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Allama Sir Muhammad Iqbal
The Reconstruction of Religious Thought in Islam
Biography, Audio
Khuda Ke Liye - Full movie
Ustad Fateh Ali Khan Nauha: Yeh sochta hooN ke Abid ka haal kya hoga.
Vivekananda
Confessions of an Economic Hit Man - Part I, How the US enslaved South America
Confessions of an Economic Hit Man - Part II, How the US enslaved Saudi Arabia but failed in Saddam Hussein's Iraq
Her Majesty Queen Rania Al
Abdullah of Jordan at Zeitgeist08
Jordan's Queen Rania
on Arab women
Jews That Lived In
Palestine Tell Their Story
TITO SEIF - Popular Egyptian
Muslim Male Belly Dancer
On the Streets of New York, Calls to "Wipe Out" Palestinians
  The Quran: A New Translation - The eternal present tense
  Preface: The Reconstruction of Religious Thought in Islam By Dr. Muhammad Iqbal
  Lecture 1: Knowledge and Religious Experience
  Lecture 2: The Philosophical Test of the Revelations of Religious Experience
  Lecture 3: The Conception of God and the Meaning of Prayer
  Lecture 4: The Human Ego – His Freedom and Immortality
  Lecture 6: The Principle of Movement in the Structure of Islam
  Lecture 6: The Principle of Movement in the Structure of Islam
  Lecture 7: Is Religion Possible?
  INDEX: The Reconstruction of Religious Thought in Islam By Dr. Muhammad Iqbal
  Bibliography: The Reconstruction of Religious Thought in Islam By Dr. Muhammad Iqbal
  NOTES AND REFERENCES: The Reconstruction of Religious Thought in Islam By Dr. Muhammad Iqbal
  INTRODUCTION: Tablighi Jamaat in the light of Facts and Truth by Maulana Arshadul Qadri
  CHAPTER 1: The Tableeghi Jamaat in the light of facts and truth by Maulana Arshadul Qadri
  CHAPTER 2: THE AIMS AND OBJECTS OF THE TABLEEGHI JAMAAT by Maulana Arshadul Qadri
  CHAPTER 3: TABLEEGHI JAMAAT - A STAGGERING RECORD OF RELIGIOUS TYRANNIES by Maulana Arshadul Qadri
  CHAPTER 4: TABLEEGHI JAMAAT - THE HISTORY OF CONSPIRACIES AGAINST ISLAM by Maulana Arshadul Qadri
  CHAPTER 5: TABLEEGHI JAMAAT - AN ESTIMATE OF ITS OUTWARDLY GOOD QUALITIES by Maulana Arshadul Qadri
  CHAPTER 6: TABLEEGHI JAMAAT - THE REMEDY OF A MENTAL UPHEAVAL by Maulana Arshadul Qadri
  Chapter 7: Tableeghi Jamaat as seen in their own camp by their own people by Maulana Arshadul Qadri
  CHAPTER 8: TABLEEGHI JAMAAT IN THE HADITH by Maulana Arshadul Qadri
  Aristotle’s influence on Muslim Philosophy and Al-Ghazali's flight to Sufism By MASARRAT HUSAIN ZUBERI
  CHAPTER TWO: AL-GHAZALI: HIS TIMES AND LEGACY By MASARRAT HUSAIN ZUBERI
  CHAPTER THREE: ARISTOTLE and GHAZALI – Epilogue by MASARRAT HUSAIN ZUBERI
  The Criminals of Islam by Dr. Shabbir Ahmed
  "Translating Libya": Non-Political Stories of Love and Hardship
  Mullahs and wars in Tribal Areas
  The definitive 1971 novel
  Excerpts from The Rushdie Affair: The Novel, the Ayatollah, and the West
  What if ‘safarnama’ undermines wisdom?
  Backgrounder: The Mullah and the Munir Report
  The Making of Terrorists: Role of indoctrination and ideology
  How do jihadis justify their so-called jihad: an exposition of jihad from a convoluted JIjadi Mind
  The Long War against Islamic Supremacism and Jihad
  Recapturing Islam From the Terrorists: we surely need the Ghazalian approach, not the rigorism of Ibn Taymiya
  Hitler and Jihad
  Genesis of Jihadism?: Winston Churchill- Crusade against the Empire of the Mahdi
  AL-QA'IDA'S WORLDVIEW: RECIPROCAL TREATMENT OR RELIGIOUS OBLIGATION?
  Massive disinformation campaign to brainwash Muslims for campaign of Terror - I
  Massive disinformation campaign to brainwash Muslims for campaign of Terror - 1I
  Massive disinformation campaign to brainwash Muslims for campaign of Terror - 1II
  Massive disinformation campaign to brainwash Muslims for campaign of Terror - IV
  The History of Karbala
This Islamic website offers facts about Islam and Muslims, Islam way and Islamic ideology. Online Islam - Latest Islamic World News, Articles on Radical Islamism & Jihad and Islam, Terrorism and Jihad
     
