1 an Egyptian Revival
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Egyptian Islamic and Secular Feminists in Their Own Context Assim Alkhawaja University of San Francisco, [email protected]
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2015 Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context Assim Alkhawaja University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Feminist, Gender, and Sexuality Studies Commons, and the Near and Middle Eastern Studies Commons Recommended Citation Alkhawaja, Assim, "Complexity of Women's Liberation in the Era of Westernization: Egyptian Islamic and Secular Feminists in Their Own Context" (2015). Doctoral Dissertations. 287. https://repository.usfca.edu/diss/287 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco COMPLEXITY OF WOMEN‘S LIBERATION IN THE ERA OF WESTERNIZATION: EGYPTIAN ISLAMIC AND SECULAR FEMINISTS IN THEIR OWN CONTEXT A Dissertation Presented to The Faculty of the School of Education International & Multicultural Education Department In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Assim Alkhawaja San Francisco May 2015 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract Complexity Of Women‘s Liberation in the Era of Westernization: Egyptian Islamic And Secular Feminists In Their Own Context Informed by postcolonial/Islamic feminist theory, this qualitative study explores how Egyptian feminists navigate the political and social influence of the West. -
A Sketch of the Geography and History of Egypt
A SKETCH OF THE GEOGRAPHY AND HISTORY OF EGYPT EGYPT, situated in the northeastern corner of Africa, is a small country, if compared with the huge continent of which it forms a part; its size about equals that of the state of Maryland. And yet it has produced one of the greatest civilizations of the world. Egypt is the land on both sides of the lower part of the river Nile, from the town of Assuan (Syene) at the First Cataract (i.e. rapids) down to the Mediterranean Sea. Nature herself has divided the country into two different parts: the narrow stretches of fertile land adjoining the river from Assuan down to the region of modern Cairo--which we call "Upper Egypt" or the "Sa'id"- and the broad triangle, formed in the course of millennia from the silt deposited by the river where it flows into the Mediterranean. This we call "Lower Egypt" or the "Delta." In the course of history, a number of towns and cities have sprung up along the Upper Nile and its branches in the Delta. The two most impor- tant cities in antiquity were Memphis in the north and Thebes in the south. The site of Memphis, not far south of modern Cairo, is largely covered by palm groves today. At Thebes the remains of the temples of Amon, named after the neighboring villages of Karnak and Luxor, are still imposing witnesses of bygone greatness and splendor. The only other sites I shall mention are those from which specimens in our collection have come. -
Shemot Map Updated.Pdf
Mapping the Portion In Torah Portion Shemot, we have a lot of traveling to do! You will need 3 colors to complete this map: red, blue and green. You can use whichever medium you wish: crayons, pencils or markers. Mapping can be done as you reach each verse in your portion, or as a separate activity. The goal of mapping is to familiarize yourself with the geography of the land, to visualize where important Biblical events happened and to bring Bible history to life! Genesis 47:27 Israelites living in Goshen Color the area around Goshen in BLUE, including Rameses and Pithom Exodus They built Pithom and Rameses as store cities for 1:11 Pharoah Exodus Every boy that is born you must throw into the 1:22 Nile Outline the Nile in RED Exodus But Moses fled from Pharaoh and went to live in 2:15 Midian Draw a path from Ramses to Midian in GREEN [Moses] led the flock to the far side of the desert Exodus and came to Horeb, the mountain of YHVH 3:1 (God) Draw a path to Mt. Sinai* in GREEN Exodus 4:18 Moses went back to Jethro Draw a path back to Midian in GREEN Exodus [Aaron] met Moses at the Mountain of YHVH 4:27 (God) Draw a path back to Mt. Sinai in GREEN Exodus 4:29 Met with Elders (in Egypt) Draw a path back to Rameses in GREEN Circle Jerusalem in RED. Draw a line in GREEN from the East to Jerusalem. You can start from Matthew Wise men from the East arrive in Jerusalem the edge of the page or at the word “East”- since we are not exactly sure where in they East they 2:1 looking for Yeshua (Jesus) came from! Matthew 2:8 Wise men travel to Bethlehem Circle Bethlehem in BLUE and draw a line in GREEN connecting Jerusalem to Bethlehem The map provided was created based on our best research. -
