LEADER 05566nam 2200685 a 450 001 9910457293903321 005 20200520144314.0 010 $a1-283-42391-X 010 $a9786613423917 010 $a90-272-7422-3 035 $a(CKB)2550000000079501 035 $a(EBL)842940 035 $a(OCoLC)773566980 035 $a(SSID)ssj0001101314 035 $a(PQKBManifestationID)11610354 035 $a(PQKBTitleCode)TC0001101314 035 $a(PQKBWorkID)11067032 035 $a(PQKB)11178384 035 $a(MiAaPQ)EBC842940 035 $a(Au-PeEL)EBL842940 035 $a(CaPaEBR)ebr10526823 035 $a(EXLCZ)992550000000079501 100 $a19970224d1997 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPerspectives on foreign-language policy$b[electronic resource] $estudies in honour of Theo van Els /$fedited by Theo Bongaerts, Kees de Bot 210 $aAmsterdam ;$aPhiladelphia, Pa. $cJ. Benjamins Pub. Co.$dc1997 215 $a1 online resource (232 p.) 300 $aDescription based upon print version of record. 311 $a1-55619-518-4 311 $a90-272-2164-2 320 $aIncludes bibliographical references and index. 327 $aPERSPECTIVES ON FOREIGN-LANGUAGE POLICY; Title page; Copyright page; Table of contents; Preface; Foreign-Language Teaching Policy in the Netherlands 1800-1970: A Historical Outline; Introduction; 1. 1796-1857: FLT and the Beginnings of a National Educational System; 1.1 The national school; 1.2 The Education Act of 1806 and its implications for FLT; 1.3 The earliest form of foreign-language teacher training; 1.4 FLT and the Latin schools; 1.5 FLT in Higher Education; 2. 1857-1876: The Education Acts of 1857, 1863 and 1876; 2.1 FLT in Extended Primary Education 327 $a2.2 FLT in the Higher Burgher Schools 2.3 FLT in the Grammar Schools; 2.4 FLT at the University of Groningen; 2.5 FLT and teacher training; 3. 1876-1920: From Experiments to Consolidation; 3.1 Government policy and FLT content; 3.1.1 The Higher Burgher Schools (HBS; 3.1.2 The Grammar Schools; 3.1.3 Extended Primary Education; 3.2 Foreign-language teacher training; 4. 1920-1968: From Consolidation to Innovation; 4.1 Consolidation in Secondary Education; 4.2 Innovation: the post-war years and beyond; 4.2.1 Higher Education; 4.2.2 Secondary Education; 5. Conclusion; References 327 $aThe Task Force of the Dutch National Action Programme as an Instrument for Developing and Implementing Foreign-Language Policy A Growing Need for Foreign-Language Competence; Supply and Demand Analysed; Directions for a Future Policy; The Establishment of the Task Force; Central Issues of the Action Programme; Concrete Actions to Implement the Recommendations; The Political Testament of the Task Force; Evaluation of the Task Force as an Instrument for Innovation; References; NAP as a Basis for a Coherent FLT Policy; The Difficulty of Spanish for Dutch Learners; Introduction 327 $aSpanish in Dutch Education Easy and Difficult Languages?; Mother Tongue and Foreign Language; Differences in Learning Outcomes Between Languages; School marks as a measure of learning outcome; Learning outcomes and levels of language proficiency; Perceived Difficulty; The importance of learner characteristics in research into the difficulty of languages; The difficulty of Spanish for Dutch learners; References; Changing Targets - Changing Tests; Introduction; Recommendations of the NAP and Points of Departure in Testing; New Programmes and Tests; Reading skill; Listening skills; Speaking skills 327 $aWriting skills Priorities; Conclusion; Notes; References; Appendix A; Appendix B; Reading skills; Listening skills; Speaking skills; Writing skills; Horizon Taaland Language Planning in the United States; Introduction; Planning Oriented to Adult Use; Centralization of Planning and Management; The Choice of Languages; Architecture; Conclusion; References; Developing a Language-Competent American Society: Implications of the English-Only Movement; Introduction; Normative Bilingualism as Policy and Practice Internationally; Pervasive Monolingualism as Policy and Practice Domestically 327 $aNeed for a Facilitative rather than Restrictive Policy 330 $aThis volume, containing