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  • 1
    Online Resource
    Online Resource
    Cham : Springer International Publishing | Cham : Imprint: Springer
    UID:
    (DE-627)1786333384
    Format: 1 Online-Ressource(XXVII, 889 p. 3 illus., 2 illus. in color.)
    Edition: 1st ed. 2021.
    ISBN: 9783030791438
    Series Statement: Springer Texts in Education
    Content: Introduction -- Part I: Teaching and teaching-related topics -- 1 Attending to Form in the Communicative Classroom; Martin East -- 2 Blended Learning; Lana Hiasat -- 3 Content and Language Integrated Learning (CLIL); Zohreh R. Eslami and Zihan Geng -- 4 Content-Based Language Teaching; Zubeyde Sinem GENC -- 5 Creativity and Language Teaching; Tamas Kiss -- 6 Discourse Analysis; Brian Paltridge -- 7 English Academic Vocabulary Teaching and Learning; Sophia Skoufaki -- 8 English for Academic Purposes; Helen Basturkmen -- 9 English for Specific Purposes; Helen Basturkmen -- 10 English-Medium Instruction; Keith M. Graham and Zohreh R. Eslami -- 11 Focus on Form in Second Language Instruction; Alessandro Benati -- 12 A Genre-Based Approach to Writing Instruction in the Content Areas; Luciana C. de Oliveira & Sharon L. Smith -- 13 Global Englishes and Teaching English as an International Language; Heath Rose and Mona Syrbe -- 14 Identity in language learning and teaching; Bonny Norton -- 15 Inclusive Language Teaching; David Gerlach -- 16 Increasing Reading Fluency; Neil J Anderson -- 17 Instructional Pragmatics; Zohreh R. Eslami and Shaun Weihong Ko -- 18 Interactionist Approach to Corrective Feedback; Rebekha Abbuhl -- 19 Issues in Teaching and Assessing Language as Communication; Barbara Hoekje -- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith -- 20 Language Teaching in Difficult Circumstances; Jason Anderson, Amol Padwad and Richard Smith -- 21 Materials in the Language Classroom; Kathleen Graves -- 22 Motivation in Practice; Julie Waddington -- 23 Second Language Writing Instruction; Ken Hyland -- 24 Task-based Language Teaching; Rod Ellis -- 25 Teacher & Learner Perspectives on Vocabulary Learning and Teaching (VLT); Jonathan Newton -- 26 Teachers’ Relational Practices and Students’ Motivation; Alastair Henry -- 27 Teaching English as an International Language; Aya Matsuda -- 28 Teaching for Transfer of Second Language Learning; Mark A. James -- 29 Teaching Speakers of Marginalized Varieties: Creoles and Unstandardized Dialects; Jeff Siegel -- 30 Teaching Suprasegmentals in English as a Lingua Franca Contexts; Christine Lewis and David Deterding -- 31 Translanguaging in Teaching/learning Languages; Leslie Barratt -- 32 Translanguaging with SLIFE Students for More Inclusive Teaching; Eileen Ariza -- 33 World Englishes, English as a Lingua Franca and ELT; Paola Vettorel -- Part II: Learners and learning-related topics -- 34 Child Task-based Language Learning in Foreign Language Contexts; María del Pilar García Mayo -- 35 Emergent Bilingualism in Foreign Language Education; Pat Moore and Blake Turnbull -- 36 Extramural English in Language Education; Pia Sundqvist -- 37 Language Learning Strategies; Mirosław Pawlak -- 38 Language Proficiency and Academic Performance; Saleh Al-Busaidi -- 39 Learner Strategies; Li-Shih Huang -- 40 Learning Beyond the Classroom; Hayo Reinders and Phil Benson -- 41 Long-term English Learners; Maneka Deanna Brooks and Peter Smagorinsky -- 42 Materials Development for Language Learning; Brian Tomlinson -- 43 Metacognition in Academic Writing: Learning Dimensions; Raffaella Negretti -- 44 Second-language Strategy Instruction; Luke Plonsky and Ekaterina Sudina -- 45 Second Language Linguistic Competence and Literacy of Adult Migrants with Little or No Home Language Literacy; Martha Young-Scholten -- 46 Task Engagement in Language