Iraq in the post-Hashemite era & Saddam Hussein and the Ba'th party Essay

Iraq in the post-Hashemite era & Saddam Hussein and the Ba'th party - Essay Example The US led by George Bush invaded Iraq leading to destruction of property and people. The country was in shambles. Consequently, Iran got an opportunity to help its longtime partner in trade and diplomatic ties. Iran responded by provision of goods and service to Iraq to help in the reconstruction of the nation. However, the two nations fought due to the territorial conflicts. The territory between the two nations is oil-rich. This situation led to war between the two nations. According to Tripp, the US had assumed the crucial part in the toppling of the authoritarian government in Iraq by expelling Saddam Hussein from the steerage of the state2. It was assumed as an issue of grave risk to the United States around then focused around discernment reports of Iraq assembling weapons of mass decimation. The results of the Iraq War ought to be looked upon all things considered so as to accept our assumption about sensible clarification3. It respects Americas change of conciliatory connection in the national governmental issues of any country under the impact of the tumultuous times of the Arab

Tesco Essay Example for Free

Tesco Essay The Tesco. com site acts as a portal to most of Tescos products, including various non-food ranges (for example, Books, DVDs and Electrical items under the ‘Extra’ banner), Tesco Personal Finance and the telecoms businesses, as well as services offered in partnership with specialist companies, such as dieting clubs, flights and holidays, music downloads, gas, electricity and DVD rentals. Tesco Competitors Tesco currently leads the UK’s other leading grocery retailers in terms of market share. This pattern is repeated online. The compilation below is from Hitwise (2005) and the figures in brackets show market share for traditional offline retail formats from the Taylor Nelson Softres Super panel (see superpanel. tns-global. com) 1. Tesco superstore 27. 28% (29% of retail trade) 2. Asda (13. 36%) 3. Asda @t home 10. 13% (17. 1%) 4. Sainsburys (8. 42%) 5. Tesco wine warehouse, 8. 19% 6. Sainsburys to you 5. 86% (15. 9%) 7. Waitrose. com 3. 42% (3. 6%) 8. Ocado 3. 32% (owned by Waitrose, 3. 6%) 9. Lidl 2. 49% (1. 8%) 10. Aldi-UK 2. 10% (2. 3%) Some companies are repeated since both their main site and the online shopping site are reported on separately. Asda. com now seems to be performing in a consistent manner online to its offline presence. However, Sainsburys online performance seems to be significantly lower compared to its offline performance. Some providers such as Ocado which originally just operated within the London area have a strong local performance. Notably, some of Tesco. com competitors are absent from the Hitwise listing since their strategy has been to focus on retail formats. These are Morrisons (12. 5% retail share, Somerfield (5. 5%) and Co-op (5. 0%). Promotion of service As with other online retailers, Tesco. om relies on in-store advertising and marketing to the supermarkets Clubcard loyalty schemes customer base to persuade customers to shop online. NMA (2005) quotes Nigel Dodd, marketing director at Tesco. com as saying: ‘These are invaluable sources as we have such a strong customer base’. However, for non-food goods the supermarket does advertise online using keyword targeted ads. For existing customers, email marketing and direct mail marketing to provide special offers and promotions to customers is important. According to Humby (2003), e-retailer Tesco. om use what he describes as a ‘commitment-based segmentation’ or ‘loyalty ladder’ which is based on recency of purchase, frequency of purchase and value which is used to identify 6 lifecycle categories which are then further divided to target communications: â€Å"Logged-on†Ã¢â‚¬Å"Cautionary†Ã¢â‚¬Å"Developing†Ã¢â‚¬Å"Established†Ã¢â‚¬Å"Dedicated†Ã¢â‚¬Å"Logged-off† (the aim here is to winback) Tesco then use automated event-triggered messaging can be created to encourage continued purchase. For example, Tesco. com has a touch strategy which includes a sequence of follow-up communications triggered after different events in the customer lifecycle. In the example given below, communications after event 1 are intended to achieve the objective of converting a web site visitor to action; communications after event 2 are intended to move the customer from a first time purchaser to a regular purchaser and for event 3 to reactivate lapsed purchasers. * Trigger event 1: Customer first registers on site (but does not buy). Auto-response (AR) 1: 2 days after registration e-mail sent offering phone assistance and ? 5 discount off first purchase to encourage trial. * Trigger event 2: Customer first purchases online. AR1: Immediate order confirmationAR2: 5 days after purchase e-mail sent with link to online customer satisfaction survey asking about quality of service from driver and picker (e. g. item quality and substitutions). AR3: Two-weeks after first purchase Direct mail offering tips on how to use service and ? 5 discount on next purchases intended to encourage re-use of online services. AR4: Generic monthly e-newsletter with online exclusive offers encouraging cross-sellingAR5: Bi-weekly alert with personalised offers for customer. AR6: After 2 months ? discount for next shop. AR7: Quarterly mailing of coupons encouraging repeat sales and cross-sales. * Trigger event 3: Customer does not purchase for an extended periodAR1: Dormancy detected – Reactivation e-mail with survey of how the customer is finding the service (to identify any problems) and a ? 5 incentive. AR2: A further discount incentive is used in order to encourage continued usage to shop after the first shop after a break. Tesco’s online product strategy New Media Age (2005) ran a profile of Laura Wade-Gery CEO of Tesco. om since January 2004 which provides an interesting insight into how the business has run. In her first year, total sales were increased 24% to ? 719 million. Laura, is 40 years old, a keen athlete and has followed a varied career developing from a MA in History at Magdalen College, Oxford, an MBA from Insead; Manager and partner in Kleinwort Benson; Manager and senior consultant, Gemini Consulting; Targeted marketing director (Tesco Clubcard), and Group strategy director, Tesco Stores. The growth overseen by Wade-Gery has been achieved thr ough a combination of initiatives. Product range development is one key area. In early 2005, Tesco. com fulfilled 150,000 grocery orders a week but now also offers more intangible offerings, such as e-diets and music downloads. Wade-Gery has also focused on improving the customer experience online – the time it takes for a new customer to complete their first order has been decreased from over an hour to 35 minutes through usability work culminating in a major site revision. To support the business has it diversifies into new areas, Wade-Gery’s strategy was ‘to make home delivery part of the DNA of Tesco’ according to NMA (2005). She continues: ‘What we offer is delivery to your home of a Tesco service – its an obvious extension of the home-delivered groceries concept. ’ My May 2005, Tesco. com had 30,000 customers signed up for DVD rental, through partner Video Island (who run the rival Screenselect service). Over the next year, her target is to treble this total, while also extending home-delivery services to the likes of bulk wine and white goods. Wade-Gery looks to achieve synergy between the range of services offered. For example, its partnership with eDiets can be promoted through the Tesco Clubcard loyalty scheme, with mailings to 10m customers a year. In July 2004, Tesco. com Limited paid ? 2 million for the exclusive licence to eDiets. com in the UK and Ireland under the URLs www. eDietsUK. com and www. eDiets. ie. Through promoting these services through these URLs, Tesco can use the dieting business to grow use of the Tesco. com service and in-store sales. To help keep focus on home retail-delivery, Wade-Gery sold women’s portal iVillage (www. ivillage. co. uk) back to its US owners for an undisclosed sum in March 2004. She explained to NMA: ‘Its a very different sort of product to the other services that were embarking on. In my mind, we stand for providing services and products that you buy, which is slightly different to the world of providing information. ’ The implication is that there was insufficient revenue from ad sales on iVillage and insufficient opportunities to promote Tesco. com sales. However, iVillage was a useful learning experience in that there are some parallels with iVillage, such as message boards and community advisors. Wade-Gery is also director of Tesco Mobile, the joint ‘Pay-As-You-Go’ venture with O2 which is mainly serviced online, although promoted in-store and via direct mail. Tesco also offer broadband and dialup ISP services, but believe the market for Internet telephony (provided through Skype and Vonage for example) is not sufficiently developed. Tesco. com have concentrated on more traditional services which have the demand, for example, Tesco Telecom fixed-line services attracted over a million customers in its first year. However, this is not to say, that Tesco. com will not invest in relatively new services. In November 2004, Tescos introduced a music download service and just six months later, she estimates