E-Learning Practice, EDEN Annual Conference 2007
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The French Communist Party and the Algerian
THE FRENCH COMMUNIST PARTY AND THE ALGERIAN WAR Also by Daniele Joly IMMIGRANT ASSOCIATIONS IN EUROPE (editor with John Rex and Czarina Witpert) RELUCTANT HOSTS: EUROPE AND ITS REFUGEES (editor with Rnbin Cohen) The French COlDlDunist Party and the Algerian War Daniele J oly Senior Research Fellow University of Warwick Palgrave Macmillan ISBN 978-1-349-21289-7 ISBN 978-1-349-21287-3 (eBook) DOI 10.1007/978-1-349-21287-3 All rights reserved. For information, write: Scholarly and Reference Division, St. Martin's Press, Inc., 175 Fifth Avenue, New York, N.Y. 10010 Softcover reprint of the hardcover 1st edition 1991 First published in the United States of America in 1991 Phototypeset by Input Typesetting Ltd, London Library of Congress Cataloging-in-Publication Data Joly, Daniele The French Communist Party and the Algerian War/Daniele Joly. p. em. Includes bibliographical references. ISBN 978-0-312-04211-0 I. Algeria-History-Revolution, 1954--1962-Public opinion. 2. Parti communiste fran<;;ais. 3. Communists-France-Attitudes. 4. Public opinion-France. I. Title. DT295.J63 1991 90-34612 965' .04-dc20 CIP Contents Glossary vi Preface IX Acknowledgements xiv Introduction xv Algeria under French Colonisation 1 2 The PCF and the Colonial Question: A Historical Perspective 20 3 The PCF, the International Situation and the Algerian War 42 4 The French Nation 55 5 The PCF and the Algerian Nation 68 6 France's Military Involvement in Algeria: The PCF and the Oppositionnels 100 7 Synthesis on the Opposition 130 Conclusion Notes and References 149 Bibliography 165 Index 176 v Glossary VOCABULARY Appeles The French army is composed of conscripts and professionals. -
Cloud Fonts in Microsoft Office
APRIL 2019 Guide to Cloud Fonts in Microsoft® Office 365® Cloud fonts are available to Office 365 subscribers on all platforms and devices. Documents that use cloud fonts will render correctly in Office 2019. Embed cloud fonts for use with older versions of Office. Reference article from Microsoft: Cloud fonts in Office DESIGN TO PRESENT Terberg Design, LLC Index MICROSOFT OFFICE CLOUD FONTS A B C D E Legend: Good choice for theme body fonts F G H I J Okay choice for theme body fonts Includes serif typefaces, K L M N O non-lining figures, and those missing italic and/or bold styles P R S T U Present with most older versions of Office, embedding not required V W Symbol fonts Language-specific fonts MICROSOFT OFFICE CLOUD FONTS Abadi NEW ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Abadi Extra Light ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Note: No italic or bold styles provided. Agency FB MICROSOFT OFFICE CLOUD FONTS ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Agency FB Bold ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Note: No italic style provided Algerian MICROSOFT OFFICE CLOUD FONTS ABCDEFGHIJKLMNOPQRSTUVWXYZ 01234567890 Note: Uppercase only. No other styles provided. Arial MICROSOFT OFFICE CLOUD FONTS ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Arial Italic ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Arial Bold ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 01234567890 Arial Bold Italic ABCDEFGHIJKLMNOPQRSTUVWXYZ -
Student Prospectus for Undergraduate Degrees
Student Prospectus For Undergraduate Degrees Academic Year 2019-2020 AOU Statement AOU seeks to offer opportunities of higher and continuing education, with high quality, to all who have the potential by adopting open blended learning, utilizing state-of-the-art information and communication technologies. Face-to-Face Flexible E-learning tutorials Learning AOU AOU Goals High Quality Education Continuing Professional Education Training Jop Valuing Opportunities People Research and Scholarly Activities Student Prospectus For Undergraduate Degrees Table of Contents Preface 5 The Arab Open University: the Beginnings 6 University Mission, Vision and Goals 7 1 