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The situation we live in today in this New Age is vastly different from the conditions that prevailed in 7th century Arabia at the time of the advent of Islam. That is why Allah ("Subhanahu Wa T'ala" – SWT – meaning "The Glorious and High") and Prophet (Peace Be Upon Him - PBUH) in his wisdom gave us the instrumentality of Ijtihad, so that we can continue to renew our religion as and when required. And it is largely because we failed to use this instrument continuously through the last one and a half millennium that we are in the mess we are in today. We would have continued to be the most advanced community in the world armed with the latest ideology, had we continued to heed Allah (SWT) and Rasoolullah (PBUH) who had told us that we will need to continuously renew our religion to stay ahead of the changing times. In some respects we are still ahead of other religious communities as a forward-looking community on the strength of the fact that ours is the latest of revealed religions, but in many other respects we lag far behind others who hold ideologies and ways of life (deens) even older than our own. It is to their credit that despite a lack of specific guidance in their theologies about a continuous renewal of faith, they felt the need for doing so and have gone ahead, while it is to our eternal shame that despite our original ideology specifically asking us to continue to change with times, we have not done so and are hence one of the most backward in our political, societal and civilisational mores.

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All of the materials and data offered on this site, and on the multimedia programs, are for informational and educational purposes only, to help you be more enlightened about what is going on in the world, who is thinking and saying what and then be ale to form your own informed opinion.

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Sultan Shahin, Editor, New Age Islam
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FAIR USE NOTICE. This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to promote Co-Existence and Dialogue of Religions and Civilisations, and advance understanding of Islam and Democracy, Pluralism, Terrorism, Human Rights, Islamic Laws and Ideology, etc. We believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. If you wish to use copyrighted material from this site for purposes of your own that go beyond 'fair use', you must obtain permission from the copyright owner. The material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. New Age Islam has no affiliation whatsoever with the originator of these articles nor is New Age Islam endorsed or sponsored by the originator of these articles.
For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml

United States Code: Title 17, Section 107
http://www4.law.cornell.edu/uscode/unframed/17/107.html

Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include - (1) the purpose and character of the use, including whether such use is of a commercial nature or is for non-profit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work. The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.

United States Code: Title 17, Section 106 Chapter 1 - Subject Matter And Scope of
Copyright http://www4.law.cornell.edu/uscode/unframed/17/106.html

Subject to sections 107 through 120, the owner of copyright under this title has the exclusive rights to do and to authorize any of the following: (1) to reproduce the copyrighted work in copies or phonorecords; (2) to prepare derivative works based upon the copyrighted work; (3) to distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending; (4) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works, to perform the copyrighted work publicly; (5) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work, to display the copyrighted work publicly; and (6) in the case of sound recordings, to perform the copyrighted work publicly by means of a digital audio transmission.

