Life in Chile was far from simple for anyone. As an outspoken determined woman, Esther Olivares was bound to walk a rocky path. Add to that a complicated family, a turbulent political situation and the growing realisation that she's a lesbian. The story covers her life between 1939-1977. It weaves in the unsettled politics of Chile with her attempts at living a lesbian life at a time which did not make it easy. Esther doesn't tolerate bullying or injustice of any kind and bravely stands up for what she feels is right which leads her into trouble again and again. Lucky to be alive, she eventually moves to Australia.
CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
Making a vital contribution to the understanding of Latin American modernism, Esther Gabara rethinks the role of photography in the Brazilian and Mexican avant-garde movements of the 1920s and 1930s. During these decades, intellectuals in Mexico and Brazil were deeply engaged with photography. Authors who are now canonical figures in the two countries’ literary traditions looked at modern life through the camera in a variety of ways. Mário de Andrade, known as the “pope” of Brazilian modernism, took and collected hundreds of photographs. Salvador Novo, a major Mexican writer, meditated on the medium’s aesthetic potential as “the prodigal daughter of the fine arts.” Intellectuals acted as tourists and ethnographers, and their images and texts circulated in popular mass media, sharing the page with photographs of the New Woman. In this richly illustrated study, Gabara introduces the concept of a modernist “ethos” to illuminate the intertwining of aesthetic innovation and ethical concerns in the work of leading Brazilian and Mexican literary figures, who were also photographers, art critics, and contributors to illustrated magazines during the 1920s and 1930s. Gabara argues that Brazilian and Mexican modernists deliberately made photography err: they made this privileged medium of modern representation simultaneously wander and work against its apparent perfection. They flouted the conventions of mainstream modernism so that their aesthetics registered an ethical dimension. Their photographic modernism strayed, dragging along the baggage of modernity lived in a postcolonial site. Through their “errant modernism,” avant-garde writers and photographers critiqued the colonial history of Latin America and its twentieth-century formations.
This bestselling textbook provides social science students with an accessible introduction to neuroscience and the implications for our understandings of child development, considering the links between brain development and social and cultural issues. Now covering the 0-18+ age range, the new edition critically analyses the relationship between children and young people’s thoughts, behaviours and feelings and the ways in which their developing brains are structured. It includes a new section on emotional development in adolescence, considering the impact of drugs and alcohol on the brain and the role of brain changes in driving risky behaviours. Assuming no prior knowledge of the subject, the text connects the latest scientific knowledge to the practice of understanding and working with children. Incorporating the latest research and debate throughout, the book offers students and practitioners working with children: • case studies showing how brain science is changing practice; • a companion website including self-test questions; • end-of-chapter summaries, further reading and questions to test knowledge; • a glossary of neuroscientific terms.
In its exploration of puppetry and animation as the performative media of choice for mastering the art of illusion, To Embody the Marvelous engages with early modern notions of wonder in religious, artistic, and social contexts. From jointed, wood-carved figures of Christ, saintly marionettes that performed hagiographical dramas, experimental puppets and automata in Cervantes' Don Quixote, and the mechanical sets around which playwright Calderón de la Barca devised secular magic shows to deconstruct superstitions, these historical and fictional artifacts reenvisioned religious, artistic, and social notions that led early modern society to critically wrestle with enchantment and disenchantment. The use of animated performance objects in Spanish theatrical contexts during the sixteenth and seventeenth centuries became one of the most effective pedagogical means to engage with civil society. Regardless of social strata, readers and spectators alike were caught up in a paradigm shift wherein belief systems were increasingly governed by reason—even though the discursive primacy of supernatural doxa and Christian wonder remained firmly entrenched. Thanks to their potential for motion, religious and profane puppets, automata, and mechanical stage props deployed a rationalized sense of wonder that illustrates the relationship between faith and reason, reevaluates the boundaries of fiction in art and entertainment cultures, acknowledges the rise of science and technology, and questions normative authority.
This book allows readers to develop a critical understanding of the inter-American human rights system, as well as the dynamics of rights abuse and state response to violations in the Americas. The inter-American human rights system consists of two bodies, the Inter-American Commission and the Inter-American Court of Human Rights. The system has been and continues to be essential for the defense and protection of human rights in the Western hemisphere.
This is the only text for school and clinical psychologists and other mental health professionals to provide a systematic developmental framework for assessment, diagnosis, and consultation of children and adolescents from diverse linguistic and cultural backgrounds. Reflecting the most current research and grounded in the authors' extensive experience as clinicians and educators, it provides much-needed, practical strategies for helping students who require adaptations beyond traditional psychological assessment methods. The authors describe the linguistic and cultural issues to consider when assessing students from diverse backgrounds, with a particular focus on children who are from immigrant and refugee families in addition to emerging bilingual learners and children of indigenous peoples. Specific assessment strategies are grounded in new research on the typical developmental trajectories of children who are learning a second language, how second language learning and learning disabilities affect students' academic achievement, the impact of culture and immigration experiences on cognitive, social, and emotional development, and culturally sensitive practice with children, adolescents, and families. The authors also provide a discussion of DSM-5 criteria as they relate to culturally and linguistically diverse children and adolescents. International in scope, the book provides a roadmap for assessment that includes critical elements of decision-making in diagnosis and consultation with families and school staff. Replete with case studies, the book reflects a wide range of languages and cultures. It includes checklists and rating scales, lists of questions to be used in clinical decision-making, lists of "Do's" and "Don'ts" for quick reference, and "Myth vs. Fact" features. The book also features informal instruments developed by the authors that can be accessed online. Key Features: Provides a systematic developmental framework for assessment and diagnosis of students from diverse linguistic and cultural backgrounds Offers strategies for assessment in native language and acquired language Guides practitioners in reporting on assessments and consulting with families and school staff Integrates current research on development of language and literacy of second language-learning children with discussions of key issues of interpreting assessment data Covers the academic, language learning, and social-emotional needs of immigrant and refugee children throughout the world Includes "Myth vs. Fact" features that discusses and refutes commonly held beliefs about development and assessment of this population
Global connections and screen innovations converge in Hong Kong cinema. Energized by transnational images and human flows from China and Asia, Hong Kong's commercial filmmakers and independent pioneers have actively challenged established genres and narrative conventions to create a cultural space independent of Hollywood. The circulation of Hong Kong films through art house and film festival circuits, as well as independent DVDs and galleries and internet sites, reveals many differences within global cultural distributions, as well as distinctive tensions between experimental media artists and traditional screen architects. Coving the contributions of Hong Kong New Wave directors such as Wong Karwai, Stanley Kwan, Ann Hui, Patrick Tam, and Tsui Hark, the volume links their spirit of innovation to work by independent, experimental, and documentary filmmakers, including Fruit Chan, Tammy Cheung, Evans Chan, Yau Ching and digital artist Isaac Leung. Within an interdisciplinary frame that highlights issues of political marginalization, censorship, sexual orientation, gender hierarchies, "flexible citizenship" and local/global identities, this book speaks to scholars and students within as well as beyond the field of Hong Kong cinema. Esther M.K. Cheung is chair of the Department of Comparative Literature and director of the Center for the Study of Globalization and Cultures (CSGC) at the University of Hong Kong. Gina Marchetti teaches in the Department of Comparative Literature at the University of Hong Kong. Tan See-Kam presently works and researches at the University of Macau.
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