Religion and Food
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Acting the Nation
Acting the Nation Women on the Stage and in the Audience of Theatre in the Late Ottoman Empire and Early Turkish Republic Cora Skylstad TYR 4590 – Master’s thesis in Turkish Studies Area Studies of Asia, the Middle East and Africa Department of Cultural Studies and Oriental Languages UNIVERSITY OF OSLO October 2010 ii iii Abstract In the first decades of the 20th century, the public position of actresses underwent a radical transformation in Turkey. While the acting profession had long been commonly regarded as unsuitable for Muslim women and had been monopolized by women belonging to the non- Muslim minorities, in the 1920s the Muslim actress was not only legitimized but in fact embraced by the state as a model for Turkish women. In the works of Turkish and Ottoman theatre history, the emergence of Muslim actresses has been given some attention, but it has not been studied from a critical perspective inspired by theoretical questions. Moreover, the process of legitimization of Muslim women as theatre audience, which took place prior to the legitimization of the actresses, has been ignored. The present thesis seeks to develop a better understanding of these developments by approaching them as part of social and political history, while drawing inspiration from an interdisciplinary field of scholarship on gender and theatre. The time period studied begins with the late era of the Ottoman Empire and ends with the early years of the Turkish Republic, covering a time span of more than fifty years. In order to capture the complexities of the subject, a wide array of written sources, including memoirs, interviews, theatre reviews, books and a theatre play, are included in the analysis. -
No Greens in the Forest?
No greens in the forest? Note on the limited consumption of greens in the Amazon Titulo Katz, Esther - Autor/a; López, Claudia Leonor - Autor/a; Fleury, Marie - Autor/a; Autor(es) Miller, Robert P. - Autor/a; Payê, Valeria - Autor/a; Dias, Terezhina - Autor/a; Silva, Franklin - Autor/a; Oliveira, Zelandes - Autor/a; Moreira, Elaine - Autor/a; En: Acta Societatis Botanicorum Poloniae vol. 81 no. 4 (2012). Varsovia : Polish En: Botanical Society, 2012. Varsovia Lugar Polish Botanical Society Editorial/Editor 2012 Fecha Colección Alimentos; Alimentación; Pueblos indígenas; Etnobotánica; Plantas; Hierbas; Temas Colombia; Perú; Guayana Francesa; Brasil; Amazonia; Venezuela; Artículo Tipo de documento "http://biblioteca.clacso.edu.ar/clacso/engov/20140508112743/katz_no_greens_in_the_forest.pdf" URL Reconocimiento CC BY Licencia http://creativecommons.org/licenses/by-nc-nd/2.0/deed.es Segui buscando en la Red de Bibliotecas Virtuales de CLACSO http://biblioteca.clacso.edu.ar Consejo Latinoamericano de Ciencias Sociales (CLACSO) Conselho Latino-americano de Ciências Sociais (CLACSO) Latin American Council of Social Sciences (CLACSO) www.clacso.edu.ar Acta Societatis Botanicorum Poloniae Journal homepage: pbsociety.org.pl/journals/index.php/asbp INVITED REVIEW Received: 2012.10.15 Accepted: 2012.11.19 Published electronically: 2012.12.31 Acta Soc Bot Pol 81(4):283–293 DOI: 10.5586/asbp.2012.048 No greens in the forest? Note on the limited consumption of greens in the Amazon Esther Katz1*, Claudia Leonor López2, Marie Fleury3, Robert P. Miller4, -
Preliminary Program Preliminary Pittconium
Inside front and back cover_Layout 1 11/5/14 10:20 AM Page 1 Non-Profit Org. US POSTAGE PAID The Pittsburgh Conference on Analytical Chemistry Mechanicsburg, PA and Applied Spectroscopy, Inc. PERMIT #63 Conferee 300 Penn Center Boulevard, Suite 332 Pittsburgh, PA 15235-5503 USA Exposition Networking Be in your element. 