Saturday, March 31, 2012

How to Advertise Your Business on Facebook for Free


With more than 64 million active users and around 250,000 new users joining every day, you can tap into the social networking revolution with a free page on Facebook for your blog or business … yes, I said free.
Previously you had to be BIG business with a BIG marketing budget to create a corporate or company Facebook account. Blockbuster Inc., CBS Corp., The Coca-Cola Co., Sony Pictures Entertainment Inc. and Verizon Communications Inc., are examples of well known companies that have a corporate presence on Facebook. Facebook members could then become “fans” by adding your company as a friend.
Now, this option is open to any business. Businesses can add any content they want, including photos, videos and music. Facebook users can share information about a business directly with the company by adding reviews or other information to that business’ page. Small businesses now have the advantage that only Fortune 500 companies could afford previously. It’s simple: here’s how you do it:
Creating A Facebook Business Page
1. Visit this URL
2. Choose the best category for your business.
3. Just enter your business name and then click “Create Page”.
4. Now you can add a description of your business and a website address. You can also add a photo or logo. There are sections to add more photos, video
5. Then click on your hyperlinked business name in the top left corner and click “publish this page.”
6. Finally, from your new profile page, become a fan of your business. This is important as all of your “friends” will now be able to see your page when they visit your profile and it will be shown in the news feed that “Suzanne is a fan of Dot Com Mogul”. With some social networking, some of your Facebook friends will also add your business as a friend and then their friends will see a message… and on and on.
To the left is a screenshot of your admin panel. You can send updates to fans of the business and there’s a link to Promote Page with an Ad. You can also use the pages’ discussion board to start topics, list events, or write on “the wall”. I’ve just added a page for my blog, Dot Com Mogul. You can see it here. (While you’re there, add it as a friend :) I plan to add more interesting info and a video to it, but this is the beginning page with minimal information. If you’re wondering why you should do this, just check out the Facebook statistics below, and did I mention …. it’s free.
Facebook Statistics
General Growth
  • More than 64 million active users
  • An average of 250,000 new registrations per day since Jan. 2007
User Demographics
  • Over 55,000 regional, work-related, collegiate, and high school networks
  • More than half of Facebook users are outside of college
  • The fastest growing demographic is those 25 years old and older
  • Maintain 85 percent market share of 4-year U.S. universities
User Engagement
  • Sixth-most trafficked site in the United States (comScore)
  • More than 65 billion page views per month
  • More than half of active users return daily
  • People spend an average of 20 minutes on the site daily (comScore)
Applications
  • No. 1 photo sharing application on the Web (comScore)
  • Photo application draws more than twice as much traffic as the next three sites combined (comScore)
  • More than 14 million photos uploaded daily
  • More than 6 million active user groups on the site
International Growth
  • The U.K. has the most users outside of the United States, with more than 8 million active users
  • Canada is the third largest country with more than 7 million active users
  • Remaining top 10 countries in order of active users (outside of the U.S., Canada and UK): Turkey, Australia, France, Sweden, Norway, Colombia, and South Africa
Platform
  • Over 15,000 applications have been built on Facebook Platform
  • 140 new applications added per day
  • More than 95% of Facebook members have used at least one application built on Facebook Platform

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Friday, March 30, 2012

CONGRATS TO All


WOW..............CONGRATS TO All
Two Lakh Hits In Just 16 Months
ThankS To all the Readers..

Also IN this Months Histoblog recieved its 100th  Member
Your Comment is always welcome..

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Tuesday, March 27, 2012

Haryana Civil Service Examination(HCS) 2012


Hi I am sanjay,
                   Haryana Public Service commission organised p.t.exam for Hcs on 25th March  100% questions were from your blog .
 @sanjayjattani@gmail.com
Haryana Civil Service Examination(HCS) 2012
Haryana Civil Service Examination, HCS, conducted by the Haryana Public Service Commission for the right candidates in the different posts of Haryana Public Administrative Services. A large number of candidates are taking part of this test, since it offer a career path in the highest public service filed of the state.



