The Khan Mohammad Mridha Mosque is a historical mosque near Lalbagh Fort in Dhaka , Bangladesh.
117-482: The mosque was built in Atish Khan Mahalla by Khan Mohammad Mridha under the instruction of Qadi Ibadullah in 1706 CE. The mosque rises above its surroundings because the tahkhana or underground rooms of the mosque are above grade. The roof of the tahkhana forms the platform on which the mosque is situated. The spacious prayer place before the main mosque is open in all directions allowing air to flow and keep
234-707: A cot–caught merger , which is rapidly spreading throughout the whole country. However, the South, Inland North, and a Northeastern coastal corridor passing through Rhode Island, New York City, Philadelphia, and Baltimore typically preserve an older cot–caught distinction. For that Northeastern corridor, the realization of the THOUGHT vowel is particularly marked , as depicted in humorous spellings, like in tawk and cawfee ( talk and coffee ), which intend to represent it being tense and diphthongal : [oə] . A split of TRAP into two separate phonemes , using different
351-601: A Sunni institution under Ayyubid rule (today's Al-Azhar University ). By the 900s AD, the Madrasa is noted to have become a successful higher education system. In the late 11th century, during the late ʻAbbāsid period, the Seljuk vizier Niẓām al-Mulk created one of the first major official academic institutions known in history as the Madrasah Niẓāmīyah , based on the informal majālis (sessions of
468-520: A pronunciations for example in gap [æ] versus gas [eə] , further defines New York City as well as Philadelphia–Baltimore accents. Most Americans preserve all historical /r/ sounds, using what is known as a rhotic accent . The only traditional r -dropping (or non-rhoticity) in regional U.S. accents variably appears today in eastern New England , New York City , and some of the former plantation South primarily among older speakers (and, relatedly, some African-American Vernacular English across
585-631: A complex phenomenon of "both convergence and divergence": some accents are homogenizing and leveling , while others are diversifying and deviating further away from one another. Having been settled longer than the American West Coast, the East Coast has had more time to develop unique accents, and it currently comprises three or four linguistically significant regions, each of which possesses English varieties both different from each other as well as quite internally diverse: New England ,
702-447: A consonant, such as in pearl , car and fort . Non-rhotic American accents, those that do not pronounce ⟨r⟩ except before a vowel, such as some accents of Eastern New England , New York City , and African-Americans , and a specific few (often older ones) spoken by Southerners , are often quickly noticed by General American listeners and perceived as sounding especially ethnic, regional, or antiquated. Rhoticity
819-425: 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. During its formative period, the term madrasah referred to a higher education institution, whose curriculum initially included only the "religious sciences", whilst philosophy and
936-445: 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
1053-536: A larger külliye or a waqf -based religious foundation which included other elements like a mosque and a hammam (public bathhouse). The following excerpt provides a brief synopsis of the historical origins and starting points for the teachings that took place in the Ottoman madrasas in the Early Modern Period: Taşköprülüzâde's concept of knowledge and his division of the sciences provides
1170-632: A madrasa would be referred to as a localized area or center within the mosque for studies and teachings relating the Quran. Among the first advanced topics featured at a madrasa was Islamic law . There was a premium fee required to study Islamic law, which was sometimes fronted by state or private subsidiaries. The topics of this higher education also expanded larger than the Islamic time and area. Arab translations of Greco-Roman classical texts were often examined for mathematical and grammatical discourse. Since
1287-591: A merger with the THOUGHT ( caught ) set. Having taken place prior to the unrounding of the cot vowel, it results in lengthening and perhaps raising, merging the more recently separated vowel into the THOUGHT vowel in the following environments: before many instances of /f/ , /θ/ , and particularly /s/ (as in Austria, cloth, cost, loss, off, often, etc.), a few instances before /ŋ/ (as in strong, long, wrong ), and variably by region or speaker in gone , on , and certain other words. Unlike American accents,
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#17327717734811404-424: A mosque, and funded by an early charitable trust known as waqf . Madrasas 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 ninth century after the formation of the madhāhib (schools of jurisprudence). George Makdisi considers
1521-634: 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. Under the Anatolian Seljuk , Zengid , Ayyubid , and Mamluk dynasties (11th-16th centuries) in the Middle East, many of the ruling elite founded madrasas through a religious endowment and charitable trust known as a waqf . The first documented madrasa created in Syria
1638-636: A nice day , for sure); many are now distinctly old-fashioned (swell, groovy). Some English words now in general use, such as hijacking, disc jockey , boost, bulldoze and jazz , originated as American slang. American English has always shown a marked tendency to use words in different parts of speech and nouns are often used as verbs . Examples of nouns that are now also verbs are interview, advocate, vacuum, lobby, pressure, rear-end, transition, feature, profile, hashtag, head, divorce, loan, estimate, X-ray, spearhead, skyrocket, showcase, bad-mouth, vacation , major, and many others. Compounds coined in
1755-480: A process of extensive dialect mixture and leveling in which English varieties across the colonies became more homogeneous compared with the varieties in Britain. English thus predominated in the colonies even by the end of the 17th century's first immigration of non-English speakers from Western Europe and Africa. Additionally, firsthand descriptions of a fairly uniform American English (particularly in contrast to