United States Code: Title 17, Section 107
http://www4.law.cornell.edu/uscode/unframed/17/107.html

Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include - (1) the purpose and character of the use, including whether such use is of a commercial nature or is for non-profit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work. The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.

United States Code: Title 17, Section 106 Chapter 1 - Subject Matter And Scope of
Copyright http://www4.law.cornell.edu/uscode/unframed/17/106.html

Subject to sections 107 through 120, the owner of copyright under this title has the exclusive rights to do and to authorize any of the following: (1) to reproduce the copyrighted work in copies or phonorecords; (2) to prepare derivative works based upon the copyrighted work; (3) to distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending; (4) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works, to perform the copyrighted work publicly; (5) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work, to display the copyrighted work publicly; and (6) in the case of sound recordings, to perform the copyrighted work publicly by means of a digital audio transmission.

TO: Members of the Faculty, Hoover Institution Fellows,
Academic Staff, and Library Directors

FROM: Condoleezza Rice, Provost

RE: Copyright Reminder

October 30, 1998

This memorandum provides a general description of the applicability of the copyright law and the so-called "fair use" exemptions to the copyright law's general prohibition on copying. It also describes "safe harbour" guidelines applicable to classroom copying.

The federal copyright statute governs the reproduction of works of authorship. In general, works governed by copyright law include such traditional works of authorship as books, photographs, music, drama, video and sculpture, and also software, multimedia, and databases. Copyrighted works are protected regardless of the medium in which they are created or reproduced; thus, copyright extends to digital works and works transformed into a digital format. Copyrighted works are not limited to those that bear a copyright notice. As a result of changes in copyright law, works published since March 1, 1989 need not bear a copyright notice to be protected under the statute.

Two provisions of the copyright statute are of particular importance to teachers and researchers:

* a provision that codifies the doctrine of "fair use," under which limited copying of copyrighted works without the permission of the owner is allowed for certain teaching and research purposes; and

* a provision that establishes special limitations and exemptions for the reproduction of copyrighted works by libraries and archives.

The concept of fair use is necessarily somewhat vague when discussed in the abstract. Its application depends critically on the particular facts of the individual situation. Neither the case law nor the statutory law provides bright lines concerning which uses are fair and which are not. However, you may find it helpful to refer to certain third party source materials. Guidelines for classroom copying by not-for-profit educational institutions have been prepared by a group consisting of the Authors League of America, the Association of American Publishers, and an ad hoc committee of educational institutions and organizations. In addition, fair use guidelines for educational multimedia have been prepared by a group coordinated by the consortium of College and University Multimedia Centres (CCUMC). These guidelines describe safe harbour conditions, but do not purport to define the full extent of "fair use."

The guidelines, as well as other source material, are available through a variety of resources, including through the world wide web site http://fairuse.stanford.edu. Stanford University Libraries & Academic Information Resources, in collaboration with the Council on Library Resources and FindLaw Internet Legal Resources, are sponsors of this web site. The site assembles a wide range of materials related to the use of copyrighted material by individuals, libraries, and educational institutions.

I hope that the discussion below helps to clarify further the nature of "fair use."

I. Fair Use for Teaching and Research

The "fair use" doctrine allows limited reproduction of copyrighted works for educational and research purposes. The relevant portion of the copyright statue provides that the "fair use" of a copyrighted work, including reproduction "for purposes such as criticism, news reporting, teaching (including multiple copies for classroom use), scholarship, or research" is not an infringement of copyright. The law lists the following factors as the ones to be evaluated in determining whether a particular use of a copyrighted work is a permitted "fair use," rather than an infringement of the copyright:

* the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofits educational purposes;

* the nature of the copyrighted work;

* the amount and substantiality of the portion used in relation to the copyrighted
work as a whole, and

* the effect of the use upon the potential market for or value of the copyrighted work.