Learning; Joy Egbert -- 47 Vocabulary Knowledge and Educational Attainment; James Milton -- 48 Vocabulary Learning Strategies; Peter Yongqi Gu -- 49 Working Memory; Zhisheng (Edward) Wen -- Part III: Assessment and assessment-related topics -- 50 Aligning Language Assessments to Standards and Frameworks; Spiros Papageorgiou -- 51 Assessing L2 Signed Language Ability in Deaf Children of Hearing Parents; Wolfgang Mann, Joanna Hoskin and Hilary Dumbrill -- 52 Assessing Second Language Listening; Elvis Wagner -- 53 Assessing Second Language Pronunciation; Johnathan Jones and Talia Isaacs -- 54 (The) Assessment of Target-Language Pragmatics; Andrew D. Cohen -- 55 Classroom Assessment & Assessment as Learning; Jonathan Trace -- 56 English Language Proficiency: What is it? And where do learners fit into it? James Dean Brown -- 57 Integrated Skills Assessment; Lia Plakans -- 58 Language Assessment in EMI; Slobodanka Dimova -- 59 Language Assessment for Professional Purposes; Ute Knoch -- 60 Language Assessment Literacy; Christine Coombe and Peter Davidson -- 61 Language Testing; Glenn Fulcher -- 62 Needs Analysis; Li-Shih Huang -- 62B Oral Corrective Feedback; Shaofeng Li -- 63 Peer Interaction Assessment; Noriko Iwashita -- 64 Portfolio Assessment; Pauline Mak -- 65 (The) Provision of Feedback on EAP Writing; Rachael Ruegg -- 66 (The) Role of the Rater in Writing Assessment; Sara T. Cushing -- 67 Second Language Vocabulary Assessment; John Read -- 68 Self-assessment; Yuko Goto Butler -- 69 Strategic Competence: The Concept and Its Role in Language Assessment; Mehdi Riazi -- 70 Translation Assessment; Renee Jourdenais -- 71 Validation of Assessment Scores and Uses; Mehdi Riazi -- 72 Vocabulary: Its Development over Time and Writing Quality in L2 Contexts; Lee McCallum -- 73 Washback; Rubina Khan -- 74 Written Corrective Feedback; Icy Lee -- 75 Writing Assessment Literacy; Deborah Crusan -- Part IV: Language skills and subskills -- 76 Aural Vocabulary Knowledge; Joshua Matthews -- 77 Collaborative Writing in the Second/Foreign Language (L2) Classroom; Ali Shehadeh -- 78 Developing L2 Listening Fluency; Anna C-S Chang -- 79 Extensive Reading; Willy A Renandya and Yuseva Iswandari -- 80 Foreign Accent Strength in English; Berna Hendriks and Frank van Meurs -- 81 Foreign Language Reading Fluency and Reading Fluency Methodologies; Greta Gorsuch and Etsuo Taguchi -- 82 Learner Corpora for Disciplinary Writing; Lynne Flowerdew -- 83 Lexical Inferencing and Vocabulary Development; Hossein Vafadar and Hassan Mohebbi -- 84 Oral Academic Genres and Features of Student Academic Presentations; Alla Zareva -- 85 Speech Fluency; Xun Yan, Yuyun Lei, and Hyunji (Hayley) Park -- 86 Teaching and Learning Vocabulary; Suhad Sonbul and Anna Siyanova-Chanturia -- Part V: Teachers and teacher education -- 87 Corpora in the Classroom -- Eric Friginal and Justin Taylor; 88 EAP Teacher Education; Mahmood Reza Atai -- 89 Emotionality in TESOL and Teacher Education; Juan de Dios Martínez Agudo -- 90 English Language Teacher Motivation; Krishna K Dixit and Amol Padwad -- 91 Foreign Language Teacher Education; Friederike Klippel -- 92 Identity in SLA and Second Language Teacher Education; Peter De Costa and Curtis Green-Eneix -- 93 Language Teacher Burnout; Akram Nayernia -- 94 Language Teacher Identity; Gary Barkhuizen -- 95 Language Teacher Professional Development; Victoria Tuzlukova -- 96 Language Teacher Professionalism; Britta Viebrock and Carina Kaufmann -- 97 Language Teacher Well-being; Kyle R. Talbot and Sarah Mercer -- 98 Language Teachers’ Self-efficacy Beliefs; Mark Wyatt -- 99 Online Language Teacher Education (OLTE); Mary Ann Christison and Denise E. Murray -- 100 Reflective Practice in Language Education; Thomas S.C. Farrell -- 101 Second Language Teacher Education Curricula; Nikki Ashcraft -- 102 Teacher Knowledge Development; Phil Quirke -- 103 Teacher Research; Anne Burns -- 104 The Native/nonnative Conundrum; Péter Medgyes -- Part VI: Technology and technology-enhanced instruction -- 105 Computer-based Second Language Listening; Mónica S. Cárdenas-Claros -- 106 Digital Game-Based Learning; Zohreh R. Eslami and Mahjabin Chowdhury -- 107 Digital Genres and Teaching English for Academic Purposes; María José Luzón -- 108 Digital Literacies; Nicky Hockly -- 109 Exploring the Potential of Social Media in SLA: Issues, Affordances and Incentives; Liam Murray and Marta Giralt -- 110 Genre-based Automated Writing Evaluation; Elena Cotos -- 111 Impact of Perception on Readiness for Online Teaching; Jacqueline S. Stephen -- 112 Intelligent Computer Assisted Language Learning; Trude Heift -- 113 Online Continuing Professional Development; Flora Debora Floris -- 114 Online Informal Language Learning; Ruth Trinder -- 115 Social Networking for Language Teaching and Learning; Phuong Tran -- Part VII: Politics, policies and practices in language education -- 116 Bilingualism; Gillian Wigglesworth and Carmel O’Shannessy -- 117 ELT and International Development; C. J. Denman -- 118 ELT Textbook Ideology; Esmat Babaii -- 119 Embedding Academic Literacy in Degree Curricula; Neil Murray -- 120 English Language Education Policy; Robert Kirkpatrick and M. Obaidul Hamid -- 121 Englishization of Higher Education; Nicola Galloway and Jim McKinley -- 122 Linguistic Barriers in Foreign Language Education; Heiko Motschenbacher -- 123 Policy Enactment for Effective Leadership in English Language Program Management; Kashif Raza -- 124 Unequal Englishes; Ruanni Tupas -- 125 Values in th...
    Content: An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL.
    Additional Edition: 9783030791421
    Additional Edition: 9783030791445
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783030791421
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783030791445
    Language: English
    URL: Cover
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  • 2
    UID:
    (DE-604)BV049621463
    Format: 279 Seiten, 8 ungezählte Bildtafeln , Illustrationen , 22 cm
    ISBN: 9781915643858
    Uniform Title: Révolution des algues
    Content: "Seaweed develops in water everywhere, from the eternal glaciers to lagoons heated by the sun, from seas saturated with salt to the fresh water of our rivers. Yet we only know how to cultivate a few dozen varieties, at most. Incredibly diverse, seaweed could help to bring back balance in our ecosystems through a wide range of applications. It could allow us to better feed human beings and animals, replace plastic and fertilizers, boost medical innovations, mitigate global warming, repair biodiversity and support economies in coastal communities where fish stocks are declining. Although seaweed has supported our development for millions of years, we have lost our connection with it and focused our efforts purely on land cultivation. Today a fast-growing global population, combined with climate, social and environmental crises, gives us compelling reasons to reconsider this forgotten treasure."--Dust jacket
    Note: Food: seaweed for feeding humans -- Farming and livestock: seaweed for feeding animals and improving agricultural production -- Ecology: seaweed for sequestering carbon, reversing global warming and restoring the oceans -- Seaweed for healing people -- Seaweed: natural and sustainable innovations for replacing plastic, colourants, food ingredients, fuels or textiles -- Seaweed cultivation: an ethical sector to combat poverty in coastal populations -- How to cultivate the oceans -- Seaweed: environmental risks or an opportunity to save the planet? -- Cultivating the oceans in the world of 2050?