1872-680: A series of other vowel shifts in the same region, known by linguists as the " Inland North ". The Inland North shares with the Eastern New England dialect (including Boston accents ) a backer tongue positioning of the GOOSE /u/ vowel (to [u] ) and the MOUTH /aʊ/ vowel (to [ɑʊ~äʊ] ) in comparison to the rest of the country. Ranging from northern New England across the Great Lakes to Minnesota, another Northern regional marker
1989-477: A starting point for a study of learning and medrese education in the Ottoman Empire. Taşköprülüzâde recognises four stages of knowledge—spiritual, intellectual, oral and written. Thus all the sciences fall into one of these seven categories: calligraphic sciences, oral sciences, intellectual sciences, spiritual sciences, theoretical rational sciences, and practical rational sciences. The first Ottoman medrese
2106-527: A starting point for higher education for Muslim India. Babur of the Mughal Empire founded a madrasa in Delhi which he specifically included the subjects of mathematics, astronomy, and geography besides the standard subjects of law, history, secular and religious sciences. Although little is known about the management and inner workings of these places of Islamic higher education, religious studies bore
2223-434: 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
2340-525: A survey, completed in 2003, polling English speakers across the United States about their specific everyday word choices, hoping to identify regionalisms. The study found that most Americans prefer the term sub for a long sandwich, soda (but pop in the Great Lakes region and generic coke in the South) for a sweet and bubbly soft drink , you or you guys for the plural of you (but y'all in
2457-420: 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. In English, the term madrasah or "madrasa" usually refers more narrowly to Islamic institutions of learning. Historians and other scholars also employ
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#17327717734812574-716: 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 , madrasas had lower schools and specialised schools where the students became known as danişmends . In medieval usage, however, the term madrasah was usually specific to institutions of higher learning, which generally taught Islamic law and occasionally other subjects, as opposed to elementary schools or children's schools, which were usually known as kuttāb , khalwa or maktab . The usual Arabic word for
2691-453: A variation of American English in these islands. In 2021, about 245 million Americans, aged 5 or above, spoke English at home: a majority of the United States total population of roughly 330 million people. The United States has never had an official language at the federal level, but English is commonly used at the federal level and in states without an official language. 32 of the 50 states, in some cases as part of what has been called
2808-405: A way of becoming fresh before prayer is now abandoned. In the southern side of the garden stands a tall, old palm tree bearing the symbol of ancient for the place. This ancient structure can be beheld at 150 meters west on the road that goes beside Lalbag fort. The mosque, other than being an architectural site of Dhaka city, is also used as a mosque. Mutawalli of the mosque says, "Though the mosque
2925-404: Is accessed from the east, up a flight of twenty-five steps. Area wise, the mosque occupies only a small portion of the platform. The prayer hall is a rectangular structure measuring 48' x 24' and is capped by three domes, the central being the larger one. The smaller sizes of the side domes are achieved by using intermediary pendentives. The corners minarets are short and slender, rising just above
3042-654: Is also associated with the United States, perhaps mostly in the Midwest and the South. American accents that have not undergone the cot–caught merger (the lexical sets LOT and THOUGHT ) have instead retained a LOT – CLOTH split : a 17th-century distinction in which certain words (labeled as the CLOTH lexical set ) separated away from the LOT set. The split, which has now reversed in most British English, simultaneously shifts this relatively recent CLOTH set into
3159-664: Is also home to a creole language known commonly as Hawaiian Pidgin , and some Hawaii residents speak English with a Pidgin-influenced accent. American English also gave rise to some dialects outside the country, for example, Philippine English , beginning during the American occupation of the Philippines and subsequently the Insular Government of the Philippine Islands ; Thomasites first established
3276-538: Is common in most American accents despite being now rare in England because, during the 17th-century British colonization, nearly all dialects of English were rhotic, and most North American English simply remained that way. The preservation of rhoticity in North America was also supported by continuing waves of rhotic-accented Scotch-Irish immigrants, most intensely during the 18th century (and moderately during
3393-523: Is divided into three bays by two lateral arches. Each bay contains a mihrab that is marked by multi-cusped arch within a rectangular panel. Various kinds of seasonal flowers are cultivated in the garden in the eastern portion making the compound a sight for sore eyes. A gardener appointed by Department of Archaeology is in charge of the upkeep of the garden. A well in the northern portion of the garden, once used for supplying water for ablution (wudu in Arabic),
3510-545: Is estimated from the first day of " nabuwwat " to the first portion of the Umayyad Caliphate . At the beginning of the Caliphate period, the reliance on courts initially confined sponsorship and scholarly activities to major centres. In the early history of the Islamic period, teaching was generally carried out in mosques rather than in separate specialized institutions. Although some major early mosques like
3627-494: Is known in linguistics as General American ; it covers a fairly uniform accent continuum native to certain regions of the U.S. but especially associated with broadcast mass media and highly educated speech. However, historical and present linguistic evidence does not support the notion of there being one single mainstream American accent . The sound of American English continues to evolve, with some local accents disappearing, but several larger regional accents having emerged in