2015 PITTCON 2015 Pi | PRELIMINARY PROGRAM PITTCONIUM Download the New PITTCON 2015 Mobile App The Pittcon 2015 app puts everything Technical Short you need to know about the Program Courses world’s largest annual conference and exposition on laboratory science in the palm of your hand! Just a few of the Pittcon 2015 app features include: • Customizable schedule of events • Technical Program & Short Course listings • Exhibitor profiles & booth locations Preliminary Program • Interactive floor maps • New gaming feature built into app Follow us for special announcements March 8-12, 2015 • Real time messages & alerts New Orleans, LA • Details on local hotels & restaurants Sponsored by Morial Convention Center www.pittcon.org Coming November 2014! Inside front and back cover_Layout 1 11/5/14 10:20 AM Page 2 Thanks to our 2015 Publisher Partners Pittcon is proud to be an Associate Sponsor for the International Year of Light Conferee Exposition Networking and Light-based Technologies (IYL 2015), a cross-disciplinary educational and for Their Continuing Support outreach project with more than 100 partners from over 85 countries. Be in your element. Advanstar Communications IOP Publishing SelectScience 2015 LCGC Asia Pacific Physics -
Aleuts: an Outline of the Ethnic History
i Aleuts: An Outline of the Ethnic History Roza G. Lyapunova Translated by Richard L. Bland ii As the nation’s principal conservation agency, the Department of the Interior has re- sponsibility for most of our nationally owned public lands and natural and cultural resources. This includes fostering the wisest use of our land and water resources, protecting our fish and wildlife, preserving the environmental and cultural values of our national parks and historical places, and providing for enjoyment of life through outdoor recreation. The Shared Beringian Heritage Program at the National Park Service is an international program that rec- ognizes and celebrates the natural resources and cultural heritage shared by the United States and Russia on both sides of the Bering Strait. The program seeks local, national, and international participation in the preservation and understanding of natural resources and protected lands and works to sustain and protect the cultural traditions and subsistence lifestyle of the Native peoples of the Beringia region. Aleuts: An Outline of the Ethnic History Author: Roza G. Lyapunova English translation by Richard L. Bland 2017 ISBN-13: 978-0-9965837-1-8 This book’s publication and translations were funded by the National Park Service, Shared Beringian Heritage Program. The book is provided without charge by the National Park Service. To order additional copies, please contact the Shared Beringian Heritage Program ([email protected]). National Park Service Shared Beringian Heritage Program © The Russian text of Aleuts: An Outline of the Ethnic History by Roza G. Lyapunova (Leningrad: Izdatel’stvo “Nauka” leningradskoe otdelenie, 1987), was translated into English by Richard L. -
Ed 370 413 Author Title Institution Pub Date Note
DOCUMENT RESUME ED 370 413 FL 022 191 AUTHOR Roby, Linda M., Ed. TITLE Kansas Working Papers in Linguistics. Volume 19. INSTITUTION Kansas Univ., Lawrence. Dept. of Linguistics. PUB DATE 94 NOTE 475p.; For individual papers, see FL 022 192-207. AVAILABLE FROMEditors, KWPL, LGSA, Linguistics Department, 427 Blake Hall, University of Kansas, Lawrence, KS 66045. PUB TYPE Collected Works Serials (022) JOURNAL CIT Kansas Working Papers in Linguistics; v19 n1-2 1994 EDRS PRICE MFOI/PC19 Plus Postage. DESCRIPTORS African Languages; American Indian Languages; Chinese; Dakota; *Descriptive Linguistics; English (Second Language); Hausa; Higher Education; Korean; *Language Research; Language Typology; *Linguistics; Native Speakers; Semantics; Sentence Structure; *Structural Analysis (Linguistics); Uncommonly Taught Languages IDENTIFIERS Clitics; Kansa; Karankawa; Xhosa ABSTRACT This collection of papers presents the latest original research by the institutions. The papers in Number 1are: (1) "Xhosa departments of the University of Kansas,as well as contributors from other institutions. The papers in Number Iare: (1) "Xhosa Nominal Tonology: A Domain-Based Approach" (Mbulelo Jokweni); (2) "On the Representation of Mandarin Syllable Structure" (Feng-Lan Kuo);(3) "Vendler Classes and Reinterpretation" (Michihiko Kawamura);(4) "Negative Polarity Items and the Semantics of the Particles '-to' and '-na' in Korean" (Yae-sheik Lee);(5) "Clitics, Case Checking, and Causative Constructions" (Xavier Villalba); (6) "The Dual Status of the Null Object in Chinese" (Yanfeng Qu);(7) "On the Orientation Problem in Korean 'CAKI' Binding and the Typology of X Reflexive Binding" (Mi-Hui Cho);(8) "Complementation of Hausa Aspectual Verbs" (Lawan Danladi Yalwa);(9) "Deriving the Distribution of Conjunctions" (Ed Zoerner); and (10) "L2 Acquisition of English Reflexives by Native Speakers of Korean" (Hye-Ryun Kim). -