they have around 10% market share – one of the benefits of launching relatively early. Again, there is synergy, this time with hardware sales. NMA (2005) reported that as MP3 players were unwrapped, sales went up – even on Christmas Day! She says: ‘The exciting thing about digital is where can you take it in the future. As the technology grows, well be able to turn Tesco. com into a digital download store of all sorts, rather than just music. Clearly, film [through video on demand] would be next. ’ But it has to be based firmly on analysis of customer demand. She says : ‘The number one thing for us is whether the product is something that customers are saying they want, has it reached a point where mass-market customers are interested? ’ There also has to be scope for simplification. NMA (2005) notes that Tesco is built on a core premise of convenience and value and Wade-Gery believes what its already done with mobile tariffs, broadband packages and music downloads are good examples of the retailers knack for streamlining propositions. She says: ‘Weve actually managed to get people joining broadband who have never even had a dial-up service’

Influence of External Factors on Business: Gym

Influence of External Factors on Business: Gym Introduction: World has become a global village and globalization has opened doors for people of different backgrounds and countries to come closer and interact with each other. As a consumer, our decisions are heavily influenced by socio-cultural factors. Therefore, to understand rationale behind consumers decisions related to any product or service, it is vital that we evaluate the external factors involved. Being a new student at University of New England, Australia I had the opportunity to use many facilities that SportUNE offer. With the establishment of University of New England (UNE) in 1938, SportUNE also became operational. Since its inception, it is open to not only to students studying in UNE, but also for community usage boosting an overall culture of wellbeing and staying active. SportUNE offers many facilities for students which includes state-of-the-art Gym, playing fields along with two multipurpose halls, a climbing wall, 25 meter heated indoor pool, multiple courts and a cafà © along with group fitness classes, health and wellbeing programs, personal trainers, and access to more than twenty sporting clubs from a variety of different sports. (SportUNE, 2017) Among various facilities that SportUNE offers, the facility that I choose for this assignment is the Gym and Synopsis for this decision-making is explained below. Main Body: In our lives there are many decisions that we take on daily basis whether it is the brand of milk we buy, model of a car, neighborhood we choose to live in, school our kids go to or holiday destination we choose. Decisions are an integral part of every humans life, which are influenced by various internal and external factors (Schiffman et, al., 2014, p: 24). For assignment 1, we will examine how these external factors namely culture, social class, reference groups and family that provides an input in a consumer decision-making. Decision-Making Process: The decision-making is a five-stage process which includes problem recognition, pre-purchase search, and evaluation of alternatives, purchase and post-purchase. (Schiffman et, al., 2014, p: 488) I along with my husband and two children moved to Australia from Pakistan when I got admission in UNE. We moved to Armidale before my coursework started. As my youngest child was born just before we relocated to Australia, I did not have enough time to exercise and return to my pre-pregnancy weight. Now with mounting pressure of managing home and studies with baby around, I had my hands full and was unable to take out time for my own self and I felt stress all the time. This situation gave rise to problem recognition stage. Living in Armidale, I searched online for different activities that can incorporate with my hectic routine. My search revealed that there are few fitness clubs in Armidale like Anytime fitness, Feelgood Gym, chilli gym, Mick Colleens Fitness Centre etc that offered various facilities. I searched all my options, visited their premises to evaluate all alternatives to shortlist which facility best suited my requirements. SportUNE attracted my attention the most because it was very close to my residence as all other facilities were concentrated in middle of city Centre. Also, as a student at UNE, I received 20% discount on 12-month membership (SportUNE, 2017). So I decided to purchase 12-month membership of SportUNE and arranged my daily routine in a way that I was able to take time out for myself in between my classes and home. I believe