Appendix 1: POETRY
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The Information Presented Here Is As of 10/24/2012. ARABIC STUDIES (Div
The information presented here is as of 10/24/2012. ARABIC STUDIES (Div. I, with some exceptions as noted in course descriptions) Coordinator, Associate Professor CHRISTOPHER BOLTON Assistant Professors NAAMAN, VARGAS. Affiliated Faculty: Professors: DARROW, D. EDWARDS, ROUHI. Associate Professors: BERNHARDS- SON, PIEPRZAK. Visiting Assistant Professor: EL-ANWAR. Senior Lecturer: H. EDWARDS. Middle Eastern Studies is a vibrant and growing discipline in the United States and around the world. Students wishing to enter this rich and varied discipline can begin with a major in Arabic Studies at Williams. The major is designed to give students a foundation in the Arabic language and to provide the opportunity for the interdisciplinary and multi-disciplinary study of the Arab, Islamic, and Middle Eastern arenas. The Major in Arabic Studies Students wishing to major in Arabic Studies must complete nine courses, including the following four courses: ARAB 101-102 Elementary Arabic ARAB 201 Intermediate Arabic I ARAB 202 Intermediate Arabic II Students must also take five courses in Arabic and Middle Eastern Studies in affiliated departments. At least two of these courses should be from the arenas of language and the arts (DIV I) and at least two from politics, religion, economics, and history (DIV II). At least two of these courses must be at an advanced level (300 or 400 level). These might include: ARAB 216/COMP 216 Protest Literature: Arab Writing Across Three Continents ARAB 219/COMP 219/AMST 219 Arabs in America: A Survey ARAB 223/COMP 223 -
Contemporary Palestine for Children
BOOKS ABOUT Contemporary Palestine for Children BY KATHARINE DAVIES SAMWAY t was a beautiful fall day for the Dia de los Muertos (Day There aren’t many books available for of the Dead) festival and I was volunteering at a booth K-8 learners about life in Palestine since 1948. There are, however, a few. Although devoted to Palestine and the impact of the Israeli occupa- the quality of the writing varies, they are tion. Crowds of people passed by the booth and many of quite good overall and raise important them stopped to look at the posters and pick up handouts. questions about the Israeli occupation. But what really captured my attention were the children, 9 or I Nonfiction 10 years of age, who were riveted by one particular image—a photo of an Israeli soldier pointing his gun at a Palestinian A Child’s View of Gaza: Palestinian child of about 5. Children’s Art and the Fight Against Censorship is equally compelling for “Mami, Mami! Come and look!” have brought some books and an anno- children, older students, and adults. The Children pulled their parents and older tated booklist to hand out, I acknowl- captioned illustrations were created by siblings into the booth to look more care- edged to myself. But I could think of less Palestinian children who lived through fully at the photo and talk with me about than a handful of possibilities. the Israeli bombardment of Gaza in it. They were horrified that such a young Maybe, I thought, there are good 2008–09. -
Print This Article
New Middle Eastern Studies Publication details, including guidelines for submissions: http://www.brismes.ac.uk/nmes/ White Flag of Resistance Author(s): Yonatan Mendel To cite this article: Mendel, Yonatan, ‘White Flag of Resistance’, New Middle Eastern Studies, 1 (2011), <http://www.brismes.ac.uk/nmes/archives/727>. To link to this article: http://www.brismes.ac.uk/nmes/archives/727 Online Publication Date: 20 December 2011 Disclaimer and Copyright The NMES editors and the British Society for Middle Eastern Studies make every effort to ensure the accuracy of all the information contained in the e-journal. However, the editors and the British Society for Middle Eastern Studies make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and not the views of the Editors or the British Society for Middle Eastern Studies. Copyright New Middle Eastern Studies, 2011. All rights reserved. No part of this publication may be reproduced, stored, transmitted or disseminated, in any form, or by any means, without prior written permission from New Middle Eastern Studies, to whom all requests to reproduce copyright material should be directed, in writing. Terms and conditions: This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. -
POETS HATING POETRY Can’T Anyone Give Poetry a Break? by Ryan Stuart Lowe
