MERIDIAN is 'heteroglossia' which pulls none of its punches. It is as comfortable delivering a disquisition on the semiotics of architectural absence as it is relaying the dialogue between the builders of the conservatory next door. It is truly not glibly, multi-layered, and in its concerns asks much of its readers and by extension, of the literary forms available to the writer in the 21st. century. In a literary landscape of conformity and ardent replication, MERIDIAN is undoubtedly and confidently 'stand alone.' It also manages to be a lot of fun.

This book presents the research of the 'Sydney School' in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.

This second edition of the best-selling textbook "Working with Discourse" has been revised and updated throughout. The book builds an accessible set of analytic tools that can be used to explore how speakers and writers construe meaning through discourse. These techniques are introduced in clear steps, through analyses of spoken, written and visual texts that focus on truth and reconciliation in post-apartheid South Africa. The new edition includes a chapter on Negotiation, clear definitions of key terms, chapter summaries and revised suggestions for further reading. Accessibly written and presupposing no prior knowledge of discourse or functional linguistics, this is the ideal textbook for students encountering discourse analysis for the first time at advanced undergraduate or postgraduate level.

This volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.

A collection of original poems about PTSD and war experiences written in a poetic format from a Vietnam War veteran.

1. A state-of-the art resource on the practice of comprehensive planning, for use by planners, elected officials, citizens, students, and others interested in planning for sustainable, communities 2. Guidance on how local jurisdictions can address pressing 21st century issues, such as climate change, socioeconomic inequality, and disruptive technologies, through comprehensive planning

1. A state-of-the art resource on the practice of comprehensive planning, for use by planners, elected officials, citizens, students, and others interested in planning for sustainable, communities 2. Guidance on how local jurisdictions can address pressing 21st century issues, such as climate change, socioeconomic inequality, and disruptive technologies, through comprehensive planning

Italian philosophy constitutes one of the most vibrant and fruitful areas in contemporary thought, bringing extraordinary novelty to some of the oldest tropes, from human nature to the relation between political power and life, the thinking of actuality and potential, and the nature of work and labour. This reader includes texts by the most renowned thinkers, from Dante and Machiavelli to Giorgio Agamben, Antonio Negri, and Roberto Esposito, all of which are introduced by an expert on the particular thinker, and situated within the context of their work as a whole. The Bloomsbury Italian Philosophy Reader provides a unique resource for students and scholars alike, covering the history of Italian thought to the present day.

The book incorporates three alternative conceptions of class. Erik Olin Wright's structural Marxist account is set alongside John Goldthorpe's occupational class schema, and the Registrar-General's prestige and skill-related categories. The authors use their unique data on inequality and conflict in contemporary Britain to provide, for the first time, a rigourous comparison of Marxist, sociological and official class frameworks. The book ranges widely across such topics as sectionalism in the workforce; privatism of families and individuals; fatalism; gender and class processes; sectoral production and consumption cleavages. The authors conclude that class is still crucial in structuring economic, political and social life.

First published in 1988, Social Stratification and Economic Change brings together, for the first time in textbook form, some of the most significant work both theoretical and empirical on stratification in Britain. In part I, David Rose provides on overview of stratification research, and papers from David Lockwood, John Goldthorpe, Gordon Marshall, Ray Pahl, and Claire Wallace tackle key theoretical issues. In part II, six papers commissioned for the book report on empirical studies and their implications. By bringing together an outstanding group of authors, all at the forefront of their field, the book makes an important contribution to debates on social stratification and will be invaluable for both students and researchers in sociology.

This timely volume introduces a new social class schema, the European Socio-economic Classification (ESeC), which has been specifically developed and tested for use in EU comparative research. Social Class in Europe aims to introduce researchers to the new classification and its research potential. Since socio-economic classifications are so widely used in official and academic research, this collection is essential reading for all users of both government and academic social classifications. While primarily aimed at researchers who will be using the ESeC, the book's contents will also have a wider appeal as it is suitable for students taking substantive courses in European studies or as a supplementary text for undergraduates studying the EU, Sociology and Economics. Because of its inherent methodological interest, the book should prove a valuable tool for undergraduate and graduate courses that discuss how social scientists construct and validate basic measures. It will also be required reading for policy makers and analysts concerned with social inequality and social exclusion across Europe.

This volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.

This timely volume introduces a new social class schema, the European Socio-economic Classification (ESeC), which has been specifically developed and tested for use in EU comparative research. Social Class in Europe aims to introduce researchers to the new classification and its research potential. Since socio-economic classifications are so widely used in official and academic research, this collection is essential reading for all users of both government and academic social classifications. While primarily aimed at researchers who will be using the ESeC, the book's contents will also have a wider appeal as it is suitable for students taking substantive courses in European studies or as a supplementary text for undergraduates studying the EU, Sociology and Economics. Because of its inherent methodological interest, the book should prove a valuable tool for undergraduate and graduate courses that discuss how social scientists construct and validate basic measures. It will also be required reading for policy makers and analysts concerned with social inequality and social exclusion across Europe.

