbuh), and
portrays him as one the major factors for Islam’s fierce and
rigid presence. He accuses Islamic scholars of ignoring
Qur’anic versus and hadith’s that deal with waging religious
warfare, but he himself performs a similar mistake, and only
focuses on the small portion of versus and sayings that involve
violence and ignores the big portion that advocate peace and
justice. One of the famous hadiths of the Prophet that he
includes in majority of his books is, “Fight in the name of Allah
and in the way of Allah. Fight against those who disbelieve in
Allah. Make a holy war…If they refuse to pay the tax, seek
Allah’s help, and fight them[endnoteRef:21].” Unlike the anti-
Islamic scholars of the past, Spencer refers quite a lot to the
religious texts of Muslims, but I would label his references as
reductionist because he neglects to mention the contexts of the
quotes he chooses, which opens the way for misinterpretations,
which I think is his aim. [21: Robert Spencer, Religion of
Peace?: Why Christianity Is and Islam Isn't. Washington, DC:
Regnery Pub., 2007, 159.
]
I perceive his immense number of books as an extension and
more detailed explanation of the agendas of previous scholars.
For instance, Abraham Kuenen briefly mentions his opinion of
Islam being a religion of fear rather than love. Robert Spencer
takes this modest implication and elaborates it in almost all his
books. He dedicates one whole book to support this supposition;
Religion of Peace? Why Christianity is and Islam is not. After
supporting his argument with evidence that he clearly nit-picks,
he comes to a similar conclusion as Kuenen, “Christianity is a
religion of peace, and it is a religion without jihadist movement.
Islam is a religion of the sword and there are, by even the most
conservative estimates, more than one hundred million active
jihadist seeking to impose sharia not only in the Islamic world,
but in Europe and ultimately in the United
25. States[endnoteRef:22].” As this quote hints, a theme that was
not active in the nineteenth century was imposing fear in people
against the “other,” in this case against Islam. Whether it is a
new theme or a former theme, they are all used for the same
purpose and that is to authorize Christian superiority. Even
though, the methods used differ this ambition continues to exist
and, most likely, is what still affects stereotypical outlooks on
Islam. For example, when Spencer graciously attempts to prove
his objectivity by tackling violent Christians that were involved
in the Crusades, he delicately protects the superiority of
Christianity by putting the blame on Muslims. First, he excuses
the brutality of the Crusades by mentioning that it was
“equivalent to contemporary Islamic jihad
violence[endnoteRef:23]” and later blames the Muslims for the
violent actions of the Christians. “In fact, the Crusades were a
late and small-scale responseto Islamic jihad conquests that
began 450 years before the First Crusade and overwhelmed what
had been up to the time of conquests over half of
Christendom[endnoteRef:24].” It is extremely apparent that
even though two centuries have passed, the negative and
damaging effects of the nineteenth century scholarship
continues to live on. [22: Robert Spencer, Religion of Peace?:
Why Christianity Is and Islam Isn't. Washington, DC: Regnery
Pub., 2007, 209.
] [23: Robert Spencer, Religion of Peace?: Why Christianity Is
and Islam Isn't. Washington, DC: Regnery Pub., 2007, 88.
] [24: Robert Spencer, Religion of Peace?: Why Christianity
Is and Islam Isn't. Washington, DC: Regnery Pub., 2007,99.
25 Sarasvati, Swami Dayananda. Light of Truth, Or, An English
Translation of the Satyarth Prakasha. Bharadwaja, 1927.
26 Sultan, Wafa. A God who Hates: The Courageous Woman
who Inflamed the Muslim World Speaks Out Against the Evils
of Islam. Macmillan, 2011.
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"Jihad Watch." Jihad Watch. Accessed November 8, 2015.
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King, Richard. Orientalism and Religion Postcolonial Theory,
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extremists-more-lethal-than-jihadis.
"New “Study Quran” Aims to Convince You That the Muslim
Holy Book Doesn’t Really Mean What It Says." Jihad Watch.
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Sarasvati, Swami Dayananda. Light of Truth, Or, An English
Translation of the Satyarth Prakasha. Bharadwaja, 1927.
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Islam Isn't. Washington, DC: Regnery Pub., 2007.