Spring | Summer 2017 OKLAHOMA HUMANITIES Culture | Issues | Ideas dLearning to love like not hate poetry 2017—A Year of New Initiatives At Oklahoma Humanities, the will explore this challenging period in year 2017 begins with continued our nation’s history. Concurrent with the ANN THOMPSON commitment to serving the public magazine and local programming will Executive Director through inspired and inspiring cultural be the September debut of an 18-hour, experiences. In addition to successful NEH-funded Ken Burns documentary programs like Museum on Main Street; on PBS called The Vietnam War. Our Let’s Talk About it, Oklahoma; Oklahoma objective in focusing on the Vietnam era Humanities magazine; and, of course, is to remind those of us who remember our grants program; we’re working on the war to think critically of lessons special initiatives that we’re proud to learned (and not learned) from the war, bring to our state. and to inform younger generations of First, through a partnership with the challenging issues of that period the Ralph Ellison Foundation, we are that continue to impact our national sponsoring a series of public meetings identity—the civil rights movement, on race relations in Oklahoma. Using the the changing roles of women, student texts of one of Oklahoma’s most esteemed writers and favorite sons, the Foundation activism, how we treat veterans, and the will encourage community conversations roles of music, literature, television, and to foster greater understanding and to the media in forming American opinion. promote the common good. This year promises to be meaningful Second is a multi-faceted look at the and rich in opportunities and, as always, Vietnam era. -
Jubiläumsgeburtstage Südasiatischer Autoren. Tagore, Faiz, Agyeya Und Nagarjun
Südasien-Chronik - South Asia Chronicle 2/2012, S. 119-159 © Südasien-Seminar der Humboldt-Universität zu Berlin ISBN: 978-3-86004-286-1 Literaturnotizen: Jubiläumsgeburtstage südasiatischer Autoren. Tagore, Faiz, Agyeya und Nagarjun HANNELORE LÖTZKE [email protected] CHRISTINA OESTERHELD [email protected] 2011 war ein Jahr wichtiger Jubiläumsgeburtstage südasiatischer Schriftsteller. Zum 150. Mal jährte sich der Geburtstag des weltbekann- ten indischen Literaturnobelpreisträgers Rabindranath Tagore oder Ra- vindranath Thakur in der indischen Namensform (1861-1941). In Indien und Pakistan feierte man den 100. Geburtstag des legendären Urdu- Poeten Faiz Ahmad Faiz (1911-1984). Und in Indien wurden anlässlich ihres 100. Geburtstag zwei namhafte Hindi-Literaten geehrt: Sachidan- anda Vatsyayan oder Agyeya (1911-1987) und Nagarjun (1911-1998). Die genannten Jubiläen, auf die im Folgenden in Einzelbeiträgen näher eingegangen wird, fanden auch ein weltweites Echo. 119 Zum 150. Geburtstag des indischen Literaturnobelpreisträgers Rabindranath Tagore (1861-1941) Hannelore Lötzke Rabindranath Tagore, am 7. Mai 1861 in Kalkutta als 14. von 15 Kin- dern und als achter Sohn in einer reichen und kultivierten bengalischen Großgrundbesitzerfamilie geboren, zählt zu den Wegbereitern der in- dischen Moderne. Er hat ein umfassendes Werk hinterlassen, das von der herausragenden Vielseitigkeit seiner Persönlichkeit zeugt – Tagore war Dichter, Erzähler, Romancier, Dramatiker, Musiker, Philosoph, Maler, Bildungsreformer und Pädagoge. Ein konsequenter Erneuerer der ben- galischen Sprache und Literatur, gilt er als Klassiker der Bengali-Kurz- geschichte, bereicherte Lyrik und Dramatik um neue Formen (Tanzdra- men, Musikschauspiele) und trat in eigenen Stücken auch als Regisseur HANNELORE LÖTZKE, CHRISTINA OESTERHELD und Schauspieler hervor. Sein Schaffen hat die moderne Literatur des gesamten Indien maßgeblich beeinflusst. -
Five Kingdoms
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2008 Five Kingdoms Kelle Groom University of Central Florida Part of the Creative Writing Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Groom, Kelle, "Five Kingdoms" (2008). Electronic Theses and Dissertations, 2004-2019. 3519. https://stars.library.ucf.edu/etd/3519 FIVE KINGDOMS by KELLE GROOM M.A. University of Central Florida, 1995 B.A. University of Central Florida, 1989 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts in Creative Writing/Poetry in the Department of English in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2008 Major Professor: Don Stap © 2008 Kelle Groom ii ABSTRACT GROOM, KELLE . Five Kingdoms. (Under the direction of Don Stap.) Five Kingdoms is a collection of 55 poems in three sections. The title refers to the five kingdoms of life, encompassing every living thing. Section I explores political themes and addresses subjects that reach across a broad expanse of time—from the oldest bones of a child and the oldest map of the world to the bombing of Fallujah in the current Iraq war. Connections between physical and metaphysical worlds are examined. -
