ZION INTERNATIONAL BIBLE UNIVERSITY

Is Someone Watching You?

2011-10-23T02:24:00.000-07:00

Is Someone Watching You?

Is Someone Watching You?

Today's Scripture: Titus 2

^{¹But speak thou the things which become sound doctrine:
²That the aged men be sober, grave, temperate, sound in faith, in charity, in patience.
³The aged women likewise, that they be in behaviour as becometh holiness, not false accusers, not given to much wine, teachers of good things;
⁴That they may teach the young women to be sober, to love their husbands, to love their children,
⁵To be discreet, chaste, keepers at home, good, obedient to their own husbands, that the word of God be not blasphemed.
⁶Young men likewise exhort to be sober minded.
⁷In all things shewing thyself a pattern of good works: in doctrine shewing uncorruptness, gravity, sincerity,
⁸Sound speech, that cannot be condemned; that he that is of the contrary part may be ashamed, having no evil thing to say of you.
⁹Exhort servants to be obedient unto their own masters, and to please them well in all things; not answering again;
¹⁰Not purloining, but shewing all good fidelity; that they may adorn the doctrine of God our Saviour in all things.
¹¹For the grace of God that bringeth salvation hath appeared to all men,
¹²Teaching us that, denying ungodliness and worldly lusts, we should live soberly, righteously, and godly, in this present world;
¹³Looking for that blessed hope, and the glorious appearing of the great God and our Saviour Jesus Christ;
¹⁴Who gave himself for us, that he might redeem us from all iniquity, and purify unto himself a peculiar people, zealous of good works.
¹⁵These things speak, and exhort, and rebuke with all authority. Let no man despise thee.

What is the Meaning of this Text?}

he duties which become sound doctrine. (1-8) Believing servants must be obedient. (9,10) All is enforced from the holy design of the gospel, which concerns all believers. (11-15)

Verses 1-8: Old disciples of Christ must behave in every thing agreeably to the Christian doctrine. That the aged men be sober; not thinking that the decays of nature will justify any excess; but seeking comfort from nearer communion with God, not from any undue indulgence. Faith works by, and must be seen in love, of God for himself, and of men for God's sake. Aged persons are apt to be peevish and fretful; therefore need to be on their guard. Though there is not express Scripture for every word, or look, yet there are general rules, according to which all must be ordered. Young women must be sober and discreet; for many expose themselves to fatal temptations by what at first might be only want of discretion. The reason is added, that the word of God may not be blasphemed. Failures in duties greatly reproach Christianity. Young men are apt to be eager and thoughtless, therefore must be earnestly called upon to be sober-minded: there are more young people ruined by pride than by any other sin. Every godly man's endeavour must be to stop the mouths of adversaries. Let thine own conscience answer for thine uprightness. What a glory is it for a Christian, when that mouth which would fain open itself against him, cannot find any evil in him to speak of!

Verse 9,10: Servants must know and do their duty to their earthly masters, with a reference to their heavenly one. In serving an earthly master according to Christ's will, He is served; such shall be rewarded by him. Not giving disrespectful or provoking language; but to take a check or reproof with silence, not making confident or bold replies. When conscious of a fault, to excuse or justify it, doubles it. Never putting to their own use that which is their master's, nor wasting the goods they are trusted with. Showing all good fidelity to improve a master's goods, and promote his thriving. If ye have not been faithful in that which is another man's, who shall give you that which is your own? (Lu 16:12). True religion is an honour to the professors of it; and they should adorn it in all things.

Verses 11-15: The doctrine of grace and salvation by the gospel, is for all ranks and conditions of men. It teaches to forsake sin; to have no more to do with it. An earthly, sensual conversation suits not a heavenly calling. It teaches to make conscience of that which is good. We must look to God in Christ, as the object of our hope and worship. A gospel conversation must be a godly conversation. See our duty in a very few words; denying ungodliness and worldly lusts, living soberly, righteously, and godly, notwithstanding all snares, temptations, corrupt examples, ill usage, and what remains of sin in the believer's heart, with all their hinderances. It teaches to look for the glories of another world. At, and in, the glorious appearing of Christ, the blessed hope of Christians will be complete: To bring us to holiness and happiness was the end of Christ's death. Jesus Christ, that great God and our Saviour, who saves not only as God, much less as Man alone; but as God-man, two natures in one person. He loved us, and gave himself for us; and what can we do less than love and give up ourselves to him! Redemption from sin and sanctification of the nature go together, and make a peculiar people unto God, free from guilt and condemnation, and purified by the Holy Spirit. All Scripture is profitable. Here is what will furnish for all parts of duty, and the right discharge of them. Let us inquire whether our whole dependence is placed upon that grace which saves the lost, pardons the guilty, and sanctifies the unclean. And the further we are removed from boasting of fancied good works, or trusting in them, so that we glory in Christ alone, the more zealous shall we be to abound in real good works.

How can We Apply this Scripture to our Life?

In our Bible Study yesterday we looked at Titus chapter 1 and made the application of the Right Leadership in the Church. Here in Titus chapter 2 we can make the Application of Right Living in the Church. The tables are turned as we are given a few guidelines for Godly behavior in the Church. Just as we expect our Leaders to lead by example we too must lead by example. Making the right Choice to live what we believe. People are watching. I had to make this choice the other night as my family went to a fast food restaurant. The clerk gave us one to many soda cups. As we ate I noticed the extra cup and it was an inconvenience to go back and pay the extra dollar. The clerk said that she had noticed that she made the mistake after the fact and felt embarrassed to come and collect the extra dollar from us. It opened the door to invite her to our Church. She guessed we were coming from Church and if I would have ignored the mistake it would have put a negative thought in her mind about Christians. It is important to lead by example because people are watching you.

GOLD, FRANKINCENSE AND MYRRH

2010-12-21T01:34:00.001-08:00

GOLD, FRANKINCENSE AND MYRRH

Jesus Christ came to the world because He loves us, leaving His throne of glory and accepting the Cross instead: 1Now when Jesus was born in Bethlehem of Judaea in the days of Herod the king, behold, there came wise men from the east to Jerusalem, 2 saying, Where is he that is born King of the Jews? for we have seen his star in the east, and are come to worship him... ...11And when they were come into the house, they saw the young child with Mary his mother, and fell down, and worshipped him: and when they had opened their treasures, they presented unto him gifts; gold, and frankincense and myrrh. Matthew 2. That Child received three presents from three Gentile wise men that still endure today in the Story of stories, the one that would change the world forever. Those three presents have a deeper meaning than the literal one and this Christmas we want to look deeply into their meaning, and what Jesus as a Child represented. Those three presents would become, in us, three gifts from God that Jesus gives us when we receive Him as Saviour: Gold, frankincense and myrrh. The Golden Rule, The Great Commandment and the Great Commission. Spirit, Soul and Body. Body of Christ given over to the myrrh of the Cross to win another Body, the anointed Bride as the women who were anointed with myrrh, the Church, that will also offer herself to Him for the marriage of the Lamb. In the meantime and especially at Christmas time, the bride brings her anointment of sweet-smelling aroma before God, when we bring Christ in our hearts and we share Him in a contrary world that will be transformed upon His coming. Merry Christmas to all those who love Him! To find God's gold, frankincense and myrrh, read further on...

NEWS CHRISTMAS 2010

Participate in your church and town, help those in need in Christmas and throughout the year.... Blessed is he who considers the poor; the Lord will deliver him in time of trouble. Psalm 41:1...He has given to the poor; His righteousness endures forever. 2 Corinthians9:9. Church campaigns for Humanitarian Aid. Preach the gospel to them and pray for them.

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ONLINE VISA APPLICATION MADE EASY FOR ALL COUNTRIES

2010-10-16T09:18:00.001-07:00

Your Best Books

2010-08-13T13:01:00.000-07:00

Journal of Traffic and Transportation Engineering = JiaotongAn Introduction to Race Car Engineering Book 1 NewJournal of the Suzhou University Engineering Science EditionSplatter UniversityUniversity Calculus: Elements plus MyMathLab Student Starter Kit

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2010-08-13T11:10:00.000-07:00

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Technology

2010-08-12T03:56:00.000-07:00

University now requires students to use Tablet PC. Students will be provided the Tablet PC by the University and the Price of the Tablets is far below $499.99 per student.

Students loans do not cover the cost of the Tablet PC.

University has been testing several Tablets for the past few months and has approved 7 inch EKEN running android software.

The Tablet can be purchased directly from the University for $800 + Shipping cost and is available now.

EKEN MOO3 8 Inch available for $500.00 Plus Shipping. Available now.

MOONSE APAD E7001 for $550.00 Plus shipping.

A701 7 inch Android 1.5 for $550.00 Plus Shipping.

Please e-mail us at ziccint@yahoo.co.uk for further information and purchase of the EKEN, MOONSE APAD and A701 Tablets. None of these tablets are currently available on the market in the United States or Europe. It will take approximately 3 weeks for delivery from the date of purchase.

CONTACT US

2010-08-12T03:51:00.000-07:00

Mail

Zion International Bible University

Carre 998 DjiDje Facounde Littoral, Cotonou

03BP429 - JERICHO.

E-mail

ziccint@yahoo.co.uk

Phone

00229-96320987

Call us 9 to 5 Eastern Standard Time

This Phone line is for Professors & Students Only.

All others please contact us through E-mail Only.

Enrollment

2010-08-12T03:47:00.001-07:00

Enrollment

Students can apply throughout the year. It may take up to 60-90 days for the student application process to be completed. Please make sure that you apply for transcripts immediately from the last institution from which you had graduated. Delay in receipt of transcripts will delay your admission. The Diplomat program students are not required to produce transcript and thus can begin their program within in 30 days following the filing of the admission application.

STUDENT CLASSIFICATION

2010-08-12T03:46:00.001-07:00

STUDENT CLASSIFICATION

Students are classified by the percentage of credits completed or taken at any given time, in a particular degree program, excluding the Doctorate degree program, and the Diplomat program. The classification of students is as follows:

Number of Credits Classification
25% Credits Freshman
25-50% Credits Sophomore
50-75% Credits Junior
75-100% Credits Senior

TRANSCRIPTS

2010-08-12T03:43:00.001-07:00

TRANSCRIPTS

The first transcript shall be provided free of charge. Further transcripts shall be mailed directly to the institutions requesting the transcripts, and the transcripts shall only be released after the student MAILS a general release form and upon payment of the transcript fee of $15.00.

Unsigned, and Unsealed transcripts are not deemed as our official transcripts. All transcripts issued by the University always carry an official seal and the Registrar or Assistant Deans signature, if the Registrar is not available at the time when the said transcripts were requested.

Please allow 10 working days for the transcripts to arrive. We do not fax transcripts to any one. Transcripts requested by educational institutions must have student release form singed by the student, or the transcripts shall not be released.

Transcripts requests should be mailed to the Registrar of the University.

We will certify transcripts via e-mail for institutions requesting transcripts validation as long as the e-mail originates from an .EDU domain, and which we can verify through a phone call to the Institution. This shall be done without cost to the student or the institution. This is a new system of providing transcripts through intra university exchange, and would essentially eliminate the cost for the student.

GRADUATE ELECTIVES

2010-08-12T03:42:00.001-07:00

GRADUATE ELECTIVES

EC 471 Evolution of the American Economy (3-0)
A history of American economy development. Analysis of growth and contemporary problems in policy.
EC 472 The Rise of Industrialism (3-0)
Historical development of the modern industrial economy from origins in medieval and modern Europe. The industrial revolution in England and its diffusion through the western world and beyond.
ECD 530 Theories and Techniques of Counseling (3-0)
This is a graduate course that combines the theory and philosophy with techniques of counseling. Behavior approaches, psychoanalytic approaches, client centered counseling, and relationship models, and their relation to counseling.
ECD 540 Gender Issues in Counseling (3-0)
Exploration of gender as primary identity. Emphasis is placed on gender dynamics in counseling & preventive approaches.
ECD 639 Group Counseling (3-0)
Theory and practice of group counseling. Theoretical positions include client-centered, behavioral and rational-emotive. Aspects of group process include group leadership, group membership, establishing and maintaining a group.
ECG 512 Law and Economics (3-0)
Economic analysis of sources and effects of law, including common law, statutory law, and regulation. Property rights and contracts, liability rules crime and punishment, statutory enactment, bureaucratic and institutional reform.
GN 301 Genetics in Human Affairs (3-0)
Application and understanding of genetics in everyday life. Genetic prospective on human development, birth defects, birth control, cancer, organ transplant, intelligence and mental illness, radiation and chemical exposure, and genetic ethics.
GN 504 Human Genetics (3-0)
Basic principles in understanding human genetics and an inquiry into modern genetics development within current research modules.
GN 540 Evolution (3-0)
Genetic basis of evolution, molecular evolution, molecular population evolution. Critical reading of original research publication. This is an important subject that is also required for theoretical research in various degree programs.
GRK 310 Classical Mythology (3-0)
Greek and Roman mythology via writing and art of the classical period. A study of religious myths vs. the secular myths and the role of myths on Greek histories development.
GRK 320 Greek Tragedy in Translation (3-0)
Tragedies of Aeschylus, Sophocles, and Euripides in translation. Literary and social aspects of individual plays and tragic genre, in fifth century. Selections from Aristophanes, Plato, Aristotle and Seneca on Greek tragedy.
HA 201 History of Art from Ancient Greek through the Renaissance (3-0)
A study of European culture through major art in the form of poetry, paintings, sculpture and architecture.
HA 202 History of Art from Renaissance through 20th Century (3-0)
This includes the modern American art in addition to the European Art.
MDS 105 A System Approach to the Universe (3-0)
Systems approaches to problems in physical, social, and behavioral sciences and technology. Concepts of general systems (interaction between systems functioning). Emphasis is placed on interdisciplinary problem solving methods.
MDS 201 Environmental Ethics (3-0)
Interdisciplinary study of personal and cultural values in the form of an inquiry leading to a better answer weather the problems are solved or compounded by ethics of a people.
MDS 214 Technology and Values (3-0)
A study of technologies relationship with the society within the confines of need, perception and ethics.
MDS 240 African Civilization from Antiquity to the 1960’s (3-0)
A study of the following centers of classical Africa: Egypt in antiquity, Nubia, Axum, Mali, Songhai, Kilwa, Malinda, Sofola, Zainzibar and Monomotapa.
MDS 301 Science and Civilization (3-0)
An inquiry into the scientific achievement and cultural impact of the following: Ancient-Medieval model of Aristotle, Ptolemy, and Aquinas; the 17th century model of Newtonian physics; and the emerging model of Einstein, Planck, and Heisenberg.
MDS 302 Contemporary Science, Technology and Human Values (3-0)
Evaluation of ethics in science, technology and their impact on human values.
MEA 100 Marine, Earth and Atmospheric Sciences (3-0)
Introduction of process and linkages among major components of the biosphere such as: Geosphere, hydrosphere, atmosphere, and biosphere as interdependent systems.
PA 505 Administrative Law (3-0)
An in-depth study of the Administrative law environment with case studies, judicial powers, administrative control, legislative powers, regarding rights of citizens and corporate entities.
PA 511 Public Administration (6-0)
Public administration of the formal and informal organizations, processes of administration, political interaction and administrative responsibility and accountability.
PA 516 Public Policy Analysis (3-0)
Techniques of analyzing the developing and evaluating public policies and programs, along with cost containment formulas.
PA 518 Organization Design (3-0)
An examination of contemporary approaches to organization design, organizational development, human relations and self-management models.
PA 536 Association Management
A study of public administration policy application to the association management. Specific study of legal aspects, public relations, budgeting and financial management, membership development and the politics of association.
PA 601 Politics and Ethics of Public Administration (3-0)
An in-depth study of political links between administrator and the political entities ranging from State to Local self- governments.
PA 613 Government and Planning (3-0)
Survey of public policy development and the issues of growth in the Urban and Rural areas, along with population forecasting and development models.
PA 614 Management Systems (3-0)
A study of management systems such as management by objective, Quality management systems and performance monitoring.

MASTER’S COURSES

2010-08-12T03:41:00.001-07:00

MASTER’S COURSES

HI 510
Civilizations of the Ancient Near East
The civilizations of Mesopotamia and Egypt from earliest times to fall of Babylon in 539 B.C.

HI 514
Rome To 337 A.D.
Development of ancient Rome from its origins in Italy, through its rise as an Empire embracing entire Mediterranean World and Western Europe, to Constantine, Christianity and the foundation of Constantinople. Critical examination of political achievement of a people who rose from an obscure Italian city to a world empire, with emphasis on analysis of primary courses.

HI 515
History and Archaeology Of the Roman Empire Analysis of Rome's unparalleled rule over the entire Mediterranean World in first four centuries A. D. through use of literary and archaeological sources.

HI 516
From Roman Empire To Middle Ages
Late Antiquity and the early Middle Ages. The transition from classical civilization to basis of modern civilizations: the Fall of Rome, the Germanic kingdoms, Byzantium, establishment of Christianity, birth and growth of Islam.

HI 517
Islamic History To 1798
History of Islamic Near East to 1798. The East Mediterranean before Islam, Muhammad and the development of Islam, sources of Muslim civilization; Islamic law, science, philosophy, art and architecture; Islam in Spain, India, Asia and Africa, the Crusades, the Ottomans; Islam and Europe.

HI 519
The High Middle Ages
Medieval culture 936-1250: Revival of the Roman Empire, monastic and papal reform, rise of universities, evolution of representative bodies, the Gothic style, troubadour and goliardic poetry, scholasticism and revival of Roman law.

HI 520
Italian Renaissance
Examination of Renaissance humanism, an educational ideal and an awareness of humans as the sole creator in the historical world, in its relationship to the Italian republics and princedoms of the 14th through 16th century.

HI 521
The Reformation of the 16th Century
Conditions and criticisms which led to reform and the nature of institutional, theological and social changes, affected by various churches and sects. Special attention to Luther and Calvin.

HI 524
France
France from sixteenth century to the Revolution, development of renaissance and absolutist state social and economic change, religious reform and Enlightenment, origins and beginnings of the Revolution.

HI 525
Revolutionary Europe
A broadly based analysis of France's first revolutionary era. The Enlightenment and its impact cause and character of the Revolution in France and impact of these events in France and Europe.

HI 527
Europe In Crisis: 1890-1917
Survey of social, economic, political, ideological changes in Europe on eve of World War I; prewar origins of fascism and communism; political polarization during World War I to the outbreak of the Bolshevik Revolution.

HI 528
Fascism-Revolution-Reaction: Europe 1919-1939
Rise and defeat of revolutionary movements in Central Europe and Italy (1919-1939); emergence and development of communism, fascism and Nazism; crisis of the European socialist movement during 1930s; and Spanish Civil War.

