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This is the first comprehensive account of Hungarian stress and intonation to appear in English. The emphasis is on description, but a large number of theoretical issues are also dealt with in an original way. Hungarian is a Uralic or Finno-Agric language spoken by over 13 million people in Central Europe. The study of its stress and intonation will be of special interest to intonationists, phonologists, Hungarian language specialists, and their students at intermediate level and above.
Navigating the American Education System: Four Latino Success
Stories showcases the educational journey of four Latino/a men and
women who navigated the American education system successfully.
Their success is significant given the multiple and varied
challenges that most Latinos/as encounter throughout the K-20
educational continuum. The purpose of this book is not only to show
and tell, but to describe ordinary people attaining extraordinary
results, who might also stand as good role models for the youngest-
and fastest-growing group-Latinos/as-in this country. Researchers
of this topic offer compelling statistics, such as the following
projection: Out of 100 Latino/a students, a few more than 50 will
finish high school; out of this number, five will enroll in
college; and out of the original 100, less than one percent will
complete a doctorate. While the causes of low academic attainment
for Latinos may vary, including limited financial resources and
cultural differences, the lack of Latino role models in K-20
education may be a significant contributing factor. The expression,
"You can't be what you don't see" is especially applicable to
Latino/a students who seldom see people like them in positions of
prominence and power in educational environments. Across the
country, and in particular in states with high numbers of Latino/a
students, as the K-20 student body becomes darker, the teaching and
decision-making personnel remain light-skinned. Consequently, the
absence of role models for an increasing number of students of
color may contribute to low levels of aspiration. Many attempts and
existing literature regarding the achievement gap of students of
color, especially Latinos/as, seem to have had modest or no impact,
even when statistical analysis and sound rationales are provided.
On the other hand, the stories included in this book offer an
alternative that may have an impact and long-lasting effect in the
lives of students of color. Story messages tend to stay longer with
us and enable us to make sense of complex situations, such as
education, culture, and personality traits-persistence, motivation,
resilience. Consequently, the stories in this book become vehicles
to learn from real-life examples the abstractions of education,
home and school culture, and other factors that contribute to
academic success. Furthermore, the stories encourage people to
write, tell, and share experiences to address ongoing problems;
invite change where change is needed; organize thoughts and seek
meaningful solutions; invite us to become cognizant about how our
emotions direct our thoughts and "move mountains"; enable us to
discover undercurrents that hinder organizational communication;
direct us to pay attention to the little things that matter and
build trust; awaken the good in people through an invitational
approach, as opposed to one that it's mandated; push us to avoid
playing it safe and stick out our emotional necks when dealing with
people; seek authentic voices to make room for new thinking; make
time for people; and allow our voices to define the values we
embrace.
This is the first comprehensive account of Hungarian stress and
intonation to appear in English. The emphasis is on description,
but a large number of theoretical issues are also dealt with in an
original way. Hungarian is a Uralic or Finno-Ugric language spoken
by over thirteen million people in Central Europe. The study of its
stress and intonation will be of special interest to
intonationists, phonologists, Hungarian language specialists, and
their students at intermediate level and above.
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Virginia Woolf and Music (Paperback)
Adriana L. Varga; Contributions by Sanja Bahun, Elicia Clements, Deborah Crisp, Evelyn Haller, …
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R860
Discovery Miles 8 600
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Ships in 12 - 17 working days
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These essays explore music and its relationship to language,
aesthetics, and culture in the life and work of the preeminent
Modernist writer Virginia Woolf (Mrs. Dalloway, To the Lighthouse,
Orlando, A Room of One's Own, and other works). Approaching Woolf
from musicology, literary criticism, and gender studies, the
collection examines Woolf's musical background; music in Woolf's
fiction and critical writings; and the importance of music in the
Bloomsbury milieu and its role within the larger framework of
Modernism. Making use of Woolf's diaries, letters, fiction, and the
testimony of her contemporaries, these essays illuminate the rich
and deeply musical nature of Woolf's works.
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Virginia Woolf and Music (Hardcover)
Adriana L. Varga; Contributions by Sanja Bahun, Elicia Clements, Deborah Crisp, Evelyn Haller, …
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R2,307
R2,151
Discovery Miles 21 510
Save R156 (7%)
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Ships in 12 - 17 working days
|
These essays explore music and its relationship to language,
aesthetics, and culture in the life and work of the preeminent
Modernist writer Virginia Woolf (Mrs. Dalloway, To the Lighthouse,
Orlando, A Room of One's Own, and other works). Approaching Woolf
from musicology, literary criticism, and gender studies, the
collection examines Woolf's musical background; music in Woolf's
fiction and critical writings; and the importance of music in the
Bloomsbury milieu and its role within the larger framework of
Modernism. Making use of Woolf's diaries, letters, fiction, and the
testimony of her contemporaries, these essays illuminate the rich
and deeply musical nature of Woolf's works.
