Which of Hayek's works does Samuelson cite as being incorrect regarding macroeconomics?


Whose 1980 book mentions "informal" economics?

Hayek is widely recognised for having introduced the time dimension to the equilibrium construction and for his key role in helping inspire the fields of growth theory, information economics, and the theory of spontaneous order. The "informal" economics presented in Milton Friedman's massively influential popular work Free to Choose (1980), is explicitly Hayekian in its account of the price system as a system for transmitting and co-ordinating knowledge. This can be explained by the fact that Friedman taught Hayek's famous paper "The Use of Knowledge in Society" (1945) in his graduate seminars.


What is the name of the book Friedman released in 1980?


How is Friedman's book described in regards to the price system?


Which of Hayek's works did Friedman once teach?


Which fellow Vienna native was Hayek friends with?

Hayek had a long-standing and close friendship with philosopher of science Karl Popper, also from Vienna. In a letter to Hayek in 1944, Popper stated, "I think I have learnt more from you than from any other living thinker, except perhaps Alfred Tarski." (See Hacohen, 2000). Popper dedicated his Conjectures and Refutations to Hayek. For his part, Hayek dedicated a collection of papers, Studies in Philosophy, Politics, and Economics, to Popper and, in 1982, said that "ever since his Logik der Forschung first came out in 1934, I have been a complete adherent to his general theory of methodology". Popper also participated in the inaugural meeting of the Mont Pelerin Society. Their friendship and mutual admiration, however, do not change the fact that there are important differences between their ideas.


Who is the only exception from whom Hayek claims to have learned more than he did from Popper?


Hayek dedicated many of his papers to Popper based on a dedication Popper made to him in which of his work?


Which of Popper's works was the first to grasp Hayek's attention?


Popper was present for which notable Mont Pelerin Society event?


Which of Hayek's books had an impact on those against postmodernism?

Hayek's greatest intellectual debt was to Carl Menger, who pioneered an approach to social explanation similar to that developed in Britain by Bernard Mandeville and the Scottish moral philosophers in the Scottish Enlightenment. He had a wide-reaching influence on contemporary economics, politics, philosophy, sociology, psychology and anthropology. For example, Hayek's discussion in The Road to Serfdom (1944) about truth, falsehood and the use of language influenced some later opponents of postmodernism.


To whom did Hayek owe his intellectual success?


Carl Menger's work in social explanation was not too different from those in which Scottish period??


In what year was Margaret Thatcher elected Prime Minister?

Hayek received new attention in the 1980s and 1990s with the rise of conservative governments in the United States, United Kingdom, and Canada. After winning the United Kingdom general election, 1979, Margaret Thatcher appointed Keith Joseph, the director of the Hayekian Centre for Policy Studies, as her secretary of state for industry in an effort to redirect parliament's economic strategies. Likewise, David Stockman, Ronald Reagan's most influential financial official in 1981 was an acknowledged follower of Hayek.


Whom did the Prime Minister of England choose as secretary of state?


During the 80s and 90s, three major English speaking nations experienced a political shift to to what?


What position did the British Prime Minister's secretary of state previously hold?


One of Hayek's supporters served which US president?


What ideology did Hayek not agree with in an essay appended to The Constitution of Liberty?

Hayek wrote an essay, "Why I Am Not a Conservative" (included as an appendix to The Constitution of Liberty), in which he disparaged conservatism for its inability to adapt to changing human realities or to offer a positive political program, remarking, "Conservatism is only as good as what it conserves." Although he noted that modern day conservatism shares many opinions on economics with classical liberals, particularly a belief in the free market, he believed it's because conservatism wants to "stand still," whereas liberalism embraces the free market because it "wants to go somewhere." Hayek identified himself as a classical liberal, but noted that in the United States it had become almost impossible to use "liberal" in its original definition, and the term "libertarian" has been used instead. In this text, Hayek also opposed conservatism for "its hostility to internationalism and its proneness to a strident nationalism" and its frequent association with imperialism.


What word is used in the United States to identify Hayek's ideology?


Which ideology did Hayek believe conservatism discouraged?


What does conservatism have in common with classical liberalism?


What was Hayek's statement regarding conservatism?


What did Hayek suggest as an alternative to being called a libertarian?

However, for his part, Hayek found this term "singularly unattractive" and offered the term "Old Whig" (a phrase borrowed from Edmund Burke) instead. In his later life, he said, "I am becoming a Burkean Whig." However, Whiggery as a political doctrine had little affinity for classical political economy, the tabernacle of the Manchester School and William Gladstone. His essay has served as an inspiration to other liberal-minded economists wishing to distinguish themselves from conservative thinkers, for example James M. Buchanan's essay "Why I, Too, Am Not a Conservative: The Normative Vision of Classical Liberalism".


In opposition to conservatives, what group has Hayek's work influenced?


Who wrote an essay as a result of Hayek's "Why I Am Not a Conservative"?


From whom did Hayek acquire the term he proposed as an alternative to libertarian?


In his later years, what term did Hayek use to describe himself?


What term do those who disagree with Hayek use to describe his ideals?

His opponents have attacked Hayek as a leading promoter of "neoliberalism". A British scholar, Samuel Brittan, concluded in 2010, "Hayek's book [The Constitution of Liberty] is still probably the most comprehensive statement of the underlying ideas of the moderate free market philosophy espoused by neoliberals." Brittan adds that although Raymond Plant (2009) comes out in the end against Hayek's doctrines, Plant gives The Constitution of Liberty a "more thorough and fair-minded analysis than it has received even from its professed adherents".


Who was it that claimed Hayek's The Constitution of Liberty to be an thorough example of neoliberal philosophy?


Whose ideals does Brittan believe to win out over Hayek's?


Who makes the claim that Hayek was actually a conservative?

In Why F A Hayek is a Conservative, British policy analyst Madsen Pirie claims Hayek mistakes the nature of the conservative outlook. Conservatives, he says, are not averse to change – but like Hayek, they are highly averse to change being imposed on the social order by people in authority who think they know how to run things better. They wish to allow the market to function smoothly and give it the freedom to change and develop. It is an outlook, says Pirie, that Hayek and conservatives both share.


According to Pirie, conservatives dislike change only when its forced upon them by whom?


Pirie believes Hayek to be a conservative for what reason?


What does Pirie claim conservatives want for the free market?


Diarrhea, also spelled diarrhoea, is the condition of having at least three loose or liquid bowel movements each day. It often lasts for a few days and can result in dehydration due to fluid loss. Signs of dehydration often begin with loss of the normal stretchiness of the skin and irritable behaviour. This can progress to decreased urination, loss of skin color, a fast heart rate, and a decrease in responsiveness as it becomes more severe. Loose but non-watery stools in babies who are breastfed, however, may be normal.


What are the warning signs of dehydration?


What is the most common cause of diarrhea?

The most common cause is an infection of the intestines due to either a virus, bacteria, or parasite; a condition known as gastroenteritis. These infections are often acquired from food or water that has been contaminated by stool, or directly from another person who is infected. It may be divided into three types: short duration watery diarrhea, short duration bloody diarrhea, and if it lasts for more than two weeks, persistent diarrhea. The short duration watery diarrhea may be due to an infection by cholera, although this is rare in the developed world. If blood is present it is also known as dysentery. A number of non-infectious causes may also result in diarrhea, including hyperthyroidism, lactose intolerance, inflammatory bowel disease, a number of medications, and irritable bowel syndrome. In most cases, stool cultures are not required to confirm the exact cause.


What can cause an infection in the intestines?


What is it known as if blood is present?


Prevention of infectious diarrhea is by improved sanitation, clean drinking water, and hand washing with soap. Breastfeeding for at least six months is also recommended as is vaccination against rotavirus. Oral rehydration solution (ORS), which is clean water with modest amounts of salts and sugar, is the treatment of choice. Zinc tablets are also recommended. These treatments have been estimated to have saved 50 million children in the past 25 years. When people have diarrhea it is recommended that they continue to eat healthy food and babies continue to be breastfed. If commercial ORS are not available, homemade solutions may be used. In those with severe dehydration, intravenous fluids may be required. Most cases; however, can be managed well with fluids by mouth. Antibiotics, while rarely used, may be recommended in a few cases such as those who have bloody diarrhea and a high fever, those with severe diarrhea following travelling, and those who grow specific bacteria or parasites in their stool. Loperamide may help decrease the number of bowel movement but is not recommended in those with severe disease.


What else can a mom do to prevent diarrhea for her baby?


What is the treatment of choice for diarrhea?


What conditions would a doctor prescribe antibiotics?


HOw many cases of diarrhea are there a year?

About 1.7 to 5 billion cases of diarrhea occur per year. It is most common in developing countries, where young children get diarrhea on average three times a year. Total deaths from diarrhea are estimated at 1.26 million in 2013 – down from 2.58 million in 1990. In 2012, it is the second most common cause of deaths in children younger than five (0.76 million or 11%). Frequent episodes of diarrhea are also a common cause of malnutrition and the most common cause in those younger than five years of age. Other long term problems that can result include stunted growth and poor intellectual development.


How often do kids get diarrhea in developing countries?


Frequent episodes of diarrhea are common in what type of cases?


What long term issues can arise from frequent diarrhea?


Secretory diarrhea means that there is an increase in the active secretion, or there is an inhibition of absorption. There is little to no structural damage. The most common cause of this type of diarrhea is a cholera toxin that stimulates the secretion of anions, especially chloride ions. Therefore, to maintain a charge balance in the lumen, sodium is carried with it, along with water. In this type of diarrhea intestinal fluid secretion is isotonic with plasma even during fasting. It continues even when there is no oral food intake.


