AL-AMEED JOURNAL

To INSPIRE people to DO more, BE more and BECOME the best they can
be should be the hidden goal of every curriculum. There is truth behind the
notion that ONE SMALL IDEA HAS THE POWER TO HELP CREATE A BETTER
WORLD--a kinder, gentler, more joyful, more loving and more peaceful
world. There are no limits on what we are capable of doing. Individually
and collectively, we are a be????er world because of so many shared ideas.
All of my books in The Woodland Elves book series reflect
this message. In each book, the elves are “the messengers” --the
ambassadors-- who continue to share the WISDOM OF THE AGES with
88 countries and all 7 continents. How do we find JOY in a troubled
world? WE CREATE IT! My goal is to be a reservoir of joy, an oasis of
peace that can ripple out to all of those around us. Joy is contagious,
as is love and compassion. Writing The Woodland Elves Book series has
been a journey of unexpected proportions. The messages that we have
been able to share around the world have been more powerful than we
ever could have imagined. This continues to be a voyage of discovery
about relationships as we learn to understand and care for our fellow
travelers on this planet, beginning in our own homes and back yards.
The hidden power of the curriculum can be broken down into
many categories. The o????en-understated importance of how words
can help create more compassionate people and a kinder world
is a good beginning. Every dream deserves to be heard and the
importance of following our dreams has enduring consequences for
generations to come. Finding, defining and living the purpose of our
lives will help determine what kind of world we will leave behind.
How do we link the many important themes that should be
included in a curriculum into an educational message? Creativity
and imagination become the bridge that makes it possible. All of the
teacher training on technology, methodology, curriculum, etc. will be
wasted if teachers cannot be creative in delivering their messages.
What we are teaching isn’t nearly as important as why we are teaching it.
To motivate, inspire and educate people of all ages should be our expressed
goal. This hidden challenge should be included in every curriculum.

This study explores the role of curriculum development within
the context of a post-war society. Education exists for more than
one purpose. One, of course, is to gain skill sets (Tyler, 2013; Wiles,
2009). More importantly, it is to develop a well-rounded individual
with critical thinking ability who contributes to the well-being of
society (Ohio, 2019). Productive adults need to be able to work as a
team, to make decisions in a timely manner and to solve problems
creatively (Dymond, 2013; Gonzales, 2008). Curriculum standards
for a US state are analyzed as are sample activities. Individuals who
were schooled in post-war societies, including Germany and Korea
are interviewed for their perspective of their home country’s curriculum.
Scaffolding of all of these abilities begins around age five with
kindergarten. In the younger years, children should develop a love
for learning. How does one instill a love for learning? By creating engaging
learning experiences - bring books to life with puppet shows,
for example. Other skills that need to be developed (and how to
do so) are discussed. Curriculum adjusts in the middle school years
to accommodate for greater physical and mental abilities. High
school becomes more intellectual and prepares young adults either
for a trade, a trade school or university. Of important note is that
throughout education, individuals not only develop personal skills,
but the notion of ‘giving back to society’ is instilled from the beginning.
Thus, a harmonious society of talented individuals is created.

This papers investigates the development of Shia Studies in British
academia and provides an overview of institutions of higher
education undertaking research and providing teaching in Shia Islam.
The paper will first provide an overview of the development
of Shia Studies in Western academic institutions and the central
role that the Islamic Revolution in Iran in 1979 played in increasing
significantly the study of Shia Islam in Europe and North America.
Different universities in the UK in which research and teaching of
Shia Islam is currently undertaken will be introduced with a discussion
of the research areas and methodological approaches used
by academic researchers based at these institutions. In addition
to research and teaching at universities, a number of Shia denominational
colleges exist that, in conjunction with a more traditional
hawza or pre-hawza training, offer academic programmes in Islamic
Studies with some focus on Shia Islam. The paper will also present
some academic outreach initiatives of Shia community centres and
organisations in the UK before concluding with a number of reflections
on how Shia Studies might develop in the future and what
opportunities exist for collaboration with community organisations
and international partners.