    Additional Edition: Erscheint auch als Online-Ausgabe ISBN 9781915643865
    Language: English
    Subjects: Biology
    RVK:
    Keywords: Seetang ; Seegras ; Nutzpflanzen
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  • 3
    UID:
    (DE-627)1851561684
    Format: 1 Online-Ressource(XI, 508 p. 1 illus.)
    Edition: 1st ed. 2023.
    ISBN: 9783031316463
    Series Statement: Knowledge Studies in Higher Education 11
    Content: Chapter 1 - Volume Introduction – Global Perspectives on Higher Education: From Crisis to Opportunity -- Section 1: Teaching, Learning, and Assessment -- Chapter 2 - Online and Face-to-Face Courses Can Mirror One Another -- Chapter 3 - Prospective EFL Teachers’ Self-Perceived Competence and Attitudes towards Teaching English to Young Learners -- Chapter 5: Enhancing Learning Through Formative Assessment: Evidence-based Strategies for Implementing Learner Reflection in Higher Education -- Section 2: Technology-Enhanced Teaching and Learning -- Chapter 6 - Successful Teaching with Technology in EAP Courses: A Practical Guide for Higher Education Teachers -- Chapter 7: The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses -- Chapter 9 - A Technology-Enhanced Context: The Case of Higher Education in Lebanon -- Chapter 10 - Blended Academic Communication On Technology-Enhanced Teaching and Learning in Digital and International Virtual Academic Cooperation (DIVA) -- Section 3: Factors that Impact Student and Teacher Success -- Chapter 11 - Diversity, Equity, and Inclusion in Course Design and Instructional Material Development,- Chapter 12 - Responding to the New Normal: Strengthening Student Identity Development -- Chapter 13 - An Empirical Analysis of Motivational Factors that Enhance Student and Teacher Achievements: The Mediating Role of Evidence-Based Learning -- Chapter 14: Strategies Adopted for Building Students’ Rapport in an Online Classroom -- Chapter 15 - Leveraging the Art of Medical Illustration to Enhance Anatomy Instruction -- Chapter 16 - The Future of Higher Education: Students’ Perspectives in the United Arab Emirates -- Chapter 17 - The Impact of Emergency Remote Learning on Student Motivation and Opportunities to Shape a More Successful and Productive Educational Future -- Section 4: Curriculum, Course, and Instructional Design -- Chapter 18 - Strategies for Instructors: Establishing and Maintaining Presence in an Online Course -- Chapter 19 - RECIPE, an Innovative Model for Instructional Technology Task Design via Interactive Media -- Chapter 20 - Novel Times Call for Novel Ways: Effective Teaching and Learning in Digital Learning Environments -- Chapter 21 - Cultivating Student Employability Skills: Classroom to Career Preparedness and Readiness -- Chapter 22 - Distance Learning Considerations for Initial and Continuing Teacher Education in Brazil -- Chapter 23 - Sustaining Presence: Partnering with Technology During the COVID-19 Pandemic Lockdown -- Section 5: Future of Professional Development -- Chapter 24 - Moving Beyond Web Conferencing Tools: ESL Professional Development Workshops in Virtual Reality Platforms -- Chapter 25 - Transforming Teacher Professional Identity through Social Emotional Learning: Two Narrative Case Studies -- Chapter 26 - A Professional Development Model for English Teachers in Indonesia: A Pathway to the Industrial Revolution 4.0 Era -- Chapter 27 - Professional Development Support Systems in Public Universities in Kosovo -- Section 6: Academic and Administrative Support Systems -- Chapter 28 - Instructional Designers’ Roles in the Post-COVID-19 Pandemic Era -- Chapter 29 - Graduate Students’ Work Readiness in the Context of COVID-19: Challenges and Recommendations -- Chapter 30 - Pedagogical Transformations in Support Services: The New Normal -- Chapter 31 - Well-being as an Ecological Practice: Supporting Students Facing Housing Insecurity in Higher Education -- Chapter 32 - Digital Education, Academic Performance, and Mental Health: How Can Chinese Students’ Development Be Facilitated while Engaging in E-Learning -- Chapter 33 - Replacing Commercial Textbooks with Free Online Educational Resources: A Qualitative Case Study for 21st Century Inclusive Education.
