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Using children's and young adult literature is a great way to enhance a variety of college classes in fields as varied as biology, computer game development, political science and history. This collection of new essays by educators from a number of disciplines describes how to use such works as Where the Wild Things Are, The Tale of Peter Rabbit, Swamp Thing, Percy Jackson, and Harry Potter to introduce complex concepts and spark interest in difficult subjects. The contributors describe innovative teaching strategies using dystopian fiction, graphic narratives, fairy tales and mythology. Often overlooked or dismissed by teachers, children's literature can support student learning by raising levels of academic rigor, creativity and critical thinking.
The Postcolonial Historical Novel is the first systematic work to examine how the historical novel has been transformed by its appropriation in postcolonial writing. It proposes new ways to understand literary realism, and explores how the relationship between history and fiction plays out in contemporary African and Australasian writing.
Make informational books part of the K-2 learn-to-read experience—with strategies for shared reading, writing activities, ways to guide parent involvement, and real-life success stories.
Children, Film and Literacy explores the role of film in children's lives. The films children engage in provide them with imaginative spaces in which they create, play and perform familiar and unfamiliar, fantasy and everyday narratives and this narrative play is closely connected to identity, literacy and textual practices. Family is key to the encouragement of this social play and, at school, the playground is also an important site for this activity. However, in the literacy classroom, some children encounter a discontinuity between their experiences of narrative at home and those that are valued in school. Through film children develop understandings of the common characteristics of narrative and the particular 'language' of film. This book demonstrates the ways in which children are able to express and develop distinct and complex understandings of narrative, that is to say, where they can draw on their own experiences (including those in a moving image form). Children whose primary experiences of narrative are moving images face particular challenges when their experiences are not given opportunities for expression in the classroom, and this has urgent implications for the teaching of literacy.
`It is clear that we need to do more to help children who have been victims of crime. This book will enable people to do exactly that - help people get started with some tried and tested advice and techniques to help young victims.'---Sara Payne, Victims' Champion Being victimized can leave a young person feeling frightened, lacking in confidence and emotionally vulnerable. Some young people turn to crime themselves in response to their experience. Why Me? is a photocopiable resource and DVD designed to help children and young people come to terms with and recover from the experience of victimization. Made up of exercises and activities, it is designed for those working individually with young victims aged 8 or 9 and above, and can be adapted for groupwork. It is fully flexible, and activities can be picked according to the needs of the individual. Following restorative justice and protective behaviour principles, the exercises encourage the young person to explore their feelings, needs and strengths, and to recognize their support network. Activities include drawing, making graphs, writing letters and brainstorming. The resource also includes guidance on how to run the programme, including worked case examples. The DVD contains real-life stories of young people who have been victimized and includes a demonstration of some of the activities in action. Why Me? is an essential resource for a wide range of practitioners working with young people, including social workers, youth workers, teachers, police, education welfare officers, youth offending team staff, and victim support and witness service workers.
- Author : Bowker Editorial Staff
- Publisher : R. R. Bowker
- Release Date : 1980
- Genre : Uncategorized
- Pages : 540
- ISBN : 0835213129
American moviegoers have long turned to the Hollywood Western for reassurance in times of crisis. During the genre’s heyday, the films of John Ford, Howard Hawks and Henry Hathaway reflected a grand patriotism that resonated with audiences at the end of World War II. The tried-and-true Western was questioned by Ford and George Stevens during the Cold War, and in the 1960s directors like Sam Peckinpah and George Roy Hill retooled the genre as a commentary on American ethics during the Vietnam War. Between the mid–1970s and early 1990s, the Western faded from view—until the Gulf War, when Kevin Costner’s Dances with Wolves (1990) and Clint Eastwood’s Unforgiven (1992) brought it back, with moral complexities. Since 9/11, the Western has seen a resurgence, blending its patriotic narrative with criticism of America’s place in the global community. Exploring such films as True Grit (2010) and Brokeback Mountain (2005), along with television series like Deadwood and Firefly, this collection of new essays explores how the Western today captures the dichotomy of our times and remains important to the American psyche.