TANZIMAT in the PROVINCE: NATIONALIST SEDITION (FESAT), BANDITRY (EŞKİYA) and LOCAL COUNCILS in the OTTOMAN SOUTHERN BALKANS (1840S to 1860S)
TANZIMAT IN THE PROVINCE: NATIONALIST SEDITION (FESAT), BANDITRY (EŞKİYA) AND LOCAL COUNCILS IN THE OTTOMAN SOUTHERN BALKANS (1840s TO 1860s) Dissertation zur Erlangung der Würde einer Doktorin der Philosophie vorgelegt der Philosophisch-Historischen Fakultät der Universität Basel von ANNA VAKALIS aus Thessaloniki, Griechenland Basel, 2019 Buchbinderei Bommer GmbH, Basel Originaldokument gespeichert auf dem Dokumentenserver der Universität Basel edoc.unibas.ch ANNA VAKALIS, ‘TANZIMAT IN THE PROVINCE: NATIONALIST SEDITION (FESAT), BANDITRY (EŞKİYA) AND LOCAL COUNCILS IN THE OTTOMAN SOUTHERN BALKANS (1840s TO 1860s)’ Genehmigt von der Philosophisch-Historischen Fakultät der Universität Basel, auf Antrag von Prof. Dr. Maurus Reinkowski und Assoc. Prof. Dr. Yonca Köksal (Koç University, Istanbul). Basel, den 05/05/2017 Der Dekan Prof. Dr. Thomas Grob 2 ANNA VAKALIS, ‘TANZIMAT IN THE PROVINCE: NATIONALIST SEDITION (FESAT), BANDITRY (EŞKİYA) AND LOCAL COUNCILS IN THE OTTOMAN SOUTHERN BALKANS (1840s TO 1860s)’ TABLE OF CONTENTS ABSTRACT……………………………………………………………..…….…….….7 ACKNOWLEDGEMENTS………………………………………...………..………8-9 NOTES ON PLACES……………………………………………………….……..….10 INTRODUCTION -Rethinking the Tanzimat........................................................................................................11-19 -Ottoman Province(s) in the Balkans………………………………..…….………...19-25 -Agency in Ottoman Society................…..............................................................................25-35 CHAPTER 1: THE STATE SETTING THE STAGE: Local Councils -
Bannock: a Brief History
Bannock: A brief history cbc.ca/radio/unreserved/bannock-wild-meat-and-indigenous-food-sovereignty-1.3424436/bannock-a-brief-history-1.3425549 The Inuit call it 'palauga,' it's 'luskinikn' to the Mi'kmaq, while the Ojibway call it 'ba`wezhiganag.' Whatever they call it, from north to south and coast to coast, just about every indigenous nation across North America has some version of bannock. CBC Radio · June 20 Light, fluffy and golden brown fried bannock is sometimes called frybread. (Tim Fontaine) The Inuit call it 'palauga,' it's 'luskinikn' to the Mi'kmaq, while the Ojibway call it 'ba`wezhiganag.' Whatever they call it, from north to south and coast to coast, just about every Indigenous nation across North America has some version of bannock. Most Indigenous families have their own unique recipes, which are passed down from generation to generation. Yet few, it seems, know where bannock came from. Origins of modern bannock Modern bannock, heavy and dense when baked — or light, fluffy and golden brown when fried — is usually made from wheat flour, which was introduced by Europeans, particularly Scots, who had their own flat cakes of unleavened barley or oatmeal dough called bannock. But Nancy Turner, a professor of environmental studies at the University of Victoria, says Indigenous people already had their own version made from a wild plant called camas. Professional bannock makers at Neechi Commons in Winnipeg will prepare up to 100 bannock loaves each day .(Tim Fontaine)The camasbulb would have been baked for long periods of time, dried and then flattened or chopped and formed into cakes and loaves, similar to modern bannock. -
Vegetarianism’ Is a Case for Returning to Our Essence As Beings Created in the Image and Likeness of God