Reference Books for HCS Exam
  • A struggle for Independence - Bipin Chandra
  • Advanced study in the History of Medival India - Volume I, II, III J.L. Mehta
  • An Advanced History of India - R.C. Majumda, H.C. Raychaudhurai, - Kalikinkar Datta
  • Ancient India - an introductory outline - D.N.Jha.
  • Ancient India - L.Mukherjee
  • Ancient India Social and Culture - Luniya
  • Charles Farro : General Principles of World Geography
  • Charles Farro : Monsoon Asia Reports published by Centre for Science and Enviornment And Tata Energy Research Institute
  • D.D. Basu—Indian Constitution
  • Freedom Struggle – Bipinchandra
  • Indian Constitution by P.M. Bakshi
  • Kashyap—Constitution of India
  • Khullar : India- A Comprehnsive Geography
  • Medival India - L. Mukherjee
  • Medival India - Volume I & II Satish Chandra
  • Modern India - L. Mukherjee
  • Modern Indian History - Groover & Grooover.
  • N.L. Madan : Bhartiya Rajya Vyavastha
  • National journal - Kurukshetra, Yojana
  • Our Constitution  by Subhash C. kashyap
  • Perspective on Constitution by S.C. Kashyap
  • Popular Science Series (CSIR)
  • Publication Division—Subhash C. Kashyap : Our Parliament
  • Reports Of the Ministry of Science and Technology Yojana
  • Sharma & Cotinho : Economic and Commercial Geography of India.
  • Wonder that was India - A.L. Bhashem.
  • Wonder that was India - Rizzvi....


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    Saturday, March 24, 2012

    How to Get 1000 Visitors a Day | Website Traffic Tips


    How To Get Traffic To Your Site Fast!


    Getting traffic to your website can be exhausting and a hard battle. Some online marketers tend to give up rather quickly because of not getting enough traffic to their website. While it is not an impossible task, you will need determination and the right resources to starting getting at least 1000 visitors a day to your website. Here is how to do it really fast:

    1.       Article Sites- Articles sites are a popular way to gain some readership, but they can also get you fast traffic from the search engines. Let me be clear; article sites are not article directories. With most article sites, your content can be publishes in less than a day (in most cases, instantly), which will gain you backlinks more quickly. Some examples of article sites include; Associated Content, Helium and Ehow. Most of these article sites also give you a cash reward for page views, but expect pennies. But, to use them for traffic, simply write an article with a link to your website. It is as simple as that. You can also ping the article’s url using Pingomatic or Pingler.com.

    2.       Deep-Link Directories- This is a technique that was just introduced to me like 3 days ago. Google values a website with deep-linking more than just a high page rank index/main page. Deep-linking is when you have a high page rank for all pages of your site. This would include blog post. I also like deep-link directories better because you can constantly add new pages for higher page rank.

    3.       Hubsites- Hubsites are a favorite of mine because they work like article directories, only you can get faster results in shorter amount of time. Article directories take up to a week for your article to be published, while with hubsites, it takes less than a day to get your articles indexed in the search engines. Some popular hubsites are; Hubpages, Xomba and Squidoo. Hubpages is the best in my opinion because your link will be dofollow, which will get more attention from the search engines. The other 2 hubsites mentioned have a ‘nofollow’ tag, but they can still boost your page rank to your website.

    4.       Forum posting- This is probably the easiest method link building ever. Here is the thing about link-building though; you have to do it in volume in order for it to work. So, just think of it this way; in order to make one sale, you will need to post 50-100 post per day. While this does seem like a tedious project, you can surf and answer other people’s questions. Just make sure to edit your signature using a low competition filled word for your anchor text. That’s it! Every time you post a comment, your signature will instantly be added. Only use forums that have a page rank of 6 or higher.

    5.       Multiple blog posting- Writing more than 5 post a day can be quite exhausting, but it is good for your traffic. I would suggest writing at least 10-20 blog post per day. Sometimes, most webmasters don’t have the time to do this themselves. I would suggest buying a PLR article pack. Most of them are affordable and can be found in popular webmaster forums.

    6.       Facebook- Facebook has become one of the easiest and free marketing tools to use. Since Facebook is ‘dofollow’, marketers can use the ‘status update’ feature to tell about a new product or a website and add a link as well for Facebook members to use. I would suggest using a pre-existing Facebook page to market instead of creating a new one. It can become obvious that you are only using Facebook as a marketing tool and your account will instantly be banned.

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    Thursday, March 22, 2012

    UGC NET coaching


    Net English, Net Management, Net Commerce, Net Study Material, Net Education, Net environmental sc. net hisory net mass. communication, net jrf english, net jrf commerce, net commerce, ner jrf study material UGC NET all subject Invaluable Unparalleled scientific mode of teaching and critical analysis of the whole syllabus. The strength of the institute has been its excellent teaching. Faculty of the institute is extremely motivated with a strong commitment to quality guidance that is reflected through its results. 
    http://humanitiespoint.com/index.html

    The great learning environment at the Humanities Point provides a platform where all students come together and compete for the best. The faculty and management possess a high degree of integrity and knowledge that converts the students into efficient human beings.

    http://humanitiespoint.com/index.html 

    UGC JRF-NET Subject

  • NET ENGLISH 

  • NET COMMERCE

  • NET MANAGEMENT 

  • NET ECONOMICS

  • NET LIFE SCIENCES

  • NET ENVIRONMENTAL SC.

  • NET MASS COMMUNICATION

  • NET 1st COMPULSORY PAPER

  • NET EDUCATION

  • NET HISTORY .



  • http://humanitiespoint.com/index.html 

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    പി.എസ്.സി: അപേക്ഷിക്കാനുള്ള പ്രായപരിധി 36 ആക്കി


    പി.എസ്.സി: അപേക്ഷിക്കാനുള്ള പ്രായപരിധി 36 ആക്കി

    തിരുവനന്തപുരം: പി.എസ്.സി പരീക്ഷയ്ക്ക് അപേക്ഷിക്കാനുള്ള പ്രായപരിധി 36 ആയി ഉയര്ത്തി.

    പെന്ഷന്പ്രായം 56 ആയി ഉയര്ത്താനുള്ള സര്ക്കാര്തീരുമാനം വ്യാപകമായ പ്രതിഷേധത്തിന് കാരണമായതിനെതുടര്ന്നാണ് പെട്ടെന്ന് അപേക്ഷിക്കാനുള്ള പ്രായപരിധി ഉയര്ത്തിയത്. നിലവില്‍ 35 ആണ് പ്രായപരിധി.

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    Wednesday, March 21, 2012

    PROVISIONAL ANSWER KEY Question Paper Code: 29/2012. kpsc

    PROVISIONAL ANSWER KEY
    Question Paper Code: 29/2012.

    HIGHER SECONDARY SCHOOL TEACHER -
    HISTORY & HIGHER SECONDARY SCHOOL
    TEACHER(JUNIOR) - HISTORY
    HIGHER SECONDARY EDUCATION/
    NON-VOCATIONAL TEACHER(JUNIOR) - HISTORY
    VOCATIONAL HIGHER SECONDARY EDUCATION..

    Follow the Link
    http://keralapsc.org/prov_anskey.htm
    http://keralapsc.org/anskey%2012/29-12_pk.pdf

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    Tuesday, March 20, 2012

    New Models of Islamic Education in Kerala


    New Models of Islamic Education in Kerala

    The religious education system of Mappila Muslims, who make up almost a quarter of Kerala population, needs a separate and profound study that will shed light on various unique features of the system and on how it differs from the Islamic education system prevalent elsewhere in India.

