Written without technical jargon, this book will provide a stimulating and useful guide to teachers and student-teachers looking to improve their knowledge of the moving image and its place in the English curriculum.
How do student teachers learn to teach? How can experienced English teachers teach student teachers? How can good English teachers continue to develop and improve? Developing English Teachers is a book for anyone interested in helping English teachers to develop and improve. Its main focus is on the ways in which experienced English teachers can support and develop student teachers and induct them into the profession. However it goes further than this to examine the idea of mentorship as a feature of continuing professional development and of professional development as a constant element in the life of a reflective practitioner. It examines how experienced English teachers can learn from the challenge of explaining their teaching to student and beginning teachers. It also examines how being a mentor is very different to being a class teacher and emphasizes the new areas of learning that such a role demands. The book shows how all participants can learn from this reflective cycle and improve their teaching and contribute to improving the quality of the English teaching profession.
The Expert Teacher of English is for all passionate teachers – both novice and expert - who aspire to become outstanding professionals. It considers what we mean by ‘expert’ and ‘expertise’, explores concepts that are vital to understanding what expertise in teaching is ‘for’, and discusses the characteristics of excellent teaching. As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the ‘highly accomplished teacher’ in the US. Ideas and issues considered include: The nature of English as a school subject What it means to be part of a profession Curriculum design, lesson planning and assessment Opportunities for technologies in the English classroom Working collaboratively with colleagues, mentoring and observation Continuing professional development and research Drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.
Examining how to make English teaching exciting and relevant in a modern technological and culturally diverse society, this text explores poetry and classic texts, and media and multicultural texts. It gives approaches to unexpected texts and explores gender issues in adolescent fiction.
Written without technical jargon, this book will provide a stimulating and useful guide to teachers and student-teachers looking to improve their knowledge of the moving image and its place in the English curriculum.
* How do student teachers learn to teach? * How can experienced English teachers teach student teachers? * How can good English teachers continue to develop and improve? Developing English Teachers is a book for anyone interested in helping English teachers to develop and improve. Its main focus is on the ways in which experienced English teachers can support and develop student teachers and induct them into the profession. However it goes further than this to examine the idea of mentorship as a feature of continuing professional development and of professional development as a constant element in the life of a reflective practitioner. It examines how experienced English teachers can learn from the challenge of explaining their teaching to student and beginning teachers. It also examines how being a mentor is very different to being a class teacher and emphasizes the new areas of learning that such a role demands. The book shows how all participants can learn from this reflective cycle and improve their teaching and contribute to improving the quality of the English teaching profession.
The world of training to teach is changing, with moves to make teaching an M level profession. This change places new academic and critical demands on those undertaking PGCE courses, as well as the practical demands of working in the classroom. The Standards for training to teach have changed to encompass a model and a level of reflective practice that is new, and students on teacher training programmes are now required to demonstrate engagement with their subject and its pedagogy in a sustained and critical way at Masters level. Taking on a set of major issues surrounding the role of teacher of English, this book enables the reader to approach not only the practice of English, but also introduces them in a structured and practical way to the paradigmatic issues underpinning English as taught across the full Secondary age range and engages them with a range of policy and theoretical perspectives that will enable them truly and deeply to reflect on their processes as teachers and the impact of their teaching. It builds firm bridges between theory and practice through exploring evidence-based practice and pursues what this means for new English teachers. This book marks a step change in the literature available to support the professional development of student English teachers, as teaching is rapidly becoming a more research- and evidence-based profession. The materials in this book are innovative in supporting the development of the knowledge base in teaching at M level. Contributors: Angella Cooze, Robert Fisher, Jenny Grahame, Bethan Marshall, Jo McIntyre, Debra Myhill, Vicky Obied, Maggie Pitfield, Richard Quarshie, Gary Snapper, Linda Varley, Annabel Watson, Paula Zwozdiak-Myers