Civil discourse is the discourse of peace and humanity values.
On this basis, civility is defined as the civilized verbal and nonverbal
behaviors; especially: politeness and courtesy. Thus, one can argue
that ‘peace’ and ‘politeness’ constitute the basic concepts in this
respect. This, in turn, makes civility associated with qualities that
are phrased in terms of the virtues and manners of individuals –
tolerance, self-restraint, mutual respect, commitment to other people,
social concern, involvement, and responsibility (Evers, 2009:
241). It has been noticed that this issue has not been given its due
scholarly investigation from a pragmatic point of view. Hence, the
current study sets itself the task of investigating it, i.e. civility, in a
certain religious context wherein it is believed that this issue can
prevail. This context is represented by speeches delivered by an infallible
character embodied by Imam Hassan Bin Ali Talib, the son
of the cousin of Prophet Muhammad (P.B.U.T). The investigation is
conducted within the framework of pragma rhetoric (interpersonal
rhetoric) with the aims of finding out how civility is pragma-rhetorically
manifested in Imam Hassan’s speeches. Civility and politeness
are universal concepts, but they vary from culture to another.
Therefore, data are analyzed by means of a model which is adapted
to suit Arab and Islamic culture.

We should begin by considering the meaning of “Argumentation”
and why it is an important component for curricula. Argumentation
can be described as the means of how people reason collaboratively
or competitively on any topic where information, knowledge, or
claims conflict or are inconsistent.
Argumentation Studies itself is an interdisciplinary subject, with
relevance to linguistics, computational linguistics, logic, computational
semantics, rhetoric, and abstract argumentation, as well as
application in artificial intelligence, law, and policy. And, of course,
it has a particular relevance for education, because it provides the
tools by which reason can come alive in the classroom and a particular
kind of tolerant, reflective person can emerge.
This last point can also be seen in the goals that argumentation is
used to achieve. Beyond the goals of persuasion, uncovering truth,
negotiation, consensus, understanding, inquiry and advocacy, there is
the all-important goal of educational development by which the right
kinds of dispositions are encouraged in the characters of students.
But before we consider this further, I want to emphasize something
about the history of the subject.
1958: A Tale of Two Books:

A curriculum is not merely a kind of book or books that is/are
taught at schools. It should meet individual and society needs. Curriculum
plans an individual’s gradual development throughout his/
her life within a certain society. Building the desired curriculum
means building an individual and opening a way to a strong society,
protecting it, and giving it the possibility and ability to stand the test
of time. It is a policy that reflects various aspects: knowledgeable,
philosophical, moral, intellectual, societal, among others to result
in a positive change in people’s behaviour and in turn in their society’s
status. It is also worth mentioning to say that a curriculum
plays a crucial role in transmi????ng a society’s heritage and culture
to upcoming generations. In addition, it has an impact on its development
among other societies. Furthermore, this transmission
happens through building individuals.
The current paper tries to provide an answer to the question of
what a curriculum should involve achieving what an individual and a
society need. The following sub-questions are developed to present
the problem of the current study and to reach the desired result: (1)
what is a curriculum?, (2) what are the elements required to build
a full-fledged comprehensive curriculum?, (3) what should a curriculum
develop?, and (4) what is the role of society and its members
in this process?.
As part of a curriculum, teaching and learning English as a foreign
language has been involved in the current paper. Accordingly,
a questionnaire has been developed to explore and conclude the
requirements for building a full-fledged comprehensive curriculum

This paper closely examines the stylistic impact of social division
in Charles Dickens’s novel David Copperfield. Due to the social division
in Britain during the Victorian Era, there appeared a class of
writers who called for pu????ng the society into a be????er form and
condition, improving the social conditions by alteration of the mindset,
correction of many errors, and removal of social defects. One
figure of those writers was Charles Dickens who expressed the crisis
of the social division in the British society and the issue of morality
and ethics pertaining to it. The focus of this research is to explore
the social conflict and how each class takes and follows the
moral values via the use of language. This is made accurately by
Dickens throughout the representation of different styles of characters
in the novel, especially by providing a full portrait and description
that determine the moral value of human conduct. Christine
Mallinson (2007) confirmed the linguistic classifications among the
social classes throughout the work of “ Social Class , Social Status
and Stratification “ which was the basic foundation of this work .
Throughout the novel, Dickens divides the classes as upper, middle
and lower. By observing the role of each character, the lower-class
characters are given much more sympathy and admiration by the
author. In contrast, most of the upper-class characters are represented
as characters that lack integrity and are debased morally.
Li????mer, Steerforth’s personal a????endant who does most of his services
and Heep, the secretary and Wickfield’s close companion, are
an exception of the lower-class characters that are purposefully
shown as immoral characters in order to frame Dickens’s concept of
morality— where it is not defined as not being based on the class
and background but on the ways, a person acts, especially from the
standpoint of morality and ethics, and how could the linguistic style
serve in this issue.