    The origins and development of the Mappila Muslim community on the Southern coasts of India can be traced to the very first century of Islamic calendar, according to the most popular historic view. And as Muslims give great importance on passing the Islamic values and morals through generations and to facilitate the dissemination and reproduction of religious knowledge, Mappilas of Kerala also developed various systems of education
    throughout their historical evolution.


    It is evident that Mappilas had moved ahead in the past along with the changes in the educational trends of international Muslim community, but with adjustments and accommodations needed in the cultural atmosphere they lived in. An analysis of their pre-20th century history shows that they had developed three kinds of educational systems to impart education at primary, higher and mass levels. Othupallies, better translated as Maktabs or writing schools, served as the schools of primary education teaching the children all the preliminary knowledge about Islam that is compulsory for every individual to know, with a special emphasis on Qur’an recitation. ‘Palli Darses’ or mosque-colleges served as knowledge centres
    producing religious scholars who could lead the community, teach its next generation and maintain the intellectual tradition intact. ‘Palli’ is the local word for Muslim mosques and Christian Churches, whereas Dars comes from one of the Arabic word for teaching and learning.

    Kerala has a long tradition of higher religious schools held in mosques, and the system still prevails with a string of modifications needed in the modern world. Systematic wa’az programmes, which lasted sometimes to weeks and months and which facilitated detailed oral teaching of various noted religious texts on a host of subjects, served as an effective setup for mass education.

    The inspiring roles of many outstanding personalities, who emerged from among Sayyed families, the scholar community or ulema and Sufi missionaries, behind these ventures cannot be denied. It is significant that there has always been a healthy relation among these three strata of leadership, and Kerala Muslims always mention the phrase ‘Ulama-Umara collaboration’ as the chief factor behind all kind of advancement among them. Almost all of the Sufi sheikhs were eminent scholars well-versed in Shari’a, and almost all major ulema since the early period, including those in Makhdoom family of Ponnani, had joined one or other of the Sufi orders. Besides, many Sayyid families who migrated to Kerala from various religious centres like Hadhramaut and Bukhara, were involved in religious teaching as well as in propagation of various Sufi orders. One can assume that all these factors prevented, to a certain extent, the spread of un-Islamic forms of popular Sufism among Kerala Muslims.

    Just like other communities, Mappila Muslims had also faced the waves of modernisation trends with the onset of 20th century. The emergence of reformist ideologies, the transformation of the community leadership from the hand of individuals to that of organisations based on various ideologies, and increased efforts for adoption of secular Western education changed the facets of Mappila education in the first half of last century. Most of these educational developments took place with the direct involvement or guidance of various organisations, who worked out various educational systems to disseminate both religious and secular knowledge among the community. The effectiveness of these systems as well as their role in dissemination and reproduction of religious knowledge still need an analytical cum
    evaluative study.

    Contribution of Samastha Kerala Jam’eyyat ul-Ulama Religious education was at stake when calls for ‘modernisation’ turned the attention of community leaders towards secular education, often at the expense of religious learning. However, the Samastha Kerala Jam’eyyat ul-Ulama, the platform of traditional religious scholars whose academic tradition and inheritance go back to Makhdoom scholar family of Ponnani and which represents the majority Sunni community of Kerala Muslims, focused their attention on defending the system of traditional religious education and worked hard for its progress. This organisation of traditional Ulama did not get actively involved in secular education, but adopted an ideal
    religious education system that allowed all Muslim boys and girls to have their regular schooling as well along with religious studies.