This book provides an introduction to genre analysis from the perspective of the 'Sydney School' of functional linguistics. Chapter 1 introduces our general orientation to genre from the perspective of system and structure, and places genre within our general model of language and social context. Chapters 2-5 deal with five major families of genres (stories, histories, reports, explanations and procedures), introducing a range of descriptive tools and theoretical developments along the way. Finally in Chapter 6 we deal with a range of issues arising for genre analysis in a model of this kind. The book has been written for a readership of functional linguists, discourse analysts and educational linguists, including their post-graduate and advanced undergraduate students.

In this user-friendly introduction, European and American experts in the field join forces to explain what panel studies can achieve and to illustrate some of the potential pitfalls in the construction and analysis of panel data. Household panel studies provide one of the most significant national and international resources for analysing social and economic change. This is an essential and accessible introduction for those contemplating the use of panel studies for the first time and will be an invaluable resource for both practising researchers and the commissioners of research.

In this user-friendly introduction, European and American experts in the field join forces to explain what panel studies can achieve and to illustrate some of the potential pitfalls in the construction and analysis of panel data. Household panel studies provide one of the most significant national and international resources for analysing social and economic change. This is an essential and accessible introduction for those contemplating the use of panel studies for the first time and will be an invaluable resource for both practising researchers and the commissioners of research.

Review of the hardback edition: 'There are some very thought provoking findings here. While ideologues of neither thge left nor the right will discover much ammunition form their causes, those who expect sociologists to give us an objective account of the structure of our society and how it is changing will find this essential and very rewarding reading. The publication of this book, by any standards, represents a major landmark in the development of British social research. - Times Higher Education Supplement ..."It is a modern scholarly monogragh, sharply focused on issues of importance, technically competent, clear and well written. This is the first paperback edition of a book widely acclaimed upon first publication as a major contribution to the study of contemporary British class structure. The book incorporates three alternative conceptions of class. Erik Olin Wright's structural Marxist account is set alongside John Goldthorpe's occupational class schema, and the Registrar-General's prestige and skill-related categories. The authors use their unique data on inequality and conflict in contemporary Britain to provide, for the first time, a rigourous comparison of Marxist, sociological and official class frameworks. The book ranges widely across such topics as sectionalism in the workforce; privatism of families and individuals; fatalism; gender and class processes; sectoral production and consumption cleavages. The authors conclude that class is still crucial in structuring economic, political and social life.
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Italian philosophy constitutes one of the most vibrant and fruitful areas in contemporary thought, bringing extraordinary novelty to some of the oldest tropes, from human nature to the relation between political power and life, the thinking of actuality and potential, and the nature of work and labour. This reader includes texts by the most renowned thinkers, from Dante and Machiavelli to Giorgio Agamben, Antonio Negri, and Roberto Esposito, all of which are introduced by an expert on the particular thinker, and situated within the context of their work as a whole. The Bloomsbury Italian Philosophy Reader provides a unique resource for students and scholars alike, covering the history of Italian thought to the present day.

Let celebrated Chef David Rose show you how easy it is to use the Big Green Egg, the most versatile, outdoor cooker of all time. It does more than just grilling, it's EGGin'! Chef David Rose applies his signature cooking style to grilling, smoking, roasting, and baking on the Big Green Egg. From apps, to veggies, entrees, sweet treats, and even smoked cocktails, the entire meal will be prepared on the EGG. Renowned Chef and TV personality David Rose uses his cooking expertise to elevate meals made with the EGG as never seen before. Enjoy delicious recipes that reflect David's Jamaican heritage and classic French culinary training, as well as his Southern inspiration in dishes such as: Chili Grilled Lamb Chops with Mango Chutney Afro-Asian Oxtails Smoked Chicken Chili with Bacon Cheddar Cornbread Bourbon-Ginger Pecan Pie and many more!

This book presents the research of the 'Sydney School' in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.

Consciousness is a state of being aware - of our self, of our surroundings, of our place in those surroundings. Yet what makes us conscious? What neural processes drive our awareness, and how do these processes relate to what we think of as our mind? Consciousness: Philosophical, Psychological, and Neural Theories seeks to respond to some of these questions, offering a wealth of information from which the reader can develop their own views of the subject. Taking a critical, thought-provoking approach, the book integrates studies from philosophy, psychology, and neuroscience to capture the major themes on which our current understanding of consciousness is based. Opening with a series of chapters that introduce us to thinking about mind, the book goes on to explore function and brain, examining such topics as functionalism, representation, and brain dynamics. Understanding consciousness remains one of today's greatest challenges. Consciousness: Philosophical, Psychological, and Neural Theories demystifies what is known about the interface of brain and mind, and offers intriguing insights into what remains to be discovered. Online Resource Centre The Online Resource Centre features figures from the book available to download to facilitate lecture preparation.

This book provides an introduction to genre analysis from the perspective of the 'Sydney School' of functional linguistics. Chapter 1 introduces our general orientation to genre from the perspective of system and structure, and places genre within our general model of language and social context. Chapters 2-5 deal with five major families of genres (stories, histories, reports, explanations and procedures), introducing a range of descriptive tools and theoretical developments along the way. Finally in Chapter 6 we deal with a range of issues arising for genre analysis in a model of this kind. The book has been written for a readership of functional linguists, discourse analysts and educational linguists, including their post-graduate and advanced undergraduate students.