HI 529
Modern European Imperialism
Historical background of European expression; its impact on the economics, politics and culture of both Europe and the colonized world; the significance of imperialism and anti-colonial nationalism in shaping the modern world.

HI 533
Diplomatic History
Survey of major issues and events in European international relations; Congress of Vienna, 1815, to defeat of Axis powers and origins of Cold War in 1945.

HI 534
Intellectual History: The Eighteenth Century
Historical examination of some of major figures of the European Enlightenment, beginning with Locke and ending with Kant.

HI 535
Intellectual History: The 19th Century
Historical examination of some of major figures of European thought during 19th century, beginning with enthusiasm of the period of the French Revolution and ending with the disillusionment of the fin de siecle.

HI 536
England
British history from the Reformation to the Civil War. Primary emphasis on certain key developments in social, political and economic life, such as development of a new concept of kingship, the growing independence of Parliament, the search for religious uniformity and changing status of aristocracy and gentry.

HI 537
20th Century Britain
British political, social and economic history since 1914, with reference to effects of two world wars, growth of the Welfare State, Britain's decline in power and its search for a new role in the world.

HI 538
Modern France
French history from the downfall of Napoleon I to the present, with a short introductory survey of the Old Regime and the French Revolution. Cultural, social and economic developments and political trends.

HI 539
Luther To Bismarck 1500-1871
Germany from the Reformation through national unification. Emphasis on impact of socio-economic changes on politics and culture.

HI 540
History of Germany Since 1871
Germany from the Reformation through national unification. Emphasis on impact of socio-economic changes on politics and culture.

HI 541
Russian Empire to 1917
History of the Russian Empire to the Revolution of 1917. Kiev, Russian and the Mongol conquest; serfdom, territorial expansion and cultural insularity of Great Russian state in Moscow; Westernization, reform and great power status in 18th and 19th centuries; peoples of multinational empire; culture, educated society and revolutionary opposition; industrialization, rapid urbanization, war and revolution.

HI 542
History of the Soviet Union and After
History of the Soviet state and society from the 1917 Revolution, including post-Soviet situation. Political disarray and resistance to the Bolshevik regime, 1917-21; industrialization, urbanization and application of coercive techniques of rule; popular reconciliation with Party state and great power status during World War II and after; fate of non-Russian nationalities; de-Stalinization, stagnation and failed attempt at Party renewal after 1985.

HI 543
Colonial and Revolutionary U.S.
Origins of English colonies in America to the American Revolution. European background to colonization, merging of different cultures, effects of mercantile doctrine, causes of revolution.

HI 547
U.S. Constitutional History
Origins and growth of the U.S. Constitution from its English common law heritage to the Modern era. Federalism and judicial interpretation; economic, social and political movements; expansion of constitutional authority in 20th century.

HI 548
Civil War and Reconstruction
Examination of sectional polarization of the 1850s, the impact of the war on both northern and southern societies and trauma of reconstructing the Union.

HI 549
American Women To 1900
Historical experience of women in America from colonial period to 1900. Women's work, education, legal and political status, religious experiences and sex roles: age, class, race, sexual preference and region as significant variables in women's experience.

HI 551
American Women In the Twentieth Century
Women's historical experience in America, 1890-1990. Changes in women's work, education, legal and political status, and sex roles; age, class, race, sexual preference and region as significant variables in women's experience.

HI 552
U. S. Labor To 1900
The history of work, workers, and working-class organizations and politics in colonial and nineteenth-century America.

HI 553
U. S. Labor Since 1900
History of work, workers, and working-class organizations and politics in twentieth-century America.

HI 554
Recent America
Examination of contemporary opinions and "historical" interpretations of major problems in American life since 1939 including World War II, its social and economic consequences; Korea and the Cold War; big business and labor; civil rights and feminist movements; countercultures, Vietnam and Watergate.

