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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
This vocabulary book contains over 100 pages, covering all the
topics in the 13+ French syllabus making it ideal for all Key Stage
3 and Common Entrance pupils. Clearly arranged by topic, the book
is divided into basic and advanced vocabulary to stretch the most
able pupils. - Endorsed by ISEB - Includes all the vocabulary
required for Key Stage 3, Common Entrance and other entrance exams
at 13+ to ensure pupils know the French vocabulary required at this
level - Material is arranged by topic for ease of learning - The
clear and structured format of the book makes it ideal for revision
and independent learning outside the classroom
This book, first published in 1973, examines seven revolutionary
armies ranging from Cromwell’s New Model Army to the Red Army of
Mao Zedong. In each case it examines the mobilisation and
organisation of the army, and the need to balance political ideals
and aspirations with military cohesion and discipline, and social
stability. This book is an outstanding example of a study of the
relationship between the military and society, and shows that no
revolution can succeed without an organised army and that few such
armies can tolerate for long the ideology that created them.
In a revised edition of this work, now a standard text, John Ellis
combines an examination of the cinema and television industries
with a detailed analysis of their aesthetic and semiotic
characteristics. He uses new developments in theory of narrative
and the place of the spectator to re-explore his definition of
cinema and broadcast TV as interdependent rather than
interchangeable cultural forms, with their own distinct social
roles. Ellis draws on his own experience to examine subtle
negotiations taking place in the relationship between viewer,
programme and programme-maker in the face of satellite television
and multiple channels. In a new chapter, he discusses the "meaning
routines" fundamental to television broadcasting in TV news and
soaps, and explores the legacy of the home video boom of the 1980s
and the replacement of the drive-in with the "stay-in". Considering
whether, as its cultural importance diminishes, television is now
about to experience a kind of liberation, he expresses his notion
of an unfolding and unpredictable revolution in broadcasting. This
book should be of interest to undergraduates and postgraduates in
media, film and cultural studies.
This book, first published in 1973, examines seven revolutionary
armies ranging from Cromwell's New Model Army to the Red Army of
Mao Zedong. In each case it examines the mobilisation and
organisation of the army, and the need to balance political ideals
and aspirations with military cohesion and discipline, and social
stability. This book is an outstanding example of a study of the
relationship between the military and society, and shows that no
revolution can succeed without an organised army and that few such
armies can tolerate for long the ideology that created them.
An undetected thief lurks in America's classrooms: funding for
public education. Dynamic instruction, robust learning, and student
futures are stolen when funding for public education is inadequate
and inequitable. The devastating impact of this thievery is
examined throughout this book. Student engagement with the
potential and promise of traditional public education is stolen by
funding formulas crafted by state legislatures. Theft in the
classroom results when these funding schemes misdirect and
disconnect the resources required to educate all US students.
Called upon to deal with an ever-changing cascade of mandates,
standards, legislation, and counterproductive testing marathons,
but provided with funding so inadequate that instruction is often
little better than anemic "test prep," public educators in pursuit
of the common good are robbed by insufficient funding. Although
funding for public education is a topic unlikely to command
frequent public discussion, no topic is more consequential for
achievement, adequacy, and social justice in the learning, lives,
and futures of America's children and young people.
An undetected thief lurks in America's classrooms: funding for
public education. Dynamic instruction, robust learning, and student
futures are stolen when funding for public education is inadequate
and inequitable. The devastating impact of this thievery is
examined throughout this book. Student engagement with the
potential and promise of traditional public education is stolen by
funding formulas crafted by state legislatures. Theft in the
classroom results when these funding schemes misdirect and
disconnect the resources required to educate all US students.
Called upon to deal with an ever-changing cascade of mandates,
standards, legislation, and counterproductive testing marathons,
but provided with funding so inadequate that instruction is often
little better than anemic "test prep," public educators in pursuit
of the common good are robbed by insufficient funding. Although
funding for public education is a topic unlikely to command
frequent public discussion, no topic is more consequential for
achievement, adequacy, and social justice in the learning, lives,
and futures of America's children and young people.