The updated edition of Steal This Vote—a rollicking history of US voter suppression and fraud from Jacksonian democracy to Citizens United and beyond. In Down for the Count, award-winning journalist Andrew Gumbel explores the tawdry history of elections in the United States. From Jim Crow to Tammany Hall to the Bush v. Gore Florida recount, it is a chronicle of votes bought, stolen, suppressed, lost, miscounted, thrown into rivers, and litigated up to the Supreme Court. Gumbel then uses this history to explain why America is now experiencing the biggest backslide in voting rights in more than a century. First published in 2005 as Steal This Vote, this thoroughly revised and updated edition reveals why America faces so much trouble running clean, transparent elections. And it demonstrates how the partisan battles now raging over voter IDs, campaign spending, and minority voting rights fit into a long, largely unspoken tradition of hostility to the very notion of representative democracy. Interviewing Democrats, Republicans, and a range of voting rights activists, Gumbel offers an engaging and accessible analysis of how our democratic integrity is so often corrupted by racism, money, and power. In an age of high-stakes electoral combat, billionaire-backed candidacies, and bottom-of-the-barrel campaigning, this book is more important than ever. “In a riveting and frightening account, Gumbel . . . traces election fraud in America from the 18th century to the present . . . [the issues he] so winningly addresses are crucial to the future of democracy.” —Publishers Weekly, on Steal This Vote
One of the first Army bases to implement on a large scale President Truman's call for racial integration of the armed forces, Fort Jackson, South Carolina, quickly took its place in the Defense Department's official history of the process. What reporters, and later on, historians, overlooked was the interaction between the integration of Fort Jackson and developments, in particular, the civil rights movement, in the wider communities in which the base is situated.In Black, White, and Olive Drab, Andrew H. Myers redresses this oversight; taking a case-study approach, Myers meticulously weaves together a wide range of official records, newspaper accounts, and personal interviews, revealing the impact of Fort Jackson's integration on the desegregation of civilian buses, schools, housing, and public facilities in the surrounding area. Examining the ways in which commanders and staff at the installation navigated challenges over racial issues in their dealings with municipal authorities, state politicians, federal legislators, and the upper echelons of the military bureaucracy, Myers also addresses how post leaders dealt with the potential for participation in civil rights demonstrations by soldiers under their command. Original and provocative, Black, White, and Olive Drab will engage historians and sociologists who study military-social relations, the civil rights movement, African American history, and the South, as well as those who are interested in or familiar with basic training or the American armed forces.
Andrew B. Leiter presents the first book-length study of the sexually violent African American man, or "black beast," as a composite literary phenomenon. According to Leiter, the black beast theme served as a fundamental link between the Harlem and Southern Renaissances, with writers from both movements exploring its psychological, cultural, and social ramifications. Indeed, Leiter asserts that the two groups consciously engaged one another's work as they struggled to define roles for black masculinity in a society that viewed the black beast as the raison d'être for segregation. Leiter begins by tracing the nineteenth-century origins of the black beast image, and then provides close readings of eight writers who demonstrate the crucial impact anxieties about black masculinity and interracial sexuality had on the formation of American literary modernism. James Weldon Johnson's The Autobiography of an Ex-Colored Man, Walter White's The Fire in the Flint, George Schuyler's Black No More, William Faulkner's Light in August, Margaret Mitchell's Gone with the Wind, Allen Tate's The Fathers, Erskine Caldwell's Trouble in July, and Richard Wright's Native Son, as well as other works, provide strong evidence that perceptions of black male sexual violence shaped segregation, protest traditions, and the literature that arose from them. Leiter maintains that the environment of southern race relations -- which allowed such atrocities as the Atlanta riot of 1906, numerous lynchings, Virginia's Racial Integrity Act, and the Scottsboro trials -- influenced in part the development of both the Harlem and Southern Renaissances. While the black beast image had the most pernicious impact on African American individual and communal identities, he says the "threat" of black masculinity also shaped concepts of white national and communal identities, as well as white femininity and masculinity. In the Shadow of the Black Beast signals a fresh interpretation of a literary stereotype within its social and historical context.
This book was published in 2003. Certain social and cultural changes have problematized many of the assumptions that underpinned educational thinking in the 20th century. These can be grouped under three broad headings: individualization, globalization and the ecological challenge. Each of these has potentially profound implications for education that have been little explored. Rising to the challenge, this volume examines individualization in relation to changing attitudes to childhood and the positioning and identity development of students within educational "markets". It discusses globalization from several crucial perspectives, including the reduced sovereignty of the nation state and the problematizing of notions of distance and proximity. The ever-increasing environmental crisis is considered in terms of the possibilities for education for sustainable development.
