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Le Musée Aga Khan Célèbre La Créativité Et Les Contributions Artistiques Des Immigrants Au Cours D’Une Saison Qui Fait La Part Belle À L’Immigration
Le Musée Aga Khan célèbre la créativité et les contributions artistiques des immigrants au cours d’une saison qui fait la part belle à l’immigration Cinquante-et-un artistes plasticiens, 15 spectacles et 10 orateurs représentant plus de 50 pays seront à l’honneur lors de cette saison dédiée à l’immigration. Toronto, Canada, le 4 mars 2020 - Loin des gros-titres sur l’augmentation de la migration dans le monde, le Musée Aga Khan célèbrera les contributions artistiques des immigrants et des réfugiés à l’occasion de sa nouvelle saison. Cette saison dédiée à l’immigration proposera trois expositions mettant en lumière la créativité des migrants et les contributions artistiques qu’ils apportent tout autour du monde. Aux côtés d’artistes et de leaders d’opinion venant du monde entier, ces expositions d’avant-garde présenteront des individus remarquables qui utilisent l’art et la culture pour surmonter l’adversité, construire leurs vies et enrichir leurs communautés malgré les déplacements de masse, le changement climatique et les bouleversements économiques. « À l’heure où la migration dans le monde est plus importante que jamais, nous, au Musée Aga Khan, pensons qu’il est de notre devoir de réfuter ces rumeurs qui dépeignent les immigrants et les réfugiés comme une menace pour l’intégrité de nos communautés », a déclaré Henry S. Kim, administrateur du Musée Aga Khan. « En tant que Canadiens, nous bénéficions énormément de l’arrivée d’immigrants et des nouveaux regards qu’ils apportent. En saisissant les occasions qui se présentent à eux au mépris de l’adversité, ils incarnent ce qu’il y a de mieux dans l’esprit humain. -
Lesson: Two Mughal Paintings Essential
Lesson: Two Mughal Paintings This lesson is accompanied by a handout, Visual Analysis: Four Steps toward Critically Thinking about Art. Essential Question: What role does the visual language of Mughal painting play in the expression of royal power and dynastic legitimacy? Learning Experience: Students will examine two paintings from the Mughal dynasty (1526-1828). One depicts an emperor watching an elephant fight. The second portrays another emperor seated with ten of his ancestors. Students will learn how painters of the Mughal royal workshops used art to express a vision of absolute power. Anticipatory Set: Do we encounter visual symbols or forms of architecture in our daily lives that not only tell us how to behave, but also that we must behave in certain ways? Context: At its height the Mughal Empire controlled most of the Indian subcontinent. Its founder, Babur (1483-1530), was from Central Asia, born in what is today Uzbekistan. He was a Turk, a member of one of the many Central Asian tribes speaking Turkic languages such as Uzbek, Kazakh, Turkish, etc. Babur was the great-great-great grandson of Timur (1336-1405, known as “Tamerlane” in the West). The Timurid dynasty (1370-1405) for a time ruled much of what is today Iran and Central Asia. On his mother’s side Babur claimed descent from Chinggis Khan, the great Mongol conqueror (“Mughal” derives from “Mongol”). The early Mughal rulers emphasized both their descent from Timur and their Chinggisid lineage through Babur’s mother; they were known equally as the Mughals and the Later Timurids. .Just as Timur’s descendants claimed that Timur had outdone Chinggis Khan, so Babur and his descendants recorded those aspects of Babur’s career which had surpassed the achievements of Timur (Manz 2002: 9). -
Learning at the Aga Khan Museum: a Curriculum Resource Guide for Teachers, Grades One to Eight
