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The Routledge Handbook of Pragmatics provides a state-of-the-art
overview of the wide breadth of research in pragmatics. An
introductory section outlines a brief history, the main issues and
key approaches and perspectives in the field, followed by a
thought-provoking introductory chapter on interdisciplinarity by
Jacob L. Mey. A further thirty-eight chapters cover both
traditional and newer areas of pragmatic research, divided into
four sections: Methods and modalities Established fields Pragmatics
across disciplines Applications of pragmatic research in today's
world. With accessible, refreshing descriptions and discussions,
and with a look towards future directions, this Handbook is an
essential resource for advanced undergraduates, postgraduates and
researchers in pragmatics within English language and linguistics
and communication studies.
The Routledge Handbook of Pragmatics provides a state-of-the-art
overview of the wide breadth of research in pragmatics. An
introductory section outlines a brief history, the main issues and
key approaches and perspectives in the field, followed by a
thought-provoking introductory chapter on interdisciplinarity by
Jacob L. Mey. A further thirty-eight chapters cover both
traditional and newer areas of pragmatic research, divided into
four sections: Methods and modalities Established fields Pragmatics
across disciplines Applications of pragmatic research in today's
world. With accessible, refreshing descriptions and discussions,
and with a look towards future directions, this Handbook is an
essential resource for advanced undergraduates, postgraduates and
researchers in pragmatics within English language and linguistics
and communication studies.
This institute was organized and presented by an international
group of scholars interested in the advancement of instructional
design automation through theory, research and applied evaluation.
Members of the organizing committee included Dr. Klaus Breuer from
disce (Germany), Dr. Jose J. Gonzalez from Agder College of
Engineering (Norway), Dr. Begofia Gros from the University of
Barcelona, Dr. J. Michael Spector from the Armstrong Laboratory
(USA). Dr. Gonzalez, co-director of the institute, and the staff of
Agder College were directly responsible for the preparation and
operation of the institute in Grimstad, Norway. The institute was
held on the campus of Agder College of Engineering, July 12-23,
1993. The theme of the institute extended the initial work
developed by the presenters at a NATO Advanced Research Workshop
held in Sitges, Spain in 1992. During the two week institute, 21
presentations were made including papers and demonstrations. In
addition to the formal presentations, working groups and on-site
study groups provided opportunities for the students to participate
directly in program activities. An important outcome for the
working groups was the formal preparation of their efforts in
chapters for this volume.
Irish English, while having been the focus of investigations on a
variety of linguistic levels, reveals a dearth of research on the
pragmatic level. In the present volume, this imbalance is addressed
by providing much-needed empirical data on language use in Ireland
in the private, official and public spheres and also by examining
the use of Irish English as a reflection of socio-cultural norms of
interaction. The contributions cover a wide range of pragmatic
phenomena and draw on a number of frameworks of analysis. Despite
the wide scope of topics and methodologies, a relatively coherent
picture of conventions of language use in Ireland emerges.
Indirectness and heterogeneity on the formal level are, for
instance, shown to be features of Irish English. This volume is the
first book-length treatment of the pragmatics of a national variety
of English, or any other language. Indeed, it could be considered a
first step towards a new discipline, variational pragmatics, at the
interface of pragmatics and dialectology. This book is of primary
interest to researchers and students in pragmatics, variational
linguistics, Irish English, English as Foreign Language (EFL),
cross-cultural communication and discourse analysis. Furthermore,
the pragmatic descriptions provided will be of practical use in the
increasingly important English as Second Language (ESL) context in
Ireland. Finally, it is also of relevance to professionals dealing
with Ireland and, indeed, to anyone interested in a deeper
understanding of Irish culture.
This institute was organized and presented by an international
group of scholars interested in the advancement of instructional
design automation through theory, research and applied evaluation.
Members of the organizing committee included Dr. Klaus Breuer from
disce (Germany), Dr. Jose J. Gonzalez from Agder College of
Engineering (Norway), Dr. Begofia Gros from the University of
Barcelona, Dr. J. Michael Spector from the Armstrong Laboratory
(USA). Dr. Gonzalez, co-director of the institute, and the staff of
Agder College were directly responsible for the preparation and
operation of the institute in Grimstad, Norway. The institute was
held on the campus of Agder College of Engineering, July 12-23,
1993. The theme of the institute extended the initial work
developed by the presenters at a NATO Advanced Research Workshop
held in Sitges, Spain in 1992. During the two week institute, 21
presentations were made including papers and demonstrations. In
addition to the formal presentations, working groups and on-site
study groups provided opportunities for the students to participate
directly in program activities. An important outcome for the
working groups was the formal preparation of their efforts in
chapters for this volume.
