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The publication of this collection of essays on the current crisis
concerning Iraq will not be welcomed by the United States
government. Although the authors - a group of German and American
scholars, who are moral theologicans, policy analysts, political
scientists, and a Middle East historian - write from divergent
backgrounds and perspectives, all finally concur, sometimes for
different reasons, in rejecting the arguments of the Bush
administration in favor of unilateral U.S. military action against
Iraq. These essays are uniformly free of the intemperate language
and careless argumentation that characterizes some of the
opposition to American policy inside and outside the United States,
and is therefore easy to dismiss. Whether the authors address
either the threat Saddam Hussein represents to his reagon and the
world or the prospects for alternative strategies, the reasoning is
generally wellinformed, sensitive to complexity, and attentive to
detail. The book will help to confirm and strengthen the growing
'thoughful opposition' in the United States and abroad to the Bush
policies, and as such deserves to be taken very seriously.
The Common European Framework of Reference for Languages (CEFR) and
its Companion Volume have established themselves as an
indispensable reference point for all aspects of second and foreign
language education. This book discusses the impact of the CEFR on
curricula, teaching/learning and assessment in a wide range of
educational contexts, identifies challenges posed by the Companion
Volume and sheds light on areas that require further research and
development. Particular attention is paid to three features of the
two documents: their action-oriented approach, their focus on
plurilingualism, and the potential of their scales and descriptors
to support the alignment of curricula, teaching/learning and
assessment. The book suggests a way forward for future engagement
with the CEFR, taking account of new developments in applied
linguistics and related disciplines.
The Common European Framework of Reference for Languages (CEFR) and
its Companion Volume have established themselves as an
indispensable reference point for all aspects of second and foreign
language education. This book discusses the impact of the CEFR on
curricula, teaching/learning and assessment in a wide range of
educational contexts, identifies challenges posed by the Companion
Volume and sheds light on areas that require further research and
development. Particular attention is paid to three features of the
two documents: their action-oriented approach, their focus on
plurilingualism, and the potential of their scales and descriptors
to support the alignment of curricula, teaching/learning and
assessment. The book suggests a way forward for future engagement
with the CEFR, taking account of new developments in applied
linguistics and related disciplines.
This is the first book on language learner autonomy to combine
comprehensive accounts of classroom practice with empirical and
case-study research and a wide-ranging engagement with applied
linguistic and pedagogical theory. It provides a detailed
description of an autonomy classroom in action, focusing on Danish
mixed-ability learners of English at lower secondary level, and
reports the findings of a longitudinal research project that
explored the learning achievement over four years of one class in
the same Danish school. It also presents two learner case studies
to show that the autonomy classroom responds to the challenges of
differentiation and inclusion, and two institutional case studies
that illustrate the power of autonomous learning to support the
social inclusion of adult refugees and the educational inclusion of
immigrant children. The concluding chapter offers some reflections
on teacher education for language learner autonomy. Each chapter
ends with discussion points and suggestions for further reading.
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Love Songs - Photography and Intimacy
Simon Baker, David Little; Contributions by Frédérique Dolivet, Pascal Höel, Laurie Hurwitz, …
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R1,139
Discovery Miles 11 390
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Ships in 12 - 17 working days
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This is the first book on language learner autonomy to combine
comprehensive accounts of classroom practice with empirical and
case-study research and a wide-ranging engagement with applied
linguistic and pedagogical theory. It provides a detailed
description of an autonomy classroom in action, focusing on Danish
mixed-ability learners of English at lower secondary level, and
reports the findings of a longitudinal research project that
explored the learning achievement over four years of one class in
the same Danish school. It also presents two learner case studies
to show that the autonomy classroom responds to the challenges of
differentiation and inclusion, and two institutional case studies
that illustrate the power of autonomous learning to support the
social inclusion of adult refugees and the educational inclusion of
immigrant children. The concluding chapter offers some reflections
on teacher education for language learner autonomy. Each chapter
ends with discussion points and suggestions for further reading.
Diversity - social, cultural, linguistic and ethnic - poses a
challenge to all educational systems. Some authorities, schools and
teachers look upon it as a problem, an obstacle to the achievement
of national educational goals, while for others it offers new
opportunities. Successive PISA reports have laid bare the relative
lack of success in addressing the needs of diverse school
populations and helping children develop the competences they need
to succeed in society. The book is divided into three parts that
deal in turn with policy and its implications, pedagogical
practice, and responses to the challenge of diversity that go
beyond the language of schooling. This volume features the latest
research from eight different countries, and will appeal to anyone
involved in the educational integration of immigrant children and
adolescents.
