Tawfiq Canaan an Introduction by Rev. Dr. Mitri Raheb Autobiographies
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Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims
ANNUAL FALL McGINLEY LECTURE Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims The Reverend Patrick J. Ryan, S.J. Laurence J. McGinley Professor of Religion and Society RESPONDENTS Abraham Unger, Ph.D. Associate Professor Department of Government and Politics Wagner College Ebru Turan, Ph.D. Assistant Professor of History Fordham University Tuesday, November 12, 2019 | Lincoln Center Campus Wednesday, November 13, 2019 | Rose Hill Campus 3 Faith and Conflict in the Holy Land: Peacemaking Among Jews, Christians, and Muslims The Reverend Patrick J. Ryan, S.J. Laurence J. McGinley Professor of Religion and Society Let me begin on holy ground, Ireland. In 1931 William Butler Yeats concluded his short poem, “Remorse for Intemperate Speech,” with a stanza that speaks to me as the person I am, for better or for worse: Out of Ireland have we come. Great hatred, little room, Maimed us at the start. I carry from my mother’s womb A fanatic heart. Ireland is, indeed, a small place, and it has seen great fanaticism and hatred, although the temperature of Ireland as a whole has subsided dramatically since the Good Friday Agreement of 1998, despite Boris Johnson. The whole island of Ireland today occupies 32,599 square miles. British-administered Northern Ireland includes 5,340 of those square miles. Combined Northern Ireland and the Republic of Ireland approximate the size of Indiana. The total population of the island of Ireland is 6.7 million people, about a half a million more than the population of Indiana. There is another place of “great hatred, little room” that I wish to discuss this evening: the Holy Land, made up today of the State of Israel and the Palestinian autonomous regions of the West Bank and the Gaza Strip. -
The Israeli-Palestinian People-To-People Program
Lena C. Endresen Contact and Cooperation: The Israeli-Palestinian People-to-People Program Lena C. Endresen Contact and Cooperation: The Israeli-Palestinian People-to-People Program Fafo-paper 2001:3 1 © Fafo Institute for Applied Social Science 2001 ISSN 0804-5135 2 Contents Abstract .............................................................................................................. 5 Introduction ....................................................................................................... 6 The People-to-People Program: Rationale and Assumptions .............................................................................. 8 People-to-People Program Activities ............................................................. 11 NGO Cooperative Projects ............................................................................................11 Building structures for peace .......................................................................................13 Main Challenges .............................................................................................. 16 Impact and Evaluation..................................................................................................17 The Impact of the Peace Process on People-to-People Activities...............................19 Equality as an Ambition: The Two NGO Sectors .........................................................20 Norway and the Fafo Institute for Applied Social Science as a Third Party ..............23 Conclusion ....................................................................................................... -
Using Educational Drama and Role-Playing Teaching English in Gaza
Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 01– Issue 01, April 2013 Using Educational Drama and Role-Playing Teaching English in Gaza Governorates Awad Sulaiman Keshta The Islamic University of Gaza Gaza, Palestine _________________________________________________________________________________ ABSTRACT— The purpose of the study was to examine the perceptions of the teachers' use of educational drama in teaching English in Palestine whose first language was Arabic toward English drama. To achieve the purpose of the study, the researcher used a questionnaire in order to collect data about the teachers' use of educational drama in their classes. The sample of the study was 107 female and male teachers from Gaza southern Governorates. The study findings were as follows: 1. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the gender. 2. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English due to teachers' experience. 3. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to the institution to which they belong. 4. There are statistically significant differences at (α ≤ 0.05) in English language teachers' perception of the use of educational drama and role-playing in teaching English attributed to qualifications. Based on the study results, the researcher recommends that teachers should make good use of educational drama in their classes as it is considered an essential strategy for teaching English. -
The Hashemite Custodianship of Jerusalem's Islamic and Christian
THE HASHEMITE CUSTODIANSHIP OF JERUSALEM’S ISLAMIC AND CHRISTIAN HOLY SITES 1917–2020 CE White Paper The Royal Aal Al-Bayt Institute for Islamic Thought THE HASHEMITE CUSTODIANSHIP OF JERUSALEM’S ISLAMIC AND CHRISTIAN HOLY SITES 1917–2020 CE White Paper The Royal Aal Al-Bayt Institute for Islamic Thought THE HASHEMITE CUSTODIANSHIP OF JERUSALEM’S ISLAMIC AND CHRISTIAN HOLY SITES 1917–2020 CE Copyright © 2020 by The Royal Aal Al-Bayt Institute for Islamic Thought All rights reserved. No part of this document may be used or reproduced in any manner wthout the prior consent of the publisher. Cover Image: Dome of the Rock, Jerusalem © Shutterstock Title Page Image: Dome of the Rock and Jerusalem © Shutterstock isbn 978–9957–635–47–3 Printed in Jordan by The National Press Third print run CONTENTS ABSTRACT 5 INTRODUCTION: THE HASHEMITE CUSTODIANSHIP OF THE HOLY SITES IN JERUSALEM 7 PART ONE: THE ARAB, JEWISH, CHRISTIAN AND ISLAMIC HISTORY OF JERUSALEM IN BRIEF 9 PART TWO: THE CUSTODIANSHIP OF THE ISLAMIC HOLY SITES IN JERUSALEM 23 I. The Religious Significance of Jerusalem and its Holy Sites to Muslims 25 II. What is Meant by the ‘Islamic Holy Sites’ of Jerusalem? 30 III. The Significance of the Custodianship of Jerusalem’s Islamic Holy Sites 32 IV. The History of the Hashemite Custodianship of Jerusalem’s Islamic Holy Sites 33 V. The Functions of the Custodianship of Jerusalem’s Islamic Holy Sites 44 VI. Termination of the Islamic Custodianship 53 PART THREE: THE CUSTODIANSHIP OF THE CHRISTIAN HOLY SITES IN JERUSALEM 55 I. The Religious Significance of Jerusalem and its Holy Sites to Christians 57 II. -
The Effectiveness of Using Drama Techniques in Teaching Difficult
JRCIET Vol. 5 , No. 3 July 2019 The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students Abdullah Khader Mohammad Al Zahrani Curricula and Methods of Teaching English Faculty of Education Taif University Marwan Rasheed Arafat , Ph.D Assistant Professor of Curricula and Methods of Teaching English -Faculty of Education Taif University Abstract he current study aimed at investigating the effectiveness of using drama techniques in teaching T the difficult units of EFL course on developing language proficiency and on decreasing the anxiety level of intermediate stage students. The study adopted a quasi- experimental design (experimental / control). Also it included one independent variable which was the using drama techniques and two dependent variables which were developing language proficiency and decreasing the anxiety level. The sample of the study consisted of (N = 48) from the first intermediate grade students. The experimental group consisted of (N= 23) which was taught the difficult units through drama techniques. The control group consisted of (N= 25) which was taught the difficult units through the normal methods. The following instruments were used to achieve the questions of the study: A questionnaire to determine the difficult units based on the opinions of English supervisors and teachers. An achievement test in language proficiency. A diagnostic test to measure the level of anxiety among students. The t-test is used to determine the statistical differences between the mean scores of two groups. The current study indicated the positive effectiveness of using drama techniques on developing language proficiency and on decreasing the anxiety level for the 1st intermediate grade students. -
Three Conquests of Canaan
ÅA Wars in the Middle East are almost an every day part of Eero Junkkaala:of Three Canaan Conquests our lives, and undeniably the history of war in this area is very long indeed. This study examines three such wars, all of which were directed against the Land of Canaan. Two campaigns were conducted by Egyptian Pharaohs and one by the Israelites. The question considered being Eero Junkkaala whether or not these wars really took place. This study gives one methodological viewpoint to answer this ques- tion. The author studies the archaeology of all the geo- Three Conquests of Canaan graphical sites mentioned in the lists of Thutmosis III and A Comparative Study of Two Egyptian Military Campaigns and Shishak and compares them with the cities mentioned in Joshua 10-12 in the Light of Recent Archaeological Evidence the Conquest stories in the Book of Joshua. Altogether 116 sites were studied, and the com- parison between the texts and the archaeological results offered a possibility of establishing whether the cities mentioned, in the sources in question, were inhabited, and, furthermore, might have been destroyed during the time of the Pharaohs and the biblical settlement pe- riod. Despite the nature of the two written sources being so very different it was possible to make a comparative study. This study gives a fresh view on the fierce discus- sion concerning the emergence of the Israelites. It also challenges both Egyptological and biblical studies to use the written texts and the archaeological material togeth- er so that they are not so separated from each other, as is often the case. -
When Did It Happen? Where in the World?
NAME _________________________________________ DATE _____________ CLASS _______ The Israelites Lesson 1 Beginnings ESSENTIAL QUESTION Terms to Know prophet a messenger sent by God to share God's How do religions develop? word with people monotheism the belief in only one God GUIDING QUESTIONS tribe a group of people who share a family 1. What did the ancient Israelites believe? member in the past 2. How did the Israelites settle Canaan? Exodus the journey of the Israelites out of slavery in Egypt covenant an agreement with God Torah the teachings that Moses received from God on Mount Sinai; later they became a part of the Hebrew Bible commandment a rule that God wanted the Israelites to follow alphabet a group of letters that stand for the sounds made when talking Where in the world? DOPW (Discovering our Past - World) RESG Copyright by McGraw-Hill Education. ChapterWhen 6 did it happen? Map Title: Chapter 6 Where in the world? File Name: C6_L1_resg_01A.ai Map4000 Size: 39p6b.c. x 20p0 3000 b.c. 2000 b.c. 1000 b.c. Date/Proof: Jan 19, 2011 - First Proof Feb 16, 2011 - Second Proof Mar 6, 2011 - Third Proof 2018 Font Conversions: November 30, 2015 c. 1200 b.c. c. 3000 b.c. You Are Philistines invade the Nomadic tribes Here in Mediterranean area probably settle History in Canaan c. 1800 b.c. Israelites emerge in the eastern Mediterranean region 57 NAME _________________________________________ DATE _____________ CLASS _______ The Israelites Lesson 1 Beginnings, Continued Beginnings Around 1800 b.c., a group called the Israelites appeared in Defining southwest Asia. -
Israel's Conquest of Canaan: Presidential Address at the Annual Meeting, Dec
Israel's Conquest of Canaan: Presidential Address at the Annual Meeting, Dec. 27, 1912 Author(s): Lewis Bayles Paton Reviewed work(s): Source: Journal of Biblical Literature, Vol. 32, No. 1 (Apr., 1913), pp. 1-53 Published by: The Society of Biblical Literature Stable URL: http://www.jstor.org/stable/3259319 . Accessed: 09/04/2012 16:53 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Society of Biblical Literature is collaborating with JSTOR to digitize, preserve and extend access to Journal of Biblical Literature. http://www.jstor.org JOURNAL OF BIBLICAL LITERATURE Volume XXXII Part I 1913 Israel's Conquest of Canaan Presidential Address at the Annual Meeting, Dec. 27, 1912 LEWIS BAYLES PATON HARTFORD THEOLOGICAL SEMINARY problem of Old Testament history is more fundamental NO than that of the manner in which the conquest of Canaan was effected by the Hebrew tribes. If they came unitedly, there is a possibility that they were united in the desert and in Egypt. If their invasions were separated by wide intervals of time, there is no probability that they were united in their earlier history. Our estimate of the Patriarchal and the Mosaic traditions is thus conditioned upon the answer that we give to this question. -
WHEREVER YOU ARE on YOUR LIFE’S JOURNEY PASTOR: Rev
117 Hudson Avenue Chatham, NY part of the Tri-Parish Catholic Community of Northern Columbia County WELCOME WHEREVER YOU ARE ON YOUR LIFE’S JOURNEY PASTOR: Rev. George P. Fleming OUR MISSION: Energized by the Eucharist and Scripture we are a welcoming and affirming community that celebrates Christ Jesus in our midst. We value prayer, education, art, music, and the beauty of God’s creation in our quest for spiritual growth and social justice in the world. Accepted at Liturgy by the St James Parish Community, April 12 and 13, 2014 filled prophet who is able to trumpet the role of his Parish Message from Father George son who, in turn, will point the way to Jesus Christ. This weekend we are trumpeting our youth, You, my child, shall be called the prophet of the Most High; particularly the graduates whose lives are moving in for you will go before the Lord to prepare his way, new directions. May they have people believe in them to give his people knowledge of salvation as much as Mary and Joseph, Elizabeth and by the forgiveness of their sins. Zechariah, believed in their sons. May they never lose In the tender compassion of our God sight of what it means to trust in, and nurture, faith, the dawn from on high shall break upon us, hope and love. For those times that they or we may to shine on those who dwell in darkness and the lose our way, may we never lose the courage to return. shadow of death, and to guide our feet into the way of peace. -
Studies in Comparative Education
7 Edited by Daniel S. HalpPr-in for- the Geneva Foundation z INTERNATIONAL BUREAU OF EDUCATION STUDIESINCOMPARATIVEEDUCATION To LIVE TOGETHER: SHAPINGNEWATTITUDES To PEACE THROUGHEDUCATION Edited by Daniel S. Halpe’rin Based on the Israeli-Palestinian Workshop held 26 January to 2 February 1997 at the Centre des Pens&es, Fondation Marcel Merieux, Veyrier du Lac (Annecy), France Published under the auspices of the Geneva Foundation to Protect Health in War and the Multi-faculty Programme for Humanitarian Action at Geneva University with the support of the Marcel Merieux Foundation and the International Bureau of Education The ideas and opinions expressed in this work are those of the authors and do not neces- sarily represent the views of UNESCO:IBE. The designations employed and the presen- tation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO:IBE concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Published by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France ISBN: 92-3-185003-2 Printed in France by SADAG, Bellegarde. 0 UNESCO: International Bureau of Education, 1997 Preface Ever since its creation, the United Nations Educational, Scientific and Cultural Organization has been strongly committed to the development of a culture of peace. As is stressed in the present UNESCO Medium-term strat- egy, the Organization is now striving to promote the idea of ‘a culture of peace’ which was formulated for the first time at the International Congress on Peace in the Minds of Men at Yamoussoukro in 1989 and subsequently elaborated on and refined, particularly at the forty-fourth session of the International Conference on Education (1994). -
THE BROADER INFLUENCE of MESOPOTAMIAN SOCIETY Pages 37-46
THE BROADER INFLUENCE OF MESOPOTAMIAN SOCIETY pages 37-46 While building cities and regional states, Mesopotamians deeply influenced the development and experiences of peoples living far beyond Mesopotamia. Often their wealth and power attracted the attention of neighboring peoples. Sometimes Mesopotamians projected their power to foreign lands and imposed their ways by force. Occasionally migrants left Mesopotamia and carried their inherited traditions to new lands. Mesopotamian influence did not completely transform other peoples and turn them into carbon copies of Mesopotamians. On the contrary, other peoples adopted Mesopotamian ways selectively and adapted them to their needs and interests. Yet the broader impact of Mesopotamian society shows that, even in early times, complex agricultural societies organized around cities had strong potential to influence the development of distant human communities. Hebrews, Israelites, and Jews The best-known cases of early Mesopotamian influence involved Hebrews, Israelites, and Jews, who preserved memories of their historical experiences in an extensive collection of sacred writings. Hebrews were speakers of the ancient Hebrew language. Israelites formed a branch of Hebrews who settled in Palestine (modern-day Israel) after 1200 B.C.E. Jews descended from southern Israelites who inhabited the kingdom of Judah. For more than two thousand years, Hebrews, Israelites, and Jews interacted constantly with Mesopotamians and other peoples as well, with profound consequences for the development of their societies. The Early Hebrews The earliest Hebrews were pastoral nomads who inhabited lands between Mesopotamia and Egypt during the second millennium B.C.E. As Mesopotamia prospered, some Hebrews settled in the region's cities. According to the Hebrew scriptures (the Old Testament of the Christian Bible), the Hebrew patriarch Abraham came from the Sumerian city of Ur, but he migrated to northern Mesopotamia about 1850 B.C.E., perhaps because of disorder in Sumer. -
Diyar Board of Directors
DiyarConsortium DiyarConsortium DiyarProductions Content Diyar Board of Directors Foreword 2 Bishop Dr. Munib Younan (Chair) Dar al-Kalima University College of Arts and Culture 6 Dr. Ghada Asfour-Najjar (Vice Chair) International Conferences 16 Mr. Jalal Odeh (Treasurer) The Model Adult Education Center 20 Dr. Versen Aghabekian (Secretary) Religion & State III 22 Mr. Albert Aghazarian The Civic Engagement Program 26 Mr. Ghassan Kasabreh Ajyal Elderly Care Program 30 Azwaj Program 32 Mr. Zahi Khouri Celebrate Recovery Project 34 Mr. Issa Kassis Diyar Academy for Children and Youth 35 Dr. Bernard Sabella Culture Program 41 Rev. Dr. Mitri Raheb (Founder & Authentic Tourism Program 44 President, ex officio) Gift Shop Sales for 2015 46 Diyar Publisher 48 Media Coverage 50 Construction Projects 53 1 In all of the construction projects, Diyar emphasized alternative itineraries into their schedules. When we aesthetics, cultural heritage, and green buildings. started in 1995, there were only 60 Palestinian tour FOREWORD Thanks to utilizing solar energy, Diyar was able in 2015 guides (out of a total of 4000 guides); all of them were to generate 40% of its energy consumption through over 60 years old and had received their license from solar. By 2020, we hope to reach zero-energy goal. the Jordanian government prior to 1967. Thanks to Dar Dear Friends, al-Kalima University College of Arts and Culture, today In all these years Diyar programs were highlighted in there are over 500 trained and accredited Palestinian ANNUAL REPORT 2015 ANNUALREPORT Salaam from Bethlehem. The year 2015 marked Diyar’s 20th anniversary. It was on many media outlets including the BBC, CNN, ABC, tour guides, who became Palestine’s ambassadors, September 28, 1995 that we inaugurated Dar Annadwa in the newly renovated CBS, HBO, ARD, ZDF, ORF, BR, al-Jazeera, Ma’an News sharing the Palestinian narrative with international crypt of Christmas Lutheran Church, as a place for worldwide encounter.