University of Birmingham Algerian
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A Complete Course
A Complete Course Forum Theological Midwest Author: Rev.© Peter V. Armenio Publisher:www.theologicalforum.org Rev. James Socias Copyright MIDWEST THEOLOGICAL FORUM Downers Grove, Illinois iii CONTENTS xiv Abbreviations Used for 43 Sidebar: The Sanhedrin the Books of the Bible 44 St. Paul xiv Abbreviations Used for 44 The Conversion of St. Paul Documents of the Magisterium 46 An Interlude—the Conversion of Cornelius and the Commencement of the Mission xv Foreword by Francis Cardinal George, to the Gentiles Archbishop of Chicago 47 St. Paul, “Apostle of the Gentiles” xvi Introduction 48 Sidebar and Maps: The Travels of St. Paul 50 The Council of Jerusalem (A.D. 49– 50) 1 Background to Church History: 51 Missionary Activities of the Apostles The Roman World 54 Sidebar: Magicians and Imposter Apostles 3 Part I: The Hellenistic Worldview 54 Conclusion 4 Map: Alexander’s Empire 55 Study Guide 5 Part II: The Romans 6 Map: The Roman Empire 59 Chapter 2: The Early Christians 8 Roman Expansion and the Rise of the Empire 62 Part I: Beliefs and Practices: The Spiritual 9 Sidebar: Spartacus, Leader of a Slave Revolt Life of the Early Christians 10 The Roman Empire: The Reign of Augustus 63 Baptism 11 Sidebar: All Roads Lead to Rome 65 Agape and the Eucharist 12 Cultural Impact of the Romans 66 Churches 13 Religion in the Roman Republic and 67 Sidebar: The Catacombs Roman Empire 68 Maps: The Early Growth of Christianity 14 Foreign Cults 70 Holy Days 15 Stoicism 70 Sidebar: Christian Symbols 15 Economic and Social Stratification of 71 The Papacy Roman -
Representing the Algerian Civil War: Literature, History, and the State
Representing the Algerian Civil War: Literature, History, and the State By Neil Grant Landers A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in French in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor Debarati Sanyal, Co-Chair Professor Soraya Tlatli, Co-Chair Professor Karl Britto Professor Stefania Pandolfo Fall 2013 1 Abstract of the Dissertation Representing the Algerian Civil War: Literature, History, and the State by Neil Grant Landers Doctor of Philosophy in French Literature University of California, Berkeley Professor Debarati Sanyal, Co-Chair Professor Soraya Tlatli, Co-Chair Representing the Algerian Civil War: Literature, History, and the State addresses the way the Algerian civil war has been portrayed in 1990s novelistic literature. In the words of one literary critic, "The Algerian war has been, in a sense, one big murder mystery."1 This may be true, but literary accounts portray the "mystery" of the civil war—and propose to solve it—in sharply divergent ways. The primary aim of this study is to examine how three of the most celebrated 1990s novels depict—organize, analyze, interpret, and "solve"—the civil war. I analyze and interpret these novels—by Assia Djebar, Yasmina Khadra, and Boualem Sansal—through a deep contextualization, both in terms of Algerian history and in the novels' contemporary setting. This is particularly important in this case, since the civil war is so contested, and is poorly understood. Using the novels' thematic content as a cue for deeper understanding, I engage through them and with them a number of elements crucial to understanding the civil war: Algeria's troubled nationalist legacy; its stagnant one-party regime; a fear, distrust, and poor understanding of the Islamist movement and the insurgency that erupted in 1992; and the unending, horrifically bloody violence that piled on throughout the 1990s. -
Western Europe After the Fall of Rome
1/17/2012 Effects of Germanic Invasions End of the 5th Century Raiders, • Repeated invasions, constant warfare Traders and – Disruption of trade • Merchants invaded from land and sea— Crusaders: businesses collapse – Downfall of cities Western Europe • Cities abandoned as centers for administration After the Fall of – Population shifts • Nobles and other city-dwellers retreat to rural Rome areas • Population of Western Europe became mostly rural The Rise of Europe 500-1300 The Early Middle Ages • Europe was cut off from the advanced civilizations of Byzantium, the Middle East, China and India. • Between 700 and 1000, Europe was battered by invaders. • New forms of social organization developed amid the fragmentation • Slowly a new civilization would emerge that blended Greco-Roman, Germanic and Christian traditions. akupara.deviantart.com Guiding Questions Decline