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Free Guide to Art Stamps: Fun Ideas and Easy Stamping Techniques Presented by Cloth Paper Scissors®
free guide to art stamps: fun ideas and easy stamping techniques presented by cloth paper scissors® 1 2 4 3 a look at . print fusion: combining 1 stamp-carving supplies 4 calligraphy, foam-plate printing, and hand-carved make your own stamps stamps for one-of-a-kind 2 with dies and foam collages DANEE KAPLAN CECILIA SWATTON the workshop: 3 roll out the backgrounds LINDA CALVERLEY for adding details and stamping with precision. “Mounting the die-cut shapes on acrylic blocks or clear plastic makes it How to Make a Stamp easy to line up the stamp right where you want,” she advises. 4 Free Articles on Carving Art Stamps and In “The Workshop: Roll Out the Backgrounds,” Linda Calverley shows Stamping Techniques how to make your own rolling stamps for presented by ® paper and fabric. Using mostly recycled Cloth Paper Scissors cylindrical objects, glue, and cutting tools, ONLINE EDITOR Cherie Haas she explains how to carve rolling stamps CREATIVE SERVICES t’s nice to be able to go to an art from corks and foam insulation. Linda DIVISION ART DIRECTOR Larissa Davis supply store and buy rubber stamps also gives stamping ideas for rollers and for your mixed-media art projects, but PHOTOGRAPHERS Larry Stein patterns and offers tips on how to stamp Korday Studio iyou also like to make things yourself, right? with these objects. Projects and information are for inspiration and Try making your own art stamps! In this free “Having a fling with several art-making personal use only. F+W Media is not responsible for eBook from Cloth Paper Scissors, a Guide to any liability arising from errors, omissions, or mistakes processes, I’ve created an array of Art Stamps: Fun Ideas and Easy Stamping contained in this eBook, and readers should proceed elements for Garden Collage (featured Techniques, talented artists show readers cautiously, especially with respect to technical informa- here) and other art pieces,” says Cecilia tion. -
Kingdom of Saudi Arabia Digital Book
Kingdom of Saudi Arabia Introduction The Kingdom of Saudi Arabia is the largest country in the Arabian Peninsula. It is about the size of the United States East side of the Mississippi River. It is located in the Middle East, in the western portion of the continent of Asia. The kingdom is bounded by the Gulf of Aqaba and the Red Sea in the west and the Persian Gulf in the east. Can You Find it? Look up Saudi Arabia on the world map. How far is it from your country? https://www.worldatlas.com/ Facts at a Glance Language: Arabic. Religion: Islam Head of State: King Monetary Unit: Saudi Riyal Population: 22,000,000 Arabic Did you know? Arabic is written from right to left It has 28 letters Muslims believe that the Quran was revealed in Arabic by the Angel Gabriel (Jibreel) to Prophet Muhammad peace be Audio File of the Arabic Alphabet upon him. Now and Then Compare and contrast the Arabian Peninsula in 650 CE and how the political map looks now. What are the similarities? Differences? Major Cities Riyadh Mecca Jeddah Medina Where Am I? See if you can label these countries: 1. Kuwait 2.Oman 3.Qatar 4.Saudi Arabia 5.The United Arab Emirates (UAE) 6.Yemen. Can you label the area's major seas and waterways? The Red Sea Gulf of Aden Gulf of Oman The Persian Gulf (also called the Arabian Gulf). Riyadh: [ ree-yahd ] The capital and the largest city. In the older part of the city, the streets are narrow. -
Mar.-Apr.2020 Highlites
Prospect Senior Center 6 Center Street Prospect, CT 06712 (203)758-5300 (203)758-3837 Fax Lucy Smegielski Mar.