MS-603: Rabbi Marc H. Tanenbaum Collection, 1945-1992
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Orientalisms in Bible Lands
eoujin ajiiiBOR Rice ^^ THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES GIFT OF Carl ©ton Shay [GREEN FUND BOOK No. 16] Orientalisms IN Bible Lands GIVING LIGHT FROM CUSTOMS, HABITS, MANNERS, IMAGERY, THOUGHT AND LIFE IN THE EAST FOR BIBLE STUDENTS. BY EDWIN WILBUR RICE, D. D. AUTHOR OK " " Our Sixty-Six Sacred Commentaries on the Gospels and The Acts ; " " " " of the Bible ; Handy Books ; People's Dictionary Helps for Busy Workers," etc. PHILADELPHIA: The American Sunday-School Union, 1816 Chestnut Street. Copyright, 1910,) by The American Sunday-School Union —— <v CONTENTS. • • • • • I. The Oriental Family • • • " ine The Bible—Oriental Color.—Overturned Customs.— "Father."—No Courtship.—The Son.—The Father Rules.— Patriarchal Rule.—Semites and Hebrews. Betrothal i6 II. Forming the Oriental Family: Love-making Unknown. — Girl's Gifts. — Wife-seeking. Matchmaking.—The Contract.—The Dowry.—How Set- tied.—How Paid.—Second Marriage.—Exempt from Duties. III. Marriage Processions • • • • 24 Parades in Public—Bridal Costumes.—Bnde's Proces- sion (In Hauran,—In Egypt and India).—Bridegroom's Procession.—The Midnight Call.—The Shut Door. IV. Marriage Feasts • 3^ Great Feasts.—Its Magnificence.—Its Variety.—Congratula- tions.—Unveiling the Face.—Wedding Garment.—Display of Gifts.—Capturing the Bride.—In Old Babylonia. V. The Household ; • • • 39 Training a Wife. —Primitive Order.—The Social Unit. Childless. —Divorce. VI. Oriental Children 43 Joy Over Children.—The Son-heir.-Family Names.—Why Given?—The Babe.—How Carried.—Child Growth. Steps and Grades. VII. Oriental Child's Plays and Games 49 Shy and Actors.—Kinds of Plavs.—Toys in the East.— Ball Games.—Athletic Games.—Children Happy.—Japanese Children. -
Canada Du Canada
National Library Bibliothfeque rationale 1 * 1 o! Canada du Canada Acquisitions and Direction des acquisitions et Bibliographic Services Branch des services bibliographiques 395 Wellington Street 395. roe Weltino'on Ottawa. Ootano Ottawa (Ontario) K 1 A ONU KIA0N4 Wr NvV'i* NOTICE AVIS The quality of this microform is La quaiite de cette microforme heavily dependent upon the depend grandement de la quaiite quality of the original thes;s de la these soumise au submitted for microfilming. microfilmage. Nous avons tout Every effort has been made to fait pour assurer une quaiite ensure the highest quality of superieure de reproduction. reproduction possible. If pages are missing, contact the S’il manque des pages, veuillez university which granted the communiquer avec I’universite degree. qui a confere le grade. Some pages may have indistinct La quaiite d’impression de print especially if the original certaines pages peut laisser a pages were typed with a poor desirer, surtout si les pages typewriter ribbon or if the originates ont ete university sent us an inferior dactylographies a I’aide d’un photocopy. ruban use ou si Puniversite nous a fait parvenir une photocopie de qua’ite inferieure. Reproduction in full or in part of La reproduction, meme partielle, this microform is governed by de cette microforme est soumise the Canadian Copyright Act, a la Loi canadienne sur le droit R.S.C. 1970, c. C-30, and d’auteur, SRC 1970, c. C-30, et subsequent amendments. ses amendements subsequents. Canada Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. -
Talmud Tales Ruth Calderon Copyrighted Material Translated by Ilana Kurshan
A Bride for One Night Talmud Tales Ruth Calderon Copyrighted Material Translated by Ilana Kurshan CONTENTS INTRODUCTION xi THE IMAGINATIVE MAP xvii The Fishpond 1 Sisters 7 The Other Side 15 Beloved Rabbi 31 Libertina 39 Return 49 A Bride for One Night 57 Nazir 67 Lamp 75 The Matron 85 The Goblet 91 The Knife 99 He and His Son 105 Sorrow in the Cave 115 Elisha 123 The Beruria Incident 133 Yishmael, My Son, Bless Me 139 NOTES 145 SELECTED BIBLIOGRAPHY 159 Buy the book A Bride for One Night Talmud Tales Ruth Calderon Copyrighted Material Translated by Ilana Kurshan INTRODUCTION In this book I retell stories from the Talmud and midrash that are close to my heart, to introduce them to those who, like me, did not grow up with them. I do not cast these tales in an educational, religious, or aca- demic light but, rather, present them as texts that have the power to move people. That is, I present them as literature. The Talmud contains hundreds of stories about rabbinic sages and other historical fi gures who lived during the late Second Temple and rabbinic periods, which spanned the fi rst few centuries of the Common Era. The stories were recorded long after the events they recount, and thus they are literary rather than historical accounts. For generations these stories were neglected by literary audiences and were considered the province of rabbis and academics alone. But this is no longer the case. In the past decades readers of diverse backgrounds have devel- oped an openness and a willingness to engage this literature on their own terms. -