    The Samastha’s educational board today runs a systematic primary education programme that has more than eight thousand Madrasas under it. This system of Madrasa education, in which a Muslim child can have 12-year religious education without hampering her or his regular schooling, has spread to all Kerala districts and to various Indian states and foreign countries where Muslim Malayalees live. There are other Muslim organisations in Kerala that also run many such primary Madrasas under s centralized system, but the Samastha has reached far ahead of them all. It was the first to respond when the government banned public schools from providing religious education just after Independence by calling on the community to set up Madrasas in every village where Muslims live. While many Muslim communities elsewhere in India and abroad had to choose either secular or religious ways of education, resulting either in alienation from one or the other or complete assimilation with the non-Islamic cultures and communities, this system facilitated the harmonious integration and co-existence of Mappilas with non-Muslims along with keeping their Islamic identity and culture intact. Mapilla students study Islam in part-time Madrasas in the morning or evening and have their regular schooling at the same time, thus being able to mingle with students from other communities. Muslim-managed organisations also later set up boarding Madrasas, orphanages, integrated public schools, etc..

    Dar ul-Huda Islamic Academy, A New Experiment in Religious Higher Education While the Samastha facilitated the integration of religious and secular education at the primary level, it continued its view of the secular-religious dichotomy at the higher levels until the 1970s. Students had to select between the two for higher studies after having had both at primary levels from Madrasa and schools. Parents who wanted to make their children religious scholars sent them to Sharia
    colleges where the learning was limited to various traditional religious subjects. Its result was incompetence of religious graduates and their inability to cope with modern trends and the failure of secularly-educated to carry forward their religious ethos. In the 1970s, scholars of the Samastha started responding to this issue by adopting various innovations and trying to effectively synthesise both streams of knowledge.

    An outstanding figure who gave an ideological base and intellectual perspective to this process of change was the late MM Basheer Musliyar Al-Baqawi (1929-1987). (Musliyar is the local word to denote a traditional religious scholar). His foresightedness was instrumental in various educational innovations that occurred among the Sunni community of Kerala in the last quarter of the 20th century. He spoke of an educational philosophy aimed at reproducing the philosopher-scientist scholars who lived in the golden period of Islamic medieval history. He called for reforming the curriculum and syllabus of the higher centres of Islamic learning by taking lessons from outstanding Islamic personalities came in the past. He
    argued that the prevailing system of Islamic education was very narrow, and emphasised the need of preparing a more inclusive syllabus that would enable the progress of humanity in all fields. He called on Islamic colleges to introduce many subjects that are Fard kifayah (community religious obligation) like health sciences, professional and technical subjects. In 1970s, Basheer Musliyar al-Baqawi initiated many attempts to innovate the Darses in the mosques. He tried hard to implement his vision of ‘Model Darses’ which was aimed at a fresh and live approach towards every subject taught in the Darses along with teaching languages of English and Urdu. His point was that the Dars graduates, the future scholarly leaders of the community, should not be left behind and they should be equally aware of modern trends and subjects and be able to relate it with Islamic perspectives. However, the attempts did not yield the needed results. In
    1972, Basheer Musliyar joined the Rahmaniya Arabic College at Kadameri of Calicut District, where he implemented many outstanding and attractive innovations. Rahmaniyya was the premier traditional Muslim college in Kerala that started the teaching of Arabic, English and Urdu languages and social subjects along with religious subjects.

    When he saw that he could not bring the innovations and reforms in the way he desired, Basheer Musliyar thought of a separate institution where he could effectively and practically synthesise religious and secular subjects, keeping in mind the changes of the modern world. His intention of producing scholars capable of propagating Islam in the modern world impressed two other great personalities—CH Hyderus Musliyar and Dr. U Bapputty Haji—and attracted support from a host of community well-wishers, though it also drew a number of critics. The three worked hard to materialise their dream and succeeded in the establishment of Dar ul-Huda Islamic Academy in 1986 at Chemmad, in Kerala’s Muslim majority district of
    Malappuram.