that it was the right decision I made of choosing SportUNE gym and happy with my post purchase. Next step is to understand how external factors influenced my decision making process of choosing SportUNE gym. Influence of External Factors: Influence of Family: Former Sociologists articulated that children learn basic consumption behaviour from their parents (Riesman and Roseborough, 1955). Brought up and raised in an extended family (Schiffman et, al, 2014p: 326), many family members played vital role as a stimulant to shape values and attitudes to lead a healthy lifestyle. Socialization of Family members: Parents play major role in shaping the consumer socialization of children where parents act as socialization agents. Through the perceptual and analytical stage (John, 1999), as a child I grew up observing my parents take decisions and follow a healthy lifestyle. I used to accompany my mother to the gym and shadowed her exercise routines followed by healthy eating habits developed my positive attitude towards achieving physical fitness. (Schiffman, 2014d, p: 328) Family Life cycle: As an adult and passing through the parenthood stage engaging in primary school phase of traditional family lifecycle (Schiffman, 2014d, p: 335), it is difficult to manage time with two kids for ones own self. Juggling time between kids school, day care, karate classes, house chores and studies is a difficult job and results in over exhaustion and stress. SportUNE offers free crà ¨che service (SportUNE crà ¨che, 2017) for young children so I was able to enjoy my workout routines without worrying about finding a babysitter for my baby. Also, added incentive that service is free of cost so it was not added burden financially. Dynamics of Husband-wife decision-making: Multiple decisions in our household are influenced by the husband-wife decision-making dynamics. Generally as husband and wife, as identified by (Sciffman et, al., 2014, p: 345) we took syncretic/ joint decisions when choosing our childs primary school, deciding holiday but in-case of deciding whether SportUNE, facility, it was an autonomic decision (Schiffman et, al., 2014, p: 345) as I became the decider, by taking a gym membership, I became buyer and by going to the gym regularly to exercise made me the user of the facility (Schiffman et, al (2014, p: 342). Reference Group: Bearden and Etzel (1982) identified that the products and brands nominated by the individuals can be subjective to their reference groups. According to (Sciffman et, al., 2014, p: 289), reference groups classifies different individuals in consumers life as role model for their attitudes and behavior. Staying happy, healthy, active and confident is the attitude that was religiously practiced in my family throughout my life becoming normative reference group in my decision. When I visited SportUNE gym, I noticed that there were many women using gym with their little kids being taken care of in Crà ¨che, I felt association with them because of similar parenthood stage. So they acted as an associative reference group. (Sciffman et, al., 2014, p: 290). Jillian Michaels, a successful American personal trainer acted as an Aspirational reference group (Sciffman et, al., 2014, p: 290), for my decision to join gym because I grew up watching her Television program The Biggest Looser which inspired me to develop healthy lifestyle and stay in shape. Similarly fitness trainers and experts like Emily Skye, Kristy Welsh and Bob Harper, are few of the notable people who acted as an Aspirational reference in my decision to join gym and get in shape. Few of my friends who are already studying in UNE, Armadale and are regular user of SportUNE gym facility put great confidence in the gym environment, friendly and helpful trainers, up to date gym equipment and awesome gym environment became the opinion leaders (Sciffman et, al., 2014, p: 295) making me an opinion receiver (Sciffman et, al., 2014, p: 295)in my assignment. Social Class According to latest survey conducted by ANU Centre for Social research and Methods, 19th ANU Polls (ANUpoll, 2015), Dr Jill Sheppard Dr Nicholas Biddle identified that 92% of the Australians identified themselves as middle class or working class with 52% identified as middle class and 40% as working class. There are multiple factors that work as a catalyst for identifying different social class categories one belongs to depending upon objective measures of social class. These variables are occupation, income and education. My husband and I both work in managerial roles and our accumulated income is higher than 100,000 per annum, which categorizes my family in an established middle class category, which according to the survey conducted by