Learning at the Aga Khan Museum A Curriculum Resource Guide for Teachers Grades One to Eight INTRODUCTION TO THE AGA KHAN MUSEUM The Aga Khan Museum in Toronto, Canada is North America’s first museum dedicated to the arts of Muslim civilizations. The Museum aims to connect cultures through art, fostering a greater understanding of how Muslim civilizations have contributed to world heritage. Opened in September 2014, the Aga Khan Museum was established and developed by the Aga Khan Trust for Culture (AKTC), an agency of the Aga Khan Development Network (AKDN). Its state-of-the-art building, designed by Japanese architect Fumihiko Maki, includes two floors of exhibition space, a 340-seat auditorium, classrooms, and public areas that accommodate programming for all ages and interests. The Aga Khan Museum’s Permanent Collection spans the 8th century to the present day and features rare manuscript paintings, individual folios of calligraphy, metalwork, scientific and musical instruments, luxury objects, and architectural pieces. The Museum also publishes a wide range of scholarly and educational resources; hosts lectures, symposia, and conferences; and showcases a rich program of performing arts. Learning at the Aga Khan Museum A Curriculum Resource Guide for Teachers Grades One to Eight Patricia Bentley and Ruba Kana’an Written by Patricia Bentley, Education Manager, Aga Khan All rights reserved. No part of this publication may be Museum, and Ruba Kana’an, Head of Education and Scholarly reproduced, stored in a retrieval system, or transmitted in any Programs, Aga Khan Museum, with contributions by: form or by any means, electronic, mechanical, photocopying, or otherwise, without prior consent of the publishers. -
191 Abbas, Mahmoud 9, 11, 168 Abkhazia 195 Abraham, Ronny 130
Index Boyle, Peter 112 Budget, UN 76, 139, 146-147 A Buergenthal, Thomas 130 A Woman’s Voice Burma 2, 36-37, 62, 86, 116, 189 International (AWVI) 191 Burundi 21-22, 92-94, 191 Abbas, Mahmoud 9, 11, 168 Bush, George W. 1, 9, 23, 30, 74, Abkhazia 195 87, 106, 163-169 Abraham, Ronny 130, 175 AbuZayd, Karen 96 C Afghanistan 19-20, 67, 82-84, Cambodia 136-137, 192 116, 146, 164, 166, 171, 190, 195 Capital Master Plan (CMP) 145, African Union (AU) 2, 23-24, 32, 155, 159-160 34-35, 55-56, 142, 167, 191 Caribbean region 44, 77, 188 Ahlenius, Inga-Britt 154, 176 Central African Republic (CAR) Ahtisaari, Martti 42 22-23, 35, 149, 191 Al-Hussein, Prince Zeid Ra’ad Central America 72 50-51, 60 Chérif, Taïeb 108 Al-Khasawneh, Awn Shawkat Children and Armed Conflict 62, 130, 175 177 Al-Qaida 52, 55-56, 63, 163 Children’s Fund, UN 70-71, 98, Algeria 28, 36, 164, 175 113, 187 Arnault, Jean 42 China 8, 35, 37, 46, 75, 88-90, Arbour, Louise 176 103, 116, 140, 149, 158, 174 Arrears 148 Civilians in Armed Conflict 64 Atomic Radiation, UN Scientific Climate change 69, 74-75, 196, Committee on the Effects of 198 121-122, 190 Climate Change, UN Framework AU (African Union) 2, 23-24, 32, Convention on 74-75, 198 34-35, 55-56, 142, 167, 191 Codex Alimentarius Commission Aung San Suu Kyi 36 102, 191 Avian influenza 102-103 Colombia 87, 92-94, 116 Aviation Security Plan of Action Commission for Social 108 Development (CSocD) 78-79, 187 B Commission on Sustainable Banny, Charles Konan 24 Development (CSD) 69-70, 187 Beijing Women’s Conference 84 Commission on Human -
Iranian Support for Terrorism
OUTLAW REGIME: A CHRONICLE OF IRAN’S DESTRUCTIVE ACTIVITIES Iran Action Group U.S. DEPARTMENT OF STATE “America will not be held hostage to nuclear blackmail.” PRESIDENT DONALD J. TRUMP, MAY 2018 In recognition of the increasing menace posed by the Iranian regime, President Trump announced a new strategy to address the full range of the regime’s destructive actions. OUTLAW REGIME: A CHRONICLE OF IRAN’S DESTRUCTIVE ACTIVITIES A Letter From Executive Chapter One: 4 Secretary of State 6 Summary 8 Iran’s Support Michael R. Pompeo for Terrorism 18 Chapter Two: 22 Chapter Three: 26 Chapter Four: Iran’s Missile Illicit Financial Iran’s Threat to Program Activities in Iran Maritime Security Chapter Five: Chapter Six: Chapter Seven: 30 Iran’s Threat to 34 Human Rights 40 Environmental Cybersecurity Abuses in Iran Exploitation AP PHOTO OUTLAW REGIME: A CHRONICLE OF IRAN’S DESTRUCTIVE ACTIVITIES | 3 A LETTER FROM U.S. SECRETARY OF STATE MICHAEL R. POMPEO I am pleased to release the State Department’s new report detailing the scope of the Iranian regime’s destructive behavior at home and abroad on the eve of the Islamic Revolution’s 40th anniversary. On May 8, 2018, President Donald J. Trump announced his decision to cease U.S. participation in the Joint Comprehensive Plan of Action (JCPOA), commonly referred to as the Iran deal. The Iran deal was proving to be a failed strategic bet that fell short of protecting the American people or our allies from the potential of an Iranian nuclear weapon. The futility of entrusting our long term security to an agreement that will quickly expire was underscored by the recent bombshell that Iran had secretly preserved its past nuclear weapons research after the implementation of the JCPOA. -