What are the causes of secretory diarrhea?


Is there any structural damage associated with secretory diarrhea?


Osmotic diarrhea occurs when too much water is drawn into the bowels. If a person drinks solutions with excessive sugar or excessive salt, these can draw water from the body into the bowel and cause osmotic diarrhea. Osmotic diarrhea can also be the result of maldigestion (e.g., pancreatic disease or Coeliac disease), in which the nutrients are left in the lumen to pull in water. Or it can be caused by osmotic laxatives (which work to alleviate constipation by drawing water into the bowels). In healthy individuals, too much magnesium or vitamin C or undigested lactose can produce osmotic diarrhea and distention of the bowel. A person who has lactose intolerance can have difficulty absorbing lactose after an extraordinarily high intake of dairy products. In persons who have fructose malabsorption, excess fructose intake can also cause diarrhea. High-fructose foods that also have a high glucose content are more absorbable and less likely to cause diarrhea. Sugar alcohols such as sorbitol (often found in sugar-free foods) are difficult for the body to absorb and, in large amounts, may lead to osmotic diarrhea. In most of these cases, osmotic diarrhea stops when offending agent (e.g. milk, sorbitol) is stopped.


What can cause osmotic diarrhea in healthy people?


Inflammatory diarrhea occurs when there is damage to the mucosal lining or brush border, which leads to a passive loss of protein-rich fluids and a decreased ability to absorb these lost fluids. Features of all three of the other types of diarrhea[clarification needed] can be found in this type of diarrhea. It can be caused by bacterial infections, viral infections, parasitic infections, or autoimmune problems such as inflammatory bowel diseases. It can also be caused by tuberculosis, colon cancer, and enteritis.[citation needed]


What happens with inflammatory diarrhea?


What other causes are there for inflammatory diarrhea?


Diarrheal disease has what effects on a person?

Diarrheal disease may have a negative impact on both physical fitness and mental development. "Early childhood malnutrition resulting from any cause reduces physical fitness and work productivity in adults," and diarrhea is a primary cause of childhood malnutrition. Further, evidence suggests that diarrheal disease has significant impacts on mental development and health; it has been shown that, even when controlling for helminth infection and early breastfeeding, children who had experienced severe diarrhea had significantly lower scores on a series of tests of intelligence.


What can early childhood malnutrition cause?


What is the cause of childhood malnutrition?


Children who have experienced sever diarrhea are more likely to have what effect?


Another possible cause of diarrhea is irritable bowel syndrome (IBS), which usually presents with abdominal discomfort relieved by defecation and unusual stool (diarrhea or constipation) for at least 3 days a week over the previous 3 months. Symptoms of diarrhea-predominant IBS can be managed through a combination of dietary changes, soluble fiber supplements, and/or medications such as loperamide or codeine. About 30% of patients with diarrhea-predominant IBS have bile acid malabsorption diagnosed with an abnormal SeHCAT test.


What is a good indicator of the rate of infectious diarrhea?

Poverty is a good indicator of the rate of infectious diarrhea in a population. This association does not stem from poverty itself, but rather from the conditions under which impoverished people live. The absence of certain resources compromises the ability of the poor to defend themselves against infectious diarrhea. "Poverty is associated with poor housing, crowding, dirt floors, lack of access to clean water or to sanitary disposal of fecal waste (sanitation), cohabitation with domestic animals that may carry human pathogens, and a lack of refrigerated storage for food, all of which increase the frequency of diarrhea... Poverty also restricts the ability to provide age-appropriate, nutritionally balanced diets or to modify diets when diarrhea develops so as to mitigate and repair nutrient losses. The impact is exacerbated by the lack of adequate, available, and affordable medical care."


Why does living in poverty raise your risk of diarrhea?


Proper nutrition is important for health and functioning, including the prevention of infectious diarrhea. It is especially important to young children who do not have a fully developed immune system. Zinc deficiency, a condition often found in children in developing countries can, even in mild cases, have a significant impact on the development and proper functioning of the human immune system. Indeed, this relationship between zinc deficiency reduced immune functioning corresponds with an increased severity of infectious diarrhea. Children who have lowered levels of zinc have a greater number of instances of diarrhea, severe diarrhea, and diarrhea associated with fever. Similarly, vitamin A deficiency can cause an increase in the severity of diarrheal episodes, however there is some discrepancy when it comes to the impact of vitamin A deficiency on the rate of disease. While some argue that a relationship does not exist between the rate of disease and vitamin A status, others suggest an increase in the rate associated with deficiency. Given that estimates suggest 127 million preschool children worldwide are vitamin A deficient, this population has the potential for increased risk of disease contraction.


What effects does lower levels of zinc have in children?


What can having a vitamin A deficiency cause?


What is the rate of vitamin A deficiency in children worldwide?


According to two researchers, Nesse and Williams, diarrhea may function as an evolved expulsion defense mechanism. As a result, if it is stopped, there might be a delay in recovery. They cite in support of this argument research published in 1973 that found that treating Shigella with the anti-diarrhea drug (Co-phenotrope, Lomotil) caused people to stay feverish twice as long as those not so treated. The researchers indeed themselves observed that: "Lomotil may be contraindicated in shigellosis. Diarrhea may represent a defense mechanism".


If diarrhea is stopped, would could happen?


What happened with people with Shigella were treated with anti-diarrheal medication?


What has had major effects on the transmission of diarrheal diseases?

Basic sanitation techniques can have a profound effect on the transmission of diarrheal disease. The implementation of hand washing using soap and water, for example, has been experimentally shown to reduce the incidence of disease by approximately 42–48%. Hand washing in developing countries, however, is compromised by poverty as acknowledged by the CDC: "Handwashing is integral to disease prevention in all parts of the world; however, access to soap and water is limited in a number of less developed countries. This lack of access is one of many challenges to proper hygiene in less developed countries." Solutions to this barrier require the implementation of educational programs that encourage sanitary behaviours.


How much does hand washing reduce the chances of disease?


Why do developing countries not wash their hands as much as other countries?


What is a solution to help this problem?


What is a major means of the spread of diarrhea disease?

Given that water contamination is a major means of transmitting diarrheal disease, efforts to provide clean water supply and improved sanitation have the potential to dramatically cut the rate of disease incidence. In fact, it has been proposed that we might expect an 88% reduction in child mortality resulting from diarrheal disease as a result of improved water sanitation and hygiene. Similarly, a meta-analysis of numerous studies on improving water supply and sanitation shows a 22–27% reduction in disease incidence, and a 21–30% reduction in mortality rate associated with diarrheal disease.


What has cut the rate of diarrhea disease incidents?


What would be the reduction in deisease incedence if there was better water and sanitation?


What is the downfall of using immunization against the pathogens that cause disease?

Immunization against the pathogens that cause diarrheal disease is a viable prevention strategy, however it does require targeting certain pathogens for vaccination. In the case of Rotavirus, which was responsible for around 6% of diarrheal episodes and 20% of diarrheal disease deaths in the children of developing countries, use of a Rotavirus vaccine in trials in 1985 yielded a slight (2-3%) decrease in total diarrheal disease incidence, while reducing overall mortality by 6-10%. Similarly, a Cholera vaccine showed a strong reduction in morbidity and mortality, though the overall impact of vaccination was minimal as Cholera is not one of the major causative pathogens of diarrheal disease. Since this time, more effective vaccines have been developed that have the potential to save many thousands of lives in developing nations, while reducing the overall cost of treatment, and the costs to society.


What is responsible for 6% of dearrheal disease?


What percent is the rotavirus responsible for in diarrheal disease deaths?


What was the effect of the Rotavirus vaccine?


What year was the Rotovirus vaccine used?


What can be done to combate dietary deficiences?

Dietary deficiencies in developing countries can be combated by promoting better eating practices. Supplementation with vitamin A and/or zinc. Zinc supplementation proved successful showing a significant decrease in the incidence of diarrheal disease compared to a control group. The majority of the literature suggests that vitamin A supplementation is advantageous in reducing disease incidence. Development of a supplementation strategy should take into consideration the fact that vitamin A supplementation was less effective in reducing diarrhea incidence when compared to vitamin A and zinc supplementation, and that the latter strategy was estimated to be significantly more cost effective.


What has been used and shown successful in a decrease in incidence of diarrheal disease?


WHat strategy was found out to be more cost effective?


What is the basic treatment many cases of diarrhea need?

In many cases of diarrhea, replacing lost fluid and salts is the only treatment needed. This is usually by mouth – oral rehydration therapy – or, in severe cases, intravenously. Diet restrictions such as the BRAT diet are no longer recommended. Research does not support the limiting of milk to children as doing so has no effect on duration of diarrhea. To the contrary, WHO recommends that children with diarrhea continue to eat as sufficient nutrients are usually still absorbed to support continued growth and weight gain, and that continuing to eat also speeds up recovery of normal intestinal functioning. CDC recommends that children and adults with cholera also continue to eat.


What type of diet is no longer recommended?


What can be used to prevent dehydration?