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29. ]
Two more authors whose books contain Islamophobic
accusations are Danayand Saraswati and Wafa Sultan. In the
nineteenth century, Dayanand Saraswati in his book entitled
Satyarth Prakash (The Light of Truth), published in 1875 has
Islamophobic accusations within its context. Dayanand
Saraswati described the concept of Islam as highly offensive
while also doubting if there is any connection between Islam
and God. In the fourteenth chapter of the book, there is the
criticism of Quran based on the teachings of Quran itself. He
broadly attacked the Quran terming it unsuitable due to its
teachings that according to him are misleading.
Saraswati questioned the Mohammedan’ claim that God is
merciful by stating that He approved that man should cause
great suffering to others. He indicated that it was clear that
Mohammedans usually began evil deeds in the name of God.
Moreover, Saraswati claimed that the Muslims are intolerant
towards Non-Muslims. If the God of the Quran had been
merciful, the Mohammedans could not have slaughtered men of
other faiths. Saraswati continued to question the credibility of
Quran by indicating that the Allah actions were more devilish
than godly. The book through its author questions Muslims’
religion by doubting if the Allah is in all places why Muslims
only face Mecca. Lack of the understanding towards the Muslim
beliefs causes the author to question their religion. Questioning
the faith of the Muslims is one way the author facilitate the
Islam phobic accusations.
In the same book, the author goes on and accuses Muslims of
being idol worshippers. Saraswati accuses the Muslims of
slaying non-Muslims and other animals on the basis that it is on
Allah’s path. He continued to say that the Muslims should just
accept their slaying of others is just for selfish gains. Since the
author is a Hindu, he accuses the Muslims of copying the act of
30. fasting from Hinduism. The author indicates that Muslims lose
their political supremacy for the cause of Allah in their fight.
He suggested that if Quran had no such teachings, the
Mohammedans would not adopt their cruel ways towards the
non-Mohammedans. Besides, he said that the Muslim religion
teaches cruelty towards non-Muslims. According to him, this
cruelty shows that Quran is not the Word of God and God is not
described as the true God in the Quran.
Saraswati accuses the Muslims of being embodiments of bigotry
and ignorance. He continued by adding that it appeared that the
heart of Mohammed is not pure and the Quran was made to cater
for his selfish interests. In addition to his attacks, the Saraswati
described Muhammad as an imposter by saying that he
pretended to have received a revelation and messages from God.
In his word, the author accuses Muhammad of resorting to this
device as a way of defeating his opponents while increasing his
reputation. In addition, Muhammad had baits for the ignorant
such as men and women who he uses for his selfish gains. All
these are Islamophobic accusations in this book.
Saraswati accuses the Muslims of delaying the administration of
justice where he indicates that there are many incidents of lack
of justice. However, the author failed to show with evidence
where justice was not administered according and thus his
claims remain mere accusations. Another thing from the author
is that he believed that believers of the Quran are illiterate. This
a baseless accusation because many Muslims who are literate as
opposed to what Saraswati read the Quran said.
According to Saraswati, the Quran disturbs the peace of the
world as it fosters discord25. This cannot be true as it teaches
peace and harmony among all people. The author condemns the
act of forbidding the drinking of alcohol on earth while in
paradise there are streams of wine flow. The author attacks the
Muslims’ beliefs without having facts and understanding of the
Islamic religion.
In the next book Wafa Sultan is an author of a book entitled A
God Who Hates published in 2009 that criticizes the Muslims on
31. many counts of things 26. She starts by suggesting that the
Muslims would condemn her to death when they read her book.
She continues by saying that Muslims may not read the book,
but the title alone is enough for them to condemn her as that is
how things are with them. Her accusations continue when she
says that Muslims are more interested in disagreements than
rapprochement trying to cause fear in others who disagree. This
is a mere accusation as it is not true with all Muslims and
maybe what she refers is only a minority group.
In the second chapter, she addresses the women of Islam where
she gives her story of how she changed due to her appetite for
reading almost every book that came to her site. This according
to Wafa Sultan helped her see the oppression that Muslims
causes the women because they are not allowed to make a
decision about their life. The situation is very different from
what the author has in her book on the fate of Islamic women.
In the fourth chapter, Wafa Sultan while in U.S. says that
Muslims’ motive is to cause harm to others. She gives an
example of an Islamic friend she met in U.S. who was not
willing to take care of environment just because it is not her
country. Her friend said Americans were intentionally spreading
AIDS in Islamic countries and thus she hates them. Wafa Sultan
weary of listening to her friend silences her in defense of
Americans. The author blames the philosophy of her friend to
the Islamic religion as a motivating factor in causing harm to
others. She goes on saying that Muslims talk raiding, dress
raiding, eat raiding, and drive their vehicles like Raiders. In this
case, by giving an example of her friend, she unfairly
generalizes the idea of one person to that of all Muslims.
