Preliminary Notes on Midwives in Medieval Islamic Writings
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University of Groningen Moses and His Parents Ruiten, J.T.A.G.M
University of Groningen Moses and His Parents Ruiten, J.T.A.G.M. van Published in: EPRINTS-BOOK-TITLE IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2006 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Ruiten, J. T. A. G. M. V. (2006). Moses and His Parents: The Intertextual Relationship between Exodus 1. In EPRINTS-BOOK-TITLE s.n.. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 26-09-2021 Moses and His Parents: The Intertextual Relationship between Exodus 1:22-2:10 and Jubilees 47:1-9 J. T. A. G. M. van Ruiten 1. Introduction The book of Jubilees consists of a rewriting of the biblical narrative of the book of Genesis: the primeval history and the history of the patriarchs, with a special emphasis on Jacob. -
Shiphrah & Puah Jochebed Pharoanic Princess Miriam Zipporah
Young Adult Ministry | Her Story | Theology Thursday | January 31, 2019 Miriam the original superwoman NO EXODUS WITHOUT HER • 1st Prophet ever (not just lady prophet...dudes too) • Mentioned in more Biblical books than any other woman. • Her name was most widely used name in New Testament era. All those Marys? Those are Miriams. • She never marries, nor does she have any children. • Oldest writing of Exodus story: Exodus 15:20-21, “Song of the Sea.” While Moses held the waters open, Miriam led the people through in song and dance. • There’s a fight for authority in Numbers 12. The people refuse to move until Miriam is healed and restored. • Micah 6:3 references Miriam with Aaron and Moses. 500 years later, she is prominently remembered. • Jewish tradition includes story of “Miriam’s well.” The Israelites have water in the wilderness through Miriam. When she dies in Numbers 20:1-2, the people are without water. According to the Shiphrah & Puah Targumim, Joshua leads Israelites across the Jordan River on the one year anniversary of Miriam’s death. Jochebed redemptive imagination: Themes: Pharoanic Princess How does Moses know he was Hebrew? What if...it was Jochebed, singing to him as she nursed him, telling him stories Female Heroes, Liminal Space of his people, not in spite of the Princess, but with her knowledge. Both of them Miriam committed to loving this child, deceiving the Pharaoh in preference of life. What is Miriam doing while Moses is away hiding? FOund in: Exodus & Numbers Zipporah What if...this is where Miriam’s title of prophet comes from. -
Introduction to the Hebrew Bible Hb 510
1 INTRODUCTION TO THE HEBREW BIBLE HB 510 Instructor: Paul Kim Spring 2016 (Wednesdays 8:30 – 11:20 am) COURSE DESCRIPTION “For learning wisdom and discipline; for understanding words of discernment; for acquiring the discipline for success” (Prov 1:2) 1. This is an introduction to the study of the Hebrew Bible (Old Testament, Hebrew Scriptures, or Tanak). We will attempt to acquire both broad and in-depth knowledge of the HB for a diverse, enriching, and thereby better understanding, appreciation, and application of it toward our life, ministry, and world. 2. In order to attain broad and in-depth understanding, this course aims at (a) acquainting the students with the basic data of biblical history and literature and (b) having them be exposed to and digest diverse critical and theological readings of the Bible, such as literary, historical, gender-oriented, ethnicity-oriented and Third World approaches in order that what is learned can become the ground for the students’ own interpretive appropriation (in reading and interpreting the Bible) in the contexts of multiple issues, concerns, and tasks of the church, as well as in incorporating into pastoral care and counseling. 3. For these goals, I would like us to pursue mutually open respect, disagreement, and dialogue among ourselves during lectures and discussions. I would like to encourage you not to be confined to one orientation or method but be willing to explore various angles, theories, and perspectives, even if your view may differ significantly. TEXTBOOKS “Of making many books, there is no end” (Eccl 12:12) Joel S. Kaminsky and Joel N. -
The Birth of Moses Exodus 1:1–2:10
Lesson 5 The Birth of Moses Exodus 1:1–2:10 Characters: Pharaoh, 1 or more Soldiers, 1 or 2 Midwives, Amram and Jochebed (Moses’ parents), Miriam, Pharaoh’s Daughter, 1 or more Young Women, Israelites (everyone else). Assign everyone a part. Costumes: Nametags for all characters (CD). Print 1 sheet of Page 1 Nametags, which features the main characters. Make multiple copies of Page 2 Nametags to add characters. Props: Egypt Sign (CD; from Lessons 2–4) and Pharaoh’s Palace Sign (CD; save both signs for Lessons 7–9); large basket or box; baby doll; blue tarp for the Nile River (optional); chair (throne) for Pharaoh Prepare: Copy Leader Notes and Script for yourself. Make Script copies for speakers—Pharaoh, Soldier(s), Midwives, Amram, Jochebed, Miriam, and Pharaoh’s Daughter—and nonspeakers—Young Woman or Women. Highlight parts on scripts or give markers to students to do so. Choose 3 places for action: (1) Pharaoh’s Palace, (2) a home, and (3) the Nile River. Hang up signs and lay down the tarp if you use them. Leader Notes This drama activity lets all children participate; it is not a performance. Include preparation time as part of the activity so that everyone sees and hears the plans. As Leader, you set up the activity, direct the action, prompt participants to move or speak, keep the activity moving, and lead discussion questions at the end. If time allows, repeat the activity with students playing the same or new parts. Students often relax and enjoy doing the activity again. Children, especially those with language-processing delays, learn a lot from repeating activities. -
CLPE Teaching Notes for the Proudest Blue
Teaching Notes for THE PROUDEST BLUE A Story of Hijab and Family Written by Ibtihaj Muhammad with S. K. Ali and illustrated by Hatem Aly Published by Andersen Press These notes have been written by the teachers at the CLPE to provide schools with ideas to develop comprehension and cross-curricular activities around this text. They build on our work supporting teachers to use picture books to enhance critical thinking and develop creative approaches in art and writing. They encourage a deep reading of and reflection on the text, which may happen over a series of reading sessions, rather than in just one sitting. We hope you find them useful. The concepts explored in the book and these teaching notes are more suitable for children aged 7+. Pre-reading Preparations: In order for these teaching notes to work most effectively, you will need to ‘keep back’ the text from the children initially and not show them the cover or the title of the book. It would be a good idea to cover the front with sugar or brown paper until the title is revealed. It is advised that you create a class reading journal by stapling large pieces of folded sugar paper. The pages of the journal will provide a space in which to capture thoughts, feelings and discussions about the book. Reading aloud and key talking points: • Before you begin to read the book, cut a circle in the wrapping paper of the front cover to reveal a part of the blue colour that features on the front cover. -
Qt4nd9t5tt.Pdf
UC Irvine FlashPoints Title Moses and Multiculturalism Permalink https://escholarship.org/uc/item/4nd9t5tt ISBN 978-0-520-26254-6 Author Johnson, Barbara Publication Date 2010 eScholarship.org Powered by the California Digital Library University of California Moses and Multiculturalism UCP_Johnson_Moses-ToPress.indd 1 12/1/09 10:10 AM FlashPoints The series solicits books that consider literature beyond strictly national and dis- ciplinary frameworks, distinguished both by their historical grounding and their theoretical and conceptual strength. We seek studies that engage theory without losing touch with history, and work historically without falling into uncritical positivism. FlashPoints will aim for a broad audience within the humanities and the social sciences concerned with moments of cultural emergence and transformation. In a Benjaminian mode, FlashPoints is interested in how literature contributes to forming new constellations of culture and history, and in how such formations func- tion critically and politically in the present. Available online at http://repositories .cdlib.org/ucpress s eries editors Judith Butler, Edward Dimendberg, Catherine Gallagher, Susan Gillman Richard Terdiman, Chair 1. On Pain of Speech: Fantasies of the First Order and the Literary Rant, by Dina Al-Kassim 2. Moses and Multiculturalism, by Barbara Johnson UCP_Johnson_Moses-ToPress.indd 2 12/1/09 10:10 AM Moses and Multiculturalism Barbara Johnson Foreword by Barbara Rietveld UN IVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles London UCP_Johnson_Moses-ToPress.indd 3 12/1/09 10:10 AM University of California Press, one of the most distinguished university presses in the United States, enriches lives around the world by advancing scholarship in the humanities, social sciences, and natural sciences. -
Values in Islamic Culture and the Experience of History