BBC concludes 25% of the estimated population (Dr Jill Sheppard Dr Nicholas Biddle, 2015). As a middle-class household, I consider myself as a non-affluent consumer (Schiffman et, al, 2014, p:380) considers Gym as a disposable income. Culture: Culture is nurtured from the early age where family teaches acceptable behavior and values to children. Parents spread it through traditions, bedtime stories, customs, religious festivities and customs. Culture defines who we are, what we believe in and how we spend our lives. We learn what is acceptable in society and how to behave though values that are instigated either at home or through informal learning (Schiffman et, al., 2014). When I moved to Australia from Pakistan, I encountered big cultural gap. It was pertinent that I learn Australian culture through Acculturation (Schiffman et, al., 2014, p: 398) to settle and enjoy the lifestyle I wish for myself and my family. I decided to join SportUNE gym with core values of achievement, stimulation and conformity (Schiffman et, al., 2014, p: 411-414) was achieving my desired goal of losing weight, state of art facilities and fitness classes as stimulation for change and conformity to myself for respecting my body. Ethnic Subculture: When I bought SportUNE membership, my husband gifted me with new pair of Nike Sneakers to motivate and encourage me. This gifting behavior (Schiffman et, al., 2014, p: 436) is commonly practiced in Southeast Asian culture where every occasion is celebrated. Age Subculture: As part of generation Y cohort, multiple things attracted my attention when I visited Gym for evaluation of alternatives. All the cardio equipment is technologically advance with touch screen displays and personal entertainment, free gym accreditation service along with friendly and helpful staff (SportUNE, facilities, 2017). Relationship between External Factors and Decision-making Process: In given assignment, parenthood stage of family lifecycle, aspirational reference groups, social core values and being a generation Y member provided sufficient influence to initiate process in decision-making model. Conclusion: Following the above discussion, I have concluded that external factors like family, culture and subculture, social class, reference groups and opinion leaders all play important role in providing information to consumer to recognize the need for a change. These all factors are either directly or indirectly inter-related e.g. family members act as reference groups, which can be associative or dissociative in nature. Culture acts as a cornerstone in shaping values and beliefs of an individual that influences the family decision-making.

How Humanism Contributed to Rennaisance Ideals :: European Europe History

How Humanism Contributed to Rennaisance Ideals Through the groundwork laid by the Hundred Years War, the Black Death, and the Protestant Reformation, Italian Renaissance humanism nearly single-handedly allowed for the modern concept of individuality. The rebirth of classical literature, and especially the attempts among the philosophical elite to translate this literature, helped bring this "enlightening" knowledge to the gradually more literate masses. Also, the frenzy for education of these masses allowed the concept of individuality to spread to all social classes. Even peasants, the dredges of European society, believed (and were allowed to believe) they could achieve a level of intellectual intelligence equal to the great classical philosophers. Francesco Petrarch, the great Renaissance humanist, noted other humanists, "and innumerable others like them," signifying the vast popularity classical literature had gained in the then recent past. The popularity of classical literature, however, pales in comparison to the strength of the individual fostered by these humanist ideals. Pico della Mirandola, a Florentine writer, stated in his On the Dignity of Man, that there are no limits placed on what man can accomplish. His rationalization was that man was not subject to the fate of God; rather that he controls his own destiny, and that his accomplishment were limitless within the spectrum of achievements available to man, that is, that man's greatness falls somewhere in between that of the angels and that of the insects, the beasts. Leon Battista Alberti noted his belief that "Men can do all things if they will," and truly, this was the belief of the people, especially with the vast growth of universities in the High Middle Ages. Leonardo da Vinci may have been known at his time as a great painter, but he may also have been one of the greatest mathematicians of that era. Renaissance artists, such as Michelangelo and Raphael, writers and philosophers such as Petrarch and Machiavelli, the great composers like Mozart and Bach,