Palestinian and Israeli Literature.Pdf
Palestinian and Israeli Literature Prepared by: Michelle Ramadan, Pingree School This document has been made available online for educational purposes only. Use of any part of this document must be accompanied by appropriate citation. Parties interested in publishing any part of this document must received permission from the author. If you have any recommendations or suggestions for this unit, please do not hesitate to contact Michelle Ramadan at [email protected]. Overview: For many audiences, understanding of the PalestinianIsraeli conflict comes mainly from the media news of violence and of political friction dominate the airwaves, and we sometimes forget about the ordinary Palestinian and Israeli citizens involved. To get at the human element of the PalestinianIsraeli conflict, students will read, discuss, and reflect on stories from and/or about Palestine and Israel. Units are designed by theme/topic, and each unit contains readings from both Palestinian and Israeli perspectives on each theme/topic.This curriculum was designed for a grade 12 course. Timing: Suggested class periods: 21+. This curriculum may, of course, be shortened or lengthened depending on schedule, students, etc. This curriculum may also be developed into a semester long course. How to Read this Document: This Palestinian & Israeli Literature Unit has been divided into 9 miniunits. Under each miniunit, you will find suggested class times, background information or context, suggested readings, and suggested class lessons/activities. At the end of the document, you will find sample writing assignments and further information about the suggested readings. Most readings are available online, and links have been provided. -
Table of Contents
Table of Contents Where in the World? Introduction to Selections and Research Focus .................. 1 The Art of Translation by Khaled Mattawa ................................ 2 UNIT ONE The Americas The Literature of the Americas by Kimberly Koza Harris ..................... 4 Literary Map of the Americas ...................................... 6 An American Classic: Aztec Creation Story ..................... 8 Oral Traditions Aztec Creation Story traditional story ................... 9 Literary Lens: Juxtaposition Focus on Research: Summarize Findings ................... 14 The Literature of Canada ...................................... 15 N Saul Bellow Herzog novel .................................... 16 Literary Lens: Interior Monologue Focus on Research: Quote Sources ...................... 19 Margaret Atwood At the Tourist Centre in Boston short story ............. 20 Literary Lens: Tone Focus on Research: Conduct a Survey .................... 23 N Alice Munro Day of the Butterfly short story ....................... 24 Literary Lens: Theme Focus on Research: Use a Variety of Sources ................ 35 The Literature of Mexico ...................................... 36 Juan Rulfo You Don't Hear Dogs Barking short story ............... 37 Literary Lens: Imagery Focus on Research: Generate Questions ................... 41 N Octavio Paz Two Bodies poem ................................ 42 Literary Lens: Metaphor Focus on Research: Develop a Thesis Statement.............. 44 Carlos Solórzano Crossroads: A Sad Vaudeville drama ................. -
Ibrahim Muhawi
Ibrahim Muhawi Centerfor CorrtemporaryArab Str-;clies EdlnundA WalshSchrool cf FcreiqrrSetrvir-e Georq ctc-rwn U n itrr-' rsity (O2CC9 Contextsof Languagein MahmoudDarwish lbrahim Muhawi Ibrahim Muharvirvits born in llamallah,Palestine, ancl receivecl his higherecti- catiotritr lrnglishliterature at the Universityof'California. l{e hastirtrght at ur-ri- versitiesin Clanacia,the .lvlidcllellast, North Africa, lhe UnitetlStates, Scotiaitd, atrd(ierman,v. He is the authol of a nurnberof booksand articlcsrln l)alestinian arndArabic folkloreand literatrLre,including (rvith Sharif'l(anaana) Spcak, Birrl, SpetrkA{oin: PolestininnAralt Folktttlcs(i989) ancl(rvith Yasir Suleinran) Litcro- tureand licttittt'tin thc NliticlleEnst (2006). Fle is alsothc translutor<>f iv'lolrmoud I)orv'islish4etrtorl'_f or I:orgct-firlircss(199-5) and Zakar"ia'lanrer's Ilreokire Knccs (2008),andis cr-rrrcntlynorking on a trauslationol I)arlvish'sltturrral of'rut Or- riinary Grie/. 'Ihis patrrerwas eclitt'db,v N1inri Kirlt ancl'l'rarriss (lassidv ils a pilper lr'onrits origir-ralfbrmat irsa 20-rninutetall<, gir.,e n on the occasior-ro1- a tributeto thc lif'c atrdrvorli of N'lal'rrrouci[)aru'ish. IBRAHIMMUHAWI Center for Contemporary Arab Studies EdmundA.Walsh Schoolof ForeignService 241 Intercultural Center Georgetown University Washington, D.C. 20057- 1020 202.687.5793 http ://ccas.georgetown. edu @2009 by the Center for Contemporary Arab Studies. Atl rights reserved. CONTEXTSOF LANGUACEIN MAHMOUDDARWISH MahmoudDarwish was born in Al-Birweh,Palestine, in 1942.With -
