Transition to Latin Alphabet (20S of the Twentieth Century) Modern Reality Is a Result of Historical Events
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
IQAS International Education Guide
International Education Guide FOR THE ASSESSMENT OF EDUCATION FROM THE FORMER USSR AND THE RUSSIAN FEDERATION Welcome to the Alberta Government’s International Education Guides The International Qualifications Assessment Service (IQAS) developed the International Education Guides for educational institutions, employers and professional licensing bodies to help facilitate and streamline their decisions regarding the recognition of international credentials. These guides compare educational systems from around the world to educational standards in Canada. The assessment recommendations contained in the guides are based on extensive research and well documented standards and criteria. This research project, a first in Canada, is based on a broad range of international resources and considerable expertise within the IQAS program. Organizations can use these guides to make accurate and efficient decisions regarding the recognition of international credentials. The International Education Guides serve as a resource comparing Alberta standards with those of other countries, and will assist all those who need to make informed decisions, including: • employers who need to know whether an applicant with international credentials meets the educational requirements for a job, and how to obtain information comparing the applicant’s credentials to educational standards in Alberta and Canada • educational institutions that need to make a decision about whether a prospective student meets the education requirements for admission, and who need to find accurate and reliable information about the educational system of another country • professional licensing bodies that need to know whether an applicant meets the educational standards for licensing bodies The guides include a country overview, a historical educational overview, and descriptions of school education, higher education, professional/technical/vocational education, teacher education, grading scales, documentation for educational credentials and a bibliography. -
History of Azerbaijan (Textbook)
DILGAM ISMAILOV HISTORY OF AZERBAIJAN (TEXTBOOK) Azerbaijan Architecture and Construction University Methodological Council of the meeting dated July 7, 2017, was published at the direction of № 6 BAKU - 2017 Dilgam Yunis Ismailov. History of Azerbaijan, AzMİU NPM, Baku, 2017, p.p.352 Referents: Anar Jamal Iskenderov Konul Ramiq Aliyeva All rights reserved. No part of this book may be reproduced or transmitted in any form by any means. Electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the copyright owner. In Azerbaijan University of Architecture and Construction, the book “History of Azerbaijan” is written on the basis of a syllabus covering all topics of the subject. Author paid special attention to the current events when analyzing the different periods of Azerbaijan. This book can be used by other high schools that also teach “History of Azerbaijan” in English to bachelor students, master students, teachers, as well as to the independent learners of our country’s history. 2 © Dilgam Ismailov, 2017 TABLE OF CONTENTS Foreword…………………………………….……… 9 I Theme. Introduction to the history of Azerbaijan 10 II Theme: The Primitive Society in Azerbaijan…. 18 1.The Initial Residential Dwellings……….............… 18 2.The Stone Age in Azerbaijan……………………… 19 3.The Copper, Bronze and Iron Ages in Azerbaijan… 23 4.The Collapse of the Primitive Communal System in Azerbaijan………………………………………….... 28 III Theme: The Ancient and Early States in Azer- baijan. The Atropatena and Albanian Kingdoms.. 30 1.The First Tribal Alliances and Initial Public Institutions in Azerbaijan……………………………. 30 2.The Kingdom of Manna…………………………… 34 3.The Atropatena and Albanian Kingdoms…………. -
Orthographic Transparency and the Ottoman Abjad Maithili Jais
Orthographic Transparency and the Ottoman Abjad Maithili Jais University of Florida Spring 2018 I. Introduction In 2014, the debate over whether Ottoman Turkish was to be taught in schools or not was once again brought to the forefront of Turkish society and the Turkish conscience, as Erdogan began to push for Ottoman Turkish to be taught in all high schools across the country (Yeginsu, 2014). This became an obsession of a news topic for media in the West as well as in Turkey. Turkey’s tumultuous history with politics inevitably led this proposal of teaching Ottoman Turkish in all high schools to become a hotbed of controversy and debate. For all those who are perfectly contented to let bygones be bygones, there are many who assert that the Ottoman Turkish alphabet