Susa and Memnon Through the Ages 15 4
Samuel Jordan Center for Persian Studies and Culture www.dabirjournal.org Digital Archive of Brief notes & Iran Review ISSN: 2470-4040 Vol.01 No.04.2017 1 xšnaoθrahe ahurahe mazdå Detail from above the entrance of Tehran’s fire temple, 1286š/1917–18. Photo by © Shervin Farridnejad The Digital Archive of Brief Notes & Iran Review (DABIR) ISSN: 2470-4040 www.dabirjournal.org Samuel Jordan Center for Persian Studies and Culture University of California, Irvine 1st Floor Humanities Gateway Irvine, CA 92697-3370 Editor-in-Chief Touraj Daryaee (University of California, Irvine) Editors Parsa Daneshmand (Oxford University) Arash Zeini (Freie Universität Berlin) Shervin Farridnejad (Freie Universität Berlin) Judith A. Lerner (ISAW NYU) Book Review Editor Shervin Farridnejad (Freie Universität Berlin) Advisory Board Samra Azarnouche (École pratique des hautes études); Dominic P. Brookshaw (Oxford University); Matthew Canepa (University of Minnesota); Ashk Dahlén (Uppsala University); Peyvand Firouzeh (Cambridge University); Leonardo Gregoratti (Durham University); Frantz Grenet (Collège de France); Wouter F.M. Henkelman (École Pratique des Hautes Études); Rasoul Jafarian (Tehran University); Nasir al-Ka‘abi (University of Kufa); Andromache Karanika (UC Irvine); Agnes Korn (Goethe Universität Frankfurt am Main); Lloyd Llewellyn-Jones (University of Edinburgh); Jason Mokhtarain (University of Indiana); Ali Mousavi (UC Irvine); Mahmoud Omidsalar (CSU Los Angeles); Antonio Panaino (Univer- sity of Bologna); Alka Patel (UC Irvine); Richard Payne (University of Chicago); Khodadad Rezakhani (Princeton University); Vesta Sarkhosh Curtis (British Museum); M. Rahim Shayegan (UCLA); Rolf Strootman (Utrecht University); Giusto Traina (University of Paris-Sorbonne); Mohsen Zakeri (Univer- sity of Göttingen) Logo design by Charles Li Layout and typesetting by Kourosh Beighpour Contents Articles & Notes 1. -
Emancipation Through a Domestic Education: How One Magazine Inspired a Female Literary Renaissance in the Nineteenth-Century Middle East
James Madison University JMU Scholarly Commons Senior Honors Projects, 2020-current Honors College 5-8-2020 Emancipation through a domestic education: How one magazine inspired a female literary renaissance in the nineteenth-century Middle East Lauren Palmieri Follow this and additional works at: https://commons.lib.jmu.edu/honors202029 Part of the Islamic World and Near East History Commons Recommended Citation Palmieri, Lauren, "Emancipation through a domestic education: How one magazine inspired a female literary renaissance in the nineteenth-century Middle East" (2020). Senior Honors Projects, 2020-current. 73. https://commons.lib.jmu.edu/honors202029/73 This Thesis is brought to you for free and open access by the Honors College at JMU Scholarly Commons. It has been accepted for inclusion in Senior Honors Projects, 2020-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Emancipation Through a Domestic Education: How One Magazine Inspired a Female Literary Renaissance in the Nineteenth-Century Middle East _______________________ An Honors College Project Presented to the Faculty of the Undergraduate College of Arts and Letters James Madison University _______________________ by Lauren Samantha Palmieri May 2020 Accepted by the faculty of the Department of History, James Madison University, in partial fulfillment of the requirements for the Honors College. FACULTY COMMITTEE: HONORS COLLEGE APPROVAL: Project Advisor: Dr. Timothy J. Fitzgerald, Ph.D., Bradley R. Newcomer, Ph.D., Associate Professor, History Dean, Honors College Reader: Dr. Shah Mahmoud Hanifi, Ph.D., Professor, History Reader: Dr. Pia Antolic-Piper, Ph.D., Assistant Professor, Philosophy Table of Contents Acknowledgments ........................................................................................................................... 3 Abstract .......................................................................................................................................... -