Language education at all levels benefits from research in a
multitude of ways. Conversely, educational practices and
experiences offer fertile ground for research into language
learning, teaching and assessment. This book views research in
language education as a reciprocal venture that should benefit all
participants equally. Practice is shaped by theory, which in turn
is illuminated and refined by practice. The book brings together
studies from different fields of language education in nine
countries on four continents: Cameroon, Canada, Finland, India,
Ireland, Israel, Italy, Japan and Sweden. The authors report on
research that depends on the active involvement of teachers,
teacher educators and learners of different ages and various
backgrounds. The book focuses on projects designed to address
challenges in the classroom and on the role of learners as
collaborative agents in the research process as well as
collaborative research in professional development and the role of
collaborative research in the development of national policy.
In a country that has always prided itself on its toughness,
individuality, and youthful spirit, we share one common thread,
woven through time and unchanged in popularity -- durable cotton
denim jeans. Journey through the history of jeans, from their
invention during the Gold Rush through the turbulent eras that
preceeded the 21st Century. Watch as denim slacks help Americans
define themselves, whether that definition is strong,
unpretentious, pretentious, informal, comfortable, classless, haute
couture, hard-working, or reliable. Also, revisit the craze for
vintage blue jeans, when faded and worn fueled a frenzy of global
buying. Artful photography of denim as seen on bodies, in retail
stores, and in the flea markets of America, add to the thoughful
essays, making this a iconic book certain to be treasured in
fashion circles for decades.
'Weber's famous study of the 'affinity' between the rise of
rational bourgeois capitalism in England and Calvinist-Puritanism
has for almost a century stirred up a cloud of dust and
misunderstanding. Toward the end of settling some of the dust no
one has previously made such an acute analysis of pre-revolutionary
England as has David Little. On the one hand, he has applied and
extended Weber's method, especially in the sphere of the
law-monopoly and corporation law-thus filling a gap in these
studies. He has also delineated the sharply conflicting conceptions
of social order and of legitimation. On the the other hand, Little
has given an invaluable critical survey of the extensive literature
of Weber's thesis. This is a landmark in the study of the complex
and varying relations between religion and society.' -James Luther
Adams, Harvard Divinity School
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Art of Acadia (Paperback)
David Little, Carl Little
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R1,182
R966
Discovery Miles 9 660
Save R216 (18%)
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Ships in 10 - 15 working days
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Because the situation in Iraq exhibits some of the standard
symptoms of religious nationalism, it seems appropriate to compare
it to other cases where the impulses of religion and nationalism
have also come together in a highly lethal way. This volume
provides a comparative consideration of attempts to manage and
resolve nationalist conflicts in Bosnia, Sri Lanka, and Sudan, and
examines how lessons from those situations might inform similar
efforts in Iraq. In their introduction, Professors Little and
Swearer review current scholarly thinking on the connection of
religious and ethnic factors to nationalist conflicts, and they
demonstrate the salience of religious and ethnic identity to these
conflicts. For each country, two prominent thinkers examine the
intersection of religion and ethnicity and the struggles to form a
nation-state. The volume also contains a summary of the discussion
on each country among 20 scholars, appendices providing background
on the three countries with which Iraq is compared, and maps of the
countries. The central role of ethnic and religious impulses in
forming the identity of a people or "nation" directly ties these
matters to nationalism and nationalist conflict.
Engaging with Linguistic Diversity describes an innovative and
highly successful approach to inclusive plurilingual education at
primary level. The approach was developed by Scoil Bhride
(Cailini), Blanchardstown, as a way of converting extreme
linguistic diversity - more than 50 home languages in a school of
320 pupils - into educational capital. The central feature of the
approach is the inclusion of home languages in classroom
communication. After describing the national context, the book
traces the development of Scoil Bhride's approach and explores in
detail its impact on classroom discourse, pupils' plurilingual
literacy development, and their capacity for autonomous learning.
The authors illustrate their arguments with a wealth of practical
evidence drawn from a variety of sources; pupils' and teachers'
voices are especially prominent. The concluding chapter considers
issues of sustainability and replication and the implications of
the approach for teacher education. The book refers to a wide range
of relevant research findings and theories, including
translanguaging, plurilingual and intercultural education, language
awareness and language learner autonomy. It is essential reading
for researchers and policy-makers in the field of linguistically
inclusive education.
This collection of seminal essays by David Little addresses the
subject of human rights in relation to the historical settings in
which its language was drafted and adopted. Featuring five original
essays, Little articulates his long-standing view that fascist
practices before and during World War II vivified the wrongfulness
of deliberately inflicting severe pain, injury, and destruction for
self-serving purposes and that the human rights corpus, developed
in response, was designed to outlaw all practices of arbitrary
force. Drawing on the natural rights tradition, the book contends
that while there must be an accountable human rights standard, it
should nevertheless guarantee wide latitude for the expression and
practice of religious and other conscientious beliefs, consistent
with outlawing arbitrary force. This book further details the
theoretical grounds of the relationship between religion and human
rights, and concludes with essays on U.S. policy and the restraint
of force in regard to terrorism and to cases like Vietnam,
Afghanistan, and Pakistan. With a foreword by John Kelsey, this
book stands as a capstone of the work of this influential writer on
religion, philosophy, and law.