of Learning 1.How was Christianity a unifying social and • Germanic invaders could not read or write political factor in medieval Europe? – Oral tradition of songs and legends • Literacy dropped among those moved to rural areas 2.What are the characteristics of Roman • Priests and other church officials were among Catholicism? the few who were literate • Greek Knowledge was almost lost – Few people could read Greek works of literature, science, and philosophy 1 1/17/2012 Loss of Common Language A European Empire Evolves • Latin changes as German-speaking • After the Roman Empire, Europe divided into people mix with Romans 7 small kingdoms (some as small as Conn.) • No longer understood from region to • The Christian king Clovis ruled the Franks region (formerly Gual) • By 800s, French, Spanish, and other • When he died in 511, the kingdom covered Roman-based (Romance) languages much of what is now France. -
The Left and the Algerian Catastrophe
THE LEFT AND THE ALGERIAN CATASTROPHE H UGH R OBERTS n explaining their sharply opposed positions following the attacks on the IWorld Trade Center and the Pentagon on 11 September 2001, two promi- nent writers on the American Left, Christopher Hitchens and Noam Chomsky, both found it convenient to refer to the Algerian case. Since, for Hitchens, the attacks had been the work of an Islamic fundamentalism that was a kind of fascism, he naturally saw the Algerian drama in similar terms: Civil society in Algeria is barely breathing after the fundamentalist assault …We let the Algerians fight the Islamic-fascist wave without saying a word or lending a hand.1 This comment was probably music to the ears of the Algerian government, which had moved promptly to get on board the US-led ‘coalition’ against terror, as Chomsky noted in articulating his very different view of things: Algeria, which is one of the most murderous states in the world, would love to have US support for its torture and massacres of people in Algeria.2 This reading of the current situation was later supplemented by an account of its genesis: The Algerian government is in office because it blocked the democratic election in which it would have lost to mainly Islamic-based groups. That set off the current fighting.3 The significance of these remarks is that they testify to the fact that the Western Left has not addressed the Algerian drama properly, so that Hitchens and Chomsky, neither of whom pretend to specialist knowledge of the country, have THE LEFT AND THE ALGERIAN CATASTROPHE 153 not had available to them a fund of reliable analysis on which they might draw. -
Increasing Egg Consumption at Breakfast Is Associated With
nutrients Article Increasing Egg Consumption at Breakfast Is Associated with Increased Usual Nutrient Intakes: A Modeling Analysis Using NHANES and the USDA Child and Adult Care Food Program School Breakfast Guidelines Yanni Papanikolaou 1,* and Victor L. Fulgoni III 2 1 Nutritional Strategies, Nutrition Research & Regulatory Affairs, 59 Marriott Place, Paris, ON N3L 0A3, Canada 2 Nutrition Impact, Nutrition Research, 9725 D Drive North, Battle Creek, MI 49014, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-519-504-9252 Abstract: The objective of the current modeling analysis was three-fold: (1) to examine usual nutrient intakes in children when eggs are added into dietary patterns that typically do not contain eggs; (2) to examine usual nutrient intakes with the addition of eggs in the Child and Adult Care Food Program (CACFP) school breakfast; and (3) to examine nutrient adequacy when eggs are included in routine breakfast patterns and with the addition of eggs to the CACFP school breakfast program. Dietary recall data from the National Health and Nutrition Examination Survey 2011–2016 (children aged 1–18 years-old; n = 9254; CACFP n = 159) were used in the analysis. The usual intakes of pantothenic acid, riboflavin, selenium, and vitamin D increased ≥10 percent (relative to the baseline values) with Citation: Papanikolaou, Y.; Fulgoni, the addition of one egg at breakfast. The usual intakes of protein and vitamin A at breakfast were V.L., III Increasing Egg Consumption also increased by more than 10 percent compared to the baseline values with the addition of two at Breakfast Is Associated with eggs. -
University of Birmingham Algerian Women and the Traumatic