Oral rehydration solution (ORS) (a slightly sweetened and salty water) can be used to prevent dehydration. Standard home solutions such as salted rice water, salted yogurt drinks, vegetable and chicken soups with salt can be given. Home solutions such as water in which cereal has been cooked, unsalted soup, green coconut water, weak tea (unsweetened), and unsweetened fresh fruit juices can have from half a teaspoon to full teaspoon of salt (from one-and-a-half to three grams) added per liter. Clean plain water can also be one of several fluids given. There are commercial solutions such as Pedialyte, and relief agencies such as UNICEF widely distribute packets of salts and sugar. A WHO publication for physicians recommends a homemade ORS consisting of one liter water with one teaspoon salt (3 grams) and two tablespoons sugar (18 grams) added (approximately the "taste of tears"). Rehydration Project recommends adding the same amount of sugar but only one-half a teaspoon of salt, stating that this more dilute approach is less risky with very little loss of effectiveness. Both agree that drinks with too much sugar or salt can make dehydration worse.


What are some good standard home solutions?


What is a commercial solution that can also be used?


What are not recommended for younger kids because it can casue more dehydration?

Drinks especially high in simple sugars, such as soft drinks and fruit juices, are not recommended in children under 5 years of age as they may increase dehydration. A too rich solution in the gut draws water from the rest of the body, just as if the person were to drink sea water. Plain water may be used if more specific and effective ORT preparations are unavailable or are not palatable. Additionally, a mix of both plain water and drinks perhaps too rich in sugar and salt can alternatively be given to the same person, with the goal of providing a medium amount of sodium overall. A nasogastric tube can be used in young children to administer fluids if warranted.


Why are sodas and high sugar fruit juices not recommended?


What can be used to give fluids when they can not drink?


WHO recommends a child with diarrhea continue to be fed. Continued feeding speeds the recovery of normal intestinal function. In contrast, children whose food is restricted have diarrhea of longer duration and recover intestinal function more slowly. A child should also continue to be breastfed. The WHO states "Food should never be withheld and the child's usual foods should not be diluted. Breastfeeding should always be continued." And in the specific example of cholera, CDC also makes the same recommendation. In young children who are not breast-fed and live in the developed world, a lactose-free diet may be useful to speed recovery.


What does continuing to eat do for your illness?


What happens when a childs food is restricted?


Are antibiotics used in diarrhea instances?

While antibiotics are beneficial in certain types of acute diarrhea, they are usually not used except in specific situations. There are concerns that antibiotics may increase the risk of hemolytic uremic syndrome in people infected with Escherichia coli O157:H7. In resource-poor countries, treatment with antibiotics may be beneficial. However, some bacteria are developing antibiotic resistance, particularly Shigella. Antibiotics can also cause diarrhea, and antibiotic-associated diarrhea is the most common adverse effect of treatment with general antibiotics.


What are bacteria doing that makes them not work as well?


What are the origins of the word madrasa?

Madrasa (Arabic: مدرسة, madrasah, pl. مدارس, madāris, Turkish: Medrese) is the Arabic word for any type of educational institution, whether secular or religious (of any religion). The word is variously transliterated madrasah, madarasaa, medresa, madrassa, madraza, medrese, etc. In the West, the word usually refers to a specific type of religious school or college for the study of the Islamic religion, though this may not be the only subject studied. Not all students in madaris are Muslims; there is also a modern curriculum.


What type of educational institution does the term madrasa refer?


In Western culture, the term madrasa widely refers to the practices of what religion?


How many students enrolled in madaris are Muslim?


What are the root origins of the word madrasah?

The word madrasah derives from the triconsonantal Semitic root د-ر-س D-R-S 'to learn, study', through the wazn (form/stem) مفعل(ة); mafʻal(ah), meaning "a place where something is done". Therefore, madrasah literally means "a place where learning and studying take place". The word is also present as a loanword with the same innocuous meaning in many Arabic-influenced languages, such as: Urdu, Bengali, Hindi, Persian, Turkish, Azeri, Kurdish, Indonesian, Malay and Bosnian / Croatian. In the Arabic language, the word مدرسة madrasah simply means the same as school does in the English language, whether that is private, public or parochial school, as well as for any primary or secondary school whether Muslim, non-Muslim, or secular. Unlike the use of the word school in British English, the word madrasah more closely resembles the term school in American English, in that it can refer to a university-level or post-graduate school as well as to a primary or secondary school. For example, in the Ottoman Empire during the Early Modern Period, madaris had lower schools and specialised schools where the students became known as danişmends. The usual Arabic word for a university, however, is جامعة (jāmiʻah). The Hebrew cognate midrasha also connotes the meaning of a place of learning; the related term midrash literally refers to study or learning, but has acquired mystical and religious connotations.


What is the literal translation of madrasah?


During the Ottoman Empire, what types of schools were typical?


What were the students in madaris called?


What is the English connotative understanding of the word madrash?

However, in English, the term madrasah usually refers to the specifically Islamic institutions. A typical Islamic school usually offers two courses of study: a ḥifẓ course teaching memorization of the Qur'an (the person who commits the entire Qurʼan to memory is called a ḥāfiẓ); and an ʻālim course leading the candidate to become an accepted scholar in the community. A regular curriculum includes courses in Arabic, tafsir (Qur'anic interpretation), sharīʻah (Islamic law), hadiths (recorded sayings and deeds of Muhammad), mantiq (logic), and Muslim history. In the Ottoman Empire, during the Early Modern Period, the study of hadiths was introduced by Süleyman I. Depending on the educational demands, some madaris also offer additional advanced courses in Arabic literature, English and other foreign languages, as well as science and world history. Ottoman madaris along with religious teachings also taught "styles of writing, grammary, syntax, poetry, composition, natural sciences, political sciences, and etiquette."


What is taught through a hifz class or set of classes?


What is the discipline taught in mantiq courses?


What set of courses does someone need to take for preparation to be considered as a scholar?


What age groups are usually enrolled in madaris?

People of all ages attend, and many often move on to becoming imams.[citation needed] The certificate of an ʻālim, for example, requires approximately twelve years of study.[citation needed] A good number of the ḥuffāẓ (plural of ḥāfiẓ) are the product of the madaris. The madaris also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madaris is to admit orphans and poor children in order to provide them with education and training. Madaris may enroll female students; however, they study separately from the men.[citation needed]


How long does someone have to be enrolled in alim courses to earn a certificate or graduate?


In what ways are madaris similar to western colleges?


Why do madaris extend enrollment to children of less fortunate circumstances?


What is the format for co-education for women in madaris?


What is the meaning of Islamic education?

The term "Islamic education" means education in the light of Islam itself, which is rooted in the teachings of the Quran - holy book of Muslims. Islamic education and Muslim education are not the same. Because Islamic education has epistemological integration which is founded on Tawhid - Oneness or monotheism. For details Read "A Qur’anic Methodology for Integrating Knowledge and Education: Implications for Malaysia’s Islamic Education Strategy" written Tareq M Zayed and "Knowledge of Shariah and Knowledge to Manage ‘Self’ and ‘System’: Integration of Islamic Epistemology with the Knowledge and Education" authored by Tareq M Zayed


What book is the basis for education in Islamic traditions?


What types of education greatly differs from Islamic education?


What is Islamic religion traditionally considered as far as theology is concerned?


The first institute of madrasa education was at the estate of Hazrat Zaid bin Arkam near a hill called Safa, where Hazrat Muhammad was the teacher and the students were some of his followers.[citation needed] After Hijrah (migration) the madrasa of "Suffa" was established in Madina on the east side of the Al-Masjid an-Nabawi mosque. Hazrat 'Ubada bin Samit was appointed there by Hazrat Muhammad as teacher and among the students.[citation needed] In the curriculum of the madrasa, there were teachings of The Qur'an,The Hadith, fara'iz, tajweed, genealogy, treatises of first aid, etc. There were also trainings of horse-riding, art of war, handwriting and calligraphy, athletics and martial arts. The first part of madrasa based education is estimated from the first day of "nabuwwat" to the first portion of the "Umaiya" caliphate.[citation needed]


Who was the teacher at the first madrasa?


Who was named as a teacher at the second madrasa, housed in a mosque?


What handwriting art form was taught in the early madaris?


What type of physical fitness activities were taught in the early madaris?


Which class of people founded the madaris during the medieval period?

During the rule of the Fatimid and Mamluk dynasties and their successor states in the medieval Middle East, many of the ruling elite founded madaris through a religious endowment known as the waqf. Not only was the madrasa a potent symbol of status but it was an effective means of transmitting wealth and status to their descendants. Especially during the Mamlūk period, when only former slaves could assume power, the sons of the ruling Mamlūk elite were unable to inherit. Guaranteed positions within the new madaris thus allowed them to maintain status. Madaris built in this period include the Mosque-Madrasah of Sultan Ḥasan in Cairo.


How were the madaris funded during the medieval period?


What class of people inherited status during the Mamluk Period?


What allowed the ruling elite to maintain power during the Mamluk period?


In what city was the Mosque-Madrasah of Sultan Hasan?


Who traditionally paid for scholars to study natural sciences?

At the beginning of the Caliphate or Islamic Empire, the reliance on courts initially confined sponsorship and scholarly activities to major centres. Within several centuries, the development of Muslim educational institutions such as the madrasah and masjid eventually introduced such activities to provincial towns and dispersed them across the Islamic legal schools and Sufi orders. In addition to religious subjects, they also taught the "rational sciences," as varied as mathematics, astronomy, astrology, geography, alchemy, philosophy, magic, and occultism, depending on the curriculum of the specific institution in question. The madaris, however, were not centres of advanced scientific study; scientific advances in Islam were usually carried out by scholars working under the patronage of royal courts. During this time,[when?] the Caliphate experienced a growth in literacy, having the highest literacy rate of the Middle Ages, comparable to classical Athens' literacy in antiquity but on a much larger scale. The emergence of the maktab and madrasa institutions played a fundamental role in the relatively high literacy rates of the medieval Islamic world.


