Decade After Arab Spring, Thousands in Jail
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Colour Psychology Colour and Culture
74 COLOUR PSYCHOLOGY COLOUR AND CONTRAST 75 Colour Psychology Colour and Culture How people respond to colour is of great interest to those who work Research shows that ninety-eight languages have words for the same in marketing. Colour psychology research is often focused on how eleven basic colours;4 however, the meaning a colour may have can be the colour of a logo or a product will yield higher sales, and what very different. There are conflicting theories on whether the cultural colour preferences can be found in certain age groups and cultures. meanings of colours can be categorised. Meanings can change over The study of the psychological effects of colour have coincided time and depend on the context. Black may be the colour of mourning with colour theory in general. Goethe focused on the experience of in many countries, though a black book cover or a black poster is not colour in his Zur farbenlehre from 1810,1 in opposition to Sir Isaac always associated with death. Another example is that brides in China Newton’s rational approach. Goethe and Schiller coupled colours to traditionally wear red, but many brides have started to wear white in character traits: red for beautiful, yellow for good, green for useful, recent decades.4 The cultural meaning of colours is not set but always and blue for common. Gestalt psychology in the early 1900s also changing. The next few pages list some of the meanings of colours in attributed universal emotions to colours, a theory that was taught to different cultures. students at the Bauhaus by Wassily Kandinsky. -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
United Arab Republic 1 United Arab Republic
United Arab Republic 1 United Arab Republic ةدحتملا ةيبرعلا ةيروهمجلا Al-Gumhuriyah al-Arabiyah al-Muttahidah Al-Jumhuriyah al-Arabiyah al-MuttahidahUnited Arab Republic ← → 1958–1961 ← (1971) → ← → Flag Coat of arms Anthem Oh My Weapon[1] Capital Cairo Language(s) Arabic [2] Religion Secular (1958–1962) Islam (1962–1971) Government Confederation President - 1958–1970 Gamal Abdel Nasser United Arab Republic 2 Historical era Cold War - Established February 22, 1958 - Secession of Syria September 28, 1961 - Renamed to Egypt 1971 Area - 1961 1166049 km2 (450214 sq mi) Population - 1961 est. 32203000 Density 27.6 /km2 (71.5 /sq mi) Currency United Arab Republic pound Calling code +20 Al-Gumhuriyah al-Arabiyahةدحتملا ةيبرعلا ةيروهمجلا :The United Arab Republic (Arabic al-Muttahidah/Al-Jumhuriyah al-Arabiyah al-Muttahidah), often abbreviated as the U.A.R., was a sovereign union between Egypt and Syria. The union began in 1958 and existed until 1961, when Syria seceded from the union. Egypt continued to be known officially as the "United Arab Republic" until 1971. The President was Gamal Abdel Nasser. During most of its existence (1958–1961) it was a member of the United Arab States, a confederation with North Yemen. The UAR adopted a flag based on the Arab Liberation Flag of the Egyptian Revolution of 1952, but with two stars to represent the two parts. This continues to be the flag of Syria. In 1963, Iraq adopted a flag that was similar but with three stars, representing the hope that Iraq would join the UAR. The current flags of Egypt, Sudan, and Yemen are also based on Arab Liberation Flag of horizontal red, white, and black bands. -
How Narratives and Evidence Influence Rumor Belief in Conflict Zones: Evidence from Syria
1 How narratives and evidence influence rumor belief in conflict zones: Evidence from Syria Justin Schon, Postdoctoral Researcher Department of Anthropology, University of Florida [email protected] Turlington Hall, 330 Newell Drive, Gainesville, FL 32611 (352) 392-2253 fax (352) 392-6929 Word count: 10,728 Forthcoming in Perspectives on Politics Abstract: Armed conflict creates a context of high uncertainty and risk, where accurate and verifiable information is extremely difficult to find. This is a prime environment for unverified information—rumors—to spread. Meanwhile, there is insufficient understanding of exactly how rumor transmission occurs within conflict zones. I address this with an examination of the mechanisms through which people evaluate new information. Building on findings from research on motivated reasoning, I argue that elite-driven narrative contests—competitions between elites to define how civilians should understand conflict—increase the difficulty of distinguishing fact from fiction. Civilians respond by attempting thorough evaluations of new information that they hope will allow them to distinguish evidence from narratives. These evaluations tend to involve some combination of self-evaluation, evaluation of the source, and collective sense-making. I examine this argument using over 200 interviews with Syrian refugees conducted in Jordan and Turkey. My findings indicate that people are usually unable to effectively distinguish evidence from narratives, so narrative contests are powerful drivers of rumor evaluation. Still, civilian mechanisms of rumor evaluation do constrain what propaganda elites can spread. These findings contribute to research on civil war, narrative formation, and information diffusion. 2 Introduction On a Friday in August 2012 in a Damascus suburb called Bloudan, Mohamed’s father went to the mosque while Mohamed went to school. -
