A thoughtfully curated collection in a stunning package that recognizes and celebrates the birthdays of famous, infamous, and often-overlooked designers and architects. The gift book for design and architect professionals and students they didn’t know they needed but will no longer be able to live without. Drawn from architect James Biber's epic Instagram project in which he posted a birthday bio of a famous (or less famous) designer or architect every day for a (mid-pandemic) year, The Architect and Designer Birthday Book is filled with personal, opinionated, and humorous observations on fascinating design and architect figures past and present. The minibiographies and birthday profiles in the book cover a range of international architects and designers, as well as artists, including: Architects from the Aaltos (Aino and Alvar) to Zumthor Rivals Bernini and Borromini Photographers Lee Miller, Louise Dahl-Wolfe, Vivian Maier, Dody Weston Thompson, Margaret Morton, and Judith Turner Midcentury modernists Marcel Breuer, Walter Gropius, and Florence Knoll Charlotte Perriand, Lilly Reich, Anne Tyng, and Denise Scott Brown More anecdotal histories than authorized biographies, these daily profiles are not only fun to read but provide spot-on commentary for anyone interested in how designers and architects relate to each other as well as their place in history. It is the intersection of Biber’s life and the history of architecture and design.
This book, written for both teachers of English and advanced lan-guage students, presents research related to spoken discourse carried out by three linguists from the Università Cattolica del Sacro Cuore. The book opens with an article by James Rock on the Common Eu-ropean Framework of Reference and its relevance to the concept of communicative competence and the practice of learning spoken English within the university context. In his second article, Rock presents an overview of studies on phra-seology in the non-native speaker setting, and shows that initial interest in phraseology in the field of language acquisition highlighted the fact that native-like fluency does not stem so much from knowledge of grammatical rules as from features of idiomaticity. In the third paper in the collection, Caterina Pavesi examines learner English written on the computer and seeks to ascertain the status of this Eng-lish on the written-spoken continuum. Learner English has been the object of a great deal of scholarly attention in recent decades, but it has not yet been studied in any great depth in its computer-mediated form. The fourth article in the book examines the language of films, traditionally considered to be an artificial form of language, not representative of speech, and thus of little value in the study of spoken discourse. In direct contrast with this view, PIerfranca Forchini shows that empirical research on American movies transcribed by her actually proves that the language of movies is extremely similar to conversation along several parameters. Adopting Biber’s analytical method, Multi-Dimensional Analysis, which attaches a score to features of language and measures the occurrence of these features, grouping them into dimensions which can describe different types of discourse, Forchini shows that movie language is surprisingly similar to conversational discourse on four out of five dimensions, thus overturning the long-held view of the status of this type of language, and providing scientific justification for using movies to teach features of spoken discourse. The research was presented at the Università Cattolica del Sacro Cuore in Brescia in October 2013 under the auspices of and with the support of the Centro Linguistico dell’Università Cattolica (CLUC).
Dangerous to Know documents murders known and not so well known, conmen and their victims, street gangs of the early twentieth century, crime lords of the 1920s, dock wars of the 1970s, bikers, sex offenders, and the drug gangs of today as well as the wrongly accused and wrongly convicted. They're all here, as well as some of the police, lawyers and judges who have tried to deal with them.
Examines the conception, production, distribution, and suppression of the pioneering labor-feminist film made during the virulently anti-communist era of the Cold War.
This comprehensive anthology provide in-depth analysis of scores for the pieces discussed in Music in Western Civilization. It contains not only scores, but also an introduction and (where applicable) lyrics and translation for each piece included in the text and its recordings.
This book presents music titles in which the organ is part of a chamber ensemble. Alphabetized by composer, entries contain the bibliographical information for each title and a brief commentary or description, as well as information on the level of difficulty, timing, mood, fingerings/pedalings, and other performance aids. The selections are suitable for concerts and religious services and are written in a variety of styles, from Baroque to contemporary." "This catalogue will be of interest to church organists searching for a piece for organ and brass appropriate for Easter, visiting instrumentalists choosing music for a Sunday service, teachers introducing their organ students to the experience of accompanying a violin, and instrumentalists seeking a composition to play with the organ, among many others."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
James M. Wilce's new textbook introduces students to the study of language as a tool in anthropology. Solidly positioned in linguistic anthropology, it is the first textbook to combine clear explanations of language and linguistic structure with current anthropological theory. It features a range of study aids, including chapter summaries, learning objectives, figures, exercises, key terms and suggestions for further reading, to guide student understanding. The complete glossary includes both anthropological and linguist terminology. An Appendix features material on phonetics and phonetic representation. Accompanying online resources include a test bank with answers, useful links, an instructor's manual, and a sign language case study. Covering an extensive range of topics not found in existing textbooks, including semiotics and the evolution of animal and human communication, this book is an essential resource for introductory courses on language and culture, communication and culture, and linguistic anthropology.
US higher education institutions host more than a million international students, many of whom speak English as a second language (ESL). As this number is projected to grow, it is vital that new curricular and non-curricular approaches to English language development are considered, including rigorous evaluation processes. This book introduces a framework to guide institutions in examining their views and beliefs regarding language acquisition and current approaches to international student success. It makes a distinction between a philosophy of support and a philosophy of development with a focus on the latter. It provides stakeholders with theoretical and practical foundations from which they can design, develop, and implement new models for students’ linguistic and cultural growth. Application of the framework will encourage institutions to examine support models that have been in place for decades and develop effective processes for generating innovative programming and practices aimed at helping international ESL students achieve their educational goals.
Tato publikace je sborníkem 21 příspěvků, přednesených na 9. ročníku konference „Teaching and Learning Corpora“, která se uskutečnila na Masarykově univerzitě v létě 2010. Statě byly vybrány na základě dvou anonymních posudků, poskytnutých vědeckou radou konané konference. Kniha se zabývá rozmanitými způsoby využití jazykových korpusů při výuce a při studiu cizího jazyka, a je rozdělena do čtyř oddílů. Oddíly 1 a 2 pohlížejí na korpus jako vstupní zdroj, zkoumají nejdříve obecně jak mohou korpusy obohatit výuku jazyka, poté na konkrétních případech ukazují, jak převést poznatky do praxe, a nakonec hodnotí jednotlivé využití korpusů studenty. Oddíly 3 a 4 tematizují korpus jako výstup, což představuje především srovnání s korpusy rodilých mluvčích a následnou identifikaci „chyb“ či problémových oblastí, ale také ukazují, co studenti mohou vědět a skutečně ví v různých úrovních pokročilosti, a pokouší se zodpovědět na otázku, co nám tyto informace říkají o samotném procesu učení.
In The Interpersonal Metafunction in 1 Cor 1-4, James D. Dvorak analyzes the interpersonal meanings encoded in the text and the social function they fulfill in realigning the readers to the values that Paul expects all Jesus-followers to live by.
IN reading any history of the development of music as an art one must ever bear in mind the fact that music was also developing at the same time as a popular mode of expression, and that the two processes were separate. The cultivation of modern music as an art was begun by the medieval priests of the Roman Catholic Church, who were endeavoring to arrange a liturgy for their service, and it is due to this fact that for several centuries the only artistic music was that of the Church, and that it was controlled by influences which barely touched the popular songs of the times. In the course of years the two kinds of music came together, and important changes were made. But any account of the development of modern music as an art is compelled to begin with the story of the medieval chant. In the beginning the chants of the Christian Church, from which the medieval chant was developed, were without system. They were a heterogeneous mass of music derived wholly from sources which chanced to be near at hand. The early Christians in Judea must naturally have borrowed their music from the worship of their forefathers, who were mostly Jews. The Christians in Greece naturally adapted Greek music to their requirements, while those in Rome made use of the Roman kithara (lyre) songs, which in their turn were borrowed from the Greeks. Christ and the apostles at the Last Supper chanted one of the old Hebrew psalms. Saint Paul speaks also of "hymns and spiritual songs," by one of which designations he certainly means the hymns of the early Christians founded on Roman lyre songs. It is also on record that the Christian communities of Alexandria as early as 180 A. D. were in the habit of repeating the chant of the Last Supper with an accompaniment of flutes, and Pliny, the Younger (62-110 A. D.), describes the custom of singing hymns to the glory of Christ.