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3744-532: Is nonetheless considered by many as the starting point for the proliferation of the formal madrasah across the rest of the Muslim world, adapted for use by all four different Sunni Islamic legal schools and Sufi orders . Part of the motivation for this widespread adoption of the madrasah by Sunni rulers and elites was a desire to counter the influence and spread of Shi'ism at the time, by using these institutions to spread Sunni teachings. Dimitri Gutas and
3861-420: Is often identified by Americans as a "country" accent, and is defined by the /aɪ/ vowel losing its gliding quality : [aː] , the initiation event for a complicated Southern vowel shift, including a " Southern drawl " that makes short front vowels into distinct-sounding gliding vowels . The fronting of the vowels of GOOSE , GOAT , MOUTH , and STRUT tends to also define Southern accents as well as
3978-599: Is owned by the government as an archeological site and is being supervised by the Department of Archeology under Ministry of Cultural affairs there is lack of sincerity and transparency in the government intervention." In 1913, the Archaeological Survey of India listed Mirza's Masjid as a historic monument; by then it had undergone alterations and appropriations that had to be demolished to restore it to its original form. The earliest photograph available on
4095-469: Is the variable fronting of /ɑ/ before /r/ , for example, appearing four times in the stereotypical Boston shibboleth Park the car in Harvard Yard . Several other phenomena serve to distinguish regional U.S. accents. Boston , Pittsburgh , Upper Midwestern , and Western U.S. accents have fully completed a merger of the LOT vowel with the THOUGHT vowel ( /ɑ/ and /ɔ/ , respectively):
4212-767: Is tied to the establishment of the Delhi Sultanate in 1206 which set a basis of importance for Muslim education. Under control of the Delhi Sultanate, two early important madrasas were founded. The first was the Mu’zziyya named after Muḥammad Ghuri of the Ghorid Dynasty and his title of Muʿizz al-Dīn and founded by Sultan Iltutmish. The other madrasa was the Nāṣiriyya, named after Nāṣir al-Dīn Maḥmūd and built by Balban. These two madrasas bear importance as
4329-532: Is widely credited to Nizam al-Mulk , a vizier under the Seljuks in the 11th century, who was responsible for building the first network of official madrasas in Iran, Mesopotamia , and Khorasan . From there, the construction of madrasas spread across much of the Muslim world over the next few centuries, often adopting similar models of architectural design. The madrasas became the longest serving institutions of
4446-469: 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 ,
4563-548: The Stanford Encyclopedia of Philosophy consider the period between the 11th and 14th centuries to be the " Golden Age " of Arabic and Islamic philosophy , initiated by al-Ghazali 's successful integration of logic into the madrasah curriculum and the subsequent rise of Avicennism . In addition to religious subjects, they taught the "rational sciences," as varied as mathematics , astronomy , astrology , geography , alchemy and philosophy depending on
4680-458: The Andalusian cities of Córdoba , Seville , Toledo , Granada , Murcia , Almería , Valencia and Cádiz during the Caliphate of Córdoba . In the Ottoman Empire during the early modern period, "Madaris were divided into lower and specialised levels, which reveals that there was a sense of elevation in school. Students who studied in the specialised schools after completing courses in
4797-566: The Arab world , the word usually refers to a specific type of religious school or college for the study of the religion of Islam (loosely equivalent to a Christian seminary ), though this may not be the only subject studied. In an architectural and historical context, the term generally refers to a particular kind of institution in the historic Muslim world which primarily taught Islamic law and jurisprudence ( fiqh ), as well as other subjects on occasion. The origin of this type of institution
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4914-640: The Arab-Muslim conquests of the region. Like madrasas (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
5031-482: The English-only movement , have adopted legislation granting official or co-official status to English. Typically only "English" is specified, not a particular variety like American English. (From 1923 to 1969, the state of Illinois recognized its official language as "American", meaning American English.) Puerto Rico is the largest example of a United States territory in which another language – Spanish –
5148-572: The Great Mosque of Damascus or the Mosque of Amr ibn al-As in Cairo had separate rooms which were devoted to teaching, this distinction between "mosque" and "madrasa" was not very present. Notably, the al-Qarawiyyin ( Jāmiʻat al-Qarawīyīn ), established in 859 in the city of Fes , present-day Morocco , is considered the oldest university in the world by some scholars, though the application of
5265-622: The Mid-Atlantic states (including a New York accent as well as a unique Philadelphia–Baltimore accent ), and the South . As of the 20th century, the middle and eastern Great Lakes area , Chicago being the largest city with these speakers, also ushered in certain unique features, including the fronting of the LOT /ɑ/ vowel in the mouth toward [a] and tensing of the TRAP /æ/ vowel wholesale to [eə] . These sound changes have triggered
5382-551: The Native American languages . Examples of such names are opossum , raccoon , squash , moose (from Algonquian ), wigwam , and moccasin . American English speakers have integrated traditionally non-English terms and expressions into the mainstream cultural lexicon; for instance, en masse , from French ; cookie , from Dutch ; kindergarten from German , and rodeo from Spanish . Landscape features are often loanwords from French or Spanish, and