Although all of these factors will be considered, the last factor is the most important in determining whether a particular use is "fair." Where a work is available for purchase or license from the copyright owner in the medium or format desired, copying of all or a significant portion of the work in lieu of purchasing or licensing a sufficient number of "authorized" copies would be presumptively unfair. Where only a small portion of a work is to be copied and the work would not be used if purchase or licensing of a sufficient number of authorized copies were required, the intended use is more likely to be found to be fair.

A federal appeals court recently decided an important copyright fair use case involving course packs. In Princeton University Press, et.al. v. Michigan Document Services, the U.S. Court of Appeals for the Sixth Circuit concluded that the copying of excerpts from books and other publications by a commercial copy service without the payment of fees to the copyright holders to create course packs for university students was not fair use. The size of the offending excerpts varied from 30 percent to as little as 5 percent of the original publications. Although the opinion in this case is not binding in California, it is consistent with prior cases from other courts, and there is a reasonable likelihood that the California federal courts would reach a similar conclusion on similar facts.

Where questions arise, we suggest that you consult the guidelines for classroom copying and other available source material available on the fair use web site, cited above. Please note that the guidelines are intended to state the minimum, not the maximum, extent of the fair use doctrine. Thus, just because your use is not within the guidelines, it is it not necessarily outside the scope of fair use. In the absence of a definitive conclusion, however, if the proposed use deviates from the guidelines, you should consider obtaining permission to use the work from the copyright owner. In instances where the fair use question is important and permission would be difficult or expensive to obtain, a member of the Fair Use Advisory Group (described below) or the Legal Office can assist in analyzing whether a particular proposed use would constitute "fair use."

Some photocopying services will obtain copyright permission and add the price of the royalties, if any, to the price of the materials. A request to copy a copyrighted work should generally be sent to the permission department of the publisher of the work. Permission requests should contain the following:

* Title, author, and/or editor, and edition

* Exact material to be used, giving page numbers or chapters

* Number of copies to be made

* Use to be made of the copied materials

* Form of distribution (classroom, newsletter, etc.)

* Whether the material is to be sold

Draft form letters can be obtained from or reviewed by a member of the Fair Use Advisory
Group or the Legal Office.

For certain works, permission may also be sought from the Copyright Clearance Centre (CCC) which will quote a charge for works for which they are able to give permission. The Copyright Clearance Centre can be contacted at www.copyright.com or (978) 750-8400, but it may be easier to go through a copying service that deals regularly with the CCC.

II. Course Reserves

Some libraries at Stanford will refuse to accept multiple photocopies or to make photocopies of copyrighted materials needed for course reserves without first having permission from the copyright holder. Other libraries on campus will accept a limited number of photocopies for course reserves. Consult individual libraries for clarification of their policies.

While the libraries have blanket permission from dozens of journals, obtaining permission sometimes takes a good deal of time. Experience in obtaining permission has shown that an inquiry addressed to a journal publisher frequently produces information that the copyright is actually held by the author, and four weeks is often inadequate to obtain such permission. Four to six weeks is considered the norm.

Permission may be obtained in a number of ways:

* Upon request, some libraries on campus will obtain materials for course reserve. In these cases, the librarian will write to obtain permission to photocopy or to purchase reprints. However, most libraries do not provide this service.

* Written permission may be obtained by the academic department.

* Oral permission may be obtained by faculty members, departmental secretaries, or library staff, in which case a written record is needed of that action.

Note that filling course reserve requirements may require two to three months before the quarter begins if the library does not already have a copy of the publication, if the publication is out of print, or if the copyright holder is not readily available.

III. Resources

Additional information on copyright issues may be found on the world wide web site
http://fairuse.stanford.edu.

Questions about the copyright law as it affects faculty and staff in their University capacities should be directed to a member of the Fair Use Advisory Group (see attachment) or to Linda Woodward in the Legal Office (3-9751), who can put you in touch with the appropriate lawyer to respond to your specific question. Questions about library policy and course reserves should be addressed to Assunta Pisani, Associate Director, University Libraries (apisani@sulmail or 3-5553). Information concerning the application of copyright law to computer software can be found in the memorandum "Copying of Computer Software" distributed by the Library and Information Resources and in Administrative Guide Memorandum 62.

