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This book presents ground-breaking research on the ways the Arts
fosters motivation and engagement in both academic and non-academic
domains. It reports on mixed method, international research that
investigated how the Arts make a difference in the lives of young
people. Drawing on the findings of a longitudinal quantitative
study led by the internationally renowned educational psychologist
Andrew Martin, the book examines the impact of arts involvement in
the academic outcomes of 643 students and reports on the in-depth
qualitative research that investigates what constitutes
best-practice in learning and teaching in the Arts. The book also
examines drama, dance, music, visual arts and film classrooms to
construct an understanding of quality pedagogy in these classrooms.
With its evidence-based but highly accessible approach, this book
will be directly and immediately relevant to those interested in
the Arts as a force for change in schooling. How Arts Education
Makes a Difference discusses: The Arts Education, Motivation,
Engagement and Achievement Research Visual Arts, Drama and Music in
Classrooms Technology-mediated Arts Engagement International
Perspectives on Arts and Cultural Policies in Education This book
is a timely collation of research and experiential findings which
support the need to promote arts education in schools worldwide. It
will be particularly useful for educationists, researchers in
education and arts advocates.
Now you can enjoy the soul-warming aromas and beguiling flavors of
homemade sourdough with much less fuss and with a whole lot less
time in the kitchen. In Sourdough Breads from the Bread Machine,
best-selling bread-machine author Michelle Anderson turns her
expert hand to sourdough breads and shows that these supposedly
difficult breads really can be very easy to make, if you have a
bread machine in your kitchen arsenal. She does so by way of
delivering 100 delectable and foolproof recipes, from basic loaves
for the weekday whirl to rustic artisan breads like ciabatta,
focaccia, brioche, and baguettes, along with nut breads, cheese
breads, herb breads, and sweet dessert breads like babka and
stollen. The recipes include: Light Rye Sourdough Dates and Maple
Bread San Francisco Sourdough Blue Cheese-Pecan Sourdough
Multigrain Sourdough Sourdough Cinnamon Rolls You will learn how to
acquire, work with, and store a good sourdough starter. You will
find family-recipes for lunchbox sandwiches and elegant breads to
serve when you have company. You will find healthy breads made with
whole grains and with nutritious filings like nuts, yogurt,
veggies, and fruit. Above all, you will find breads that are a
delight to eat. And you probably know that working with sourdough
always yields lots of extra dough, called "discard." The book has a
special chapter that reveals all the glorious things you can make
with sourdough discard, from Sourdough Brownies and Sourdough
Blueberry Muffins to Sourdough Pancakes, Sourdough Lemon Scones,
and even Sourdough Chocolate Chip Cookies. This is a book that
makes sourdough easier than you ever thought-and better tasting
than ever.
This edition collection showcases the increasing intersections
between drama and applied theatre, education, innovation and
technology. It tunes in to the continuing conversation that has
been a persistent if not prominent feature of our drama education
since the advent of accessible computer based technologies. The
chapters in this book consider how technology can be used as a
potent tool in drama learning and how the learning is changing the
technologies and in turn how learning is transforming the
technology. This collection includes contributions from leading
scholars in the field on a range of topics including digital
storytelling and identity formation, applied drama and
micro-blogging and the use of Second Life in drama learning. The
chapters provide a potent collection for researchers and educators
considering the role of technology in drama education spaces. This
book was originally published as a special issue of RiDE: The
Journal of Applied Theatre and Performance.
This volume examines the role of movement, visibility, and
experience within Pompeian houses as a major factor determining
house form, the use of space, and the manner, meaning, and
modalities of domestic daily life, through the application of
GIS-based analysis alongside close consideration of ancient
literature.
This book presents ground-breaking research on the ways the Arts
fosters motivation and engagement in both academic and non-academic
domains. It reports on mixed method, international research that
investigated how the Arts make a difference in the lives of young
people. Drawing on the findings of a longitudinal quantitative
study led by the internationally renowned educational psychologist
Andrew Martin, the book examines the impact of arts involvement in
the academic outcomes of 643 students and reports on the in-depth
qualitative research that investigates what constitutes
best-practice in learning and teaching in the Arts. The book also
examines drama, dance, music, visual arts and film classrooms to
construct an understanding of quality pedagogy in these classrooms.