To try to strengthen her accusations, she says that Muslim
preachers preach using shouts and gestures that demonstrate the
art of raiding. Back to her days in her homeland in Syria, she
says that there was noise pollution caused by loudspeakers in
the mosques that were too close to their houses. In addition to
what she refers to the noise from the mosques, she says that she
was struggling to cope with, as it was irritating to her ears. She
32. confirms that she was happy having parted company with what
she refers as the culture of shouting and raiding. What her
believe is that no two Muslims can talk without their
conservation changing into confrontation within minutes
especially when they disagree. She also says that Muslims have
trouble understanding someone’s point of view when you talk in
a low calm voice as we think we have lost the argument. Here,
the author goes beyond the limits by leveling such an
accusation.
In chapter five, Wafa Sultan says due to fear, of course, men
mistreat women. She goes on explaining according to her how
men lack respect for women even for those she refers as literate
believe women are dirty. To her when Islamic man treats a
woman with respect, he is considered weak and this according
to Wafa Sultan is the situation that frustrated her so much.
Women being exploited in the workforce were not her main
concern as compared to the sexual abuse they suffered. She
compares her life in Syria to that in U.S. and says that people
are more respectful. In general, Muslims are known for the
respect they have and such claims just confirms the
Islamophobic accusations.
In chapter eight, Wafa Sultan accuses Islam of not attaching
any value to the childhood stating that a child is a property of
his father and can do whatever he wants. She continues to lay
her accusations by saying that a Muslim child has no rights.
Furthermore, says that Muslim education is mainly focused on
convincing the child of the need for blind obedience to the
parents. She criticizes the marriages in the Muslim societies. In
refuting the author’s claims, Muslim children are not taught on
many vital issues that help in shaping their lives.
In chapter nine, Wafa Sultan describes Islam as a Sealed Flask
that in itself shows the extent of the lack of respect she has to
the Muslims. She says that Islam has denied its followers’
fundamental freedom of expression. She continues to say that
Muslim society lives in slavery, as the culture has been
cultivated with violence at all levels. She attacks the Koran
33. describing it as being unable to distinguish between force and
power concepts saying the Muslims believe in force
representing violence instead of power that represent peace.
In the tenth chapter of this book, Wafa Sultan describes Islam
as a closed market as it rejects the laws of supply and demand
and the principle of excellence. Wafa Sultan says that the
terrorist attacks shocked her but did not surprise her because
Muslims according to her are capable of such damages. The fact
that the Al Qaeda carried the attacks does not mean that all
Muslims support terrorism. Many Muslims promote peace
among all people.
In this paper, I tried to outline some components in history,
specifically factors that occurred during the 19th century, which
led to the establishment of contemporary stereotypes about
Islam. Earlier Christians could just assume their own
superiority, but modern secularism implies that all religions are
created equal. This change in society generated different
responses in the 1900s, one being the arguments of people such
as Goodrich, who stated Christianity, may be one religion
among many, but it is the only good one. Another response,
which was even better for the western superiority complex, was
the invention of "Religious Studies,” and the precise way in
which that invention maintained the superiority of Christianity
in a scientific guise. The establishment of comparative theology
and the study of philology were other factors that were biased
by a desire to prove the superiority of Europeans and/or
Christians. All of these responses came out of Western context
and was therefore alien to rest of the world. This resulted in the
stereotyping of Semitic languages and Semitic peoples,
including Muslims. This was a great change in perception
because just a couple centuries before Islamic culture was
recognized as advanced, civilized, and modern. To portray the
lasting effects of the nineteenth century developments, the two
scholars Abraham Kuenen and Dayanand Saraswati had similar
biased perceptions of Islam within their texts; it is rigid,
outdated, intolerant, and violent. The same is with the other two
34. authors Robert Spencer and Wafa Sultan who represent this
century.
In conclusion, I do believe there are more adequate results that
can be obtained about the effects of 19th century studies on not
just Islam, but all religions. In this paper, I have suggested one
possible way of reading this material, and have opened an
interesting topic of discussion. Through this research I was
partly able to answer a very intriguing question of mine
concerning negative perceptions on Islam. Now I am left with
an even harder question, and that is how should 21st century
scholarship go about to annihilate these bias views within the
academic field?