2015 Geography Bee of Asia & Europe ROUND TWO
2015 Geography Bee of Asia & Europe ROUND TWO 1. In 2003, this country faced mass immigration by refugees fleeing the Janjaweed, a religious militia in its Eastern neighbor’s region of Darfur. Its Southeast is home to the Logone River, which feeds the Chari River, which in turn feeds into a rapidly shrinking namesake lake. For the point, name this country that lies west of Sudan, south of Libya, and north of the Central African Republic. ANSWER: Republic of Chad (RN) 2. The mayor of this city, Frank Jensen, banned city employees from flying with the airline Ryanair. The 2014 Eurovision Song Contest was hosted by this city in the B&W Hallerne, near the island of Amager. This city is famous for its Tivoli Gardens and is suggested to be the home of the mythical Little Mermaid. This city is mostly situated on the island of Zealand and is connected to Malmo via the Øresund Bridge. For the point, name this largest city and capital of Denmark. ANSWER: Copenhagen (WD) 3. This mountain’s name was switched with nearby Mount Townsend, so that a mountain with this name would remain taller. The native name of this mountain means “Table Top Mountain”, and indigenous peoples would live at its summit during the summer, surviving on Bogong moths. This member of the Great Dividing Range was named by Paul Strzelecki after a mound in Krakow. A Polish general is the namesake of – for the point – what tallest mountain in Australia? ANSWER: Mount Kosciuszko (DS) 4. This city’s Mohammad al-Amin Mosque opened in 2008, but is often called the “Hariri Mosque” by locals. -
TEXAS Student Refugee Framework a Collaborative Appro Ach
TEXASTEXaS Student Refugee Framework A collaborative Appro Ach JOHN SEIDLITZ & FEYI OBAMEHINTI published by Seidlitz Education 56 Via regalo San clemente, cA 92673 www.seidlitzeducation.com copyright © 2013 canter press. All rights reserved. No portion of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopy, recording, scanning, or oth- erwise, except when indicated within the book, without prior permission of the publisher. To obtain permission to use material from this work, other than the English Language proficiency Standards, please submit a written request to Seidlitz Education permissions Department, 56 Via regalo, San clemente, cA 92673 For related titles and support materials visit www.seidlitzeducation.com. JOHN SEIDLITZ & FEYI OBAMEHINTI Edited by Marguerite Hartill 138004 TEXASTEXaS Student Refugee Framework A collaborative Appro Ach JOHN SEIDLITZ & FEYI OBAMEHINTI Edited by Marguerite Hartill contents Introduction: What Do We Know About refugees?. 4 part 1: School. 15 part 2: community. 28 part 3.: parents/Guardians . 33 part 4: classroom . 36 Addendum 1 . 43 Addendum 2. 52 references. 53 Texas sTudenT Refugee fRamewoRk | a Collaborative approach 3 School Community • Use refugee focus • Establish partnerships intake process. with social/cultural • Create a culturally organizations. responsive environment. • Establish partnerships with • Distribute refugee state and federal agencies. resource packets. • Educate community about refugees. Parents/ Classroom • Align instruction with Guardians refugee Achievement • Establish culturally plan (rAp). responsive parent/ • Provide appropriate ESL guardian partnerships. instruction. • Educate parents/ • Provide culturally guardians about U.S responsive, context- system of education. embedded instruction. • Educate parents/ guardians about literacy. What do we need to know about Refugees? A refugee, as defined by Section 101(a) 42 of the solution exists. -
LGBTQI+ Refugees in Hiding Beirut, Lebanon a Case Study of Refugees in Towns
No Rainbow, No Integration: LGBTQI+ Refugees in Hiding Beirut, Lebanon A Case Study of Refugees in Towns City/TownAkram January 2019 Contents Location ..................................................................................................................................................... 3 Introduction ............................................................................................................................................... 4 Mapping the Refugee Population............................................................................................................ 6 Methods ..................................................................................................................................................... 8 Refugee Experience ................................................................................................................................. 8 Refugee Education ................................................................................................................................... 9 Security .................................................................................................................................................... 10 Health Care .............................................................................................................................................. 10 LGBTQ+ Refugees’ Experiences .......................................................................................................... 12 Conclusion.............................................................................................................................................. -
Maps of the Middle East
Flags of the Middle East Overview: In this lesson plan, students will become acquainted with some of the country flags from the Middle East. By examining the symbolism in the flags, students will begin to think about the country’s geography, traditions, and histories. This is a good introduction to the Middle East, which can be paired with units and activities on geography lessons. (See Currency Unit, Capitals Unit, Mobility Unit, etc.) Objectives: Students will: 1. Examine a selection of flags from the Middle East and match them with the flag descriptions. 2. Consider how flags tell a narrative about the values of the peoples they represent by discussing the symbols on the flags. 3. Create a personal flag. Activity: 1. Provide students with the handout including the pictures of the flags and the descriptions of the flags. Ask them to match the country flag to its description. 2. Assign groups one particular flag to work with and ask them to discuss their particular flag. Why are the symbols important? What story does it tell about the country? (For a longer exercise, have the groups become “experts” on that country through research projects and then teach their classmates about the country. See lesson plan on capitals for more ideas.) 3. Allow students to relate to the activity by making connections between Middle Eastern flags and that of the United States. Discuss what the flag of the United States represents and then allow students to create their own personal flag. Teachers: Please contact Angela Williams, CSAMES Outreach Coordinator, at [email protected], for the answer key to the Questions on Flags of the Middle East. -
Semiotic Analysis of War Pictures Drawn by Syrian Children”, Uluslararası Halkbilimi Araştırmaları Dergisi, S.5, S.204-222
Geliş Tarihi: 26.12.2019 Kabul Tarihi: 11.04.2020 Entry Date: 26.12.2019 Accepted: 11.04.2020 NİSAN, F. ve E. ŞENTÜRK KARA (2020). “A Semiotic Analysis of War Pictures Drawn by Syrian Children”, Uluslararası Halkbilimi Araştırmaları Dergisi, S.5, s.204-222. Fatma NİSAN Eylem ŞENTÜRK KARA SEMIOTIC ANALYSIS OF WAR PICTURES DRAWN BY SYRIAN CHILDREN Suriyeli Çocukların Savaş Resimlerinin Göstergebilimsel Analizi Abstract Protests that began on December 18, 2010 in Tunisia and spread to many Arab countries. While governments are falling as a result of public actions, a civil war that will last for many years has started in many countries. One of these countries is Syria that is Turkey’s border neighbor. Protests started in Syria in 2011 first replaced by civil war and then things came to a point that other countries started to involve themselves in Syria's civil problems. The long-lasted Syrian war has created some negative results in social, psychological and economical fields. As it is the case in many wars, civilians have been the targets, many people died and, as a consequence, millions of Syrians left their lands and started to migrate to other countries. Although these people changed the place they used to live, they were not able to erase the memories created by war. Some Syrians children choose to reflect these memories on papers by drawing pictures. This study aims to understand Syrian children’s perception of war, from which they managed to escape in 2011, by analyzing pictures drawn by them. In this context, these drawings are analyzed by using semiotic analysis method. -
Families of Egypt Teacher's Guide