5499-776: The Ottoman Empire , during the Early Modern Period, the study of hadiths was introduced by Süleyman I . Depending on the educational demands, some madrasas also offer additional advanced courses in Arabic literature , English and other foreign languages, as well as science and world history. Ottoman madrasas along with religious teachings also taught "styles of writing, grammar, syntax, poetry, composition, natural sciences, political sciences, and etiquette." People of all ages attend, and many often move on to becoming imams . The certificate of an ʻālim , for example, requires approximately twelve years of study. A good number of
5616-722: The francophile tastes of the 19th century Victorian era Britain (for example they preferred programme for program , manoeuvre for maneuver , cheque for check , etc.). AmE almost always uses -ize in words like realize . BrE prefers -ise , but also uses -ize on occasion (see: Oxford spelling ). There are a few differences in punctuation rules. British English is more tolerant of run-on sentences , called " comma splices " in American English, and American English prefers that periods and commas be placed inside closing quotation marks even in cases in which British rules would place them outside. American English also favors
5733-401: The secular sciences were often excluded. The curriculum slowly began to diversify, with many later madrasas teaching both the religious and the "secular sciences", such as logic , mathematics and philosophy . Some madrasas further extended their curriculum to history , politics , ethics , music , metaphysics , medicine , astronomy and chemistry . The curriculum of a madrasah
5850-696: The ḥuffāẓ (plural of ḥāfiẓ ) are the product of the madrasas. The madrasas also resemble colleges, where people take evening classes and reside in dormitories. An important function of the madrasas is to admit orphans and poor children in order to provide them with education and training. Madrasas may enroll female students; however, they study separately from the men. Features Types Types Features Clothing Genres Art music Folk Prose Islamic Poetry Genres Forms Arabic prosody National literatures of Arab States Concepts Texts Fictional Arab people South Arabian deities In
5967-764: The 18th century; apartment , shanty in the 19th century; project, condominium , townhouse , mobile home in the 20th century; and parts thereof ( driveway , breezeway, backyard ) . Industry and material innovations from the 19th century onwards provide distinctive new words, phrases, and idioms through railroading (see further at rail terminology ) and transportation terminology, ranging from types of roads ( dirt roads , freeways ) to infrastructure ( parking lot , overpass , rest area ), to automotive terminology often now standard in English internationally. Already existing English words—such as store , shop , lumber —underwent shifts in meaning; others remained in
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#17327717734816084-546: The 20th century. The use of English in the United States is a result of British colonization of the Americas . The first wave of English-speaking settlers arrived in North America during the early 17th century, followed by further migrations in the 18th and 19th centuries. During the 17th and 18th centuries, dialects from many different regions of England and the British Isles existed in every American colony, allowing
6201-409: The 400-year-old city of Dhaka has always been ignored, leading to destruction of the sites. Destruction of heritage sites and historical monuments started during Pakistan period on a moderate scale but it gained momentum after independence. Heritage properties suffered destruction in an appalling extent during military rule. According to conservationist architects, friezes and other ornamental features of
6318-441: The 50 U.S. states . Since the late 20th century, American English has become the most influential form of English worldwide. Varieties of American English include many patterns of pronunciation, vocabulary, grammar and particularly spelling that are unified nationwide but distinct from other English dialects around the world. Any American or Canadian accent perceived as lacking noticeably local, ethnic, or cultural markers
6435-547: 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
6552-519: The Ayyubids built many more madrasas across their territories. Not only was the madrasa a potent symbol of status for its patrons but it could also be an effective means of transmitting wealth and status to their descendants. Especially during the Mamluk period, when only former slaves ( mamālīk ) could assume power, the sons of the ruling Mamluk elites were unable to inherit. Guaranteed positions within
6669-627: The British form is a back-formation , such as AmE burglarize and BrE burgle (from burglar ). However, while individuals usually use one or the other, both forms will be widely understood and mostly used alongside each other within the two systems. While written American English is largely standardized across the country and spoken American English dialects are highly mutually intelligible, there are still several recognizable regional and ethnic accents and lexical distinctions. The regional sounds of present-day American English are reportedly engaged in
6786-413: The East Coast (perhaps in imitation of 19th-century London speech), even the East Coast has gradually begun to restore rhoticity, due to it becoming nationally prestigious in the 20th century. The pronunciation of ⟨r⟩ is a postalveolar approximant [ ɹ̠ ] or retroflex approximant [ ɻ ] , but a unique "bunched tongue" variant of the approximant r sound
6903-571: The Inland North. Rather than one particular accent, General American is best defined as an umbrella covering an American accent that does not incorporate features associated with some particular region, ethnicity, or socioeconomic group. Typical General American features include rhoticity , the father–bother merger , Mary–marry–merry merger , pre-nasal "short a " tensing , and other particular vowel sounds . General American features are embraced most by Americans who are highly educated or in
7020-465: 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
7137-580: The Musullis cool. A madrasa was also built north-west of the mosque building. Its founding teacher, Mawlana Asadullah (d. 1709), taught fiqh , philosophy and logic in the Arabic and Persian languages to the pupils, and was funded by the Nawabs of Bengal . The main mosque, where the Imam and a few Musullis are accommodated, consists of three domes and bears testimony of the architecture practiced during