Political Science Course Outline

| | |INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA | |COURSE OUTLINE | Kulliyyah |Islamic Revealed Knowledge and Human Sciences | |Department |Political Science | |Programme |Bachelor of Human Sciences (Political Science) | |Course Title |Introduction to Political Science | |Course Code |PSCI 1010 | |Status |Core Course | |Level |1 | |Credit Hours |3 | |Contact Hours |3 | |Pre-requisites |- | |(if any) | | |Co-requisites |- | |(if any) | | |Course |Izni Bazilah binti Abdul Razak | Instructor(s) | | |Semester Offered |Every Semester | |Course Synopsis |This course introduces students to the basic concepts and notions of political science in the areas of political | | |theory, comparative politics, public administration and international relations. The topics will be surveyed from | | |the Western perspectives; their shortcomings evaluated and an Islamic alternative conceptualization will be provided. | | |Combining the two perspectives, it provides students a base for advanc ed studies in the discipline. |Course Objectives |The objectives of this course are to: | | | | | |serve as a preparatory study for students majoring in political science and as a general overview for students of | | |other concentration; | | |make students understand the nature and scope of political science and how it affects people’s life directly and | | |indirectly; | | |make students understand the reasons why political science should be studied by Muslims; | | |identify the themes and issues discussed in the areas of Political Theory, | | |Comparative Politics, International Relations, and Public Administration; and | | |build the foundation of students in political science for future courses in the subject. | |Learning Outcomes |By the end of the course, students will be able to: | | | | | define politics and Political Science from both Islamic and Western perspectives; | | |describe various sub-disciplines of Political Science, along with its most basic concepts and the methods used; | | |explain the different types of governmental and political structures, institutions, processes, and perspectives—and | | |their respective historical evolution and functions—at the local, state, national and international level; | | |distinguish the Liberal-democratic, Islamic, Authoritarian, and Totalitarian political systems and their variants; | | |outline the key elements of various ideologies along with their critiques; and | | |Evaluate the roles of elites, masses and institutions in the governmental process. |Instructional |Content-based teaching | |Strategies |Task-based teaching | |Course Assessment |LO | |State weightage of each type |Method | |of assessment |% | | | | | |1, 2, 3, 4, 5 | | |Quizzes | | |5 | | | | | |1, 2, 3, 4 | | |Mid-Semester Exam | | |25 | | | | | |3, 4, 5, 6 | | |Group Presentation | | 10 | | | | | |3, 4, 5, 6 | | |Term Paper | | |20 | | | | | |1, 2, 3, 4, 5, 6 | | |Final Examination | | |40 | | | | | | | | |Total | | |100 | | | | |Content Outlines | |Weeks |Topics |Task/Reading | |1 |Introduction: An overview of the course.What is Politics, Manifestation |Moten & Islam (2009): 3-22, 40-53. | | |and Transmission of Politics, Political, Power, Influence and Authority, | | | |Authority and legitimacy in Islam. Moral basis in politics. | | |2 |Political Science: Nature, Scope and Development of the subject. |Moten & Islam (2009): 23-39 | | |The Evolution of Political Science: Ancient, Medieval Modern and |Shively (2003): 2-15. | | |Post-Modernism. | |3 |State and Government; features of an Islamic Political System. |Moten & Islam (2009): 78-98, | | | |131-157. | | | |Rauf (2002): 8-28. | | | |Shively (2003): 40-64. | |4 |Western Classification of Government: Democracy vs. Dictatorship, Unitary |Moten & Islam (2009): 99-131. | |vs. Federal, and Parliamentary vs. Presidential Systems of Government; |Shively (2003): 169-197. | | |Islamic evaluation. | | |5 |Constitution, Consti tutionalism. |Moten & Islam (2009): 159-172. | | | |Shively (2003): 204-220. | |6 |Organs of government: Executive: (Khalifah), Legislature, (Majlis |Moten & Islam (2009): | | |al-Shura), Judiciary, (Qada). |173-212; 232-255. |7 |Bureaucracy, Major Features, Role, Control and Accountability; Transparency|Moten & Islam (2009): | | |and Accountability; E–government; Military. |213-230. | | | |Shively (2003): 338-352. | | | | | |8 |Political Parties and Party Systems; Interest Group; An Islamic |Moten & Islam (2009): 314-345. | | |Alternative. |Shively (2003): 244-291. | |9 |Elections and Electoral Systems. Moten & Islam (2009): | | | |346-362. | | | |Shively (2003): 223-241. | |10 | Civil