The AOU’s Vision 7 2 Mission Statement 7 3 The AOU’s Goals 7 4 Reasons for Joining the AOU 7 5 Partnership with The Open University, UK 8 A System of Integrated Open Learning 9 1 The Student Learning Package 9 2 Tutorial Sessions 10 3 Student Attendance 10 4 Office Hours 10 Resources 11 1 Learning Resources 11 2 Computer Laboratories 11 3 Other Facilities 11 AOU Branches 12 Quality Assurance 12 1 Designing Learning Materials 12 2 Managing and Monitoring of Tutors 13 3 Assessment 13 Admission Requirements 16 Language Placement Tests 16 English Language Levels Offered at the AOU 17 Credit Transfer (Course Equivalence) 18 Academic Degrees Offered at the AOU 18 1 BA (Honours) in Business Studies 20 2 BA (Honours) in English Language and Literature 20 3 BSc (Honours) in Information Technology and Computing 21 4 Academic Programmes Offered by the Faculty of Education 22 5 General Courses 22 -
Kyrgyzstan Extended Migration Profile 2010-2015
NATIONAL INSTITUTE FOR STRATEGIC STUDIES OF THE KYRGYZ REPUBLIC Kyrgyzstan Extended Migration Profile 2010-2015 Kazahkstan Talas Bishkek Chuy oblast Balykchy Talas oblast Karakol Issyk-Kul oblast Jalalabad oblast Naryn oblast Jalalabad Uzbekistan Naryn Osh Batken Osh oblast Batken oblast China Tadjikistan УДК 325 ББК 60.7 К 97 National Institute for Strategic Studies of the Kyrgyz Republic International Organization for Migration Editorial team Chief Editor: T. I. Sultanov Authors: G. K. Ibraeva, M. K. Ablezova Managing Editors: S. V. Radchenko, J. R. Irsakova, E. A. Omurkulova-Ozerska, M. Manke, O. S. Chudinovskikh, A. V. Danshina, J. S. Beketaeva, A.T. Bisembina Interagency Working Group: E. A. Omurkulova-Ozerska - National Institute for Strategic Studies of the Kyrgyz Republic J. R. Irsakova - National Institute for Strategic Studies of the Kyrgyz Republic T. S. Taipova - The National Statistical Committee of the Kyrgyz Republic G. J. Jaylobaeva - The National Statistical Committee of the Kyrgyz Republic A. Z Mambetov - Ministry of Internal Affairs of the Kyrgyz Republic Mirlan Sarlykbek uulu - State Border Service of the Kyrgyz Republic B. O. Arzykulova - Ministry of Health of the Kyrgyz Republic J. N. Omurova - Ministry of Economy of the Kyrgyz Republic S. A. Korchueva - Ministry of Foreign Affairs of the Kyrgyz Republic A. K. Minbaev - State Registration Service under the Government of the Kyrgyz Republic U. Shamshiev - State Migration Service of the Kyrgyz Republic B. S. Aydakeeva - State Migration Service of the Kyrgyz Republic Design and layout: М.S. Blinova К 97 Kyrgyzstan – extended migration profile – B.: 2016 K 0703000000-16 УДК 325 ББК 60.7 ISBN 978-9967-11-550-7 KYRGYZSTAN EXTENDED MIGRATION PROFILE 2010-2015 This Extended Migration Profile was prepared in the framework of the Global Programme Mainstreaming Migration into Development Strategies implemented by the International Organization for Migration and the United Nations Development Programme with the financial support of the Government of Switzerland. -
International Students Pursuing Higher Education
DEPARTAMENTO DE EDUCACIÓN COMPARADA E HISTORIA DE LA EDUCACIÓN FACULTAD DE FILOSOFÍAY CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD DE VALENCIA INTERNATIONALISATION IN HIGHER EDUCATION: A COMPARATIVE VIEW OF CROSS-BORDER TYPES 1 & 2 EDUCATION AND THEIR IMPACT ON DEVELOPING AND DEVELOPED COUNTRIES Jacqueline M. Taylor Trabajo de Investigación del Programa de Doctorado 120F. Director: Dr. Luis Miguel Lázaro Lorente Valencia, mayo de 2014 2 ACKNOWLEDGEMENT The journey has been longer than initially anticipated, and certainly a memorable one. Embarking on this journey was made possible when the Department of Comparative Education and the History of Education accepted my letter of application. Thus, I express my gratitude for having had the opportunity to pursue my studies within the department and by extension, the University of Valencia. The journey has been both challenging and very rewarding due to all the persons who have made this a worthwhile experience. I begin by expressing thanks