標(biāo)題: Titlebook: Learning to Read in the Late Ottoman Empire and the Early Turkish Republic; Benjamin C. Fortna Book 2011 Palgrave Macmillan, a division of [打印本頁] 作者: 專家 時間: 2025-3-21 16:43
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作者: LAITY 時間: 2025-3-21 23:04 作者: 吞吞吐吐 時間: 2025-3-22 01:07 作者: 連詞 時間: 2025-3-22 06:44 作者: 蚊子 時間: 2025-3-22 09:47 作者: Demonstrate 時間: 2025-3-22 14:54
Benjamin C. Fortnadiscourses. Position 2 gets framed in academic discourses and commonsensical thinking through concepts like bi/multi/plurilingualism, bi/multiculturalism and multiethnicities. Recent terminology that has emerged within European literature on globalization, framed by migration flows into European geo作者: fertilizer 時間: 2025-3-22 18:29
Benjamin C. Fortnauling—the other party; and the businesses and ceremonies of opposing party members were frequently boycotted. In 2009, a reconciliation process was initiated, calling for a focus on the shared Zanzibari identity. Slowly, changes in relations were manifested in changed social practices. Based on semi作者: cultivated 時間: 2025-3-22 23:02
Benjamin C. Fortnas the rights of minorities (including education in the native language, access to radio and television, etc.). The essay argues that the legal system is of fundamental importance for the protection of minority rights, ethnic self-definition and official recognition. Indeed, the shift from unrecogniz作者: Admonish 時間: 2025-3-23 05:22
Benjamin C. Fortnaynamic and fluid. Depending on the social relations at a given moment and place, one element becomes the most important while the others are hidden. Negotiations over the Polishness of the group are the most interesting. In this chapter, following a general description of the history and culture of 作者: adequate-intake 時間: 2025-3-23 05:38
Benjamin C. Fortna augment current approaches to teacher professional development. The chapter closes with description of ways that governments and boards might use nomothetic reports to monitor schools across and within nations, regions and boards so that professional development resources might be better spent.作者: Culpable 時間: 2025-3-23 10:41
Benjamin C. Fortna augment current approaches to teacher professional development. The chapter closes with description of ways that governments and boards might use nomothetic reports to monitor schools across and within nations, regions and boards so that professional development resources might be better spent.作者: 占卜者 時間: 2025-3-23 17:16
Benjamin C. Fortnaes identity as ultimately being traversed by a multitude of timescales. These traversals occur because, as citizens of the modern world, we link into people and things in complex and multiple ways: we use technologies made elsewhere — everything from language and transport to clothes and computers —作者: Coordinate 時間: 2025-3-23 21:19
es identity as ultimately being traversed by a multitude of timescales. These traversals occur because, as citizens of the modern world, we link into people and things in complex and multiple ways: we use technologies made elsewhere — everything from language and transport to clothes and computers —作者: Adenoma 時間: 2025-3-24 00:21
Context and Content,so the extent to which readers’ choices were beginning to be dictated as much by the market as by the pedagogical imperatives of officialdom, whether Ottoman or Republican. The shifting context surrounding the publication of reading materials intended for the young comes through clearly as the chapt作者: 信任 時間: 2025-3-24 03:09 作者: Capture 時間: 2025-3-24 08:53
Commodification and the Market,for teachers and textbooks meant that many could now make (or substantially augment) a living by writing. It also changed the way nascent readers related to what they read; what had been a largely communal act involving a shared medium of writing and a largely oral/aural environment was replaced by 作者: LAVE 時間: 2025-3-24 11:27 作者: MORPH 時間: 2025-3-24 14:55
Learning to Read in the Late Ottoman Empire and the Early Turkish Republic作者: 輕推 時間: 2025-3-24 19:40 作者: ironic 時間: 2025-3-24 23:48 作者: Sciatica 時間: 2025-3-25 07:17
Reading Represented,which reading was represented in late Ottoman and early Republican society and the ways in which it was subsequently remembered. It focuses on the modeling of reading practices because it reveals the intentions and agenda underlying the impetus to increase reading in this period. Representations of 作者: monogamy 時間: 2025-3-25 11:24
Context and Content,riods, this chapter identifies four thematic tensions facing young readers. Each of these pairings — the religious and the secular; the family and the nation state; the new and the old and the global and the local — affords the opportunity to highlight the contrasts that played such a major role in 作者: 裂口 時間: 2025-3-25 13:53 作者: 雀斑 時間: 2025-3-25 19:14
Commodification and the Market, turn. Drawing on recent research into the relationship between commodification and modernity, this chapter addresses the hidden but crucial socioeconomic aspects of reading and literacy. The starting point for this investigation is recognizing a basic but fundamental shift effected by the new-style作者: 嫌惡 時間: 2025-3-25 20:30
Lives of Reading and Writing,es in the lives of ordinary Ottoman subjects. From cradle to grave, textual and oral traditions mediated and informed daily existence in the pre-modern Ottoman empire. A number of clearly observed rituals marked the important stages and transitions in everyday life. Reading, whether textual or oral,作者: milligram 時間: 2025-3-26 03:30 作者: bypass 時間: 2025-3-26 04:35
, the minutest of features of spoken language, such as pronoun use or accent) or an exclusively content-based analysis (which, in essence, plays the story told in the interview back to the reader). The author proposes that we take fully on board how interviews are social events, sociohistorically em作者: 典型 時間: 2025-3-26 09:08
Benjamin C. Fortnaderstand communication and identity (including culture). Represented by moonrises, the first position highlights a relatively less “visible” norm that nevertheless potently shapes our understandings of communication and identity. This . default norm is marked by a monolingual—monocultural or monoeth作者: Humble 時間: 2025-3-26 16:29 作者: Herd-Immunity 時間: 2025-3-26 17:22
Benjamin C. Fortnawhich have official status as ethnic minorities), the Kashubians (whose language is recognized as a regional language as defined by the European Charter for Regional and Minority Languages), and the Silesians, whose bid for recognition has been a source of political dispute for over two decades. The作者: Intrepid 時間: 2025-3-26 23:18 作者: PANEL 時間: 2025-3-27 04:44
Benjamin C. Fortnach, .) is offered as a method that can generate information for the creation of professional development plans for entire schools and mentorship advice for individual teachers. Illustrative nomothetic Identity Structure Analyses follow the opening argument of this chapter. The first nomothetic analy作者: 被告 時間: 2025-3-27 05:34 作者: anchor 時間: 2025-3-27 13:09
Benjamin C. Fortna and the ‘post-bureaucratization’ of contemporary organizational relationships.. With regard to the first, the thematic opening chapter by Jay Lemke, as well as the other chapters in the present volume, provide a profound insight into the relevance and underpinning of identity as analytic construct.作者: 飲料 時間: 2025-3-27 16:47
and the ‘post-bureaucratization’ of contemporary organizational relationships.. With regard to the first, the thematic opening chapter by Jay Lemke, as well as the other chapters in the present volume, provide a profound insight into the relevance and underpinning of identity as analytic construct.作者: ADORE 時間: 2025-3-27 20:37 作者: 我不明白 時間: 2025-3-27 23:28
https://doi.org/10.1057/9780230300415bibliography; empire; Transition作者: colony 時間: 2025-3-28 03:43 作者: 顛簸下上 時間: 2025-3-28 08:53
http://image.papertrans.cn/l/image/583013.jpg作者: Synchronism 時間: 2025-3-28 12:54
978-1-137-27093-1Palgrave Macmillan, a division of Macmillan Publishers Limited 2011