Society, Human Rights and |Moten & Islam (2009): 395-406. | | |Islam. | | |11 | Political Ideologies: |Moten & Islam (2009): 268-373. | | |Conservatism, Liberalism, |Shively (2003): 18-37. | |Socialism, Nationalism and | | | |Feminism. | | |12 | International Relations. | Moten & Islam (20 09): 407-435. | | | |Shively (2003): 372-399. | |13 | International Organizations. |Moten & Islam (2009): 436- 470. | |14 | Challenges: Globalization, Environment, AIDS, and Terrorism. |Moten & Islam (2009): | | | |471-476. |References |Required | | | | | |Moten, A. R. & Islam, S. S. (2009). Introduction to political science (3rd ed. ). Singapore: Thomson. | | | | | |Recommended | | | | | |Baradat, L. P. (2003). Political ideologies: Their origin and impact. New Jersey: Prentice Hall. | | | | | |Crouch, H. 1996). Government and society in Malaysia. Singapore: Talisman. | | | | | |Danziger, J. N. (2001). Understanding the political world: A comparative introduction to political science. New York: Longman. | | | | | |DeLue, S. M. (2001). Political thinking, political theory, and civil society. New York: Longman. | | | | | |Esposito, J. L. (1996). Islam and democracy. New York: Oxford University Press. | | | | |Grigsby, E. (2002). Analyzing politics: An introduction to political sci ence. Belmont: Wadsworth. | | | | | |Hofmann, M. (1997). Islam the alternative. Maryland: Amana Publications. | | | | | |Mawdudi, A. A. (1998). Human rights in Islam. New Delhi: Markazi Maktab Islami. | | | | | |Rauf, M. A. (2002). Concept of Islamic state.Kuala Lumpur: YADIM. | | | | | |Shively, W. P. (2003). Power and choice: An introduction to political science (8th ed. ). New York: McGraw-Hill. | |Proposed Start Date| | |(Semester) | | |Batch of Students |Semester 3, 2005/2006 onwards |to be Affected | | | | | | | | |Prepared by: |Checked by: |Approved by: | | | | | |Dr. Mohd. Fuzi Omar |Dr. Tunku Mohar Tunku Mokhtar |Dr. Badri Najib Zubir | |(Course coordinator) |(Head, Political Science Dept) |(Dean, KIRKHS) | Learning Outcomes Matrix: PSCI 1010 | | |Course Learning Outcomes | | |Outcome 1 |Outcome 2 |Outcome 3 |Outcome 4 |Outcome 5 |Outcome 6 |Outcome 7 |Outcome 8 |Outcome 9 |Outcome 10 | |Define politics and Political Science from both Islamic and Western perspectives. |3 | |2 | |3 | |2 |1 |3 | | |Describe various sub-disciplines of Political Science, along with its most basic concepts and the methods used. |3 | |2 |2 | | |1 | | | | |Explain the different types of governmental and political structures, institutions, processes, and perspectives—and their respective historical evolution and functions—at the local, state, national and international level in the western and Islamic settings. 3 |1 |1 |2 |1 | | |1 |2 | | |Distinguish the Liberal-democratic, Islamic, Authoritarian, and Totalitarian political systems and their variants. |3 |1 |1 |2 |1 | | |1 |2 | | |Outline the key elements of various ideologies along with their critiques. |3 | |3 |2 |3 |1 |1 |1 |2 | | |Evaluate the roles of elites, masses and institutions in the governmental process. |3 | |3 |2 |2 |1 |1 |1 |2 | | | *1=addresses outcome slightly, 2=moderately, 3=substantively The programme outcomes are: 1. Knowledge = The ability to demonstrate familiarity with major concept s, theoretical perspective, empirical findings and historical trends in political science. 2.Practical Skills = The ability to understand and apply basic research methods in political science, including research design, data analysis and interpretation. 3. Critical Thinking: The ability to acquire and use the scientific methods with their critical and creative approaches of problem-solving and decision-making skills. 4. Communication = The ability to work and communicate effectively and sensitively with people from a diverse range of backgrounds and varying demographic characteristics. 5. Lifelong learning= The ability to develop insight into their own and other’s behavioral, cognitive and spiritual processes and apply effective strategies for lifelong self-management and self-improvement. 6.Social Responsibility: The ability to understand and apply political principles to socio-economic and organizational issues. 7. Ethics, autonomy, professionalism: The ability to apply IIU M ethical guidelines in the design, data collection, analysis, interpretation and reporting of political research. . 8. Islamicisation: The ability to use principles in the Qur’an and Sunnah to evaluate and apply modern political theories and approaches. 9. Integration: The ability to integrate Islamic teaching in the theoretical, research and application of political principles in explaining and improving human behaviour. 10. Entrepreneurial Skills: The ability to successfully enter the job market.