Historical Memory and History in the Memoirs of Iraqi Jews*
Historical Memory and History in the Memoirs of Iraqi Jews* Mark R. Cohen Memoirs, History, and Historical Memory Following their departure en masse from their homeland in the middle years of the twentieth century, Jews from Iraq produced a small library of memoirs, in English, French, Hebrew, and Arabic. These works reveal much about the place of Arab Jews in that Muslim society, their role in public life, their relations with Muslims, their involvement in Arab culture, the crises that led to their departure from a country in which they had lived for centuries, and, finally, their life in the lands of their dispersion. The memoirs are complemented by some documentary films. The written sources have aroused the interest of historians and scholars of literature, though not much attention has been paid to them as artifacts of historical memory.1 That is the subject of the present essay. Jews in the Islamic World before the Twentieth Century Most would agree, despite vociferous demurrer in certain "neo-lachrymose" circles, that, especially compared to the bleaker history of Jews living in Christian lands, Jews lived fairly securely during the early, or classical, Islamic * In researching and writing this paper I benefited from conversations and correspondence with Professors Sasson Somekh, Orit Bashkin, and Lital Levy and with Mr. Ezra Zilkha. Though a historian of Jews in the Islamic world in the Middle Ages, I chose to write on a literary topic in honor of Tova Rosen, who has contributed so much to our knowledge of another branch of Jewish literature written by Arab Jews. -
Rocument RESUME ED 045 767 UD 011 084 Education in Israel3
rOCUMENT RESUME ED 045 767 UD 011 084 TITLE Education in Israel3 Report of the Select Subcommittee on Education... Ninety-First Congress, Second Session. INSTITUTION Congress of the U.S., Washington, E.C. House Ccmmittee on Education and Labcr. PUB DATE Aug 70 NOTE 237p. EDRS PRICE EDRS Price MP-$1.00 BC-$11.95 DESCRIPTORS Acculturation, Educational Needs, Educational Opportunities, *Educational Problems, *Educational Programs, Educational Resources, Ethnic Groups, *Ethnic Relations, Ncn Western Civilization, Research and Development Centers, *Research Projects IDENTIFIERS Committee On Education And Labor, Hebrew University, *Israel, Tel Aviv University ABSTRACT This Congressional Subcommittee report on education in Israel begins with a brief narrative of impressions on preschool programs, kibbutz, vocational programs, and compensatory programs. Although the members of the subcommittee do not want to make definitive judgments on the applicability of education in Israel to American needs, they are most favorably impressed by the great emphasis which the Israelis place on early childhood programs, vocational/technical education, and residential youth villages. The people of Israel are considered profoundly dedicated to the support of education at every level. The country works toward expansion of opportunities for education, based upon a belief that the educational system is the key to the resolution of major social problems. In the second part of the report, the detailed itinerary of the subcommittee is described with annotated comments about the places and persons visited. In the last part, appendixes describing in great depth characteristics of the Israeli education system (higher education in Israel, education and culture, and the kibbutz) are reprinted. (JW) [COMMITTEE PRINT] OF n. -
How They Lived to Tell 1939-1945 Edith Ruina
How They Lived to Tell 1939-1945 Together members of a Jewish youth group fled from Poland to Slovakia, Austria, Hungary, Romania and Palestine Edith Ruina Including selections from the written Recollection of Rut Judenherc, interviews and testimonies of other survivors. © Edith Ruina May 24, 2005 all rights reserved Printed in the United States of America Published 2005 Mixed Media Memoirs LLC Book design by Jason Davis [email protected] Green Bay,Wisconsin CONTENTS Acknowledgment ..............................................................................v Chapter 1 Introduction ......................................................................1 Chapter 2 1939-1942 ......................................................................9 1. The People in this Story 2. The Situation of Jews in Poland Chapter 3 1939-1942 Poland..........................................................55 Before and After the German Occupation Chapter 4 1943 Poland ..................................................................87 Many Perished—Few Escaped Chapter 5 1943-44 Austria............................................................123 Chapter 6 1944 Hungary..............................................................155 Surviving in Hungary Chapter 7 1944-1945 ..................................................................205 Romania en route to Palestine Chapter 8 Palestine ......................................................................219 They Lived to Tell v Chapter 9 ....................................................................................235 -
