Public Speaking for Criminal Justice Professionals: A Manner of Speaking is a one-of-a-kind public speaking guide specifically written for criminal justice professionals, written by a criminal justice professional. Author Thomas Mauriello has worked his entire professional career both as a practitioner and as an educator in the fields of criminal justice and forensic science. This book outlines the public speaking skills he has learned, used, and taught to thousands of criminal justice, forensic science, security, and counterintelligence professionals over the years. The book can either be read from cover-to-cover-to fine tune the reader's existing oral communication skills-or read in a modular fashion, as a reference guide to focus on certain skills and techniques. A list of over 55 proven, effective presentation tools will be listed, discussed, and demonstrated throughout the book-using illustrated criminal justice and forensic sciences topic examples. Contrary to popular believe, simply knowing your subject or being an expert in the subject does not guarantee a successful presentation. Aristotle, who many recognize as the Father of Public Speaking and Forensic Debate, said it best when he declared, "It is not enough to know what to say, one must know how to say it." This guide focuses on technique and the recognition that a speaker must have of both the subject and the listener. The purpose is to improve readers' skill level and ability to engage and, thereby, inform the listener. Whether preparing to speak to one person, or one thousand people, Public Speaking for Criminal Justice Professionals provides specific techniques for professionals to speaking with confidence, and present effective engaging presentations.

This book fills an existing gap in language learning motivation research by examining the applications of current motivational theories and models from WEIRD (Western, educated, industrialized, rich, developed) contexts to educational systems in Asian contexts. All chapters are focused on second language (L2) motivation as it applies to the EFL situation in Asian countries where English is a mandatory subject in school. Themes in the volume cover the use of possible L2 selves as a theoretical model of motivation, the role of teacher motivation and demotivation in non-European educational systems, study abroad, motivation among adolescents, cross-cultural differences in learner motivation among Asian cultures and the influence of native speakerism on language motivation and cultural identity. This book will appeal to ESL/EFL educators, postgraduate students, researchers and teacher-trainers both inside and outside Asian countries, who are interested in research on L2 motivation in general and within Asian contexts in particular.

More than ever, professional English is now cruising towards an enormous challenge in the European university context due to the extremely significant moment we are living in the European Higher Education Area (EHEA). The European convergence process is demanding immediate reflections, serious analyses, and profound reforms in specialized language teaching that lead to reach Bologna standards by 2010. This book aims to present an overview of professional English in the current academic landscape in Europe. It intends to shed light on a range of issues, both theoretical and practical, related to ESP, focusing on discourse analysis, corpus analysis, information and communication technologies, methodological approaches, curriculum design, and empirical research into language learning in broad terms. Because teachers need to be researchers and inquirers, this overview thus makes a contribution to the professional English field with the purpose of highlighting several important questions in the entire ESP academic mainstream. Scholars from different European universities explore specialized languages and document ESP teaching methodologies at university levels from a multidimensional perspective.

This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. The book aims to help researchers discover new instruments for lexical analysis, and provides a theoretical framework in which studies with such tools could be conducted. Each of the programs comes with a short manual explaining how to use the program, an example of a published paper that uses the program and a set of questions that readers can develop into proper projects. The programs can be used in real research projects and have the potential to break new ground for research in L2 vocabulary acquisition. The book will be of great use to final year undergraduates and masters students in applied linguistics, second language acquisition, psycholinguistics and language testing and to PhD students doing research methods courses.

This beautiful notebook makes studying a pleasure! Each double page spread has squared paper on the right-hand side for practicing formation of the Korean alphabet characters, and lined paper on the left-hand side for note-taking. A ten-page reference section at the back of the notebook gives Hangul alphabet charts, key vocabulary, and basic grammar tips. Contents: Pages 1-118 Alternate pages of lined and squared paper for note-taking and writing practice Pages 119-120 Korean Hangul alphabet charts Pages 121-124 Key vocabulary lists Pages 125-128 Basic grammar tips

This book examines the concept of authentic English in today's world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.

This revised and updated edition of "Modern German Pronunciation" offers the most complete guide to the correct pronunciation of German for native speakers of English. It begins with an introduction to the problems of pronunciation and the basic concepts of phonetics. The following chapters take each aspect of pronunciation in turn: consonants, vowels, stress and intonation, and the conversational pronunciation of German with its many reduced or "weak" forms. The text is comprehensively illustrated with clear pronunciation and intonation diagrams and the emphasis is on the problems that speakers of English are known to encounter when learning to speak German. This second edition has been revised and updated, taking into account comments and suggestions from readers and adapting the German texts to the new official spelling. A significant new feature is the discussion of English-speaking learners of German has been extended to include American learners, reflecting the use world-wide of the first edition of this volume.

This is a ``must-have'' for anyone who desires to effectively and successfully sell their products, projects, ideas or services. The new edition has been revised and expanded to include detailed coverage of the current methods and procedures required by the government and used by commercial companies for bid preparation; the latest applications for identifying and tracking fund sources; new desktop publishing techniques for rapid proposal preparation along with available software; and storyboarding methods. The concept of ``straight-line'' control is presented for the first time and a complete case study provided to illustrate how to evolve a proposal from development through strategic marketing planning.

Written corrective feedback (CF) is a written response to a linguistic error that has been made in the writing of a text by a second language (L2) learner. This book aims to further our understanding of whether or not written CF has the potential to facilitate L2 development over time. Chapters draw on cognitive and sociocultural theoretical perspectives and review empirical research to determine whether or not, and the extent to which, written CF has been found to assist L2 development. Cognitive processing conditions are considered in the examination of its effectiveness, as well as context-related and individual learner factors or variables that have been hypothesised and shown to facilitate or impede the effectiveness of written CF for L2 development.

Shelton Jackson «Spike Lee is one of the most culturally influential and provocative film directors of the twentieth and twenty-first centuries. Bringing together seminal writings -- from classic scholarship to new research -- this book focuses on this revolutionary film auteur and cultural provocateur to explore contemporary questions around issues of race, politics, sexuality, gender roles, filmmaking, commercialism, celebrity, and the role of media in public discourse. Situating Lee as an important contributor to a variety of American discourses, the book high-lights his commitment to exploring issues of relevance to the Black community. His work demands that his audiences take inventory of his and their understandings of the complexities of race relations, the often deleterious influence of media messages, the long term legacy of racism, the liberating effects of sexual freedom, the controversies that arise from colorism, the separatist nature of classism, and the cultural contributions and triumphs of historical figures. This book seeks to stimulate continued debate by examining the complexities in Lee's various sociopolitical claims and their ideological impacts.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

Writing centers in universities and colleges aim to help student writers develop practices that will make them better writers in the long term and that will improve their draft papers in the short term. The tutors who work in writing centers accomplish such goals through one-to-one talk about writing. This book analyzes the aboutness of writing center talk-what tutors and student writers talk about when they come together to talk about writing. By combining corpus-driven analysis to provide a quantitative, microlevel view of the subject matter and sociocultural discourse analysis to provide a qualitative macrolevel view of tutor-student writer interactions, it further establishes how these two research methods operate together to produce a robust and rigorous analysis of spoken discourse.

We -- the users turned creators and distributors of content -- are TIME's Person of the Year 2006, and AdAge's Advertising Agency of the Year 2007. We form a new Generation C. We have MySpace, YouTube, and OurMedia; we run social software, and drive the development of Web 2.0. But beyond the hype, what's really going on? In this groundbreaking exploration of our developing participatory online culture, Axel Bruns establishes the core principles which drive the rise of collaborative content creation in environments, from open source through blogs and Wikipedia to Second Life. This book shows that what's emerging here is no longer just a new form of content production, but a new process for the continuous creation and extension of knowledge and art by collaborative communities: produsage. The implications of the gradual shift from production to produsage are profound, and will affect the very core of our culture, economy, society, and democracy.

A great story can lead a reader on a cultural and linguistic journey--especially if it's in two languages! Vietnamese Stories for Language Learners introduces 40 traditional Vietnamese folktales with bilingual Vietnamese and English versions presented on facing pages. Each story is followed by cultural notes, vocabulary lists, and a set of discussion questions and exercises for further comprehension. Online audio recordings by native speakers help readers improve their pronunciation and inflection, while a Vietnamese-English glossary provides an easy way to reference unfamiliar terms. Illustrations by award-winning Vietnamese illustrators Nguyen Thi Hop and Nguyen Dong help to bring these traditional tales to life. This book is a great supplementary reader for self-study learners or in Vietnamese language courses, but will be enjoyed by anyone who wishes to learn about Vietnamese folktales and culture. Learn Vietnamese the fun way--through the country's rich literary history! Audio recordings can be accessed at tuttlepublishing.com/downloadable-content.

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This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner's work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert's seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert's ideas.