fourteen invited papers on foreign-language policy, starts off with a brief history of foreign-language teaching policy in the Netherlands. This historical outline is followed by four contributions of authors who once developed the Dutch National Action Programme (NAP) on Foreign Languages under the directorship of Theo van Els. The second section consists of five contributions written by experts from Germany, Israel, Finland and the United States, who reflect on the language policies adopted in their countries and on the international impact of the ideas developed in 606 $aLanguage policy 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage planning 608 $aElectronic books. 615 0$aLanguage policy. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage planning. 676 $a306.44/9 701 $aEls$b Theo van$0131634 701 $aBongaerts$b Theo$0901255 701 $aDe Bot$b Kees$0901256 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457293903321 996 $aPerspectives on foreign-language policy$92014313 997 $aUNINA LEADER 03794nam 22009615 450 001 9910798315903321 005 20211020233958.0 010 $a0-520-96471-3 024 7 $a10.1525/9780520964716 035 $a(CKB)3710000000720939 035 $a(SSID)ssj0001678272 035 $a(PQKBManifestationID)16487667 035 $a(PQKBTitleCode)TC0001678272 035 $a(PQKBWorkID)14910753 035 $a(PQKB)10927924 035 $a(PQKBManifestationID)16334859 035 $a(PQKBWorkID)14911198 035 $a(PQKB)20646718 035 $a(StDuBDS)EDZ0001601088 035 $a(MiAaPQ)EBC4411598 035 $a(DE-B1597)519842 035 $a(OCoLC)939245014 035 $a(DE-B1597)9780520964716 035 $a(EXLCZ)993710000000720939 100 $a20200424h20162016 fg 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Women in Blue Helmets $eGender, Policing, and the UN's First All-Female Peacekeeping Unit /$fLesley J. Pruitt 210 1$aBerkeley, CA :$cUniversity of California Press,$d[2016] 210 4$dİ2016 215 $a1 online resource 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-520-29061-5 311 0 $a0-520-29060-7 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tAbbreviations --$tIntroduction --$t1. The FFPU in a Global Context --$t2. How the FFPU Began --$t3. Women at Work: Securing the Peace --$t4. Political Economy, Women, and Peacekeeping --$t5. Who's Afraid of the Girls? Fears about FFPUs --$t6. Increasing Women's Participation in Peace and Security --$tConclusion --$tAppendix: Interviews --$tNotes --$tReferences --$tIndex 330 $aThe Women in Blue Helmets tells the story of the first all-female police unit deployed by India to the UN peacekeeping mission in Liberia in January 2007. Lesley J. Pruitt investigates how the unit was originated, developed, and implemented, offering an important historical record of this unique initiative. Examining precedents in policing in the troop-contributing country and recent developments in policing in the host country, the book offers contextually rich examination of all-female units, explores the potential benefits of and challenges to women's participation in peacekeeping, and illuminates broader questions about the relationship between gender, peace, and security. 606 $aWomen and peace 606 $aPolicewomen 606 $aInternational police 610 $a2007. 610 $aall female officers. 610 $aall female units. 610 $adpko. 610 $afemale cop. 610 $afemale empowerment. 610 $afemale officer. 610 $afeminist. 610 $agender equality. 610 $agender. 610 $agirl squad. 610 $aheroic. 610 $ahistorical record. 610 $aindia. 610 $aindian police. 610 $ainspiring. 610 $ainternational. 610 $aliberia. 610 $apeace. 610 $apeacekeeping. 610 $apolice officers. 610 $aresearch. 610 $asecurity. 610 $asocial science. 610 $atrue story. 610 $aunited nations. 610 $avictims. 610 $awomen in power. 610 $awomens issues. 615 0$aWomen and peace. 615 0$aPolicewomen. 615 0$aInternational police. 676 $a355.357 700 $aPruitt$b Lesley J.$4aut$4http://id.loc.gov/vocabulary/relators/aut$01028780 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910798315903321 996 $aThe Women in Blue Helmets$93824594 997 $aUNINA