Caliphal Imperialism and Ḥijāzī elites in the second/eighth Century

ABSTRACT

This article contributes to the debate over the effectiveness with which late Umayyad and early ?Abbāsid caliphs negotiated their respective rights and duties with provincial elites during the second/eighth century. The focus is on the relationships that evolved between the caliphs and those elite families residing in the ?ijāz whose ancestors had helped to establish the Muslim community and the early caliphal empire in the mid-first/seventh century. The article's analysis centres on a series of four revolts in the ?ijāz over the second/eighth century and examines developments in the enthusiasm with which local elites either supported or opposed those revolts. This discussion demonstrates that, aside from a brief period during the first decades of ?Abbāsid rule, Umayyad and ?Abbāsid caliphs during the second/eighth century were actually quite successful at inspiring loyalty among the local elites of the ?ijāz.     

试析阿拉伯民族主义的演变

从２０世纪初到五六十年代,阿拉伯民族主义作为摆脱异族压迫和外来统治、争取民族独立、发展民族经济、振兴阿拉伯民族的强大社会思潮和运动,长期在中东政治中居支配地位。７０年代后,虽然在政治领域,阿拉伯民族主义让位于国家民族主义,但在经济和文化领域仍很活跃,它直接影响着中东的未来和社会发展。     

沙特阿拉伯石油经济繁荣的原因浅析(1970-1982)

如果从发展经济学角度来分析,20世纪70年代沙特石油经济繁荣的成因是多方面的:70年代沙特石油民族主义的成功,实现了石油权益国有化;国家主义模式的推行,一方面合理优化了石油剩余资本,将其转化成了经济发展的资本动力,另一方面也使得沙特得以依靠石油经济的优先发展,实现了"非均衡一均衡"发展的过渡;同时,国家主义下的外贸发展也刺激了石油经济进口替代工业化的发展.几个原因的共同作用,最终促成了沙特石油经济繁荣的到来.     

Harsh corporal punishment of Yemeni children: occurrence, type and associations

OBJECTIVE: To examine the occurrence, type and associations of harsh corporal punishment in Yemen. METHODS: Caregiver and teacher reports were obtained on 1,196 Yemeni 7-10-year olds obtained by systematic random sampling of children in the 1st to 4th grades of urban and rural schools. Caregivers (86% mothers) reported on disciplinary practices, socio-familial background, and child psychopathology. Teachers reported on school performance and child psychopathology. RESULTS: More than half of the rural caregivers and about a quarter of the urban caregivers reported using harsh corporal punishment (hitting children with implements, tying them up, pinching them, or biting them). Harsh corporal punishment was significantly associated with poor school performance and both behavioral and emotional difficulties. The socio-familial factors that were independently associated with harsh corporal punishment were: rural area, male gender of the child, low maternal education, and large family size. CONCLUSION: Harsh corporal punishment is very common in Yemen. International findings suggest that the association with school failure and psychological maladjustment may well be causal. Promoting parental use of effective and non-violent disciplinary methods should be a public health priority. Practice implications: Yemen urgently needs to develop and evaluate programs that teach parents how to use culturally appropriate rewards and non-abusive sanctions to shape children's behavior without stunting their academic and emotional development. Persuading parents to adopt such approaches may need programs that focus not just on techniques but also on attitudes, e.g. challenging the commonly held belief that children will not develop properly unless they are beaten when they do wrong.     

Conflict Management Styles: The Role of Ethnic Identity and Self-Construal among Young Male Arabs and Americans

This cross-cultural study compared young male Arabs’ and young male Americans’ perceptions of their ethnic identity, self-construal, and conflict management styles. Findings indicated that Arabs had stronger ethnic identity than Americans. Arabs were both more independent and interdependent than American participants. Conflict style comparisons demonstrated that Americans chose the emotional expression, dominating, and neglect styles more than Arabs, and Arabs chose the integrating, third-party help, and avoiding styles more than Americans. Participants did not differ in their preference of the compromising and obliging conflict management styles. In terms of the relationships among ethnic identity, self-construal, and conflict styles, little difference was found between the two cultural groups. The integrating, compromising, avoiding, and neglect conflict management styles were predicted by both independent and interdependent self construal for both cultural groups. The obliging and third-party conflict styles were positively predicted by interdependent self-construal. The dominating style was predicted by independent self-construal and ethnic identity. The only conflict style that was predicted differently among Arab and American participants was the emotional expression style. Among American participants, interdependent self-construal and ethnic identity predicted emotional expression style. For Arabs, independent self-construal predicted the emotional expression style.     

Gender differences in peace education programmes

Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed.