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Cultural Encounters examines how 'otherness' has been constituted, communicated and transformed in cultural representation. Covering a diverse range of media including film, TV, advertisements, video, photographs, painting, novels, poetry, newspapers and material objects, the contributors, who include Ludmilla Jordanova and Ivan Karp, explore the cultural politics of Europe's encounters with Brazil, India, Israel, Australia and Africa, examining the ways in which visual and textual art forms operate in their treatment of cultural difference.
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Maximal Subellipticity
Brian Street
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R4,561
R3,927
Discovery Miles 39 270
Save R634 (14%)
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Ships in 10 - 15 working days
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Maximally subelliptic partial differential equations (PDEs) are a
far-reaching generalization of elliptic PDEs. Elliptic PDEs hold a
special place: sharp results are known for general linear and even
fully nonlinear elliptic PDEs. Over the past half-century,
important results for elliptic PDEs have been generalized to
maximally subelliptic PDEs. This text presents this theory and
generalizes the sharp, interior regularity theory for general
linear and fully nonlinear elliptic PDEs to the maximally
subelliptic setting.
This book develops a new theory of multi-parameter singular
integrals associated with Carnot-Caratheodory balls. Brian Street
first details the classical theory of Calderon-Zygmund singular
integrals and applications to linear partial differential
equations. He then outlines the theory of multi-parameter
Carnot-Caratheodory geometry, where the main tool is a quantitative
version of the classical theorem of Frobenius. Street then gives
several examples of multi-parameter singular integrals arising
naturally in various problems. The final chapter of the book
develops a general theory of singular integrals that generalizes
and unifies these examples. This is one of the first general
theories of multi-parameter singular integrals that goes beyond the
product theory of singular integrals and their analogs.
"Multi-parameter Singular Integrals" will interest graduate
students and researchers working in singular integrals and related
fields."
Everyday Literacies in Africa: Ethnographic Studies of Literacy and
Numeracy Practices in Ethiopia is a product of Learning for
Empowerment Through Training in Ethnographic Research (LETTER)
programme conducted in Ethiopia. It outlines the story of a journey
towards a clearer and more focused understanding of what literacy
and numeracy mean. LETTER was intended to build more effective
learning programmes for adults who wish to develop their literacy
and numeracy skills and practices, through designing better
learning programmes, preparing more relevant teaching-learning
materials and training literacy instructors. This approach was
designed on the understanding that adults learn differently from
children mainly because adults bring to their learning a great deal
of experience and knowledge. It is from this knowledge that
facilitators must start.
Why should young people study a subject called English? This
question lies at the heart of this fascinating monograph, which
brings together the diverse perspectives of many leading thinkers
about English and literacy thinking.This meticulously researched
and well-written study takes as its starting point the importance
of the history of the subject in the formation of its constitution
and its boundaries. First and foremost, it proposes that questions
of aims and values have informed these choices. Equally, it
suggests that returning to these educational questions helps us to
understand curriculum and pedagogy in complex ways that a simple
focus on content and methods neglects. Curriculum and pedagogy
bring learners, teachers, institutions and the wider society into
the debate.Building upon the long tradition of socially critical
work in English Education, this book provides a timely, original
and distinctive opportunity to consider responses to the question
'why English?' as well as the more radical, 'why not?'
This book suggests that English teaching has something both to
reclaim and renew. Why should young people study a subject called
English? This question lies at the heart of this fascinating
monograph, which brings together the diverse perspectives of many
leading thinkers about English and literacy education. This
meticulously researched and well-written collection takes as its
starting point the importance of the history of the subject in the
formation of its constitution and its boundaries. First and
foremost, it proposes that questions of aims and values have
informed these choices. Equally, it suggests that returning to
these educational questions helps us to understand curriculum and
pedagogy in complex ways that a simple focus on content and methods
neglects. Curriculum and pedagogy bring learners, teachers,
institutions and the wider society into the debate.
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