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#17327717734817254-490: The Ottoman Empire, beginning service in 1330 and operating for nearly 600 years on three continents. They trained doctors, engineers, lawyers and religious officials, among other members of the governing and political elite. The madrasas were a specific educational institution, with their own funding and curricula, in contrast with the Enderun palace schools attended by Devshirme pupils. The word madrasah derives from
7371-624: The Quran is the core of all learning, it is described in this journal as the “Spine of all discipline” 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 Qur'an 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), hadith , mantiq (logic), and Muslim history . In
7488-573: The South), sneakers for athletic shoes (but often tennis shoes outside the Northeast), and shopping cart for a cart used for carrying supermarket goods. American English and British English (BrE) often differ at the levels of phonology, phonetics, vocabulary, and, to a much lesser extent, grammar and orthography. The first large American dictionary, An American Dictionary of the English Language , known as Webster's Dictionary ,
7605-528: The U.S. Several verbs ending in -ize are of U.S. origin; for example, fetishize, prioritize, burglarize, accessorize, weatherize , etc.; and so are some back-formations (locate, fine-tune, curate, donate, emote, upholster and enthuse). Among syntactic constructions that arose are outside of, headed for, meet up with, back of, etc. Americanisms formed by alteration of some existing words include notably pesky, phony, rambunctious, buddy, sundae , skeeter, sashay and kitty-corner. Adjectives that arose in
7722-570: The U.S. are for instance foothill , landslide (in all senses), backdrop , teenager , brainstorm , bandwagon , hitchhike , smalltime, and a huge number of others. Other compound words have been founded based on industrialization and the wave of the automobile: five-passenger car, four-door sedan, two-door sedan, and station-wagon (called an estate car in British English). Some are euphemistic ( human resources , affirmative action , correctional facility ). Many compound nouns have
7839-676: The U.S. are, for example, lengthy, bossy, cute and cutesy, punk (in all senses), sticky (of the weather), through (as in "finished"), and many colloquial forms such as peppy or wacky . A number of words and meanings that originated in Middle English or Early Modern English and that have been in everyday use in the United States have since disappeared in most varieties of British English; some of these have cognates in Lowland Scots . Terms such as fall ("autumn"), faucet ("tap"), diaper ("nappy"; itself unused in
7956-530: The U.S. while changing in Britain. Science, urbanization, and democracy have been important factors in bringing about changes in the written and spoken language of the United States. From the world of business and finance came new terms ( merger , downsize , bottom line ), from sports and gambling terminology came, specific jargon aside, common everyday American idioms, including many idioms related to baseball . The names of some American inventions remained largely confined to North America ( elevator [except in
8073-427: The U.S.), candy ("sweets"), skillet , eyeglasses , and obligate are often regarded as Americanisms. Fall for example came to denote the season in 16th century England, a contraction of Middle English expressions like "fall of the leaf" and "fall of the year." Gotten ( past participle of get ) is often considered to be largely an Americanism. Other words and meanings were brought back to Britain from
8190-597: The U.S., especially in the second half of the 20th century; these include hire ("to employ"), I guess (famously criticized by H. W. Fowler ), baggage , hit (a place), and the adverbs overly and presently ("currently"). Some of these, for example, monkey wrench and wastebasket , originated in 19th century Britain. The adjectives mad meaning "angry", smart meaning "intelligent", and sick meaning "ill" are also more frequent in American (and Irish) English than British English. Linguist Bert Vaux created
8307-538: The United States and the United Kingdom suggest that, while spoken American English deviated away from period British English in many ways, it is conservative in a few other ways, preserving certain features 21st-century British English has since lost. Full rhoticity (or "R-fulness") is typical of American accents, pronouncing the phoneme /r/ (corresponding to the letter ⟨r⟩ ) in all environments, including in syllable-final position or before
8424-605: The West and Midwest, and New York Latino English , spoken in the New York metropolitan area . Additionally, ethnic varieties such as Yeshiva English and " Yinglish " are spoken by some American Orthodox Jews , Cajun Vernacular English by some Cajuns in southern Louisiana , and Pennsylvania Dutch English by some Pennsylvania Dutch people. American Indian Englishes have been documented among diverse Indian tribes. The island state of Hawaii , though primarily English-speaking,
8541-555: The accents spoken in the " Midland ": a vast band of the country that constitutes an intermediate dialect region between the traditional North and South. Western U.S. accents mostly fall under the General American spectrum. Below, ten major American English accents are defined by their particular combinations of certain vowel sounds: In 2010, William Labov noted that Great Lakes, Philadelphia, Pittsburgh, and West Coast accents have undergone "vigorous new sound changes" since
8658-505: The aeronautical sense ], gasoline ) as did certain automotive terms ( truck , trunk ). New foreign loanwords came with 19th and early 20th century European immigration to the U.S.; notably, from Yiddish ( chutzpah , schmooze, bupkis, glitch ) and German ( hamburger , wiener ). A large number of English colloquialisms from various periods are American in origin; some have lost their American flavor (from OK and cool to nerd and 24/7 ), while others have not ( have
8775-493: The collective faculty, rather than the individual scholar-teacher. American English American English , sometimes called United States English or U.S. English , is the set of varieties of the English language native to the United States. English is the most widely spoken language in the United States ; the de facto common language used in government, education, and commerce; and an official language in 32 of