With its evidence-based but highly accessible approach, this book
will be directly and immediately relevant to those interested in
the Arts as a force for change in schooling. How Arts Education
Makes a Difference discusses: The Arts Education, Motivation,
Engagement and Achievement Research Visual Arts, Drama and Music in
Classrooms Technology-mediated Arts Engagement International
Perspectives on Arts and Cultural Policies in Education This book
is a timely collation of research and experiential findings which
support the need to promote arts education in schools worldwide. It
will be particularly useful for educationists, researchers in
education and arts advocates.
Digital video and film technologies are transforming classrooms
across the world. Teaching the Screen looks beyond the buttons and
knobs to explore ways of teaching video and film effectively in
secondary classrooms. More and more young people have access to
low-cost filming and editing technologies - mobile phones,
computers, portable digital - which is changing the experience of
digital storytelling. Approaches to classroom teaching and learning
need to change too. The authors offer a new pedagogy of film
storytelling that draws on research from effective classroom film
learning practice. They contextualise screen learning within
different educational settings, discuss how teachers can highlight
aesthetics in film appreciation and filmmaking, and explore the
impact of different technologies. Teaching the Screen is essential
reading for educators who want to create engaging learning and
teaching activities with screen technologies in secondary English
and other subject areas. 'A well balanced and comprehensive account
of the issues in filmmaking likely to be encountered by English
teachers. It lifts engagement beyond the usual procedural knowledge
level, to one of active critique.' - Sue Brindley, University of
Cambridge 'This book has bridged the theoretical and practical
without compromising either. It offers a thorough systematic
account of theoretical issues and practical techniques in teaching
film appreciation and filmmaking.' - Associate Professor George
Belliveau, University of British Columbia
Digital video and film technologies are transforming classrooms
across the world. Teaching the Screen looks beyond the buttons and
knobs to explore ways of teaching video and film effectively in
secondary classrooms. More and more young people have access to
low-cost filming and editing technologies - mobile phones,
computers, portable digital - which is changing the experience of
digital storytelling. Approaches to classroom teaching and learning
need to change too. The authors offer a new pedagogy of film
storytelling that draws on research from effective classroom film
learning practice. They contextualise screen learning within
different educational settings, discuss how teachers can highlight
aesthetics in film appreciation and filmmaking, and explore the
impact of different technologies. Teaching the Screen is essential
reading for educators who want to create engaging learning and
teaching activities with screen technologies in secondary English
and other subject areas.'A well balanced and comprehensive account
of the issues in filmmaking likely to be encountered by English
teachers. It lifts engagement beyond the usual procedural knowledge
level, to one of active critique.' - Sue Brindley, University of
Cambridge'This book has bridged the theoretical and practical
without compromising either. It offers a thorough systematic
account of theoretical issues and practical techniques in teaching
film appreciation and filmmaking.' - Associate Professor George
Belliveau, University of British Columbia
With up to 20% of women developing a mental health problem during
pregnancy or within a year of giving birth, Perinatal Mental Health
provides the UK's first practical guide aimed specifically at the
midwives who care for them. The book combines clinical and
theoretical approaches to midwifery practice, and takes a holistic,
women-centred approach to care. All aspects of perinatal mental
health are covered comprehensively, including birth, support for
fathers, social and cultural factors, the parent/infant
relationship, and midwifery care for trans/masculine, and
non-binary people. Written through a unique collaboration between
experienced midwives, academics and perinatal mental health
experts, this text contains all the key information needed by
midwives and student midwives who may encounter women in need of
mental health support during pregnancy and beyond. Practical
guidance to help with the difficult conversations. Strategies to
enhance psychological support for women with mental health
conditions. Patient scenarios to encourage debate and reflection.
Aligns with Nursing & Midwifery Council Standards. Case studies
and references to national and international guidelines throughout
to link theory with practice. Succinct and easy to follow text to
help readers master the core issues with confidence.
This edition collection showcases the increasing intersections
between drama and applied theatre, education, innovation and
technology. It tunes in to the continuing conversation that has
been a persistent if not prominent feature of our drama education
since the advent of accessible computer based technologies. The
chapters in this book consider how technology can be used as a
potent tool in drama learning and how the learning is changing the
technologies and in turn how learning is transforming the
technology. This collection includes contributions from leading
scholars in the field on a range of topics including digital
storytelling and identity formation, applied drama and
micro-blogging and the use of Second Life in drama learning. The
chapters provide a potent collection for researchers and educators
considering the role of technology in drama education spaces. This
book was originally published as a special issue of RiDE: The
Journal of Applied Theatre and Performance.