Armstrong State University Admissions - Costs and More

Armstrong State University Admissions - Costs and More Armstrong Atlantic State University Admissions Overview: To apply to Armstrong State, students need to submit an application online, by following the directions on the schools website. Students must also submit test scores from either the SAT or ACT. While scores from both tests are accepted, slightly more students submit scores from the SAT. With an acceptance rate of 80%, the school is not considered selective, and students with high grades and test scores have a good shot of being admitted.   Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): Armstrong State University Acceptance Rate: 80%Test Scores 25th / 75th PercentileSAT Critical Reading: 450 / 550SAT Math: 440 / 530SAT Writing: - / -What these SAT numbers meanACT Composite: 19 / 23ACT English: 18  / 23ACT Math: 18  / 23What these ACT numbers mean Armstrong Atlantic State University Description: Armstrong Atlantic State University is a public, four-year institution in Savannah, Georgia. Located 25 miles from Tybee Island Beach, the 268-acre campus supports over 7,000 students with a student/faculty ratio of 18 to 1. Armstrong offers over 100 academic programs across its colleges of Education, Liberal Arts, Health Professions, Science and Technology, and Graduate Studies. Students are highly engaged outside of the classroom, and Armstrong is home to more than 80 student clubs and organizations including a Karate Club, Science Fiction/Fantasy Club, and the Philosophical Debate Group. The university also has a wide variety of intramural sports such as Inner Tube Water Polo, Sports Trivia, and a Corn Hole Tournament, as well an active Greek life with four fraternities and six sororities. The AASU Pirates compete in the NCAA Division II Peach Belt Conference (PBC); the universitys men’s and women’s tennis teams have recently won three Division II Championships. Enrollment (2016): Total Enrollment: 7,157  (6,397 undergraduates)Gender Breakdown: 34% Male / 66% Female74% Full-time Costs (2016 - 17): Tuition and Fees: $5,360 (in-state); $15,616 (out-of-state)Books: $1,573  (why so much?)Room and Board: $10,176Other Expenses: $3,587Total Cost: $20,696  (in-state); $30,952 (out-of-state) Armstrong Atlantic State University Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 90%Percentage of New Students Receiving Types of AidGrants: 79%Loans: 57%Average Amount of AidGrants: $6,199Loans: $5,878 Academic Programs: Most Popular Majors:  Biology, Criminal Justice, Early Childhood Education, English, Health Sciences, Liberal Studies, Nursing, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 74%Transfer Out Rate: 27%4-Year Graduation Rate: 13%6-Year Graduation Rate: 31% Intercollegiate Athletic Programs: Mens Sports:  Golf, Basketball, Baseball, Cross Country, Track and Field, TennisWomens Sports:  Soccer, Softball, Volleyball, Tennis, Golf, Basketball Data Source: National Center for Educational Statistics If You Like Armstrong ASU, You May Also Like These Schools: Applicants interested in a similar-sized school that is also located in Georgia should consider such schools as Valdosta State University, Emory University, Columbus State University, and Clayton State University. These schools vary in term of selectivity- Emory is quite selective, while the others are more accessible. Students interested in a school with a strong athletic program should consider  Flagler College, UNC Pembroke, Lander University, and Francis Marion University, all of which are in the same NCAA conference as Armstrong.