“This important pamphlet helps us advance the supreme Jewish goals of tikkun olam (healing and improving our world) and kiddush haShem (sanctifying the Divine Name).” —RABBI DAVID ROSEN, FORMER CHIEF RABBI OF IRELAND “The authors have powerfully united scientific and spiritual perspectives on why we—as Jews, as human beings, and as members of the global commons—should ‘go vegetarian.’” —RABBI FRED SCHERLINDER DOBB, COALITION ON THE ENVIRONMENT AND JEWISH LIFE A CASE FOR ‘“A Case for Jewish Vegetarianism’ is a case for returning to our essence as beings created in the image and likeness of God. It is a guide to be ... read and a guideline to be followed.” —RABBI RAMI M. SHAPIRO, SIMPLY JEWISH AND ONE RIVER FOUNDATION EWISH “Judaism … inspires and compels us to think before we eat. ‘A Case for J Jewish Vegetarianism’ provides many powerful reasons for us to be even VEGETARIANISM more compassionate through the foods we choose to consume.” —RABBI JONATHAN K. CRANE, HARVARD HILLEL “The case for Jewish vegetarianism is increasingly compelling, for ethical, environmental and health reasons--this provocative and important booklet makes that case lucidly from all three perspectives.” —RABBI BARRY SCHWARTZ, CENTRAL CONFERENCE OF AMERICAN RABBIS TASK FORCE ON KASHRUT FOR ANIMALS, FOR YOURSELF, AND FOR THE ENVIRONMENT People for the Ethical Treatment of Animals • GoVeg.com VEG314 1/05 RABBINIC STATEMENTS OF SUPPORT INTRODUCTION The Variety of Jewish Arguments for Vegetarianism “In contemporary society, more than ever before, vegetarianism should be an imperative Vegetarianism is becoming more and more popular in North for Jews who seek to live in accordance with Judaism’s most sublime teachings. -
Teacher's Guide & Student Worksheets
Teacher's Guide & Student Worksheets An interdisciplinary curriculum that weaves together Jewish tradition and contemporary food issues www.hazon.org/jfen Hazon works to create healthy and sustainable communities in the Jewish world and beyond. Teachers Guide and Student Worksheets www.hazon.org/jfen Authors: Judith Belasco, Lisa Sjostrom Contributing Author: Ronit Ziv-Zeiger, Jenna Levy Design Work: Avigail Hurvitz-Prinz, Lisa Kaplan, Rachel Chetrit Curriculum Advisors: Mick Fine, Rachel Jacoby Rosenfield, Elisheva Urbas, Molly Weingrod, David Franklin, Natasha Aronson Educational Partnerships & Outreach Advisor: Elena Sigman Min Ha’Aretz Advisory Board: Judith Belasco, Cheryl Cook, Rachel Rosenfield, Nigel Savage, Elena Sigman, Elisheva Urbas, Molly Weingrod Special thanks to: Gayle Adler and educators at Beit Rabban, Mick Fine, Benjamin Mann, & Dr. Steven Lorch at Solomon Schechter School of Manhattan for their extensive work to develop the Min Ha’Aretz curriculum Hazon Min Ha’Aretz Family Education Initiative Staff Judith Belasco, Director of Food Programs, [email protected] Daniel Infeld, Food Progams Fellow, [email protected] Hazon | 125 Maiden Lane, New York, NY 10038 | 212 644 2332 | fax: 212 868 7933 www.hazon.org | www.jcarrot.org – “Best New Blog” in the 2007 Jewish & Israeli Blog Awards Copyright © 2010 by Hazon. All rights reserved. Hazon works to create healthy and sustainable communities in the Jewish world and beyond. “The Torah is a commentary on the world, and the world is a commentary on the Torah…” Cover photos courtesy -
Middle Eastern Cuisine
Eat Right Food, Nutrition and Health Tips from the Academy of Nutrition and Dietetics Personalizing Your Plate To Include Foods from Other Cultures – Middle Eastern Cuisine The foods we eat are often influenced by our family’s history and culture. They’re also influenced by where we live, our budgets, and our tastes. Many cuisines feature dishes which include a variety of foods from all of the food groups. Fruits, vegetables, grains, protein foods, and dairy come in all sizes, shapes, and colors. The combination of foods and amounts will depend on you. Personalize Your Plate by including foods that you prefer from each food group. Including a variety of foods can help you get all of the nutrients that are needed for good health. These tips can help you get started: • Fill half your plate with fruits and veggies. Get creative with produce by trying an assortment of colors and textures. • Experiment with different grains. Try substituting whole grains for refined grains in recipes. • Choose lean protein foods. Vary your choices to include beans, peas and lentils as well as eggs. If you eat meat, choose seafood and lean cuts of meat and poultry that are prepared in a healthful way, such as baked or grilled instead of fried. • Complete your meal with dairy. Include low-fat or fat-free options like milk, yogurt, cheese or calcium-fortified soymilk. A healthful eating style can be as unique as you! Meal Planning Tips Eating healthy doesn’t have to be complicated or boring. Think about the foods you like from each food group – mixed dishes count, too! These are just a few examples of how different foods can be eaten as a meal to personalize your plate. -
