The aim of this thesis is to analyze Armenian ethnic identity construction, the dynamics influencing this process, and varying boundaries of this identity in Yesilk&ouml / y, which is one of the regions of Istanbul where Armenians prefer to live. The primordial as well as constructed aspects of Armenian identity in Turkey and the influence of objective and subjective definitions of Armenian collective identity constitutes the main themes of this thesis. From that perspective, homeland, history, myths, collective remembering, religion, language, rituals, the sense of being a member of a minority group, and perception of citizenship play a crucial role. Besides, relationalism, interaction with others, daily life practices, and relations with the nation-state appear as the other crucial elements of this identity construction process. Armenian identity in Turkey is multi-layered, situational and fluid. Together with the elements which provide the rigidity of identity such as religion, there are other loyalties such as ethnicity, traditions and language which give rise to plural and flexible identities. Armenian communities outside the national boundaries also serve for the self- positioning of the Armenians in Turkey.

The engaged classroom is a space where teacher and students come together to share in the acts of teaching and learning. They embark on a collaborative journey of empowerment and through the process reciprocally influence each other's growth and emancipation. / Through an autobiographical exploration of my experiences as a student and as a teacher, I present an exploration of the concept of empowerment. I explore its significance not only on the level of literacy development in my kindergarten classroom, where I teach French in an Armenian heritage language setting, but also on a more personal and professional level. Working in the theoretical framework of teacher self-study, I present an epistemological exploration of postmodern feminist research paradigms and discuss the various aspects of autobiographical research. I build my thesis on the context of the heritage language school and the critical analysis of my past experiences. I present an account of the reflexive process I have engaged in during the past five years, which, coupled with the theories of critical and feminist pedagogy, has brought forth the main thesis of my dissertation: the interconnectivity of teacher and student empowerment. In the hope of providing some practical material, I include an appendix where I describe a collection of literacy activities from my kindergarten classroom. / My work provides insight into a teacher's journey of meaning-making and empowerment, which will, I hope, be useful as part of a larger exploration of teachers' work and students' experiences in classrooms.

This essay is a textbook study where I aim to review four textbooks regarding some historical events in the subject History. The textbooks are used in junior high school and the historical events are as follows: the genocide that happened in Congo during the leadership of king Leopold II, the genocide on Armenians in the Ottoman Empire, the Holocaust and the Vietnam War. By performing this study I wanted to answer these three questions: What differences and similarities can be found in how the events circumscribed? How much space do the various events have and has it evolved through the years 1980-2009? How can this be explained? The study has been analyzed from a post-colonial perspective and the recurring patterns that appear show how the texts are post-colonial. This means that the authors of the textbooks are writing about the same subjects, but in very different ways.

This thesis explores the identity perceptions of the Armenian and Jewish communities in the context of Ankara. Purpose of the study is to understand the ways the members of these communities experienced the social, spatial, political and cultural changes in the capital-city after the establishment of Turkish nation-state / and in what ways they draw on these experiences in terms of their identifications, self-understanding, and feelings of belonging. For this purpose, life-story narratives of people who were born in the early Republican era and of the following generation were collected through oral history methodology. As a result of the analyses of these narratives, multiple, fluid, contextual, and contingent character of identity in terms of the Armenian and Jewish communities in Ankara is pointed, and it is concluded that community identity for the members of these communities was symbolically constructed.

Thesis (Ph. D.)--University of California, Los Angeles, 1999. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 197-201).

Thesis (Ph. D.)--University of California, Los Angeles, 1999. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 197-201).

This thesis is a historical study of the Ottoman Armenians in the Ottoman Empire from 1918-1923. It seeks to delineate how the Ottoman Armenians reorganised their political position against the massive socio-political crises that led to the collapse of the Ottoman Empire. The thesis analyses the transformation of the Armenian political position by examining the Ottoman Turkish and Armenian press. The study contends that the Ottoman Armenians struggled to reorganise their political and social life after the First World War and established alliances with the Allied Powers to create an independent 'Western Armenia', which would ultimately unite with the Armenian state in the Caucasus. The Ottoman Armenians developed a patriotic approach that sought unification with their compatriots in the Caucasus. However, after the defeat of the Greek army by the Nationalist troops in Anatolia in 1922, the collective approach among the Ottoman Armenians changed significantly. After the Nationalist victory had become inevitable, the Ottoman Armenians sought reconciliation and peace with the Turks. This reconciliation was only possible through the acceptance of 'Turkish supremacy' by the Ottoman Armenians. In other words, the Armenians who chose to remain within the boundaries of Turkey preferred to pledge loyalty to the newly established Nationalist government in Ankara. The establishment of the Türk-Ermeni Teali Cemiyeti (Turkish Armenian Ascent Association) and the reconciliation attempts of the Ottoman Armenians with the Muslim Turks is an example of the transformation of the Armenian collective position among the Ottoman Armenians. This study employs Armenian and Ottoman Turkish media sources published in Istanbul and Anatolia during the Armistice years (1918-1923) to track the post-war interrelationship of Ottoman society in general and the Armenian community in particular, the social and political reorganisations of the Armenian community and the transformation of the Armenian political position in the last years of the Ottoman Empire. By doing so, the thesis challenges both Ottoman/Turkish and Armenian historiographies, and attempts to bring these two historiographic approaches together with a new approach to understand this historical period.

abstract: Armenian music has a rich history. It started as independent, monodic song, and succeeded in keeping its uniqueness from the influences of other countries' musical traditions. During the nineteenth century the great Armenian musicologist and composer Komitas started to travel and write down these songs from Armenian villages. Komitas, who had higher education in Western classical music, was one of the first composers to harmonize Armenian songs and sacred music using Western classical techniques. This was a milestone in the development of Armenian music. Arno Babajanian was a Soviet Armenian composer who, like Komitas, was interested in the combinations of Armenian folk and Western classical traditions. This document provides a formal and harmonic analysis of his Piano Trio in F-Sharp Minor, written in 1952. By identifying Armenian folk tunes used in his trio, I will demonstrate that Babajanian achieved interesting results by inserting exotic Armenian folk melodies, harmonies, and other elements into the Western classical sonata form. This document also points out the influence of other composers of the Soviet era on Babajanian's music. By combining Armenian folk and western classical elements in his Piano Trio, Babajanian created a piece that resonates with native Armenians and classical music lovers and deserves a place in the violin repertoire. / Dissertation/Thesis / Doctoral Dissertation Music 2016

This master thesis is devoted to an analysis of causes and development of the Armenian Genocide (1915 - 1916) on a central and also on a provincial level. A first part of this thesis examines the phenomenon generally from perspective of political and social history. The key element of used interpretation is emergence of a conflict environment in a process modernization that made the genocide possible. In this context my thesis emphasise role of making of modern political parties, switching from dynastic concept of legitimacy of power to ethno-democratic based conception, and brutalization of public space caused by international conflicts. After the analysis of decision making process the text also presents the general developments of the "Great Disaster" with emphasis on actions taken by the central government in Istanbul. The second part of the work is dealing with ways in which the genocidal policy was introduced into praxis in provincial towns Mezreh and Harpoot. This section is largely build up on the primary sources left by local community of missionaries and American consul. The process of extermination and deportation in a significant way enhanced by a collapse of mutual thrust between the Armenian and the Muslim communities in the towns after searching for arms and arrests of Armenian...

International companies come in on contact with a lot of different national cultures. Especially with own co-operators(staff)and external partners (customers, supplier) of local companies and organizations, therefore member of foreign cultures, whose merits preferences and standard behaviours are different. It is possible to conceive international problems of leading as having a command of multicultural context and forming of corporate culture.