This book explores the powers, activities, and accountability of MI5 from the end of the Second World War to 1964. It argues that MI5 acted with neither statutory authority nor statutory powers, and with no obvious forms of statutory accountability. It was established as a counter-espionage agency, yet was beset by espionage scandals on a frequency that suggested if not high levels of incompetence, then high levels of distraction and the squandering of resources. The book addresses the evolution of MI5's mandate after the Second World War which set out its role and functions, and to a limited extent the lines of accountability, the surveillance targets of MI5 and the surveillance methods that it used for this purpose, with a focus in two chapters on MPs and lawyers respectively; the purposes for which this information was used, principally to exclude people from certain forms of employment; and the accountability of MI5 or the lack thereof for the way in which it discharged its responsibilities under the mandate. As lawyers the authors' concern is to consider these questions within the context of the rule of law, one of the core principles of the British constitution, the values of which it was the duty of the Security Service to uphold. Based on extensive archival research, it suggests that MI5 operated without legal authority or exceeded the legal authority it did have.
In the late nineteenth century, the Texas Rangers and Canada?s North-West Mounted Police were formed to bring the resource-rich hinterlands at either end of the Great Plains under governmental control. Native and rural peoples often found themselves squarely in the path of this westward expansion and the law enforcement agents that led the way. Though separated by nearly two thousand miles, the Rangers and Mounties performed nearly identical functions, including subjugating Indigenous groups; dispossessing peoples of mixed ancestry; defending the property of big cattlemen; and policing industrial disputes. Yet the means by which the two forces achieved these ends sharply diverged;øwhile the Rangers often relied on violence, the Mounties usually exercised restraint, a fact that highlights some of the fundamental differences between the U.S. and Canadian Wests. Policing the Great Plains presents the first comparative history of the two most famous constabularies in the world.
This book explores the hopeful possibility that emerging geographies of postsecularity are able to contribute significantly to the understanding of how common life may be shared, and how caring for the common goods of social justice, well-being, equality, solidarity and respect for difference may be imagined and practiced. Drawing on recent geographic theory to recalibrate ideas of the postsecular public sphere, the authors develop the case for postsecularity as a condition of being that is characterised by practices of receptive generosity, rapprochement between religious and secular ethics, and a hopeful re-enchantment and re-shaping of desire towards common life. The authors highlight the contested formation of ethical subjectivity under neoliberalism and the emergence of postsecularity within this process as an ethically-attuned politics which changes relations between religion and secularity and animates novel, hopeful imaginations, subjectivities, and praxes as alternatives to neoliberal norms. The spaces and subjectivities of emergent postsecularity are examined through a series of innovative case studies, including food banks, drug and alcohol treatment, refugee humanitarian activism in Calais, homeless participatory art projects, community responses to the Christchurch earthquakes in New Zealand, amongst others. The book also traces the global conditions for postsecularity beyond the Western and predominantly Christian-secular nexus of engagement. This is a valuable resource for students in several academic disciplines, including geography, sociology, politics, religious studies, international development and anthropology. It will be of great interest to secular and faith-based practitioners working in religion, spirituality, politics or more widely in public policy, urban planning and community development.
The “unrivaled” history of America’s divided politics, now in a fully updated edition that examines the rise of Trump—and what comes next (New Republic). When it was published in 2015, Andrew Hartman’s history of the culture wars was widely praised for its compelling and even-handed account of how they came to define American politics at the close of the twentieth century. But it also garnered attention for Hartman’s declaration that the culture wars were over—and that the left had won. In the wake of Trump’s rise, driven by an aggressive fanning of those culture war flames, Hartman has brought A War for the Soul of America fully up to date, detailing the ways in which Trump’s success, while undeniable, represents the last gasp of culture war politics—and how the reaction he has elicited can show us early signs of the very different politics to come. “As a guide to the late twentieth-century culture wars, Hartman is unrivalled . . . . Incisive portraits of individual players in the culture wars dramas . . . . Reading Hartman sometimes feels like debriefing with friends after a raucous night out, an experience punctuated by laughter, head-scratching, and moments of regret for the excesses involved.” —New Republic
College football is a massive enterprise in the United States, and southern teams dominate poll rankings and sports headlines while generating billions in revenue for public schools and private companies. Southern football fans worship their teams, often rearranging their personal lives in order to accommodate season schedules. The Origins of Southern College Football sheds new light on the South’s obsession with football and explores the sport’s beginnings below the Mason-Dixon Line in the decades after the Civil War. Military defeat followed by a long period of cultural unrest compelled many southerners to look to northern ideas and customs for guidance in rebuilding their beleaguered society. Ivy League universities, considered bastions of enlightenment and symbols of the modernizing spirit of the age, provided a particular source of inspiration for southerners in the form of organized or “scientific” football that featured standardized rules and scoring. Transported to the South by men educated at northern universities, scientific football reinforced cultural values that had existed in the region for centuries, among them a tolerance for violence, respect for martial displays, and support for traditional gender roles. The game also held the promise of a “New South” that its supporters hoped would transform the region into an industrial powerhouse. Students and townspeople alike embraced the new sport, which served as a source of pride for a region that lagged woefully behind its northern counterpart in terms of social equity and economic prowess. The Origins of Southern College Football is an entertaining history of the South’s most popular sport cast against a broader narrative of the United States during the Gilded Age and Progressive Era, two momentous periods of change that gave rise to the game we recognize today.