"It's been six months, and I STILL can't get my English language learners to participate in class!" "How can I help my newcomers feel more comfortable around other students?" "Am I doing enough to help my English language learners succeed?" Have you had these thoughts? Take heart, you are not alone. As schools and districts swell with growing numbers of English language learners, and as administrators and teachers wrestle with federal guidelines for educating these students, many educators are faced with these same challenges and much more. To meet these challenges, it is imperative for educators to learn about and use the theories and teaching strategies that will help English language learners succeed in the classroom. In Getting Started with English Language Learners: How Educators Can Meet the Challenge, Judie Haynes provides a practical resource to help educators who are new to the field of English as a Second Language understand the needs of English language learners. From learning how students acquire a second language to differentiating instruction to exploring practical strategies for teaching newcomers, this book will help educators learn how to create effective learning environments for English language learners. Real-life scenarios from actual classrooms are presented throughout the book. The book also includes a brief overview of different types of ESL programs used in the United States and a helpful glossary of common ESL terminology. New teachers, veteran educators working with English language learners for the first time, and administrators can all use this book to increase their knowledge, improve their practice, and, most importantly, effectively educate and inspire English language learners.
The official Journal of the John Clare Society, published annually to reflect the interest in, and approaches to, the life and work of the poet John Clare.
Media and the American Child summarizes the research on all forms of media on children, looking at how much time they spend with media everyday, television programming and its impact on children, how advertising has changed to appeal directly to children and the effects on children and the consumer behavior of parents, the relationship between media use and scholastic achievement, the influence of violence in media on anti-social behavior, and the role of media in influencing attitudes on body image, sex and work roles, fashion, & lifestyle. The average American child, aged 2-17, watches 25 hours of TV per week, plays 1 hr per day of video or computer games, and spends an additional 36 min per day on the internet. 19% of children watch more than 35 hrs per week of TV. This in the face of research that shows TV watching beyond 10 hours per week decreases scholastic performance. In 1991, George Comstock published Television and the American Child, which immediately became THE standard reference for the research community of the effects of television on children. Since then, interest in the topic has mushroomed, as the availability and access of media to children has become more widespread and occurs earlier in their lifetimes. No longer restricted to television, media impacts children through the internet, computer and video games, as well as television and the movies. There are videos designed for infants, claiming to improve cognitive development, television programs aimed for younger and younger children-even pre-literates, computer programs aimed for toddlers, and increasingly graphic, interactive violent computer games. Presents the most recent research on the media use of young people Investigates the content of children's media and addresses areas of great concern including violence, sexual behavior, and commercialization Discusses policy making in the area of children and the media Focuses on experiences unique to children and adolescents
Winner of the Christine M. Alder Book Prize in 2015 from the Australian and New Zealand Society of Criminology Historical abuse of children is a worldwide phenomenon. This book assesses the enablers of abuse and the reasons it took so long for officials to respond. It analyzes redress for institutional abuse in two countries, Canada and Australia, using first-hand accounts of survivors' experiences.
The convergence of online book selling, digital printing, digital document workflow management and the computerization of small parcel logistics created a unique opportunity to create a viable commercial model for printing and supplying books on demand. This innovation was swiftly embraced by the academic publishing community heralding the rescue of the languishing academic monograph. The possibilities captured the imagination of creative academic and niche publishers enabling custom publishing, student editions of monographs, self-compiled wiki books and even the establishment of new university presses and open access publishers. The Impact of Print on-Demand on Academic Books takes an in-depth look at this phenomenon by looking back on two decades of innovation, reviewing the present state of academic publishing with respect to works being printed on demand and compiling the current forecasts and speculation about the future of academic and niche publishing given the impact of print on-demand. Presents knowledge on the print-on-demand industry and chronicles developments and their impact on publishing Provides a useful guide for practitioners and students of publishing, and is ideal for academic publishing historians and business academics interested in innovation and digital developments Includes an international perspective, with information from Europe, North America, Australia, and Singapore/China Chronicles business case studies collected from interviews with key individuals from companies who have shaped, or are shaping, the academic POD landscape
Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts. This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book’s contributors share their experiences, expertise and ongoing questions. This book was originally published as a special issue of the Journal of Bisexuality.
