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“I challenge you to get through a chapter of this book without a desire for God being struck in your soul. Roger Owens wears his brilliance lightly and loves words tenderly and lavishly in these pages. He is ferociously gifted, and fast becoming one of the abbas to whom the reading church often turns for a word from the Lord.” —Jason Byassee, senior pastor of Boone United Methodist Church and Fellow in Theology & Leadership at Duke Divinity School With a style and warmth of presentation that will remind readers of Henri Nouwen’s most popular work, Abba Give Me a Word interweaves the author’s personal stories of struggle – and transformation – with reflections on the history and purpose of spiritual direction. The result is a wise introduction to an ancient art and practice of “soul care” – directed at Christians of all backgrounds.
Now that the Arab-Israeli conflict is fueled by Muslim hatred of the Jews, what started as a political dispute has transformed into an out-and-out religious war
For nearly twenty years, Aaron David Miller has played a central role in U.S. efforts to broker Arab-Israeli peace as an advisor to presidents, secretaries of state, and national security advisors. Without partisanship or finger-pointing, Miller records what went right, what went wrong, and how we got where we are today. Here is a look at the peace process from a place at the negotiation table, filled with behind-the-scenes strategy, colorful anecdotes and equally colorful characters, and new interviews with presidents, secretaries of state, and key Arab and Israeli leaders. Honest, critical, and often controversial, Miller’s insider’s account offers a brilliant new analysis of the problem of Arab-Israeli peace and how it still might be solved.
Søgeord: Aylmer, F.J.; Chamberlain, J. Austen; Suliman Pak; Duff, B.; von der Goltz; Gorringe; Halil Pasha; Lord Hardinge of Penshurst; Kut al Amara; Lake, P.H.N.; General J.E. Nixon; Townshend, C.V.F.; Tyrkiske Hær; Shatt el Arab; Nasiriya; Lord Crewe; Basra; Barrett, A.A.; Baku; Bicharakoff; Dunsterville, L.C.; von Falkenhayn; Marshall, W.R.; Maude, F.S.; Robertson, W.R.; Wilson, H.H.; Baratoff, N.N.; Cobbe, A.S.; Jabal Hamrin; Sannaiyat; Shatt al Adjaim;
This book provides a comprehensive analysis of Islamist organizations' conceptions of political order based on a comparative case study of the Shiite Lebanese Hezbollah and the Sunni Palestinian Hamas. Connecting Islamism research, Critical Constructivist norm research, and resistance studies from the field of International Relations Theory, it demonstrates that resistance constitutes both organizations' core norm and is relevant for their conceptions of political order. Based on primary Arabic data the book illustrates that the core norm of resistance, deeply intertwined with both organizations' interactions towards power preservation and the specific political context they are engaged in, characterizes Hezbollah's and Hamas' respective conceptions of political order and explains the differences between them. In contrast to common perceptions presented in research, politics, and the media, the book shows that in the case of both Hezbollah and Hamas the religious orientation, i.e. Shiite and Sunni Islamist political thought, plays a secondary role only when it comes to explaining Islamist organizations' political orientation. Bringing new insights from cases that lie beyond the Western liberal world order into Critical Constructivist norm research and resistance studies, the book establishes a theoretical framework that enables scholars to comprehensively analyze Islamist organizations' political orientation in different cases without being caught in limited analytical categories. It will be of interest to students and scholars of International Relations Theory, Middle East Studies, and Global Governance.
It is the dawn of history and of the dispersion of the Indo-European peoples. They are breaking their tents in central Asia along the Hindu Kush and the Pamirs, primitive Aryans with their dogs and their herds of domesticated animals. In their trek they will proceed to the farthest confines of Europe. From them the peoples of England, France, Germany, Italy, Spain, Scandinavia, Russia, Greece and other will take their origin. A part will penetrate into India and another portion into Persia. They will build empires and munitions factories, cathedrals and cabarets. Some less simple-minded, the Kurds, Lurs and Bakhtiaris will maintain in Persia their primitive character into the twentieth century. With them in their dispersion, the Aryans carry the sacred fire which they have worshiped since they became acquainted with its use. It was man's first great step in the mastery of nature. The memory of its aid will be consecrated in one of the World's great religions; its flame will never be extinguised on the great Iranian plateau, the museums of religions.
For too long the story of history's most infamous terrorist, Yeshua Bar-Abbas, has been mistold. The only way to get justice from the Roman Empire is to steal it. By travelling to the Judean capital and avenging his brothers, Yeshua has achieved precisely that. However, the newfound friends who unexpectedly came to his aid have now blocked his way home to Egypt. An alcoholic archer, an over-zealous rabbi, a nervous shepherd boy, and an overweight farmer have further plans for Yeshua and his brother, Theudas. Each of them will discover that the kind of justice you win depends on how you fight for it. Violent revenge, passive resistance, or reluctant acts of terror? Each will bear its own fruit.
Originally published in 1990. Following the Swann Report of 1985 and its pleas for ‘Education for All’ the need for multicultural education in all areas was generally recognised. This need was particularly pressing in primary schools since racial attitudes are formed early in life and may be difficult to change later. This book documents and evaluates a number of approaches in this area, considering their effects on pupil learning and development. These include whole-school projects in mathematics, environmental studies, and a school exchange; and experiences of pupils at key stages. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments.