LEADER 03272nam 22007093u 450 001 9910791078603321 005 20230207232309.0 010 $a1-4522-4888-5 035 $a(CKB)2550000001194187 035 $a(EBL)1598429 035 $a(SSID)ssj0001111976 035 $a(PQKBManifestationID)11665332 035 $a(PQKBTitleCode)TC0001111976 035 $a(PQKBWorkID)11157138 035 $a(PQKB)10783254 035 $a(MiAaPQ)EBC1598429 035 $a(EXLCZ)992550000001194187 100 $a20140127d1996|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFamilies & Time$b[electronic resource] $eKeeping Pace in a Hurried Culture 210 $aThousand Oaks $cSAGE Publications$d1996 215 $a1 online resource (271 p.) 225 1 $aUnderstanding Families series 300 $aDescription based upon print version of record. 311 $a1-322-42063-7 311 $a0-8039-7340-3 327 $aCover; Contents; Preface; Acknowledgments; Chapter 1 - Conceptualizations of Time; Chapter 2 - The Experience of Family Time in Historical Perspective; Chapter 3 - The Social Construction of Time in Families; Chapter 4 - Time Together: The Social Construction of Family Time; Chapter 5 - Controlling Family Time; Chapter 6 - The Politics of Time between Families and Society; Chapter 7 - Gender Politics of Family Time; Chapter 8 - Intergenerational Politics of Family Time; Chapter 9 - Toward an Integrated Theory of Family Time; Conclusion; References; Author Index; Subject Index 327 $aAbout the Author 330 $aWhat is family time? What value do we place on it? How many families today have time to be families? How do families view, use and seek to control time, and how successful are they at it? The concept of time is central to the study of families and is used in different ways: families changing through history; families experiencing the passage of time as they age over the life course; and families negotiating time for being together. Synthesizing these different concepts into a broad theory of how families understand time, Kerry J Daly examines time as a pervasive influence in the changing exper 410 0$aUnderstanding Families series 517 $aUnderstanding Families series 517 $aUnderstanding Families series, Volume 7 517 $aFamilies & Time 606 $aFamilies -- Sociological aspects 606 $aFamilies 606 $aTime -- Sociological aspects 606 $aFamilies$xSociological aspects 606 $aTime 606 $aSociology & Social History$2HILCC 606 $aSocial Sciences$2HILCC 606 $aFamily & Marriage$2HILCC 615 4$aFamilies -- Sociological aspects. 615 4$aFamilies. 615 4$aTime -- Sociological aspects. 615 0$aFamilies$xSociological aspects 615 0$aTime 615 7$aSociology & Social History 615 7$aSocial Sciences 615 7$aFamily & Marriage 676 $a306.85 700 $aDaly$b Kerry J$01493201 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910791078603321 996 $aFamilies & Time$93716068 997 $aUNINA LEADER 05121nam 22006855 450 001 9910410015503321 005 20250609110058.0 010 $a9789811538056 010 $a9811538050 024 7 $a10.1007/978-981-15-3805-6 035 $a(CKB)4100000011040394 035 $a(MiAaPQ)EBC6177181 035 $a(DE-He213)978-981-15-3805-6 035 $a(MiAaPQ)EBC6177220 035 $a(EXLCZ)994100000011040394 100 $a20200415d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEnglish Language Teaching in Moroccan Higher Education /$fedited by Hassan Belhiah, Ikbal Zeddari, Nourddine Amrous, Jamal Bahmad, Nourdin Bejjit 205 $a1st ed. 2020. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (258 pages) 311 0 $a9789811538049 311 0 $a9811538042 327 $aChapter 1. English Language Teaching in Moroccan Higher Education: An Introduction (Hassan Belhiah) -- Part 1: English: Evolution and Spread -- Chapter 2. The Making of an English Department (1975-1982): A Personal Account (Hassan Mekouar) -- Chapter 3. English as a Global Language in Morocco: A Qualitative study of Students? Motivations for Studying English (Hassan Belhiah) -- Chapter 4. Reflections on the Evolution of the LMD Reform: The English Department as a Case Study (Yamina El Kirat El Allame) -- Part 2: Motivation towards English -- Chapter 5. English as an Alternative Cultural Capital for University EFL Students in Morocco (Adil Azhar) -- Chapter 6. University Teachers? Perspectives on Adopting EMI in Morocco (Youssef Nadri) -- Chapter 7. L2 Motivational Self and English Department Students? Intended Effort (Nourddine Amrous) -- Chapter 8. Motivations, Attitudes and Introspections of Moroccan Undergraduate Students towards Major Selection (Abdellatif Bouhlal) -- Part 3: Teaching Practices -- Chapter 9. Beliefs on English Language Teaching Effectiveness in Moroccan Higher Education (Amina Ichbah) -- Chapter 10. Teaching Translation to Moroccan University Students: Challenges and Perspectives (Abderrazak Gharafi) -- Chapter 11. Final Year Research Supervision in the English Department: Attributes, Challenges, and Supervisory Practices (Ikbal Zeddari) -- Part 4: Curricular Innovations -- Chapter 12. A Citizenship Approach to Learning and Engagement in Moroccan Higher Education (Said Zaidoune) -- Chapter 13. Teaching/Learning English through Digitalized Curricula: Challenges and Prospects (Mohamed Dellal) -- Part 5: Challenges and Future Prospects -- Chapter 14. Challenges to the Mission of the English Department in Morocco (Hssein Khtou) -- Chapter 15. Scientific Research and Human National Development in Moroccan Universities: An Empirical and Attitudinal Assessment of Status-Quo and Challenges from a Postgraduate Perspective (Abdelghani Ennam) -- Chapter 16. The Challenges and Future of the English Department in Neoliberal Morocco (Jamal Bahmad). 330 $aThis book explores the global spread of English and its ramifications for the status of English in Morocco. It sheds light on motivational issues in English language teaching and learning in Moroccan higher education and examines various teaching practices in terms of: teaching effectiveness, assessment and evaluation, written feedback, English-Arabic translation, and undergraduate supervision. In addition to identifying critical issues in the discipline of English studies and the main challenges facing English departments from historical, institutional, and pedagogical perspectives, it suggests strategies for addressing and overcoming them. 606 $aLanguage and languages$xStudy and teaching 606 $aGermanic languages 606 $aEducation, Higher 606 $aInternational education 606 $aComparative education 606 $aLanguage Education 606 $aGermanic Languages 606 $aHigher Education 606 $aInternational and Comparative Education 615 0$aLanguage and languages$xStudy and teaching. 615 0$aGermanic languages. 615 0$aEducation, Higher. 615 0$aInternational education. 615 0$aComparative education. 615 14$aLanguage Education. 615 24$aGermanic Languages. 615 24$aHigher Education. 615 24$aInternational and Comparative Education. 676 $a428.00711 702 $aBelhiah$b Hassan$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aZeddari$b Ikbal$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aAmrous$b Nourddine$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBahmad$b Jamal$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBejjit$b Nourdin$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410015503321 996 $aEnglish Language Teaching in Moroccan Higher Education$92128303 997 $aUNINA