-Apr.2020 Director - Editor Municipal Agent Highlites Town of Prospect STAFF Lorraine Lori Susan Lirene Melody Matt Maglaris Anderson DaSilva Lorensen Heitz Kalitta From the Director… Dear Members… I believe in being upfront and addressing things head-on. Therefore, I am using this plat- form to address some issues that have come to my attention. Since the cost for out-of-town memberships to our Senior Center went up in January 2020, there have been a few miscon- ceptions that have come to my attention. First and foremost, the one rumor that I would definitely like to address is the story going around that the Prospect Town Council raised the dues of our out-of-town members because they are trying to “get rid” of the non-residents that come here. The story goes that the Town Council is trying to keep our Senior Center strictly for Prospect residents only. Nothing could be further from the truth. I value the out-of-town members who come here. I feel they have contributed significantly to the growth of our Senior Center. Many of these members run programs here and volun- teer in a number of different capacities. They are my lifeline and help me in ways that I could never repay them for. I and the Town Council members would never want to “get rid” of them. I will tell you point blank why the Town Council decided to raise membership dues for out- of-town members. -
Path(S) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community”
“Path(s) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community” By Jaison Carter A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Mariane Ferme, Chair Professor Charles Hirschkind Professor Stefania Pandolfo Professor Ula Y. Taylor Spring 2018 Abstract “Path(s) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community” by Jaison Carter Doctor of Philosophy in Anthropology University of California, Berkeley Professor Mariane Ferme, Chair The Mustafawiyya Tariqa is a regional spiritual network that exists for the purpose of assisting Muslim practitioners in heightening their level of devotion and knowledges through Sufism. Though it was founded in 1966 in Senegal, it has since expanded to other locations in West and North Africa, Europe, and North America. In 1994, protegé of the Tariqa’s founder and its most charismatic figure, Shaykh Arona Rashid Faye al-Faqir, relocated from West Africa to the United States to found a satellite community in Moncks Corner, South Carolina. This location, named Masjidul Muhajjirun wal Ansar, serves as a refuge for traveling learners and place of worship in which a community of mostly African-descended Muslims engage in a tradition of remembrance through which techniques of spiritual care and healing are activated. This dissertation analyzes the physical and spiritual trajectories of African-descended Muslims through an ethnographic study of their healing practices, migrations, and exchanges in South Carolina and in Senegal. By attending to manner in which the Mustafawiyya engage in various kinds of embodied religious devotions, forms of indebtedness, and networks within which diasporic solidarities emerge, this project explores the dispensations and transmissions of knowledge to Sufi practitioners across the Atlantic that play a part in shared notions of Black Muslimness. -
TITLE of UNIT What Do Muslims Do at the Mosque
Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn. -
Ancient Islamic Civilization
Ancient Civilizations Ancient Islamic Civilization Pupil Workbook Year 5 Unit 4 Name: 1 2 3 4 Existing Knowledge What is a civilization? What isn’t a civilization? 5 Session 1: Why should we study the Early Islamic civilization? Key Knowledge Islam is the religion of Muslim people. Muslims believe in one God. They believe that the prophet Muhammad is the messenger of God. Islam began in the early 600s in the Arabian Peninsula. In a region that is now the country of Saudi Arabia. From there it spread to reach parts of North Africa, Europe and Asia. Muslim scholars studied the writings of other peoples. Including Greeks, Indians, Chinese and Romans. Muslims studied widely, in science, medicine, and other areas. They added many new ideas to the world’s knowledge. Key Vocabulary A civilization is a human society with its own social organisation and culture. If one country or group of people conquers another, they take control of their land. A scholar is a person who studies a subject and knows a lot about it. Calligraphy is the art of producing beautiful handwriting using a brush or a special pen. Astronomy is the scientific study of the stars, planets, and other natural objects in space. Thinking Task: This map shows the areas of the world conquered by the Early Islamic civilization. Early Islam began in Makkah (Mecca) but how far and wide did it reach across the world? 6 What did the scholars of Early Islam know about? Look for clues then label the images to show what is being studied. -
Constructing God's Community: Umayyad Religious Monumentation
Constructing God’s Community: Umayyad Religious Monumentation in Bilad al-Sham, 640-743 CE Nissim Lebovits Senior Honors Thesis in the Department of History Vanderbilt University 20 April 2020 Contents Maps 2 Note on Conventions 6 Acknowledgements 8 Chronology 9 Glossary 10 Introduction 12 Chapter One 21 Chapter Two 45 Chapter Three 74 Chapter Four 92 Conclusion 116 Figures 121 Works Cited 191 1 Maps Map 1: Bilad al-Sham, ca. 9th Century CE. “Map of Islamic Syria and its Provinces”, last modified 27 December 2013, accessed April 19, https://en.wikipedia.org/wiki/Bilad_al-Sham#/media/File:Syria_in_the_9th_century.svg. 2 Map 2: Umayyad Bilad al-Sham, early 8th century CE. Khaled Yahya Blankinship, The End of the Jihad State: The Reign of Hisham Ibn ʿAbd al-Malik and the Collapse of the Umayyads (Albany: State University of New York Press, 1994), 240. 3 Map 3: The approximate borders of the eastern portion of the Umayyad caliphate, ca. 724 CE. Blankinship, The End of the Jihad State, 238. 4 Map 4: Ghassanid buildings and inscriptions in Bilad al-Sham prior to the Muslim conquest. Heinz Gaube, “The Syrian desert castles: some economic and political perspectives on their genesis,” trans. Goldbloom, in The Articulation of Early Islamic State Structures, ed. Fred Donner (Burlington: Ashgate Publishing Company, 2012) 352. 5 Note on Conventions Because this thesis addresses itself to a non-specialist audience, certain accommodations have been made. Dates are based on the Julian, rather than Islamic, calendar. All dates referenced are in the Common Era (CE) unless otherwise specified. Transliteration follows the system of the International Journal of Middle East Studies (IJMES), including the recommended exceptions. -
Using Mixed Media with Polymer Clay Design by Lynn Krucke Many Crafters Have Discovered the Fun and Excitement of Combining Stamps, Papers and Inks with Polymer Clay
FREE Using Mixed Media with Polymer Clay Design by Lynn Krucke Many crafters have discovered the fun and excitement of combining stamps, papers and inks with polymer clay. Now let’s take the partnership to the next level! The products and supplies used here are available at your local stamp, craft or art store. Polymer clay is so versatile —- the possibilities truly are endless! The Basics: Your work area - Tools (cookie cutters, pasta machines, baking sheets…) should be dedicated to crafting and not used again for food. Polymer clay contains pigments that may stain surfaces or damage finished wood surfaces. Do not place unbaked clay on furniture, flooring, carpeting, upholstery or fabric. A sheet of glass, freezer paper, a large ceramic tile, or a dedicated marble cutting board are all good work surfaces. Condition the clay - For best results condition clay before use. “Conditioning” means that the clay has been kneaded and warmed so ingredients are evenly mixed and the clay is flexible. If you have a pasta machine dedicated to crafting, great! Cut the bar of clay into thin strips and run it through on the thickest setting several times. Conditioned clay is warm, pliable, and has a soft sheen. It doesn’t crack along the edges when rolled in sheets. To condition by hand, cut clay into small pieces: knead and roll one of the pieces in your hands until it is soft and pliable; set aside, and condition another chunk —- then add to the first. Continue this way and you will soon have an ample supply. Don’t try to condition the whole bar at once. -
Unit 5: the Post-Classical Period: the First Global Civilizations
Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert. -
Islamic Mansions of the Umayyad Era Until the Mamluk Era (Study of the Most Important Mansions in the Levant, Irag and Egypt)