HI 557
U. S.-Latin American Relations Since 1823
Analysis of periods,

BACHELOR’S COURSES

2010-08-11T15:16:00.001-07:00

BACHELOR’S COURSES

HI 215
Western Civilization Since 1400
Western Civilization from the Renaissance to the present.
HI 217
Ancient World to 180 A.D.
The ancient cultures of the Middle East, Greece and Rome, including Mesopotamian, Egyptian, Hebrew, Phoenician, Greek and Roman societies and cultures.
HI 218
Middle Ages
Medieval civilization as it emerged from the declining Roman Empire through its apogee in the 13th century. The transition from the classical to the medieval world, the impact of the Germanic influx, the Islamic influence, the Crusades, and the political, economic, and social institutions of the High Middle Ages.
HI 219
Renaissance to Waterloo, 1300-1815
Transition from the medieval to modern Europe; decline of medieval institutions, Renaissance, Reformation and Counter-Reformation, rise of Absolutism, English 17th-century revolution, French Revolution and Napoleonic era.
HI 220
Europe 1815-Present
Survey of the history of European societies and political systems from 1815 to the present.
HI 222
Latin America to 1826
The origins and development of social, political, economic and religious institutions from pre-conquest times to the achievement of independence. The ancient American cultures; Spain and Portugal before 1492; conquest and settlement, Spanish rule in theory and practice, economic life, the Church, land and labor; the African contribution; the Portuguese in Brazil; the independence movements.
HI 226
Latin America Since 1826
Social, political, economic, and intellectual life in the 19th and 20th centuries in Central and South America. The social structure of the new nations; 19th century liberalism; the force of tradition; relations with Europe and the United States; economic change; Caudillo rule; 20th century upheavals; revolutions; political conflict.
HI 227
British History to 1688
History of the British peoples from earliest times to the Glorious Revolution. Social, political, constitutional developments; relationship between history and literature; synthesis of British cultures.
HI 228
History of Britain's Cultures
British people from Glorious Revolution to the present. Social, political, constitutional development; history and literature; growth and decline of British empire; spread of British culture.
HI 229
20th Century
National and international problems in the 20th Century Western and non-Western world; institutions and ideas at the turn of the century, origins and effects of the First World War, the postwar challenge to Western democratic supremacy, the Second World War, and problems of the postwar period.
HI 244
American History
Themes in early American history: colonial clash and mix of culture; generation of an American consciousness; federalism and democracy in national politics; expansion and immigration; racial and sectional division.
HI 245
Modern American History
Themes in modern American history: impact of war on American foreign and domestic policy; the repercussions of industrialization and economic modernization; continuity and change in American institutions and values; problem solving in pluralistic society.
HI 255
Asian Civilizations to 1800
Introductory survey of the great civilizations of Asia; particular attention to India, China and Japan.
Emphasis on comparative study of Asian religions, political systems, art, and literature.
HI 259
Modern Asia: 1800 to Present
Introductory survey of 19th and 20th century Asia, with attention to Japan, Southeast Asia, India and China. Emphasis on cultural and political crises of the 19th century and revolutionary transformations of the 20th century.
HI 262
Modern Middle East
Social and political change in the Middle East in the 19th and 20th centuries. Decline of the Ottoman empire, the rise of nationalism, the waxing and waning of European imperialism in the region, and the creation of modern states and societies and their ideological and economic underpinnings.
HI 265
Introduction to History of South and East Africa
The history of Southern and East Africa. The African kingdoms (Lunda, Buganda, and Zulu); the European encroachment; the origins of colonialism and the character of colonial societies and economies, South African apartheid; African protect, nationalism and independence.
HI 266
History of West Africa
The history of Western Africa. Forest civilizations and the slave trade, trade and the expansion of Islam, colonialism in West Africa; African nationalism and the achievement of independence; and postcolonial West Africa.
HI 318
Medieval Science
Selected topics in the history of pre-modern science are studied for both their intrinsic interest and to gain perspective on the nature of modern science. Examples are taken from pre-history, Mesopotamia, Egypt, Greece, Rome, Islam, and the medieval Christian West, with the possibility of comparisons to other cultures.
HI 327
Rise of Modern Science
Science in the Renaissance and Scientific Revolution of the 16th and 17th centuries. Newtonian science. Mechanics and the chemical revolution in the 18th century. Scientific synthesis in the 19th century: physics, chemistry, geology, and biology. 20th century revolutions in physics. Attention is paid both to scientific ideas and to the cultural and institutional contexts of science.
HI 329
History of USSR
Russian and Soviet history from earliest times to the present. Political, social and cultural traditions of the Great Russians; formation of a multi-national empire in 18th and 19th Centuries; causes and consequences of 1905 and 1917 Revolutions; Stalin's upheaval and tyranny; origins and failure of consumer communism; Perestroika, the end of the CPSU, and the breakup of the USSR.
HI 337
Technology in History
The role of technology in society from earliest times to the present. Major achievements in technology and an examination of the nature of invention, innovation and adaptation of technologies and their impact on Western Civilization.
HI 347
American Military History
American military experience and its relationship to other historical developments. Use of military force in terms of strategy and tactics and as an element in the nation's diplomatic, political, social, economic and intellectual life.
HI 348
U.S. Naval History
The role of the U.S. Navy in American history. Sea power, national defense and foreign policy. The impact of technology on naval warfare and the historical evolution of missions of the U.S. Navy.
HI 355
American West
A history of the American Frontier with emphasis on the trans-Mississippi West. Cycles of exploration, conquest, and exploitation of this region. Influence of the frontier in the development of the United States.
HI 362
African-American History 1619-1865
African background and continuity of the particular role experience and influence of African Americans in the United States through the Civil War.
HI 363
African-American History since 1865
The history of African-Americans from the Reconstruction era through the Civil Rights movement of the 1950s and 1960s to the present.
HI 404
Civilization of the Ancient Near East
The civilization of Mesopotamia and Egypt from earliest times to the fall of Babylon in 539 B.C.
HI 405
Early Christianity
Growth and diffusion of early Christianity from the end of the first century up to the time of Eusebius and the conversion of Constantine (early fourth century); Christianity in its Greco-Roman environment; Roman policy towards Christianity; heterodox Christian movements; anti-heretical writings; orthodox institutions of authority.
HI 407
Greek Civilization
The history of the Hellenes from the Minoan civilization through Alexander's legacy, with readings in Herodotus and Thucydides.
HI 409
Rome to 337 A.D.
The development of ancient Rome from its origins in Italy, through the rise as an Empire embracing the entire Mediterranean World and Western Europe, to Constantine, Christianity and the foundation of Constantinople. Examines critically the political achievement of a people who rose from an obscure Italian city to a world empire, with emphasis on the analysis of primary sources.
HI 415
History Roman Empire
Analysis of Rome's rule over the Mediterranean World in the first four centuries AD through the use of literary and archaeological sources. Special emphasis on imperial army and frontier security. A major On-Line inventory is available for research in this subject. Check in University Library Resources.
HI 416
Roman Empire to Middle Ages
Late Antiquity and the early Middle Ages. The transition from classical civilization to the basis of modern civilizations; the fall of Rome, the Germanic kingdoms, Byzantium, the establishment of Christianity, the birth and growth of Islam.
[SPACING CHANGES TO DOUBLE AFTER ENTRY FIX – MASTER’S LISTING IS BOLDED SEE FORMAT]
HI 417
Islamic History to 1798
Credit will not be given for both HI 407 and HI 507. The history of the Islamic Near East to 1798. Topics include the East Mediterranean before Islam, Muhammad and the development of Islam, sources of Muslim civilization, Islamic law, science, philosophy, art, and architecture, Islam in Spain, India, Asia, and Africa, the Crusades, the Ottomans, Islam and Europe.
HI 418
Islam in the Modern World
Evolution of modern Islam from 17th century to the present. Primary emphasis on North Africa, the Middle East and South Asia. Pre-modern Islamic empires, reform and revival. Historical origins of current issues in the Islamic world.
HI 419
Middle Ages
Medieval culture from 10th through 13th centuries: revival of the Roman Empire, monastic and papal reform, rise of universities, evolution of representative bodies, the Gothic style, scholasticism, and revival of Roman law. A major resource on-line info is available for this course, check the University archives and library resources under History.
HI 420
Renaissance
Renaissance humanism, an educational ideal and an awareness of man as the sole creator in the historical world, is examined in its relationship to the Italian republics and princedoms of the 14th through the 16th century.
HI 423
Protestant and Catholic Reformation
The conditions and criticisms which led to reform and the nature of the institutional and theological changes affected by the various churches and sects. Special attention to Luther and Calvin.
HI 424
France
France from the sixteenth century to the Revolution, development of Renaissance and absolutist state social and economic change, religious reform and Enlightenment, origins and beginnings of the Revolution.
HI 425
French Revolution
Broadly based analysis of France's first revolutionary era; the Enlightenment and its impact, the causes and character of the Revolution in France; impact of these events in France and Europe.
HI 427
Europe in Crisis: 1890-1917
Survey of the social, economic, political, ideological changes in Europe on the eve of World War I; prewar origins of fascism and communism; political polarization during World War I to the outbreak of the Bolshevik Revolution.
HI 428
Fascism - Revolution - Reaction:
Europe l918-1939 Rise and defeat of revolutionary movements in Central Europe and Italy (1918-1939); emergence and development of communism, fascism and Nazism; crisis of the European socialist movement during the 1930's; the Spanish Civil War.
HI 429
European Imperialism
Historical background of European overseas expansion; its impact on the economics, politics and culture of both Europe and the colonized world; the significance of imperialism and anti-colonial nationalism in shaping the modern world.
HI 431
European Diplomatic History
Survey of major issues and events in European international relations from the Congress of Vienna, 1815, to the defeat of Axis Powers and the origins of the Cold War in 1945.
HI 432
European Intellectual History: The 18th Century
Historical examination of some of the major figures of the European Enlightenment, beginning with Locke and ending with Kant.
HI 433
European Intellectual History: The 19th Century
Historical examination of some of the major figures of European thought during the 19th century, beginning with the enthusiasm of the period of the French Revolution and ending with the disillusionment of the fin de sicle.
HI 435
Tudor and Stuart England
British history from the Reformation through the Civil War. Emphasis on key developments in social, political and economic life: The development of a new concept of kingship, the growing independence of Parliament, the search for religious uniformity and the changing status of the aristocracy and gentry.
HI 439
20th Century Britain
British political, social and economic history since 1914, with reference to the effects of two world wars, the growth of the Welfare State, Britain's decline as a power, and its search for a new role in the world.
HI 440
Modern France
French history from the downfall of Napoleon I to the present, with a short introductory survey of the Old Regime and the French Revolution. Cultural, social and economic developments and political trends.
HI 441
Luther to Bismarck 1500-1871
Germany from the Reformation to the completion of national unification in 1871. Emphasizes the impact of socioeconomic changes on politics and culture.
HI 442
Germany Since 1871
German history from the unification of 1871 to the present, concentrating on problems of nationalism and political and social reform.
HI 443
The Russian Empire to 1917
Russian Empire to the Revolution of 1917. Kiev, Russian and the Mongol conquest, serfdom, territorial expansion, cultural insularity of the Great Russian state in Moscow, Westernization, Reform, and great power status in 18th and 19th centuries, peoples of the multi-national empire, cultural, educated society, and revolutionary opposition, industrialization, rapid urbanization, war, and revolution.
HI 444
History of the Soviet Union and After
Soviet state and society from the 1917 Revolution, including the post-Soviet situation. Political disarray and resistance to the Bolshevik regime, 1917-21; industrialization, urbanization, and application of coercive techniques of rule; popular reconciliation with Party state and great power status during World War II and after; fate of non-Russian nationalities; de-Stalinization, stagnation, and the failed attempt at Party renewal after 1985.
HI 444
Colonial and Revolutionary U.S.
Origins of the English colonies in America to the American Revolution. European background to colonization, merging of different cultures, effects of mercantile doctrine, causes of revolution.
HI 447
U. S. Constitutional History
The origins and growth of the U. S. Constitution from its English common law heritage to the Modern era. Federalism and judicial interpretation; economic, social, and political movements; expansion of constitutional authority in the 20th century.
HI 451
Civil War
Examination of sectional polarization of the 1850's, impact of the war on both northern and southern societies, and trauma of reconstructing the Union.
HI 452
American Women to 1900
The historical experience of women in America from the colonial period to 1890. Women's work education, legal and political status, religious experience, and sex roles: age, class, race, sexual preference, and region as significant variables in women's experience.
HI 453
Women in the 20th Century
Women's historical experience in America, 1890-1990. Changes in women's work education, legal and political status, and sex roles, age, class, race, sexual preference, and region as significant variables in women's experience.
HI 454
U.S. Labor to 1900
History of work, workers, and working-class organizations and politics in colonial and nineteenth-century America.
HI 455
U.S. Labor Since 1900
History of work, workers, and working-class organizations and politics in twentieth-century America.
HI 456
Recent America
Examination of contemporary opinions and historical interpretations of major problems in American life since 1939, including World War II, its social and economic consequences; Korea and the Cold War, big business and labor; civil rights and feminist movements; countercultures, Vietnam and Watergate.
HI 457
United States-Latin American
Relations Since 1823
Analysis of periods, issues, and events in U.S.-Latin American relations since 1823: Monroe Doctrine, Manifest Destiny, Mexican and Spanish-American Wars, Dollar Diplomacy, Good Neighbor Policy, anti-Communist crusade since 1945, Alliance for Progress, U.S. responses to revolution. Historical perspective on contemporary inter-American problems on drugs, environment, debt crisis, and human rights abuses.
HI 458
U.S. Foreign Relations, 1900-Present
America's emergence as a world power; American diplomatic history since 1900; the expansion of American economic and cultural relations; the evolution of the American foreign policy bureaucracy; and the historical forces and personalities that have shaped American relations with other nations.
HI 459
Civil Rights Movement
The black revolution; stages and leaders of the movement; successes and failures in the fight for desegregation, the vote, and economic opportunity; impact of Civil Rights movement on the United States.
HI 460
Early American Thought
American intellectual history to 1865. Influence of reformation, enlightenment, scientific revolution, capitalism and romanticism on social and political order.
HI 461
U.S. Intellectual History in the 20th Century
American intellectuals and their views on 20th-century topics such as politics, culture, race and gender in historical context.
HI 462
American Historical Biography
Credit will not be given for both HI 458 and HI 558. American history in the 20th century through the medium of historical biography.
HI 463
Civilization of the Old South
The distinctive features of the Old South as part of the regional development of United States history. Consideration of colonial factors in the making of the South, development of the plantation system and slavery, Southern social order, intellectual and cultural life, economic development, and rise of Southern nationalism.
HI 466
History of the New South
Analysis of southern society from the Civil War through the present with an emphasis on social history methods, approaches, and sources.
HI 469
Modern Mexico
Major developments in Mexican national life since 1821. The 19th century: the era of Santa Anna, the war with the United States, the Reform, the French intervention, and the dictatorship of Profirio Diaz. The 1910 Revolution and the resulting transformation of Mexico's political, social and economic institutions.
HI 471
Latin American Revolutions in 20th Century
Comparative analysis of causes, participants, process, and outcome of revolutions in Mexico, Bolivia, Cuba, and Central America.
HI 474
Revolutionary China
China 1900 to present. Examination of political, cultural, and socio-economic revolutionary phases of China's 20th-century transformation from traditional empire to communism. Particular attention to post-1949 problems of nation building.
HI 475
Modern Japan, 1850 to Present
Japan's emergence as a nation and world power.
HI 476
Modern India
The history of the Indian sub-continent, from the 16th century to the present. Focus on political, economic and cultural change under the Mughal Empire and the British Raj; the problems of independent India, Pakistan and Bangladesh.
HI 477
Republic of South Africa
Evolution of the Republic of South Africa's society, with emphasis on the interaction of diverse peoples and cultures. Particular attention is given to the period since 1870.
HI 478
Leadership in Modern Africa
Recent sub-Saharan African political history (excluding South Africa). Overview of concepts, vocabulary, historical trends. Detailed examination of specific African countries as case studies, such as Ghana, Nigeria, Zimbabwe, Tanzania.
HI 480
Africa (sub-Saharan) in the 20th Century
Developments in sub-Saharan Africa during the colonial period, from the end of the 19th century to the advent of decolonization in the early 1960s. Interplay of political, social, economic and cultural factors in the experiences of African peoples during this period.
HI 482
Scientific Revolution: 1300-1700
Factors behind dramatic scientific changes of the seventeenth century. Role of mathematics and experiment. Interaction of the new science with trends in philosophy, religion, alchemy, magic, medicine, and with institutional, educational, political, economic and technological factors.
HI 483
History of the Life Sciences
The major ideas, methods, institutions, and individuals that have contributed to the biological sciences from Renaissance to modern times. The connections between the life sciences and other aspects of culture, including the physical sciences, religious belief, medical practice, and agriculture.
HI 484
Darwinism
Darwinism and its reception by the scientific community and the general public. Social impact of theories of evolution as reflected in Social Darwinism, eugenics, sociobiology, and the relationship of science to ethics and religion.
HI 487
American Technology
Technology in American history: the ideological, social, economic, and institutional contexts of technological change from the 1760s to the present. Impacts of new technological systems.
HI 487
Research in History
Completion of the thesis. Topics and procedures to be determined by the student and the supervising faculty member.
HI 490
Independent Study in History
Extensive readings on predetermined topics focused around a central theme. Permission of the department is required.
BACHELOR’S HISTORY COURSES
HI 215
Western Civilization Since 1400
Western Civilization from the Renaissance to the present.
HI 217
Ancient World to 180 A.D.
The ancient cultures of the Middle East, Greece and Rome, including Mesopotamian, Egyptian, Hebrew, Phoenician, Greek and Roman societies and cultures.
HI 218
Middle Ages
Medieval civilization as it emerged from the declining Roman Empire through its apogee in the 13th century. The transition from the classical to the medieval world, the impact of the Germanic influx, the Islamic influence, the Crusades, and the political, economic, and social institutions of the High Middle Ages.
HI 219
Renaissance to Waterloo, 1300-1815
Transition from the medieval to modern Europe; decline of medieval institutions, Renaissance, Reformation and Counter-Reformation, rise of Absolutism, English 17th-century revolution, French Revolution and Napoleonic era.
HI 220
Europe 1815-Present
Survey of the history of European societies and political systems from 1815 to the present.
HI 222
Latin America to 1826
The origins and development of social, political, economic and religious institutions from pre-conquest times to the achievement of independence. The ancient American cultures; Spain and Portugal before 1492; conquest and settlement, Spanish rule in theory and practice, economic life, the Church, land and labor; the African contribution; the Portuguese in Brazil; the independence movements.
HI 226
Latin America Since 1826
Social, political, economic, and intellectual life in the 19th and 20th centuries in Central and South America. The social structure of the new nations; 19th century liberalism; the force of tradition; relations with Europe and the United States; economic change; Caudillo rule; 20th century upheavals; revolutions; political conflict.
HI 227
British History to 1688
History of the British peoples from earliest times to the Glorious Revolution. Social, political, constitutional developments; relationship between history and literature; synthesis of British cultures.
HI 228
History of Britain's Cultures
British people from Glorious Revolution to the present. Social, political, constitutional development; history and literature; growth and decline of British empire; spread of British culture.
HI 229
20th Century
National and international problems in the 20th Century Western and non-Western world; institutions and ideas at the turn of the century, origins and effects of the First World War, the postwar challenge to Western democratic supremacy, the Second World War, and problems of the postwar period.
HI 244
American History
Themes in early American history: colonial clash and mix of culture; generation of an American consciousness; federalism and democracy in national politics; expansion and immigration; racial and sectional division.
HI 245
Modern American History
Themes in modern American history: impact of war on American foreign and domestic policy; the repercussions of industrialization and economic modernization; continuity and change in American institutions and values; problem solving in pluralistic society.
HI 255
Asian Civilizations to 1800
Introductory survey of the great civilizations of Asia; particular attention to India, China and Japan.
Emphasis on comparative study of Asian religions, political systems, art, and literature.
HI 259
Modern Asia: 1800 to Present
Introductory survey of 19th and 20th century Asia, with attention to Japan, Southeast Asia, India and China. Emphasis on cultural and political crises of the 19th century and revolutionary transformations of the 20th century.
HI 262
Modern Middle East
Social and political change in the Middle East in the 19th and 20th centuries. Decline of the Ottoman empire, the rise of nationalism, the waxing and waning of European imperialism in the region, and the creation of modern states and societies and their ideological and economic underpinnings.
HI 265
Introduction to History of South and East Africa
The history of Southern and East Africa. The African kingdoms (Lunda, Buganda, and Zulu); the European encroachment; the origins of colonialism and the character of colonial societies and economies, South African apartheid; African protect, nationalism and independence.
HI 266
History of West Africa
The history of Western Africa. Forest civilizations and the slave trade, trade and the expansion of Islam, colonialism in West Africa; African nationalism and the achievement of independence; and postcolonial West Africa.
HI 318
Medieval Science
Selected topics in the history of pre-modern science are studied for both their intrinsic interest and to gain perspective on the nature of modern science. Examples are taken from pre-history, Mesopotamia, Egypt, Greece, Rome, Islam, and the medieval Christian West, with the possibility of comparisons to other cultures.
HI 327
Rise of Modern Science
Science in the Renaissance and Scientific Revolution of the 16th and 17th centuries. Newtonian science. Mechanics and the chemical revolution in the 18th century. Scientific synthesis in the 19th century: physics, chemistry, geology, and biology. 20th century revolutions in physics. Attention is paid both to scientific ideas and to the cultural and institutional contexts of science.
HI 329
History of USSR
Russian and Soviet history from earliest times to the present. Political, social and cultural traditions of the Great Russians; formation of a multi-national empire in 18th and 19th Centuries; causes and consequences of 1905 and 1917 Revolutions; Stalin's upheaval and tyranny; origins and failure of consumer communism; Perestroika, the end of the CPSU, and the breakup of the USSR.
HI 337
Technology in History
The role of technology in society from earliest times to the present. Major achievements in technology and an examination of the nature of invention, innovation and adaptation of technologies and their impact on Western Civilization.
HI 347
American Military History
American military experience and its relationship to other historical developments. Use of military force in terms of strategy and tactics and as an element in the nation's diplomatic, political, social, economic and intellectual life.
HI 348
U.S. Naval History
The role of the U.S. Navy in American history. Sea power, national defense and foreign policy. The impact of technology on naval warfare and the historical evolution of missions of the U.S. Navy.
HI 355
American West
A history of the American Frontier with emphasis on the trans-Mississippi West. Cycles of exploration, conquest, and exploitation of this region. Influence of the frontier in the development of the United States.
HI 362
African-American History 1619-1865
African background and continuity of the particular role experience and influence of African Americans in the United States through the Civil War.
HI 363
African-American History since 1865
The history of African-Americans from the Reconstruction era through the Civil Rights movement of the 1950s and 1960s to the present.
HI 404
Civilization of the Ancient Near East
The civilization of Mesopotamia and Egypt from earliest times to the fall of Babylon in 539 B.C.
HI 405
Early Christianity
Growth and diffusion of early Christianity from the end of the first century up to the time of Eusebius and the conversion of Constantine (early fourth century); Christianity in its Greco-Roman environment; Roman policy towards Christianity; heterodox Christian movements; anti-heretical writings; orthodox institutions of authority.
HI 407
Greek Civilization
The history of the Hellenes from the Minoan civilization through Alexander's legacy, with readings in Herodotus and Thucydides.
HI 409
Rome to 337 A.D.
The development of ancient Rome from its origins in Italy, through the rise as an Empire embracing the entire Mediterranean World and Western Europe, to Constantine, Christianity and the foundation of Constantinople. Examines critically the political achievement of a people who rose from an obscure Italian city to a world empire, with emphasis on the analysis of primary sources.
HI 415
History Roman Empire
Analysis of Rome's rule over the Mediterranean World in the first four centuries AD through the use of literary and archaeological sources. Special emphasis on imperial army and frontier security. A major On-Line inventory is available for research in this subject. Check in University Library Resources.
HI 416
Roman Empire to Middle Ages
Late Antiquity and the early Middle Ages. The transition from classical civilization to the basis of modern civilizations; the fall of Rome, the Germanic kingdoms, Byzantium, the establishment of Christianity, the birth and growth of Islam.
HI 417
Islamic History to 1798
Credit will not be given for both HI 407 and HI 507. The history of the Islamic Near East to 1798. Topics include the East Mediterranean before Islam, Muhammad and the development of Islam, sources of Muslim civilization, Islamic law, science, philosophy, art, and architecture, Islam in Spain, India, Asia, and Africa, the Crusades, the Ottomans, Islam and Europe.
HI 418
Islam in the Modern World
Evolution of modern Islam from 17th century to the present. Primary emphasis on North Africa, the Middle East and South Asia. Pre-modern Islamic empires, reform and revival. Historical origins of current issues in the Islamic world.
HI 419
Middle Ages
Medieval culture from 10th through 13th centuries: revival of the Roman Empire, monastic and papal reform, rise of universities, evolution of representative bodies, the Gothic style, scholasticism, and revival of Roman law. A major resource on-line info is available for this course, check the University archives and library resources under History.
HI 420
Renaissance
Renaissance humanism, an educational ideal and an awareness of man as the sole creator in the historical world, is examined in its relationship to the Italian republics and princedoms of the 14th through the 16th century.
HI 423
Protestant and Catholic Reformation
The conditions and criticisms which led to reform and the nature of the institutional and theological changes affected by the various churches and sects. Special attention to Luther and Calvin.
HI 424
France
France from the sixteenth century to the Revolution, development of Renaissance and absolutist state social and economic change, religious reform and Enlightenment, origins and beginnings of the Revolution.
HI 425
French Revolution
Broadly based analysis of France's first revolutionary era; the Enlightenment and its impact, the causes and character of the Revolution in France; impact of these events in France and Europe.
HI 427
Europe in Crisis: 1890-1917
Survey of the social, economic, political, ideological changes in Europe on the eve of World War I; prewar origins of fascism and communism; political polarization during World War I to the outbreak of the Bolshevik Revolution.
HI 428
Fascism - Revolution - Reaction:
Europe l918-1939 Rise and defeat of revolutionary movements in Central Europe and Italy (1918-1939); emergence and development of communism, fascism and Nazism; crisis of the European socialist movement during the 1930's; the Spanish Civil War.
HI 429
European Imperialism
Historical background of European overseas expansion; its impact on the economics, politics and culture of both Europe and the colonized world; the significance of imperialism and anti-colonial nationalism in shaping the modern world.
HI 431
European Diplomatic History
Survey of major issues and events in European international relations from the Congress of Vienna, 1815, to the defeat of Axis Powers and the origins of the Cold War in 1945.
HI 432
European Intellectual History: The 18th Century
Historical examination of some of the major figures of the European Enlightenment, beginning with Locke and ending with Kant.
HI 433
European Intellectual History: The 19th Century
Historical examination of some of the major figures of European thought during the 19th century, beginning with the enthusiasm of the period of the French Revolution and ending with the disillusionment of the fin de sicle.
HI 435
Tudor and Stuart England
British history from the Reformation through the Civil War. Emphasis on key developments in social, political and economic life: The development of a new concept of kingship, the growing independence of Parliament, the search for religious uniformity and the changing status of the aristocracy and gentry.
HI 439
20th Century Britain
British political, social and economic history since 1914, with reference to the effects of two world wars, the growth of the Welfare State, Britain's decline as a power, and its search for a new role in the world.
HI 440
Modern France
French history from the downfall of Napoleon I to the present, with a short introductory survey of the Old Regime and the French Revolution. Cultural, social and economic developments and political trends.
HI 441
Luther to Bismarck 1500-1871
Germany from the Reformation to the completion of national unification in 1871. Emphasizes the impact of socioeconomic changes on politics and culture.
HI 442
Germany Since 1871
German history from the unification of 1871 to the present, concentrating on problems of nationalism and political and social reform.
HI 443
The Russian Empire to 1917
Russian Empire to the Revolution of 1917. Kiev, Russian and the Mongol conquest, serfdom, territorial expansion, cultural insularity of the Great Russian state in Moscow, Westernization, Reform, and great power status in 18th and 19th centuries, peoples of the multi-national empire, cultural, educated society, and revolutionary opposition, industrialization, rapid urbanization, war, and revolution.
HI 444
History of the Soviet Union and After
Soviet state and society from the 1917 Revolution, including the post-Soviet situation. Political disarray and resistance to the Bolshevik regime, 1917-21; industrialization, urbanization, and application of coercive techniques of rule; popular reconciliation with Party state and great power status during World War II and after; fate of non-Russian nationalities; de-Stalinization, stagnation, and the failed attempt at Party renewal after 1985.
HI 444
Colonial and Revolutionary U.S.
Origins of the English colonies in America to the American Revolution. European background to colonization, merging of different cultures, effects of mercantile doctrine, causes of revolution.
HI 447
U. S. Constitutional History
The origins and growth of the U. S. Constitution from its English common law heritage to the Modern era. Federalism and judicial interpretation; economic, social, and political movements; expansion of constitutional authority in the 20th century.
HI 451
Civil War
Examination of sectional polarization of the 1850's, impact of the war on both northern and southern societies, and trauma of reconstructing the Union.
HI 452
American Women to 1900
The historical experience of women in America from the colonial period to 1890. Women's work education, legal and political status, religious experience, and sex roles: age, class, race, sexual preference, and region as significant variables in women's experience.
HI 453
Women in the 20th Century
Women's historical experience in America, 1890-1990. Changes in women's work education, legal and political status, and sex roles, age, class, race, sexual preference, and region as significant variables in women's experience.
HI 454
U.S. Labor to 1900
History of work, workers, and working-class organizations and politics in colonial and nineteenth-century America.
HI 455
U.S. Labor Since 1900
History of work, workers, and working-class organizations and politics in twentieth-century America.
HI 456
Recent America
Examination of contemporary opinions and historical interpretations of major problems in American life since 1939, including World War II, its social and economic consequences; Korea and the Cold War, big business and labor; civil rights and feminist movements; countercultures, Vietnam and Watergate.
HI 457
United States-Latin American
Relations Since 1823
Analysis of periods, issues, and events in U.S.-Latin American relations since 1823: Monroe Doctrine, Manifest Destiny, Mexican and Spanish-American Wars, Dollar Diplomacy, Good Neighbor Policy, anti-Communist crusade since 1945, Alliance for Progress, U.S. responses to revolution. Historical perspective on contemporary inter-American problems on drugs, environment, debt crisis, and human rights abuses.
HI 458
U.S. Foreign Relations, 1900-Present
America's emergence as a world power; American diplomatic history since 1900; the expansion of American economic and cultural relations; the evolution of the American foreign policy bureaucracy; and the historical forces and personalities that have shaped American relations with other nations.
HI 459
Civil Rights Movement
The black revolution; stages and leaders of the movement; successes and failures in the fight for desegregation, the vote, and economic opportunity; impact of Civil Rights movement on the United States.
HI 460
Early American Thought
American intellectual history to 1865. Influence of reformation, enlightenment, scientific revolution, capitalism and romanticism on social and political order.
HI 461
U.S. Intellectual History in the 20th Century
American intellectuals and their views on 20th-century topics such as politics, culture, race and gender in historical context.
HI 462
American Historical Biography
Credit will not be given for both HI 458 and HI 558. American history in the 20th century through the medium of historical biography.
HI 463
Civilization of the Old South
The distinctive features of the Old South as part of the regional development of United States history. Consideration of colonial factors in the making of the South, development of the plantation system and slavery, Southern social order, intellectual and cultural life, economic development, and rise of Southern nationalism.
HI 466
History of the New South
Analysis of southern society from the Civil War through the present with an emphasis on social history methods, approaches, and sources.
HI 469
Modern Mexico
Major developments in Mexican national life since 1821. The 19th century: the era of Santa Anna, the war with the United States, the Reform, the French intervention, and the dictatorship of Profirio Diaz. The 1910 Revolution and the resulting transformation of Mexico's political, social and economic institutions.
HI 471
Latin American Revolutions in 20th Century
Comparative analysis of causes, participants, process, and outcome of revolutions in Mexico, Bolivia, Cuba, and Central America.
HI 474
Revolutionary China
China 1900 to present. Examination of political, cultural, and socio-economic revolutionary phases of China's 20th-century transformation from traditional empire to communism. Particular attention to post-1949 problems of nation building.
HI 475
Modern Japan, 1850 to Present
Japan's emergence as a nation and world power.
HI 476
Modern India
The history of the Indian sub-continent, from the 16th century to the present. Focus on political, economic and cultural change under the Mughal Empire and the British Raj; the problems of independent India, Pakistan and Bangladesh.
HI 477
Republic of South Africa
Evolution of the Republic of South Africa's society, with emphasis on the interaction of diverse peoples and cultures. Particular attention is given to the period since 1870.
HI 478
Leadership in Modern Africa
Recent sub-Saharan African political history (excluding South Africa). Overview of concepts, vocabulary, historical trends. Detailed examination of specific African countries as case studies, such as Ghana, Nigeria, Zimbabwe, Tanzania.
HI 480
Africa (sub-Saharan) in the 20th Century
Developments in sub-Saharan Africa during the colonial period, from the end of the 19th century to the advent of decolonization in the early 1960s. Interplay of political, social, economic and cultural factors in the experiences of African peoples during this period.
HI 482
Scientific Revolution: 1300-1700
Factors behind dramatic scientific changes of the seventeenth century. Role of mathematics and experiment. Interaction of the new science with trends in philosophy, religion, alchemy, magic, medicine, and with institutional, educational, political, economic and technological factors.
HI 483
History of the Life Sciences
The major ideas, methods, institutions, and individuals that have contributed to the biological sciences from Renaissance to modern times. The connections between the life sciences and other aspects of culture, including the physical sciences, religious belief, medical practice, and agriculture.
HI 484
Darwinism
Darwinism and its reception by the scientific community and the general public. Social impact of theories of evolution as reflected in Social Darwinism, eugenics, sociobiology, and the relationship of science to ethics and religion.
HI 487
American Technology
Technology in American history: the ideological, social, economic, and institutional contexts of technological change from the 1760s to the present. Impacts of new technological systems.
HI 487
Research in History
Completion of the thesis. Topics and procedures to be determined by the student and the supervising faculty member.
HI 490
Independent Study in History
Extensive readings on predetermined topics focused around a central theme. Permission of the department is required.
BACHELOR’S SOCIOLOGY COURSES

SOC 212
Sociology
Introduction to sociology. Analyses of key processes and institutions including interaction, inequality, organization, socialization, and social change. Includes core sociological concepts, methods, theories.