What group of people had the highest literacy rates during the Middle Ages?


What schools had the biggest impact on the rising literacy rates in the Caliphate?


How long did it take for madaris to spread to smaller cities and towns?


When were the first recorded Islamic elementary schools?

In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madaris (which referred to higher education), a maktab was often attached to an endowed mosque. In the 11th century, the famous Persian Islamic philosopher and teacher Ibn Sīnā (known as Avicenna in the West), in one of his books, wrote a chapter about the maktab entitled "The Role of the Teacher in the Training and Upbringing of Children," as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils, as well as the usefulness of group discussions and debates. Ibn Sīnā described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school.


What term refers to Islamic elementary schools?


Who wrote a training guide for Islamic maktab teachers?


What did Ibn Sina prefer over private tutors?


How many component of education did Ibn Sina describe in their teachings?


What type of skills did Ibn Sina state children should learn in secondary education?

Ibn Sīnā refers to the secondary education stage of maktab schooling as a period of specialisation when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be allowed to choose and specialise in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account.


According to Ibn Sina, at what age should children choose a direction for their education?


According to Ibn Sina, what is needed to support transition at the secondary stage of education?


What should secondary training provide a student in the secondary stage of school?


What discipline was studied in traditional madrasah?

During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and the secular sciences were often excluded. The curriculum slowly began to diversify, with many later madaris teaching both the religious and the "secular sciences", such as logic, mathematics and philosophy. Some madaris further extended their curriculum to history, politics, ethics, music, metaphysics, medicine, astronomy and chemistry. The curriculum of a madrasah was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madaris were established throughout the Islamic world, examples being the 9th century University of al-Qarawiyyin, the 10th century al-Azhar University (the most famous), the 11th century Niẓāmīyah, as well as 75 madaris in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Many more were also established in the Andalusian cities of Córdoba, Seville, Toledo, Granada (Madrasah of Granada), Murcia, Almería, Valencia and Cádiz during the Caliphate of Córdoba.


What was traditionally left out of the madrasah curriculum?


Who decided the content that would be delivered in a particular madrasah?


How many madaris have been founded in Cairo?


Madaris were largely centred on the study of fiqh (Islamic jurisprudence). The ijāzat al-tadrīs wa-al-iftāʼ ("licence to teach and issue legal opinions") in the medieval Islamic legal education system had its origins in the 9th century after the formation of the madhāhib (schools of jurisprudence). George Makdisi considers the ijāzah to be the origin of the European doctorate. However, in an earlier article, he considered the ijāzah to be of "fundamental difference" to the medieval doctorate, since the former was awarded by an individual teacher-scholar not obliged to follow any formal criteria, whereas the latter was conferred on the student by the collective authority of the faculty. To obtain an ijāzah, a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and ten or more years for a post-graduate course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." These were scholarly exercises practised throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded ijazas giving them the status of faqīh 'scholar of jurisprudence', muftī 'scholar competent in issuing fatwās', and mudarris 'teacher'.


How long did a student have to study law, in early Islamic law graduate schools, in order to graduate?


What traditional schooling has been considered modeled after the traditional Islamic graduate schools?


What did earning the ijazat al-tadris award students?

The Arabic term ijāzat al-tadrīs was awarded to Islamic scholars who were qualified to teach. According to Makdisi, the Latin title licentia docendi 'licence to teach' in the European university may have been a translation of the Arabic, but the underlying concept was very different. A significant difference between the ijāzat al-tadrīs and the licentia docendi was that the former was awarded by the individual scholar-teacher, while the latter was awarded by the chief official of the university, who represented the collective faculty, rather than the individual scholar-teacher.


Who awarded a teaching license in Islamic schools?


Who awarded a teaching license in European schools?


What type of license is closely related to the ijazat al-tadris?


What determination of the study of law was held to much debate?

Much of the study in the madrasah college centred on examining whether certain opinions of law were orthodox. This scholarly process of "determining orthodoxy began with a question which the Muslim layman, called in that capacity mustaftī, presented to a jurisconsult, called mufti, soliciting from him a response, called fatwa, a legal opinion (the religious law of Islam covers civil as well as religious matters). The mufti (professor of legal opinions) took this question, studied it, researched it intensively in the sacred scriptures, in order to find a solution to it. This process of scholarly research was called ijtihād, literally, the exertion of one's efforts to the utmost limit."


What type of matters are covered through Islamic law?


What is the Islamic term for issuing a legal opinion?


When did some madaris become considered like traditional colleges?

There is disagreement whether madaris ever became universities. Scholars like Arnold H. Green and Seyyed Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madaris indeed became universities. George Makdisi and others, however, argue that the European university has no parallel in the medieval Islamic world. Darleen Pryds questions this view, pointing out that madaris and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Other scholars regard the university as uniquely European in origin and characteristics.


What class of people founded both European universities and Islamic madaris


What was considered to be the underlying purpose of madaris?


Who argued that European universities and Islamic madaris have very little in common?


When was al-Qarawiyin University founded?

al-Qarawīyīn University in Fez, Morocco is recognised by many historians as the oldest degree-granting university in the world, having been founded in 859 by Fatima al-Fihri. While the madrasa college could also issue degrees at all levels, the jāmiʻahs (such as al-Qarawīyīn and al-Azhar University) differed in the sense that they were larger institutions, more universal in terms of their complete source of studies, had individual faculties for different subjects, and could house a number of mosques, madaris, and other institutions within them. Such an institution has thus been described as an "Islamic university".


What types of degrees were earned at al-Qarawiyin University?


What religious buildings were housed inside al-Qarawiyin University?


What types of teachers were at al-Qarawiyin University?


Al-Azhar University, founded in Cairo, Egypt in 975 by the Ismaʻīlī Shīʻī Fatimid dynasty as a jāmiʻah, had individual faculties for a theological seminary, Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, early Islamic philosophy and logic in Islamic philosophy. The postgraduate doctorate in law was only obtained after "an oral examination to determine the originality of the candidate's theses", and to test the student's "ability to defend them against all objections, in disputations set up for the purpose." ‘Abd al-Laṭīf al-Baghdādī also delivered lectures on Islamic medicine at al-Azhar, while Maimonides delivered lectures on medicine and astronomy there during the time of Saladin. Another early jāmiʻah was the Niẓāmīyah of Baghdād (founded 1091), which has been called the "largest university of the Medieval world." Mustansiriya University, established by the ʻAbbāsid caliph al-Mustanṣir in 1233, in addition to teaching the religious subjects, offered courses dealing with philosophy, mathematics and the natural sciences.


What was required to earn a law degree at Al-Azhar University?


Who was an astronomy professor at Al-Azhar University?


What is Nizamiyah of Baghdad most known for?


What field does the ijazah signify expertise in?

However, the classification of madaris as "universities" is disputed on the question of understanding of each institution on its own terms. In madaris, the ijāzahs were only issued in one field, the Islamic religious law of sharīʻah, and in no other field of learning. Other academic subjects, including the natural sciences, philosophy and literary studies, were only treated "ancillary" to the study of the Sharia. For example, a natural science like astronomy was only studied (if at all) to supply religious needs, like the time for prayer. This is why Ptolemaic astronomy was considered adequate, and is still taught in some modern day madaris. The Islamic law undergraduate degree from al-Azhar, the most prestigious madrasa, was traditionally granted without final examinations, but on the basis of the students' attentive attendance to courses. In contrast to the medieval doctorate which was granted by the collective authority of the faculty, the Islamic degree was not granted by the teacher to the pupil based on any formal criteria, but remained a "personal matter, the sole prerogative of the person bestowing it; no one could force him to give one".


What was the purpose of studying natural sciences in madaris?


Who decided if a student earned a law degree in undergraduate madaris?


What scientific discipline is still taught in modern madaris?


What is considered the most famous madrasa?


Who argues that madaris are not the same as traditional European universities?

Medievalist specialists who define the university as a legally autonomous corporation disagree with the term "university" for the Islamic madaris and jāmi‘ahs because the medieval university (from Latin universitas) was structurally different, being a legally autonomous corporation rather than a waqf institution like the madrasa and jāmiʻah. Despite the many similarities, medieval specialists have coined the term "Islamic college" for madrasa and jāmiʻah to differentiate them from the legally autonomous corporations that the medieval European universities were. In a sense, the madrasa resembles a university college in that it has most of the features of a university, but lacks the corporate element. Toby Huff summarises the difference as follows:


What do scholars that specialize in the medieval period describe madaris as?


What do scholars believe is missing from madaris that prevent them from being considered universities?


When did more madaris begin to form more rapidly?