to Dr. Luis Miguel Lázaro Lorente for having accepted to be director of my Doctoral thesis. His ongoing encouragement to publish articles and to co-author a chapter, as well as his administrative assistance in providing the necessary documents required of the department for the renewal of my student visa annually is greatly appreciated. I am also grateful for the interest in my progress shown by each person in the Secretary Office of the department, Dr. Joan Marie Senet and Dr. Maria Jesús Martinez Usarralde throughout the years. I also wish to thank all my classmates, especially Ana Garcia, who has enriched my international student experience. I would like to thank my all friends who have encouraged me along this trajectory; but special thanks to Noemi Martinez, Loida Sanchez, Danny Moreno and David Guaita who have been with me on this journey from the beginning and who have been most encouraging and very supportive when I needed it most. -
General Admission Regulations.Pdf
AOU Admission Criteria Undergraduate Programmes: General Admission Criteria . To be admitted in any bachelor programme the applicant should have fulfilled the following conditions: . Obtain a general secondary school certificate or equivalent. Fulfil any other conditions determined by the University or competent authorities of the Branch country. The Branch Council shall devise and approve a specific admissions policy pursuant to admission requirements in the Branch country. Any applicant who meets admission requirements and who could not be admitted due to competition may re-apply in any forthcoming opportunity. The Branch may admit students willing to study specific courses as non-registered students provided that they fulfil the pre-requisites for these courses if required, or any other conditions determined by the nature of these courses. A student who studied at the Branch as a non-registered student in previous semesters maybe enrolled in any of the programmes offered in the Branch after filing an application for admission during the specified period. Upon his/ her request, courses studied in the Branch or in any other branch will be credited to him/her provided that they are consistent with the study plan of the programme in which he/she was admitted and that the grades he/she earned in these courses shall be entered in his/her new academic record. The students’ intake in any programme will be decided as per the numbers set by the Ministries of Higher Education in each Branch Country. Branch specific admissions policy: 1. KSA Branch: . For admission to any of the bachelor's programs, the following are required: 2 | P a g e 1. -
Außenstellen- Bericht DAAD-Präsenz Weltweit
2 2 Außenstellen- bericht DAAD-Präsenz weltweit Nord- amerika: 3 Toronto New York San Francisco Mexiko-Stadt San José Bogotá Latein- amerika: 34 São Paulo Rio de Janeiro Santiago de Chile Buenos Aires DAAD-Präsenz weltweit Osteuropa, West-, Mittel- Zentralasien und und Südkaukasus: Südosteuropa: 73 231 St. Petersburg Kasan Riga Moskau Nowosibirsk Minsk Berlin Warschau London Brüssel Prag Kiew Bonn Paris Budapest Bukarest Almaty Belgrad Tiflis Bischkek Peking Rom Istanbul Baku Taschkent Madrid Ankara Eriwan Seoul Tokyo Athen Tunis Erbil Teheran Shanghai Tel Aviv Amman Islamabad Kairo Ostjerusalem Neu-Delhi Dhaka Guangzhou Taipeh Hanoi Nahost, Mumbai Pune Nordafrika: 31 Bangkok Bangalore Chennai Ho-Chi-Minh-Stadt Addis Abeba Colombo Accra Yaoundé Kuala Lumpur Singapur Nairobi Afrika Jakarta Subsahara: Asien, 29 Pazifik: 71 Johannesburg Sydney 18 Außenstellen 5 Deutsche Wissenschafts- und Innovationshäuser (DWIH) 35 Informationszentren (IC) 15 Information Points (IP) DAAD-Zentrale Bonn und Büro Berlin Stand: Dezember 2020 472 Lektorate www.daad.de/netzwerkkarte Impressum Herausgeber Deutscher Akademischer Austauschdienst e.V. German Academic Exchange Service Kennedyallee 50, D-53175 Bonn Tel.: +49 228 882-0, [email protected] www.daad.de Vertretungsberechtigter Vorstand Präsident Prof. Dr. Joybrato Mukherjee Registergericht Bonn, Registernummer VR 2107 Umsatzsteuer-IdNr.: DE122276332 Verantwortlicher i. S. v. § 55 Abs. 2 RStV: Dr. Kai Sicks Koordination Yamina Eş, Silvia Schmid, DAAD Redaktion Jörn Breiholz, Michael Netzhammer – netzhammer und breiholz (PartG), Hamburg und München; Christine Arndt, Christoph Hansert, Dr. Claudia Nospickel, Silvia Schmid, Suad Shumareye, Dr. Friederike Schröder, Marc Wilde, Dr. Fangfang Xu, DAAD Bildredaktion Thomas Pankau, DAAD Lektorat Anke Brettnich, Public Relations, Hofheim am Taunus Gestaltung und Satz Atelier Hauer + Dörfler GmbH, Berlin Druck W. -