SOC 213
Social Problems
Examination of social problems linked to structures of economic, political, gender, and racial inequality; including poverty, disease, racism, sexism, unemployment, psychological distress, educational failure, environmental destruction, and violence. Possible solutions viewed from a variety of perspectives. Includes core sociological concepts, methods, and theories.

SOC 214
Family Sociology
Contemporary American family structures and processes and their development. Focus on socialization; mate selection, marital adjustment and dissolution. Includes core sociological concepts, methods, theories.

SOC 215
Jobs and Work
Work experience in terms of intrinsic and extrinsic rewards for worker. Work experience as intersection of occupation, industry, organization, region, and time period. Research skills for comparing job options to individual goals. Includes core sociological theories, concepts, and methods.

SOC 216
Social Deviance
Social processes in the creation and maintenance of deviant populations: classification, objectification of social meanings, functions of subcultures, and social outcomes of the deviance-ascription process. Includes core sociological concepts, methods, theories.

SOC 219
Cultural Geography
Investigates the world's past and present cultural diversity by studying spatial patterns of population, language, religion, material and non-material culture, technology and livelihoods, communities and settlements, and political organization and interaction.

SOC 255
Technology in Society
Processes of social and cultural change with a focus on role of technological innovation. Cross-cultural emphasis. Workplace changes and societal risks associated with technological innovations. Special attention to the role of scientists and engineers in socio-cultural change.

SOC 308
Human Behavior
The development of personality as a consequence of social interactions and behavior of individuals in social contexts. Processes of learning, socialization, social perception, organization, stability and change of attitudes, norms, norm-formation and conformity, social roles and role strain, interpersonal attraction, and inter-group and intragroup relations.

SOC 309
Relationship in Society
A sociological analysis of women and men in contemporary American society. Perpetuation of and change in gender stratification using sociological concepts. Theories and research. How gender expectations developed and transmitted. Historical data and research on diversity in American society used for analysis of causes and consequences of gender inequality.

SOC 311
Racial Ethnic
Study of the nature of the relationships among racial and ethnic groups in societies around the world but with emphasis on the United States. Explores topics such as inequalities of wealth, power, and status, racism, conflict, and social boundaries among groups. Current trends in inter-group relations are discussed.

SOC 312
Criminology
Study of processes whereby behavior is defined as crime and persons are identified as criminals. Includes a sociological investigation of agencies of law enforcement, adjudication, corrections, and prevention; patterns of criminal behavior; explanations of variations in criminality with emphasis on socio-cultural and socio-psychological theories.

SOC 313
Religion and Society
Religious beliefs, practices, and organizations addressed as social phenomena. Structural functionalism, conflict, and subjectivism as theoretical orientations for understanding influences between religion and society. Relationship of religions to family, government, and economy, and to social divisions, conflict, and change.

SOC 314
Managers, Work, and Organizations
Sociological analysis of managers, who they are, and what they do. How recent changes in the U.S. economy have altered managers' work? How managers influence and adapt to the organizational environment. Relationship of management and labor in the production process.

SOC 319
Community Relationships
Institutions, organizations, and agencies found in modern communities; social problems and conditions with which they deal; their interrelationships and trends toward comprehensive planning.

SOC 333
International Development
Sociological explanations of the causes of development and underdevelopment and origins of the present world system with emphasis on lesser-developed countries. Recent global changes in the world situation including the increasing internationalization and interdependence of all countries.

SOC 348
Population and Planning
Effects of births, deaths and migration on population size, composition, and distribution. Socioeconomic and political implications of demographic change. Impact of alternative policies on demographic processes.

SOC 376
Sociology of Medicine
Use of theory and empirical studies to understand the social etiology of disease health practices, practitioners, and institutions, and the special area of mental health. Historical as well as contemporary examples of social influences on, and effects of, health throughout the world, but especially in the United States. Core sociological concepts, methods, and theories.

SOC 404
Theories of Social Structure
Contributions of Durkheim, Marx, Weber and others to contemporary macro-level sociological theories. Origins and development of functionalist and conflict approaches. Theories of social solidarity class structure, the state, bureaucratization, and ideology. Uses of original works.

SOC 406
Theories of Social Interaction
Contributions of Weber, Simmel, Mead, Homans, Goffman and others to contemporary micro-level sociological theories. Origins and development of symbolic interaction, ethnomethodology, exchange theory and dramaturgy. Theories of the self, social construction of reality, emotions, interpersonal relationships. Interrelationship of theory and research; use of original works.

SOC 407
Urban Sociology
Urban social structures emphasizing determinants and consequences of changes in urban places and life styles. Current urban problems and various approaches to urban social planning.

SOC 409
Sociology of Organizations
Application of sociological theories to study of organizational structures and processes. Special attention to control and coordination, relations with other organizations, and decision making.

SOC 417
Social Class
The universality of social inequality, its bases, and consequences. Relationship of social inequality to social class, life chances, life styles and social mobility. Theories and research methods pertinent to the study of social class.

SOC 420
Sociology of Education
Application of sociological theories to education, relating processes of stratification, socialization, and organization. Sociological analysis of classrooms and learning. Connections of schooling with family, community, and work. Cross-cultural and U.S. Research.

SOC 427
Juvenile Delinquency
Nature and extent of juvenile delinquency; measurement problems; and biogenic, psychogenic and sociogenic theories of delinquency causation. Policy implications of delinquency theories for treatment and prevention. Evaluation of treatment and prevention programs.

SOC 429
The Juvenile Justice System
The development of the juvenile justice system; theory and practice of juvenile justice with emphasis on social control, social organization and social interaction; decision making and its consequences as demonstrated in enforcement, adjudication and corrections.

SOC 431
Sociology of Law
Sociological concepts, theories, and research of law as social control. Social forces behind the creation, maintenance, and application of law in American Society.

SOC 433
Formal Institutions of Social Control
Development, structure, and behavior of formal institutions of social control in the United States (police, courts, corrections); divergent philosophies of punishment that guide the juvenile and adult criminal justice system, dimensions of inequality that influence processing decisions, and effectiveness of formal institutions in controlling violations of legal norms.

SOC 439
Social Change
Sources, processes, and consequences of social change on macro and micro levels. Applications of classical and contemporary theories to historical and modern examples of social change in international, national, regional, community, and institutional settings. Examples of empirical studies and appropriate methodologies for each level of analysis.

SOC 498
Independent Study in Sociology
A detailed investigation of a topic in sociology. Topic and mode of study determined by the faculty member(s) in consultation with the department head
BACHELOR’S OF PHILOSOPHY COURSES

PHI 209
Types of Philosophy
Introduction to selected problems of enduring philosophical importance, including such topics as the nature of morality, knowledge, human freedom, and the existence of God. Content varies with different sections.

PHI 237
Practical Reasoning
Analysis and criticism of both deductive and inductive argument. Deduction validity and soundness in deductive arguments; definition and the clarification of meaning; disproof by counter-example; common fallacies. Inductive arguments: polls and samples; correlation's and causal connection. Conceptual and empirical theories and hypotheses. Arguments discussed with a minimum of formalization.

PHI 255
Ethics Examination of traditional questions of philosophical ethics: What are the principles of moral conduct? What sort of life is worthy of a human being? Includes both classic and contemporary literature.

PHI 288
Special Topics in Philosophy
Selected studies in philosophy that does not appear regularly in the curriculum. Topics will be announced for each semester in which the course is offered.

PHI 310
Ancient and Medieval Philosophy
Western philosophy of the ancient world and Middle Ages, with special emphasis on Plato and Aristotle.

PHI 311
Early Modern Philosophy
Western philosophy of the 17th and 18th centuries, including such philosophers as Descartes, Hobbes, Leibniz, Locke, Berkeley, Hume, and Kant.

PHI 312
Islamic Philosophy
An in-depth study of Muslim Philosophers and their influence on the Europe and Islamic nations.

PHI 313
Islamic Philosophers in the 20th Century.
A study of Dr. Iqbal and Dr. Asad Numan’s influence on modern Muslim philosophy.

PHI 315
Philosophy of Religion
The existence and nature of God, including such topics as traditional proofs of God, skeptical challenges to religious belief, miracles, the problem of evil, faith and reason, and religious experience.

PHI 316
Philosophy of Art
Analysis of the concepts and theories encountered in discussion of art in such a way as to illuminate the nature of works of art, esthetic experiences, and art criticism.

PHI 319
Contemporary Political Philosophy
Current theories about basic concepts in political philosophy, such as liberty, equality, justice, natural rights, and democracy, with special attention to disputes concerning the nature of a just social order.

PHI 320
Medical Ethics
Such issues as the morality of abortion, suicide, and euthanasia; the meaning and function of the concepts of health, illness, and death; psychological intervention; paternalism in medicine; consent and medical experimentation; and the allocation of scarce medical resources. Consideration of individual rights and fairness. Emphasis on conceptual clarity and the assessment of moral principles.

PHI 321
Philosophy of Law
Fundamental legal issues such as what constitutes a law or legal system. Justifications of legal interference with individual liberty. Philosophical legal issues illustrated by specific legal cases.

PHI 322
Law Ethics
Explores uses of the legal system, including such topics as the death penalty, plea bargaining, legalizing euthanasia, censorship, Good Samaritan laws, the insanity defense, civil disobedience, preferential treatment.

PHI 324
Issues in Business Ethics
An analysis and evaluation of major issues in business ethics. Topics include the social responsibility of business; social justice and free enterprise; the rights and duties of employers, employees, manufacturers, and consumers; duties to the environment, the world's poor, future generations, and the victims of past injustices; the moral status of the corporation; and the ethics of advertising.

PHI 327
Contemporary Moral Issues
Philosophical analysis and theory applied to a broad range of contemporary moral issues, including euthanasia, suicide, capital punishment, abortion, war, famine relief, and environmental concerns.

PHI 328
Environmental Ethics
Arguments and principles surrounding moral questions about the environment: whether non-humans have moral standing; duties to future generations; policy regarding population, common resources, pollution; preserving bio-diversity, forests; property rights; efficiency and equity considerations; decision-making associated with global risk-taking, e.g., global warming.

PHI 329
Human Nature
Philosophical and scientific theories of human nature, with special attention to "nature/nurture" controversies. Detailed treatment of one of two contemporary issues, such as IQ, sociobiology, gender differences, or abortion, in which the question "what is a human being?" plays a central role.

PHI 333
Metaphysics
Metaphysical problems: distinction between appearance and reality, nature of space and time, free will and determinism, mind and body nature of identity.

PHI334
The Metaphysics of Iqbal
A broad study of the metaphysics of Iqbal and its European foundation .

PHI 335
Philosophy of Language
Introduction to traditional and modern accounts of the relations between language and reality, the nature of truth, problems of intentionally and prepositional attitudes.

PHI 336
Philosophy of Psychology
Problems and controversies that overlap the boundary between philosophy and psychology: the mind/body problem, behaviorism vs. cognitive, the prospects for artificial intelligence, and language and the questions of innate knowledge.

PHI 337
Theory of Knowledge
Analysis of such central concepts as knowledge, belief, and truth, and the investigation of the principles by which claims to knowledge may be justified.

PHI 338
Principles of Theoretical Metaphysics
An in-depth analysis of Metaphysical theory of Dr. Haider Abbas with an in-depth study of (n) factor theory in relationship to human behavior.

PHI 339
Philosophy of Science
Character and function of explanation in scientific activity, concepts of law and theory, role of inductive confirmation, and relationship between natural and social sciences.

PHI 429
Cognitive Science
Philosophical foundations and empirical fundamentals of cognitive science, an interdisciplinary approach to human cognition. Topics include the computational model of mind, mental representation, cognitive architecture, the acquisition and use of language.

PHI 478
Topics in Philosophy
Detailed investigation of selected topics in philosophy. Topics determined by faculty members in consultation with head of the department. Course may be used for individualized study.

BACHELOR’S POLITICAL SCIENCES COURSES
PS 211 American Government
The American federal system integrating national and state governments, with emphasis on constitutional principles, governmental functions, and the politics and machinery of elections.

PS 212 State and Local Government
State and local governments within the context of the American federal system. Special emphasis on federalism, the constitutional/legal relationships between state and local governments, and the institutions, organizational forms, and political processes in American state and local government.

PS 214 Problems of American Democracy
Political problems in America from the perspective of political theory. Democracy, economics and politics, racial and sexual equality, civil disobedience, and individual freedom.

PS 221 International Relations
General patterns and attempted control of political interrelationships in the modern state system with emphasis on developments since World War II. Major focus on American and Soviet perceptions of the world, on their foreign policies, and on the increasing impact of Third World nations.

PS 226 Issues in Global Politics
Selected problems facing the world community, related political issues, and international responses to them, including international trade, economic development, wars, arms control, terrorism, ethnic conflict, human rights, status of women, population growth, food security, and environmental degradation.

PS 231 Introduction to Comparative Politics
Introductory comparative analysis of a selected variety of political systems always including some developed democracies, some communist states and some developing countries. A minimum familiarity with the American political system is assumed.

PS 311 The Presidency and Congress
Selection and internal organization of the executive and legislative branches. Analysis of several policy fields to enhance understanding of legislative-executive relations and the legislative process at the national level.

PS 316 Law and Courts in the American Political System
State and federal courts in the U.S. political system, including court organizations and legal personnel, the nature, law and its role in society, functions performed by courts in the political system, from dispute settlement to the initiation of social change, and the impact of judicial politics upon case adjudication.

PS 317 Criminal Law in the United States
Principles underlying the criminal law in the United States and classification of crimes, criminal act, factor affecting criminal responsibility and various types of offenses.

PS 318 Supreme Court and Public Policy
The role of the Supreme Court in American politics, with emphasis on the use of litigation as a form of political activity. Readings include relevant court cases as well as descriptions of the Supreme Court in action.

PS 319 Public Policy
Introduction to public policy formulation and analysis, including agenda-setting strategies, problems of legitimization, the appropriations process, implementation, evaluation, resolution, and termination.

PS 321 Criminal Justice Policy Process
Formulation and implementation of policies in various criminal justice institutions. Police agencies, solicitors' offices, court prisons and probation and parole departments as public bureaucracies, and interactions of key officials.

PS 322 Introduction to Public Administration
Administration in city, state and national governments: effectiveness and responsiveness, involvement in policy areas, and issues of ethics and responsibilities.
PS 324 Science, Technology and Public Policy
Societal impacts of science and technology. Structures and processes for formulation, implementation, evaluation of United States science and technology policy. Political implications of selected issues in science and technology policy studies.
PS 325 U.S. Environmental Law and Politics
Emergence of the environment as an issue in United States politics. Law and policy pertaining to air and water pollution, land-use, water, energy, toxic substances, and wilderness. Roles of national and state governments, scientists, corporations, and citizens groups in addressing environmental problems
PS 333 U.S. Foreign Policy
The content, formulation, and execution of U.S. foreign policy during the postwar period, with concentration on major issues and trends, the instruments for implementing foreign policy, and analysis of the policy-making process.
PS 335 Global Environmental Politics
International politics, laws, and policies pertaining to global environmental problems in the realms of population, pollution, climate change, biological diversity, forests oceans, fisheries, Antarctica, and outer space.
PS 339 Political Systems of China and Japan
A comparative analysis of the structure and processes of politics in China and Japan.