8892-406: The country), though the vowel-consonant cluster found in "bird", "work", "hurt", "learn", etc. usually retains its r pronunciation, even in these non-rhotic American accents. Non-rhoticity among such speakers is presumed to have arisen from their upper classes' close historical contact with England, imitating London's r -dropping, a feature that has continued to gain prestige throughout England from
9009-502: The curricula for two stages of education in a maktab school. Ibn Sīnā wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote, they should be taught the Qur'an, Islamic metaphysics , Arabic, literature , Islamic ethics , and manual skills (which could refer to a variety of practical skills). Ibn Sīnā refers to
9126-701: The curriculum of the specific institution in question. The madrasas, 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 the Islamic Golden Age , the territories under 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
9243-614: The diverse regional dialects of British English) became common after the mid-18th century, while at the same time speakers' identification with this new variety increased. Since the 18th century, American English has developed into some new varieties, including regional dialects that retain minor influences from waves of immigrant speakers of diverse languages, primarily European languages. Some racial and regional variation in American English reflects these groups' geographic settlement, their de jure or de facto segregation, and patterns in their resettlement. This can be seen, for example, in
9360-742: The double quotation mark ("like this") over the single ('as here'). Vocabulary differences vary by region. For example, autumn is used more commonly in the United Kingdom, whereas fall is more common in American English. Some other differences include: aerial (United Kingdom) vs. antenna, biscuit (United Kingdom) vs. cookie/cracker, car park (United Kingdom) vs. parking lot, caravan (United Kingdom) vs. trailer, city centre (United Kingdom) vs. downtown, flat (United Kingdom) vs. apartment, fringe (United Kingdom) vs. bangs, and holiday (United Kingdom) vs. vacation. AmE sometimes favors words that are morphologically more complex, whereas BrE uses clipped forms, such as AmE transportation and BrE transport or where
9477-503: The east side of the Al-Masjid an-Nabawi mosque. Ubada ibn as-Samit was appointed there by Muhammad as teacher and among the students. 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 was also training in horse-riding, the art of war, handwriting and calligraphy , athletics and martial arts . The first part of madrasa-based education
9594-479: The focus amongst most other subjects, particularly the rational sciences such as mathematics, logic, medicine, and astronomy. Although some tried to emphasize these subjects more, it is doubtful that every madrasa made this effort. While " madrasah " can now refer to any type of school, the term madrasah was originally used to refer more specifically to a medieval Islamic centre of learning, mainly teaching Islamic law and theology , usually affiliated with
9711-449: The focus of theology and legal study was utmost, specified law schools began their own development. On the theological side however, these remained mainly at the general madrasa since it was more common and easier for the lower-level students to approach. The requirement of competent teachers to keep a madrasa up and running was also important. It was not uncommon for these scholars to be involved in multiple fields such as Abd al-Latif who
9828-517: The following two centuries) when this ethnic group eventually made up one-seventh of the colonial population. Scotch-Irish settlers spread from Delaware and Pennsylvania throughout the larger Mid-Atlantic region, the inland regions of both the South and North, and throughout the West: American dialect areas that were all uninfluenced by upper-class non-rhoticity and that consequently have remained consistently rhotic. While non-rhoticity spread on
9945-532: The government has all along been idle on the issue. Madrasa Madrasa ( / m ə ˈ d r æ s ə / , also US : /- r ɑː s -/ , UK : / ˈ m æ d r ɑː s ə / ; Arabic : مدرسة [mædˈræ.sæ, ˈmad.ra.sa] , pl. مدارس , madāris ), sometimes transliterated as madrasah or madrassa , is the Arabic word for any type of educational institution , secular or religious (of any religion), whether for elementary education or higher learning. In countries outside
10062-944: The hospital , BrE to hospital ; contrast, however, AmE actress Elizabeth Taylor , BrE the actress Elizabeth Taylor ). Often, these differences are a matter of relative preferences rather than absolute rules; and most are not stable since the two varieties are constantly influencing each other, and American English is not a standardized set of dialects. Differences in orthography are also minor. The main differences are that American English usually uses spellings such as flavor for British flavour , fiber for fibre , defense for defence , analyze for analyse , license for licence , catalog for catalogue and traveling for travelling . Noah Webster popularized such spellings in America, but he did not invent most of them. Rather, "he chose already existing options on such grounds as simplicity, analogy or etymology." Other differences are due to
10179-674: The influence of 18th-century Protestant Ulster Scots immigrants (known in the U.S. as the Scotch-Irish ) in Appalachia developing Appalachian English and the 20th-century Great Migration bringing African-American Vernacular English to the Great Lakes urban centers. Any phonologically unmarked North American accent falls under an umbrella known as General American. This section mostly refers to such General American features. Studies on historical usage of English in both
10296-746: The late 13th century, the first madrasas were being built in Morocco under the Marinid dynasty , starting with the Saffarin Madrasa in Fes (founded in 1271) and culminating with much larger and more ornate constructions like the Bou Inania Madrasa (founded in 1350). During the Ottoman period the medrese ( Turkish word for madrasah ) was a common institution as well, often part of
