Iran Nooshin Bagherani1* and Bruce R Smoller2 1Dermatologist at Dr
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Proposal to Encode the 'Fravahar' Symbol in Unicode
L2/15-099 2015-03-30 Proposal to Encode the ‘Fravahar’ Symbol in Unicode Anshuman Pandey Department of Linguistics University of Californa, Berkeley Berkeley, California, U.S.A. [email protected] March 30, 2015 1 Introduction This is a proposal to encode a symbol associated with Zoroastrianism and the cultural legacy of Iran in Unicode. The character is proposed for inclusion in the block ‘Miscellaneous Symbols and Pictographs’ (U+1F300). Basic details of the character are as follows: glyph code point character name U+1F9xx FRAVAHAR The representative glyph is derived from an image available on Wikimedia Commons, which was released into the public domain: http://commons.wikimedia.org/wiki/File:Faravahar-Gold.svg. The actual code point will be determined if the proposal is approved. 2 Background In the proposal “Emoji Additions” (L2/14-174), authored by Mark Davis and Peter Edberg, five ‘religious symbols and structures’ among symbols of other categories were proposed for inclusion as part of the Emoji collection in Unicode. Shervin Afshar and Roozbeh Pournader proposed related symbols in “Emoji and Symbol Additions – Religious Symbols and Structures” (L2/14-235). These characters were approved for inclusion in the standard by the UTC in January 2015. No mention was made of symbols associated with Zoroastrianism, but these do exist. This proposal seeks to encode the , one of the most important and recognizable of Zoroastrian symbols. Encoding the in Unicode will enable Zoroastrians worldwide to represent a motif of their religious tradition on digital platforms on par with adherents of other religions. 1 Proposal to Encode the ‘Fravahar’ Symbol in Unicode Anshuman Pandey 3 Description The symbol proposed here is commonly known as fravahar in the Zoroastrian community in Iran and the Parsi community in India (Zoroastrians in India are commonly known as ‘Parsi’). -
On the Good Faith
On the Good Faith Zoroastrianism is ascribed to the teachings of the legendary prophet Zarathustra and originated in ancient times. It was developed within the area populated by the Iranian peoples, and following the Arab conquest, it formed into a diaspora. In modern Russia it has evolved since the end of the Soviet era. It has become an attractive object of cultural produc- tion due to its association with Oriental philosophies and religions and its rearticulation since the modern era in Europe. The lasting appeal of Zoroastrianism evidenced by centuries of book pub- lishing in Russia was enlivened in the 1990s. A new, religious, and even occult dimension was introduced with the appearance of neo-Zoroastrian groups with their own publications and online websites (dedicated to Zoroastrianism). This study focuses on the intersectional relationships and topical analysis of different Zoroastrian themes in modern Russia. On the Good Faith A Fourfold Discursive Construction of Zoroastrianism in Contemporary Russia Anna Tessmann Anna Tessmann Södertörns högskola SE-141 89 Huddinge [email protected] www.sh.se/publications On the Good Faith A Fourfold Discursive Construction of Zoroastrianism in Contemporary Russia Anna Tessmann Södertörns högskola 2012 Södertörns högskola SE-141 89 Huddinge www.sh.se/publications Cover Image: Anna Tessmann Cover Design: Jonathan Robson Layout: Jonathan Robson & Per Lindblom Printed by E-print, Stockholm 2012 Södertörn Doctoral Dissertations 68 ISSN 1652-7399 ISBN 978-91-86069-50-6 Avhandlingar utgivna vid -
The Quandary of Assessing Faculty Performance K
Kennesaw State University DigitalCommons@Kennesaw State University Faculty Publications 1-1-2013 The Quandary of Assessing Faculty Performance K. Fatehi Kennesaw State University, [email protected] M. Sharifi California State University J. Herbert Kennesaw State University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/facpubs Part of the Management Sciences and Quantitative Methods Commons Recommended Citation Fatehi, K., Sharifi, M., Herbert, J. (2013). The Quandary of Assessing Faculty Performance. Journal of Higher Education Theory and Practice, 13(3/4) 2013, 72-84. This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Faculty Publications by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. The Quandary