Moslem schisms and sects = al-Farḳ bain al-firaḳ : being the history of the various philosophic systems developed in Islam /

Includes index.

The revolt of Islam : a poem in twelve cantos /

Originally published in 1818 as "Laon and Cythna," subsequently withdrawn and altered, and reissued, under title "The revolt of Islam," with a new t.-p. and 26 cancel leaves. Cf. T. J. Wise's "A Shelley library".

L'Islam et les races.

At head of title: P. J. André...(Pierre Redan [pseud.])

Introduction : Islam and human resource management

Purpose – The purpose of this paper is to introduce this special issue on Islam and human resource management (HRM). Design/methodology/approach – The paper introduces the papers in this special issue, which further current understanding of the association between Islam and HRM, and HRM practices in Islamic countries. The papers debate whether it makes sense to talk about an Islamic HRM, and try to identify the key features of an Islamic HRM model that is substantially distinctive from existing normative models of HRM. Findings – The papers examine the impact of Islamic values on HRM practices and organisational outcomes, but more research is needed to gain a deeper understanding of the role Islam plays at the work place, and specifically how Islamic ideals, culture, values and norms are used in practice and implications thereof on workplace environment and overall organisational performance. Originality/value – The paper introduces the concept of Islam and human resource management.

Rastafarianism and the Nation of Islam as institutions for group-identity formation among blacks in the United States: A case study comparing their approaches

This dissertation explores the Rastafari movement and the Nation of Islam as institutions that provide a group-identity for their adherents. The study seeks to determine the characteristics of the identity that is institutionalized by each movement, and the nature of the institutionalization process. The research was conducted primarily in South Florida where both movements exist. An extensive literature review in conjunction with in-depth field interviews were used as the primary research methodologies. What was of particular interest were the reasons that the members of the movements chose one movement over the other, also the similarities and dissimilarities between the movements in their role as institutions for group-identity formation. The research showed that both movements imbued their members with a sense of pride, high self-esteem and a strong sense of race consciousness. In addition, it showed that there was significant variation in identity orientation within the Rastafari Movement, which contrasted with the Nation of Islam where the identity variations within the movement were negligible. This was due largely to the difference in structure between the movements, the Nation of Islam being a centrally organized movement with one leader while the Rastafari movement is a decentralized polycephalous one. ^ Both movements were found to be millenarian in nature, essentially because of the significant utility of the concept that their members would rise to prominence through God's grace. Additionally, both movements were identified as expressive social movements, since they were determined as being primarily concerned with changing the attitudes of their members rather than effecting structural social change. ^

Islam in the American Classroom

A growing American-born Muslim population warrants the attention of educators in schools across the U.S. Educating teachers about Islam will prepare them to address the needs of Muslim students. This paper discusses the rationale for improving awareness of Islam and provides basic concepts necessary for education of the Islamic culture.

Student Knowledge and Perceptions of Islam and the Arab and Muslim World

Students’ knowledge and perceptions of Islam and the Arab and Muslim world were assessed at three schools to evaluate the effectiveness of the current pedagogy and curriculum. Results show that students have little knowledge of the subject, say that they get most of their information from their teachers, have fairly positive perceptions of Islam and the Arab and Muslim world, and have suggestions to improve the curriculum.