10413-438: The late 18th century onwards, but which has conversely lost prestige in the U.S. since at least the early 20th century. Non-rhoticity makes a word like car sound like cah or source like sauce . New York City and Southern accents are the most prominent regional accents of the country, as well as the most stigmatized and socially disfavored. Southern speech, strongest in southern Appalachia and certain areas of Texas,
10530-432: The lower levels became known as danişmends ." Mosques were more than a place of worship as they were also utilized as an area to host community transactions of business. It was the center of most of a city's social and cultural life. Along with this came trades of information and teachings. As the mosque was a starting ground for religious discourse in the Islamic world, these madrasas became more common. In this context,
10647-412: The medieval Islamic world, an elementary school (for children or for those learning to read) was known as a ' kuttāb' or maktab . Their exact origin is uncertain, but they appear to have been already widespread in the early Abbasid period (8th-9th centuries) and may have played an early role in socializing new ethnic and demographic groups into the Islamic religion during the first few centuries after
10764-460: The medreses which was to continue until the end of the empire. The term "Islamic education" means education in the light of Islam itself, which is rooted in the teachings of the Qur'an - the holy book of the Muslims. Islamic education and Muslim education are not the same. Because Islamic education has epistemological integration which is founded on Tawhid - Oneness or monotheism . To Islam,
10881-427: The mid-nineteenth century onwards, so they "are now more different from each other than they were 50 or 100 years ago", while other accents, like of New York City and Boston, have remained stable in that same time-frame. However, a General American sound system also has some debated degree of influence nationwide, for example, gradually beginning to oust the regional accent in urban areas of the South and at least some in
10998-458: The mosque shows a ruined structure at the turn of the nineteenth century just before this early restoration attempt. Thereafter both the DOA and mosque committee have undertaken periodic repairs, some of which ignored the architectural and historic importance of the building. To compensate for the damaged drains and stop further deterioration, the authority provided new outlets to drain rainwater out from
11115-617: The most formal contexts, and regional accents with the most General American native features include North Midland, Western New England, and Western accents. Although no longer region-specific, African-American Vernacular English , which remains the native variety of most working- and middle-class African Americans , has a close relationship to Southern dialects and has greatly influenced everyday speech of many Americans, including hip hop culture . Hispanic and Latino Americans have also developed native-speaker varieties of English. The best-studied Latino Englishes are Chicano English , spoken in
11232-594: The new madrasas (and other similar foundations) thus allowed them to maintain some status and means of living even after their fathers' deaths. Madrasas built in this period were often associated with the mausoleums of their founders. Further west, the Hafsid dynasty introduced the first madrasas to Ifriqiya , beginning with the Madrasa al-Shamma῾iyya built in Tunis in 1238 (or in 1249 according to some sources ). By
11349-647: The old buildings are replaced with dissimilar and odd-looking features. Details of the ornamental works, their sizes and proportions are lost in the intervention. Though the Bangladesh National Building Code (BNBC), the Metropolitan Building Rules of 2006 (revised in 2008) and the Antiquities Act of 1968 require the government to take measures and institute a standing committee to protect the heritage sites,
11466-411: The parapet and are capped by ribbed copulas. The annex to the north of the mosque serves as a madrasa or religious school and has a hujra or arcaded hall that is used for travelers and visitors. The facade of the mosque is decorated with paneling and ornamental merlons along the parapet. The entrances to the prayer hall are framed by multi-cusped arches and engaged columns on either side. The interior
11583-402: The past forms of a few verbs (for example, AmE/BrE: learned / learnt , burned / burnt , snuck/sneaked , dove/dived ) although the purportedly "British" forms can occasionally be seen in American English writing as well; different prepositions and adverbs in certain contexts (for example, AmE in school, BrE at school ); and whether or not a definite article is used, in very few cases (AmE to
11700-457: The region of Iran in the 11th century under vizier Nizam al-Mulk and subsequently spread to other regions of the Islamic world. The first institute of madrasa education was at the estate of Zayd ibn Arqam near a hill called Safa , where Muhammad was the teacher and the students were some of his followers. After Hijrah (migration) the madrasa of "Suffa" was established in Madina on
11817-498: 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
11934-525: The shaykhs). Niẓām al-Mulk , who would later be murdered by the Assassins ( Ḥashshāshīn ), created a system of state madrasas (in his time they were called the Niẓāmiyyahs, named after him) in various Seljuk and ʻAbbāsid cities at the end of the 11th century, ranging from Mesopotamia to Khorasan . Although madrasa-type institutions appear to have existed in Iran before Nizam al-Mulk, this period
12051-481: The sixteenth century. Two Persian inscriptions, one over the central archway and the other over the central Mihrab. According to an inscription found, the mosque was built during the rule of Deputy Governor of Dhaka, Farrukhsiyar , by a Khan Muhammad Mirza, who could have been the architect. The construction was ordered by a Qazi Ibadullah during 1704–05 AD. The platform is 16'-6" above the ground level. The tahkhana comprises vaulted rooms for living purposes. The mosque
12168-419: The student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded ijaza s giving them the status of faqīh 'scholar of jurisprudence', muftī 'scholar competent in issuing fatwās ', and mudarris 'teacher'. The Arabic term ijāzat al-tadrīs was awarded to Islamic scholars who were qualified to teach. According to Makdisi,
12285-514: The term "university" to institutions of the medieval Muslim world is disputed. According to tradition, the al-Qarawiyyin mosque was founded by Fāṭimah al-Fihrī , the daughter of a wealthy merchant named Muḥammad al-Fihrī . This was later followed by the Fatimid establishment of al-Azhar Mosque in 969–970 in Cairo, initially as a center to promote Isma'ili teachings, which later became
12402-487: The term to refer to historical learning institutions throughout the Muslim world , which is to say a college where Islamic law was taught along with other secondary subjects, but not to secular science schools, modern or historical. These institutions were typically housed in specially designed buildings which were primarily devoted to this purpose. Such institutions are believed to have originated, or at least proliferated, in
12519-570: The traditional standard accent of (southern) England, Received Pronunciation (RP), has evolved a trap–bath split . Moreover, American accents preserve /h/ at the start of syllables, while perhaps a majority of the regional dialects of England participate in /h/ dropping , particularly in informal contexts. However, General American is also innovative in a number of its own ways: The process of coining new lexical items started as soon as English-speaking British-American colonists began borrowing names for unfamiliar flora, fauna, and topography from
12636-532: The triconsonantal Semitic root د-ر-س D-R-S 'to learn, study', using the wazn ( morphological form or template) مفعل(ة) ; mafʻal(ah) , meaning "a place where something is done". Thus, madrasah literally means "a place where learning and studying take place" or "place of study". The word is also present as a loanword with the same general meaning in many Arabic-influenced languages, such as: Urdu , Pashto , Baluchi , Persian , Turkish , Azeri , Kurdish , Indonesian , Somali and Bosnian . In
12753-519: The upper terrace (sahn); and improved water and sanitation services. The site experienced many encroachments that constricted the boundaries of the compound, which drew serious attention of the architects and other conservation enthusiasts when it was included as a case study in an architectural conservation workshop in 1989 in Dhaka, sponsored by the AKTC and UNDP. Conservation of invaluable heritage sites in
12870-417: The verb-and-preposition combination: stopover, lineup, tryout, spin-off, shootout , holdup, hideout, comeback, makeover , and many more. Some prepositional and phrasal verbs are in fact of American origin ( win out, hold up, back up/off/down/out, face up to and many others). Noun endings such as -ee (retiree), -ery (bakery), -ster (gangster) and -cian (beautician) are also particularly productive in
12987-775: The word corn , used in England to refer to wheat (or any cereal), came to denote the maize plant, the most important crop in the U.S. Most Mexican Spanish contributions came after the War of 1812 , with the opening of the West, like ranch (now a common house style ). Due to Mexican culinary influence, many Spanish words are incorporated in general use when talking about certain popular dishes: cilantro (instead of coriander), queso, tacos, quesadillas, enchiladas, tostadas, fajitas, burritos, and guacamole. These words usually lack an English equivalent and are found in popular restaurants. New forms of dwelling created new terms ( lot , waterfront) and types of homes like log cabin , adobe in
13104-428: Was an expert in medicine, grammar, linguistics, law, alchemy, and philosophy. The choice of freedom in inquiry was also important. Muslim higher education at madrasas offered not only mastery in specified fields but also a more generalized, broader option. In Muslim India , the madrasa started off as providing higher education similarly to other parts of the Islamic world. The primary function for these institutions
13221-409: Was created in İznik in 1331, when a converted Church building was assigned as a medrese to a famous scholar, Dâvûd of Kayseri. Suleyman made an important change in the hierarchy of Ottoman medreses. He established four general medreses and two more for specialised studies, one devoted to the ḥadīth and the other to medicine. He gave the highest ranking to these and thus established the hierarchy of
13338-714: Was the Madrasa of Kumushtakin, added to a mosque in Bosra in 1136. One of the earliest madrasas in Damascus, and one of the first madrasas to be accompanied by the tomb of its founder, is the Madrasa al-Nuriyya (or Madrasa al-Kubra) founded by Nur al-Din in 1167–1172. After Salah ad-Din (Saladin) overthrew the Shi'a Fatimids in Egypt in 1171, he founded a Sunni madrasa near the tomb of al-Shafi'i in Cairo in 1176–1177, introducing this institution to Egypt. The Mamluks who succeeded
13455-524: Was to train and prepare workers for bureaucratic work as well as the judicial system. The curriculum generally consisted of logic, philosophy, law, history, politics, and particularly religious sciences, later incorporating more of mathematics, astronomy, geography, and medicine. Madrasas were often subsidized and founded by states or private individuals, and well-qualified teachers filled in the role for professors. Foundations of Islamic higher education in India
13572-581: Was usually set by its founder, but most generally taught both the religious sciences and the physical sciences. Madrasas were established throughout the Islamic world, examples being the ninth century University of al-Qarawiyyin , the tenth century al-Azhar University (the most famous), the eleventh century Niẓāmīyah , as well as 75 madrasas in Cairo, 51 in Damascus and up to 44 in Aleppo between 1155 and 1260. Institutions of learning were established in
13689-469: Was written by Noah Webster in 1828, codifying several of these spellings. Differences in grammar are relatively minor, and do not normally affect mutual intelligibility; these include: typically a lack of differentiation between adjectives and adverbs, employing the equivalent adjectives as adverbs he ran quick / he ran quickly ; different use of some auxiliary verbs ; formal (rather than notional) agreement with collective nouns ; different preferences for
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