Building a Wood Fired Oven for Bread and Pizza
BUILDING A WOODFIRED OVEN FOR BREAD AND PIZZA 0 0 10 20 30 40 50 60 70 80 90 100 110 120 130cm THE ENGLISH KITCHEN B U I L D I N G A W O O D F I R E D O V E N F O R B R E A D A N D P I Z Z A TOM JAINE PROSPECT BOOKS 2011 This edition published in 2011 by Prospect Books at Allaleigh House, Blackawton, Totnes, Devon TQ9 7DL. First published by Prospect Books in 1996. ©1996, 2011, Tom Jaine Typography, design and technical drawings by Tom Jaine. Cover illustration © 1996, Janet Mills Illustrations numbered 2,4,5,6,7,9,13,16,17,18,43,48,56,61,62,64, 65,67 ©1996, Mark Berryman Illustration of Skipton Castle on page 102, © Peter C.D. Brears Illustration of Bulgarian oven on page 11, © Maria Kaneva Johnson A CIP record for this book is available from the British Library. ISBN 9781903018804 Printed by Gutenberg Press Ltd., Malta. CONTENTS Introductory 13 Construction 37 Running the oven 83 Restoration 113 Recipe 125 Bibliography 131 Figure 1: a beehive oven, here depicted on a wooden stand, housed in a barnlike structure to give shelter. In the foreground, a trough where the dough is kneaded and left to rise. 6 ACKNOWLEDGEMENTS advice, help and encouragement to baking at Allaleigh. Ann and the late Don Barnes, Ed Behr, Roger Berrett, Peter Brears, the late Alan Davidson, the late Gwenda Hill, Andras Kaldor, Nigel Marriage, Janet Mills, Jim Moore, Polly Morrow, Adam Nicholson, the late Alan Scott, Brian Stoddart, Rolf Peter Weichold, and Andrew Whitley. -
Qualities, Benefits, and Therapeutic Applications a Literature Review Sara Hansen Lesley University, [email protected]
Lesley University DigitalCommons@Lesley Graduate School of Arts and Social Sciences Expressive Therapies Capstone Theses (GSASS) Spring 5-19-2018 Clay: Qualities, Benefits, and Therapeutic Applications A Literature Review Sara Hansen Lesley University, [email protected] Follow this and additional works at: https://digitalcommons.lesley.edu/expressive_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Hansen, Sara, "Clay: Qualities, Benefits, nda Therapeutic Applications A Literature Review" (2018). Expressive Therapies Capstone Theses. 35. https://digitalcommons.lesley.edu/expressive_theses/35 This Thesis is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley. It has been accepted for inclusion in Expressive Therapies Capstone Theses by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected]. Running head: CLAY 1 Clay: Qualities, Benefits, and Therapeutic Applications A Literature Review Capstone Thesis Lesley University April 29, 2018 Sara Hansen Art Therapy Krystal Demaine CLAY 2 Abstract Clay is ubiquitous. It is uniquely durable and plastic. It is a substance sourced from the earth that has been manipulated in numerous ways and used for a variety of purposes for thousands of years. Despite this, art therapy research is heavily focused on art making using two-dimensional materials. Research is lacking regarding the use of clay as a medium in art therapy. This literature review revealed many therapeutic benefits and qualities about clay. These qualities include increasing mood in psychiatric patients, increasing progress in self-development for patients with schizophrenia, increasing self- expression with older adults, and healing from trauma. -
Two Models of Jewish Philosophy Submitted for the Degree of Phd in Philosophy at the London School
Justifying One’s Practices: Two Models of Jewish Philosophy Submitted for the degree of PhD in Philosophy At the London School of Economics and Political Science Daniel Rynhold 2000 1 UMI Number: U120701 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 U120701 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 773 ) Thesis Abstract Judaism is a religion that emphasises the importance of a set of practical commandments and in the history of Jewish philosophy various attempts have been made to rationalise or justify these commandments. In this thesis I try to establish a general model for the justification of practices through a critical examination of two such attempted rationalisations. However, the study is framed within the more general question of whether or not there can be such a thing as Jewish Philosophy as a genuinely substantive discipline. Thus, I take the particular topic of rationalising the commandments as a ‘case study’ in order to see whether we can do substantive Jewish philosophy at least in the practical sphere. In the main body of the thesis I look at the methods of rationalisation of Moses Maimonides and Joseph Soloveitchik and argue that despite being based on very different scientific models they share a central methodological presumption that I term the Priority of Theory (PoT). -
