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THE BOOK OF MOULAY by Kathleen Woolrich Copyright © 2015 Kathleen Woolrich eBook Edition: Published by 1111 Plaza Drive, Suite 652 Schaumburg, IL 60173 Enquiries: [email protected] www.ebooks2go.net ISBN-10: 1618131877 ISBN-13: 978-1-61813-187-4 All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored into or introduced into a retrieval system or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the copyright’s owner. Algeria he massive white mother of Africa. She captured my attention when I met her children for the first time in Paris in 2001. I had never heard of Algeria nor met an TAlgerian. I met several while vacationing in Paris and began to read about Algeria. * My reading and research took me down many paths……through a musical odyssey of rai and chaabi. It took me through the history of the dark recent years and into the cradle of the Aures Mountains. Algeria is not an easy puzzle to solve. It is a massive garden of wonderments and has a history that is rich with good and bad guys, sinners and saints, the unjust and the just, the right and the wrong. So I will do what any gardener does when they enter a garden. I will look for the roses. Algeria is a land of many civilizations and is a melting pot of cultures. It has a deep and varied mix of bloodlines… the byzantines, the greeks, even turks have been on their shores. -
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. -
Liste Des Indicatifs Téléphoniques Internationaux Par Indicatif 1 Liste Des Indicatifs Téléphoniques Internationaux Par Indicatif
Liste des indicatifs téléphoniques internationaux par indicatif 1 Liste des indicatifs téléphoniques internationaux par indicatif Voici la liste des indicatifs téléphoniques internationaux, permettant d'utiliser les services téléphoniques dans un autre pays. La liste correspond à celle établie par l'Union internationale des télécommunications, dans sa recommandation UIT-T E.164. du 1er février 2004. Liste par pays | Liste par indicatifs Le symbole « + » devant les indicatifs symbolise la séquence d’accès vers l’international. Cette séquence change suivant le pays d’appel ou le terminal utilisé. Depuis la majorité des pays (dont la France), « + » doit être remplacé par « 00 » (qui est le préfixe recommandé). Par exemple, pour appeler en Hongrie (dont l’indicatif international est +36) depuis la France, il faut composer un Indicatifs internationaux par zone numéro du type « 0036######### ». En revanche, depuis les États-Unis, le Canada ou un pays de la zone 1 (Amérique du Nord et Caraïbes), « + » doit être composé comme « 011 ». D’autres séquences sont utilisées en Russie et dans les anciens pays de l’URSS, typiquement le « 90 ». Autrefois, la France utilisait à cette fin le « 19 ». Sur certains téléphones mobiles, il est possible d’entrer le symbole « + » directement en maintenant la touche « 0 » pressée plus longtemps au début du numéro à composer. Mais à partir d’un poste fixe, le « + » n'est pas accessible et il faut généralement taper à la main la séquence d’accès (code d’accès vers l'international) selon le pays d’où on appelle. Zone 0 La zone 0 est pour l'instant réservée à une utilisation future non encore établie. -
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. -
Constitution of 'Iraq
[Distributed to the Official No. : C. 49. 1929. VI. Members of the Council.] [C.P.M.834] Geneva, February 20th, 1929. LEAGUE OF NATIONS CONSTITUTION OF ‘IRAQ (ORGANIC LAW) Note by the Secretary- General : The Secretary-General communicated to the Council, on August 23rd, 1924 (document C.412.1924.VI, C.P.M. 166),1 a letter from the British Government transmitting a translation of the Organic Law of ‘Iraq passed by the Constituent Assembly of ‘Iraq on July 10th, 1924. In a letter dated November 28th, 1928, the British Government transmitted the following document : The ‘Iraq Constitution, March 21st, 1925, recently published by the Government of ‘Iraq. The British Government points out, in the above-mentioned letter, that the publication of the document in question was necessitated by the discovery of considerable discrepancies between the Arabic text of the Organic Law, as passed by the ‘Iraq Constituent Assembly in July 1924, and the English translation which was communicated to the Secretariat in 1924. The British Government adds that the new text embodies the modifications introduced by the Organic Law Amendment Law, 1925,2 and was approved by the ‘Iraq Government as superseding all translations of the law hitherto published. The Secretary-General has the honour to communicate to the Council the text of the document transmitted by the British Government on November 28th, 1928. 1 See Official Journal, November 1924, page 1759. * The Organic Law Amendment Law, 1925, was published as an Appendix to the Annual Report on the Adminis tration of ‘Iraq for 1925, pages 175-177. S.d.N. -
Constitution of the Islamic Republic of Iran Adopted: 24 October 1979 Effective: 3 December 1979 Amended: 28 July 1989