Cultural Heritage and Contemporary Life Series IVA, Central and Eastern Europe, Volume 13 Series IIA, Islam, Volume 9 Values in Islamic Culture and the Experience of History Russian Philosophical Studies, I Edited by Nur Kirabaev Yuriy Pochta The Council for Research in Values and Philosophy Copyright © 2002 by The Council for Research in Values and Philosophy Gibbons Hall B-20 620 Michigan Avenue, NE Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Values in Islamic culture and the experience of history / edited by Nur Kirabaev, Yuriy Pochta. p.cm. – (Cultural heritage and contemporary change. Series IIA Islam; vol. 9) (Cultural heritage and contemporary change. Series IVA, Eastern and Central Europe; vol. 13) Includes bibliographical references and index. 1. Civilization, Islamic. 2. Religion and culture. I. Kirabae, N.S. II. Pochta, Y.M. (Yurii Mikhailovich). III. Series. IV. Series: Cultural heritage and contemporary change. Series IAV, Eastern and Central Europe; vol. 13. DS36.85.V35 1999 99-38193 909’.0999997671—dc21 CIP ISBN 1-56518-133-6 (pbk.) Table of Contents Preface vii by George F. McLean Introduction 1 by Nur Kirabaev Part I. Islamic Culture in the contemporary world: problems of research Chapter 1. The Image of Islamic Culture in European Consciousness 11 by Yuriy Pochta Chapter 2. Islamic Civilization and the West: Problems of Dialogue 41 by Nur Kirabaev Chapter 3. Islamic Civilization: An Empire of Culture 49 by Maitham Al-Janabi Part II. Islamic Culture: Its Nature, Major Concepts and Problems Chapter 4. Social and Historical Premises of the Origin and Development 79 of Classical Arab-Islamic Culture by Artur Sagadeyev Chapter 5. -
STATUS and ROLE of WOMEN in ISLAMIC SOCIETY Dr
American Journal of Humanities and Social Science (AJHSS) Volume 6, 2020 STATUS AND ROLE OF WOMEN IN ISLAMIC SOCIETY Dr. Ali Muhammad Bhat Dept. of Islamic Studies, Islamic University of Science and Technology, India Abstract In contemporary era, Muslim world is witnessing thought crisis in all aspects of life. In this regard Muslim scholarship is witnessing challenges in relation to status and role of women in the Islamic society. The diminished status and role of women as per Islamic teachings, is outcome of either direct bearing of their so called male dominated social setup or through illogical criticism about the status of women in Islam. The way Muslim women are viewed in the world is a significant issue which needs to be re-joined. In different societies, women are viewed in terms of their needs. Her existence is used as an adornment of the market as poster sign and honour less as smudged. In this article an endeavour is made to acme, the position, Islam gave her is most unique a better template for her social character and a program to work as a dignified soul which has increased her honor and chastity. Keywords: Women. Role, Status, Islam, Feminism Introduction: In Islamic Society women do enjoy respect, security, marital rights, maintenance, guardianship and custody of their children. Property rights of Muslim women are protected by Sha’riah and she can deal with it in a legal way as per her choice without any outside interference, even her husband. She has exclusive right to decide about his life partner. She is allowed by Sha’riah to move outside her home, but the basis of the law—the verses in the Qur’an that set out rules and regulations for her life indicates clearly that her wifely role is her primary one. -
European Islam Challenges for Public Policy and Society
EUROPEAN ISLAM CHALLENGES FOR PUBLIC POLICY AND SOCIETY SAMIR AMGHAR, AMEL BOUBEKEUR, MICHAEL EMERSON (EDITORS) CHRIS ALLEN, VALERIE AMIRAUX, TUFYAL CHOUDHURY, BERNARD GODARD, IMANE KARICH, ISABELLE RIGONI OLIVIER ROY AND SARA SILVESTRI CENTRE FOR EUROPEAN POLICY STUDIES BRUSSELS The Centre for European Policy Studies (CEPS) is an independent policy research institute based in Brussels. Its mission is to produce sound analytical research leading to constructive solutions to the challenges facing Europe today. The views expressed in this report are those of the authors writing in a personal capacity and do not necessarily reflect those of CEPS or any other institution with which the authors are associated. This study was carried out in the context of the broader work programme of CEPS on European Neighbourhood Policy, and is generously supported by the Compagnia di San Paolo and the Open Society Institute. The project was initiated at a conference held in Sofia in November 2006, sponsored under International Policy Fellowship programme of the Open Society Institute. Cover photograph: Stockholm Great Mosque ISBN 13: 978-92-9079-710-4 © Copyright 2007, Centre for European Policy Studies. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, mechanical, photocopying, recording or otherwise – without the prior permission of the Centre for European Policy Studies. Centre for European Policy Studies Place du Congrès 1, B-1000 Brussels Tel: 32 (0) 2 229.39.11 Fax: 32 (0) 2 219.41.51 e-mail: [email protected] internet: http://www.ceps.eu CONTENTS 1. -
Dr. Asiya Daud [email protected] Education