    Content: This edited volume explores the impact of recent events worldwide that commanded rapid transformation with the areas of teaching, learning, assessment, administration, and academic support systems in today’s higher education institutions globally. It draws on a range of theories and research to provide global perspectives on student and instructor-centered approaches, such as, teaching, learning, assessment, technology use, student and instructor success, curriculum and instructional design, professional development, and academic and administrative support systems. The chapters in this volume capture the personal experiences of educators, educational support professionals, and emerging teachers who encountered crises in the form of disruptions (i.e., COVID-19 pandemic), advancements (i.e., technology), and transformations (i.e., practices, procedures). Educators, administrators, and policymakers benefit by learning about the ways other institutions of higher education continue to adapt to address emerging gaps. The 33 chapters in this volume were authored by international researchers, practitioners, and experts from 20 countries. This diverse group of authors share their experiences in creating opportunities from challenges to address gaps in higher education exposed by disruptions from the external and internal environments.
    Additional Edition: 9783031316456
    Additional Edition: 9783031316470
    Additional Edition: 9783031316487
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783031316456
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783031316470
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783031316487
    Language: English
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  • 4
    Online Resource
    Online Resource
    Cham : Springer International Publishing | Cham : Imprint: Springer
    UID:
    (DE-627)1737520044
    Format: 1 Online-Ressource(XIV, 435 p. 14 illus., 9 illus. in color.)
    Edition: 1st ed. 2020.
    ISBN: 9783030347628
    Series Statement: Second Language Learning and Teaching
    Content: What is Professionalism? Research on Professionalism in ELT -- Positive Psychology -- The Importance of Professional Learning Communities -- Teacher Professional Identity -- Professionalism and Integrity -- Personal and Professional Strategic Planning -- Increasing your Productivity & Effectiveness -- Time Management Skills for the Busy TESOL Professional -- Improving Your Communication Skills -- Transitioning from Teacher to Manager -- Using Technology Effectively -- Transforming Yourself into an Online Educator -- Dealing with Change/Motivation -- Stress Management -- Conflict Resolution Skills -- Enhancing your Employability -- Career Path Development -- Marketing Yourself (To Include Effective CVs, Job Interviewing Skills, Networking, Social Media Skills) -- Developing your Online Profile -- Developing Leadership Capacity -- Increasing your Happiness Quotient -- Expanding your Geographical Horizons -- Creating your Own Professional Development & Lifelong Learning Plan -- Increasing your Language Proficiency -- Getting Involved in Research -- Doing a Conference Presentation -- Publishing Pedagogical Materials -- Publishing Research-based Materials -- Involving Yourself in Professional Associations -- Mentoring/Coaching -- Engaging in Reflective Practice -- Giving Back to the Profession -- Giving Back to the Profession -- Professionalizing your Non-professional Life -- Surviving the Promotion and Tenure Process -- Thinking Ahead to Retirement.
    Content: Written by leading experts in the field of TESOL, this book explores the literature on various topic areas and demonstrates how teachers can increase their levels of professionalism by acquiring some general and field-specific strategies. Being a teaching professional is not simply about having the right teaching qualifications and good academic standing, it involves a commitment to being innovative and transformative in the classroom and helping both students and colleagues achieve their goals. A dictionary definition of professionalism reads as follows: professionalism is the conduct, aims, or qualities that characterize or mark a profession or a professional person; and it defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation (Merriam-Webster, 2013). However, according to Bowman (2013), professionalism is less a matter of what professionals actually do and more a matter of who they are as human beings. Both of these views imply that professionalism encompasses a number of different attributes, and, together, these attributes identify and define a professional. The book is primarily intended for teachers at all levels and in all contexts who are interested in improving their professionalism and developing strategies that can take them to higher levels in the field of TESOL/ELT.