Die folgenden Untersuchungsergebnisse sind die Resultate einer fast
zehn jahrigen planmaBigen Forschungsarbeit meines Instituts. Die
programmaBigen Grundlinien derselben habe ich im Jahre I923 in
meinem Antrittsvortrag gelegent lich der Ubernahme des Instituts
dargestellt. Mein ursprunglicher Zweck, an dem ich auch noch heute
festhalte, ist: die Erforschung der dynamischen Zu sammenhange
jener physiologischen und okologischen Erscheinungen, welche die
ernahrungsphysiologischen Funktionen des Waldes beherrschen. Ich
muBte aber sehr bald, schon wahrend der orientierenden Vorunter
suchungen, zu der klaren Einsicht gelangen, daB, solange der innere
Zusammen hang zwischen den biogenen Elementen des Waldbodens und
den ernahrungs physiologischen Vorgangen des Waldes nicht restlos
aufgeschlossen ist, unsere weiteren Untersuchungen jener festen und
exakten Grundlage entbehren werden, welche ur sicheren und
erfolgreichen Erfassung der vorliegenden Probleme unerlaBlich sind.
Wir muBten daher vor aHem die planmaBige Unter suchung der
biologischen Funktionen des Waldbodens durchfiihren. Dies ist der
kurze und logische Werdegang des Zustandekommens unserer
Forschungsarbeiten. Sie haben uns in der spateren Folge die
dominierende dynamische Natur fast aHer bodenbiologischen
Erscheinungen klar erwiesen, so daB ich schlieBlich zur Erforschung
derselben den schwierigen Weg der langen, mehrere Jahre andauernden
Massenuntersuchungen betreten muBte."
Navigating the American Education System: Four Latino Success
Stories showcases the educational journey of four Latino/a men and
women who navigated the American education system successfully.
Their success is significant given the multiple and varied
challenges that most Latinos/as encounter throughout the K-20
educational continuum. The purpose of this book is not only to show
and tell, but to describe ordinary people attaining extraordinary
results, who might also stand as good role models for the youngest-
and fastest-growing group-Latinos/as-in this country. Researchers
of this topic offer compelling statistics, such as the following
projection: Out of 100 Latino/a students, a few more than 50 will
finish high school; out of this number, five will enroll in
college; and out of the original 100, less than one percent will
complete a doctorate. While the causes of low academic attainment
for Latinos may vary, including limited financial resources and
cultural differences, the lack of Latino role models in K-20
education may be a significant contributing factor. The expression,
"You can't be what you don't see" is especially applicable to
Latino/a students who seldom see people like them in positions of
prominence and power in educational environments. Across the
country, and in particular in states with high numbers of Latino/a
students, as the K-20 student body becomes darker, the teaching and
decision-making personnel remain light-skinned. Consequently, the
absence of role models for an increasing number of students of
color may contribute to low levels of aspiration. Many attempts and
existing literature regarding the achievement gap of students of
color, especially Latinos/as, seem to have had modest or no impact,
even when statistical analysis and sound rationales are provided.
On the other hand, the stories included in this book offer an
alternative that may have an impact and long-lasting effect in the
lives of students of color. Story messages tend to stay longer with
us and enable us to make sense of complex situations, such as
education, culture, and personality traits-persistence, motivation,
resilience. Consequently, the stories in this book become vehicles
to learn from real-life examples the abstractions of education,
home and school culture, and other factors that contribute to
academic success. Furthermore, the stories encourage people to
write, tell, and share experiences to address ongoing problems;
invite change where change is needed; organize thoughts and seek
meaningful solutions; invite us to become cognizant about how our
emotions direct our thoughts and "move mountains"; enable us to
discover undercurrents that hinder organizational communication;
direct us to pay attention to the little things that matter and
build trust; awaken the good in people through an invitational
approach, as opposed to one that it's mandated; push us to avoid
playing it safe and stick out our emotional necks when dealing with
people; seek authentic voices to make room for new thinking; make
time for people; and allow our voices to define the values we
embrace.
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