is still relevant and important. In fact, though this may be a personal anecdote, there are still certainly people who believe that the Ottoman script is, or was, superior to the Latin alphabet with which modern Turkish is written. This thesis does not aim to undertake a task so grand as sussing out which of the two was more appropriate for Turkish. No, such a task would be a behemoth for this paper. Instead, it aims to answer the question, “How?” Rather, “How was the Arabic script moulded to fit Turkish and to what consequence?” Often the claim that one script it superior to another suggests inherent judgement of value, but of the few claims seen circulating Facebook on the efficacy of the Ottoman script, it seems some believe that it represented Turkish more accurately and efficiently. -
Alphabet Letters with Examples
Alphabet Letters With Examples Snidely inveterate, Rik unshrouds miscreancies and yellows demerara. Colbert usually dethrones impassively or pietismunscrambling subedits apically while whenJohannes reviving hyphenates Regan urinating some representativeness eximiously and acrobatically. palingenetically. Lineate and jalapic Torr disjoins her In both of predicting risk in mind that contain targeted digraph sound and alphabet letters with examples For slot in the OED's entry for court letter g they write who the 13th c however virgin was besides some scribes wholly or partially discarded for y or gh a few. French Introductory lessons The alphabet L'alphabet. Alphabet Meaning Best 14 Definitions of Alphabet. This finding out of two to know more with alphabet, want to complete many letters on in pronunciation of letters and see often make. Letter no Name each Letter Similar English Sound Sample. Definition and examples of Alphabet ThoughtCo. Each letter names and alphabet letters with examples in international phonetic alphabet uses the manual alphabet bean bags is used with a phonetic notation and meaningful. English alphabet lowercase letters a b c d e f g h i j k l m n o p q r s t u v w x y z Examples of Lowercase Letters word every word above uses only lowercase. Graham s who has knowing the examples with alphabet letters and developmental sequence in a great ideas are obviously better. The fastest way to health the Spanish alphabet is to induce what ever letter. I've indicated the two sounds of th with the examples thin end this. Guidelines for the alphabetical arrangement of letters and sorting of numerals and. -
Russian Federation
International Qualifications Assessment Service (IQAS) Government of Alberta COUNTRY EDUCATION PROFILE The Former USSR and the Russian Federation 2 Prepared by: International Qualifications Assessment Service (IQAS) Contact Information: International Qualifications Assessment Service (IQAS) 9th Floor, 108 Street Building, 9942 108 Street, Edmonton, Alberta, Canada T5K 2J5 Phone: 1 (780) 4272655 Fax: 1 (780) 4229734 © 2007 the Crown in right of the Province of Alberta, International Qualifications Assessment Service (IQAS) 3 TABLE OF CONTENTS TABLE OF CONTENTS........................................................................................................................ 4 LIST OF TABLES.................................................................................................................................. 7 LIST OF FIGURES.............................................................................................................................. 10 COUNTRY OVERVIEW..................................................................................................................... 11 HISTORICAL EDUCATION OVERVIEW........................................................................................ 17 EDUCATION IN THE FORMER USSR................................................................................................... 17 EDUCATION IN THE RUSSIAN FEDERATION AFTER 1991 .................................................................... 20 SCHOOL EDUCATION ..................................................................................................................... -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
Mustafa Kemal Atatürk 1 Mustafa Kemal Atatürk