As Muslim institutions of higher learning, the madrasa had the legal designation of waqf. In central and eastern Islamic lands, the view that the madrasa, as a charitable endowment, will remain under the control of the donor (and their descendent), resulted in a "spurt" of establishment of madaris in the 11th and 12th centuries. However, in Western Islamic lands, where the Maliki views prohibited donors from controlling their endowment, madaris were not as popular. Unlike the corporate designation of Western institutions of higher learning, the waqf designation seemed to have led to the exclusion of non-orthodox religious subjects such a philosophy and natural science from the curricula. The madrasa of al-Qarawīyīn, one of the two surviving madaris that predate the founding of the earliest medieval universities and are thus claimed to be the "first universities" by some authors, has acquired official university status as late as 1947. The other, al-Azhar, did acquire this status in name and essence only in the course of numerous reforms during the 19th and 20th century, notably the one of 1961 which introduced non-religious subjects to its curriculum, such as economics, engineering, medicine, and agriculture. It should also be noted that many medieval universities were run for centuries as Christian cathedral schools or monastic schools prior to their formal establishment as universitas scholarium; evidence of these immediate forerunners of the university dates back to the 6th century AD, thus well preceding the earliest madaris. George Makdisi, who has published most extensively on the topic concludes in his comparison between the two institutions:


Where are madaris considered less desirable?


When did the al-Qarawiyin officially become a university?


When the madaris are considered as a charity, who controls the school?


What disciplines were introduced at al-Azhar in 1961?


What institutions have been considered to take some its ideas from madaris?

Nevertheless, Makdisi has asserted that the European university borrowed many of its features from the Islamic madrasa, including the concepts of a degree and doctorate. Makdisi and Hugh Goddard have also highlighted other terms and concepts now used in modern universities which most likely have Islamic origins, including "the fact that we still talk of professors holding the 'Chair' of their subject" being based on the "traditional Islamic pattern of teaching where the professor sits on a chair and the students sit around him", the term 'academic circles' being derived from the way in which Islamic students "sat in a circle around their professor", and terms such as "having 'fellows', 'reading' a subject, and obtaining 'degrees', can all be traced back" to the Islamic concepts of aṣḥāb ('companions, as of Muhammad'), qirāʼah ('reading aloud the Qur'an') and ijāzah ('licence [to teach]') respectively. Makdisi has listed eighteen such parallels in terminology which can be traced back to their roots in Islamic education. Some of the practices now common in modern universities which Makdisi and Goddard trace back to an Islamic root include "practices such as delivering inaugural lectures, wearing academic robes, obtaining doctorates by defending a thesis, and even the idea of academic freedom are also modelled on Islamic custom." The Islamic scholarly system of fatwá and ijmāʻ, meaning opinion and consensus respectively, formed the basis of the "scholarly system the West has practised in university scholarship from the Middle Ages down to the present day." According to Makdisi and Goddard, "the idea of academic freedom" in universities was also "modelled on Islamic custom" as practised in the medieval Madrasa system from the 9th century. Islamic influence was "certainly discernible in the foundation of the first deliberately planned university" in Europe, the University of Naples Federico II founded by Frederick II, Holy Roman Emperor in 1224.


How many corollaries dd Makdisi make between Islamic language and European educational practices?


What Eurpoean university practices are considered to be adapted from madaris?


What freedom specifically did Makdisi believe European schools learned from Islamic traditions?


What clothing practice did Makdisi believe European schools learned from madaris?


What other religion was considered to share parallels in teaching styles with the Muslim faith?

However, all of these facets of medieval university life are considered by standard scholarship to be independent medieval European developments with no tracable Islamic influence. Generally, some reviewers have pointed out the strong inclination of Makdisi of overstating his case by simply resting on "the accumulation of close parallels", but all the while failing to point to convincing channels of transmission between the Muslim and Christian world. Norman Daniel points out that the Arab equivalent of the Latin disputation, the taliqa, was reserved for the ruler's court, not the madrasa, and that the actual differences between Islamic fiqh and medieval European civil law were profound. The taliqa only reached Islamic Spain, the only likely point of transmission, after the establishment of the first medieval universities. In fact, there is no Latin translation of the taliqa and, most importantly, no evidence of Latin scholars ever showing awareness of Arab influence on the Latin method of disputation, something they would have certainly found noteworthy. Rather, it was the medieval reception of the Greek Organon which set the scholastic sic et non in motion. Daniel concludes that resemblances in method had more to with the two religions having "common problems: to reconcile the conflicting statements of their own authorities, and to safeguard the data of revelation from the impact of Greek philosophy"; thus Christian scholasticism and similar Arab concepts should be viewed in terms of a parallel occurrence, not of the transmission of ideas from one to the other, a view shared by Hugh Kennedy.


What was Makdisi accused of doing when evaluating the parallels between European and Islamic schools?


What do scholars believe is the reason for similarities between Islamic and European schools?


What percentage of Islamic women were educated before the 1200s?

Prior to the 12th century, women accounted for less than one percent of the world’s Islamic scholars. However, al-Sakhawi and Mohammad Akram Nadwi have since found evidence of over 8,000 female scholars since the 15th century. al-Sakhawi devotes an entire volume of his 12-volume biographical dictionary al-Ḍawʾ al-lāmiʻ to female scholars, giving information on 1,075 of them. More recently, the scholar Mohammad Akram Nadwi, currently a researcher from the Oxford Centre for Islamic Studies, has written 40 volumes on the muḥaddithāt (the women scholars of ḥadīth), and found at least 8,000 of them.


How many female Islamic scholars were on record after the 1400s?


In what book was a section reserved for the study of Islamic female students?


How many female students were discussed in the al-Daw' al-Iami?


What disciplines were women trained in during the first century?

From around 750, during the Abbasid Caliphate, women “became renowned for their brains as well as their beauty”. In particular, many well known women of the time were trained from childhood in music, dancing and poetry. Mahbuba was one of these. Another feminine figure to be remembered for her achievements was Tawaddud, "a slave girl who was said to have been bought at great cost by Hārūn al-Rashīd because she had passed her examinations by the most eminent scholars in astronomy, medicine, law, philosophy, music, history, Arabic grammar, literature, theology and chess". Moreover, among the most prominent feminine figures was Shuhda who was known as "the Scholar" or "the Pride of Women" during the 12th century in Baghdad. Despite the recognition of women's aptitudes during the Abbasid dynasty, all these came to an end in Iraq with the sack of Baghdad in 1258.


Who was the most well known female scholar in Islamic schools?


When was formal education for Islamic women halted?


During which Caliphate did Islamic women begin attending formal school?


What titles could women earn by going to Islamic schools?

According to the Sunni scholar Ibn ʻAsākir in the 12th century, there were opportunities for female education in the medieval Islamic world, writing that women could study, earn ijazahs (academic degrees), and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. Ibn ʻAsakir had himself studied under 80 different female teachers in his time. Female education in the Islamic world was inspired by Muhammad's wives, such as Khadijah, a successful businesswoman. According to a hadith attributed to Muhammad, he praised the women of Medina because of their desire for religious knowledge:


Who wanted to ensured that their daughters were educated in Islamic schools?


Why did the prophet Muhammad esteem women in Medina?


Who created a pathway for education for women in the Islamic world?


Which one of Muhammad's wives had a particular impact on his view of women and education?


Who traveled abroad to get an education at madaris?

"The first Ottoman Medrese was created in İznik in 1331 and most Ottoman medreses followed the traditions of Sunni Islam." "When an Ottoman sultan established a new medrese, he would invite scholars from the Islamic world—for example, Murad II brought scholars from Persia, such as ʻAlāʼ al-Dīn and Fakhr al-Dīn who helped enhance the reputation of the Ottoman medrese". This reveals that the Islamic world was interconnected in the early modern period as they travelled around to other Islamic states exchanging knowledge. This sense that the Ottoman Empire was becoming modernised through globalization is also recognised by Hamadeh who says: "Change in the eighteenth century as the beginning of a long and unilinear march toward westernisation reflects the two centuries of reformation in sovereign identity." İnalcık also mentions that while scholars from for example Persia travelled to the Ottomans in order to share their knowledge, Ottomans travelled as well to receive education from scholars of these Islamic lands, such as Egypt, Persia and Turkestan. Hence, this reveals that similar to today's modern world, individuals from the early modern society travelled abroad to receive education and share knowledge and that the world was more interconnected than it seems. Also, it reveals how the system of "schooling" was also similar to today's modern world where students travel abroad to different countries for studies. Examples of Ottoman madaris are the ones built by Mehmed the Conqueror. He built eight madaris that were built "on either side of the mosque where there were eight higher madaris for specialised studies and eight lower medreses, which prepared students for these." The fact that they were built around, or near mosques reveals the religious impulses behind madrasa building and it reveals the interconnectedness between institutions of learning and religion. The students who completed their education in the lower medreses became known as danismends. This reveals that similar to the education system today, the Ottomans' educational system involved different kinds of schools attached to different kinds of levels. For example, there were lower madaris and specialised ones, and for one to get into the specialised area meant that he had to complete the classes in the lower one in order to adequately prepare himself for higher learning.


How many madaris were started by Mehmed the Conqueror?


How would a student matriculate to the next level of schooling in the Ottoman Empire?


When was the first Ottoman madrasa built?


What was the essential mission of Islamic schools in the Ottoman Empire?

Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.


Why was philosophy taught in Ottoman madaris?


What type of social structure did the Ottoman Empire have?


What religion was at the center of education in the Ottoman Empire?


What did Ottoman madaris have that was similar to modern American schools?


What kind of social service was provided through the madaris?