of Assessing Faculty Performance Kamal Fatehi Kennesaw State University Mohsen Sharifi California State University, Fullerton Jim Herbert Kennesaw State University Many educators assert that the continued use of student ratings of teaching effectiveness does not improve learning in the long run. However, administrators continue to use student opinions regarding teaching effectiveness because of its convenience and the quantitative nature of the measurement. Reducing a very complex phenomenon to a very simple numeral has its appeal. In this paper we discuss a related aspect of teaching assessment, namely the variations of skills among instructors and the students’ response to the same. In doing so, we suggest pragmatic guidelines to university administrators for evaluating various levels of skills and performance. INTRODUCTION At many universities, student evaluation of teaching is a significant part of faculty member’s performance evaluation. -
Iranian-American's Perceptions of Prejudice and Discrimination
Interpersona | An International Journal on Personal Relationships interpersona.psychopen.eu | 1981-6472 Articles Iranian-American’s Perceptions of Prejudice and Discrimination: Differences Between Muslim, Jewish, and Non-Religious Iranian-Americans Shari Paige* a, Elaine Hatfield a, Lu Liang a [a] University of Hawaii at Manoa, Honolulu, HI, USA. Abstract Recent political events have created a political and social climate in the United States that promotes prejudice against Middle Eastern, Iranian, and Muslim peoples. In this study, we were interested in investigating two major questions: (1) How much ethnic harassment do Iranian-American men and women from various religious backgrounds (Muslim, Jewish, or no religious affiliation at all) perceive in their day-to-day interactions? (2) To what extent does the possession of stereotypical Middle Eastern, Iranian, or Muslim traits (an accent, dark skin, wearing of religious symbols, traditional garb, etc.) spark prejudice and thus the perception of ethnic harassment? Subjects were recruited from two very different sources: (1) shoppers at grocery stores in Iranian-American neighborhoods in Los Angeles, and (2) a survey posted on an online survey site. A total of 338 Iranian-Americans, ages 18 and older, completed an in-person or online questionnaire that included the following: a request for demographic information, an assessment of religious preferences, a survey of how “typically” Iranian-American Muslim or Iranian-American Jewish the respondents’ traits were, and the Ethnic Harassment Experiences Scale. One surprise was that, in general, our participants reported experiencing a great deal of ethnic harassment. As predicted, Iranian-American Muslim men perceived the most discrimination—far more discrimination than did American Muslim women. -
Gundeshapur, Centro De La Cultura Científica Medieval Por Josep Lluís Barona
[Historias de ciencia] Gundeshapur, centro de la cultura científica medieval por Josep Lluís Barona i la Biblioteca y el Museo de Alejandría fueron instituciones importantes para el cultivo de las ciencias en la Antigüedad, Gundeshapur fue el «Bajo el dominio del monarca Smayor centro intelectual medieval. Se encontraba en la sasánida Cosroes I, Gundeshapur actual provincia de Juzestán, en el suroeste de Irán. Dice la tradición que Sapor I, hijo de Artajerjes, fundó adquirió el máximo prestigio la ciudad, después de derrotar al ejército romano, como centro cultural, científico como una guarnición para los prisioneros de guerra y artístico» romanos. Con el paso del tiempo Gundeshapur se con- virtió en un cruce de culturas. Sapor I se casó con la hija del emperador romano Aureliano, e hizo de Gun- y medicina, y obras chinas de botánica y filosofía deshapur la capital de Persia, donde fundó un hospital natural. Se cree que Borzuya hizo la traducción al persa y llevó a médicos griegos para practicar y enseñar del texto indio Panchatantra, colección antigua de fábu- la medicina hipocrática. La ciudad contaba también las hindúes sobre la naturaleza escritas en sánscrito. con una gran biblioteca y un centro de enseñanza La dinastía sasánida fue derrotada por los ejércitos de las artes y las ciencias. musulmanes en 638. La Academia de Gundesha- Cuando, en 489, el centro teológico y científico pur pervivió dos siglos, transformada en un centro nestoriano de Edesa fue clausurado por el emperador islámico para el cultivo y aprendizaje de las ciencias, bizantino, los científicos, filósofos y médicos se tras- las artes y la medicina. -
Summer/June 2014
AMORDAD – SHEHREVER- MEHER 1383 AY (SHENSHAI) FEZANA JOURNAL FEZANA TABESTAN 1383 AY 3752 Z VOL. 28, No 2 SUMMER/JUNE 2014 ● SUMMER/JUNE 2014 Tir–Amordad–ShehreverJOUR 1383 AY (Fasli) • Behman–Spendarmad 1383 AY Fravardin 1384 (Shenshai) •N Spendarmad 1383 AY Fravardin–ArdibeheshtAL 1384 AY (Kadimi) Zoroastrians of Central Asia PUBLICATION OF THE FEDERATION OF ZOROASTRIAN ASSOCIATIONS OF NORTH AMERICA Copyright ©2014 Federation of Zoroastrian Associations of North America • • With 'Best Compfiments from rrhe Incorporated fJTustees of the Zoroastrian Charity :Funds of :J{ongl(pnffi Canton & Macao • • PUBLICATION OF THE FEDERATION OF ZOROASTRIAN ASSOCIATIONS OF NORTH AMERICA Vol 28 No 2 June / Summer 2014, Tabestan 1383 AY 3752 Z 92 Zoroastrianism and 90 The Death of Iranian Religions in Yazdegerd III at Merv Ancient Armenia 15 Was Central Asia the Ancient Home of 74 Letters from Sogdian the Aryan Nation & Zoroastrians at the Zoroastrian Religion ? Eastern Crosssroads 02 Editorials 42 Some Reflections on Furniture Of Sogdians And Zoroastrianism in Sogdiana Other Central Asians In 11 FEZANA AGM 2014 - Seattle and Bactria China 13 Zoroastrians of Central 49 Understanding Central 78 Kazakhstan Interfaith Asia Genesis of This Issue Asian Zoroastrianism Activities: Zoroastrian Through Sogdian Art Forms 22 Evidence from Archeology Participation and Art 55 Iranian Themes in the 80 Balkh: The Holy Land Afrasyab Paintings in the 31 Parthian Zoroastrians at Hall of Ambassadors 87 Is There A Zoroastrian Nisa Revival In Present Day 61 The Zoroastrain Bone Tajikistan? 34 "Zoroastrian Traces" In Boxes of Chorasmia and Two Ancient Sites In Sogdiana 98 Treasures of the Silk Road Bactria And Sogdiana: Takhti Sangin And Sarazm 66 Zoroastrian Funerary 102 Personal Profile Beliefs And Practices As Shown On The Tomb 104 Books and Arts Editor in Chief: Dolly Dastoor, editor(@)fezana.org AMORDAD SHEHREVER MEHER 1383 AY (SHENSHAI) FEZANA JOURNAL FEZANA Technical Assistant: Coomi Gazdar TABESTAN 1383 AY 3752 Z VOL. -
A Vivid Research on Gundīshāpūr Academy, the Birthplace of the Scholars and Physicians Endowed with Scientific and Laudable Q
SSRG International Journal of Humanities and Soial Science (SSRG-IJHSS) – Volume 7 Issue 5 – Sep - Oct 2020 A Vivid Research on Gundīshāpūr Academy, the Birthplace of the Scholars and Physicians Endowed with Scientific and laudable qualities Mahmoud Abbasi1, Nāsir pūyān (Nasser Pouyan)2 Shahid Beheshti University of Medical Sciences, Medical Ethics and Law Research Center, Tehran, Iran. Abstract: Iran also known as Persia, like its neighbor Iraq, can be studied as ancient civilization or a modern nation. Ac- cording to Iranian mythology King Jamshīd introduced to his people the science of medicine and the arts and crafts. Before the establishment of Gundīshāpūr Academy, medical and semi-medical practices were exclusively the profession of a spe- cial group of physicians who belonged to the highest rank of the social classes. The Zoroastrian clergymen studied both theology and medicine and were called Atrāvān. Three types physicians were graduated from the existing medical schools of Hamedan, Ray and Perspolis. Under the Sasanid dynasty Gundīshāpūr Academy was founded in Gundīshāpūr city which became the most important medical center during the 6th and 7th century. Under Muslim rule, at Bayt al-Ḥikma the systematic methods of Gundīshāpūr Academy and its ethical rules and regulations were emulated and it was stuffed with the graduates of the Academy. Finally, al-Muqaddasī (c.391/1000) described it as failing into ruins. Under the Pahlavī dynasty and Islamic Republic of Iran, the heritage of Gundīshāpūr Academy has been memorized by founding Ahwaz Jundīshāpūr University of Medical Sciences. Keywords: Gundīshāpūr Academy, medical school, teaching hospital, Bayt al-Ḥikma, Ahwaz Jundīshāpūr University of Medical Science, and Medical ethics. -
Avesta Classes
CZC Class Curriculum Kindergarten Class: Students will learn 1- Persian songs such as The Alphabet song. 2- Lessons from stories. 3- Learn about major festivities such as Nowruz, Mehregan, and Yalda. 4- Basic colors, shapes, and numbers in Persian. 5- Students will be introduced to different Persian characters and their sounds. 6- Students will become familiar with writing from right to left. Persian Classes: First, Second, Third, and Fourth: Students will master the Persian Alphabet as well as reading and writing in Persian. Persian Literature and Poetry: Students are taught stories from 3rd, 4th, and 5th grade Persian books. Writing and reading in Persian is required. Children will learn Persian proverbs and Shahnameh stories. Class is taught in Persian. Iran History and Culture: In this class students are taught in 3 segments: • All about Iran (Geography, History, Art, & Culture) taught in both English/Persian. • Teachings of Gathas taught in English. (Persian only for those who can't understand English) • Stories with moral & ethic teachings/Puzzles & Games in Persian and English. Zoroastrian Perspective (Teen): In this class the teaching style is in a way of discussions and projects. Morals and ethics are based on Gathas and is taught through discussions. Projects will bring these teachings into action. The class is taught in English. Avesta classes: Introduction to Avesta: Students will learn the basic Zoroastrian principles such as Good Thoughts, Good Words, Good Deeds, responsibility for their actions, charity, and the Ashem Vohu. Beginner Avesta: The younger students will learn Ashem Vohu, Yatha Ahu, and Hama Zoor Bim. As well as the basics of The Zoroastrian religion such as Ahura Mazda, Faravahar, Ashoo Zartosht, and good virtues that build up character. -
Willard L. Marmelzat Collection Biomed.0429
http://oac.cdlib.org/findaid/ark:/13030/c8rf60kq No online items Willard L. Marmelzat collection Biomed.0429 Kelly Besser with assistance from Rebecca Bucher and Cooper Moll, in consultation with Russell Johnson, and supervised by Megan Hahn Fraser, 2016; machine-readable finding aid created by Caroline Cubé. UCLA Library Special Collections Online finding aid last updated 2020 December 11. Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 [email protected] URL: https://www.library.ucla.edu/special-collections Willard L. Marmelzat collection Biomed.0429 1 Biomed.0429 Contributing Institution: UCLA Library Special Collections Title: Willard L. Marmelzat collection Creator: Marmelzat, Willard L. (Willard Lee) Identifier/Call Number: Biomed.0429 Physical Description: 34 Linear Feet(68 document boxes and 6 oversize flat boxes) Date (inclusive): circa 1943-1999 Abstract: Willard Lee Marmelzat, M.D., renowned dermatologist, wrote multiple works on the history of medicine. In addition to his manuscripts, the collection consists of his subject files, correspondence, publications, professional society files, speeches, education files, and memorabilia. Stored off-site. All requests to access special collections material must be made in advance using the request button located on this page. Language of Material: Materials are in English. Conditions Governing Access Open for research. All requests to access special collections materials must be made in advance using the request button located on this page. Physical Characteristics and Technical Requirements CONTAINS DIGITAL AND AUDIOVISUAL MATERIALS: This collection contains both processed and unprocessed digital and audiovisual materials. For information about the access status of the material that you are looking for, refer to the Physical Characteristics and Technical Requirements note at the series and file levels. -
Zoroastrianism from Wikipedia, the Free Encyclopedia
Create account Log in Article Talk Read View source View history Search Zoroastrianism From Wikipedia, the free encyclopedia This article has multiple issues. Please help improve it or discuss Main page these issues on the talk page. Contents The neutrality of this article is disputed. (March 2012) Featured content This article may contain previously unpublished synthesis of Current events published material that conveys ideas not attributable to the Random article original sources. (March 2012) Donate to Wikipedia This article contains weasel words: vague phrasing that often Interaction accompanies biased or unverifiable information. (March 2012) Help Part of a series on About Wikipedia Zoroastrianism /ˌzɒroʊˈæstriənɪzəm/, also called Mazdaism Zoroastrianism Community portal and Magianism, is an ancient Iranian religion and a religious Recent changes philosophy. It was once the state religion of the Achaemenid, Contact page Parthian, and Sasanian empires. Estimates of the current number of Zoroastrians worldwide vary between 145,000 and Toolbox 2.6 million.