The time has come to focus on teaching and learning that all
American students deserve. Quality instruction that engages all
students with thinking skills that create successful intelligence
for the future of all students is offered throughout traditional
public education in the US. But, an adult-centered perspective
about schooling-free market theory-stands in the way of sustaining
and improving the comprehensive teaching and learning offered by
traditional public education. Traditional public education in the
US is under attack. This book details the effects of this assault
by the proponents of free market schooling and uses data-based
research to fend off the attack. Key aspects of traditional public
education that benefit all of America's students are compared with
the adult-centric, exclusionary, intentions of choice schooling or
privatization. The critical importance of traditional public
education to the future of US democracy is explored. A primary
purpose of traditional public education-how to think-and examples
of quality day-to-day instruction are shared. On behalf of all US
students, this book develops concepts including points of practice,
function, and mediated identity. The value of comprehensive
traditional public education deserves a vigorous defense and this
book is written to provide it.
Traditional public educators in the US have too little information
about the free market of schooling, otherwise known as
privatization/choice education. As a result, traditional public
education colleagues have lost sight of where they are and how they
got there. In this primer, educators, parents/caregivers, and
policymakers are offered an examination of the forces and factors
that undercut traditional public education and an inquiry into the
primary purpose and quality instruction that distinguishes
traditional public education from free market schooling. Without
knowing about the educational misdirection fostered by free market
schooling, traditional public education in the US cannot invest in
continuous improvement necessary to enrich the futures of all
students and our nation’s democracy. The time has come for
traditional public educators to study how we got out on a limb.
This book explores the nature of free market schooling and
discusses the information that traditional public educators need to
muster a defense of purpose, quality, social justice, and how to
think. Practical and theoretical insights throughout this book
focus on professional practice in traditional public education as
the means by which colleagues can assert excellence on behalf of
all students while thwarting the negative impacts of free market
schooling.
Traditional public educators in the US have too little information
about the free market of schooling, otherwise known as
privatization/choice education. As a result, traditional public
education colleagues have lost sight of where they are and how they
got there. In this primer, educators, parents/caregivers, and
policymakers are offered an examination of the forces and factors
that undercut traditional public education and an inquiry into the
primary purpose and quality instruction that distinguishes
traditional public education from free market schooling. Without
knowing about the educational misdirection fostered by free market
schooling, traditional public education in the US cannot invest in
continuous improvement necessary to enrich the futures of all
students and our nation’s democracy. The time has come for
traditional public educators to study how we got out on a limb.
This book explores the nature of free market schooling and
discusses the information that traditional public educators need to
muster a defense of purpose, quality, social justice, and how to
think. Practical and theoretical insights throughout this book
focus on professional practice in traditional public education as
the means by which colleagues can assert excellence on behalf of
all students while thwarting the negative impacts of free market
schooling.
This book is a practical guide for English language teachers and
teacher educators seeking to carry out and promote teacher action
research within their institutional context. Based on contemporary
theory and a reflexive and social approach to teacher professional
development and learning, it offers readers structured
methodologies and concepts, wide-ranging hands-on activity sets,
and focused suggestions for appropriate and sustainable ways to
implement action research across an institution. Experts Anne
Burns, Emily Edwards and Neville John Ellis close the book by
presenting ideas for conducting teacher research through reflective
practice, exploratory practice and action research.
This revised edition of a standard textbook combines an examination
of the cinema and television industries with a detailed analysis of
their aesthetic and semiotic characteristics. John Ellis draws on
his experience as an independent television producer to provide a
comprehensive and challenging overview of the place of film,
television and video in our daily lives and their future prospects
in a changing media landscape.
Digital technologies have transformed documentary for both
filmmakers and audiences.
Documentary: Witness and Self-Revelation takes an
audience-centred approach to documentary, arguing that everyday
experiences of what it feels like to film and to be filmed have
developed a new sophistication and skepticism in today 's viewers.