Constitution of the Islamic Republic of Iran Adopted: 24 October 1979 Effective: 3 December 1979 Amended: 28 July 1989 Preamble The Constitution of the Islamic Republic of Iran advances the cultural, social, political, and economic institutions of Iranian society based on Islamic principles and norms, which represent an honest aspiration of the Islamic Ummah [community]. This aspiration was exemplified by the nature of the great Islamic Revolution of Iran, and by the course of the Muslim people's struggle, from its beginning until victory, as reflected in the decisive and forceful calls raised by all segments of the populations. Now, at the threshold of this great victory, our nation, with all its beings, seeks its fulfillment. The basic characteristic of this revolution, which distinguishes it from other movements that have taken place in Iran during the past hundred years, is its ideological and Islamic nature. After experiencing the anti-despotic constitutional movement and the anti-colonialist movement centered on the nationalization of the oil industry, the Muslim people of Iran learned from this costly experience that the obvious and fundamental reason for the failure of those movements was their lack of an ideological basis. Although the Islamic line of thought and the direction provided by militant religious leaders played an essential role in the recent movements, nonetheless, the struggles waged in the course of those movements quickly fell into stagnation due to departure from genuine Islamic positions. Thus it was that the awakened conscience of the nation, under the leadership of Imam Khumayni [Khomeini], came to perceive the necessity of pursuing a genuinely Islamic and ideological line in its struggles. -
Looters Vs. Traitors: the Muqawama (“Resistance”) Narrative, and Its Detractors, in Contemporary Mauritania Elemine Ould Mohamed Baba and Francisco Freire
Looters vs. Traitors: The Muqawama (“Resistance”) Narrative, and its Detractors, in Contemporary Mauritania Elemine Ould Mohamed Baba and Francisco Freire Abstract: Since 2012, when broadcasting licenses were granted to various private television and radio stations in Mauritania, the controversy around the Battle of Um Tounsi (and Mauritania’s colonial past more generally) has grown substantially. One of the results of this unprecedented level of media freedom has been the prop- agation of views defending the Mauritanian resistance (muqawama in Arabic) to French colonization. On the one hand, verbal and written accounts have emerged which paint certain groups and actors as French colonial power sympathizers. At the same time, various online publications have responded by seriously questioning the very existence of a structured resistance to colonization. This article, drawing pre- dominantly on local sources, highlights the importance of this controversy in study- ing the western Saharan region social model and its contemporary uses. African Studies Review, Volume 63, Number 2 (June 2020), pp. 258– 280 Elemine Ould Mohamed Baba is Professor of History and Sociolinguistics at the University of Nouakchott, Mauritania (Ph.D. University of Provence (Aix- Marseille I); Fulbright Scholar resident at Northwestern University 2012–2013), and a Senior Research Consultant at the CAPSAHARA project (ERC-2016- StG-716467). E-mail: [email protected] Francisco Freire is an Anthropologist (Ph.D. Universidade Nova de Lisboa 2009) at CRIA–NOVA FCSH (Lisbon, Portugal). He is the Principal Investigator of the European Research Council funded project CAPSAHARA: Critical Approaches to Politics, Social Activism and Islamic Militancy in the Western Saharan Region (ERC-2016-StG-716467). -
Day 1: Algeria
Day 1: Algeria lgeria is the largest country in the ‘We thank God because we continent of Africa. It is in have heard about the faith you A North Africa and it borders the have in Christ Jesus…You Mediterranean Sea. Most Algerians learned about this hope when live along the coastal areas of the you heard the true teaching, the country as 80% of its land is covered Good News that was in desert [the Sahara]. Most people in told to you.’ Algeria are Muslims but over the last Colossians 1:4-6 ten years many have been turning to Jesus. This has been an answer to many years of prayer. Some believe that there could now be over 100,000 Christians. Meet Amina An Algerian girl called Amina was ten years old when her friend invited her to a meeting where a Christian woman showed Christian films and had sewing classes for young girls. She heard the gospel for the first time but then her family stopped her going again. During the following years, she struggled with life and family problems. However, when Amina was a young adult she met the Christian woman again. The woman invited Amina to a Christian camp for young people. At the camp Amina was so amazed to hear about God’s love and that she could have a personal relationship with him, that she then gave her life to Jesus. gIVE YOUR LIFE TO jESUS Flag of Algeria 8 Pray: • For the Algerian church to continue to grow. • For the many Algerians living in Europe to also hear the gospel. -
Flags of Asia