The Parthenon Sculptures Sarah Pepin
BRIEFING PAPER Number 02075, 9 June 2017 By John Woodhouse and Sarah Pepin The Parthenon Sculptures Contents: 1. What are the Parthenon Sculptures? 2. How did the British Museum acquire them? 3. Ongoing controversy 4. Further reading www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary 2 The Parthenon Sculptures Contents Summary 3 1. What are the Parthenon Sculptures? 5 1.1 Early history 5 2. How did the British Museum acquire them? 6 3. Ongoing controversy 7 3.1 Campaign groups in the UK 9 3.2 UK Government position 10 3.3 British Museum position 11 3.4 Greek Government action 14 3.5 UNESCO mediation 14 3.6 Parliamentary interest 15 4. Further reading 20 Contributing Authors: Diana Perks Attribution: Parthenon Sculptures, British Museum by Carole Radatto. Licenced under CC BY-SA 2.0 / image cropped. 3 Commons Library Briefing, 9 June 2017 Summary This paper gives an outline of the more recent history of the Parthenon sculptures, their acquisition by the British Museum and the long-running debate about suggestions they be removed from the British Museum and returned to Athens. The Parthenon sculptures consist of marble, architecture and architectural sculpture from the Parthenon in Athens, acquired by Lord Elgin between 1799 and 1810. Often referred to as both the Elgin Marbles and the Parthenon marbles, “Parthenon sculptures” is the British Museum’s preferred term.1 Lord Elgin’s authority to obtain the sculptures was the subject of a Select Committee inquiry in 1816. It found they were legitimately acquired, and Parliament then voted the funds needed for the British Museum to acquire them later that year. -
Towards the Understanding of Societal Cultures and Leadership
Academic Leadership: The Online Journal Volume 5 Article 19 Issue 3 Fall 2007 10-1-2007 Towards The ndeU rstanding Of Societal Cultures And Leadership In Non-western Countries: An Exploratory Study On Egypt Abdel Moneim Follow this and additional works at: https://scholars.fhsu.edu/alj Part of the Educational Leadership Commons, Higher Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Moneim, Abdel (2007) "Towards The ndeU rstanding Of Societal Cultures And Leadership In Non-western Countries: An Exploratory Study On Egypt," Academic Leadership: The Online Journal: Vol. 5 : Iss. 3 , Article 19. Available at: https://scholars.fhsu.edu/alj/vol5/iss3/19 This Article is brought to you for free and open access by FHSU Scholars Repository. It has been accepted for inclusion in Academic Leadership: The Online Journal by an authorized editor of FHSU Scholars Repository. academicleadership.org http://www.academicleadership.org/185/towards_the_understand ing_of_societal_cultures_and_leadership_in_non- western_countries_an_exploratory_study_on_egypt/ Academic Leadership Journal INTRODUCTION There has been an increasingly considerable growth of interest in societal culture and leadership in recent years even though there is no shortage of writing on either topic. Numerous papers and books have been written on what they mean and why they are important. These topics have been heavily researched because it is believed that tremendous benefits can be gained when leaders understand the reasons why certain practices and behaviors are successful. More importantly, tremendous benefits can be gained when leaders truly understand the differences in cultures across nations, and incorporate this understanding in current leadership styles. Contemporary thinking has moved rather sharply away from the simple notion that a global measure of leader style could by itself account for any substantial amount of the variance in performance which varies from one country to the other. -
The Straight Path: Islam Interpreted by Muslims by Kenneth W. Morgan