The book argues that documentary has developed a new third phase of
its century long history: films now tend to document the encounters
between filmers and the filmed. But what do we really know about
those encounters?
The author 's extensive experience of documentary production
practice also enables him to examine technological changes in
detail. Innovations in technology can seem to offer greater realism
but can at the same time frustrate attempts to achieve it. John
Ellis therefore proposes the idea of Slow Film as an antidote to
the problems of increasing speed brought about by easy digital
editing.
This book is ideal for students studying film, media studies and
visual culture.
This book is a practical guide for English language teachers and
teacher educators seeking to carry out and promote teacher action
research within their institutional context. Based on contemporary
theory and a reflexive and social approach to teacher professional
development and learning, it offers readers structured
methodologies and concepts, wide-ranging hands-on activity sets,
and focused suggestions for appropriate and sustainable ways to
implement action research across an institution. Experts Anne
Burns, Emily Edwards and Neville John Ellis close the book by
presenting ideas for conducting teacher research through reflective
practice, exploratory practice and action research.
First published in 1977, this book presents a comprehensive and
lucid guide through the labyrinths of semiology and structuralism -
perhaps the most significant systems of study to have been
developed in the twentieth century. The authors describe the early
presuppositions of structuralism and semiology which claim to be a
materialist theory of language based on Saussure's notion of the
sign. They show how these presuppositions have been challenged by
work following Althusser's development of the Marxist theory of
ideology, and by Lacan's re-reading of Freud. The book explains how
the encounter of two disciplines - psychoanalysis and Marxism - on
the ground of their common problem -language - has produced a new
understanding of society and its subjects. It produces a critical
re-examination of the traditional Marxist theory of ideology,
together with the concepts of sign and identity of the subject.
In 1974, the Brazilian sports official Joao Havelange was elected
FIFA's president in a two-round election, defeating the incumbent
Stanley Rous. The story told by Havelange himself describes a
private odyssey in which the protagonist crisscrosses two thirds of
the world canvassing for votes and challenging the institutional
status quo. For many scholars, Havelange's triumph changed FIFA's
(International Federation of Football Association) identity,
gradually turning it into a global and immensely wealthy
institution. Conversely, the election can be analyzed as a
historical event. It can be thought of as a political window by
means of which the international dynamic of a specific moment in
the Cold War can be perceived. In this regard, this book seeks to
understand which actors were involved in the election, how the
networks were shaped, and which political agents were directly
engaged in the campaign.
Hands on Media History explores the whole range of hands on media
history techniques for the first time, offering both practical
guides and general perspectives. It covers both analogue and
digital media; film, television, video, gaming, photography and
recorded sound. Understanding media means understanding the
technologies involved. The hands on history approach can open our
minds to new perceptions of how media technologies work and how we
work with them. Essays in this collection explore the difficult
questions of reconstruction and historical memory, and the issues
of equipment degradation and loss. Hands on Media History is
concerned with both the professional and the amateur, the producers
and the users, providing a new perspective on one of the modern
era's most urgent questions: what is the relationship between
people and the technologies they use every day? Engaging and
enlightening, this collection is a key reference for students and
scholars of media studies, digital humanities, and for those
interested in models of museum and research practice.
Hands on Media History explores the whole range of hands on media
history techniques for the first time, offering both practical
guides and general perspectives. It covers both analogue and
digital media; film, television, video, gaming, photography and
recorded sound. Understanding media means understanding the
technologies involved. The hands on history approach can open our
minds to new perceptions of how media technologies work and how we
work with them. Essays in this collection explore the difficult
questions of reconstruction and historical memory, and the issues
of equipment degradation and loss. Hands on Media History is
concerned with both the professional and the amateur, the producers
and the users, providing a new perspective on one of the modern
era's most urgent questions: what is the relationship between
people and the technologies they use every day? Engaging and
enlightening, this collection is a key reference for students and
scholars of media studies, digital humanities, and for those
interested in models of museum and research practice.
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