The Palestinian People
The Palestinian People The Palestinian People ❖ A HISTORY Baruch Kimmerling Joel S. Migdal HARVARD UNIVERSITY PRESS Cambridge, Massachusetts London, England 2003 Copyright © 1994, 2003 by Baruch Kimmerling and Joel S. Migdal All rights reserved Printed in the United States of America An earlier version of this book was published in 1994 as Palestinians: The Making of a People Cataloging-in-Publication data available from the Library of Congress ISBN 0-674-01131-7 (cloth) ISBN 0-674-01129-5 (paper) To the Palestinians and Israelis working and hoping for a mutually acceptable, negotiated settlement to their century-long conflict CONTENTS Maps ix Preface xi Acknowledgments xxi Note on Transliteration xxiii Introduction xxv Part One FROM REVOLT TO REVOLT: THE ENCOUNTER WITH THE EUROPEAN WORLD AND ZIONISM 1. The Revolt of 1834 and the Making of Modern Palestine 3 2. The City: Between Nablus and Jaffa 38 3. Jerusalem: Notables and Nationalism 67 4. The Arab Revolt, 1936–1939 102 vii Contents Part Two DISPERSAL 5. The Meaning of Disaster 135 Part Three RECONSTITUTING THE PALESTINIAN NATION 6. Odd Man Out: Arabs in Israel 169 7. Dispersal, 1948–1967 214 8. The Feday: Rebirth and Resistance 240 9. Steering a Path under Occupation 274 Part Four ABORTIVE RECONCILIATION 10. The Oslo Process: What Went Right? 315 11. The Oslo Process: What Went Wrong? 355 Conclusion 398 Chronological List of Major Events 419 Notes 457 Index 547 viii MAPS 1. Palestine under Ottoman Rule 39 2. Two Partitions of Palestine (1921, 1949) 148 3. United Nations Recommendation for Two-States Solution in Palestine (1947) 149 4. -
Cultural Continuity in Modern Iraqi Painting Between 1950- 1980
Vol.14/No.47/May 2017 Received 2016/06/13 Accepted 2016/11/02 Persian translation of this paper entitled: تداوم فرهنگی در نقاشی مدرن عراق بین سال های 1950 و 1980 is also published in this issue of journal. Cultural Continuity in Modern Iraqi Painting between 1950- 1980 Shakiba Sharifian* Mehdi Mohammadzade** Silvia Naef*** Mostafa Mehraeen**** Abstract Since the early years of 1950, which represent the development period of modern Iraqi art, the “return to the roots” movement has been an impartible mainstream in Iraq. The first generation of modern artists like Jewad Salim and Shakir Hassan Al-Said considered “cultural continuity” and the link between “tradition and modernity” and “inspiration from heritage1” as the main essence of their artistic creation and bequeathed this approach to their next generation. Having analyzed and described a selection of artworks of modern Iraqi artists, this paper discusses the evolution of modern Iraqi art, and aims to determine cultural and artistic continuity in modern paintings of Iraq. It also seeks to answer the questions that investigate the socio-cultural factors that underlie the formation of art and establish a link between traditional and modern ideas and lead to continuity in tradition. Therefore, the research hypothesis is put to scrutiny on the basis of Robert wuthnow’s theory. According to Wuthnow, although configuration and the objective production of this movement is rooted in the “mobilization of resources”, the artistic content and approach of the painting movement (i.e. the continuation of the tradition along with addressing modern ideas) is influenced by factors such as “social Horizon”, “existing discursive context” and “cultural capital” of the painters. -
The London School of Economics and Political Science
The London School of Economics and Political Science Conceptualising Suicide Bombings and Rethinking International Relations Theory: The Case of Hamas, 1987-2006 Rashmi Singh A thesis submitted to the Department of International Relations of the London School of Economics for the degree of Doctor of Philosophy, London, July 2008 UMI Number: U615475 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U615475 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ■ rc s g e s F g ^ l \ 12 ^ 0 % im 'zoT - Battles “They'll wake up in the morning And they will fight. That which you saw last night was my dream The other will answer: no, it was my dream They will gently retrieve two pistols From the sides of the same pillow And at the same moment They will fire” - Salvos of Mercy From a selection of poems by Ibrahim Nasrallah Translated by Ibrahim Muhawi Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it).