    Additional Edition: 9783030347611
    Additional Edition: 9783030347635
    Additional Edition: 9783030347642
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783030347611
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783030347635
    Additional Edition: Erscheint auch als Druck-Ausgabe 9783030347642
    Language: English
    URL: Cover
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  • 5
    UID:
    (DE-101)130254361X
    Format: Online-Ressource, 1 online resource.
    ISSN: 1572-8315
    In: day:3
    In: month:6
    In: year:2023
    In: pages:1-22
    In: Journal of experimental criminology, Berlin ; Heidelberg [u.a.] : Springer Science + Business Media B.V., 2005-, (3.6.2023), 1-22, 1572-8315
    Language: English
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  • 6
    UID:
    (DE-604)BV048572121
    Format: 1 Online-Ressource (440 Seiten) , 9 b-w images
    ISBN: 9781978824775
    Content: The fourth edition of Community Organizing and Community Building for Health and Social Equity provides both classic and recent contributions to the field, with a special accent on how these approaches can contribute to health and social equity. The 23 chapters offer conceptual frameworks, skill- building and case studies in areas like coalition building, organizing by and with women of color, community assessment, and the power of the arts, the Internet, social media, and policy and media advocacy in such work. The use of participatory evaluation and strategies and tips on fundraising for community organizing also are presented, as are the ethical challenges that can arise in this work, and helpful tools for anticipating and addressing them. Also included are study questions for use in the classroom.
    Content: Many of the book's contributors are leaders in their academic fields, from public health and social work, to community psychology and urban and regional planning, and to social and political science. One author was the 44th president of the United States, himself a former community organizer in Chicago, who reflects on his earlier vocation and its importance. Other contributors are inspiring community leaders whose work on-the-ground and in partnership with us "outsiders" highlights both the power of collaboration, and the cultural humility and other skills required to do it well. Throughout this book, and particularly in the case studies and examples shared, the role of context is critical, and never far from view.
    Content: Included here most recently are the horrific and continuing toll of the COVID-19 pandemic, and a long overdue, yet still greatly circumscribed, "national reckoning with systemic racism," in the aftermath of the brutal police killing of yet another unarmed Black person, and then another and another, seemingly without end. In many chapters, the authors highlight different facets of the Black Lives Matter movement that took on new life across the country and the world in response to these atrocities. In other chapters, the existential threat of climate change and grave threats to democracy also are underscored. View the Table of Contents and introductory text for the supplementary instructor resources. (https://d3tto5i5w9ogdd.cloudfront.net/wp-content/uploads/2022/02/04143046/9781978832176_optimized_sampler.pdf) Supplementary instructor resources are available on request: https://www.rutgersuniversitypress.org/communityorganizing
    Note: Description based on online resource; title from PDF title page (publisher's Web site, viewed 07. Nov 2022) , In English
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 7
    UID:
    (DE-627)1742795013
    Format: 1 Online-Ressource (371 p)
    Edition: [Online-Ausgabe]
    ISBN: 9780822382089
    Content: Frontmatter -- Contents -- Acknowledgments -- Culture, Power, Place: Ethnography at the End of an Era -- PART I: SPACE, CULTURE, IDENTITY -- Beyond "Culture": Space, Identity, and the Politics of Difference -- National Geographic: The Rooting of Peoples and the Territorialization of National Identity among Scholars and Refugees -- Seeing Bifocally: Media, Place, Culture -- State, Territory, and National Identity Formation In the "TWo Berllns, 1945-1995 -- Finding One's Own Place: Asian Landscapes Re-vlsloned In Rural California -- The Country and the City on the Copperbelt -- Rethinking Modernity: Space and Factory Discipline in China -- The Song of the Nonaligned World: Transnational Identities and the Relnscription of Space in Late Capitalism -- PART II: CULTURE. POWER. RESISTANCE -- Exile to Compatriot: Transformations in the Social Identity of Palestinian Refugees In the West Bank -- The Demonic Place of the "Not There": Trademark Rumors in the Postindustrial Imaginary -- Bombs, Bikinis, and the Popes of Rock 'n' Roll: Reflections on Resistance, the Play of Subordinations, and Liberalism in Andalusia and Academia, 1983-1995 -- The Remaking of an Andalusian Pilgrimage Tradition: Debates Regarding Visual (Re)presentatlon and the Meanings of "Locality" in a Global Era -- Works Cited -- Index -- Contributors