University of Birmingham Algerian Women and the Traumatic Decade: Daoudi, Anissa License: None: All rights reserved Document Version Peer reviewed version Citation for published version (Harvard): Daoudi, A 2017, 'Algerian Women and the Traumatic Decade: Literary Interventions', Journal of Literature and Trauma Studies. Link to publication on Research at Birmingham portal General rights Unless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law. •Users may freely distribute the URL that is used to identify this publication. •Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research. •User may use extracts from the document in line with the concept of ‘fair dealing’ under the Copyright, Designs and Patents Act 1988 (?) •Users may not further distribute the material nor use it for the purposes of commercial gain. Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive. If you believe that this is the case for this document, please contact [email protected] providing details and we will remove access to the work immediately and investigate. -
The Early Middle Ages
The Early Middle Ages After the collapse of Rome, Western Europe entered a period of political, social, and economic decline. From about 500 to 1000, invaders swept across the region, trade declined, towns emptied, and classical learning halted. For those reasons, this period in Europe is sometimes called the “Dark Ages.” However, Greco-Roman, Germanic, and Christian traditions eventually blended, creating the medieval civilization. This period between ancient times and modern times – from about 500 to 1500 – is called the Middle Ages. The Frankish Kingdom The Germanic tribes that conquered parts of the Roman Empire included the Goths, Vandals, Saxons, and Franks. In 486, Clovis, king of the Franks, conquered the former Roman province of Gaul, which later became France. He ruled his land according to Frankish custom, but also preserved much of the Roman legacy by converting to Christianity. In the 600s, Islamic armies swept across North Africa and into Spain, threatening the Frankish kingdom and Christianity. At the battle of Tours in 732, Charles Martel led the Frankish army in a victory over Muslim forces, stopping them from invading France and pushing farther into Europe. This victory marked Spain as the furthest extent of Muslim civilization and strengthened the Frankish kingdom. Charlemagne After Charlemagne died in 814, his heirs battled for control of the In 786, the grandson of Charles Martel became king of the Franks. He briefly united Western empire, finally dividing it into Europe when he built an empire reaching across what is now France, Germany, and part of three regions with the Treaty of Italy. -
The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason Timothy Scott Johnson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1424 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE FRENCH REVOLUTION IN THE FRENCH-ALGERIAN WAR (1954-1962): HISTORICAL ANALOGY AND THE LIMITS OF FRENCH HISTORICAL REASON By Timothy Scott Johnson A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 TIMOTHY SCOTT JOHNSON All Rights Reserved ii The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason by Timothy Scott Johnson This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Richard Wolin, Distinguished Professor of History, The Graduate Center, CUNY _______________________ _______________________________________________ Date Chair of Examining Committee _______________________ -
A Thesis Entitled a Framework for the Study of the Spread of English In
A Thesis entitled A Framework for the Study of the Spread of English in Algeria: A Peaceful Transition to a Better Linguistic Environment by Kamal Belmihoub Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in English as a Second Language _________________________________________ Melinda Reichelt, PhD, Committee Chair _________________________________________ Mohamed Benrabah, PhD, Committee Member _________________________________________ Ruth A. Hottell, PhD, Committee Member _________________________________________ Patricia R. Komuniecki, PhD, Dean College of Graduate Studies The University of Toledo May 2012 Copyright 2012, Kamal Belmihoub This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of A Framework for the Study of the Spread of English in Algeria: A Peaceful Transition to a Better Linguistic Environment by Kamal Belmihoub Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Arts Degree in English as a Second Language The University of Toledo May 2012 The first chapter of this thesis provides an overview of Algeria‟s history of linguistic diversity. The same chapter describes the language policy of Arabization, which has dominated Algeria‟s linguistic situation since independence from France in 1962. In the second chapter, this thesis presents a theoretical framework for the study of the spread of English in Algeria, where this language has been making inroads. It is argued that English should play a positive role in promoting a peaceful linguistic environment in the North African country. In the third and final chapter, the above- mentioned framework is applied to Algeria‟s context, analyzing this environment through the lenses of the theoretical considerations suggested by the framework. -