Aga Khan Museum and Ismaili Centre As Alternative Planning Model for Mosque Development
Aga Khan Museum and Ismaili Centre as alternative planning model for mosque development. Haris S. Khan A Major Paper submitted to the Faculty of Environmental and Urban Change in partial fulfillment of the requirements for the degree of Master in Environmental Studies, York University, Toronto, Ontario, Canada. April 12, 2021 ABSTRACT Multiculturalism is widely celebrated in Toronto as a cornerstone of our society. When multiculturalism moves outside festivals and food, groups make spatial claims of citizenship and identity, the experience is somewhat different. There is no doubt that some racialized minorities have fared well in the Greater Toronto Area. Their growth is no longer confined to low-income enclaves within the City of Toronto but into city suburbs. This growth comes with the increased demand for spatial citizenship through culturally suited social, recreational, commercial and religious space. It is here where the experience of multiculturalism changes. The inherently political and contentious process of land use planning and its response to individual groups needs for certain type of developments is the broad focus of this paper. The paper looks at how the practice of planning in the Greater Toronto Area has responded to social diversity in cities by studying the specific process of mosque development for Muslim Canadians. Mosque development has faced challenges in the planning arena through staunch opposition that often hides behind legitimate planning technicalities to express the personal distaste for a group of people. My goal was to understand the role of planning departments in recognizing and responding to the rise of these conflicts in land use development. -
CASID Designated National Resource Center for International Studies By
CENTER FOR ADVANCED STUDY OF INTERNATIONAL DEVELOPMENT FALL 2006 From the Director’s Desk CASID Designated National Resource Center The core faculty and staff for International Studies by U.S. Department of the Center for Advanced Study of International of Education for 2006–2010 Development (CASID) We are pleased to announce that MSU’s Center for Advanced Study of International at Michigan State Univer- Development, with the Women and International Development Program, has been sity are pleased to present designated by the U.S. Department of Education as a National Resource Center (NRC) the Fall 2006 issue of the for international development studies for the four-year cycle 2006–2010. This award will CASID Update, a com- provide support at MSU for programmatic activities related to international development prehensive newsletter on our programmatic and foreign language studies in the areas of teaching, research and outreach. The NRC activities. award is in addition to the four-year Foreign Language and Areas Studies (FLAS) Fellow- CASID is a multidisciplinary unit housed ship Program award that CASID and WID have received for 2006–2010. The NRC and in the College of Social Science and organized FLAS awards are in recognition of the strength, depth and breadth of MSU faculty in the in cooperation with the Office of the Dean of various fields of international development and institutional commitment to these areas. International Studies and Programs. CASID promotes and coordinates the study of issues related to international development from the perspective of the social sciences and liberal CASID Receives U.S. Department of State Funding for Nigeria arts. -
South Asian Art a Resource for Classroom Teachers
