Fiscal Institution or Local Community?

The abundant papyrological evidence surviving from late antique Egypt (4–8th c.) includes thousands of documents in Greek and Coptic on village life. These sources shed light on aspects of rural realities barely known from other areas of the ancient Mediterranean. Village administration and government are especially well documented. Late antique villages in Egypt were organised in a fiscal community (koinon) which was collectively liable for the payments of the taxes incumbent on the village and the cultivation of their land. This institution was governed by a body of officials consisting of members of the village elite. This chapter discusses the relationship of the fiscal village community, administration and elite in Byzantine and early Islamic Egypt.

Institutionalized migrant solidarity in the late Ottoman Empire: Armenian homeland associations (1800s–1920s)

By focusing on the Armenian homeland associations (hayrenakts‘akank‘) established in Istanbul in the nineteenth and early twentieth centuries, this article examines the migrants’ activism and their achievements—facilitated by affective bonds based on shared origins. It outlines the Istanbul-based homeland associations’ development chronologically and discusses their cultural and economic goals in their home regions in the nineteenth and twentieth centuries. The article then focuses on their durability and ability to adapt to the needs of the communities in the series of great political and demographic changes in the late Ottoman Empire from mid-1890s to their reconstruction after the end of World War I. The homeland associations established in the post-genocide period reflect the persistence of local belonging as a basis of solidarity and they fulfilled important functions as information networks and intermediaries between the survivors and the community administration. The article argues that Armenian homeland associations constituted a space in which agency of the migrants and their interaction with broader social and political developments could be observed in the late Ottoman Empire. They were one of the most durable and institutionalized forms of migrant solidarity which render migrants’ agency visible in the historiography of the late Ottoman Empire.

Administrasi Pendidik dan Tenaga Kependidikan (PTK) 1

This article discusses the administration of educators and education staff, the purpose of writing to know that the reader can know the role of educators and education staff in administration. In order not to lag far behind, school or college administration, the level needs to be done so that preparation for completion is easier to graduate. administration of educators and education staff includes parts of staffing administration, financial administration affairs, administration of facilities and infrastructure, administration of school relations with the community, administration of correspondence and filling, student administration and curriculum administration. And also special service officers consisting of school guards, gardeners, cleaning staff, school drivers conducted by teachers and collages conducted by a lecturer.

administrasi pendidik dan tenaga kependidikan

In the article discuss about administration of educators and education staff, the purpose is knowing that the reader can know the role of an educator and education staff in the an administration. In order not to lag far behind, administration a school or college, then the level needs to be done so that completition preparation is easier to pass. administration of educators and education staff includes part of the personnel administration, financial administrtion affairs, administration of facilities and infrastructure, administration of school relations with the community, administration of correspondence and filling, student administration and curriculum administration. And also special service officers consisting of school guards, gardeners, cleaning staff, drivers of a school conducted by a teacherand a collage carried out by a lecturer.

Administrasi Pendidik dan Tenaga Kependidikan (PTK)

Abstrak—In the article discuss about administration of educators and education staff, the purpose is knowing that the reader can know the role of an educator and education staff in the an administration. In order not to lag far behind, administration a school or college, then the level needs to be done so that completition preparation is easier to pass. administration of educators and education staff includes part of the personnel administration, financial administrtion affairs, administration of facilities and infrastructure, administration of school relations with the community, administration of correspondence and filling, student administration and curriculum administration. And also special service officers consisting of school guards, gardeners, cleaning staff, drivers of a school conducted by a teacherand a collage carried out by a lecturer.

Administrasi Hubungan Sekolah dan Masyarakat

This article contains the administration of school and community relations. The research method used in writing this article is the method of studying literature by collecting literature (material materials) sourced from books, journals, articles, internet and various other sources related to knowledge and science about the relationship between the school and the community. Administration of the relationship between the school and the community really needs to be managed properly, from planning, implementation to supervision of the school and community relations administration program so that educational goals can be achieved effectively and efficiently

administrasi hubungan sekolah dengan masyarakat

this article describe a bout administration of school relations with the community. administration of school relations with the community is one part of the administration in the school

Administrasi hubungan sekolah dan masyarakat (husemas)

An education is successful not because of one party from the school alone, but the success of an education is also related to the relationship between the school and the government, family and community relations as well. Therefore school or education is a shared responsibility between schools, the community and also the government, in helping those who provide the needs needed by education in the administration of school and community relations. If the parents of students participate in the school, then the school has succeeded in convincing and giving answers to the parents of these students, because so far the parents often think negatively about the school if there is a meeting invitation to the school, they also ask for help with money remove it, and therefore they are reluctant to attend the meeting invitation.Parent participation of students with the school in school and community administration is about empowering the community with the school, the community is very important in the world of education in the future in the administration of school and community relations. How schools can convince the community or the community how to ensure schools can convince the community and the community if you want the school can convince the community and the community, this school can help success in inviting and giving direction and guiding, and also maintaining the school is a shared responsibility between the school and Public.

The Appointment and Removal of Rabbi Solomon Eli’ezer Mercado Alfandari in Damascus

This chapter assesses the appointment and removal of Rabbi Solomon Eli'ezer Mercado Alfandari as ḥakham bashi in Damascus. At the end of October of 1894, Rabbi Alfandari arrived in Damascus, where the community had great hopes of him. But, great as the hopes were, so were the disappointments. Just two weeks after Rabbi Alfandari's arrival in Damascus, complaints were already beginning to be heard regarding his shortcomings and his comprehensive lack of ability in modern community administration. He was not fluent in Arabic, the language of the country, in which most of the community's business was conducted, both internally and between itself and its immediate environment. Nor did he have proper command of Turkish, the language of the senior government officials. Thus from the outset there was a gulf between himself and the community on the one hand, and between himself and the local officials on the other hand. Members of the community were also troubled by the considerable expense involved in the appointment of Rabbi Alfandari. The Damascus community might nevertheless have borne the cost had it not been for the fact that Rabbi Alfandari became embroiled in arguments and disputes with nearly all the groups around him, both within and outside the community. The opposition to Rabbi Alfandari was of course led by Rabbi Yitshak Abulafia.