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Does Islam endorse concubines?

Short response: The Holy Qur’an has condemned fornication and adultery [1]. Islam does not permit concubinage, and fornication and adultery trigger the penalty of physical reprimand [2]. Abu Musa al-Ash‘ari recalls that Prophet Muhammad said, “Any man who has a slave-girl whom he teaches good manners so that she has good manners and educates her in the best possible way and then frees her and marries her has two rewards.” [3] more info…

Myth #28: The Islamic Civilization that Muhammad established, Is And Always Has Been Archaic

Is the Islamic civilization archaic?

The Qur’an, more than 140 times, highlights knowledge as a distinguishing characteristic of believers. Prophet Muhammad declared, “Seeking knowledge is a duty upon every Muslim.” [1] Archaic means, “obsolete - antiquated - old - ancient - out-of-date,” and Islam stands for the seeking of knowledge - thus it has always promoted advancement and freshness and growth - not the characteristics of an archaic system of thinking at all. more info…

Myth #29: Islam, as taught by Muhammad, Requires a Female Rape Victim to Produce Four Witnesses

Does Islam require a female rape victim to produce four witnesses?

If someone accuses a woman of adultery then he or she must produce four witnesses to corroborate the accusation. Failing that, the woman is innocent, and the accuser is a liar. Calling for four witnesses, protects women against calumny. more info…

Myth #30: Muhammad taught that Islam Seeks To Establish Caliphate to Conquer the World

Does Islam seek to establish caliphate to conquer the world?

The purpose of the establishment of Khilafat among Muslims is for reformation through love and amity. Only one Islamic organization has already re-established the caliphate. Not a decade or two old, the Ahmadiyya Muslim Community’s caliphate was established in 1908. The Community’s membership is in the tens of millions and spans 200 countries—all united under one khalifa. Even when faced with bitter persecution, the Ahmadiyya Muslim Khilafat requires Ahmadi Muslims to be steadfast. more info…

Myth #31: The Islam that Muhammad Taught Is Not a Religion But a Theocratic Political Ideology

Is Islam a theocratic political ideology rather than a religion?

Islam meets the general basic requirements envisaged for an acceptable religion forwarded by some anti-Islam forces. It provides freedom of choice, no coercion, and stands by and protects basics human rights of both Muslims and non-Muslims alike. more info…

Myth #32: Islam Oppresses Dhimmis and Demands Jizya or Death

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Isolates of hepatitis C virus (HCV) show considerable nucleotide sequence variability throughout the genome. Comparisons of complete genome sequences have been used as the basis of classification of HCV into a number of genotypes that show 67 to 77% sequence similarity. In order to investigate whether sequence relationships between genotypes are equivalent in different regions of the genome, we have carried out formal sequence analysis of variants in the 5' non-coding region (5'NCR) and in the genes encoding the core protein, an envelope protein (E1) and a non-structural protein (NS-5). In the E1 region, variants grouped into a series of six major genotypes and a series of subtypes that could be matched to the phylogenetic groupings previously observed for the NS-5 region. Furthermore, core and E1 sequences showed three non-overlapping ranges of sequence similarity corresponding to those between different genotypes, subtypes and isolates previously described in NS-5. Each major genotype could also be reliably identified by sequence comparisons in the well conserved 5'NCR, although many subtypes, such as 1a/1b, 2a/2c and some of those of type 4, could not be reliably distinguished from each other in this region. These data indicate that subgenomic regions such as E1 and NS-5 contain sufficient phylogenetic information for the identification of each of the 11 or 12 known types and subtypes of HCV. No evidence was found for variants of HCV that had sequences of one genotype in the 5'NCR but of a different one in the E1 or NS-5 region. This suggests that recombination between different HCV types is rare or non-existent and does not currently pose a problem in the use of subgenomic regions in classification.

Citation information in Europe Pubmed Central

The frequency of infection with the six classified major genotypes of hepatitis C virus (HCV) was investigated in 447 infected volunteer blood donors from the following nine countries: Scotland, Finland, The Netherlands, Hungary, Australia, Egypt, Japan, Hong Kong, and Taiwan. Viral sequences in plasma from blood donors infected with HCV were amplified in the 5'-noncoding region and were typed by restriction fragment length polymorphism analysis. Electrophoresis of DNA fragments produced by cleavage with HaeIII-RsaI and ScrFI-HinfI allowed HCV types 1 (or 5), 2, 3, 4, and 6 to be identified. Further analysis with MvaI-HinfI allowed sequences of the type 5 genotype to be distinguished from sequences of the type 1 genotype. Types 1, 2, and 3 accounted for almost all infections in donors from Scotland, Finland, The Netherlands, and Australia. Types 2 and 3 were not found in the eastern European country (Hungary), where all but one of the donors were infected with type 1. Donors from Japan and Taiwan were infected only with type 1 or 2, while types 1, 2, and 6 were found in those from Hong Kong. HCV infection among Egyptians was almost always by type 4. Donors infected with HCV type 1 showed broad serological reactivity with all four antigens of the second generation Chiron RIBA-2 assay (Chiron Corporation, Emeryville, Calif.), while infection with divergent HCV genotypes elicited antibodies mainly reactive to c22-3 and c33c. Reactivities with antibodies 5-1-1 and c100-3 were infrequent and were generally weak, irrespective of the geographical origin of the donor. Because the envelope region of HCV is even more variable than the NS-4 region, it is likely that vaccines based on these proteins need to be multivalent and perhaps specifically adapted for different geographical regions.

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Click on your year to see the state graduation requirements. Students are assigned an expected graduation year at the time they enter ninth grade ( WAC 180-51-035 ). They are held to the graduation requirements of that graduation year regardless of the year they actually complete high school. The requirements of the Class of 2019 carry-forward, so students in the Class of 2020, 2021 etc., will have the same requirements as the Class of 2019. To see what assessments are required check Jimmy choo Suede rhinestone buckle boot For Cheap Cheap Online Outlet Locations Cheap Online UZpcaKHuU
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The requirements of the Class of 2019 carry-forward, so students in the Class of 2020, 2021 etc., will have the same requirements as the Class of 2019.
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The State Board’s vision is of an education system that prepares all students for college, career and life. In Washington, high school students must meet credit and testing requirements. In support of this vision, the Board worked to create a 24-credit framework designed to be both rigorous and flexible. Elements of this framework are being phased-in for the Class of 2016, and the full 24-credit credits will be required for the Class of 2019.

Along with new credit requirements, the state is also transitioning to a new assessment system, the Smarter Balanced assessments, that are aligned to career and college readiness and new learning standards. These tests will have performance Levels 1, 2, 3, and 4. Earning a Level 3 or Level 4 on the high school Smarter Balanced tests represents a career- and college-ready score. In August 2015, the Board has set a score for graduation that is below a Level 3 so that the transition to new assessments required for graduation can be fair to students, but it remains a goal of the Board that all students will earn at least a Level 3 on the high school Smarter Balanced exams. As students and the system adjust to new standards and new assessments, the Board will revisit the minimum score that students need to graduate.

The Board believes that new credit requirements and new learning standards, combined with the excellent work of Washington’s educators and schools, will help all students graduate prepared for their next steps in life.

The State Board of Education sets state credit requirements and local districts may set additional requirements. The Legislature identified the tests students must take to graduate, and the Board sets the scores students must earn on those tests.

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