The Common European Framework of Reference (CEFR) was used to
develop guidelines for the provision of English L2 support for
newcomer children in Irish primary schools. The guidelines present
age-appropriate and domain-specific 'can do' descriptors for the
first three levels of the CEFR (A1 B1). This book reports on an
in-depth empirical investigation of the English L2 development of
18 primary pupils over the course of one school year. It presents
case studies which illustrate the often uncertain progress of
pupils' language development, and examines the wide range of
variance across the sample. It also provides an analysis of the
data as a whole, which reveals a number of regular patterns. The
findings confirm that pupils' communicative capacity developed
according to the functional trajectory proposed by the guidelines
and derived from the CEFR; they also allow us to attach a great
deal of linguistic detail to descriptors of underlying linguistic
competence."
The book provides a comprehensive and interdisciplinary account of
the scholarship on religion, conflict, and peacebuilding. Extending
the scope of inquiry beyond previous parameters, the volume engages
deeply with the legacies of colonialism, missionary activism,
secularism, orientalism, and liberalism as they relate to the
discussion of religion, violence, and nonviolent transformation and
resistance. Featuring diverse case studies from various contexts
and traditions, the volume is organized thematically into five
different parts. It begins with an up-to-date mapping of
scholarship on religion and violence, and religion and peace. The
second part explores the challenges related to developing
secularist theories on peace and nationalism. In addition, this
section broadens the discussion of violence to include an analysis
of cultural and structural forms, thereby expanding the scope of
potential scholarship pertinent to the analysis of religion. The
third part engages with the controversies within religion and
development, religious-violent and nonviolent-militancy, religion
and the legitimate use of force, the protection of the freedom of
religion as a keystone of peacebuilding, and theories about gender
and peacebuilding. The fourth part highlights peacebuilding in
practice by focusing on constructive resources within various
traditions, the transformative role of rituals, spiritual practices
involved in the formation of peace-builders in contexts of acute
violence, youth and interfaith activism in American university
campuses, religion and solidarity activism, scriptural reasoning as
a peacebuilding practice, and an extended reflection on the history
and legacy of missionary peacebuilding. The conclusion looks to the
future of peacebuilding scholarship and the possibilities for new
growth and progress. Bringing together a diverse array of scholars,
this innovative Handbook grapples with the tension between theory
and practice, cultural theory, and the legacy of the liberal peace
paradigm, offering provocative, elastic, and context-specific
insights for strategic peacebuilding processes.
Engaging with Linguistic Diversity describes an innovative and
highly successful approach to inclusive plurilingual education at
primary level. The approach was developed by Scoil Bhride
(Cailini), Blanchardstown, as a way of converting extreme
linguistic diversity - more than 50 home languages in a school of
320 pupils - into educational capital. The central feature of the
approach is the inclusion of home languages in classroom
communication. After describing the national context, the book
traces the development of Scoil Bhride's approach and explores in
detail its impact on classroom discourse, pupils' plurilingual
literacy development, and their capacity for autonomous learning.
The authors illustrate their arguments with a wealth of practical
evidence drawn from a variety of sources; pupils' and teachers'
voices are especially prominent. The concluding chapter considers
issues of sustainability and replication and the implications of
the approach for teacher education. The book refers to a wide range
of relevant research findings and theories, including
translanguaging, plurilingual and intercultural education, language
awareness and language learner autonomy. It is essential reading
for researchers and policy-makers in the field of linguistically
inclusive education.
This collection of seminal essays by David Little addresses the
subject of human rights in relation to the historical settings in
which its language was drafted and adopted. Featuring five original
essays, Little articulates his long-standing view that fascist
practices before and during World War II vivified the wrongfulness
of deliberately inflicting severe pain, injury, and destruction for
self-serving purposes and that the human rights corpus, developed
in response, was designed to outlaw all practices of arbitrary
force. Drawing on the natural rights tradition, the book contends
that while there must be an accountable human rights standard, it
should nevertheless guarantee wide latitude for the expression and
practice of religious and other conscientious beliefs, consistent
with outlawing arbitrary force. This book further details the
theoretical grounds of the relationship between religion and human
rights, and concludes with essays on U.S. policy and the restraint
of force in regard to terrorism and to cases like Vietnam,
Afghanistan, and Pakistan. With a foreword by John Kelsey, this
book stands as a capstone of the work of this influential writer on
religion, philosophy, and law.
Featuring numerous case studies from various contexts and
traditions, The Oxford Handbook of Religion, Conflict, and
Peacebuilding brings together a diverse array of scholars to
grapple with the tension between theory and practice, cultural
theory, and the legacy of the liberal peace paradigm. This
innovative Handbook offers provocative, elastic, and
context-specific insights for strategic peacebuilding processes.
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