    Dar ul-Huda offers a 12-year course that integrates religious education with important secular subjects. During the first 12 years of its running, each year Darul Huda admitted 80 students out of hundreds of applicants in the age group of 10-11, who had completed the fifth standard in both madrasa and school, on the basis of oral and written tests. The 12-year course has been divided into four stages - a 2-year Preparatory course, a 4-year Secondary course, a 4-year Degree course and a 2-year PG course. The syllabus includes religious subjects such as Quran, Tajweed, Hadith, Usul ul-Hadith, Fiqh, Usul ul-Fiqh, Aqeeda, Tasawwuf, Nahvu, Sarf, Mantiq, Balagha and Comparative studies of various religions, as well as secular subjects like Maths, Social Sciences, History, Physics, Chemistry, Biology. In addition to this, Arabic, Urdu, English and Malayalam are taught. Facilities for extra curricular activities like debates, discussions, oratory training, computer studies and sports are also provided. The institution follows selected text books of both Kerala State and CBSE syllabuses for its teaching of secular subjects until the secondary level. When the student completes 18 year of his age, i.e. when he reaches the 8th class of the system, Darul Huda makes it mandatory for him to appear for the entrance tests of various universities offering degrees in social science subjects and languages under their Open University Systems. Students generally opts for subjects like Sociology, Political Science, English, Malayalam, Economics etc. for their degree, and the Dar ul-Huda facilitates the study of these subjects inside the institution by appointing separate teachers and allocating sufficient time. Simultaneously, students carry on their study of religious texts and subjects.Once the student graduates from institution they have degrees of both Islamic and secular higher educational institutions.

    Although the success of the Dar ul-Huda is still to be assessed and evaluated, it is clear that it adopts a very novel approach and appears to have fared comparatively well.. At a time when there was a feeling that religious education was the choice of poor students or of those less talented, under-skilled and ‘good for nothing else’ children, the Dar ul-Huda catered particularly to bright students irrespective of their background, and selected limited students purely on the basis of merit after conducting tough written and oral examinations. The founders of the institution stressed that religious propagation was done by prophets who are supposed to be the most clever and brilliant in the community, and the
    religious scholars who are their successors should be the most brilliant among their community, too.

    The Dar ul-Huda sees itself as imparting good education in secular subjects not for its students to get a government job and or to produce Muslim professionals and technicians. Instead, the aim is to produce pure Islamic scholars who have a clear idea of the modern world, its trends and ideologies. Interestingly, the institution has evoked great interest among a large number of Mappila Muslims and soon many very rich or highly educated families started vying for admissions for their children therein. As a result, several trusts and committees in different parts of Kerala have started affiliated
    institutions that adopt the same syllabus as the Dar ul-Huda and receive academic assistance from it. The Dar ul-Huda has now expanded into something like a university chain, having around 20 colleges following the same syllabus under a co-ordination committee.

    In addition to this, Darul Huda runs a special 10-year course in its campus to cater to the needs of Urdu-medium students, who generally hail from the neighbouring states of Tamil Nadu, Karnataka and Andra Pradesh as well as Maharashtra and from some north Indian states as well. It has started an affiliated Urdu-medium college in Mumbai, and the Dar ul-Huda’s alumni are in the process of setting up a modern Islamic higher learning centre in Chittoor, in Andhra Pradesh.

    The Dar ul -Huda also runs a separate section for Quran memorization, in which the students are admitted at the age of seven, and once they complete the memorization process they continue the 12-year course of the institution.

    After producing 12 batches of students now, the Dar ul-Huda now urgently needs to review its performance. Being given a balanced and sound education, many graduates of the institution have been able to secure well-paid jobs at home and abroad in various fields. However, the institution needs to closely examine the role of its graduates in contributing to the intellectual development of the Muslim community and enabling it to meet contemporary challenges.