South Asian Art A Resource for Classroom Teachers South Asian Art A Resource for Classroom Teachers Contents 2 Introduction 3 Acknowledgments 4 Map of South Asia 6 Religions of South Asia 8 Connections to Educational Standards Works of Art Hinduism 10 The Sun God (Surya, Sun God) 12 Dancing Ganesha 14 The Gods Sing and Dance for Shiva and Parvati 16 The Monkeys and Bears Build a Bridge to Lanka 18 Krishna Lifts Mount Govardhana Jainism 20 Harinegameshin Transfers Mahavira’s Embryo 22 Jina (Jain Savior-Saint) Seated in Meditation Islam 24 Qasam al-Abbas Arrives from Mecca and Crushes Tahmasp with a Mace 26 Prince Manohar Receives a Magic Ring from a Hermit Buddhism 28 Avalokiteshvara, Bodhisattva of Compassion 30 Vajradhara (the source of all teachings on how to achieve enlightenment) CONTENTS Introduction The Philadelphia Museum of Art is home to one of the most important collections of South Asian and Himalayan art in the Western Hemisphere. The collection includes sculptures, paintings, textiles, architecture, and decorative arts. It spans over two thousand years and encompasses an area of the world that today includes multiple nations and nearly a third of the planet’s population. This vast region has produced thousands of civilizations, birthed major religious traditions, and provided fundamental innovations in the arts and sciences. This teaching resource highlights eleven works of art that reflect the diverse cultures and religions of South Asia and the extraordinary beauty and variety of artworks produced in the region over the centuries. We hope that you enjoy exploring these works of art with your students, looking closely together, and talking about responses to what you see. -
The Great Empires of Asia the Great Empires of Asia
The Great Empires of Asia The Great Empires of Asia EDITED BY JIM MASSELOS FOREWORD BY JONATHAN FENBY WITH 27 ILLUSTRATIONS Note on spellings and transliterations There is no single agreed system for transliterating into the Western CONTENTS alphabet names, titles and terms from the different cultures and languages represented in this book. Each culture has separate traditions FOREWORD 8 for the most ‘correct’ way in which words should be transliterated from The Legacy of Empire Arabic and other scripts. However, to avoid any potential confusion JONATHAN FENBY to the non-specialist reader, in this volume we have adopted a single system of spellings and have generally used the versions of names and titles that will be most familiar to Western readers. INTRODUCTION 14 The Distinctiveness of Asian Empires JIM MASSELOS Elements of Empire Emperors and Empires Maintaining Empire Advancing Empire CHAPTER ONE 27 Central Asia: The Mongols 1206–1405 On the cover: Map of Unidentified Islands off the Southern Anatolian Coast, by Ottoman admiral and geographer Piri Reis (1465–1555). TIMOTHY MAY Photo: The Walters Art Museum, Baltimore. The Rise of Chinggis Khan The Empire after Chinggis Khan First published in the United Kingdom in 2010 by Thames & Hudson Ltd, 181A High Holborn, London WC1V 7QX The Army of the Empire Civil Government This compact paperback edition first published in 2018 The Rule of Law The Great Empires of Asia © 2010 and 2018 Decline and Dissolution Thames & Hudson Ltd, London The Greatness of the Mongol Empire Foreword © 2018 Jonathan Fenby All Rights Reserved. No part of this publication may be reproduced CHAPTER TWO 53 or transmitted in any form or by any means, electronic or mechanical, China: The Ming 1368–1644 including photocopy, recording or any other information storage and retrieval system, without prior permission in writing from the publisher. -
The History and Characteristics of Traditional Sports in Central Asia : Tajikistan
The History and Characteristics of Traditional Sports in Central Asia : Tajikistan 著者 Ubaidulloev Zubaidullo journal or The bulletin of Faculty of Health and Sport publication title Sciences volume 38 page range 43-58 year 2015-03 URL http://hdl.handle.net/2241/00126173 筑波大学体育系紀要 Bull. Facul. Health & Sci., Univ. of Tsukuba 38 43-58, 2015 43 The History and Characteristics of Traditional Sports in Central Asia: Tajikistan Zubaidullo UBAIDULLOEV * Abstract Tajik people have a rich and old traditions of sports. The traditional sports and games of Tajik people, which from ancient times survived till our modern times, are: archery, jogging, jumping, wrestling, horse race, chavgon (equestrian polo), buzkashi, chess, nard (backgammon), etc. The article begins