PS 342 Soviet Politics
Contemporary Soviet political system with consideration given to the historical and ideological base of Soviet politics, comparisons with other political systems.
PS 344 Governments and Politics in the Middle East
Historical, geographic, religious, and political-economic factors of the Middle East. Particular attention is given to the internal politics of selected countries, as well as issues of international concern.
PS 352 Political Theory
Nature and purpose of politics, as treated by such writers as Plato, Aristotle, St. Augustine, Machiavelli, Locke, Rousseau, Mill, Marx, and Nietzsche.
PS 355 American Political Thought
American ideas and institutions as viewed from the perspective of great American political thinkers, such as Frederick Douglass, Thomas Jefferson, James Madison, Alexander Hamilton, Henry David Thoreau, Abraham Lincoln, Franklin Roosevelt, Frederick Douglass, and Malcolm X
PS 411 American Parties and Interest Groups
Impact of American political system upon parties and interest groups; their influence upon that system. American parties and interest groups as instruments for mobilizing electorates, choosing and organizing government leaders, affecting public policy and administration. Strategies, tactics and problems of American parties and interest groups.
PS 412 Campaigns and Elections in the U.S.
Campaigns and elections in the United States with emphasis on presidential and congressional primary and general elections. Development of theoretical propositions concerning how and why people vote, how and why candidates campaign, and behavioral reasons underlying candidates' successes and failures. Special emphasis on the role of the mass media in the electoral process.
PS 416 American State Politics
Comparative study of the politics and policies of the fifty American states. Socioeconomic and political variations and state response to intergovernmental domestic programs. Analysis of state policy in economic development, environment, health, housing, education, transportation, criminal justice and regulation.
PS 418 Urban Politics
Examination of politics in small towns, cities, counties, and urban regions including political development of cities, groups in urban politics, governmental institutions, local government officials, citizen participation, suburban development, metropolitan reform, and intergovernmental relations.
PS 419 Public Opinion and the Media in American Politics
Nature, content, origins, and effects of public opinion in the American political system; role of the mass media in articulating and shaping public opinion; issues concerning measurement of public opinion.
PS 425 Administration of Justice
Politics and administration in the American system of justice.
PS 426 Gender Law and Policies
Law and policy pertaining to contemporary gender issues. Examination of agenda setting, policy formation, implementation, judicial interpretation and evaluation of selected issues, such as reproductive policies, equal employment and sexual abuse.
PS 429 International Law and Organization
The nature, development and function of international law and international organization as applied to international conflict and cooperation. Special emphasis on the United Nations as both a legal and a political instrument.
PS 434 U.S. National Security Policy
Formulation and implementation of United States national security policy, including its military, political and economic dimensions. Historical evolution of US policy primarily from the end of World War II through the end of the Cold War and to its contemporary context
PS 437 Corruption
Comparative study of political scandals and corruption. Theories of causes, cultural variables, patterns of exposure, and political consequences of scandal and corruption in states throughout the world.
PS 438 Military Coups & Regimes in the Third World
The seizure and exercise of political power by military forces in Asia, Africa, and Latin America. Causes and techniques of military coups with emphasis on the social, economic and political policies of military regimes. Case studies within the context of theories about the political role of the military.
PS 439 Western European Politics
Political institutions and processes in selected Western European states and in the European Union. Major social, economic and political issues confronting European societies.
PS 441 Law and Justice
Legal culture and administration of justice in various countries and in the U.S. Emphasis on the impact of legal ideology on crime, political justice, police administration, corrections and judicial process
PS 493 Readings and Research in Political Science
Extensive readings or research in political science under direct faculty supervision
PS 497 Readings and Thesis in Political Science
Independent reading and preparation of an honors thesis in political science

Fees

2010-08-11T15:07:00.000-07:00

Fees

Diplomat of Theoretical Sciences
Diplomat of Islamic Theology
Diplomat of Islamic Philosophy
Diplomat of Islamic Law & Regulatory Environment
Diplomat of Islamic History
Diplomat of Islamic International Relations
Diplomat of Islamic Studies (restricted to government employees only). Special set of books and Lectures are required, and can be used on MP 3 or CD/DVD.

Diplomat Studies Tuition $140 per month, All fee must be paid Quarterly. ($560.00 is required at the time of initial admission).
Diplomat Studies Admission Fee $25.00
Fee does not include cost of books, software, and CD/DVD.

Bachelor’s Degree Tuition $1500.00 per year
Tuition does not include cost of books, software, and CD/DVD.
Three Year Joint Master’s and Bachelor’s degree can be completed through 34 courses of 4 credits each.

Master’s Degree Tuition $1645.00 per year
Tuition does not include cost of books, software, and CD/DVD’s.
15 courses of 4 credits must be completed to earn a Master’s degree. Full time students can complete the courses within 16 months.

Application fee for degree program is $50.00.
The Joint Master’s and Bachelor’s Degree program does not include admission at the Virginia Lynch Institute of Theoretical Sciences.

Virginia Lynch Institute of Theoretical Sciences Institute fee $1800 per year.
Institute application is $75.00
Fee does not include the cost of books, CD/DVD’s and software.
Fee is required to be paid once a year at the time of student’s admission to the Institute.

A 15 CD/DVD set providing an abridged teaching of Islamic history, theology, philosophy, geography and culture are available for $75.00 per CD/DVD in set of 4 CD/DVD. The entire cost for the set of CD/DVD is $1125.00.

Virginia Theorist Fee $375.00 per year
Our Institute publication is printed 3 times a year. The third part of the publication each year is dedicated to the political environment in the Muslim nations. Institute publication subscription for Libraries and Congressional offices receive a discount on the subscriptions.

Seville Institute of Foreign Affairs (JIFA)
Membership $375.00 per year
SIFA offer bi-weekly analysis of the Muslim nations.

Personal checks are not accepted for fee. All checks must be certified checks made payable to: Professors Uchenna C. Okonkwor.

We accept credit cards through PayPal. A 5% Surcharge is added for payments through Paypal. Please check with the Accountants office for other methods of paying with credit cards, such as Google Checkout.

All fees are non refundable.

FAQ’s

2010-08-11T15:04:00.000-07:00

FAQ’s

Q.1 How will I study?
A. The student will study via web in an asynchronous mode. Your Professor will provide assignments via e-mail and the student will complete and return the assignments to the Professor via e-mail. Student logs on to the class intra-net, and collaborates with fellow students taking the same courses. The web conference between the student can be via phone line, or via text chat. All the class work is saved to web based services, such as Google docs, while calls can be initiated through Skype, and Jajah.

Q.2 How many credits are given for each course?
A. Each course consists of 4 credits.

Q.3 How much time will it take for the student to complete the degree?
A. The student can complete a degree program, as soon or as late as they wish, since the student alone is responsible for completing assignments in the given period of time.

Q.4 What hardware, software, books, and CDs will I need to complete the courses?
A. The student will need a computer that is at least a Celeron system that is equipped with a CD Rom, 512 MB ram, a sound card, running on Win XP. The student will need a Microsoft Office or compatible software. We suggest usage of the Open Office software since it is completely free software for both Mac and Windows Operating Systems. The program is compatible with Microsoft Word, Excel, and you can convert all documents to PDF format.
Students will need to purchase books and CDs assigned by the Professors through the University Store. Students will need to download Adobe 8.0 plug-in software to read the PDF documents. Lectures will be provided on CD/DVD, as well as MP 3 formats. Students are responsible for the prepayment of the material, and should allow 15 days for shipping.

Q.6 Who selects and assigns the courses within a degree program?
A. Course assignment is made by the academic counselor.

Q.7 What is the approximate cost of the books, and CDs?
A. There is no standard, since the publishers of textbooks in a given subject can price the books and CDs at any price. The approximate cost estimate for Professors lectures is $6.99 plus shipping and handling of $1.99.

Q.8 How soon can I begin?
A. Students can begin as soon as the admission process is completed and you are provided course assignments. Students may have to take certain subjects first. The student counselor will go over the required courses that the student must take first as foundation courses before you begin choosing your own courses at the end of the first 16 credit set.

SOCRATES THE PHILOSOPHER

2010-08-11T14:57:00.000-07:00

Pakistan The Nuclear State at the Precipice

2010-08-11T14:54:00.001-07:00

Pakistan
The Nuclear State at the Precipice
By

Abigail Lynch

Western analysts would have us believe that Pakistan will disintegrate within 6 months. This news is completely discounted by the usual response from the Pakistani President, Prime Minister, and the Chief of Army Staff. The next news that follows from India is that Pakistan’s Nukes are safe; what a certificate of fitness for any nation that must depend on its enemy to confirm that its nukes are secure. This news was followed by the murders of three Balochi politicians at the hands of the Pakistani intelligence agencies, shutting down that entire state with declarations of rebellion by the average citizen of Baluchistan. The President of Pakistan signed the Sharia in law regarding Swat in the same week, and the Taliban incursion in and control of Malakand, Bajor, and Dir occurred. Taliban attacks in FATA continue, along with the burning of American and NATO trucks in NWFP by the Taliban to cut the supply line from Afghanistan. These attacks are growing by leaps and bounds. MQM supporters went on a killing spree against those from NWFP killing over 30, while burning businesses and public transportation in a city that they themselves control. All this took place within the last two weeks of April 2009.

Facts, experience, and history, tell us that nothing in Pakistan can be taken at face value. All actors must be analyzed to come to a reasonable assessment that is neither arm chair assessment nor Monday morning quarter-backing. There is no returning to the line of scrimmage. We are at the goal post, with one time out and there is no prayer that seemingly will save the day. The fifth largest army of the world cannot contain less than 1,000 Taliban in Swat, Malakand, and Dir.

The Secretary of State is a gust at her inability to wake up Pakistani government and its army to constant ceding of territory to the Taliban. She finally called upon Pakistanis all over the world to call on their government to stop the hemorrhage of national integrity and wake up the national leaders to do the right thing. The former Intelligence Chief of Saudi Arabia stated that Pakistan could survive the Taliban if it could save itself from a Military Coup. He was not speaking of the Army Chief as usual showing the door to the elected politicians, he was speaking of Army Coup of like minded Taliban sympathizers against secular forces in the Pakistan army. President Obama himself pointed to the precarious nature and feebleness of the Pakistani civilian leadership.

Mr. Talat Husain Syed of AAj TV of Pakistan recently did a program on the background of the folks who are in the Taliban leadership. See the whole program at: http://pkonweb.com/2009/04/21/live-with-talat-on-aaj-tv-apr-21/

Sufi Mohammad is only educated up to the eighth grade and is age 78. He led several thousand to Afghanistan to fight the Americans, and he left the majority of them dead and behind him. He served some time in jail, was given freedom, and he promised to lead the Taliban out of Swat if Sharia was adopted therein.

Once the President of Pakistan signed the Sharia bill, Mr. Sufi enlarged his demand and called for the adoption of the Sharia bill over all of Pakistan. He further decried the State Constitution, its courts, its parliament claiming that they were all Haram (forbidden), along with democracy. His end goal is to install a Taliban regime in the whole country.

Fazlullah is his son-in-law, whose father was also a Mullah, is a high school graduate, that is akin to a Ph.D., amongst these folks. They all call themselves Mullah and there is no real knowledge as to where and how much religious knowledge they actually garnered. He was formally a chair lift operator and a journeyman.

The Military commander of the Taliban in Swat is ibn Yamin, a former farmer. There is no record of his education, secular or religious.

Muslim Khan, the spokesman for the Taliban in Swat, has no known education in theology, or secular education; however, he is well spoken, understands some English, and has some basic education, the level of which we are not knowledgeable. He lived outside the country for some time and comes from a trading family.

Mullah Faqir Mohammad in Bajor Agency was educated at the local Madrasah; he also completed secular education till 10th grade, and was a former bodyguard of a local Khan.

Jan Wali of Bajor Agency was a former shop keeper. We do not know if he received any religious or secular education at any level.

Mullah Umar is the spokesman for Tehrik Taliban Pakistan. We have no knowledge of his secular or religious education, but he speaks several languages thus he must have had some education.

Bajor Agency Qari Zia ur Rahaman. We do not know of his secular or religious education.

Mangal Kahn of Khayber Agency was a former bus conductor, he has no known secular or religious education, but is known to specialize in kidnapping. He has his own personal armed forces comprising of several hundred men and has been known to fight the militia without fear or favor.

Baitullah Masood the head of Tehrik Taliban Pakistan was educated in local Madrasah, but no clear information exists about his secular education.

The average age of the Taliban’s is 35 years old, with a majority of them having no religious or secular education. Poverty was their lot, thus academics was not of any use to them, thus goes the ideology of the Taliban. They accept none of the idealism from those who are massively educated in religion.

According to Talat, these folks came from severe poverty. That in itself is the great equalizer, and producer of revolutions. They are masters of their lives which has little value except as martyrs, for it pays better and the promise of Heaven is something that none can overlook. All this must be kept in view before one sets to judge these folks.

The situation in Pakistan cannot be called a civil war between those who subscribe to the Taliban ideology, and those who are secular. I would classify the situation in Pakistan as being close to a revolution when it comes to the Pakistani Taliban regardless of what territory they may be in. The Baluchistan Liberation Army like the Taliban is composed of very few men and is fighting the army at all levels in all areas within and out of their state. The following brief analysis will be self-explanatory regarding the situation in Pakistan.

Soup of Taliban Revolution

It all began with a series of phone calls on the night of 9/11 from the United States to the President of Pakistan, a dictator, who was then also the chief of army staff of the Pakistan Army. He fell in line, when he was told of the new Bush Doctrine of “with us or against us”. Those were his choices as he claims in his autobiography, as if he would have made a third choice if it were up to him. Few people are able to state bull as competently as Mr. Musharraf does in his autobiography, for he is capable of lying to your face with complete ease.

There was no political setup in Pakistan at that time, instead the General personally committed the nation to the cause of the United States. It just happened to be the correct choice of “with us, instead of against us”. General Musharraf thought of himself as the benign dictator. Like all his predecessors from the Army who ruled Pakistan for half its existence, the fact was that he too had their common trait shared by both civil and military dictators of Pakistan. That trait was that he made all decisions by himself while lying to his nation, and his lies would come back to bite Pakistan some 10 years later in the form of Tehrik Taliban of Pakistan (TTP) currently a banned organization.

General Zia, the former military dictator of Pakistan who was an American ally in the war against the Russians, used Islam to his own needs committing fraud and lying to his nation, leaving it to the scourge that would be the Taliban. It is complete nonsense when analysts try to shift the blame of Islamizing Pakistan by Zia to the detriment of the Americans. Zia came long before the Russians invaded Afghanistan. He was fooling the people of Pakistan and Islamizing the army with the belief that it would ensure that he would rule Pakistan forever, without the need for secular political parties. To that effect, Zia would make alliances with Mullahs, and the money that flowed from the West to help against the Russian Jihad was simply the crowning on his head, which made him a billionaire along with other generals who too became billionaires.

Zia was followed by two civilian Prime Ministers both of whom were thrown out twice for corruption which is the base of Pakistan during its 62 year existence. Musharraf showed Sharif the door after claiming that Sharif had tried to hijack his aircraft as he was returning from Sri Lanka; although he had been legally dismissed by Sharif while Musharraf plane was still in the air.

The Civilian Prime Minister appointed another head of the army, but the generals rebelled instead placing Mr. Sharif in custody and removing him as the Prime Minister. Mr. Sharif had also found Islam, and was trying to set himself up as Caliph of the nation, when Musharraf got rid of him. Most people breathed a sigh of relief as Musharraf came in; for the majority of Pakistanis then as now do not want a theocracy and seek a secular existence.

Musharraf played the secular card, wherein he realized that the nation did not want an Islamic government, and he was openly secular. However, there was no purge of the Islamists from either the military, or the civilian government. Musharraf’s army was very close to the Taliban whom it considered within the network of its strategic depth doctrine to secure its western borders and to ensure an ally if there was a war with India providing a ready pool of battle tested Muslims who would fight the Indian Hindu with relish.

Musharraf the secular leader of Pakistan also was adapt at playing the Islamic game that turned out to be the zero sum game leading to the creation of the Pakistani Taliban and loss of his national territory to them in FATA, FANA, and NWFP, as well as in Baluchistan. Musharraf refused to make alliance with secular forces, and he sought the help of the Jihadist Mullahs from JI, and JUI in preference to others, thereby, creating Mullah led governments in NWFP, and Baluchistan, along with FATA, and FANA which in fact have no real political abilities in respect to Pakistan proper. Pakistani courts have no jurisdiction over them, nor its laws apply to those areas of FATA, and FANA, and northern areas that are led by President and ruled by fiat.

Mr. Musharraf was a committed fraudster. He lied to the Bush administration to get the money and power in return for western support. NATO countries were at his beck and call; he was the warrior fighting the Afghan Taliban for the United States while keeping in tact the strategic depth model for his Army. When Musharraf came to power, Pakistani coffers were empty. Suddenly, there was a 09/11 premium. Laws in the west made it impossible to send money through Hundi finance system, and thus money flowed in Pakistan as never before, even more than that which came from Afghan Jihad in Zia’s term. Arabs fearful of investing money in western nations were now investing in Pakistan as were many Pakistanis. The trickle down economic model was borrowed from America and brought by the Finance Minister Shaukat Aziz latter Prime Minister.

Money was not invested in education or poverty alleviation, or increment in electric supply production. Money however was spent on new cars, cell phones, and credit cards were introduced. People could now live beyond their means, and real estate was the game, as prime land was taken by the Army and it was distributed to all of Presidents friends from generals to Mullah politicians as bribes. Corruption was at its height, no one bothered to build new power plants or invest in countries infra structure; poverty grew as did injustice, and those 5% who had it were living of the fat of the land while 95% struggled. TV stations went from few to numerous, and that was indeed a positive thing for it enabled a freer media than comparably before. Intelligence agencies were selling people they picked up as possible terrorists to the Americans, for $5000.00 a head and people went missing. Musharraf deception became clear when there was no lessoning of the Taliban infiltrating from Pakistan going to Afghanistan. ISI was finally in the dock.

What broke the camels back was the Lal Masjid drama that showed how Musharraf was wired into the Mullahs and was not fighting them as he claimed. He then fired the Chief Justice of the nation to preempt being rejected for standing in election while in Uniform. That was the end. We allowed Musharraf to fire the Chief Justice of the Supreme Court, thus People of Pakistan now looked at Taliban promising them instant and cheap justice without the role of any judiciary that is enshrined in the constitution of Pakistan. Mr. Fujimori also fired the Supreme Court in Peru and we did not utter a single complaint for he was fighting the Maoists who in fact were not supported by China. We did the same in the case of Pakistan, and people of Pakistan realized that we were not the friends of freedom and democracy as the Bush administration claimed. It was followed by Israel attacking the civilian population of Lebanon and the Secretary of State Condilisa Rice called it pangs of birth of democracy.

Ms. Bhutto made inroads with the Bush administration promising it the world and was able to return back Pakistan and all cases of corruption against her and her family were unanimously dropped by the Musharraf government. She however was assassinated before the elections, the result was that her party won big and became a partner in federal government as well as the four provinces of Pakistan. The Prime Minister was represented Bhutto’s Peoples Party as was the President who also happens to be the late Ms. Bhutto’s husband and co-chairman of Pakistan People’s Party.

The current President constantly displays either a “Gin” or “Vodka” grin in the public no matter what the situation may be, or how grave situation may be. He is today known as Mr. 100%, whereas, formally he was known as Mr. 10% when he demanded that sum in bribe in all matters of state contracts. His claim to fame was that his father was a bagman for Mr. Bhutto and was trusted by him, for no money ever disappeared. Mr. Zardari the new President is also known for being a compulsive liar and believes that it’s a part of being a politician, his words not ours, that it’s a part of politics to lie. Obama is correct in his assessment that the Pakistani civil government cannot deliver on its promises. It has not delivered ever on a single promise since, the People Party took over, and this may very well be the first and the last hurrah for the party known as PPP that is fast loosing favor with the poor, which happens to be its base.

Mr. Zardari like his wife too is promising the Obama administration the sky but is unable and unwilling to deliver. Mr. Zardari had to reinstate the Chief Justice of the Supreme Court under pressure from lawyers, politicians and Civil Society movement, even then he had to be convinced by the Army chief that he had to do the deed or the country would explode in fire as many a Police officers refused to accept orders from the administration that was of PPP and that leaves Mr. Zardari badly bruised, for the Chief Justice will not allow the free for all corruption that Mr. Zardari is used to, at least that is the theory. Things are so bad that the President meets his actual cabinet in Dubai a foreign nation, fearful of army keeping tabs on him, not knowing that the Arabs intelligence trades all secrets with Pakistan Army, and that all western nations bug the meetings conducted by Mr. Zardari in Dubai.