Reform Analysis in Higher Education System of the Kyrgyz Republic
© 2018 Kaldybaev. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/4.0/) ST 21 CENTURY PEDAGOGY Transformations of the Education Systems in Europe and in Asia at the turn of 20th and 21st century Vol. I, 16–19 DOI: 10.2478/ped21-2018-0003 Salidin Kaldybaev Ala-Too International University, Kyrgyz Republic Reform Analysis in Higher Education System of the Kyrgyz Republic Key words: Higher education, education reform, normative documents, public education development pro- grams, the Education Act, the state educational standard, higher education institutions A b s t r a c t At the end of the twentieth century the Kyrgyz Republic got the opportunity to create a higher education system, as well as the way was paved for the creation of a common educational space in the Commonwealth of Independent States (CIS), which resulted in adopting CIS-wide a number of documents that form the legal basis for a common educational space. Analysis of reforms in education system of Kyrgyzstan allows concluding that in general, the state educational policy of sovereign Kyr- gyzstan was entirely aimed at solving strategic problems of the education sector, and thus at improving the socio-economic well-being of the country. Lack of continuity and the proper funding of the adopted state programs have negative impact on the effectiveness of educational reform. Therefore, a number of measures ought to be taken in order to improve the efficiency of the education system reform. In the age of globalization the special role belongs to the preservation of the elements of the old command the higher education system, which is becoming one of economy is forcing reforms in education. -
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International Institute for Educational Planning Private supplementary tutoring in Central Asia New opportunities and burdens Edited by Iveta Silova Educational costs and financing Private supplementary tutoring in Central Asia New opportunities and burdens Private supplementary tutoring in Central Asia New opportunities and burdens Edited by Iveta Silova International Institute for Educational Planning The views and opinions expressed in this book are those of the author and do not necessarily represent the views of UNESCO or the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or the IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been supported by the Open Society Institute – with contribution of the Education Support Program of OSI Budapest. Published by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris, France [email protected] www.iiep.unesco.org Cover design: IIEP Cover photo: Shutterstock/Fred Sweet Typesetting: Linéale Production Printed in IIEP’s printshop ISBN: 978-92-803-1331-4 © UNESCO 2009 FOREWORD Private tutoring is rarely the object of careful scrutiny by government offi cials in any part of the world, and Central Asia is no exception. Since the collapse of the Soviet Union in 1991, governments of the former Soviet republics of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan have been preoccupied with reforming their mainstream education systems, but they have tended to overlook the dynamic growth of private supplementary tutoring. -
The Example of the Algerian War
