Morocco and Senegal: Faces of Islam in Africa
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De La Continuité Linguistique Du Préhilalien De Type Jebli Au-Delà Du Territoire Des Jbala
DE LA CONTINUITÉ LINGUISTIQUE DU PRÉHILALIEN DE TYPE JEBLI AU-DELÀ DU TERRITOIRE DES JBALA Fouad BRIGUI* Université Sidi Mohammed Ben Abdellah - Fès BIBLID [1133-8571] 26 (2019) 01.1-20. Résumé : On considère, généralement, que le territoire des Jbala, au nord-ouest du Maroc, est limité, au sud, par le bassin de l’Oued Ouergha moyen, au nord, par le détroit de Gibraltar et, au nord-est, par le Rif et l’Oriental. Le parler des Jbala, de type préhilalien, se limiterait donc à cet espace géographique. Or, comme l’avaient déjà pressenti et indiqué des sémitisants de l’ère coloniale et comme l’ont confirmé des travaux récents, des parlers présentant des caractéristiques similaires aux parlers des Jbala sont attestés au sud-est et au sud-ouest de cette aire géographique. Cet article fait la synthèse de ces travaux et analyse des données recueillies récemment qui montrent la parenté entre le parler des Jbala et des parlers appartenant à des zones situées en dehors de ce territoire et qui en constituent, probablement, l’extension. Mots-clés : Dialectologie, Préhilalien, Jbala, Maroc, Géographie linguistique, Variation, Variante, Arabe, Substrat Abstract: It is generally considered that the territory of Jbala, in the north-west of Morocco, is bounded on the south by the Oued Ouergha Basin, on the north by the Strait of Gibraltar and on the north-east by the Rif and the Oriental region. The dialect of Jbala, pertaining to the prehilalian type, would be limited to this geographical region. However, as it has been suggested and indicated by some colonial times Semitists and confirmed by recent work, some dialects showing similar features to Jbala dialects are attested in the southeast and southwest of this geographical area. -
Youtube 1 Youtube
YouTube 1 YouTube YouTube, LLC Type Subsidiary, limited liability company Founded February 2005 Founder Steve Chen Chad Hurley Jawed Karim Headquarters 901 Cherry Ave, San Bruno, California, United States Area served Worldwide Key people Salar Kamangar, CEO Chad Hurley, Advisor Owner Independent (2005–2006) Google Inc. (2006–present) Slogan Broadcast Yourself Website [youtube.com youtube.com] (see list of localized domain names) [1] Alexa rank 3 (February 2011) Type of site video hosting service Advertising Google AdSense Registration Optional (Only required for certain tasks such as viewing flagged videos, viewing flagged comments and uploading videos) [2] Available in 34 languages available through user interface Launched February 14, 2005 Current status Active YouTube is a video-sharing website on which users can upload, share, and view videos, created by three former PayPal employees in February 2005.[3] The company is based in San Bruno, California, and uses Adobe Flash Video and HTML5[4] technology to display a wide variety of user-generated video content, including movie clips, TV clips, and music videos, as well as amateur content such as video blogging and short original videos. Most of the content on YouTube has been uploaded by individuals, although media corporations including CBS, BBC, Vevo, Hulu and other organizations offer some of their material via the site, as part of the YouTube partnership program.[5] Unregistered users may watch videos, and registered users may upload an unlimited number of videos. Videos that are considered to contain potentially offensive content are available only to registered users 18 years old and older. In November 2006, YouTube, LLC was bought by Google Inc. -
Let's Go to MOROCCO
Let’s go to MOROCCO UNIT 1 - SOCIAL STUDIES TEACHER’S BOOK – FLASH CARDS – WORD STRIPS – INFO SHEETS - QUESTION CARDS -ACTIVITY BOOK Antonia García Gumiel – Llicència d’estudis B – 2007 MOROCCO’S UNIT SOCIAL STUDIES TEACHER’S BOOK Antonia García Gumiel – Llicència d’estudis B - 2007 TEACHER SUGGESTIONS As long as there are two different subjects involved : English Language and Social Studies and because there is a very specific goal : Intercultural awareness , the proposed methodology is related to the three of them. Nevertheless the present material has its own characteristics and may be convenient to describe some of them in order to make it useful. English Language use within a real context : the teacher should use it all throughout the lessons , adapting it to students level and making sure it is linguistically and cognitively appropiate . Highlighting key vocabulary and using supplementary material , like visual aids (flash cards, word strips, questin cards ) can facilitate the retention of vocabulary. Nevertheless the use of the Mother Tongue can be an effective metacognitive tool to occasionally clarify doubts or bridge information. Constant language revision including vocabulary and interrogative structures is necessary in order to link what students know with what is going to be studied . The same 20 questions will be practiced orally and in a written way all through every unit. Students’ role : this proposal is students centered . Because they are in charge of their own learning they have to assume some responsibilities and there is a specific strategy to promote it. We call it “ Travel agencies ” Antonia García Gumiel – Llicència d’estudis B – 2007 1 A new project like this needs the students be involved in to get the settled objectives. -
Middle East 1 Middle East
Middle East 1 Middle East Middle East Map of the Middle east. (Green color) Countries 18–38 (varying definitions) Languages Middle East: Arabic, Aramaic, Azerbaijani, French, Greek, Hebrew, Kurdish, Persian, Somali, Turkish Greater Middle East: Arabic, Armenian, Azerbaijani, Balochi, Berber, Dari, French, Greek, Georgian, Hebrew, Kurdish, Pashto, Persian, Somali, Tigrinya, Turkish, Urdu Time Zones UTC +3:30 (Iran) to UTC +2:00 (Egypt) (traditional definition) Largest Cities In rank order: Istanbul, Cairo, Tehran, Baghdad, Riyadh, Jeddah, Ankara The Middle East[1] is a region that roughly encompasses Western Asia. The term is considered to be Eurocentric and used as a synonym for Near East, in opposition to Far East. The corresponding adjective is Middle-Eastern and the derived noun is Middle-Easterner. The largest ethnic group in the middle east are Arabs,[2] with Turks, Turkomans, Persians, Kurds, Azeris, Copts, Jews, Maronites, Assyro-Chaldeans, Circassians, Armenians, Druze and numerous other ethnic groups forming other significant populations. The history of the Middle East dates back to ancient times, and throughout its history, the Middle East has been a major center of world affairs. When discussing ancient history, however, the term Near East is more commonly used. The Middle East is also the historical origin of major religions such as Judaism, Christianity, and Islam as well as the less common Baha'i faith, Mandaeism, Druze faith and others. The Middle East generally has an arid and hot climate, with several major rivers providing for irrigation to support agriculture in limited areas, especially in Mesopotamia and the rest of the Fertile Crescent. Many countries located around the Persian Gulf have large quantities of crude oil, which has resulted in much wealth particularly for nations in the Arabian peninsula. -
And Others a Geographical Biblio
DOCUMENT RESUME ED 052 108 SO 001 480 AUTHOR Lewtbwaite, Gordon R.; And Others TITLE A Geographical Bibliography for hmerican College Libraries. A Revision of a Basic Geographical Library: A Selected and Annotated Book List for American Colleges. INSTITUTION Association of American Geographers, Washington, D.C. Commission on College Geography. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 70 NOTE 225p. AVAILABLE FROM Commission on College Geography, Arizona State University, Tempe, Arizona 85281 (Paperback, $1.00) EDRS PRICE EDRS Price MF-$0.65 BC Not Available from EDRS. DESCRIPTORS *Annotated Bibliographies, Booklists, College Libraries, *Geography, Hi7her Education, Instructional Materials, *Library Collections, Resource Materials ABSTRACT This annotated bibliography, revised from "A Basic Geographical Library", presents a list of books selected as a core for the geography collection of an American undergraduate college library. Entries numbering 1,760 are limited to published books and serials; individual articles, maps, and pamphlets have been omii_ted. Books of recent date in English are favored, although older books and books in foreign languages have been included where their subject or quality seemed needed. Contents of the bibliography are arranged into four principal parts: 1) General Aids and Sources; 2)History, Philosophy, and Methods; 3)Works Grouped by Topic; and, 4)Works Grouped by Region. Each part is subdivided into sections in this general order: Bibliographies, Serials, Atlases, General, Special Subjects, and Regions. Books are arranged alphabetically by author with some cross-listings given; items for the introductory level are designated. In the introduction, information on entry format and abbreviations is given; an index is appended. -
The Islamist Movement in Morocco. Main Actors and Regime Responses
DIIS REPORT 2010:05 DIIS REPORT THE ISLAMIST MOVEMENT IN MOROCCO MAIN ACTORS AND REGIME RESPONSES Julie E. Pruzan-Jørgensen DIIS REPORT 2010:05 DIIS REPORT DIIS . DANISH INSTITUTE FOR INTERNATIONAL STUDIES 1 DIIS REPORT 2010:05 © Copenhagen 2010 Danish Institute for International Studies, DIIS Strandgade 56, DK-1401 Copenhagen, Denmark Ph: +45 32 69 87 87 Fax: +45 32 69 87 00 E-mail: [email protected] Web: www.diis.dk Cover Design: Anine Kristensen Cover Photo: Polfoto.dk Layout: Allan Lind Jørgensen Printed in Denmark by Vesterkopi AS ISBN 978-87-7605-378-9 Price: DKK 50.00 (VAT included) DIIS publications can be downloaded free of charge from www.diis.dk Hardcopies can be ordered at www.diis.dk The report was commissioned by the Danish Ministry of Foreign Affairs, but its findings and conclusions are entirely the responsibility of the author. Julie E. Pruzan-Jørgensen, Project Researcher, Religion, Conflict and International Politics, DIIS 2 DIIS REPORT 2010:05 Contents Abstract 4 Introduction 5 Religion and Politics in Morocco 6 The Islamist Movement in Morocco 8 Developments within MUR/PJD 11 Developments within Justice and Spirituality 15 Regime Responses: Reforms and Repression 19 Future Scenarios 24 Literature 26 3 DIIS REPORT 2010:05 Abstract Morocco’s formally accepted Islamist party, the Justice and Development Party (PJD), has further underlined its recognition of the authoritarian regime in response to a disappointing electoral showing and tough competition from the new Authenticity and Modernity Party (PAM). In contrast, the forbidden, although tolerated, Justice and Spirituality Movement (Al Adl wal Ihsan) retains its principled oppositional role. -
Discover Ltd / Education for All Morocco Y6 – Y7 Geography Transition Unit
Discover Ltd / Education for All Morocco Y6 – Y7 Geography Transition Unit For Primary School Leaders and Teachers June 2020 Dear Colleague I am delighted to attach a copy of the Y6-7 Geography Transition Unit. This unit of work has been designed to address the needs of Year 6 pupils in primary schools as they prepare for their transition into Year 7 at their secondary school. It has been prepared now (May 2020) in an attempt to address any uncertainty around school openings and traditional transition arrangements. We at Discover Ltd and Education for All Morocco decided to use the wealth of resources we have collected over many years for a variety of audiences to prepare a unit of home or school-based study around the ‘geography’ of Morocco. Our intention is that this supports: a) primary school colleagues planning home learning units; b) provides Year 6 pupils with a high quality study pack which aims to develop and enhance their knowledge, skills and understanding across the 3 key aims of the NC for Geography (skills; places / context; and physical / human geography); and c) supports secondary school colleagues as you revise and modify your traditional transition arrangements this term, should you not be able to hold face-to-face sessions with your new Year 7 intake of students. The aim is then that the pupils in Year 6 would bring their ‘completed’ study pack with them at the start of Year 7 to share with their geography teacher. We fully recognise that this is but a tiny part of the primary-secondary transition process but we hope that it makes that step from Y6-Y7 that little bit easier and slightly less stressful for Y6 pupils’. -
Expat Guide to Casablanca
EXPAT GUIDE TO CASABLANCA SEPTEMBER 2020 SUMMARY INTRODUCTION TO THE KINGDOM OF MOROCCO 7 ENTRY, STAY AND RESIDENCE IN MOROCCO 13 LIVING IN CASABLANCA 19 CASABLANCA NEIGHBOURHOODS 20 RENTING YOUR PLACE 24 GENERAL SERVICES 25 PUBLIC TRANSPORTATION 26 STUDYING IN CASABLANCA 28 EXPAT COMMUNITIES 30 GROCERIES AND FOOD SUPPLIES 31 SHOPPING IN CASABLANCA 32 LEISURE AND WELL-BEING 34 AMUSEMENT PARKS 36 SPORT IN CASABLANCA 37 BEAUTY SALONS AND SPA 38 NIGHT LIFE, RESTAURANTS AND CAFÉS 39 ART, CINEMAS AND THATERS 40 MEDICAL TREATMENT 45 GENERAL MEDICAL NEEDS 46 MEDICAL EMERGENCY 46 PHARMACIES 46 DRIVING IN CASABLANCA 48 DRIVING LICENSE 48 CAR YOU BROUGHT FROM ABROAD 50 DRIVING LAW HIGHLIGHTS 51 CASABLANCA FINANCE CITY 53 WORKING IN CASABLANCA 59 LOCAL BANK ACCOUNTS 65 MOVING TO/WITHIN CASABLANCA 69 TRAVEL WITHIN MOROCCO 75 6 7 INTRODUCTION TO THE KINGDOM OF MOROCCO INTRODUCTION TO THE KINGDOM OF MOROCCO TO INTRODUCTION 8 9 THE KINGDOM MOROCCO Morocco is one of the oldest states in the world, dating back to the 8th RELIGION AND LANGUAGE century; The Arabs called Morocco Al-Maghreb because of its location in the Islam is the religion of the State with more than far west of the Arab world, in Africa; Al-Maghreb Al-Akssa means the Farthest 99% being Muslims. There are also Christian and west. Jewish minorities who are well integrated. Under The word “Morocco” derives from the Berber “Amerruk/Amurakuc” which is its constitution, Morocco guarantees freedom of the original name of “Marrakech”. Amerruk or Amurakuc means the land of relegion. God or sacred land in Berber. -
Lenten Devotional
Gleaning America’s Fields Feeding America’s Hungry Daily Lenten Devotions scripture readings • reflections • prayers Walk Humbly is a time of self-examination, evaluation, and sometimes drastic personal changes. HowLent quickly the joy of Jesus’ entry to Jerusalem on Palm Sunday turns to the horror of his arrest, the mourning of his crucifixion, and the joy of seeing Jesus alive, Easter Day! What a mix of emotions the followers of Jesus must have experienced. What uncertainty! Consider others as they are in the midst of their own drastic changes. Some have lost jobs while others have lost their homes. Finances have been depleted, but their children are still hungry. Where are they to turn? As we step into Lent in 2021, chastened by nearly a year of living with and through the Coronavirus pandemic, the theme of this year’s Lenten devotions may seem a bit strange—Walk Humbly. It comes from the book of the Old Testament prophet Micah, “What does the Lord require of you but to do justice, to love mercy, and to walk humbly with your God?” (Micah 6:8) What does “walking humbly with God” mean in these days? Perhaps it is just treading lightly on the earth, realizing that our time here is short and we are all more fragile than we previously real- ized. Over the next 47 days, as you read these devotions, you’ll share in the reflections and prayers of a diverse group of writers and thinkers, all contemplating Micah 6:8 from within the time of the pandemic. Over the last year, hunger needs in the U.S. -
Greater Ouarzazate, a 21St-Century Oasis City : Historical Benchmarks and International Visibility
GREATER OUARZAZATE, A 21ST-CENTURY OASIS CITY : HISTORICAL BENCHMARKS AND INTERNATIONAL VISIBILITY CONTEXT DOCUMENT INTERNATIONAL WORKSHOP OF URBAN PLANNING OUARZAZATE - MOROCCO - 3RD - 16TH NOVEMBER 2018 CONTENTS 1. Contextual Framework . .7 1. Presentation of Morocco: population, climate, diversity ........................ 7 1.1. General description of Morocco �������������������������������������������������������������������������������������������������������������7 1.2. Toponymy �����������������������������������������������������������������������������������������������������������������������������������������������7 1.3. Geography of Morocco ���������������������������������������������������������������������������������������������������������������������������7 1.4. Plains . .8 1.5. Coatline . .8 1.6. Climate in Morocco ���������������������������������������������������������������������������������������������������������������������������������9 1.7. Morocco’s hydrography . .9 2. Territorial organization in Morocco ........................................ 10 3. Morocco’s international positioning ........................................ 11 4. Physical and environnemental setting, and geographic location ................. 12 4.1. Geographic location of the workshop’s perimeter . .12 4.2. Physical data of the Great Ouarzazate: �����������������������������������������������������������������������������������������������13 5. Histroy of the given territoiry ............................................. 14 6. Political and -
Prior Pidginization and Creolization in Moroccan Arabic
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2008 Prior Pidginization and Creolization in Moroccan Arabic Kennetta Kathleen Aune The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Aune, Kennetta Kathleen, "Prior Pidginization and Creolization in Moroccan Arabic" (2008). Graduate Student Theses, Dissertations, & Professional Papers. 768. https://scholarworks.umt.edu/etd/768 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. PRIOR PIDGINIZATION AND CREOLIZATION IN MOROCCAN ARABIC By Kennetta Kathleen Aune B.A in Modern Languages and Literature, Montana State University, Bozeman, Montana, 2003 B.S. in Elementary Education, Montana State University, Bozeman, Montana, 2003 Thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Linguistics, Applied Linguistics Option The University of Montana Missoula, MT Spring 2008 Approved by: Dr. David A. Strobel, Dean Graduate School Dr. Tully Thibeau, Chair Linguistics Dr. Leora Bar-el, Linguistics Dr. Naomi Shin, Spanish ii Aune, Kennetta, M.A., Spring 2008 Applied Linguistics Prior Pidginization and Creolization in Moroccan Arabic Chairperson: Dr. Tully Thibeau This thesis makes a claim about the processes of prior pidginization and creolization, and a process of current decreolization in Moroccan Arabic (a colloquial dialect of Arabic spoken in Morocco). -
EXTENSIONS of REMARKS September 21, 1995 EXTENSIONS of REMARKS
26162 EXTENSIONS OF REMARKS September 21, 1995 EXTENSIONS OF REMARKS HOW MEDICAID CUTS WILL HURT sion of Medicaid eligibility and services, and Medicaid but more important, 40% of all CHILDREN medical inflation. The actual real medical children in the United States are either cov inflation of Medicaid is probably not more ered by Medicaid or have no insurance at all. than 5%. Given the level of poverty and the Forty percent of our children are not "dead HON. NORMAN D. DICKS aging of our population, the need for Medic beats". The fact that 40% of the children in OF WASinNGTON aid services will continue to increase, thus the United States have no health insurance IN THE HOUSE OF REPRESENTATIVES to cap the annual rate of growth at 4% by or are covered by Medicaid reflects a failure Thursday, September 21, 1995 1998 will represent real cuts and will result in our private health care system to ade in certain actions: A decrease in the number quately cover children. This is one of the Mr. DICKS. Mr. Speaker, last week, Con of new enrollees or an expenditure cap on en reasons that there is a real need for health gressman JOHN McDERMOTI, Democratic rollees; elimination of current enrollees; ac care reform, not arbitrary reduction in serv leader DICK GEPHARDT, and I had the oppor tual cuts in benefits or services. ices or coverage. In fact, a decrease in Medic tunity to listen to remarks delivered by Dr. Fifteen percent of children covered by aid coverage will increase the number of un John Neff, medical director of Children's Hos Medicaid are "medically needy" because insured, indirectly increase family poverty their health care expenses could reduce their and, in the long run, will decrease family pital and Medical Center in Seattle.