The President of Pakistan must return to the ceremonial role of that office as enshrined in the Pakistani Constitution, and allow either Sharif’s to work with the Prime Minister, or let the Prime Minister actually work, to provide people with the basics that is the duty of the government without which Taliban seem as the only real option to the man on the street, and that by providing people with food, shelter, good governance Pakistan might defeat the Taliban.

Mr. Zardari tells the West that all matters are to be decided by the Legislature. This is nonsense. He simply told the legislature to approve the Swat deal with Taliban, and it was done without any discussion or debate on the matter. Only MQM refused to sign the dotted line and raised real objections to the Sharia deal in Swat with the Taliban. There is no such thing as legislature deciding matters in Pakistan; all that nonsense is for public consumption, and for telling the West so that Mr. Zardari can survive for the full term of his office.

The Prime Minister is not an object of hatred by all as is the President, who brought the problems on himself by trying to kick Sharif’s out of Punjab government. The man neither has intelligence nor ability to solve Pakistan’s problems. The Interior Advisor now Interior Minister must be gotten rid of. He is simply out of his depth. A real Interior Minister is needed to solve the problems of terrorism as long as he is allowed to perform his job, and is responsible to the Prime Minister only. Government must not be run from the presidency, it’s the job of the Prime Minister who remains untested but is certainly more able than Mr. Zardari can ever be.

Mr. Zardari in the time honored tradition carried on by his predecessors will again make promises to the Obama administration, that must be taken with a grain of salt and facts checked and rechecked several times to ensure that what is says contains even a morsel of truth. Army is too brutalized by Musharraf to come back in the near future to rule the nation, but then anything is possible in Pakistan.

Pakistan tells us that its military is deficient in fighting the war on its Taliban, because they are not symmetrical fighters like normal armies, yet, Pakistan Army history tells us that it is well conditioned to fight the as it learned lessons from the insurgency in Kashmir, and Afghanistan. It learnt valuable lessons from Sri Lanka, why can it not use these lessons against its on Taliban. It began during General Musharraf’s rule when a Lieutenant Colonel, a Major and several Captains all along with 300 plus armed men and NCOs’ surrendered to a group of Taliban with 20 fighters without fighting or firing a shot to defend themselves, and Pakistan army had to pay massively to get its men released without getting back the arms that were taken by the Taliban. What war is such army ready to fight?

Pakistan Army tells us about the losses it took in human cost both to the civilians and soldiers, yet, its infantry is on Indian borders, the most able soldiers are on Indian borders, while the militia is sent to fight the Taliban who are better at taking the militia hostage rather than outright killing them. Pakistan Army is not like that of Sri Lanka that fought for decades against Tamil Tigers to finally succeed. Pakistan army is not a Spartan or well trained army, its well armed with excellent deterrents against India, but claims to have no such deterrent against the rag tag Taliban. This is the worlds 5th largest army, and larger than that of the United States if all militia is counted as part of the Armed Forces of Pakistan.

We need to provide training to Pakistan Army in counter insurgency, and urban warfare. The best model to urban warfare, would actually should be used in training Pakistani Rangers with SWAT units from NY Police, or that of any major city. Pay increase for the militia must be instantaneous, for many must buy their own weapons and are paid under $50 a month. This is atrocious, for these men are supposed to fight the well trained, well financed, and well disciplined as well as well armed Taliban, who pay their fighters $150.00 per month.

What is it that makes the Taliban of Pakistan so successful? Their leadership comprises of people who are not only illiterate in secular terms but majority of them are not schooled in theology of any kind either. Their advances are unstoppable, they lie when it suits their purpose, and make deals with the government, only to decry that the government has failed the deal and thus they are free of all contracts that they signed with the government. They utilize fear as their key, brutality is their tool, religion their facade, ignorance their structure. Taliban financing comes from Afghanistan, India, and Russia, above all from Saudi Arabia, UAE, and Kuwait. They tax the local population that never paid or pays tax to the government. They recruit in the name of religion; they pay their warriors more than the government pays its police. They pay life Insurance to those who die, and families are taken care of immediately. They inflict instant justice in the areas wherein they live, and rule. Their secondary financing comes from taking hostages, and traffic in drugs as well as weapons. In a nation with almost 40% unemployment rate in the FATA area Taliban alone are the ones who can support entire families as well as clans.

The reason for the Taliban success is easy and instant Justice, that is not found anywhere in Pakistan. People are being crushed by food costs that are going through the roof, poverty, unemployment, illiteracy, electricity shortage, terrorism, you may think of it, and whatever it may be the people of Pakistan are suffering from it. The government is only in name and corruption is its base. Why should then people fear Taliban, who seem to be an excellent replacement for the government that makes promises and rapes them, by leaving them at the mercy of the Taliban or anyone else with a gun. Taliban on the other hand are bankable when it comes to their relationship and promises to the people in general.

Who makes the Taliban policy is still unknown; who decides the matters that they implement is unknown. It’s a massive failure of intelligence. They kill the traditional leaders of the tribes, and spread fear amongst the populace, who are not supported by local regional, state, and federal administrations. It’s a complete failure of administration. Taliban are against political parties, legal structures such as courts from district to high and supreme courts. They are against elections, they are against government rule, and they are against democracy. None of this is hidden. Sufi Muhammad the leader of Swat TNSM made this clear in his speech in Malakand the day after the President signed the Sharia law into existence, and this agreement was reached by the State with the terrorist Taliban who killed hundreds of police, and army personal to earn the right to implement the Sharia in Swat valley.

No more money should be given to Pakistan without an Inspector General certifying wherein that money went, and what it was used for and how it will be spent. If Pakistan fails in fighting its Taliban, then that nations Nukes must be secured by the International Community. It cannot be allowed to fall in the hands of the Taliban or their sympathizers. Pakistani Nukes are India Specific. They will be world specific the moment Taliban succeed. At the same time Indians must be monitored and stopped from putting unbearable pressure on Pakistan’s , Eastern borders as well as in Baluchistan so that it can turn towards Taliban instead of fighting the Indian ghosts in Kashmir. This is not new news. Indians, are fighting Pakistan army, the tools are different instead of direct attack its arming the Taliban. Taliban are not simply looting people. They are being armed and paid for what they are doing in Pakistan.

The problem with Taliban’s in Pakistan is that they actually are the greatest security risk to the world. Taliban believe in imposing Islam on others. Quran 2:256 “there is no compulsion in religion”. “truth stands apart from error”. Those who believe in Taliban need to read the Quran, the history of Islam, and find that the doctrine of Taliban is a fraud a lie and has no relevance to Islam in specific or general. Pakistani agencies created Taliban during the first regime of Ms. Bhutto. Her husband needs to end their support and crust them once and for all.

Pakistani Taliban Doctrine

The following interview was conducted by the ARY TV of Pakistan on May 3, 2009. The Interviewer was conducted by Kashif Abbasi with Sufi Muhammad

Sufi refuses to accept the two highly educated Judges of NWFP High Court were appointed by the government unilaterally to fulfill its contract with Sufi Mohammad TNSM. Sufi does not recognize the government appointees and wants to retain the right to appoint the Qazi without being elected to any office. Sufi calls the Judges as being outside the Sharia.

Sufi calls Democracy Kufur and democrats Kafirs. Sufi does not accept that they are part of the Islamic setup of the government.

The above is a total lie on part of the Sufi and a deliberate lie at that. One need not be a Scholar of Islam to know that Quran calls for consultation, in the form of Shura, which today; is the assembly chosen by the people to represent them. Secondly Sufi declares that the Constitution of Pakistan is a Kufur. With the exception of those who know absolutely nothing about Islam, this lie of Sufi Muhammad that Constitution is a Kufur can be seen in the following. Prophet Mohammad created the first Constitution of Medina which was written and is very much extant today. The signatories to that first written constitution were Jews, Christians, Muslims, and Non Muslim Arabs tribes. It is not possible that Sufi is that stupid and illiterate that he does not know this fact which is known to any student of the first and second grades in Pakistan, as they are taught Islam. Sufi is spreading turmoil in Pakistan which in itself is against Islam at all levels.

The entire Interview can be heard and seen at: http://pkonweb.com/2009/05/04/off-the-record-by-kashif-abbasi-may-3/

Quran speaks of what is being done by Taliban of Pakistan in such terms that death sentence must be imposed on them at all levels instead of making agreements with them as the government has done.

Quran declares 2:217: Tumult and Oppression are worse than murder. Taliban and their followers have been practicing Tumult and Oppression in Pakistan by killing people randomly and inflicting on them great pain and then hanging their bodies in the middle of squares after mutilating the bodies, at times they dig up the bodies and mutilate them. Which part of Islam teaches these kinds of actions. Pray tell us for we wish to learn. The question arises as to why does the State of Pakistan; not speak on this matter, by teaching the citizens actually what is stated in the Quran and Sunnah. After all; many religious programs are carried by the National and private TV channels in Pakistan. Why are Pakistani scholars dumfounded except out of fear of the Taliban who will kill them if they speak the truth. Why does not the Saudi and other Arab governments who support the Taliban with money and material not speak about the mutilation of bodies and about the Tumult and Oppression, while they can hardly be stopped from chirping all that is in the Salafi ideology. The statements of the Quran are not the creation of Americans and Europeans they are a part and parcel of our religion. Indeed Quran envisioned such people to declare their acts as counter to Islam.

The failure rests with Pakistani government that does not stop this Tumult and Oppression against its citizens by the Taliban. The Pakistani government keeps making agreements with the Taliban instead of ensuring that it would fight them to the very end of the Taliban existence so that they can never raise arms against poor unarmed citizens. Taliban use brutality, and slaughter of people as a tool to spread fear all in the name of Islam, which in fact is a fraud against both God and man. Until and unless Pakistani government takes notice and fights these crooks they will continue to succeed.

For the first time in Taliban of Pakistan history during this interview with ARY TV their spokesman Muslim Khan spoke of the possession of either nuclear or weapons of mass destruction, or obtaining such weapons. We know that its currently a lie, they do not possess such weapons. That, however, does not mean that they cannot acquire them by defeating the Pakistani government, and its armed forces with internal or external help. In that case, God help us. There are too many fools who think that the Taliban are right, rather than them being the scourge of God, and the reason for that is the total moral bankruptcy of Pakistan government that cannot secure its citizens from Taliban or its own corrupt officials chief amongst whom are the police, and the government that cannot give people justice, sells that justice to the highest bidder, which is the chief merit that Taliban exploit against the corrupt government of Pakistan.

Sufi declares that all members of the national Assembly are non Muslims, that the very fact that they are members of assembly places them all outside the pale of Islam. This folks is Sufi speaking his truth, based on his interpretation of the Quran. Sufi as we stated is a little crook. Lets take him as an example. Sufi contested elections for Councilor for the local government of Malakand, and lost that election. That means that Sufi too is a non Muslim by his own definition. That means that the first four Caliphs were non Muslims for they made decisions and laws based on suggestion and in discussion with the companions of the Prophet which is nothing else than democracy. That would put the Prophet (peace be upon him), outside Islam himself God forbid, for the Quran commands him to seek council of his companions. Did the Prophet not know more than them, did he not speak for God, why then there was a need to seek council. Sufi does not speak of this when he makes comments on Quran and Sunnah for he is in the end a simple fraud as are those who call themselves Taliban of Pakistan. Let us ask a simple question. If the Pakistan government and its Legislative assembly are all Kafirs, then why did Sufi and Taliban make agreements with Kafirs to implement Sharia in Swat and Malakand. The problem with lying in the name of Quran, Islam or religion in general makes it very easy to catch a liar at his own words.

Folks listen to this interview very carefully, so that you can be enlightened with the Islam and Islamic ideology of the Taliban. Sufi states: No one except God can make laws; that includes the Prophet who too cannot make laws. This is a very remarkable statement of Sufi Muhammad and the Taliban whom he represents. Any Muslim with base knowledge of Islam would be left scratching his head.

First of all, non belief in Prophets statement, is violating his commands, is expressly violating the will and command of God. Quran 5:92, 64:12 both command to Obey God and Obey the Messenger. Herein then Sufi is a liar, or the Quran is incorrect. You need to reach your conclusion. God gave laws through the Prophet, who taught us how to pray, what to do, what to say, what laws are for us in matter for living and dying. Sufi instead looks at Quran 6:114 and even misinterprets that. Will you then take the part of Quran or the whole. The ten commandments of Moses are equally a law for Muslim and not a single one can be violated by him. Nor can one violate Jesus commandments, or that of David, or Solomon, for none of their declarations and laws unless expressly superseded can be neglected. Does Muhammad (peace be upon him). Speaks for himself, and make his own laws. If you hear the Sufi that, is exactly what you will understand. Folks, we have not made statements. We have provided you with the entire interview so you can hear for yourself and judge Sufi Muhammad, and the Taliban of Pakistan.

The Writer of this Article is a student at Temple University of and is Pursuing a Graduate degree program from Temple School of Social Sciences.

By

Abigail Lynch

She can be contacted at: alynch@europe.com

Seville Institute

2010-08-11T14:51:00.001-07:00

Seville Institute

Seville Journal of Foreign Affairs

Seville Institute publishes the Journal of Foreign Affairs (SJFA) twice a year, and the journal provides analysis of issues related to the 57 Muslim Nations in the world. The journal provides an insight in the Muslim nation’s public and foreign policies.

Our special series of research and analysis related to Pakistan, and Afghanistan, will be published in May 09.

Fellowship at the Seville Institute will be opened as of April 3, 2009. Requirements for the Fellowship will be posted on or before March, 2009.

Read the first Analysis of Pakistan by Abigail Lynch under :Pakistan The Nuclear State at the Precipice. Published May 5th, 2009

Specialization in Islam

2010-08-11T14:50:00.001-07:00

Specialization in Islam

Students complete specialized nation studies in; Pakistan, Afghanistan, Iraq, Iran, Saudi Arabia. We also offer specialized study in the Muslim group and intra group dynamics, Islamic schools of law, their application and the regulatory environments, culture studies, geography based history, economics, socio-political, development of the sectarian divide, and the use of propaganda, by Muslim leaders that inducts sectarianism and anti Zionism in the fabric of each Muslim citizens thought process. We provide an in-depth comparative study of the three Western religions; Judaism, Christianity and Islam, and their relationship over the past 1400 years.

Students study Israeli/Palestinian conflict, for this is one of the most important subjects in which Student attains the Muslim side of the story, and the student will gain understanding of Muslim populace universal conditioning by their leaders who happen to be the best friends of the West, yet blame all ills and their national failures on the Western/Zionist conspiracy against their nations.

Conspiracy theories offered by average Muslims are found to have been hatched by the intelligence agencies of the Muslim nations themselves, or through the Muslim media, which reaches a crescendo producing the ideology that only expects the complete destruction of Israel as the only outcome for the Palestinians to receive their freedom in the form of their independent nation.

Within the Palestinian, Israeli conflict study the student complete a survey of the conspiracy theories leading to mass paranoia amongst the Muslims. Muslim nations tell the US, that problems in the Muslim world are the result of the American policies of unlimited support for the Israelis. There indeed is some kernel of truth to their argument and only a fool without knowledge of history would believe otherwise.
However, emphasis is on the word “kernel” of truth. Muslims rulers are responsible for the misrule, corruption, fiscal frauds, deception,
denial of human and civil rights in their countries. These are not problems that were created by Americans, nor were they the creation of the Israelis. However, in our program we study the problem from a
Muslim point of view, that ensures that the student receives accurate knowledge in order to realize the base of the problems and how the student can build bridges with a billion plus Muslims living in some very important nations in the world.

Are the Muslim nations and their rulers truly so pro Palestinians as they declare in their speeches to their masses and at the UN, and in Fatwa’s in their Mosques? The issue is studied in depth from theological, sociological, political, economical, and national basis.

Students learn as to why Palestinians universally suffer economically, trying to exist with subsidies from Europe and America, which impose sanctions on them when they do not follow American/European policies? Facts, and history are the base upon which the student learns the arcane world of Muslim and Palestinian politics. Questions that arise in these studies have actual application in the real world, and as such our program is probably the best International Relations program offered this day in the US.

This institute was created to research and discuss in academia the problems of the Muslim nations, and their relationship with the world at large. We will study the failures of East and West to better understand how policy and its development in America and Europe brought us to where we find our selves mired in war against an ideology, rather than a State actor, within clearly defined borders.

Student studies the History of Oil and its politics around the world. This is an excellent program that competes with the best universities around the world. No one offers the history of oil with the depth of analysis that are offered at the Lynch Institute of Theoretical Sciences.

Lynch Institute of Theoretical Sciences

2010-08-11T14:49:00.001-07:00

Lynch Institute of Theoretical Sciences

Institute’s Reson d' Etre

Background:

09/11 has now become a cliché. The majority of Muslims post 09/11 reacted by seeing no evil, speaking no evil, and hearing no evil, for they could not conceive that Muslims were responsible for such dastardly deeds leading to the death of such a large number of innocent civilians without any declaration of war, by any State actor.

The denial amongst Muslims was immediate; despite copious information provided by the governments, reporting the identity of all attackers, shortly after the attack. Muslims reacted en mass by rejecting the information, since it came from American and European governments.
Most Muslims believed it to be a conspiracy against Islam. The problem remains that despite redundant audio videos threats issued by Al Qaeda most Muslims still refuse to believe that Osama did it. The reason for this denial is due to the propaganda by our friendly Muslim Arab and non Arab nations.

Sunni Muslims do not believe that Al Qaeda has killed Iraqi Shia by the hundreds each day, ensuring that sectarianism would consume the Iraqi Nation. This is the result of Salafi ideology exported by the Saudi regime, which is so anti Shia that its theology considers them non-Muslims. Majority of the 09/11 bombers were Saudi, Salafis, and in fact were well educated who had lived and traveled extensively in America and Europe .

Muslims reasoned; how could God fearing people like themselves commit such acts of mass murder against civilians. The American civilians had nothing to do with their government’s politics.

It did not escape them that hundreds of the killed on 09/11 were fellow Muslims. Thus Muslims reached a state of denial whereby they dug their heels and heads into an alternate reality wherein they would never assign blame to their fellow Muslims known as Al Qaeda. This permanent state of denial amongst the Muslims has remained intact for past 600 years, and continues this day. Muslim political thought has been in stasis for hundreds of years, due to suspension of logic, and increased polemic in their theology and theological philosophy.