    Content: Anthropology has traditionally relied on a spatially localized society or culture as its object of study. The essays in Culture, Power, Place demonstrate how in recent years this anthropological convention and its attendant assumptions about identity and cultural difference have undergone a series of important challenges. In light of increasing mass migration and the transnational cultural flows of a late capitalist, postcolonial world, the contributors to this volume examine shifts in anthropological thought regarding issues of identity, place, power, and resistance.This collection of both new and well-known essays begins by critically exploring the concepts of locality and community; first, as they have had an impact on contemporary global understandings of displacement and mobility, and, second, as they have had a part in defining identity and subjectivity itself. With sites of discussion ranging from a democratic Spain to a Puerto Rican barrio in North Philadelphia, from Burundian Hutu refugees in Tanzania to Asian landscapes in rural California, from the silk factories of Hangzhou to the long-sought-after home of the Palestinians, these essays examine the interplay between changing schemes of categorization and the discourses of difference on which these concepts are based. The effect of the placeless mass media on our understanding of place—and the forces that make certain identities viable in the world and others not—are also discussed, as are the intertwining of place-making, identity, and resistance as they interact with the meaning and consumption of signs. Finally, this volume offers a self-reflective look at the social and political location of anthropologists in relation to the questions of culture, power, and place—the effect of their participation in what was once seen as their descriptions of these constructions. Contesting the classical idea of culture as the shared, the agreed upon, and the orderly, Culture, Power, Place is an important intervention in the disciplines of anthropology and cultural studies.Contributors. George E. Bisharat, John Borneman, Rosemary J. Coombe, Mary M. Crain, James Ferguson, Akhil Gupta, Kristin Koptiuch, Karen Leonard, Richard Maddox, Lisa H. Malkki, John Durham Peters, Lisa Rofel
    Note: Mode of access: Internet via World Wide Web. , In English
    Language: English
    URL: Cover  (lizenzpflichtig)
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  • 8
    UID:
    (DE-604)BV047113588
    Format: 1 online resource (371 pages)
    ISBN: 9780822382089
    Content: Anthropology has traditionally relied on a spatially localized society or culture as its object of study. The essays in Culture, Power, Place demonstrate how in recent years this anthropological convention and its attendant assumptions about identity and cultural difference have undergone a series of important challenges. In light of increasing mass migration and the transnational cultural flows of a late capitalist, postcolonial world, the contributors to this volume examine shifts in anthropological thought regarding issues of identity, place, power, and resistance.This collection of both new and well-known essays begins by critically exploring the concepts of locality and community; first, as they have had an impact on contemporary global understandings of displacement and mobility, and, second, as they have had a part in defining identity and subjectivity itself.
    Content: With sites of discussion ranging from a democratic Spain to a Puerto Rican barrio in North Philadelphia, from Burundian Hutu refugees in Tanzania to Asian landscapes in rural California, from the silk factories of Hangzhou to the long-sought-after home of the Palestinians, these essays examine the interplay between changing schemes of categorization and the discourses of difference on which these concepts are based. The effect of the placeless mass media on our understanding of place-and the forces that make certain identities viable in the world and others not-are also discussed, as are the intertwining of place-making, identity, and resistance as they interact with the meaning and consumption of signs. Finally, this volume offers a self-reflective look at the social and political location of anthropologists in relation to the questions of culture, power, and place-the effect of their participation in what was once seen as their descriptions of these constructions.
    Content: Contesting the classical idea of culture as the shared, the agreed upon, and the orderly, Culture, Power, Place is an important intervention in the disciplines of anthropology and cultural studies.Contributors. George E. Bisharat, John Borneman, Rosemary J. Coombe, Mary M. Crain, James Ferguson, Akhil Gupta, Kristin Koptiuch, Karen Leonard, Richard Maddox, Lisa H. Malkki, John Durham Peters, Lisa Rofel
    Note: Description based on online resource; title from PDF title page (publisher's Web site, viewed 12. Dez 2020) , In English
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 9
    UID:
    (DE-605)HT020796290
    Format: 1 online resource (371 p.)