The 2015 WEI International Academic Conference Proceedings Harvard, USA ISLAMIC MANSIONS OF THE UMAYYAD ERA UNTIL THE MAMLUK ERA (STUDY OF THE MOST IMPORTANT MANSIONS IN THE LEVANT, IRAG AND EGYPT) Alia Ali Yahya Aljubaili Associate Professor - Department of History - Faculty of Arts University of Princess Nora bint Abd Rahman Riyadh, Kingdom of Saudia Arabia Abstract In the down of Islam, there was no major development created in the field of construction and architecture within the Arabian peninsula, because people were not familiar with a lot of life in cities, but they have got used to the life of the desert, so they were not interested in luxury and wellbeing, but after the spread of Islam in civilized area of long history, at this time the (Mesopotamian art) has affected clearly on the Persian art, and also the byzantine art which was bring in Syria and central Asia. When Islam appeared in the area which these two civilizations were found, it definitely inherited the traditions and gets benefit from these distinctive and flourished civilizations, coexisted and mixed with it. When Umayyad state was developed on 40 AH and Damascus became the capital; people started to get interest on the life of cities, and that clearly seen in the building of sporadic mansions in different cities of the Levant, and they initially bring the most skilled constructors for building there mansions, which characterized by accurate and perfect construction with creativity in the decoration. This qualitative jump – in the life of caliphs – was not arbitrarily, but it occurred due to the economic and political situation of the state in that period. -
The History and Development of Masjid an Nabawi
Overview of Development of Masjid Nabawi through the ages Ml Abdullah Jeena seerah.co.za @madinahmemos Overview of First Masjid Development of Masjid Nabawi Initial construction through the ages • Period: 1 A.H / 622 CE ﷺ Period of Rasulullah • • Description: • Took approximately 8 months . • Open building with small roofed area towards the front of the masjid. built ﷺ The rooms for the wives of the Prophet • on Eastern side. • An area also delineated for the Ahl-us-Suffah along the Southern wall. • Three major doors into Masjid Size: • Total Area: 1, 050 m2. • 30m from East to West, 35m North to South. • 1,5 to 2 m high. Ml Abdullah Jeena seerah.co.za @madinahmemos Second MAsjid Overview of Development of Masjid Nabawi Change of Qiblah through the ages • Period: 2 AH / 623 CE ﷺ During period of Rasulullah • • Description: Change of Qiblah • The Qibla was initially facing north towards Jerusalem. • Remained in this direction for 16/18 months. • The prayer direction was then changed from north to south, towards the Ka’bah, and the original mihrab (prayer niche) was converted to a door. Ml Abdullah Jeena seerah.co.za @madinahmemos Third Masjid Overview of Development of Masjid Nabawi ﷺ First Expansion by the Prophet through the ages • Period: 7 AH /628 CE ﷺ During Period of Rasulullah • • Description: • Masjid was used for various purposes where teaching was carried out, politics were discussed, delegations were received and the needy were catered for. • Population of Muslims increased significantly. • After the Battle of Khaybar (7AH), Sahabah requested permission from Rasulullah for the expansion of the Masjid. -
Sunni Muslim Religiosity in the UK Muslim Diaspora: Mosques in Leeds Compared
Sunni Muslim Religiosity in the UK Muslim Diaspora: Mosques in Leeds compared Aydın Bayram Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds The School of Philosophy, Religion and the History of Science January 2013 1 The candidate confirms that the work submitted is his/her own, except where work which has formed part of jointly-authored publications has been included. The contribution of the candidate and the other authors to this work has been explicitly indicated below. The candidate confirms that appropriate credit has been given within the thesis where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The right of Aydın Bayram to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. © 2013 The University of Leeds and Aydın Bayram 2 Acknowledgements First of all, I would like to thank the Ministry of Education in Turkey for providing me with this opportunity to do postgraduate research abroad and for funding both tuition fees and life expenses during my stay in Britain. For reasons of anonymity, I refrain from mentioning the names of my informants. However, the friendly response of all the imams and fellow Muslims who hosted me in the selected mosques (Leeds Islamic Centre, Leeds Grand Mosque, Leeds Iqra Centre, and Leeds Makkah Masjid) needs to be acknowledged with thanks here.