Tango with No Tail is a story of a curious kitten who lives with his family. The difference between tango and his family is that tango has not tail; he believes if he had a tail, he would be like everyone in his family. He feels excluded from his family, until they go to a family reunion. There he sees how different everyone looks. He discovers everyone is different, and yet they are the same. The story of Tango and how he tries to get a tail will capture the imagination of children and help them feel good about who they are. I would like to dedicate Tango with No Tail to my wonderful grandchildren. You all are so different. I love you all the same.
Tango with No Tail is a story of a curious kitten who lives with his family. The difference between tango and his family is that tango has not tail; he believes if he had a tail, he would be like everyone in his family. He feels excluded from his family, until they go to a family reunion. There he sees how different everyone looks. He discovers everyone is different, and yet they are the same. The story of Tango and how he tries to get a tail will capture the imagination of children and help them feel good about who they are. I would like to dedicate Tango with No Tail to my wonderful grandchildren. You all are so different. I love you all the same.
From ‘folk devils’ to ballroom dancers, Waltzing Through Europe explores the changing reception of fashionable couple dances in Europe from the eighteenth century onwards. A refreshing intervention in dance studies, this book brings together elements of historiography, cultural memory, folklore, and dance across comparatively narrow but markedly heterogeneous localities. Rooted in investigations of often newly discovered primary sources, the essays afford many opportunities to compare sociocultural and political reactions to the arrival and practice of popular rotating couple dances, such as the Waltz and the Polka. Leading contributors provide a transnational and affective lens onto strikingly diverse topics, ranging from the evolution of romantic couple dances in Croatia, and Strauss’s visits to Hamburg and Altona in the 1830s, to dance as a tool of cultural preservation and expression in twentieth-century Finland. Waltzing Through Europe creates openings for fresh collaborations in dance historiography and cultural history across fields and genres. It is essential reading for researchers of dance in central and northern Europe, while also appealing to the general reader who wants to learn more about the vibrant histories of these familiar dance forms.
This book reviews the shifting conceptions of writing and revision, noting the ways in which views of knowledge and knowing shape teaching and research. Fitzgerald, as a reading and writing researcher, recognizes that how we revise is shaped by how we read and respond to our unfolding texts. She argues that how we write and read is ultimately shaped by how we know-that is, how we seek to make sense of the world. How and why do we revise when we write? How do we differ in the extent or level of revisions due to differences in our purpose, mode of writing, perceptions of audience, or phase of development of our writing? What motivates us to revise-a need to clarify our expression, to rethink or alter our ideas, to influence our reader in certain ways, or to fulfill our own purposes? These questions have always intrigued composition theo rists and researchers; however, it is only in the past 15 years that researchers have seriously and systematically sought answers to these questions.
English in Urban Classrooms is a ground-breaking text that spans a range of issues central to school English today. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement and spatial organisation. The team of experienced and expert authors collectively examine how English is shaped by policy, institutions and the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as: the characteristics of urban multi-cultural schools teacher formation and tradition the ethos of school English departments the institutional changes that have shaped school English in urban classrooms students' experiences of learning. This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policymakers, linguists and those interested in semiotics and multi-modality.
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