This innovative book explores links between literature and videogames, and how designing and playing games can transform our understanding of literature. It shows how studying literature through the lens of videogames can provide new insights into narrative and creative engagement with the text. The book sets out theories of narrative aesthetics and multimodality in literature and videogames, alongside models of literacy needed for such cultural and creative engagement. It goes on to examine game adaptations of children’s literature; and a series of videogames made by students based on Beowulf and Macbeth. In each case, the book considers ways in which the original text has been transformed by the process of game design, and what fresh light this casts on the literary narrative. It also considers what kind of learning, creative production, and cultural engagement is apparent in the game designs and emphasises the importance of treating games as a narrative medium in their own right. With a unique approach to the aesthetics of narrative in literature and videogames, the book will be of great interest to researchers, academics, and post-graduate students in the fields of literature, pedagogy, and game studies.
By clearly outlining how ICT can enhance and improve children’s learning, this book unlocks the full potential of ICT within the classroom. Stimulating, useful and free of jargon, the book provides many practical examples to show teachers where, when and how ICT can be used effectively within literacy teaching. It provides advice on: teaching creatively using ICT in the Foundation Stage making the most of your resources planning and assessment. Rooted in the practical realities of the classroom, this book will support both trainee and qualified teachers in providing rich and creative literacy experiences through the use of technology.
In less than a decade, activism against the fossil fuel industry has exploded across the globe. While environmentalists used to focus on legislative goals, such as carbon emissions trading or renewable energy policies, today the most prominent activists directly attack the fossil fuel industry. This timely book offers a comprehensive evaluation of different types of activism, the success and impact of campaigns and activities, and suggestions as to ways forward. This book is the first systematic treatment of the anti-fossil fuel movement in the United States. An accessible and readable text, it is an essential reference for scholars, policymakers, activists, and citizens interested in climate change, fossil fuels, and environmental sustainability. The entire book or chapters from it can be used as required or supplementary material in various courses at the undergraduate and graduate level. As the book is not technically challenging but contains a comprehensive review of climate change, fossil fuels, and the literature on environmental activism, it can be used as an accessible introduction to the anti-fossil fuel campaign across disciplines.
This is the first Business Associations casebook organized by function (decision-making, finance, investor litigation, investment transfer, etc.) instead of by entity type (partnerships, corporations, LLCs, etc.). Functional organization avoids repetition and makes full coverage of corporations, partnerships, LLCs, and limited partnerships possible in a four, or even three, credit course. The systems approach is the basis for several successful casebooks in other fields, most notably LoPucki/Warren/Lawless’s Secured Transactions: A Systems Approach. The approach focuses on the actions of the lawyers, business people, and government administrators who apply law rather than merely on abstract law. The book provides hundreds of realistic, fact-rich problems in legal practice settings. Students apply their new knowledge of law and how the systems work to advise hypothetical clients. The cases are recent, heavily edited, and rarely longer than four pages. New to the Second Edition: The second edition is updated throughout with the emphasis on clarity and brevity. Four new cases, three of them from 2023 Decentralized autonomous organizations (DAOs) as unintended partnerships Grouping of public company materials to facilitate their omission Corporate Transparency Act (2021) More tables comparing entity types More focus on balance sheets New materials on race and gender Divisive mergers Officer exculpation Benefits for instructors and students: Full coverage of agency, corporations, partnerships, LLCs, limited partnerships, and the role of legal entities in society Tables, figures, photos, and one cartoon Fundamental documents for Meta Platforms and a hypothetical LLC (BKG Catalina) and operating agreement, which are also integrated into the text and problems Glossary Cleanly edited, easy-to-read cases Recent cases that illustrate modern business practices and reflect current law Organization by function, which reduces the repetition required in organization by entity type Modular organization, allowing the chapters to be taught in any order Fact-rich, realistic problems in practice settings An introductory assignment that provides an overview of the course Clear and direct examples and explanations, free of jargon and idioms that cause difficulty for students from other cultures. Great for LL.M.s, MJSs, and foreign J.D.s!
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