L2 Journal, Volume 4 (2012), pp. 83-101 Teaching Difficult Topics: The Example of the Algerian War ELIZABETH KNUTSON United States Naval Academy E-mail: [email protected] While history as critical discourse differs importantly from the more subjective narratives of collective memory, even historians vary in their accounts and analyses of past events. This article argues for the need to include a spectrum of voices and text types when teaching history in the context of foreign language study, taking the example of “official stories,” collective memories, and historical accounts of the Algerian War of 1954-62. In addition to presenting varied views and text genres, the argument is made for the importance of teaching the controversies that arise around difficult topics, even many years after the fact. Teaching different sides of a difficult story and its unresolved conflicts is a form of realism that respects students’ intelligence and fosters their self-awareness as cultural subjects. Examples of a multiple perspectives approach are drawn from two textbooks published in France, with additional suggestions for classroom materials and activities at various instructional levels. _______________ INTRODUCTION In the words of Fréderic Abécassis, co-author of Pour une histoire franco-algérienne, “l’histoire est polyphonique” [history is polyphonic] (cited by Nuyten 2010, p. 57). While history as critical, reflective discourse differs importantly from the more subjective narratives of collective memory, which reflect the perspective of a particular group (Wertsch, p. 127), even historians themselves vary in their accounts and analyses of past events. This paper argues for the need to include a spectrum of voices and text types when teaching difficult historical topics in the context of foreign language study. -
TEX Support for the Fontsite 500 Cd 30 May 2003 · Version 1.1
TEX support for the FontSite 500 cd 30 May 2003 · Version 1.1 Christopher League Here is how much of TeX’s memory you used: 3474 strings out of 12477 34936 string characters out of 89681 55201 words of memory out of 263001 3098 multiletter control sequences out of 10000+0 1137577 words of font info for 1647 fonts, out of 2000000 for 2000 Copyright © 2002 Christopher League [email protected] Permission is granted to make and distribute verbatim copies of this manual provided the copyright notice and this permission notice are preserved on all copies. The FontSite and The FontSite 500 cd are trademarks of Title Wave Studios, 3841 Fourth Avenue, Suite 126, San Diego, ca 92103. i Table of Contents 1 Copying ........................................ 1 2 Announcing .................................... 2 User-visible changes ..................................... 3 3 Installing....................................... 5 3.1 Find a suitable texmf tree............................. 5 3.2 Copy files into the tree .............................. 5 3.3 Tell drivers how to use the fonts ...................... 6 3.4 Test your installation ................................ 7 3.5 Other applications .................................. 8 3.6 Notes for Windows users ............................ 9 3.7 Notes for Mac users................................. 9 4 Using ......................................... 10 4.1 With TeX ........................................ 10 4.2 Accessing expert sets ............................... 11 4.3 Using CombiNumerals ............................ -
The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason Timothy Scott Johnson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1424 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE FRENCH REVOLUTION IN THE FRENCH-ALGERIAN WAR (1954-1962): HISTORICAL ANALOGY AND THE LIMITS OF FRENCH HISTORICAL REASON By Timothy Scott Johnson A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 TIMOTHY SCOTT JOHNSON All Rights Reserved ii The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason by Timothy Scott Johnson This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Richard Wolin, Distinguished Professor of History, The Graduate Center, CUNY _______________________ _______________________________________________ Date Chair of Examining Committee _______________________