1 Dr. Asiya Daud [email protected] Education: Claremont Graduate University, School of Politics and Policy PhD, Political Science May 2011 Dissertation Title: “Cyber-Dissent in the Middle East: A Tool of Political Resistance” Fields of Specialization: International Relations and Comparative Politics Regional Specialization: The Middle East Claremont Graduate University, School of Politics and Policy M.A. International Studies May 2005 Master Thesis Title: “Globalization, Opposition and Strategies of the Regimes of the Persian Gulf”; Regional Concentration: The Middle East Scripps College B.A. Politics and Intl Relations May 2002 Public Lectures / Media Appearances: Middle East Analysis; Fox-News: “The Roots of Anti-American Protests in the Middle East” Sep. 24th 2012- Washington, DC CBS-WUSA: Middle East Analysis Protests in Cairo and the Investigation in Libya., sep 12, 2012 Interview with Il Mattino Newspaper, Naples Italy. “The Political Situation in Libya and the US investigation of US Ambassador Chris Stevens Death.” – Sept. 13th 2012 Interview with Deseret News. “Blasphemy Laws in the Islamic World, and the roots of rage over film “Innocence of Muslims” in the Islamic World.”- Sept. 22, 2012. Nov. 9, 2011: Keynote Speaker University of California, Irvine: “Reflection on the Arab Spring and the Role of Cyber-Dissent in Democratizing the Middle East.” Nov. 18th, 2011: Guest Speaker Pomona College: “Reflections on the “Arab Spring” and the Role of Cyber-Dissent in Democratizing the Middle East” sponsored by Pomona College International Relations Department and Oldenborg International Center Al-Arabiyya Documentary on Americans in the Sudan (October 2010); Afghanistan Satellite Television: Discussed the Status of Women in the Islamic World Research / International Experience: 2 • Awarded Boren National Security Fellowship (08/2010-09/2011): Lived Cairo, Egypt and Dubai, United Arab Emirates. -
Guide to Islam and Muslims in Oklahoma
Guide to Islam and Muslims in Oklahoma ABOUT CAIR OKLAHOMA The Oklahoma Chapter of the Council on American-Islamic Relations (CAIR Oklahoma) exists to enhance the understanding of Islam, encourage dialogue, protect civil liberties, empower American Muslims, and build coalitions that promote justice and mutual understanding. CAIR-Oklahoma is a nonprofit 501(c) (3) grassroots civil rights and advocacy group. Established in 2006 by a group of local Muslims, CAIR Oklahoma serves the entire state of Oklahoma through its Oklahoma City office. CAIR Oklahoma is a chapter of the Council on American- Islamic Relations (CAIR), America’s largest Islamic civil liberties group with chapters nationwide. The national headquarters is located on Capitol Hill in Washington D.C. Special thanks to Imam Dr. Imad Enchassi. Contributors: Suleiman Shehu, Saleem Dotani, Adam Soltani, Veronica Laizure, Tyrese Rice, Kadijah Almarales, Lani Habrock, Natasha Saya, Gabriela Ramirez-Perez, Zishan Mahmood. TABLE OF CONTENTS 1 Introduction 2 Glossary of Muslim Terms 3 Theology and Interfaith Aspects 12 Demographics 15 Islamic Centers and Schools in Oklahoma 22 Social and Civic Involvement 28 Islamophobia and Its Impact on Our State 32 Conclusion INTRODUCTION The information in this booklet is designed to assist you in having a better understanding of the Islamic faith and Muslim community in Oklahoma. It is intended as a general outline of religious practices and beliefs; individual applications of these observances may vary. According to demographers, Islam is the world’s second largest faith, with more than 1.6 billion adherents worldwide.1 It is the fastest-growing religion in the U.S., with one of the most diverse and dynamic communities, representing a variety of ethnic backgrounds, languages, and nationalities. -
Guide for Scarlett Undercover
educator’s guide Curriculum connections D Social Studies D Creative Writing D Religion & Mythology Ages 12 and up By DISCUSSION QUESTIONS 5. The novel takes place in the city of Las Almas. Do you think that Las Almas is a real place? If 1. Detective fiction is a well-established literary so, where is it? Does the author do a good job of genre. Can you name some other teen female making you visualize the city? Name four or five detectives from books, movies or television? places where Scarlett spends her time. Has the In what ways do Scarlett’s personality and author made you feel as if you know these places detecting style differ from these examples? well? How does her style and distinctive voice make her unique? 6. At one point, Scarlett says, “Trust is hard when you’re used to taking care of yourself.” 2. Can you suggest other literary genres or sub- In what other ways does the author show that genres that this novel represents? If a story fits Scarlett is an independent person? Would more than one (for example, both mystery and her detective work and her choices have been fantasy), do you think that means it’s a better different if she had parents to answer to? How story? Is it more enjoyable? If the combining of do her parents and their choices influence her, genres makes the plot more complex, is this a and the story, even though they have died? Did good thing? you find it surprising that she would be taking 3.