Two thirds of global Internet users are non-English speakers. Despite this, most scholarly literature on the Internet and computer-mediated-communication (CMC) focuses exclusively on English. This is the first book devoted to analyzing Internet related CMC in languages other than English.<br><br>The volume collects 18 new articles on facets of language and Internet use, all of which revolve around several central topics: writing systems, the structure and features of local languages and how they affect internet use, code switching between multiple languages, gender issues, public policy<br>issues, and so on. The scope of languages discussed in the volume is unusually broad, including non-native English, French, Arabic, Chinese, Greek, Spanish, Japanese, Thai, and Portuguese. This book will be of great interest to anyone studying linguistics, applied linguistics, communication, <br>anthropology and information sciences.

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge-the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

Our everyday lives are increasingly being lived through electronic media, which are changing our interactions and our communications in ways that we are only beginning to understand. In Discourse 2.0: Language and New Media, editors Deborah Tannen and Anna Marie Trester team up with top scholars in the field to shed light on the ways language is being used in, and shaped by, these new media contexts. Topics explored include: how Web 2.0 can be conceptualized and theorized; the role of English on the worldwide web; how use of social media such as Facebook and texting shape communication with family and friends; electronic discourse and assessment in educational and other settings; multimodality and the "participatory spectacle" in Web 2.0; asynchronicity and turn-taking; ways that we engage with technology including reading on-screen and on paper; and how all of these processes interplay with meaning-making. Students, professionals, and individuals will discover that Discourse 2.0 offers a rich source of insight into these new forms of discourse that are pervasive in our lives.

In a world that is increasingly interconnected, it is important for students in the United States to develop an understanding and appreciation for the history, culture, and traditions of their peers in other nations. Connecting Across Cultures: Grades K-8 offers educators a roadmap to global education with proven, practical ways to modify the curriculum to prepare students to be contributing members of the global village. There are practical suggestions for all curriculum areas that will provide teachers with examples of how their subject area can move toward a more global approach. It's not adding more to an already full schedule; it's changing what happens in the classroom to increase student understanding and challenge attitudes and assumptions they have about other nations, cultures, and traditions. It points the way to forming friendships with students around the world.

In 1971 RAND consultant Daniel J. Ellsberg made national news by handing over to the New York Times a top secret Pentagon study on the Vietnam War. Publication of the Pentagon Papers rocked the American defense establishment and fanned the flames of the growing antiwar protest movement in the United States. By late that year, most of the Pentagon Papers had been released to the public. Four volumes, however, were held back, Ellsberg himself conceding their special sensitivity. These so-called negotiating volumes deal with the diplomacy of the war between 1964 and 1968. Published in book form with extensive commentary, they provide an indispensable source for the study of diplomacy during the Vietnam conflict. These documents cover thirteen major peace contacts and initiatives that took place during the presidency of Lyndon Johnson. They furnish a wealth of new information about the American bombing pauses of May 1965 and January 1966; several third-party peace initiatives; and a still virtually unknown 1965 contact, mysteriously called “xyz,” between North Vietnamese and American diplomats in Paris. They afford the most complete documentation yet available of the Polish-sponsored peace move codenamed “marigold” and the abortive peace initiative launched early in 1967 by British Prime Minister Wilson and Soviet Premier Kosygin. The utility of this important book is greatly enhanced by Herring’s extensive annotation, highly informative introductory essays, and helpful glossaries.

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge-the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

In his last years as president of the United States, an embattled George Washington yearned for a time when his nation would have "the strength of a Giant and there will be none who can make us afraid." At the turn of the twentieth century, the United States seemed poised to achieve a position of world power beyond what even Washington could have imagined. In The American Century and Beyond: U.S. Foreign Relations, 1893-2014, the second volume of a new split paperback edition of the award-winning From Colony to Superpower, George C. Herring recounts the rise of the United States from the dawn of what came to be known as the American Century. This fast-paced narrative tells a story of stunning successes and tragic failures, illuminating the central importance of foreign relations to the existence and survival of the nation. Herring shows how policymakers defined American interests broadly to include territorial expansion, access to growing markets, and the spread of the "American way of life." He recounts the United States' domination of the Caribbean and Pacific, its decisive involvement in two world wars, and the eventual victory in the half-century Cold War that left it, after the collapse of the Soviet Union, the world's lone superpower. But the unipolar moment turned out to be stunningly brief. Since the turn of the twenty-first century, conflicts in Afghanistan and Iraq and the emergence of nations such as Brazil, Russia, India, and China have left the United States in a position that is uncertain at best. A new chapter brings Herring's sweeping narrative up through the Global War on Terror to the present.