Mustafa Kemal Atatürk 1 Mustafa Kemal Atatürk Mustafa Kemal Atatürk [[file:MustafaKemalAtaturk.jpg alt=]] President Atatürk 1st President of Turkey In office 29 October 1923 – 10 November 1938 (15 years, 12 days) Prime Minister Ali Fethi Okyar İsmet İnönü Celâl Bayar Succeeded by İsmet İnönü 1st Prime Minister of Turkey In office 3 May 1920 – 24 January 1921 (0 years, 266 days) Succeeded by Fevzi Çakmak 1st Speaker of the Parliament of Turkey In office 24 April 1920 – 29 October 1923 (3 years, 219 days) Succeeded by Ali Fethi Okyar 1st Leader of the Republican People's Party In office 9 September 1923 – 10 November 1938 (15 years, 62 days) Succeeded by İsmet İnönü Personal details Born 19 May 1881 (Conventional. This date was adopted by the president himself for official purposes in the absence of precise knowledge concerning the real date.)Salonica, Ottoman Empire (present-day Thessaloniki, Greece) Died 10 November 1938 (aged 57)Dolmabahçe Palace Istanbul, Turkey Resting place Anıtkabir Ankara, Turkey Nationality Turkish Political party Committee of Union and Progress, Republican People's Party Spouse(s) Lâtife Uşaklıgil (1923–25) Religion See Mustafa Kemal Atatürk's religious views. Signature Military service Mustafa Kemal Atatürk 2 Allegiance Ottoman Empire (1893 – 8 July 1919) Republic of Turkey (9 July 1919 – 30 June 1927) Army Service/branch Rank Ottoman Empire: General (Pasha) Republic of Turkey: Mareşal (Marshal) Commands 19th Division – 16th Corps – 2nd Army – 7th Army – Yildirim Army Group – commander-in-chief of Army of the -
Implementation of Alphabet and Language Revolution and It’S Potential Impacts in Historical Process
IMPLEMENTATION OF ALPHABET AND LANGUAGE REVOLUTION AND IT’S POTENTIAL IMPACTS IN HISTORICAL PROCESS Asistant. Prof. Dr.Alev Duran İstanbul Aydın University Associate Prof. Dr. Zafer TANGÜLÜ Mugla Sıtkı Kocman University Introduction Turks used different alphabets throughout history, they started to use the Arabic alphabet with the adoption of Islam and this alphabet has been used in a very wide geography for a long time. During this period, some important intellectuals in the Turkish world argued that the Arabic alphabet was not in accordance with the Turkish phonetics, and suggested various ideas to change or improve. Towards the end of growth of the Ottoman Empire, as in many areas of the West, the developments in science-technology and education could not be followed and the education continued in the hands of non-qualified people caused the Ottoman education system to be deprived of the requirements of time. Although some western-style reforms have been attempted in education since the end of the eighteenth century, these initiatives have led to the emergence of a dual educational system and have continued to do so until the state collapses. After winning the War of Independence and proclamation of the Republic, reforms were initiated in various fields in order to bring the Turkish society to the level of contemporary civilization, to remove the obstacles against the progress of the country and to create a secular and national structure. Innovations in the field of education, one of them, have become inevitable. For this purpose, fundamental changes in all areas of education and training have been made from primary school term to university term in Ataturk period. -
Middle East-I 9 Modern and Liturgical Scripts
The Unicode® Standard Version 13.0 – Core Specification To learn about the latest version of the Unicode Standard, see http://www.unicode.org/versions/latest/. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trade- mark claim, the designations have been printed with initial capital letters or in all capitals. Unicode and the Unicode Logo are registered trademarks of Unicode, Inc., in the United States and other countries. The authors and publisher have taken care in the preparation of this specification, but make no expressed or implied warranty of any kind and assume no responsibility for errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of the use of the information or programs contained herein. The Unicode Character Database and other files are provided as-is by Unicode, Inc. No claims are made as to fitness for any particular purpose. No warranties of any kind are expressed or implied. The recipient agrees to determine applicability of information provided. © 2020 Unicode, Inc. All rights reserved. This publication is protected by copyright, and permission must be obtained from the publisher prior to any prohibited reproduction. For information regarding permissions, inquire at http://www.unicode.org/reporting.html. For information about the Unicode terms of use, please see http://www.unicode.org/copyright.html. The Unicode Standard / the Unicode Consortium; edited by the Unicode Consortium. — Version 13.0. Includes index. ISBN 978-1-936213-26-9 (http://www.unicode.org/versions/Unicode13.0.0/) 1. -
Mustafa Kemal