Islam -- The Straight Path: Islam Interpreted by Muslims return to religion-online 47 Islam -- The Straight Path: Islam Interpreted by Muslims by Kenneth W. Morgan Kenneth W. Morgan is Professor of history and comparative religions at Colgate University. Published by The Ronald Press Company, New York 1958. This material was prepared for Religion Online by Ted and Winnie Brock. (ENTIRE BOOK) A collection of essays written by Islamic leaders for Western readers. Chapters describe Islam's origin, ideas, movements and beliefs, and its different manifestations in Africa, Turkey, Pakistan, India, China and Indonesia. Preface The faith of Islam, and the consequences of that faith, are described in this book by devout Muslim scholars. This is not a comparative study, nor an attempt to defend Islam against what Muslims consider to be Western misunderstandings of their religion. It is simply a concise presentation of the history and spread of Islam and of the beliefs and obligations of Muslims as interpreted by outstanding Muslim scholars of our time. Chapter 1: The Origin of Islam by Mohammad Abd Allah Draz The straight path of Islam requires submission to the will of God as revealed in the Qur’an, and recognition of Muhammad as the Messenger of God who in his daily life interpreted and exemplified that divine revelation which was given through him. The believer who follows that straight path is a Muslim. Chapter 2: Ideas and Movements in Islamic History, by Shafik Ghorbal The author describes the history and problems of the Islamic society from the time of the prophet Mohammad as it matures to modern times. -
Troubleshooting Rosetta Stone Log-In Issues on Mobile
Portal > Knowledgebase > Teaching Learning and Research > Rosetta Stone > Troubleshooting Rosetta Stone Log-in Issues on Mobile Troubleshooting Rosetta Stone Log-in Issues on Mobile Kyle A. Oliveira - 2019-05-31 - 0 Comments - in Rosetta Stone A recent update to the Rosetta Stone apps on both iOS and Android may cause authentication issues. Please refer to the information below for resolving these issues. iOS To prevent any further issues regarding logging into the app on iOS, you must avoid opening the app unless you've authenticated through Brown's log in portal. Opening the app outside of logging in through Brown, will most likely result in the inability to log in and use the app. If you are having issues logging into it: Solution 1 1. Open your device's web browser, visit rosettastone.brown.edu, and log in 2. Click the “Launch Rosetta Stone Language Lessons” link to launch the app 3. You will experience the same problem as in the past - you will just see a "splash" screen instead of being logged in. On this screen, click Enterprise And Education Learners. 4. On the login screen that appears, type three random values (just a single letter will work) into the Username, Password, and Namespace fields. 5. You will see an error message. Click Try again and proceed with the next step. 6. Return to your web browser and again, visit rosettastone.brown.edu. 7. Click the “Launch Rosetta Stone Language Lessons” link to launch the app again. 8. Wait for the login to proceed - it should work. If you still see the error message, click the Try Again option. -
The Pennsylvania State University Schreyer Honors College
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF ANTHROPOLOGY PERCEPTIONS OF ANCIENT EGYPT THROUGH HISTORY, ACQUISITION, USE, DISPLAY, IMAGERY, AND SCIENCE OF MUMMIES ANNA SHAMORY SPRING 2020 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in Archaeological Science and Classics and Ancient Mediterranean Studies with honors in Archaeological Science Reviewed and approved* by the following: Claire Milner Associate Research Professor of Anthropology Thesis Supervisor Douglas Bird Associate Professor of Anthropology Honors Adviser * Electronic approvals are on file in the Schreyer Honors College. i ABSTRACT To the general public, ancient Egypt is the land of pharaohs, pyramids, and most importantly – mummies. In ancient times, mummies were created for a religious purpose. The ancient Egyptians believed that their bodies needed to be preserved after physical death, so they could continue into the afterlife. In the centuries after ancient Egypt fell to Roman control, knowledge about ancient Egyptian religion, language, and culture dwindled. When Egypt and its mummies were rediscovered during the Middle Ages, Europeans had little understanding of this ancient culture beyond Classical and Biblical sources. Their lack of understanding led to the use of mummies for purposes beyond their original religious context. After Champollion deciphered hieroglyphics in the 19th century, the world slowly began to learn about Egypt through ancient Egyptian writings in tombs, monuments, and artifacts. Fascination with mummies has led them to be one of the main sources through which people conceptualize ancient Egypt. Through popular media, the public has come to have certain inferences about ancient Egypt that differ from their original meaning in Pharaonic times. -