    Read more »

    Oil and West Asia


    Oil and West Asia
    The modern era of oil production began on 1859, when the discovery of first successful oil well in Pennsylvania, USA. In 1879, the first oil well was drilled in California; and in 1887, in Texas.
    Up until the 1910s, the United States produced between 60 and 70 percent of the world's oil supply. As fear grew that American oil reserves were dangerously depleted, the search for oil turned worldwide. Oil was discovered in Mexico at the beginning of the twentieth century, in Iran in 1908, in Venezuela during World War I, and in Iraq in 1927.
    By 1919, Britain controlled 50 percent of the world's proven oil reserves.
    A British company strikes oil in Persia (now Iran). It's the first big petroleum find in the Middle East, and it sets off a wave of exploration, extraction and exploitation that will change the history of the region and world. Englishman William D'Arcy had obtained a license to explore for oil in Persia in 1901.
    He sent explorer George Reynolds, who searched fruitlessly for seven years. Finally in 1908 oil was discovered at Masjid-i-Suleiman in Iran.

    After world war second, policy makers and the oil industry focused their attention on the West Asia, particularly the Persian Gulf, which they believed would become the center of postwar oil production. As early as the 1930s, Britain had gained control over Iran's oil fields and the United States discovered oil reserves in Kuwait and Saudi Arabia. After the war ended, West Asian oil production increased. Gradually, American dependence on West Asian oil increased.
    Economy and politics of oil in West Asia
    World oil prices were so low that Iran, Venezuela, and Arab oil producers banded together in 1960 to form OPEC, the Organization of Petroleum Producing States, to negotiate for higher oil prices.
    By the early 1970s, the United States depended on the West Asia for a third of its oil. Foreign oil producers were finally in a position to raise world oil prices. The oil embargo of 1973 and 1974, during which oil prices quadrupled (4 fold), and the oil crisis of 1978 and 1979, when oil prices doubled, graphically illustrated how vulnerable the nation had become to foreign producers.
    The oil crises of the 1970s had an unanticipated side-effect. Rising oil prices stimulated conservation and exploration for new oil sources. As a result of increasing supplies and declining demand, oil prices fell from $35 a barrel in 1981 to $9 a barrel in 1986. The sharp slide in world oil prices was one of the factors that led Iraq to invade neighboring Kuwait in 1990 in a bid to gain control over 40 percent of West Asian oil reserves.
    Oil as a political weapon
    When the oil used as a weapon firstly in 1973, it had a dramatic and lasting effect on the world economy and Western states. As a weapon of economic embargo, no one can deny its success, quadrupling (4 fold) the price of the world’s major commodity in the space of a few days. Most of the Arab demands in 1973 with regards to the Palestinians and Israel remained unfulfilled, although an amicable cease-fire was brokered by the United States. Today in the Middle East it is widely accepted that, - “Economics...has taken priority over politics, co-operation has replaced confrontation”. The Middle East is not in the position it was in 1973 with regards to oil exports, and with natural gas and new oil finds outside the Middle East coming into play it does not have the kind of monopoly on energy that it once had.
    Impact of oil in West Asia
    The discovery of petroleum in the West Asia greatly boosted its economy and resulted in the infrastructural developments etc especially in the GCC sttaes. Currently this region contains about 65% of the world’s oil and it has made the countries surrounding the Persian Gulf quite wealthy. Since the world depends on petroleum as a primary source of fuel, this discovery has obviously created many trading opportunities for the West Asia. Consequently, it has also opened up West Asian countries to varying degrees of Western influence. In the beginning the countries were more receptive of this influence and it began to affect culture and society, particularly the Muslim society’s view towards women. However, in recent years this has change when fundamentalist Islam has begun to reappear.
    OPEC
    The Organization of the Petroleum Exporting Countries (OPEC) is a permanent, intergovernmental Organization, was founded in Baghdad, Iraq, with the signing of an agreement in September 1960 by five countries namely Islamic Republic of Iran, Iraq, Kuwait, Saudi Arabia and Venezuela. They were to become the Founder Members of the Organization.
     The five Founding Members were later joined by nine other Members: Qatar (1961); Indonesia (1962) – suspended its membership from January 2009; Libya (1962); United Arab Emirates (1967); Algeria (1969); Nigeria (1971); Ecuador (1973) – suspended its membership from December 1992-October 2007; Angola (2007) and Gabon (1975–1994). OPEC had its headquarters in Geneva, Switzerland, in the first five years of its existence. This was moved to Vienna, Austria, on 1965. From December 1992 until October 2007, Ecuador suspended its membership. Gabon terminated its membership in 1995. Indonesia suspended its membership effective January 2009. Currently, the Organization has a total of 12 Member Countries.
    These countries account for 2/3 of the known deposits of crude oil (2/3 of which are located in the West Asia) whereas obviously Non OPEC Countries hold less than 1/4 of the total amount of the word known oil reserves. In 1996, OPEC Members represented 33.3% of the oil world production (including crude oil, natural gas liquids, etc…). At the end of 1999, OPEC Crude Oil production amounted to 26,507 b/d, in July 2000 OPEC supplied approx.28, 172 b/d. The OPEC headquarters is located in Vienna (Austria) and the organization’s Secretary General is Mr.Abdallah Salem el-Badri, elected in January 2007.