English/Language Arts I (9Th G
Course ID Course Name Course Description Course Level Course Subject Area 01001 ELA I (9th grade) English/Language Arts I (9th grade) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing and usually include the four aspects of Secondary English Language and Literature language use: reading, writing, speaking, and listening. Typically, these courses introduce and define various genres of literature, with writing exercises often linked to reading selections. 01002 ELA II (10th grade) English/Language Arts II (10th grade) courses usually offer a balanced focus on composition and literature. Typically, students learn about the alternate aims and audiences of written Secondary English Language and Literature compositions by writing persuasive, critical, and creative multi-paragraph essays and compositions. Through the study of various genres of literature, students can improve their reading rate and comprehension and develop the skills to determine the author’s intent and theme and to recognize the techniques used by the author to deliver his or her message. 01003CC ELA III (Common Core) (11th grade) English/Language Arts III (11th grade) Common Core courses provide instruction designed to prepare students for the Regents Exam in English Language Arts (Common Core). Secondary English Language and Literature 01004 ELA IV (12th grade) English/Language Arts IV (12th grade) courses blend composition and literature into a cohesive whole as students write critical and comparative analyses of selected literature, continuing to Secondary English Language and Literature develop their language arts skills. Typically, students primarily write multi-paragraph essays, but they may also write one or more major research papers. -
Defining Purity and Impurity Parshat Sh’Mini, Leviticus 6:1- 11:47| by Mark Greenspan “The Dietary Laws” by Rabbi Paul S
Defining Purity and Impurity Parshat Sh’mini, Leviticus 6:1- 11:47| by Mark Greenspan “The Dietary Laws” by Rabbi Paul S. Drazen, (pp.305-338) in The Observant Life Introduction A few weeks before Passover reports came in from the Middle East that a cloud of locust had descended upon Egypt mimicking the eighth plague of the Bible. When the wind shifted direction the plague of locust crossed over the border into Israel. There was great excitement in Israel when some rabbis announced that the species of locust that had invaded Israel were actually kosher! Offering various recipes Rabbi Natan Slifkin announced that there was no reason that Jews could not adopt the North African custom of eating the locust. Slifkin wrote: “I have eaten locusts on several occasions. They do not require a special form of slaughter and one usually kills them by dropping them into boiling water. They can be cooked in a variety of ways – lacking any particular culinary skills I usually just fry them with oil and some spices. It’s not the taste that is distinctive so much as the tactile experience of eating a bug – crunchy on the outside with a chewy center!” Our first reaction to the rabbi’s announcement is “Yuck!” Yet his point is well taken. While we might have a cultural aversion to locusts there is nothing specifically un-Jewish about eating them. The Torah speaks of purity and impurity with regard to food. Kashrut has little to do with hygiene, health, or culinary tastes. We are left to wonder what makes certain foods tamei and others tahor? What do we mean when we speak about purity with regard to kashrut? The Torah Connection These are the instructions (torah) concerning animals, birds, all living creatures that move in water and all creatures that swarm on earth, for distinguishing between the impure (tamei) and the pure (tahor), between living things that may be eaten and the living things that may not be eaten.