Terrence G. Peterson Curriculum Vitae Department of History, Florida International University
Terrence G. Peterson Curriculum Vitae Department of History, Florida International University Deuxième Maison, Office DM 390 11200 SW 8th Street Miami, FL 33199 Office: (305) 348-2809 Cell: (913) 961-3687 [email protected] ACADEMIC EMPLOYMENT Assistant Professor of History, Florida International University. August 2016 – Present Faculty Affiliate: African & African Diaspora Studies, European & Eurasian Studies Program, Jaffer Center for Muslim World Studies, Spanish and Mediterranean Studies Program. Postdoctoral Fellow, Center for International Security and Cooperation (CISAC), Freeman Spogli Institute, Stanford University. October 2015 – June 2016 EDUCATION PhD Modern European History, University of Wisconsin – Madison, August 2015 MA History, University of Wisconsin – Madison, January 2011 BA History and Humanities, The University of Kansas, in, 2007 PUBLICATIONS Journal Articles “The ‘Jewish Question’ and the ‘Italian Peril’: Vichy, Italy, and the Jews of Tunisia, 1940- 1942,” Journal of Contemporary History 50, vol. 2 (2015): 234-258. “Hidden traumas, appelés, and the Algerian war in recent French fiction: a book review essay,” Journal of North African Studies, DOI: 10.1080/13629387.2018.1499585. Book Reviews Book review, Dónal Hasset, “Mobilising Memory: The Great War and the Language of Politics in Colonial Algeria, 1918-1939,” Journal of North African Studies, forthcoming. Book review, James McDougall, “A History of Algeria,” International Journal of Francophone Studies, forthcoming. 1 Book review, Pierre Guyotat, “Idiotie,” Journal of North African Studies, July 2019. Book review, Marc André “Femmes dévoilées. Des Algériennes en France à l’heure de la décolonisation,” H-France Review Vol. 17, No. 227 (December 2017). Book review, Darcie Fontaine, “Decolonizing Christianity: Religion at the End of Empire in France and Algeria,” Journal of North African Studies, July 2017. -
Unit 5: the Post-Classical Period: the First Global Civilizations
Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert. -
The Historical Roots of Amazigh and Its Arabization Factors in Algeria
THE HISTORICAL ROOTS OF AMAZIGH AND ITS ARABIZATION FACTORS IN ALGERIA Ahfir Abdellah Resumen La cuestión amazigh se está actualmente erigiendo en el norte de África como proble- mática espinosa y altamente ideologizada vinculada a sensibles conflictos de identidad. Consecuentemente, en este trabajo planteamos un acercamiento histórico y científico integral que permita el reconocimiento cultural que la región merece. Palabras claves: Amazigh, arabización, lenguas en extinción, transformación étnica, UNESCO. Abstract The question of the North African Amazighs is slowly emerging as a highly difficult and ideological issue because it is related to the sensitive problem of identity. All historical and scientific aspects need to be studied so that the region gains the recognition it deserves. Keywords: Amazigh, Arabization, Algeria, languages in danger, ethnical alteration, UN- ESCO. Introduction Ancient Egyptian writings revealed the true history of the Amazighs, which dates back to about three thousand years BC. In ancient European languages, the Amazigh people were referred to with different names including the Moors (Mauri). The Greeks called them the Mazyes, while the Greek historian Herodotus used the Amazigh word Maxis. The an- cient Egyptians called their Amazigh neighbours “the muddled”. The Ro- mans called them Numidians, or Libo. The Arabs often called them the Berbers. Berber in Arabic comes from the Graeco-Latin word Barbar, a Latin word used to describe all people who did not speak Latin or Greek believing Greek and Roman civilization superior to all others. The Berber or barbarian denomination was used by the Romans not only against the Amazighs but also against Germanic and English rebellious tribes.