- Author : Laura Ruby
- Publisher : HarperCollins UK
- Release Date : 2008-09-04
- Genre : Juvenile Fiction
- Pages : 352
- ISBN : 9780007281893
Second part of the wildly imaginative fantasy set in a New York where people can fly and the daughter of the richest man in the universe can make herself invisible...
- Author : Elaine Treharne
- Publisher : OUP Oxford
- Release Date : 2010-04-15
- Genre : Literary Criticism
- Pages : 792
- ISBN : 9780191572593
The study of medieval literature has experienced a revolution in the last two decades, which has reinvigorated many parts of the discipline and changed the shape of the subject in relation to the scholarship of the previous generation. 'New' texts (laws and penitentials, women's writing, drama records), innovative fields and objects of study (the history of the book, the study of space and the body, medieval masculinities), and original ways of studying them (the Sociology of the Text, performance studies) have emerged. This has brought fresh vigour and impetus to medieval studies, and impacted significantly on cognate periods and areas. The Oxford Handbook of Medieval Literature in English brings together the insights of these new fields and approaches with those of more familiar texts and methods of study, to provide a comprehensive overview of the state of medieval literature today. It also returns to first principles in posing fundamental questions about the nature, scope, and significance of the discipline, and the directions that it might take in the next decade. The Handbook contains 44 newly commissioned essays from both world-leading scholars and exciting new scholarly voices. Topics covered range from the canonical genres of Saints' lives, sermons, romance, lyric poetry, and heroic poetry; major themes including monstrosity and marginality, patronage and literary politics, manuscript studies and vernacularity are investigated; and there are close readings of key texts, such as Beowulf, Wulf and Eadwacer, and Ancrene Wisse and key authors from Ælfric to Geoffrey Chaucer, Langland, and the Gawain Poet.
Framed in Article II of the Constitution, presidential powers are dictated today by judicial as well as historical precedent. To understand the ways the president wields power as well as how this power is kept in check by other branches of government, Harold J. Krent presents three overlapping determinants of the president's role under the Constitution-the need for presidential initiative in administering the law and providing foreign policy leadership, the importance of maintaining congressional control over policymaking, and the imperative to ensure that the president be accountable to the public. Krent’s examination is sweeping, ranging from the president's ability to appoint and remove executive branch officials, to the president's role in proposing and implementing treaties and the power to conduct war, to the extent the president can refuse to turn over information in response to congressional and judicial requests. Finally, Krent addresses the history and purposes of presidential pardons. By drawing on historic and contemporary presidential actions to illustrate his points, Krent reminds us that the president is both an exalted leader with the regalia of power and an American who is and should be accountable to fellow citizens-important considerations as we elect and assess our presidents.
Morocco is hailed by academics, international NGO workers, and the media as a trailblazer in women’s rights and legal reforms. The country is considered a model for other countries in the Middle East and North African region, but has Morocco made as much progress as experts and government officials claim? In Modernizing Patriarchy, Katja Žvan Elliott examines why women’s rights advances are lauded in Morocco in theory but are often not recognized in reality, despite the efforts of both Islamist and secular feminists. In Morocco, female literacy rates remain among the lowest in the region; many women are victims of gender-based violence despite legal reforms; and girls as young as twelve are still engaged to adult men, despite numerous reforms. Based on extensive ethnographic research and fieldwork in Oued al-Ouliya, Modernizing Patriarchy offers a window into the life of Moroccan Muslim women who, though often young and educated, find it difficult to lead a dignified life in a country where they are expected to have only one destiny: that of wife and mother. Žvan Elliott exposes their struggles with modernity and the legal reforms that are supposedly ameliorating their lives. In a balanced approach, she also presents male voices and their reasons for criticizing the prevailing women’s rights discourse. Compelling and insightful, Modernizing Patriarchy exposes the rarely talked about reality of Morocco’s approach toward reform.