A finalist for the 2008 National Book Critics Circle Award for Nonfiction, this prize-winning and critically acclaimed history uses foreign relations as the lens through which to tell the story of America's dramatic rise from thirteen disparate colonies huddled along the Atlantic coast to the world's greatest superpower. George C. Herring tells a story of stunning successes and sometimes tragic failures, captured in a fast-paced narrative that illuminates the central importance of foreign relations to the existence and survival of the nation, and highlights its ongoing impact on the lives of ordinary citizens. He shows how policymakers defined American interests broadly to include territorial expansion, access to growing markets, and the spread of an "American way" of life. And Herring does all this in a story rich in human drama and filled with epic events. Statesmen such as Benjamin Franklin and Woodrow Wilson and Harry Truman and Dean Acheson played key roles in America's rise to world power. But America's expansion as a nation also owes much to the adventurers and explorers, the sea captains, merchants and captains of industry, the missionaries and diplomats, who discovered or charted new lands, developed new avenues of commerce, and established and defended the nation's interests in foreign lands. From Colony to Superpower captures all this as it tells the dramatic story of America's emergence as superpower--its birth in revolution, its troubled present, and its uncertain future.

Two thirds of global internet users are non-English speakers. Despite this, most scholarly literature on the internet and computer-mediated-communication (CMC) focuses exclusively on English. This is the first book devoted to analyzing internet related CMC in languages other than English. The volume collects 18 new articles on facets of language and internet use, all of which revolve around several central topics: writing systems, the structure and features of local languages and how they affect internet use, code switching between multiple languages, gender issues, public policy issues, and so on.

Decades later, the Vietnam War remains a divisive memory for American society. Partisans on all sides still debate why the war was fought, how it could have been better fought, and whether it could have been won at all.

In this major study, a noted expert on the war brings a needed objectivity to these debates by examining dispassionately how and why President Lyndon Johnson and his administration conducted the war as they did. Drawing on a wealth of newly released documents from the LBJ Library, including the Tom Johnson notes from the influential Tuesday Lunch Group, George Herring discusses the concept of limited war and how it affected President Johnson's decision making, Johnson's relations with his military commanders, the administration's pacification program of 1965-1967, the management of public opinion, and the "fighting while negotiating" strategy pursued after the Tet Offensive in 1968.

The author's in-depth analysis exposes numerous flaws in Johnson's management of the war. In Herring's view, the Johnson administration lacked any overall strategy for conducting the war. No change in approach was ever discussed, despite popular and even administration dissatisfaction with the progress of the war, and no oversight committee coordinated the activities of the military services and various governmental agencies, which were left to follow their own, often conflicting, agendas.

Praised in the New York Times Book Review for its "Herculean power of synthesis," George C. Herring's 2008 From Colony to Superpower has won wide acclaim from critics and readers alike. Years of Peril and Ambition: U.S. Foreign Relations, 1776-1921 is the first volume of a new split paperback edition of that masterwork, making this award-winning title accessible to those with a particular interest in the first half of the United States' history. This first volume of Herring's international narrative charts the rise of the United States from a loose grouping of British colonies huddled along the Atlantic coast of North America into an emerging world power at the end of World War I. It tells an epic story of restless settlers pushing against weak restraints; of explorers, sea captains, adventurers, merchants, and missionaries carrying American ways to new lands. It analyzes countless crises, some resulting in war and others resolved peacefully. Above all, it is the tale of United States' expansion, commercial and political, across the North American continent, into the Caribbean and Pacific Ocean regions, and, economically, worldwide. Herring brings this first segment of America's dramatic emergence as a superpower to a close with the United States' post-World War I rise to the status of the world's most powerful nation, poised-however unsteadily-for global engagement in what would be called the American Century. Years of Peril and Ambition highlights the ongoing impact of the nation's international affairs on the household names of U.S. history but also on ordinary citizens. Featuring a grand cast of characters, encompassing statesmen and presidents, diplomats and foreigners, and rogues and rascals alike, this fast-paced account illuminates the central importance of foreign relations to the existence and survival of the nation.

As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as "girl power" online, the generational digital divide, young people and mobile communication, and the appeal of the "digital publics" of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett David Buckingham is Professor of Education at the Institute of Education, London University, and Founder and Director of the Centre for the Study of Children, Youth and Media.