Wikimedia with Liam Wyatt
Video Transcript 1 Liam Wyatt Wikimedia Lecture May 24, 2011 2:30 pm David Ferriero: Good afternoon. Thank you. I’m David Ferriero, I’m the Archivist of the United States and it is a great pleasure to welcome you to my house this afternoon. According to Alexa.com, the internet traffic ranking company, there are only six websites that internet users worldwide visit more often than Wikipedia: Google, Facebook, YouTube, Yahoo!, Blogger.com, and Baidu.com (the leading Chinese language search engine). In the States, it ranks sixth behind Amazon.com. Over the past few years, the National Archives has worked with many of these groups to make our holdings increasingly findable and accessible, our goal being to meet the people where they are. This past fall, we took the first step toward building a relationship with the “online encyclopedia that anyone can edit.” When we first began exploring the idea of a National Archives-Wikipedia relationship, Liam Wyatt was one of, was the one who pointed us in the right direction and put us in touch with the local DC-area Wikipedian community. Early in our correspondence, we were encouraged and inspired when Liam wrote that he could quote “quite confidently say that the potential for collaboration between NARA and the Wikimedia projects are both myriad and hugely valuable - in both directions.” I couldn’t agree more. Though many of us have been enthusiastic users of the Free Encyclopedia for years, this was our first foray into turning that enthusiasm into an ongoing relationship. As Kristen Albrittain and Jill James of the National Archives Social Media staff met with the DC Wikipedians, they explained the Archives’ commitment to the Open Government principles of transparency, participation, and collaboration and the ways in which projects like the Wikipedian in Residence could exemplify those values. -
MUSEOLOGY and EGYPTIAN MATERIAL CULTURE MUSEO EGIZIO, TURIN (ITALY) Course ID: ARCH 365AD June 23 ‒ July 29, 2018 FIELD SCHOOL DIRECTOR: Dr
MUSEOLOGY AND EGYPTIAN MATERIAL CULTURE MUSEO EGIZIO, TURIN (ITALY) Course ID: ARCH 365AD June 23 ‒ July 29, 2018 FIELD SCHOOL DIRECTOR: Dr. Hans Barnard, MD PhD, Cotsen Institute of Archaeology at UCLA ([email protected]) INTRODUCTION The collection of ancient Egyptian artifacts kept in the Museo Egizio in Turin (Piedmont, Italy) is among the most important in the world. In 1824, King Charles Felix (1765‒1831) of the House of Savoy—that was ruling Savoy, Piedmont, Aosta and Sardinia from Turin at the time—acquired the collection accumulated by Bernardino Drovetti (1776‒1852), the French consul to Egypt. Once in Turin it was housed in a large building in the center of town where it resides until today. The collection was expanded with the purchase of more than 1200 objects gathered by Giuseppe Sossio, in 1833, and the more than 35,000 objects excavated and purchased by Ernesto Schiaparelli (1856‒1928) between 1900 and 1920. In the 1960s, the Nubian Temple of Ellesiya was presented by the Egyptian to the Italian government—to recognize their assistance during the UNESCO campaign to save the Nubian monuments—and rebuilt in the Museo Egizio. Next to this temple, important constituents of the collection include the Old Kingdom Tomb of the Unknown, the New Kingdom Tomb of Kha and Merit, several complete copies of the Book of the Dead, the Turin List of Kings, and the Turin Papyrus Map. The Fondazione Museo delle Antichità Egizie was established in 2004 as the result of an innovative configuration blending private and public funding, which is an experiment in museum management in Italy.