The “see no evil, hear no evil, and speak no evil”, ideology of the Muslims does not equip Muslims to understand terrorism, which despite being the handmaiden of the lunatic fringe seems endemic amongst their theological leadership which calls redundantly for launching new Jihadi movements, while the old Jihadi movements sectarian in all manner, consume Muslims in Iraq because they are Shia, or the military and police forces in Pakistan, whom the Jihadi’s claim are the American handmaiden thus non Muslims, similarly they kill the Afghans with freedom claiming that they are the tools of the occupation forces. Add to this the weekly killing of civilians by Coalition forces in Afghanistan and Iraq thereby increasing the hatred of the Coalition forces.

In the recent conflict in Swat, Pakistan, some of the soldiers and policemen were literally slaughtered, and their bodies mutilated by the Sunni, as the deceased were Shia, and thus non Muslim according to the Salafi ideology. Indeed whenever one finds the presence of the fighters from the former Soviet Union, therein one finds slaughter of prisoners in the same manner as if they were animals.
Even animal carcass is not mutilated by normal beings, yet we find such mutilation in areas wherein Taliban be they of Pakistani, or Afghani origin hold power. These Taliban, employ slaughter of people, and mutilation of bodies as a tactic to spread fear amongst the population, for if the people collaborated with authorities, then they should look forward to such a slaughter for themselves and their entire families.

Muslims refuse to accept facts and subscribe to the idea that no one in their right mind would commit the dastardly terrorists acts which are against Islam in all form; hence, Muslims convince themselves that the un-Islamic acts were not committed by their fellow Muslims.

Al Qaeda however, is a Muslim organization and its anti Islamic in reality. it exists and the sooner the Muslims realize this the sooner they can eradicate the enemies of God that is Al Qaeda.

Conspiracy theories are found in all Muslim nations thus their actors range from the usual suspects namely; Jews, Zionists, and right wing American government agents who the believe committed the terrorist acts of 09/11.

Muslims are strongly led to believe that the attack on 09/11 was for the purpose of destroying Islam, by providing America and the West a pretext for attacking Muslim nations; slaughtering Muslims, robbing them of their wealth, which happens to be Oil. This part comes from the closest friend of America, namely the Saudis, so what can one say about the enemies of America, and their ideology.

More convoluted theories could not have surfaced, except in ignorance of truth. Muslims routinely subscribe to the conspiracy theories and their governments as well as the theological, leadership and political forces, meager as they are within Muslim nations, all are asked to believe in the conspiracy theory. This allows the government of Muslim nations to exploit the Muslim population which is their captive audience, for all electronic and print medial is either owned by the government, or is found to be closely allied to the government of Muslim nations. Censorship is the base of all information processed and provided to the Muslim in their nations. No government in Muslim nation can do without pliant journalism.

Another argument that arose amongst Muslims after Osama claimed that he had actually committed the acts of aggression against the US. Muslims then claimed; that the attacks resulted due to American foreign policy that is against Muslims in general, and specifically they used Palestinian occupation by Israel, as the reason for the 09/11 atrocities.

Muslims were not claiming that the acts of murder and mayhem were allowed by their religion, but in fact were claiming an understanding of the dastardly acts which they theorized; “if Muslims had attacked America”, as if there was some vagueness related to the 09/11 attack, then it was America which should be blamed for causing the attack due to its policies relating to Israel.
Muslims entered an alternate logic which was based on “if, If and IF”, that became inducted in their conspiracy theories. The way to explain this is the Muslims blaming the rape Victim for the attack. As a matter of fact rape in itself is quite common in Muslim nations like Pakistan, Sudan, etc.
Blaming America for its foreign policy regarding Israel is specifically supported by most Muslim nations’ Leaders regardless of their being staunch friends of America such as the; Saudis, UAE, Jordan, or the Egyptians, no matter wither you turn amongst Muslims, they will invariably tell you that America’s foreign policy regarding Israel made Al-Qaeda do it.

The unfortunate part is that majority of the Muslims, despite Osamas claim continue to believe that he did not attack America from Afghanistan. What’s wrong with this picture, wherein you hear from the Osamas mouth, and despite his admission of the guilt, Muslims refuse to believe that Osama did it.

Indeed the preceding are really bad indicators of how ideology is formed amongst the non belligerent Muslim population in rationalizing, or denying the 09/11 attacks.

Most people, including our intelligence West intelligence agencies, missed the Silver lining for in the first place Muslims could not even believe that their Co-religionists were capable of committing aggression against defenseless civilians, and that this was in fact an awesome thing, most favorable to the People of the United States and the West, for it allows the West and Americans to explain, logically the facts that are too un-holy for the Muslims to accept.

Our presentation of facts to Muslim population, has been a complete failure, for we relied on our friendly despots to present the facts to their population. Those whom we hired explain our point of view were completely ignorant of Muslims society, language, culture and their complete lack of linear understanding of which Madhab’s the Muslims belonged to in their various nations.

Had there been no incredulity amongst the Muslims regarding the attack of 09/11 and the blame assigned to their fellow co-religionists would not had been real a problem; for, in that case some Muslims would had been suspects, and legitimately so, instead we began blaming all Muslims in totality, despite our repeated statements that we do not believe all Muslims are suspects.
Even today an American Muslim women, wearing a Hijab (scarf) will be given most additional scrutiny, and Muslim men speaking in Arabic can also be denied boarding at the complaint of fellow travelers, regardless of the fact that they are very much Americans, and may not even be practicing Muslims. All this happens in our nation, and not in some Muslim nation. Can we ensure safety without trampling on the rights of fellow Americans.
We need the Muslim population in our own nation to help us eliminate the terror, secure us from others who too may be Muslims. We are unable to qualify the majority of our Muslims population as non suspect due to lack of knowledge and training and knowledge of Islam amongst our soldiers to the clerk in the city records office locked in the basement of some city hall, with no more than a few hundred population.
We need to educate ourselves before we go about hoping that Muslims will buy our statements about their fellow Muslims who have committed crimes that rise to the level of crimes against humanity. If a Police officer can not tell the difference between Shia, Sunni, Salafi, etc, what is it exactly that he would be able to ask others who's help he needs or whom he expects to prosecute in the service of his nation.
This is a remarkable situation. Even at the height of the Second World War, did the people or officers of the law suspect every German. When it comes to Muslim most people can not identify one, especially if he were born in the US, and does not necessarily have a classical Muslim name, nor does he sport a beard or speak other with anaccent.
The American government tried several means of propaganda through Radio, TV, etc; yet all was for naught; the means employed by the American Government are an abject failure. Those responsible for the information or propaganda would not have found a Muslim willing to hear them even if they were in a hall full of Muslims wherein the propagandist alone had the power of speech, with mind control allowing him to implant any idea in the minds of the Muslims in the hall.

If the majority of the Muslims had believed that Jihad was required against the West and that Osama did the right thing, then the West in general, and America in particular would be in an extremely critical situation, for under that conclusion, we would not be able to differentiate between the civilian Muslim and the terrorist even though there are many in America who hold this as fact today. Stupidity is not a commodity, limited to the Muslims only. We have plenty of fools in the American government and amongst our politicians.

The West needs to understand Islam in its myriad forms, for only then can we present the Muslim with facts and arguments to change their minds, and win their hearts. One needs to increase the understanding of the Muslim rationale; theologically, politically, economically, historically, geographically, socially, and psychologically before sending the soldier to Iraq or Afghanistan. Without this understanding our soldiers are a fodder for the bullets, bombs and mines of those who are trying to ensure that as many civilians are killed by our soldiers, so that Al Qaeda can use the civilian deaths for recruiting others who would die to defend their version of Islam.

We arm our soldier with nothing more than enthusiasm. The American soldier is serving his nation, in wars which are extremely complex, where theology is a major component that drives the culture of the Muslim be that in Iraq, or Afghanistan.

American soldier does not understand his enemy, and thinks that the person he is fighting is also motivated by simple Nationalism as the US soldier; this is not true for the Muslim, for nationalism is a bland brand which few Muslims buy. Understanding the Islamic law is thus must for the soldier before he is sent to war.

Our soldier has little or no knowledge of who he is fighting, why he is fighting and how to distinguish the good guy from the bad guy. We need to send the soldier armed with knowledge to distinguish between the terrorist, and the civilian non belligerent. Every civilian we kill turns his entire family into the enemy of our soldiers whom we are telling that they are fighting al Qaeda only, does that mean that the former Iraqi army surrendered to us in some form? Ask yourself these questions as you try to understand the Iraq war.

We need to understand the Muslim point of view which has been clearly relegated to the level of nonsense in the annals of the European and American policy makers who act with zeal, and find no appeal amongst the Muslims, except in the creation of more enemies than we had on the day the war on terror began.
Our war on terror has become a tool of terror itself as it happened to the French terror campaign under the guise of liberation movement, when the First French Republic was born, which consumed thousands of French who neither were on one side or on the other.

Our civil rights are reduced each day. Our idea of war has been refuted within our own nation. Taliban are rejuvenated and back at war. Al Qaeda remains as deadlier an enemy as it was on the morning of 09/11. Yet those who think that the war will end upon the return of troops from Iraq are bigger fools than those who sent the troops to Iraq without preparing them for a war where they watch impotently as they see the slaughter of civilians by Al Qaeda. Those who have simple commonsense can realize the absurdity of our actions and reactions, after reading thus far.

The war on terror will continue regardless of who becomes the temporary resident of the White House, or which party runs the Congress. Education of Islam is vital for the Soldier and the Citizen, for the policy maker and the policy implementer.
Knowledge of Islam is absolutely required for the Police Officer directing the traffic to the Immigration and Customs officers. Those who serve in the department of Homeland Security need to learn what they are defending the nation from, and to realize the true enemy from the simpleton whom we claim is a terrorist, because he is found praying in the Airport, train station, or looks like a Middle Eastern “whatever that means”.

The citizens must learn and understand why this war has come to us, and how is it that we can succeed in a war wherein we cannot distinguish the friend from foe. Not all Muslims are terrorists, not all terrorists are Muslims. It should not be forgotten that Christians killed fellow Christians to the tune of 80 million plus during the First and the Second World Wars, without rendering the Christian faith as a terrorist faith.
The immediately preceding is the key to winning the war. Let us put forth facts to the Muslim from his own history, theology, scripture, philosophy, that those terrorists who claim to be Muslims are not Muslims, and the terrorist must be put down with extreme prejudice, regardless of their citizenship.

We welcome you to learn from us, teach with us, and serve. War on terror is not an American or the Western war. It’s a war against the enemies of God, and every “terrorist is an enemy of God”. Let us fight the war in every form. Our greatest enemy is ignorance, and illiteracy.

Lynch Institute of Theoretical Sciences
Institute’s Reson d' Etre
Background:

09/11 has now become a cliché. The majority of Muslims post 09/11 reacted by seeing no evil, speaking no evil, and hearing no evil, for they could not conceive that Muslims were responsible for such dastardly deeds leading to the death of such a large number of innocent civilians without any declaration of war, by any State actor.

The denial amongst Muslims was immediate; despite copious information provided by the governments, reporting the identity of all attackers, shortly after the attack. Muslims reacted en mass by rejecting the information, since it came from American and European governments.
Most Muslims believed it to be a conspiracy against Islam. The problem remains that despite redundant audio videos threats issued by Al Qaeda most Muslims still refuse to believe that Osama did it. The reason for this denial is due to the propaganda by our friendly Muslim Arab and non Arab nations.

Sunni Muslims do not believe that Al Qaeda has killed Iraqi Shia by the hundreds each day, ensuring that sectarianism would consume the Iraqi Nation. This is the result of Salafi ideology exported by the Saudi regime, which is so anti Shia that its theology considers them non-Muslims. Majority of the 09/11 bombers were Saudi, Salafis, and in fact were well educated who had lived and traveled extensively in America and Europe .

Muslims reasoned; how could God fearing people like themselves commit such acts of mass murder against civilians. The American civilians had nothing to do with their government’s politics.

It did not escape them that hundreds of the killed on 09/11 were fellow Muslims. Thus Muslims reached a state of denial whereby they dug their heels and heads into an alternate reality wherein they would never assign blame to their fellow Muslims known as Al Qaeda. This permanent state of denial amongst the Muslims has remained intact for past 600 years, and continues this day. Muslim political thought has been in stasis for hundreds of years, due to suspension of logic, and increased polemic in their theology and theological philosophy.

The “see no evil, hear no evil, and speak no evil”, ideology of the Muslims does not equip Muslims to understand terrorism, which despite being the handmaiden of the lunatic fringe seems endemic amongst their theological leadership which calls redundantly for launching new Jihadi movements, while the old Jihadi movements sectarian in all manner, consume Muslims in Iraq because they are Shia, or the military and police forces in Pakistan, whom the Jihadi’s claim are the American handmaiden thus non Muslims, similarly they kill the Afghans with freedom claiming that they are the tools of the occupation forces. Add to this the weekly killing of civilians by Coalition forces in Afghanistan and Iraq thereby increasing the hatred of the Coalition forces.

In the recent conflict in Swat, Pakistan, some of the soldiers and policemen were literally slaughtered, and their bodies mutilated by the Sunni, as the deceased were Shia, and thus non Muslim according to the Salafi ideology. Indeed whenever one finds the presence of the fighters from the former Soviet Union, therein one finds slaughter of prisoners in the same manner as if they were animals.
Even animal carcass is not mutilated by normal beings, yet we find such mutilation in areas wherein Taliban be they of Pakistani, or Afghani origin hold power. These Taliban, employ slaughter of people, and mutilation of bodies as a tactic to spread fear amongst the population, for if the people collaborated with authorities, then they should look forward to such a slaughter for themselves and their entire families.

Muslims refuse to accept facts and subscribe to the idea that no one in their right mind would commit the dastardly terrorists acts which are against Islam in all form; hence, Muslims convince themselves that the un-Islamic acts were not committed by their fellow Muslims.

Al Qaeda however, is a Muslim organization and its anti Islamic in reality. it exists and the sooner the Muslims realize this the sooner they can eradicate the enemies of God that is Al Qaeda.

Conspiracy theories are found in all Muslim nations thus their actors range from the usual suspects namely; Jews, Zionists, and right wing American government agents who the believe committed the terrorist acts of 09/11.

Muslims are strongly led to believe that the attack on 09/11 was for the purpose of destroying Islam, by providing America and the West a pretext for attacking Muslim nations; slaughtering Muslims, robbing them of their wealth, which happens to be Oil. This part comes from the closest friend of America, namely the Saudis, so what can one say about the enemies of America, and their ideology.

More convoluted theories could not have surfaced, except in ignorance of truth. Muslims routinely subscribe to the conspiracy theories and their governments as well as the theological, leadership and political forces, meager as they are within Muslim nations, all are asked to believe in the conspiracy theory. This allows the government of Muslim nations to exploit the Muslim population which is their captive audience, for all electronic and print medial is either owned by the government, or is found to be closely allied to the government of Muslim nations. Censorship is the base of all information processed and provided to the Muslim in their nations. No government in Muslim nation can do without pliant journalism.

Another argument that arose amongst Muslims after Osama claimed that he had actually committed the acts of aggression against the US. Muslims then claimed; that the attacks resulted due to American foreign policy that is against Muslims in general, and specifically they used Palestinian occupation by Israel, as the reason for the 09/11 atrocities.

Muslims were not claiming that the acts of murder and mayhem were allowed by their religion, but in fact were claiming an understanding of the dastardly acts which they theorized; “if Muslims had attacked America”, as if there was some vagueness related to the 09/11 attack, then it was America which should be blamed for causing the attack due to its policies relating to Israel.
Muslims entered an alternate logic which was based on “if, If and IF”, that became inducted in their conspiracy theories. The way to explain this is the Muslims blaming the rape Victim for the attack. As a matter of fact rape in itself is quite common in Muslim nations like Pakistan, Sudan, etc.
Blaming America for its foreign policy regarding Israel is specifically supported by most Muslim nations’ Leaders regardless of their being staunch friends of America such as the; Saudis, UAE, Jordan, or the Egyptians, no matter wither you turn amongst Muslims, they will invariably tell you that America’s foreign policy regarding Israel made Al-Qaeda do it.

The unfortunate part is that majority of the Muslims, despite Osamas claim continue to believe that he did not attack America from Afghanistan. What’s wrong with this picture, wherein you hear from the Osamas mouth, and despite his admission of the guilt, Muslims refuse to believe that Osama did it.

Indeed the preceding are really bad indicators of how ideology is formed amongst the non belligerent Muslim population in rationalizing, or denying the 09/11 attacks.

Most people, including our intelligence West intelligence agencies, missed the Silver lining for in the first place Muslims could not even believe that their Co-religionists were capable of committing aggression against defenseless civilians, and that this was in fact an awesome thing, most favorable to the People of the United States and the West, for it allows the West and Americans to explain, logically the facts that are too un-holy for the Muslims to accept.

Our presentation of facts to Muslim population, has been a complete failure, for we relied on our friendly despots to present the facts to their population. Those whom we hired explain our point of view were completely ignorant of Muslims society, language, culture and their complete lack of linear understanding of which Madhab’s the Muslims belonged to in their various nations.

Had there been no incredulity amongst the Muslims regarding the attack of 09/11 and the blame assigned to their fellow co-religionists would not had been real a problem; for, in that case some Muslims would had been suspects, and legitimately so, instead we began blaming all Muslims in totality, despite our repeated statements that we do not believe all Muslims are suspects.
Even today an American Muslim women, wearing a Hijab (scarf) will be given most additional scrutiny, and Muslim men speaking in Arabic can also be denied boarding at the complaint of fellow travelers, regardless of the fact that they are very much Americans, and may not even be practicing Muslims. All this happens in our nation, and not in some Muslim nation. Can we ensure safety without trampling on the rights of fellow Americans.
We need the Muslim population in our own nation to help us eliminate the terror, secure us from others who too may be Muslims. We are unable to qualify the majority of our Muslims population as non suspect due to lack of knowledge and training and knowledge of Islam amongst our soldiers to the clerk in the city records office locked in the basement of some city hall, with no more than a few hundred population.
We need to educate ourselves before we go about hoping that Muslims will buy our statements about their fellow Muslims who have committed crimes that rise to the level of crimes against humanity. If a Police officer can not tell the difference between Shia, Sunni, Salafi, etc, what is it exactly that he would be able to ask others who's help he needs or whom he expects to prosecute in the service of his nation.
This is a remarkable situation. Even at the height of the Second World War, did the people or officers of the law suspect every German. When it comes to Muslim most people can not identify one, especially if he were born in the US, and does not necessarily have a classical Muslim name, nor does he sport a beard or speak other with anaccent.
The American government tried several means of propaganda through Radio, TV, etc; yet all was for naught; the means employed by the American Government are an abject failure. Those responsible for the information or propaganda would not have found a Muslim willing to hear them even if they were in a hall full of Muslims wherein the propagandist alone had the power of speech, with mind control allowing him to implant any idea in the minds of the Muslims in the hall.