Families of Egypt Teacher’s Guide To order other Families of the World programs in DVD or streaming Please visit www.FamiliesoftheWorld.com, Vimeo.com, or Amazon.com. We welcome your questions or comments! Please contact us on any of the above sites or email us at [email protected]. Table of Contents Script to Families of the Egypt 2 Glossary 9 Discussion 9 Questions 10 Answers 11 Test 12 Website 13 Activities 13 Recipes 15 Introduction 17 Land and Climate 17 Plant and Animals 17 People 18 History 18 Map and Flag 21 Facts about Egypt 22 1 Rural Script It’s almost morning here in Grandma and Grandpa’s village. Grandma says it’s the same every morning. First the imam in the mosque calls us to pray, then the birds wake up, the dogs, and the donkeys. Then the people come making noise to tell us they’re here to sell things. It’s 7 o’clock and Dad’s waking me up for school. My name’s Hesham and I’m 6 years old. I have a sister named Sara. She’s 3. And we have a brand new baby brother named Mahmud. We’re staying here at Grandma's house so she can help take care of Mahmud so Mommy can rest until she feels stronger. Mom says we’ll probably go home in about a month. For breakfast I’m having tea, milk, a piece of cake and sweet bread that I dip in my tea. It gets hot here, so Mom puts lotion on my face to keep my skin from drying out in the desert air. -
Regulating Religious Affairs in Africa Editor Haim Malka
Faith in the Balance Regulating Religious Affairs in Africa Editor Haim Malka ROWMAN & LITTLEFIELD Lanham • Boulder • New York • London 594-81493_ch00_4P.indd 1 8/21/19 5:50 PM 594-81493_ch00_4P.indd 2 8/21/19 5:50 PM Center for Strategic & International Studies 1616 Rhode Island Ave nue, NW Washington, DC 20036 202-887-0200 | www. csis .org Published by Rowman & Littlefield An imprint of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Lanham, MD 20706 www. rowman .com 6 Tinworth Street, London SE11 5AL, United Kingdom Copyright © 2020 by the Center for Strategic and International Studies. All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passage in a review. ISBN 978-1-4422-8121-9 (hb) ISBN 978-1-4422-8120-2 (pbk) ISBN 978-1-4422-8122-6 (electronic) The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences— Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. 594-81493_ch00_4P.indd 3 8/21/19 5:50 PM 594-81493_ch00_4P.indd 4 8/21/19 5:50 PM Contents Acknowl edgments vii Preface ix Ellen Laipson Introduction 1 Haim Malka Morocco: Islam as the Foundation of Power 11 Haim Malka Tunisia: Searching for a Postrevolutionary Religious Equilibrium 34 Haim Malka Nigeria: Between Formal and Informal Religious Regulation 62 Alex Thurston Kenya: Cooperation, Co- optation, and Confrontation 85 Richard Downie Burkina Faso: State and Religious Authority in Turbulent Times 111 Sebastian Elischer Conclusion 137 Haim Malka v 594-81493_ch00_4P.indd 5 8/21/19 5:50 PM vi Contents Index 143 Contributors 151 About CSIS 155 594-81493_ch00_4P.indd 6 8/21/19 5:50 PM ACKNOWL EDGMENTS Many people played a role in this proj ect, which could not have been completed without their valuable efforts. -
JABU International Journal of Social and Management Sciences Vol. 7
JABU International Journal of Social and Management Sciences Volume 7, Number 1, December 2019 Copyright ©2019 College of Social and Management Sciences, Joseph Ayo Babalola University, Ikeji- Arakeji All rights reserved. No portion of this journal may be reproduced, in whole or in part, stored in a database or retrieval system, or transmitted in any form or by any means - electronic, mechanical, photocopy, recording, or any other - except for brief quotations in printed reviews, without the prior written permission of the publisher. ISSN: 2141- 4025 Published by: College of Social and Management Sciences Joseph Ayo Babalola University, Ikeji- Arakeji, Osun State, Nigeria. E: [email protected] | W: www. jabu.edu.ng Designed and Produced by: Cheret Creative Company Lifecenta, Yopet Oil Building, Adegbayi, New Ife Road, Ibadan, Oyo State, Nigeria. T: +234 803 095 7661 E: [email protected], [email protected] W: www.cheretcreatives.com Facebook/Twitter/Instagram/LinkedIn/Google: @CheretCreatives Text set in Georgia and Din Pro Printed in the Federal Republic of Nigeria Contents About the Journal 7 Influence of Strategic Planning Flexibility on Entrepreneurial 9 Orientation of SMEs in Osun State, Nigeria AKINTARO, Abel Abiodun Ph.D SHONUBI, Akeem Olalekan Ph.D Effect of Financial Management Skills on the Performance of Women 31 Entrepreneurs in Osun State, Nigeria ASABI, Mathew Oludele Ph.D OLUWATUYI, Christiana Adesola Ph.D | ASABI, Oladipupo Thematic Analysis of Entrepreneurial Initiatives and Sustainability 43 Among Agribusiness Clusters in North Central States, Nigeria SALAU, Abdulazeez Alhaji | ABDULRAHEEM, Issa Ph.D MUSTAPHA, Yusuf Ismaila Ph.D Analysis of Insurance Investment on Capital Market In Nigeria 61 EPETIMEHIN, Festus M.