Flags of Asia Item Type Book Authors McGiverin, Rolland Publisher Indiana State University Download date 27/09/2021 04:44:49 Link to Item http://hdl.handle.net/10484/12198 FLAGS OF ASIA A Bibliography MAY 2, 2017 ROLLAND MCGIVERIN Indiana State University 1 Territory ............................................................... 10 Contents Ethnic ................................................................... 11 Afghanistan ............................................................ 1 Brunei .................................................................. 11 Country .................................................................. 1 Country ................................................................ 11 Ethnic ..................................................................... 2 Cambodia ............................................................. 12 Political .................................................................. 3 Country ................................................................ 12 Armenia .................................................................. 3 Ethnic ................................................................... 13 Country .................................................................. 3 Government ......................................................... 13 Ethnic ..................................................................... 5 China .................................................................... 13 Region .................................................................. -
A. D. Sakharov Armenian Human Rights Foundation
A. D. Sakharov Armenian Human Rights Foundation Monitoring Report On Working Conditions in First Instance Courts in Shirak, Gegharkunik, and Syunik Marzes (Regions) Studies were conducted and this Report was elaborated due to the generous financial and technical assistance of the OSCE Office in Yerevan and the Polish Helsinki Foundation for Human Rights Preface The mission of the A. D. Sakharov Armenian Human Rights Foundation is to support the establishment of a civil society in Armenia, to enhance legal awareness of the public, and to protect rights and freedoms of humans and citizens. The organization has three regional branches in Shirak (City of Gyumri), Gegharkunik (City of Gavar), and Syunik (City of Goris). In 2001, representatives of the three branches attended a series of “Monitoring and Human Rights” seminars held in Lusakert by the OSCE Office in Yerevan and the Polish Helsinki Foundation for Human Rights; as a practical follow-up to the seminars, and within the framework of the ongoing judicial reform, they have carried out a “Monitoring of Working Conditions in First Instance Courts” project in the Shirak, Gegharkunik, and Syunik regions of Armenia. The goal of the project was to explore the current conditions in which courts in the regions operate, because the working conditions and infrastructure of the third branch of government are crucial in terms of its stance, its improved role and authority, and guaranteeing the right of citizens to a fair and public trial within a reasonable time, as required under the existing laws. The concept of the judicial reform in the Republic of Armenia was formed under the Constitution adopted in 1995. -
Lions and Roses: an Interpretive History of Israeli-Iranian Relations" (2007)
Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 11-13-2007 Lions and Roses: An Interpretive History of Israeli- Iranian Relations Marsha B. Cohen Florida International University, [email protected] DOI: 10.25148/etd.FI08081510 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the International Relations Commons Recommended Citation Cohen, Marsha B., "Lions and Roses: An Interpretive History of Israeli-Iranian Relations" (2007). FIU Electronic Theses and Dissertations. 5. https://digitalcommons.fiu.edu/etd/5 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida LIONS AND ROSES: AN INTERPRETIVE HISTORY OF ISRAELI-IRANIAN RELATIONS A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in INTERNATIONAL RELATIONS by Marsha B. Cohen 2007 To: Interim Dean Mark Szuchman College of Arts and Sciences This dissertation, written by Marsha B. Cohen, and entitled Lions and Roses: An Interpretive History of Israeli-Iranian Relations, having been approved in respect to style and intellectual content, is referred to you for judgment. We have read this dissertation and recommend that it be approved. _______________________________________ -
Coat of Arms of Armenia - Wikipedia, the Free Encyclopedia
Coat of arms of Armenia - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Coat_of_arms_of_Armenia Coat of arms of Armenia From Wikipedia, the free encyclopedia The national coat of arms of Armenia consists of an eagle and a lion supporting a shield. The coat of arms combines new and old symbols. The eagle and lion are ancient Armenian symbols dating from the first Armenian kingdoms that existed prior to Christ. The current coat of arms was adopted on April 19, 1992 by the Armenian Supreme Council decision. On June 15, 2006, the law on the state coat of arms of Armenia was passed by the Armenian Parliament. Contents 1 Symbolism 1.1 Shield 1.2 Eagle and Lion 1.3 Five vital elements 2 History 2.1 Coat of arms of the Democratic Republic of Armenia 2.2 Transcaucasian SFSR 2.3 Soviet coat of arms 3 References 4 See also 5 External links Symbolism Shield The shield itself consists of many components. In the center is a depiction of Mount Ararat with Noah's Ark sitting atop it. According to tradition, the ark is said to have finally rested on the mountain after the great flood. Ararat is considered the national symbol of Armenia and thus is of principle importance to the coat of arms. Surrounding Mount Ararat are symbols of old Armenian dynasties. In the lower left portion of the shield, there are two eagles looking at each other, symbolizing the length of the Armenian territory during the reign of the Artaxiad Dynasty that ruled in the 1st century BC.