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Intellectual Life and Its Effects on Construction Renaissance in Egypt during the Periods of the Two Caliphs Al-Āmir Bi-Aḥkām Allah and Al-Ḥāfiẓ Li-Dīnillāh (1101-1149 AD) 1. Introduction During the Fatimid era, Egypt was characterized by widened intellectual, religious and cultural movements that brought about the establishment of intellectual institutions and buildings, including libraries, science houses, Mashads and mosques. 1 Schools and science houses played an important role in developing the intellectual and cultural process. Similarly, mosques and Mashads played an important role in decreasing doctrinal gaps and social and political conflicts. The Fatimid era, during the time of the two caliphs, al-Āmir bi-Aḥkām Allah and al-Ḥāfiẓ li-Dīnillāh (1101-1149), witnessed ideological and architectural changes which formed an important part of Egyptian history. The social and intellectual climate of this period played akey role in the intellectual and constitutional renaissance. The caliphs' financial support to scientists and scholars 2 contributed toadministrative, intellectual and religious institutions, which developed intellectual endeavors generally. 3 2. Administrative and Social Conditions in the Era of the Two Caliphsal-Āmir Bi-Aḥkām Allah and Al-Ḥāfiẓ Li-Dīnillāh Fatimid rule during the era of the caliphs al-Āmir bi-Aḥkām Allah and al-Ḥāfiẓ li-Dīnillāh was known to be the rule of weak caliphs who ruled nominally. 4 The actual authority during the Āmir caliphate was in the hands of the minister, the army commander and the supervisor of state affairs al-Afḍal ibn Badr El-Jamālī(the period of his ministry 976-1121), 5 the latter succeeded by the minister al-MaʼmūnAbī Abd Allah ibn AbīShujāʻ al-Baṭā'iḥī (in office 1121-1125). 6 During the era of the caliph al-Ḥāfiẓ, the administration was in the hands of the minister AbāAlīAhmad ibn al-Afḍal(assassinated1131 and succeeded by Yaʼnis). 7 This situation of authority in the hands of ministry officialsburdened 1 Kharanbeh 2015, p.145 2 Scientists and scholars were granted monthly salaries and housing was established for them (see: IbnAbīUṣaybi'ah 2010, p. 105).Also calligraphers, readers and scholars of Fiqh, grammar, language and modern history, astronomy, physics and chemistry were supported(see: Tamer 1980, p. 15).

Introduction Many children develop empathy and positive attitudes towardanimals, especially domesticated pets or companion animals. Animals are considered an integral part of achild's world. Children may raise companion animalsat home. Theyobservenon-domesticated animals in their natural surroundings, on the computer, or on television. They visit zoos and petting farms. Some participate in educational activities involving animals, such as at wildlife reserves. First acquaintances with animals may occurat pre-and post-kindergarten ages. Childrenalso read and listen to stories featuring animals as characters, and study about them in school. This may be considered a different aspect of experience with animals. 2. Theoretical Background and Literature Review There is a large body of research on the integration between children and pets, exploring various aspects, such as which animalsare most often adopted,what factors affect thedecision to adopt a companion animal, andwhat therapeutic benefits companion animals provide for children.Children and adults tend to have different motivations for raising companion animals in the home(Archer, 1997). Various aspects of the interaction between animals and humans have been studied, such as the contribution of companion animals toward the psychosocial development of children and adolescents (Van Houtte, & Jarvis, 1995). Research indicatesvaryinglevels of interaction between children and animals, considering theemotional, psychological, and social perspectives(Daly & Morton, 2009; Kubiatko, 2012). These studies contribute to a detailed understanding of the role of animals in children's personal development, and provide cultural and clinical tools to nurture this development. The interaction between animals and humans makes a significant therapeutic contribution to both parties. Caring for a companion animal is beneficialfor human health in the short-term and long-term (Wells, 2009). People enjoycompanion animals and benefit from the interaction socially and emotionally. For example, a companion animal can raise self-esteem and positive self-awareness, and reducedepression and loneliness (McConnell & Brown, 2011).Clerks withcompanion animals at work demonstrate reduced tension levels and improved social interactions, compared with those who do not have companion animals(Wells & Perrine, 2001). However, a recent studyfindsthe beneficial impacts of dog therapy amongcollege students suffering from homesickness and stress aretemporary (Binfet& Passmore, 2016). Nevertheless, thereis a long-termeffect onchildren who grow up with companion animals, which lasts into adulthood. In a study of Canadian students aged 18-21 years, those who had companion animals at home when they were children had lower levels of stress in their academic lives and greater