This book presents a critical analysis of ways in which schizophrenia and people with schizophrenia are represented in the press. Interrogating a 15-million-word corpus of news articles published by nine UK national newspapers over a 15-year period, the author draws on techniques from corpus linguistics and critical discourse analysis to identify the most frequent and salient linguistic features used by journalists to influence and reflect broader public attitudes towards people with schizophrenia. In doing so this book: Evaluates the extent to which media representations are accurate and the extent to which they are potentially helpful or harmful towards people living with schizophrenia; Employs a bottom-up approach guided by linguistic patterns, such as collocates and keywords, identified by corpus software; Contributes to the de-stigmatisation of schizophrenic disorder by unveiling some of the widespread misconceptions surrounding it; Applies a mixed-methods approach in order to expose attitudes and beliefs found ‘between the lines’ – values and assumptions which are often implicit in the way language is used and therefore not visible to the naked eye. The findings of this monograph will be relevant to advanced students and researchers of health communication, corpus linguistics and applied linguistics and will also carry importance for journalists and mental health practitioners.
The purpose of my qualitative research is to reveal how four African- American men overcame inferior education and Jim Crow laws. In the early twentieth century the social and economic conditions of African American men were appalling, yet they refused to accept the notion of inferior beings and second-class citizenship. Phenomenological interviews were conducted. The major conclusions that evolved from the data were that family and church were significantly important to the participants. This is a study about four African American mens pedagogy, praxis and their quest for discovery, self-realization and high expectations. My inquiry is also about their struggles, dreams, failures and disillusionment.
Literacy and Literacies is an engaging account of literacy and its relation to power. The book develops a synthesis of literacy studies, moving beyond received categories, and exploring the domain of power through questions of colonialism, modern state formation, educational systems and official versus popular literacies. Collins and Blot offer in-depth critical discussion of particular cases and discuss the role of literacies in the formation of class, gender, and ethnic identity. Through their analysis of two domains - those of literacies and power, and of literacies and subjectivity - they challenge received assumptions about literacy, intellectual development and social progress and argue that neither 'universalist' nor 'particularist' accounts offer satisfactory approaches to the phenomenon. This is a sustained exploration of the domain of power in relation to literacy. It will be welcomed by students and researchers in anthropology, linguistics, literacy studies and history.
Lonely Planet Turkey is your passport to the most up-to-date advice on what to see and skip, and what hidden discoveries await you. Bath in a hammam; explore chaotic and colourful bazaars; or hot air balloon over Cappadocia's honeycomb landscape; all with your trusted travel companion.
Contemporary linguistic forms are partially the product of their historical antecedents, and the same is true for cognitive conceptualization. The book presents the results of several diachronic corpus studies of conceptual metaphor in a longitudinal and empirical “mixed methods” design, employing both quantitative and qualitative analysis measures; the study design was informed by usage-based theory. The goal was to investigate the interaction over time between conceptualization and cultural models in historical English-speaking society. The main study of two linguistic metaphors of anger spans five centuries (A.D. 1500 to 1990). The results show that conceptualization and cultural models—understood as non-autonomous, encyclopedic knowledge—work together to determine both the meaning and use of a linguistic metaphor. In addition, historically a wide variety of emotion concepts formed a complex cognitive array called the Domain Matrix of emotion. The implications for conceptual metaphor theory, research methodology, and future study are discussed in detail.
This bestselling textbook is the ideal companion to An Introduction to Discourse Analysis: Theory and Method, by leading author, James Paul Gee. Using a practical how-to approach, Gee provides the tools necessary to work with discourse analysis, with engaging step-by-step tasks featured throughout the book. Each tool is clearly explained, along with guidance on how to use it, and authentic data is provided for readers to practice using the tools. Readers from all fields will gain both a practical and theoretical background in how to do discourse analysis and knowledge of discourse analysis as a distinctive research methodology. Updated throughout, this second edition also includes a new tool- ‘The Big C Conversation Tool’. A new companion website www.routledge.com/cw/gee features a frequently asked questions section, additional tasks to support understanding, a glossary and free access to journal articles by James Paul Gee. How to do Discourse Analysis: A Toolkit is an essential book for advanced undergraduate and postgraduate students working in the areas of applied linguistics, education, psychology, anthropology and communication.
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