If the majority of the Muslims had believed that Jihad was required against the West and that Osama did the right thing, then the West in general, and America in particular would be in an extremely critical situation, for under that conclusion, we would not be able to differentiate between the civilian Muslim and the terrorist even though there are many in America who hold this as fact today. Stupidity is not a commodity, limited to the Muslims only. We have plenty of fools in the American government and amongst our politicians.

The West needs to understand Islam in its myriad forms, for only then can we present the Muslim with facts and arguments to change their minds, and win their hearts. One needs to increase the understanding of the Muslim rationale; theologically, politically, economically, historically, geographically, socially, and psychologically before sending the soldier to Iraq or Afghanistan. Without this understanding our soldiers are a fodder for the bullets, bombs and mines of those who are trying to ensure that as many civilians are killed by our soldiers, so that Al Qaeda can use the civilian deaths for recruiting others who would die to defend their version of Islam.

We arm our soldier with nothing more than enthusiasm. The American soldier is serving his nation, in wars which are extremely complex, where theology is a major component that drives the culture of the Muslim be that in Iraq, or Afghanistan.

American soldier does not understand his enemy, and thinks that the person he is fighting is also motivated by simple Nationalism as the US soldier; this is not true for the Muslim, for nationalism is a bland brand which few Muslims buy. Understanding the Islamic law is thus must for the soldier before he is sent to war.

Our soldier has little or no knowledge of who he is fighting, why he is fighting and how to distinguish the good guy from the bad guy. We need to send the soldier armed with knowledge to distinguish between the terrorist, and the civilian non belligerent. Every civilian we kill turns his entire family into the enemy of our soldiers whom we are telling that they are fighting al Qaeda only, does that mean that the former Iraqi army surrendered to us in some form? Ask yourself these questions as you try to understand the Iraq war.

We need to understand the Muslim point of view which has been clearly relegated to the level of nonsense in the annals of the European and American policy makers who act with zeal, and find no appeal amongst the Muslims, except in the creation of more enemies than we had on the day the war on terror began.
Our war on terror has become a tool of terror itself as it happened to the French terror campaign under the guise of liberation movement, when the First French Republic was born, which consumed thousands of French who neither were on one side or on the other.

Our civil rights are reduced each day. Our idea of war has been refuted within our own nation. Taliban are rejuvenated and back at war. Al Qaeda remains as deadlier an enemy as it was on the morning of 09/11. Yet those who think that the war will end upon the return of troops from Iraq are bigger fools than those who sent the troops to Iraq without preparing them for a war where they watch impotently as they see the slaughter of civilians by Al Qaeda. Those who have simple commonsense can realize the absurdity of our actions and reactions, after reading thus far.

The war on terror will continue regardless of who becomes the temporary resident of the White House, or which party runs the Congress. Education of Islam is vital for the Soldier and the Citizen, for the policy maker and the policy implementer.
Knowledge of Islam is absolutely required for the Police Officer directing the traffic to the Immigration and Customs officers. Those who serve in the department of Homeland Security need to learn what they are defending the nation from, and to realize the true enemy from the simpleton whom we claim is a terrorist, because he is found praying in the Airport, train station, or looks like a Middle Eastern “whatever that means”.

The citizens must learn and understand why this war has come to us, and how is it that we can succeed in a war wherein we cannot distinguish the friend from foe. Not all Muslims are terrorists, not all terrorists are Muslims. It should not be forgotten that Christians killed fellow Christians to the tune of 80 million plus during the First and the Second World Wars, without rendering the Christian faith as a terrorist faith.
The immediately preceding is the key to winning the war. Let us put forth facts to the Muslim from his own history, theology, scripture, philosophy, that those terrorists who claim to be Muslims are not Muslims, and the terrorist must be put down with extreme prejudice, regardless of their citizenship.

We welcome you to learn from us, teach with us, and serve. War on terror is not an American or the Western war. It’s a war against the enemies of God, and every “terrorist is an enemy of God”. Let us fight the war in every form. Our greatest enemy is ignorance, and illiteracy.

Joint Bachelor’s/Master’s Degree

2010-08-11T14:46:00.001-07:00

Joint Bachelor’s/Master’s Degree

Our Joint Degree program was created to better educate the student in Pre-and Post Islamic conditions. We study the post Prophetic Islamic development in both the East and the West. The reason for studying the Pre-Islamic and Post-Prophetic development, since, without this one can neither understand the Muslim mind, nor can one understand the rational of Muslim ideology, and its development in the Muslim nations.

We research Islam’s Socio, Economic, and Political, ideology from the 7th century through the 21st century. We research the structure and application of Jihad, within an Islamic State, as well as its base for the average Muslim. Towards this we survey the Islamic social contract, and theory of Islamic State, and Caliphate.

We survey and research theological differences between Islam,
Christianity, and Judaism, as per the scriptures which lead to socio-political differences between members of the competing monotheist Western religions; that culminated in today’s war on terror, which Muslims label a war on Islam.

Majority of Mullahs in Islamic Nations demand the application of Islamic Sharia. This is most relevant to the Americans and Europeans in general. Mullahs blame America and Europeans; for the failure of Islamic nations governments. It is believed by the Mullah and Muslims in general that implantation of the Islamic law is the panacea to all ills faced by Muslims. Imagine the idea that simply implanting the Muslim law would lead to freedom of Muslims from their colonial masters, namely British, French, and Americans.

Please note that there is no Muslim ruler with or against West who stands up and states that the application of Islamic law in the Muslim nations has nothing to do with American or European government policy; the “quite” of the Muslim rulers on this matter is deafening, leading to propaganda by the Mullahs which is never dismissed by the Muslim rulers who are happy to have some one else taking the blame for their incompetence.

On the face of it the Mullahs demand for the implementation of the Islamic law in their nations is only for the Mullahs specific sect, and its sectarian related Islamic school of law. Our student is taught the bases of all Islamic Schools of law. Student understands and is able to answer any Mullah or Muslim logically that the Mullahs demand for the application of Islamic law in his land is not possible, and not related to the West in any form.

The reason for this is that there are different mechanism of applied Islamic law under myriad schools of Islamic law which are entirely sect based. Such application of Islamic law will result in varied mechanisms of trial, verdict, appellant system, enforcement, which are radically different from the perception of the illiterate Mullah, and majority of the Muslim’s in their understanding of Islamic law and its regulatory environment.

Within this structure the student performs in depth analysis of the variances between the sects and schools of laws to which the nations subscribe and how they affect the ideology, sociology, and politics of the nations.

We require comparative study of both Christian and Jewish laws. We teach Modernity and Post Modernity movements in Islam, and the influence of Sufism in the development of the socio, political structure of Islamic nations. Towards this we also review reform movements through the course of Islamic history. We also require the comparative reform movements amongst Christian and Jews, we learn as to how and why movements, came about leading to the separation of Church and State.

We teach colonial period, requiring the study of history of Europe 16th, through the 20th centuries, as well as conflicts among colonial powers that ruled Muslim nations. Herein we require the parallel study of Turkish Caliphate and the birth of modern Turkey.

We require the completion of survey of the Muslim experience within Colonial Europe, and Muslims relations with America from 1903 through 2006. Within this context the student learns the history of oil in the Middle East, Europe, and America. We survey the Oil politics leading to the current situation wherein Non-State Actors declared Jihad against America, and Europe. We perform an in-depth survey of Oil Economics, and politics affecting the Muslim nations, with the new State actors namely, India and China entering the global market for the limited oil resources available in the world.

We study the causes of Middle East conflict, and political solutions if any towards peace at the Regional and International levels. In this we study the PLO and OIC, and the intra Arab dynamics of the 20th Century with non-State actors in Lebanon, and Hamas in Palestine.

Within our degree studies we require the completion of the African experience within the Muslim nations and the sociologist base from which the African Nationalism arose and developed within the Freedom movements related to the Colonial powers in Africa.

The degree course studies requires Statistics modeling and theoretical applications, thus Statistics 118 and 217 are requirement for degree program. Students are also required to complete introductory and Intermediate courses in economics, psychology, sociology, anthropology, and group dynamics, in addition to conflict resolution theories. Degree candidates are required to complete second language: Arabic, Urdu, and Persian or all of the three languages.

Comparative study of the three monotheist scriptures; Old Testament, New Testament and the Quran are required. In order to streamline the understanding of the scripture, we use English language translation for all three scriptures. In this we use the translation of Abdullah Yusuf Ali for the Quran only. For Old and New Testament we utilize the King James Standard Version.

Degree/Fellowship Programs

2010-08-11T14:45:00.001-07:00

Degree/Fellowship Programs

University offers the following degrees programs:

Bachelor’s Degree in Religious Philosophy
Bachelor’s Degree in Theological Counseling

Master’s of Theology in Religious Philosophy
Master’s Degree in Theological Counseling

Doctor of Theology in Religious Philosophy
Doctor of Theology in Theological Counseling

The following degree programs are offered at the Virginia Lynch Institute of Theoretical Sciences and require completion of a research project.

Graduates of the Virginia Lynch Institute of Theoretical Sciences earn:

Master’s Degree in Theoretical Sciences
Doctor of Theology in Theoretical Sciences

Fellowship for College of Theoretical Sciences is granted to students admitted to the Virginia Lynch Institute of Theoretical Sciences.

Research Fellowship leads to the Designation of: Virginia Fellow.
Associate Research Fellow additionally earns the designation of: Richmond Scholar.

Research Fellowship is granted to the Seville Institute of Foreign Affairs, for the Seville Journal of Foreign Affairs.

ABRIDGED DIPLOMAT OF ISLAMIC SCIENCES

2010-08-11T14:43:00.003-07:00

ABRIDGED
DIPLOMAT OF ISLAMIC SCIENCES
(Open to Government Employees Only)

We offer a special 15 CD program that is an abridged version of the joint Diplomat programs, which includes complete lectures of the sum total of the Diplomat programs offered by the University.

The abridged program was created for the government employees so that they can understand and use their learning without going through the entire diplomat programs individually. A special Diplomat of Islamic Sciences is awarded to those who complete the abridged studies. The abridged program is only open to the Government Employees including; City, County, State, Federal government departments. The cost of the CD’s for the abridged program are in addition to the $155.00 (one hundred and fifty five dollars per month fee per student)”. A total of 18 months enrollment is required to complete this program. A Bachelors degree in Islamic Sciences is also awarded to the students who complete the program.

The problem of terrorism cannot be wished away by any one. This problem requires a political solution. Our programs were created to enhance the understanding of the Government employee student as they serve our nation from military, through law enforcement, from political entities through the policy makers.

Our program provides the student with the crucial learning which allows them to understand as to why are we failing in Iraq and why there is a resurgent and evolving threat from the Taliban? Why can Muslims not understand that they live in dystopias while speaking constantly of a utopia?

These questions require immediate answers; above all the questions require an understanding that is completely missing amongst the policy makers and Military training officers who need to provide the soldier the basic understanding of the culture and religion of those with whom they come in contact with before entering the war zone.

WE TEACH THOSE WHO SERVE OUR NATION

Diplomat Programs

2010-08-11T14:41:00.001-07:00

Diplomat Programs

We offer the following Diplomat Programs:

Diplomat of Islamic Theology
Diplomat of Islamic Philosophy
Diplomat of Islamic Law & Regulatory Environment
Diplomat of Islamic History
Diplomat of Islamic International Relations (this includes both law and policy within the Islamic Law).

Diplomat of Islamic Studies (Restricted to Government Employees)

Diplomat of Islamic Sciences (Restricted to Government Employees)

Diplomat of Islamic Studies & Diplomat of Islamic Sciences, are two comprehensive programs created specifically for the government employees, they cover in Abridged form the entire Bachelors degree course of Islamic Studies and Islamic Sciences, not including the language courses. Program is open to all government employees from all departments from; City, County, State, Federal, as well as the Armed Forces.

Islamic Philosophy is the only Diplomat Program which requires completion of a one semester Introduction to Greek Philosophy before the student can apply for admission to the Islamic Philosophy Diplomat program. This is also required of the Government Servants who wish to complete the Islamic Philosophy program.

With the exception of the Islamic Philosophy which is an 8 months program, all other Diplomat programs are 13 months in length, and do not have pre-requisites.

Students who complete three Diplomat programs earn a Fellowship Designation: Associate Fellow of Theological Sciences. Students who complete all five regular Diplomat programs will also earn a joint Bachelors/Masters degree, if they complete 20 more credits; 4 credits in Psychology, 4 credits in Sociology, and 12 credits in scripture studies.

Admission to the Diplomat programs is open all year, except for the Islamic Philosophy program which requires 3 credit course Introduction to Greek Philosophy, which can only be completed during the Fall and Spring semesters. Student applicant for the Islamic Philosophy program who have completed a three credit Introduction to Philosophy 101,through 119 from an accredited university or college need not take the same pre-requisite again.

Our diplomat programs offer education in subjects that are an absolute necessity for both government and business. Our Diplomat and Degree program equip the student with knowledge of Islam, and Muslims, as well as their nations, and societies.

It matters not if the student is a service person, a law enforcement officer, or a stock broker. Regardless of the students background, the student graduates with knowledge that is essential today, and would enrich the student’s life; academically, socially, and economically.

Diplomat courses offered by the University are non degree track, wherein the applicant is not required to have completed any degree program such as Bachelor’s or Master’s Degree to gain admission to the Diplomat program. Admission to the Diploma program is open to all individuals.

Law enforcement and government employees should consider the Abridged Diplomat program first, it will provide them with the knowledge of Islam and Muslims in a shorter period of time compared to the standard degree programs. Government employees are encouraged to complete the Abridged Diplomat of Islamic Studies, since it’s specially designed for them.

The regular Diplomat programs can be completed in short form of 8 months and regular form of 13 months, depending on the time a student can commit to the program. The program is designed to provide comprehensive knowledge of Islam, and Muslims.

There is no restriction on the length of time a student may take to complete the program; however, the student must remain an active student for each month upon registering for the Diplomat program, in order to earn the Diplomat designation. Student must take a minimum of one exam each month in their respective Diplomat program in which they are admitted.

University Mission

2010-08-11T14:36:00.000-07:00

University Mission

It is our mission to teach comparative religions with specialization in Islam. Today we live in a world of conflict, which is entirely man made, and each day brings darker skies of Jihadi conflict to the world at large; wherein a few fanatics have hijacked the ideology of Islam and deeply branded a religion of peace with zealotry and terrorism.

There are only two options in fighting terrorism; first is political, and the second is theological. You cannot win the first without the understanding of the second. You have an enemy who uses scripture to develop relationship with those whose understanding of the scripture is minimal, and in fact is based on emotion, rather than truth or reason. When you hold dialog with the majority with functional knowledge of their history, and scripture; only then will you overcome the enemy who seeks to expand terrorism to win converts to their limited and deceptive ideology.

Imagine fighting a war with blindfold on your eyes. The enemy can find unlimited recruits; he can overcome all the technology that we can throw at him. We can not win the war as it is being fought. The war requires an in-depth assessment of the enemy and his tools for recruitment, which we must blunt theologically, technologically and politically.

Study of comparative religions allows understanding the theological and social perspective of a people. Fact is that there is much that the Catholic and Baptist do not know of each other, even though both are Christians. Now try to realize that you may have little or no real knowledge of the Muslim theology, and its relationship to the Christian and Jewish theologies. Take this a step forward and ask your self: How do you form a global understanding of a people without minimally understanding them, and simply slating them in the same column, as Christians and Jews? Do you realize the difference between Muslims from say from Africa to those living in South Asia; they neither share language nor Culture, nor have similar education. Yet you may be forming opinions about them in complete darkness.

It is interesting that despite billions of pages on the web, our fundamental knowledge of others is at the same level as it was when no mass media existed, wherein people could not read about others on an immediate basis. The question then arises as to why the Occidental people did not achieve understanding of Islam? Do you know if Islam is an Oriental or Occidental religion?

The answer to the above is that religions are more complex then standard theories of physics, for the result can not be replicated in any standard form. Thus we study religions theoretically, for going beyond theory requires specific understanding of history, philosophy, scripture, psychology, sociology and geography of the religion.
There are some awesome scholars of religion who are not Muslim, yet their understanding is better than any practicing Muslim.
Zion Intl Bible University was the first school of Theology to go online, in 1995 in Benin Republic . Our mission has always been to teach the three Western religions: Judaism, Christianity, and Islam. However, our Mission has changed as has our history due to the events of 2001. Today, we specifically research and teach Islam for a better understanding of the faith. In this we seek to supplement the previous with the new courses, and new research within the field of applied Islamic law, and its regulatory environment, its history, philosophy, and sects. In this we stand alone as the only institution to move towards teaching that which is immediately applicable to the soldier serving in the Middle East, as well as the Policy makers, government employee and law enforcement at home.

We use the technology to better communicate and teach. Our purpose is to support low cost education, for those who seek to learn and serve. Our costs are capped by using the current infrastructure in communications technology. We undertake this noblest of experiments not to mass-produce graduates, but rather to develop "scholars".

Only time will tell if we succeed or fail. We will have many critics and many admirers. We seek to do the best, without attempting to impress or win admiration of any particular group. Knowledge is the handmaiden of reason. We find ourselves intertwined with logic at all levels.

We forget that earning university degree, does not necessarily translate into attained knowledge for the graduate. True knowledge is based upon continued education in one’s lifetime. If our student has already learned all he could, then we would not be able to develop in him the logical capacity we seek to induct in the fabric of our students. The majority of our students come to us after having earned a Bachelor’s or Master’s Degree in another subject from other universities.

Our motto:
Docendo Discimus

Our motto means: “By Teaching We Learn”. We inducted technology to expand our research, methods and collaborate through the usage of web 2.0 technology thereby creating a paradigm sift for we are the vanguard of educational institution inducting tomorrow’s technology today.

Our teaching method allows the student to complete their degree program or diplomat program at their own pace. The student can concentrate on one subject at a time, instead of being inundated with multiple subjects and time restrictions. Other than that, in the matter of education, our philosophy is exactly that of traditional schools. Come learn from us, serve with us, and be a part of the community of knowledge.