This fifth edition of a well-known and respected book provides the
latest information on a variety of educational technology topics
(with a new chapter featuring PDAs) and demonstrates how
technologies can best be applied in educational settings. The book
has been completely revised and updated to reflect today's
technologies available to educators. Chapters include: Teaching
With Technology; Digital Audio; Digital Video; Computer Graphics;
Telecommunications; Distance Learning and others.
Discover how digital content creation supports 21st-century
learning, providing new insights into organizing, synthesizing, and
evaluating information. This practical guide will make it easy for
you to engage your students through this powerful communications
medium. Digital content creation supports the Common Core State
Standards (CCSS) and 21st-century learning skills by helping
students use their knowledge to analyze, create, solve problems,
communicate, collaborate, and innovate. This update of the popular
Multimedia Projects in Education, Fourth Edition emphasizes digital
content creation and the use of the CCSS as benchmarks to help you
create cutting-edge classroom instruction. The book begins by
presenting research on student learning through multimedia and
digital content creation. This introduction is followed by outlines
of each stage of the practical, easy-to-use Decide, Design,
Develop, and Evaluate (DDD-E) model, which is designed specifically
for classroom use. Content also includes discussion of multiple
intelligences, constructivist learning, and cooperative grouping;
blackline masters to guide you and your students through the DDD-E
process; and assessment and management strategies. In addition,
you'll find sample activities using an array of development tools,
information on mobile and web apps, and numerous other resources to
support digital projects in your classroom. The book, which is most
applicable to students in grades 4 through 12, will also serve as
an ideal resource for media specialists who work with teachers and
students. Uses a Common Core Approach, focusing on creativity and
innovation, critical thinking and problem solving, and
communication and collaboration Details how to use the Decide,
Design, Develop, and Evaluate (DDD-E) model, a process designed for
the classroom Provides blackline masters to assist you with every
phase of the DDD-E model, including management and formative
assessment Includes sample activities and reproducible handouts and
worksheets Offers information on a wide range of resources,
including free mobile and web apps for creating digital projects
This practical and easy-to-use resource will help teachers and
library media specialists effectively integrate multimedia projects
into their curriculum. Like the three earlier editions, Multimedia
Projects in Education: Designing, Producing, and Assessing, Fourth
Edition addresses the need to help students use their knowledge to
analyze, create, solve problems, communicate, collaborate, and
innovate. With 40 percent new materials and updates to everything
else, it offers the perfect, hands-on approach to using multimedia
in everyday practice. The book is centered around the easy-to-use
DDD-E model-Decide, Design, Develop, and Evaluate-coupled with
practical advice on how to effectively integrate the development of
multimedia projects into classrooms. Focus is on student learning
outcomes and such issues as classroom management, grouping
alternatives, computer scheduling options, design stages, and
assessments. Readers will learn how to select and plan multimedia
projects; use hypermedia programs and presentation and development
tools; manage graphics, audio, and digital video; and create
webpages. Project suggestions come complete with a scenario,
overview, topics, and reproducible worksheets, and can be easily
adapted for different grade levels. Includes 40 percent new
material and updates to all of the previous information An original
model (DDD-E) for planning, producing, and assessing multimedia
projects More than 45 blackline masters to support instruction
Multiple figures and tables for clarity and as examples New laptop
and online project ideas Assessment rubrics A glossary of key terms
and numerous references and resources
This book provides an accessible introduction to jurisprudence and
legal theory. It sets out a course of study that offers a highly
effective series of introductions into a wide variety of theories
and theoretical perspectives, from traditional approaches such as
Natural Law to modern ones such as Feminist Theory, Economic
Analysis of Law and Foucault and Law, _ The book is designed for
students of jurisprudence and legal theory, but it will also assist
those studying law and legal systems within courses on Political
Science, Philosophy and Sociology.
Students can explore a variety of subjects with these
cross-curricular Internet activities. Designed for educators and
students, this guide to telecommunications and the Internet
demystifies the technology and provides relevant, feasible, and
easy-to-implement ideas and activities for the classroom. Expanded
coverage of Web resources and cross-curricular activities are
available in this new edition. Projects (arranged by subject area),
encourage students to explore the Internet and help them learn in a
variety of areas. All activities are presented in reproducible
format and are readily integrated into the curriculum. The authors
also give a basic overview of Internet access and navigation. A
glossary, index, Internet resource list, and illustrations complete
the work.
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