    OPEC's objectives are,
    Ø   to co-ordinate and unify petroleum policies among Member Countries, in order to secure fair and stable prices for petroleum producers;
    Ø  an efficient, economic and regular supply of petroleum to consuming nations; and
    Ø  a fair return on capital to those investing in the industry.
    The organization has three main weak points:
    Ø  Its decisions require unanimity for adoption.
    Ø  Its members do not always abide (keep) by the decisions which are taken.
    Ø  The Organization does not include all the major players in the Oil Market arena such as Angola, Bahrain, Brunei, the United Kingdom, Mexico, Norway, Oman, the United States, Russia and the former Soviet republics.

    The events of September 11, 2001, the invasion of Afghanistan in the same year, the Iraq war launched in 2003 whose consequences prevail today have caused an important surge in oil prices in recent years, pushing countries such as Indonesia to remove itself from the Organisation in a desperate effort to protect its national oil interests. Simultaneously, the OPEC has to confront the issue of declining global oil demand.

    OAPEC
    The Organisation of Arab Petroleum Exporting Countries was founded in Beirut, Lebanon on 1 January 1968 by Kuwait, Libya and Saudi Arabia. The aim of the three founding countries was to protect their interests and to coordinate their oil trade, with the long term objective of fostering economic integration amongst Arab countries.
    At present time, the OAPEC includes 10 members: Algeria, Bahrain, Egypt, Iraq, Kuwait, Libya, Qatar, Syria and United Arab Emirates.
    In 1986, Tunisia submitted a request for withdrawal. The Ministerial Council agreed to suspend Tunisia’s rights and obligations in OAPEC.
    These countries account for about one fourth (1/4) of the total world oil production.
    The OAPEC has sponsored the following institutions:
    Arab Maritime Petroleum Transport Company (AMPTC), 6 May 1972: Algeria, Bahrain, Egypt, Iraq, Kuwait, Libya, Qatar, Saudi Arabia, and the United Arab Emirates.
    Arab Shipbuilding and Repair Yard Company (ASRY), 8 December 1973: Bahrain, Iraq, Kuwait, Libya, Qatar, Saudi Arabic, and the United Arab Emirates.
    Arab Petroleum Investments Corporation (APICORP), November 1975: all OAPEC countries
    Arab Petroleum Services Company (APSCO), 23 November 1975: all OAPEC countries
    Arab Petroleum Training Institute (APTI) May 1978


    Major Oil companies in West Asia
          Saudi Arabian Oil Co- National Iranian Oil Co- Kuwait Petroleum Corporation
          Iraqi National Oil Co- Kingdom Holding Co (KSA)- Saudi Basic Industries Corporation (SABIC)- Abu Dhabi National Oil Co.- National Oil Company (NOC)- Libya
          Qatar Petroleum- The Emirates Group- Saudi Binladin Group
          National Petrochemical Company (Iran)- The Bahrain National Oil Company (BANOCO)

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