As with any other country during the Early Modern Period, such as Italy and Spain in Europe, the Ottoman social life was interconnected with the medrese. Medreses were built in as part of a Mosque complex where many programmes, such as aid to the poor through soup kitchens, were held under the infrastructure of a mosque, which reveals the interconnectedness of religion and social life during this period. "The mosques to which medreses were attached, dominated the social life in Ottoman cities." Social life was not dominated by religion only in the Muslim world of the Ottoman Empire; it was also quite similar to the social life of Europe during this period. As Goffman says: "Just as mosques dominated social life for the Ottomans, churches and synagogues dominated life for the Christians and Jews as well." Hence, social life and the medrese were closely linked, since medreses taught many curricula, such as religion, which highly governed social life in terms of establishing orthodoxy. "They tried moving their developing state toward Islamic orthodoxy." Overall, the fact that mosques contained medreses comes to show the relevance of education to religion in the sense that education took place within the framework of religion and religion established social life by trying to create a common religious orthodoxy. Hence, medreses were simply part of the social life of society as students came to learn the fundamentals of their societal values and beliefs.


What had a hold over social life in the Ottoman Empire as well as other cultures?


Where did students learn about religious and social norms?


What practice was desired through connecting religion and schools?


What group makes up a larger percentage of people in India?

In India the majority of these schools follow the Hanafi school of thought. The religious establishment forms part of the mainly two large divisions within the country, namely the Deobandis, who dominate in numbers (of whom the Darul Uloom Deoband constitutes one of the biggest madaris) and the Barelvis, who also make up a sizeable portion (Sufi-oriented). Some notable establishments include: Al Jamiatul Ashrafia, Mubarakpur, Manzar Islam Bareilly, Jamia Nizamdina New Delhi, Jamia Nayeemia Muradabad which is one of the largest learning centres for the Barelvis. The HR[clarification needed] ministry of the government of India has recently[when?] declared that a Central Madrasa Board would be set up. This will enhance the education system of madaris in India. Though the madaris impart Quranic education mainly, efforts are on to include Mathematics, Computers and science in the curriculum. In July 2015, the state government of Maharashtra created a stir de-recognised madrasa education, receiving critisicm from several political parties with the NCP accusing the ruling BJP of creating Hindu-Muslim friction in the state, and Kamal Farooqui of the All India Muslim Personal Law Board saying it was "ill-designed"


What problems are arising due to the political conflicts over schools?


What is the largest school for Barelvis people in India?


What disciplines does India want to introduce to madaris?


In what year did the Indian government begin to stop recognizing madaris as schools?


How many Muslim students are there in Kerala?

Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.


How many Muslim teachers are there in Kerala?


Who determines the content taught in Arabic public schools?


What types of programs provide traditional Islamic teaching?


What is the format of school for girls and boys?


Who decides if Muslims attend secular schools or traditional madaris?

In Southeast Asia, Muslim students have a choice of attending a secular government or an Islamic school. Madaris or Islamic schools are known as Sekolah Agama (Malay: religious school) in Malaysia and Indonesia, โรงเรียนศาสนาอิสลาม (Thai: school of Islam) in Thailand and madaris in the Philippines. In countries where Islam is not the majority or state religion, Islamic schools are found in regions such as southern Thailand (near the Thai-Malaysian border) and the southern Philippines in Mindanao, where a significant Muslim population can be found.


What are madaris referred to as in Indonesia and Malaysia?


What region of the Philippines has a large Muslim population?


In Singapore, madrasahs are private schools which are overseen by Majlis Ugama Islam Singapura (MUIS, English: Islamic Religious Council of Singapore). There are six Madrasahs in Singapore, catering to students from Primary 1 to Secondary 4. Four Madrasahs are coeducational and two are for girls. Students take a range of Islamic Studies subjects in addition to mainstream MOE curriculum subjects and sit for the PSLE and GCE 'O' Levels like their peers. In 2009, MUIS introduced the "Joint Madrasah System" (JMS), a joint collaboration of Madrasah Al-Irsyad Al-Islamiah primary school and secondary schools Madrasah Aljunied Al-Islamiah (offering the ukhrawi, or religious stream) and Madrasah Al-Arabiah Al-Islamiah (offering the academic stream). The JMS aims to introduce the International Baccalaureate (IB) programme into the Madrasah Al-Arabiah Al-Islamiah by 2019. Students attending a madrasah are required to wear the traditional Malay attire, including the songkok for boys and tudong for girls, in contrast to mainstream government schools which ban religious headgear as Singapore is officially a secular state. For students who wish to attend a mainstream school, they may opt to take classes on weekends at the madrasah instead of enrolling full-time.


What program is being installed in madrasahs in Singapore?


What year is it planned for IB programs to be in place at Madrasah Al-Arabiah Al-Islamiah?


What will the uniform be at Madrasah Al-Arabiah Al-Islamiah?


How many regions in Singapore have widely accepted madaris?

In 2004, madaris were mainstreamed in 16 Regions nationwide, primarily in Muslim-majority areas in Mindanao under the auspices of the Department of Education (DepEd). The DepEd adopted Department Order No. 51, which instituted Arabic-language and Islamic Values instruction for Muslim children in state schools, and authorised implementation of the Standard Madrasa Curriculum (SMC) in private-run madaris. While there are state-recognised Islamic schools, such as Ibn Siena Integrated School in the Islamic City of Marawi, Sarang Bangun LC in Zamboanga and SMIE in Jolo, their Islamic studies programmes initially varied in application and content.


What law protects the teaching of Arabic and Islamic traditions in Mindanao?


What religion do most people practice in Mindanao?


When did madaris become more accepted in Mindanao?


What curriculum is used in non public madaris in Mindanao?


When was the first madrasa started in North America?

The first Madressa established in North America, Al-Rashid Islamic Institute, was established in Cornwall, Ontario in 1983 and has graduates who are Hafiz (Quran) and Ulama. The seminary was established by Mazhar Alam under the direction of his teacher the leading Indian Tablighi scholar Muhammad Zakariya Kandhlawi and focuses on the traditional Hanafi school of thought and shuns Salafist / Wahabi teachings. Due to its proximity to the US border city of Messina the school has historically had a high ratio of US students. Their most prominent graduate Shaykh Muhammad Alshareef completed his Hifz in the early 1990s then went on to deviate from his traditional roots and form the Salafist organization the AlMaghrib Institute.


What country has many students that attend Al-Rashid Islamic Institute?


What organization did Shaykh Muhammad Alsahareef start?


What is the common western perception of the teaching received at madaris?

Western commentators post-9/11 often perceive madaris as places of radical revivalism with a connotation of anti-Americanism and radical extremism, frequently associated in the Western press with Wahhabi attitudes toward non-Muslims. In Arabic the word madrasa simply means "school" and does not imply a political or religious affiliation, radical or otherwise. Madaris have varied curricula, and are not all religious. Some madaris in India, for example, have a secularised identity. Although early madaris were founded primarily to gain "knowledge of God" they also taught subjects such as mathematics and poetry. For example, in the Ottoman Empire, "Madrasahs had seven categories of sciences that were taught, such as: styles of writing, oral sciences like the Arabic language, grammar, rhetoric, and history and intellectual sciences, such as logic." This is similar to the Western world, in which universities began as institutions of the Catholic church.


What type of content is delivered at madaris?


What type of teaching is provided at Indian madaris?


What are the origins of western schools?


How many science disciplines were taught at madaris in the Ottoman Empire?


In 1682, William Penn founded the city to serve as capital of the Pennsylvania Colony. Philadelphia played an instrumental role in the American Revolution as a meeting place for the Founding Fathers of the United States, who signed the Declaration of Independence in 1776 and the Constitution in 1787. Philadelphia was one of the nation's capitals in the Revolutionary War, and served as temporary U.S. capital while Washington, D.C., was under construction. In the 19th century, Philadelphia became a major industrial center and railroad hub that grew from an influx of European immigrants. It became a prime destination for African-Americans in the Great Migration and surpassed two million occupants by 1950.


What role did Philadelphia play in the American Revolution?


What purpose did Philadelphia serve while D.C. was under construction?


What was the historical economic base of Philadelphia?

Based on the similar shifts underway the nation's economy after 1960, Philadelphia experienced a loss of manufacturing companies and jobs to lower taxed regions of the USA and often overseas. As a result, the economic base of Philadelphia, which had historically been manufacturing, declined significantly. In addition, consolidation in several American industries (retailing, financial services and health care in particular) reduced the number of companies headquartered in Philadelphia. The economic impact of these changes would reduce Philadelphia's tax base and the resources of local government. Philadelphia struggled through a long period of adjustment to these economic changes, coupled with significant demographic change as wealthier residents moved into the nearby suburbs and more immigrants moved into the city. The city in fact approached bankruptcy in the late 1980s. Revitalization began in the 1990s, with gentrification turning around many neighborhoods and reversing its decades-long trend of population loss.


The area's many universities and colleges make Philadelphia a top international study destination, as the city has evolved into an educational and economic hub. With a gross domestic product of $388 billion, Philadelphia ranks ninth among world cities and fourth in the nation. Philadelphia is the center of economic activity in Pennsylvania and is home to seven Fortune 1000 companies. The Philadelphia skyline is growing, with several nationally prominent skyscrapers. The city is known for its arts, culture, and history, attracting over 39 million domestic tourists in 2013. Philadelphia has more outdoor sculptures and murals than any other American city, and Fairmount Park is the largest landscaped urban park in the world. The 67 National Historic Landmarks in the city helped account for the $10 billion generated by tourism. Philadelphia is the birthplace of the United States Marine Corps, and is also the home of many U.S. firsts, including the first library (1731), first hospital (1751) and medical school (1765), first Capitol (1777), first stock exchange (1790), first zoo (1874), and first business school (1881). Philadelphia is the only World Heritage City in the United States.


