This thesis is an attempt to find some concerte scientific historical explanation and interpretation of the many questions which have arisen concerning the reasons behind the inaccuracies and contradictions in the early Islamic narratives and sources with regard to the first Islamic conquest of Aelia (Islamic Jerusalem). The study attempts to establish new evedence and to develop new evidence for anacademic debate concerning the early Islamic history of Aelia. It examines the historical evidence of the first Islamic conquest of Aelia by critically analysing the early historical narratives and sources as well as examining the historical background of some important narrators who related these accounts. It also critically examines the topography and geographical boundaries of the Aelia (Islamic Jerusalem) region in order to define its true historical boundaries. Thesegeographical boundaries later become most useful in finding plausible explanations for the reasons behind the inaccuracies in the early Islamic sources regarding many issues relating to the first Islamic conquest. In order to provide more support for an accurate picture of the first Islamic conquest of Aelia (Islamic Jerusalem) the study further analyses the history of Aelia beginning from the start of the first Islamic conquests in Syria in 13 A.H/ 634 A.D until the arrival of Umar Ibn al-Khattab in the region in 16 A.H/ 637 A.D. This is done in two ways. First, it examines early narratives in order to accurately define the period of time that the Muslim army spent besieging the walled part of Aelia. Secondly, it endeavours to explain and clarify the reasons behind the uncertainty and inconsistency in the identity of the military leader who carried out the siege operation. This has been clear done by critically analysing the relevant narrations and defining the accurate identity of the military leaders who lead the conquest of Aelia and dates of the conquest. Further support of the view taken in the basis are provided by discussing the true reason behind ‘Umar Ibn al-Khattab first historic visit to Aelia (Islamic Jerusalem), analysing the early narrations and sources, linking the reasons mentioned therein with the surrounding contemporary circumstances and explaining the reasons for the inaccuracies of the Islamic sources and accounts. It further highlights the reasons behind the different visits of ‘Umar’s to Syria and his activities in each visit, and also examined the attitude of Aelia people towards the first Islamic conquest in the light of ‘Umar’s Assurance of Safety (aman) to its people. Lastly, the study examines the early Muslims organisation and administration of Aelia (Islamic Jerusalem) as well as the clear Islamic interest in the region.

This thesis examines the political and socioeconomic consequences of Israeli policies of resettlement on the Palestine refugees in the Gaza Strip. It does so by arguing that the resettlement schemes undertaken by the Israeli authorities in the Gaza Strip are part of a continuous policy to further disperse the Palestinian refugees. This policy has its roots in Herzl's early call to expel Palestinians from Palestine, and materializes in the 1948 exodus. The thesis argues that political, military and socioeconomic measures undertaken by the Israeli authorities do not conform with their humanitarian claims -to improve the living conditions of Gaza Strip refugees. Israeli measures can instead be seen to conform to a type of modern counter-insurgency doctrine, promoted by security forces, in response to revolutionary guerrilla warfare or insurgency. The concept of resettlement, it is suggested, is an integral part of this doctrine. The primary research findings demonstrate that the "civic action" projects, ostensibly designed to improve the living conditions of Gaza Strip refugees, have not succeeded in meeting their real purpose, that of pacification. Instead, the repressive military and political measures used by the Israeli military authorities have sharpened the military and political consciousness of all Gaza refugees. Indeed, by maintaining the cohesive cultural and political identity, the refugees relocated to the housing projects have thwarted the Israeli policy of divide and rule, contributing as much to the strength of the Palestinian national movement as their compatriots remaining in the refugee camps.

Texte remanié de: Th. Ph. D.--Oxford.

Texte remanié de: Diss.--Bamberg--Universität Bamberg, 1994. / Notes biographiques. Bibliogr. p. 282-361. Index.

Thesis--Göttingen. / Lebenslauf. Bibliography, p. [v-]x.

Inaug.-Diss.--Universität Heidelberg. / Beilage I-II: Aus dem Klageliede Kalirs.

During the Middle Bronze II B-C period (1800-1500 B.C.) Palestine underwent an unprecedented period of urban development. This urban development had several spatial consequences, which may be divided into three categories: (1) Spatial relationships between urban settlements and features of the local and regional environment, (2) Spatial patterns in the internal organization of urban settlements, and (3) Spatial patterns in the distribution of urban and rural settlements across the landscape. These three categories form the basis of this dissertation. With respect to the relationship between urban settlements and environmental features, it is demonstrated that urban settlements are associated with productive agricultural land, ample natural water sources, and natural routes of travel. They are also found only in regions where rainfall is sufficient for successful dry farming. The internal spatial organization of Middle Bronze urban settlements is found to be characterized by both agglomeration and centrality. Zones of land-use related to various urban functions are identified, and the similarity of these cities to other pre-industrial cities is demonstrated. Examination of the distribution of urban settlements across the land-scape suggests that these cities were not integrated into a regional urban system, but rather were independent city-states, each with its own supporting region. An examination of rural settlements within the hypothetical supporting region of each urban center supports this conclusion, although the inadequacies of survey within each of these regions preclude definitive conclusions.

Akademisk avhandling--Theologiska Fakulteten--Åbo Akademi University, 2006. / Bibliogr. p. 324-390.

Thesis (M.A.)--Catholic Theological Union at Chicago, 1996. / Vita. Includes bibliographical references (leaves [75]-77).

This study looks at history teaching as a reflection of the circumstances and interests that shaped the nature of Palestinian society, Arab and Jewish, in mandate Palestine. It examines the pedagogical and political roots of educational segregation between Arabs and Jews, tracing the causes that turned it into an impervious practice and explores the engagement of both communities with the education of the national other and the reciprocal influence of this engagement on both education systems. The thesis examines the sociology of particularly Arab, but also Hebrew knowledge, focusing on who wrote history textbooks and why, what were the cultural and intellectual influences involved in this process, and how was history instrumentalised for the creation of a new identity, shedding light on the conscious or unconscious manner in which colonial historiographic paradigms wrote themselves into these textbooks. The juxtaposition of Arabic and Hebrew textbooks underlines the centrality of the conflict in moulding exclusive notions of collectivity and territoriality through the narration of the past. The second part of the project discusses the institutionalisation of this historiography into an educational policy, through curricula, syllabi and exams. I focus on the colonial logic behind this policy, highlighting its inconsistent educational rationale. By analysing the pedagogic discourse of Arab educators and essays written by students, I argue that a growing community of educators and students countered the British policy, seeking to make sense and find an authentic voice within the contours of colonial reality. The thesis concludes with an examination of the teaching of history beyond the history course, analysing the omnipresence of history in the students' lives and their interpretation of it, underlying the differences between the Arab and Hebrew communities in their ability to disseminate a shared, historical consciousness. This analysis of Arabic and Hebrew sources discloses the uncanny resemblance between the production of historical education in both communities, which nonetheless contributed in both cases to driving them apart rather than opening any space for commonality.