www.FAMOUS PEOPLE LESSONS.com MUSTAFA KEMAL ATAT ÜRK http://www.famouspeoplelessons.com/a/mustafa_kemal_ataturk.html CONTENTS: The Reading / Tapescript 2 Synonym Match and Phrase Match 3 Listening Gap Fill 4 Choose the Correct Word 5 Spelling 6 Put the Text Back Together 7 Scrambled Sentences 8 Discussion 9 Student Survey 10 Writing 11 Homework 12 Answers 13 MUSTAFA KEMAL ATATÜRK THE READING / TAPESCRIPT Mustafa Kemal Atatürk is the founder of the Republic of Turkey. His surname, Ataturk, means “Father of the Turks”. He was born in 1881 in Salonika, then part of the Ottoman Empire. He had a long and active military career before entering politics. He was a visionary and revolutionary leader who swiftly modernized Turkey after becoming its first president. His legacy is seen throughout Turkish life today. When Atatürk was 12, he joined a military school. He later graduated from a military academy in Istanbul in 1905. He quickly established his military reputation by fighting against the Italians in Libya in 1911, and in the Balkan Wars between 1912-1913. He became a hero by defending the Dardanelles against the Allies in 1915. Atatürk was promoted to general at the age of 35 because of his military skills. Atatürk played a key role in the Turkish War of Independence (1919- 1922). He started a nationalist revolution and successfully fought off European armies that had carved up and occupied Turkey after WWI. In 1921, he established a temporary government in Ankara. Two years later, in 1923, Turkey became a secular republic with Atatürk as its president. He remained in office until 1938. -
Azerbaijani Language Is the State Official Language of Azerbaijan and the Mean of Linguistic Communication of the 8 Million Population of the Country (2001)
Administrative Department of the President of the Republic of Azerbaijan P R E S I D E N T I A L L I B R A R Y LANGUAGE Contents General information about Azerbaijani language .................................................................................... 2 Early Alphabets in Azerbaijan ................................................................................................................... 3 Early Scripts .............................................................................................................................................. 3 Language and alphabet of Albania .......................................................................................................... 4 Old Turkic.................................................................................................................................................. 5 History of the appearance of written literary language ........................................................................... 6 The new period ............................................................................................................................................. 7 Alphabet transition. The Latin script: A chronology. ............................................................................ 10 The Laws and other acts of the Republic of Azerbaijan on the State language and the Languages' rights ............................................................................................................................................................ 12 Law -
The Literati and the Letters: a Few Words on the Turkish Alphabet Reform
The Literati and the Letters: A Few Words on the Turkish Alphabet Reform LAURENT MIGNON Abstract This paper explores the varied reactions of the Turkish literati and intelligentsia to the adoption of the Roman script imposed by Mustafa Kemal Ataturk¨ in 1928. Though alphabet reform had been on the agenda for almost 75 years, few intellectuals and bureaucrats had been supportive of romanisation in the years preceding the move. However after the implementation of the reform, opponents remained silent or were seemingly converted. This article discusses the reasons behind the silence and conversion of the elites and the strategies of opposition developed by more radical defenders of the Ottoman script. Finally it records the impact of the reform on the literary world and literary historiography. Let us open with an anecdote. This incident supposedly took place around 1928 in one of those tavernas haunted by Istanbul’s intelligentsia and Bohemia. A “young poet”, arguably Necip Fazıl Kısakurek¨ (1905–1983), was reading out a new poem; Professor Mustafa S¸ekip Tunc¸(1886–1958), a conservative exponent of Bergsonism, interrupted the recitation and exclaimed that the “young poet” was on the “road to genius”. Peyami Safa (1899–1961), who was by then a celebrated novelist and would later become a leading intellectual of the nationalist-conservative right, entered the discussion: “This is easy to check!...Tell us, poet. Are you in favour of romanisation and have you ever bought a national lottery ticket?” Taken by surprise, the “young poet” hesitantly asked for an explanation. The novelist replied that this was a test that he had devised in order to measure the intelligence of his interlocutors: “Whoever answers yes to those two questions is, according to me, a fool”.