Where does it rank in comparison to other US cities in GDP?


How many Fortune 500 companies call Philadelpia home?


How many domestic tourists visit annually?


What branch of the US military was born in Philadelphia?


What native American tribe lived in the area before settlement?

Before Europeans arrived, the Philadelphia area was home to the Lenape (Delaware) Indians in the village of Shackamaxon. The Lenape are a Native American tribe and First Nations band government. They are also called Delaware Indians and their historical territory was along the Delaware River watershed, western Long Island and the Lower Hudson Valley.[a] Most Lenape were pushed out of their Delaware homeland during the 18th century by expanding European colonies, exacerbated by losses from intertribal conflicts. Lenape communities were weakened by newly introduced diseases, mainly smallpox, and violent conflict with Europeans. Iroquois people occasionally fought the Lenape. Surviving Lenape moved west into the upper Ohio River basin. The American Revolutionary War and United States' independence pushed them further west. In the 1860s, the United States government sent most Lenape remaining in the eastern United States to the Indian Territory (present-day Oklahoma and surrounding territory) under the Indian removal policy. In the 21st century, most Lenape now reside in the US state of Oklahoma, with some communities living also in Wisconsin, Ontario (Canada) and in their traditional homelands.


What other tribe occasionally fought against the Lenape?


Where did the Lenape go after being pushed out of the Philidelphia area?


Who were the first settlers to the Delaware Valley?

Europeans came to the Delaware Valley in the early 17th century, with the first settlements founded by the Dutch, who in 1623 built Fort Nassau on the Delaware River opposite the Schuylkill River in what is now Brooklawn, New Jersey. The Dutch considered the entire Delaware River valley to be part of their New Netherland colony. In 1638, Swedish settlers led by renegade Dutch established the colony of New Sweden at Fort Christina (present day Wilmington, Delaware) and quickly spread out in the valley. In 1644, New Sweden supported the Susquehannocks in their military defeat of the English colony of Maryland. In 1648, the Dutch built Fort Beversreede on the west bank of the Delaware, south of the Schuylkill near the present-day Eastwick section of Philadelphia, to reassert their dominion over the area. The Swedes responded by building Fort Nya Korsholm, named New Korsholm after a town that is now in Finland. In 1655, a Dutch military campaign led by New Netherland Director-General Peter Stuyvesant took control of the Swedish colony, ending its claim to independence, although the Swedish and Finnish settlers continued to have their own militia, religion, and court, and to enjoy substantial autonomy under the Dutch. The English conquered the New Netherland colony in 1664, but the situation did not really change until 1682, when the area was included in William Penn's charter for Pennsylvania.


What was the name of the first settlement in the area?


When did the English conquer the New Netherland colony?


In 1681, in partial repayment of a debt, Charles II of England granted William Penn a charter for what would become the Pennsylvania colony. Despite the royal charter, Penn bought the land from the local Lenape to be on good terms with the Native Americans and ensure peace for his colony. Penn made a treaty of friendship with Lenape chief Tammany under an elm tree at Shackamaxon, in what is now the city's Fishtown section. Penn named the city Philadelphia, which is Greek for brotherly love (from philos, "love" or "friendship", and adelphos, "brother"). As a Quaker, Penn had experienced religious persecution and wanted his colony to be a place where anyone could worship freely. This tolerance, far more than afforded by most other colonies, led to better relations with the local Native tribes and fostered Philadelphia's rapid growth into America's most important city. Penn planned a city on the Delaware River to serve as a port and place for government. Hoping that Philadelphia would become more like an English rural town instead of a city, Penn laid out roads on a grid plan to keep houses and businesses spread far apart, with areas for gardens and orchards. The city's inhabitants did not follow Penn's plans, as they crowded by the Delaware River, the port, and subdivided and resold their lots. Before Penn left Philadelphia for the last time, he issued the Charter of 1701 establishing it as a city. It became an important trading center, poor at first, but with tolerable living conditions by the 1750s. Benjamin Franklin, a leading citizen, helped improve city services and founded new ones, such as fire protection, a library, and one of the American colonies' first hospitals.


What religion did William Penn practice?


When was Philadelphia established as a city?


What type of street layout did Penn use for Philadelphia?


What important revolutionary document was signed in Philadelphia?

Philadelphia's importance and central location in the colonies made it a natural center for America's revolutionaries. By the 1750s, Philadelphia had surpassed Boston to become the largest city and busiest port in British America, and second in the British Empire, behind London. The city hosted the First Continental Congress before the American Revolutionary War; the Second Continental Congress, which signed the United States Declaration of Independence, during the war; and the Constitutional Convention (1787) after the war. Several battles were fought in and near Philadelphia as well.


When did Philadelphia host the Constitutional Convention?


How many Revolutionary War battles were fought around Philadelphia?


When did the US government leave Philadelphia for D.C.?

The state government left Philadelphia in 1799, and the federal government was moved to Washington, DC in 1800 with completion of the White House and Capitol. The city remained the young nation's largest with a population of nearly 50,000 at the turn of the 19th century; it was a financial and cultural center. Before 1800, its free black community founded the African Methodist Episcopal Church (AME), the first independent black denomination in the country, and the first black Episcopal Church. The free black community also established many schools for its children, with the help of Quakers. New York City soon surpassed Philadelphia in population, but with the construction of roads, canals, and railroads, Philadelphia became the first major industrial city in the United States.


What religion did the black community found?


Which city surpassed the population of Philadelphia?


What type of economy did Philadelphia have?


What was Philadelphia's biggest industry during the 19th century?

Throughout the 19th century, Philadelphia had a variety of industries and businesses, the largest being textiles. Major corporations in the 19th and early 20th centuries included the Baldwin Locomotive Works, William Cramp and Sons Ship and Engine Building Company, and the Pennsylvania Railroad. Industry, along with the U.S. Centennial, was celebrated in 1876 with the Centennial Exposition, the first official World's Fair in the United States. Immigrants, mostly Irish and German, settled in Philadelphia and the surrounding districts. The rise in population of the surrounding districts helped lead to the Act of Consolidation of 1854, which extended the city limits of Philadelphia from the 2 square miles of present-day Center City to the roughly 130 square miles of Philadelphia County.


Which were the two biggest immigrant groups in Philadelphia?


Who carried out the first strike in North America?

These immigrants were largely responsible for the first general strike in North America in 1835, in which workers in the city won the ten-hour workday. The city was a destination for thousands of Irish immigrants fleeing the Great Famine in the 1840s; housing for them was developed south of South Street, and was later occupied by succeeding immigrants. They established a network of Catholic churches and schools, and dominated the Catholic clergy for decades. Anti-Irish, anti-Catholic Nativist riots had erupted in Philadelphia in 1844. In the latter half of the century, immigrants from Russia, Eastern Europe and Italy; and African Americans from the southern U.S. settled in the city. Between 1880 and 1930, the African-American population of Philadelphia increased from 31,699 to 219,559. Twentieth-century black newcomers were part of the Great Migration out of the rural South to northern and midwestern industrial cities.


Why did so many Irish immigrants come to Philadelphia?


Which political party controlled Philadelphia in the early 20th century?

By the 20th century, Philadelphia had become known as "corrupt and contented", with a complacent population and an entrenched Republican political machine. The first major reform came in 1917 when outrage over the election-year murder of a police officer led to the shrinking of the Philadelphia City Council from two houses to just one. In July 1919, Philadelphia was one of more than 36 industrial cities nationally to suffer a race riot of ethnic whites against blacks during Red Summer, in post-World War I unrest, as recent immigrants competed with blacks for jobs. In the 1920s, the public flouting of Prohibition laws, mob violence, and police involvement in illegal activities led to the appointment of Brigadier General Smedley Butler of the U.S. Marine Corps as director of public safety, but political pressure prevented any long-term success in fighting crime and corruption.


What phrase could describe Philadelphia of the early 20th century?


When did the first major political reform occur?


When was the peak of Philadelphia's population?

In 1940, non-Hispanic whites constituted 86.8% of the city's population. The population peaked at more than two million residents in 1950, then began to decline with the restructuring of industry, which led to the loss of many middle-class union jobs. In addition, suburbanization had been drawing off many of the wealthier residents to outlying railroad commuting towns and newer housing. Revitalization and gentrification of neighborhoods began in the late 1970s and continues into the 21st century, with much of the development in the Center City and University City areas of the city. After many of the old manufacturers and businesses left Philadelphia or shut down, the city started attracting service businesses and began to more aggressively market itself as a tourist destination. Glass-and-granite skyscrapers were built in Center City. Historic areas such as Independence National Historical Park located in Old City and Society Hill were renovated during the reformist mayoral era of the 1950s through the 1980s. They are now among the most desirable living areas of Center City. This has slowed the city's 40-year population decline after it lost nearly one-quarter of its population.


Why did the population decline after this time?


What is the main driver of the economy now?


How much of the population left after 1950?


Philadelphia's central city was created in the 17th century following the plan by William Penn's surveyor Thomas Holme. Center City is structured with long straight streets running east-west and north-south forming a grid pattern. The original city plan was designed to allow for easy travel and to keep residences separated by open space that would help prevent the spread of fire. The Delaware River and Schuylkill Rivers served as early boundaries between which the city's early street plan was kept within. In addition, Penn planned the creation of five public parks in the city which were renamed in 1824 (in parenthesis): Centre Square, North East Publick Square (Franklin Square), Northwest Square (Logan Square), Southwest Square (Rittenhouse Square), and Southeast Square (Washington Square). Center City has grown into the second-most populated downtown area in the United States, after Midtown Manhattan in New York City, with an estimated 183,240 residents in 2015.


How many live in the central area today?


How many planning districts make up Philadelphia?

The City Planning Commission, tasked with guiding growth and development of the city, has divided the city into 18 planning districts as part of the Philadelphia2035 physical development plan. Much of the city's 1980 zoning code was overhauled from 2007–2012 as part of a joint effort between former mayors John F. Street and Michael Nutter. The zoning changes were intended to rectify incorrect zoning mapping that would streamline future community preferences and development, which the city forecasts an additional 100,000 residents and 40,000 jobs to be added to Philadelphia in 2035.


Which two mayors accomplished the zoning code revamp?


Name 6 important Philadelphia architects?

In the first decades of the 19th century, Federal architecture and Greek Revival architecture were dominated by Philadelphia architects such as Benjamin Latrobe, William Strickland, John Haviland, John Notman, Thomas U. Walter, and Samuel Sloan. Frank Furness is considered Philadelphia's greatest architect of the second half of the 19th century, but his contemporaries included John McArthur, Jr., Addison Hutton, Wilson Eyre, the Wilson Brothers, and Horace Trumbauer. In 1871, construction began on the Second Empire-style Philadelphia City Hall. The Philadelphia Historical Commission was created in 1955 to preserve the cultural and architectural history of the city. The commission maintains the Philadelphia Register of Historic Places, adding historic buildings, structures, sites, objects and districts as it sees fit.


Who is Philadelphia's greatest architect of the later 19th century?


When did building begin on the Philadelphia CIty Hall?


The 548 ft (167 m) City Hall remained the tallest building in the city until 1987 when One Liberty Place was constructed. Numerous glass and granite skyscrapers were built in Philadelphia's Center City from the late 1980s onwards. In 2007, the Comcast Center surpassed One Liberty Place to become the city's tallest building. The Comcast Innovation and Technology Center is under construction in Center City and is planned to reach a height of 1,121 feet (342 meters); upon completion, the tower is expected to be the tallest skyscraper in the United States outside of New York City and Chicago.


Which building under construction will surpass Comcast Center?


What is the dominant type of house in Philadelphia?

For much of Philadelphia's history, the typical home has been the row house. The row house was introduced to the United States via Philadelphia in the early 19th century and, for a time, row houses built elsewhere in the United States were known as "Philadelphia rows". A variety of row houses are found throughout the city, from Victorian-style homes in North Philadelphia to twin row houses in West Philadelphia. While newer homes are scattered throughout the city, much of the housing is from the early 20th century or older. The great age of the homes has created numerous problems, including blight and vacant lots in many parts of the city, while other neighborhoods such as Society Hill, which has the largest concentration of 18th-century architecture in the United States, have been rehabilitated and gentrified.


What are row houses called outside of Philadelphia?


How old is most of the housing in Philadelphia?


Which neighborhood has the oldest housing in America?


What climate zone does Philadelphia fall under?

Under the Köppen climate classification, Philadelphia falls in the northern periphery of the humid subtropical climate zone (Köppen Cfa). Summers are typically hot and muggy, fall and spring are generally mild, and winter is cold. Snowfall is highly variable, with some winters bringing only light snow and others bringing several major snowstorms, with the normal seasonal snowfall standing at 22.4 in (57 cm); snow in November or April is rare, and a sustained snow cover is rare. Precipitation is generally spread throughout the year, with eight to twelve wet days per month, at an average annual rate of 41.5 inches (1,050 mm), but historically ranging from 29.31 in (744 mm) in 1922 to 64.33 in (1,634 mm) in 2011. The most rain recorded in one day occurred on July 28, 2013, when 8.02 in (204 mm) fell at Philadelphia International Airport.


How much rain does Philly get on average?


The January daily average is 33.0 °F (0.6 °C), though, in a normal winter, the temperature frequently rises to 50 °F (10 °C) during thaws and dips to 10 °F (−12 °C) for 2 or 3 nights. July averages 78.1 °F (25.6 °C), although heat waves accompanied by high humidity and heat indices are frequent; highs reach or exceed 90 °F (32 °C) on 27 days of the year. The average window for freezing temperatures is November 6 thru April 2, allowing a growing season of 217 days. Early fall and late winter are generally dry; February's average of 2.64 inches (67 mm) makes it the area's driest month. The dewpoint in the summer averages between 59.1 °F (15 °C) to 64.5 °F (18 °C).


What is the average time for freezing temps?


How long does the grow season last on average?


According to the 2014 United States Census estimates, there were 1,560,297 people residing in the City of Philadelphia, representing a 2.2% increase since 2010. From the 1960s up until 2006, the city's population declined year after year. It eventually reached a low of 1,488,710 residents in 2006 before beginning to rise again. Since 2006, Philadelphia added 71,587 residents in eight years. A study done by the city projected that the population would increase to about 1,630,000 residents by 2035, an increase of about 100,000 from 2010.


When was the low point in Philadelphia's population?


How much is the population predicted to grow by 2035?


In comparison, the 2010 Census Redistricting Data indicated that the racial makeup of the city was 661,839 (43.4%) African American, 626,221 (41.0%) White, 6,996 (0.5%) Native American, 96,405 (6.3%) Asian (2.0% Chinese, 1.2% Indian, 0.9% Vietnamese, 0.6% Cambodian, 0.4% Korean, 0.3% Filipino, 0.2% Pakistani, 0.1% Indonesian), 744 (0.0%) Pacific Islander, 90,731 (5.9%) from other races, and 43,070 (2.8%) from two or more races. Hispanic or Latino of any race were 187,611 persons (12.3%); 8.0% of Philadelphia is Puerto Rican, 1.0% Dominican, 1.0% Mexican, 0.3% Cuban, and 0.3% Colombian. The racial breakdown of Philadelphia's Hispanic/Latino population was 63,636 (33.9%) White, 17,552 (9.4%) African American, 3,498 (1.9%) Native American, 884 (0.47%) Asian, 287 (0.15%) Pacific Islander, 86,626 (46.2%) from other races, and 15,128 (8.1%) from two or more races. The five largest European ancestries reported in the 2010 United States Census Census included Irish (12.5%), Italian (8.4%), German (8.1%), Polish (3.6%), and English (3.0%).


What is the hispanic make-up of the population?


The average population density was 11,457 people per square mile (4,405.4/km²). The Census reported that 1,468,623 people (96.2% of the population) lived in households, 38,007 (2.5%) lived in non-institutionalized group quarters, and 19,376 (1.3%) were institutionalized. In 2013, the city reported having 668,247 total housing units, down slightly from 670,171 housing units in 2010. As of 2013[update], 87 percent of housing units were occupied, while 13 percent were vacant, a slight change from 2010 where 89.5 percent of units were occupied, or 599,736 and 10.5 percent were vacant, or 70,435. Of the city's residents, 32 percent reported having no vehicles available while 23 percent had two or more vehicles available, as of 2013[update].


How many houses or apartments were there in 2010?


At the last census how many households had children under 18 in them?

In 2010, 24.9 percent of households reported having children under the age of 18 living with them, 28.3 percent were married couples living together and 22.5 percent had a female householder with no husband present, 6.0 percent had a male householder with no wife present, and 43.2 percent were non-families. The city reported 34.1 percent of all households were made up of individuals while 10.5 percent had someone living alone who was 65 years of age or older. The average household size was 2.45 and the average family size was 3.20. In 2013, the percentage of women who gave birth in the previous 12 months who were unmarried was 56 percent. Of Philadelphia's adults, 31 percent were married or lived as a couple, 55 percent were not married, 11 percent were divorced or separated, and 3 percent were widowed.


What percent were non-family households?


What is the size of the average household?


What was the median household income in 2013?

According to the Census Bureau, the median household income in 2013 was $36,836, down 7.9 percent from 2008 when the median household income was $40,008 (in 2013 dollars). For comparison, the median household income among metropolitan areas was $60,482, down 8.2 percent in the same period, and the national median household income was $55,250, down 7.0 percent from 2008. The city's wealth disparity is evident when neighborhoods are compared. Residents in Society Hill had a median household income of $93,720 while residents in one of North Philadelphia's districts reported the lowest median household income, $14,185.


What is the name of a wealthy neighborhood?


What is the lowest median income in Philadelphia?


During the last decade, Philadelphia experienced a large shift in its age profile. In 2000, the city's population pyramid had a largely stationary shape. In 2013, the city took on an expansive pyramid shape, with an increase in the three millennial age groups, 20 to 24, 25 to 29, and 30 to 34. The city's 25- to 29-year-old age group was the city's largest age cohort. According to the 2010 Census, 343,837 (22.5%) were under the age of 18; 203,697 (13.3%) from 18 to 25; 434,385 (28.5%) from 25 to 44; 358,778 (23.5%) from 45 to 64; and 185,309 (12.1%) who were 65 years of age or older. The median age was 33.5 years. For every 100 females there were 89.4 males. For every 100 females age 18 and over, there were 85.7 males. The city had 22,018 births in 2013, down from a peak 23,689 births in 2008. Philadelphia's death rate was at its lowest in at least a half-century, 13,691 deaths in 2013. Another factor attributing to the population increase is Philadelphia's immigration rate. In 2013, 12.7 percent of residents were foreign-born, just shy of the national average, 13.1 percent.


How many people at the last census were under 18?