with an introduction observing the Tajik people, their history, origin and hardships to keep their culture, due to several foreign invasions. The article consists of sections Running, Jumping, Lance Throwing, Archery, Wrestling, Buzkashi, Chavgon, Chess, Nard (Backgammon) and Conclusion. In each section, the author tries to analyze the origin, history and characteristics of each game refering to ancient and old Persian literature. Traditional sports of Tajik people contribute as the symbol and identity of Persian culture at one hand, and at another, as the combination and synthesis of the Persian and Central Asian cultures. Central Asia has a rich history of the traditional sports and games, and significantly contributed to the sports world as the birthplace of many modern sports and games, such as polo, wrestling, chess etc. Unfortunately, this theme has not been yet studied academically and internationally in modern times. Few sources and materials are available in Russian, English and Central Asian languages, including Tajiki. -
Student-Centered Teaching Practices We Choose to Teach College Students Because We Are Committed to the Proposition That Education Can Indeed Be Liberating
Student-Centered Teaching Practices We choose to teach college students because we are committed to the proposition that education can indeed be liberating. How we teach the students who enter our classrooms can make the difference between students who realize their potential and those who leave us discouraged about their possibilities. These resources, organized by topic, offer frameworks and strategies faculty can use to make their classrooms vibrant learning spaces for every student who walks through the door. Equity AAC&U (2018). A Vision for Equity: Results from AAC&U’s Project Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Available at: https://www.aacu.org/publications/vision-equity Gay, G. (2010). Culturally Responsive Teaching: Theory, Research and Practice (2nd Ed). New York: Teachers College Press. Hammond, Zaretta. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin. 2015. Delpit, Lisa. Other People’s Children : Cultural Conflict in the Classroom. New York : New Press ; York : Signature Book Services [distributor], 2006. Delpit, Lisa D. Multiplication Is for White People : Raising Expectations for Other People’s Children. New York : New Press ; London : Turnaround [distributor], 2013. McGuire, S. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills and Motivation. Sterling, VA: Stylus Publishing. Pell Institute (2018). Indicators of Higher Education Equity in the United States – 2018 Historical Trend Report. Available at: http://pellinstitute.org/indicators/ Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. -
Gender in Contemporary Iran in the Works of Abbas Kowsari
Bard College Bard Digital Commons Senior Projects Spring 2017 Bard Undergraduate Senior Projects Spring 2017 Gender in Contemporary Iran in the Works of Abbas Kowsari Domantas Karalius Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2017 Part of the Contemporary Art Commons, and the Other Feminist, Gender, and Sexuality Studies Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Karalius, Domantas, "Gender in Contemporary Iran in the Works of Abbas Kowsari" (2017). Senior Projects Spring 2017. 337. https://digitalcommons.bard.edu/senproj_s2017/337 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Gender in Contemporary Iran in the Works of Abbas Kowsari Senior Project Submitted to The Division of the Arts of Bard College by Domantas Karalius Annandale-on-Hudson, New York May 2017 Table of Contents Chapter 1 Gender Depictions in Qajar Art ……………………………….…………………….1 Chapter 2 Abbas Kowsari on Masculinity….…….………………………………..…………….17 Chapter 3 Artist as an Observer ..…………………………………………………....……….... 36 Epilogue………………………………………………………………………………………….48 Bibliography……………………………………………………………………………………..50 1 I. GENDER DEPICTIONS IN QAJAR ART The Islamic Republic of Iran represents a strong connection to Islam and Islamic culture, but nevertheless, Iran’s history dates back to the Persian Empire, which makes the modern state of Iran a successor to one of the oldest and most powerful civilizations in the history of mankind.