The Dove Flyer Free
FREE THE DOVE FLYER PDF Eli Amir,Hillel Halkin | 560 pages | 18 Feb 2010 | Halban Publishers | 9781905559183 | English | London, United Kingdom The Dove Flyer by Eli Amir: | : Books The Jews The Dove Flyer Iraq. Set in Baghdad,a young man named Kabi Daniel Gad sees his family as the final person in a legacy of seventy generations in the making. His family faces the news that the Jewish community is being forced to leave Iraq and depart the land where their ancestors lived for many years. Kabi finds himself with a mission for which he is much too young but for which he nevertheless steps up to— helping find justice for Hazkel. His The Dove Flyer Abu Uri Gavrielfinally, just wants to take care of his doves in peace and pretend that good. The film strongly conveys the political ideologies, religious affinities, and cultural identities that clashed at the time and still do today around the globe. It gives us a portrait of collective loss by intersecting various family members throughout their own journeys. He flirts with romance with his aunt- by-marriage Rachelle and his friend Adnan Tawfeek Barhoum teaches Kabi that revolution and sex go hand-in-hand. He is an innocent who goes through his own awakening as he cannot hold onto the conviction behind the play on home, family, and connection that his family emphasizes as The Dove Flyer try to hold onto their homeland and the home of seventy generations of his family. Gad as Kabi gives a very strong performance as Kabi searches for answers and guidance along the way. -
The History of Child Placement in the Land of Israel During the Mandate
The History of Child Placement in the Land of Israel During the Mandate Anita Weiner, Ph.D. School of Social Work, Haifa University, Mt. Carmel, Haifa, Israel It would probably have been more helpful to the general mental health and emotional well being of the young people in the Yishuv if the child care workers during those years had been more sensitive to the need for family continuity, and less judgmental about the family environment of children in placement. Introduction In 1975, about 54,000 Jewish minors in The period between the end of World War I Israel were living away from their family. This and the end of World War II was a period of number includes children living in children's major upheaval and continuing crisis for the institutions (not including those of kibbutzim), Jewish people as a whole, and for the Jewish foster homes, family institutions, high school population in the Land of Israel. Tens of dormitories and yeshivas. In that same year thousands of immigrants arrived during this there were about 959,000 Jewish minors period, and among them many thousands of (0-18), in the population, and thus about five children. The consistent rise in the absolute percent of the Jewish children under 18 were numbers of Jewish minors during the years in living away from home in 1975. Although the question was in particular a reflection of the exact number of children living away from major waves of immigration which arrived in home is difficult to find for most Western the mid-thirties, but also a reflection of the countries, from the numbers that were birth rate of the indigenous Jewish population. -
Israel “ a New Nation Is Born”
What we would like students to learn Included in this lesson: Each teachable lesson includes everything needed for the lesson. The teacher may need to make copies and/or supply pencils, crayons, scissors, glue, etc… Teacher will: Do some of all of the following: Read information page, copy, cut, provide scissors, paper, glue, etc… An activity to evoke student interest How to present the information included Creative ways to involve students in learning the material An opportunity to make the information meaningful to the individual student 1. Events from Biblical times to the First Zionist Congress; “From generation to generation” 2. Events during the establishment of the State of Israel “ A new nation is born” 3. Theodore Herzl “If you will it..” 4. Eliezer Ben Yehuda, Joseph Trumpeldor, Vladimer Jabotinsky: “Early Heroes of Israel” 5. Chaim Weitzmann, David Ben Gurion, Golda Meir “Profiles in Courage” 6. Rachel, Henrietta Szold, Rav Kook “Those who made a difference” 7. Mickey Marcus, Yigael Yadin, Abba Eban “Biographies of Bravery” 8. Moshe Dayan, Menachem Begin, Yitzchak Rabin “Modern Marvels” 9. Israel Geography Game “Find me on the Map” 10. Israel Heroes Bingo Game 11. Israel travel agency “Pack your bags…destination Israel” Israel: Lesson 1 To become familiar with the timeline events. Included in this lesson: Timeline Teacher will: Make a copy of the timeline for each group of students Provide scissors, string and 40 paperclips for each group How many people can we name in our history? List names on poster or board. Today we are going to see where they fit on our timeline.