Teaching English grammar has been considered as a crucial issue
for the language learner’s ability to use language. For decades,
teaching and learning grammar in ESL/EFL classes has been a main
concern for the specialists in English teaching. For teachers and
their learners, grammar is seen the most difficult component in
teaching. Teachers face difficulties in teaching it. Also, learners face
problems in learning it. So, teachers are advised to adopt various
strategies and techniques in teaching English grammar. Dictogloss is
an effective technique in teaching English grammar. This study aims
at investigating the influence of Dictogloss technique on Iraqi EFL
secondary school students’ performance in grammar.
This aim is achieved by the null hypothesis which states that
there is no statistically significant difference between the mean
score of the performance of the experimental group students who
are taught grammar by Dictogloss technique and that of the control
group students who are taught grammar by the traditional
technique in the grammar post test. The study is limited to the
students of the fourth preparatory class, in Kerbala during the academic
year 2017-2018. Result proves that there is a statistically significance
difference between the mean scores of the performance
of the experimental group students who are taught grammar by
Dictogloss technique and that of the control group students who
are taught grammar by the traditional technique in the grammar
post-test in favor of the experimental group. Based on the above
result, some conclusions and pedagogical recommendations have
been put forward as well as a number of further studies have been
proposed.

There is connection between culture and security since culture,
as the foundation of life, has come to be an important component
of national and international security. Globalization is depicted as a
threat to cultural security; it is a process of Americanization. In this
regard, the present study sets itself the task of answering the following
questions: (1) what is the essence of cultural security? (2) how
can cultural security be achieved? (3) how does globalization affect
cultural security? In concordance with the aim of answering these
questions, the current study hypothesizes that (1) cultural security
is the challenge of preserving cultural identity in the face of modernization
and globalization, (2) cultural security can be achieved by
entrenching cultural values and beliefs in the minds of people, crystallizing
the abuses and bad effects of modernization, and curbing
Western influences, (3) globalization negatively affects cultural security
in all contexts because it is a strategy of US imperialism with
the goals of ge????ng weak countries, looting, and impoverishment; it
is described as a catastrophe for Arab societies and is compared to
the incursion of the western world into Arab land.

Elimination in George Orwell’s Animal Farm and William Golding’s
Lord of the Flies.
The present paper discusses the aspect of “Elimination” and
its existence with so????ly and influential impact of certain literary
works. The aspect deals with the varied classes in society to touch
the truth of human nature and to uncover the deepest dirty state of
him also. Notedly, Elimination relates to the political issues due to
the viciousness minds of the politicians no exceptions as it is shown
in Orwell’s Animal Farm. Also, it connects to the social individuals
in reality with cunny manners as it is illustrated in Golding’s Lord
of the Flies. The paper explains the whole sides and kinds of elimination
with examples of the suffered characters but the religious
side hasn’t been discussed because of the two selected novels don’t
interact with religion. Moreover, it presents the reasons behind
practicing elimination against people and introduces the different
methods in using exclusion to achieve the aim even with blood. All
in all, the writers have discussed a unique technique in modern literature,
with high style and strange ideas. The suffered characters
end tragically, but other characters end with less damaging because
of two reasons. Firstly, the characters that end tragically have faced
criminal minds and have received the destiny proudly more than
others. Secondly, the less damaging characters have faced their destiny
cowardly. So, the technique is too close to the reality allowing
the reader extremely interact with it.