[1] Print/export In the eastern part of ancient Persia more than a thousand The Faravahar, believed to be a depiction of a fravashi years BCE, a religious philosopher called Zoroaster simplified Languages Primary topics the pantheon of early Iranian gods[2] into two opposing forces: Afrikaans Ahura Mazda Ahura Mazda (Illuminating Wisdom) and Angra Mainyu Alemannisch Zarathustra (Destructive Spirit) which were in conflict. aša (asha) / arta Angels and demons ا open in browser PRO version Are you a developer? Try out the HTML to PDF API pdfcrowd.com Angels and demons ا Aragonés Zoroaster's ideas led to a formal religion bearing his name by Amesha Spentas · Yazatas about the 6th century BCE and have influenced other later Asturianu Ahuras · Daevas Azərbaycanca religions including Judaism, Gnosticism, Christianity and Angra Mainyu [3] Беларуская Islam. -
Oral Character of Middle Persian Literature – New Perspective
ROCZNIK ORIENTALISTYCZNY, T. LXVII, Z. 1, 2014, (s. 151–168) MATEUSZ MIKOŁAJ KŁAGISZ Oral Character of Middle Persian Literature – New Perspective Abstract From the very beginning oral transmission of texts played a significant role in the Iranian world. It became a main topic of several works by Bailey (1943), Boyce (1957, 1968), de Menasce (1973), Skjærvø (1384hš), Smurzyński (2006) and Tafazzoli (1378hš). In my paper I try to depict the problem of orality in Middle Persian literature once again, but this time using some tools developed by Ong. On the other hand, it is highly likely that at least the “obscurity” is addressed to works of the 9th century that also contain material which at one time was transmitted orally, but which themselves were products of a written culture. Their style is difficult because the authors wrote in long, complicated sentences. Most of these sentences are in no way adopted to be transmitted by heart. Key words Middle Persian, literature, orality, influence In this article I would like to deal with the problem of orality and its influence on the formal structure of written Middle Persian texts. I use the adjective ‘written’ deliberately because most of Middle Persian texts, that we have at our disposal now, existed originally as unwritten and only later were written down. Paradoxically, it means that we are able to gain some information about orality literature only from some printed sources. The question of orality (and literacy) was elaborated by different Orientalists, but in my paper I am using Walter Jackson Ong’s method of analysis of texts existing first of all as acoustic waves.1 From this point of view, my paper is situated within the framework of today’s research on pre-Islamic literature in Iran but offers a new perspective. -
Textbook of Dermatology
Rook’s Textbook of Dermatology EDITED BY Tony Burns MB, BS, FRCP, FRCP(Edin) Emeritus Consultant Dermatologist, Leicester Royal Infirmary, Leicester Stephen Breathnach MA, MB, BChir, MD, PhD, FRCP Consultant Dermatologist and Senior Lecturer, St John’s Institute of Dermatology, St Thomas’ Hospital, London, and Consultant Dermatologist, Epsom & St Helier University Hospitals NHS Trust, Epsom, Surrey Neil Cox BSc, MB, ChB, FRCP(Lond & Edin) Consultant Dermatologist, Department of Dermatology, Cumberland Infirmary, Carlisle Christopher Griffiths BSc, MD, FRCP, FRCPath Professor of Dermatology and Consultant Dermatologist, The Dermatology Centre, University of Manchester, Hope Hospital, Salford, Manchester IN FOUR VOLUMES VOLUME 1 SEVENTH EDITION Blackwell Science Rook’s Textbook of Dermatology The Editors. From l to r, Tony Burns, Stephen Breathnach, Christopher Griffiths and Neil Cox standing in front of a portrait of Arthur Rook, the father of the Textbook of Dermatology. Rook’s Textbook of Dermatology EDITED BY Tony Burns MB, BS, FRCP, FRCP(Edin) Emeritus Consultant Dermatologist, Leicester Royal Infirmary, Leicester Stephen Breathnach MA, MB, BChir, MD, PhD, FRCP Consultant Dermatologist and Senior Lecturer, St John’s Institute of Dermatology, St Thomas’ Hospital, London, and Consultant Dermatologist, Epsom & St Helier University Hospitals NHS Trust, Epsom, Surrey Neil Cox BSc, MB, ChB, FRCP(Lond & Edin) Consultant Dermatologist, Department of Dermatology, Cumberland Infirmary, Carlisle Christopher Griffiths BSc, MD, FRCP, FRCPath Professor