Thank you for your cooperation in ensuring the observation of these guidelines.

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Ujaale ke Ore, A film on the life and work of Sir Syed Ahmad
Dervish/Sufi Dance
Sufi dancers in Istanbul
Ahura Sufi Dance - Jaran (part I)
Islamic System - Dr israr Vs Javed Ahmed Ghamidi Part 1/8
Islamic System - Dr israr Vs Javed Ahmed Ghamidi Part 4/8
Ghamidi - Suicide bombing or attack on civilians
Shehzad Roy Laga Reh From Qismat Apne Haath Mein (Complete Song)
The Mevlana Rumi derwishes of Damascus
Chechen Sufi Chants
The Message 1976
[full movie about Islam]
Noam Chomsky on
The "Clash of Civilizations"
Fake Christians fabricate
conflict with Islam
Jesus Camp.
Shabana Azmi & Javed Akhtar - Reaction on Mumbai Terror attack
Indian poet, lyricist and script writer Javed Akhtar tells Wajahat S.Khan,"Time for women to rule now"
Religion of the Jahiliya: Jihadism is Kufr, not Islam - Pakistani Jihadists revealed plans for Indian Muslims in 1999
Condemning "Islamist" terrorist attack on Mumbai in harshest terms
Can Ulema save Muslims from Radical Islamism?
Muslim response to Mumbai terror in sync with the national mood, but what is wrong with our intellectuals?
Indian Ulema have no time to lose, must call warlike Quranic surahs obsolete.
Jihadism gets sustenance from verses of war in the Quran
Can we Trust Pakistani commitment to fight Jihadi Terrorism?
Massacre in Mumbai: L-e-T role clear. Should Muslims continue to be in denial?
Destroy Lashkar Camps: Why Indian Muslims are an existential threat to Pakistan?
Mumbai Terror: William Kristol on Jihad’s True Face
Mumbai a stain on Islam: Real 'jihad' means fighting perpetrators of terror
Indian Muslims: Let us come out of denial
Is Terror only in the Hearts or in Holy Texts too? A dialogue between S Gurumurthy and Javed Anand
Dismantle Jamaat ud-Dawa infrastructure
Indian Muslim Ulema gather in Hyderabad to introspect
Time Indian Muslims told terrorists their dastardly actions are inimical to Muslim interests
Sorry Safdar Nagori, you are just a megalomaniac-turned-terrorist, not a Mujahid by any reckoning
Making sense of Pakistan terror machine’s latest attack and its aftermath
Jamaat-e-Islami is welcome in politics, but it should jettison its dangerous ideological baggage first.
Terrorism in Pakistan, Celebrating Ramadan, jihadi style
Terrorists are Fasadi, not Jihadi
The Deobandi Fatwa Against Terrorism Didn't Treat the Jihadi Root
Do Muslims want to be protected by the likes of Lashkar-e-Taiba?
Muslims should abrogate verses of war in Islamic Law
Pakistan's westward drift: A stern Wahhabism is replacing the kinder, gentler Islam of the Sufis and saints
Unveiling Zakir Naik: Terror cannot be fought with Terror
Talibanisation of Pakistan continues with the help of administration
Dr. Zakir Naik on Yazeed and Osama bin Laden - A New Age Islam Debate
Unveiling Zakir Naik: Terror cannot be fought with Terror
Comments - 148
On Televangelist Zakir Naik: Don't give in to pretenders
Comments - 31
Beware of the Kafir-manufacturing factories: Maulana Nadeem-ul-Wajidi responds to the Fatawahs of Kufr against Dr. Zakir Naik
Comments - 41
Unity among Muslims and Dr. Zakir Naik's Evil: A Point of View
Comments - 163
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