    ISBN: 9780822382089
    Content: Anthropology has traditionally relied on a spatially localized society or culture as its object of study. The essays in Culture, Power, Place demonstrate how in recent years this anthropological convention and its attendant assumptions about identity and cultural difference have undergone a series of important challenges. In light of increasing mass migration and the transnational cultural flows of a late capitalist, postcolonial world, the contributors to this volume examine shifts in anthropological thought regarding issues of identity, place, power, and resistance.This collection of both new and well-known essays begins by critically exploring the concepts of locality and community; first, as they have had an impact on contemporary global understandings of displacement and mobility, and, second, as they have had a part in defining identity and subjectivity itself.-
    Content: With sites of discussion ranging from a democratic Spain to a Puerto Rican barrio in North Philadelphia, from Burundian Hutu refugees in Tanzania to Asian landscapes in rural California, from the silk factories of Hangzhou to the long-sought-after home of the Palestinians, these essays examine the interplay between changing schemes of categorization and the discourses of difference on which these concepts are based. The effect of the placeless mass media on our understanding of place—and the forces that make certain identities viable in the world and others not—are also discussed, as are the intertwining of place-making, identity, and resistance as they interact with the meaning and consumption of signs. Finally, this volume offers a self-reflective look at the social and political location of anthropologists in relation to the questions of culture, power, and place—the effect of their participation in what was once seen as their descriptions of these constructions.-
    Content: Contesting the classical idea of culture as the shared, the agreed upon, and the orderly, Culture, Power, Place is an important intervention in the disciplines of anthropology and cultural studies.Contributors. George E. Bisharat, John Borneman, Rosemary J. Coombe, Mary M. Crain, James Ferguson, Akhil Gupta, Kristin Koptiuch, Karen Leonard, Richard Maddox, Lisa H. Malkki, John Durham Peters, Lisa Rofel
    Language: English
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
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  • 10
    UID:
    (DE-603)496379038
    Format: 1 Online-Ressource (371 p.)
    ISBN: 9780822382089
    Content: Anthropology has traditionally relied on a spatially localized society or culture as its object of study. The essays in Culture, Power, Place demonstrate how in recent years this anthropological convention and its attendant assumptions about identity and cultural difference have undergone a series of important challenges. In light of increasing mass migration and the transnational cultural flows of a late capitalist, postcolonial world, the contributors to this volume examine shifts in anthropological thought regarding issues of identity, place, power, and resistance.This collection of both new and well-known essays begins by critically exploring the concepts of locality and community; first, as they have had an impact on contemporary global understandings of displacement and mobility, and, second, as they have had a part in defining identity and subjectivity itself. With sites of discussion ranging from a democratic Spain to a Puerto Rican barrio in North Philadelphia, from Burundian Hutu refugees in Tanzania to Asian landscapes in rural California, from the silk factories of Hangzhou to the long-sought-after home of the Palestinians, these essays examine the interplay between changing schemes of categorization and the discourses of difference on which these concepts are based. The effect of the placeless mass media on our understanding of place-and the forces that make certain identities viable in the world and others not-are also discussed, as are the intertwining of place-making, identity, and resistance as they interact with the meaning and consumption of signs. Finally, this volume offers a self-reflective look at the social and political location of anthropologists in relation to the questions of culture, power, and place-the effect of their participation in what was once seen as their descriptions of these constructions. Contesting the classical idea of culture as the shared, the agreed upon, and the orderly, Culture, Power, Place is an important intervention in the disciplines of anthropology and cultural studies.Contributors. George E. Bisharat, John Borneman, Rosemary J. Coombe, Mary M. Crain, James Ferguson, Akhil Gupta, Kristin Koptiuch, Karen Leonard, Richard Maddox, Lisa H. Malkki, John Durham Peters, Lisa Rofel...
    Language: English
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
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