“Hello! This is Jerusalem calling”: The revival of spoken Hebrew on the Mandatory radio (1936–1948)     

Tamar Liebes 《The Communication Review》2016,19(4):301-326

ABSTRACT

In this article we argue that an important landmark in the revival of spoken Hebrew has been overlooked by historians, linguists, and culture scholars: The launching of Kol Yerushalayim, the Hebrew Service of British Mandatory Radio, on 30 March 1936. Between 1936 and 1948 the Hebrew Hour became the shared public space in which spoken Hebrew – dynamic, updated, meticulously pronounced – was realized. The important role of the Hebrew radio in the Yishuv can be attributed to five factors that were responsible for the spread of spoken Hebrew among both veterans and newcomers: (1) its ability to reach into listeners’ homes, which served as a metonym for the yet-absent Zionist sovereignty, creating a shared, exclusive Hebrew space; (2) its contribution to the standardization of Hebrew by adopting the Sephardic accent; (3) its enrichment and updating of the language by inventing and suggesting vital neologisms; (4) its institutionalization of regular time-slots for teaching the language; (5) its innovative ways of addressing audiences, who were simultaneously far away and very close, in accordance with the characteristics of the new medium.  相似文献   

ON ‘FIRST TIMERS’ VIS‐A‐VIS ‘EXPERIENCED’ DEPARTMENT CHAIRPERSONS’ PERCEPTIONS OF ROLE FULFILMENT: THE CASE OF FLUID PARTICIPATION IN ORGANIZATION     

Tamar E. Avi‐Itzhak 《Higher Education in Europe》1985,10(3):31-36

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From marginalisation to integration: Arab-Palestinians in Israeli academia     

Tamar Hager  Yousef Jabareen 《International Journal of Inclusive Education》2016,20(5):455-473

The Arab-Palestinian minority in Israel, one-fifth of the country's population, has been underrepresented in Israeli institutions of higher education since the establishment of the state. This article focuses on the authors’ shared aim of promoting diversity and multiculturalism in institutions of higher education in Israel. It first introduces Arab marginalisation within Israeli society as a whole. Subsequently, it offers a critical overview of existing data and research on the challenges faced by young Arab-Palestinians in higher education institutions in Israel. Based on this indispensable analysis, which clearly shows the numerous obstacles that await Arab-Palestinians on their path to graduation, the article goes on to suggest some required changes. Presenting some useful policy transformations and courses of action, it subsequently introduces multicultural academia as a better conceptual and practical framework for achieving inclusive education.  相似文献   

Hijab and principalship: the interplay between belief systems,educational management and gender among Arab Muslim women in Israel     

Khalid Arar  Tamar Shapira 《Gender and education》2016,28(7):851-866

This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives.  相似文献   

美丽,从健康肌肤开始     

Tamar Nordenberg 《海外英语》2004,(1):20

Maybe it’s true for some that age is a case of mind overmatter-if you don’t mind it doesn’t matter,as Jack Benny'swell-known quote goes.Easy for Benny to say,if there's anytruth to another famous saying,from 19th-century English poetMortimer CollinS:“A man is as old as he's feeling,a woman asold as she looks.”If it matters to you to look as youthful asyou can,healthy skin's the ticket-skin's the thing that Caneither give away your age or belie(掩饰)it.  相似文献   

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders     

Ina Blau  Ronen Grinberg  Tamar Shamir-Inbal 《学校用计算机》2018,35(1):32-48

This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.  相似文献   

Classroom climate as criterion in evaluating individualized instruction in Israel     

Tamar Levin   《Studies in Educational Evaluation》1980,6(3):291-292

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Preferences of classification criteria as a function of student and task characteristics     

Tamar Levin  Zipora Libman 《科学教学研究杂志》1980,17(1):59-65

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Does Augmented Visual Feedback from Novel,Multicolored, Three-Dimensional-Printed Teeth Affect Dental Students' Acquisition of Manual Skills?     

Diva Lugassy  Yafi Levanon  Gal Rosen  Shiri Livne  Naama Fridenberg  Raphael Pilo  Tamar Brosh 《Anatomical sciences education》2021,14(5):629-640

Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors.  相似文献   

Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science     

Tamar Fuhrmann  Bertrand Schneider  Paulo Blikstein 《International Journal of Science Education》2018,40(8):867-893

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students’ physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school’s traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the ‘BMF-with-design’ group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.  相似文献