This volume is the first book to map a broad range of practices and
critically examine the impact of education and outreach programmes
in theatres and theatre companies around the globe. This innovative
volume looks specifically at the manner in which theatres and
theatre companies engage in educational, outreach and community
work. An array of global case studies examines a wide range of
existing and innovative practices, and scrutinises how this work
achieves successful results and delivers impact and outcome on
investment. The editors set the scene briefly in terms of the
history of education in theatre organisations, and then move on to
chart some of the difficulties and challenges associated with this
work, as well as looking into the conceptual issues that need to be
interrogated so that we may understand the impact of outreach and
education work on the communities and audiences it aims to reach. A
range of theatre practitioners and academics describe their work,
its background, and what the authors understand to be successful
outcomes for both the participants and the theatres. Finally, the
book offers suggestions for both practitioners and researchers
regarding further development in this work.
This volume offers researchers and practitioners new perspectives
on applied theatre work, exploring the relationship between applied
theatre and its intent, success and value. Applied theatre is a
well-established field focused on the social application of the
arts in a range of contexts including schools, prisons, residential
aged care and community settings. The increased uptake of applied
theatre in these contexts requires increased analysis and
understanding of indications of success and value. This volume
provides critical commentary and questions regarding issues
associated with developing, delivering and evaluating applied
theatre programs. Part 1 of the volume presents a discussion of the
ways the concept of change is presented to and by funding bodies,
practitioners, participants, researchers and policy makers to
discover and analyse the relationships between applied theatre
practice, transformative intent, and evaluation. Part 2 of the
volume offers perspectives from key authors in the field which
extend and contextualize the discussion by examining key themes and
practice-based examples.
This volume offers researchers and practitioners new perspectives
on applied theatre work, exploring the relationship between applied
theatre and its intent, success and value. Applied theatre is a
well-established field focused on the social application of the
arts in a range of contexts including schools, prisons, residential
aged care and community settings. The increased uptake of applied
theatre in these contexts requires increased analysis and
understanding of indications of success and value. This volume
provides critical commentary and questions regarding issues
associated with developing, delivering and evaluating applied
theatre programs. Part 1 of the volume presents a discussion of the
ways the concept of change is presented to and by funding bodies,
practitioners, participants, researchers and policy makers to
discover and analyse the relationships between applied theatre
practice, transformative intent, and evaluation. Part 2 of the
volume offers perspectives from key authors in the field which
extend and contextualize the discussion by examining key themes and
practice-based examples.
This volume offers rare insights into the connection between young
audiences and the performing arts. Based on studies of adolescent
and post-adolescent audiences, ages 14 to 25, the book examines to
what extent they are part of our society's cultural conversation.
It studies how these young people read and understand theatrical
performance. It looks at what the educational components in their
theatre literacy are, and what they make of the whole social event
of theatre. It studies their views on the relationship between what
they themselves decide and what others decide for them. The book
uses qualitative and quantitative data collected in a six-year
study carried out in the three largest Australian States, thirteen
major performing arts companies, including the Sydney Opera House,
three state theatre companies and three funding organisations. The
book's perspectives are derived from world-wide literature and
company practices and its significance and ramifications are
international. The book is written to be engaging and accessible to
theatre professionals and lay readers interested in theatre, as
well as scholars and researchers. "This extraordinary book
thoroughly explains why young people (ages 14-25+) do and do not
attend theatre into adulthood by delineating how three inter-linked
factors (literacy, confidence, and etiquette) influence their
decisions. Given that theatre happens inside spectators' minds, the
authors balance the theatre equation by focusing upon young
spectators and thereby dispel numerous beliefs held by theatre
artists and educators. Each clearly written chapter engages readers
with astute insights and compelling examples of pertinent responses
from young people, teachers, and theatre professionals. To stem the
tide of decreasing theatre attendance, this highly useful book
offers pragmatic strategies for artistic, educational, and
marketing directors, as well as national theatre organizations and
arts councils around the world. I have no doubt that its
brilliantly conceived research, conducted across multiple contexts
in Australia, will make a significant and original contribution to
the profession of theatre on an international scale." Jeanne Klein,
University of Kansas, USA "Young Audiences, Theatre and the
Cultural Conversation is a compelling and comprehensive study on
attitudes and habits of youth theatre audiences by leading
international scholars in the field. This benchmark study offers
unique insights by and for theatre makers and administrators,
theatre educators and researchers, schools, parents, teachers,
students, audience members of all ages. A key strength within the
book centers on the emphasis of the participant voices,
particularly the voices of the youth. Youth voices, along with
those of teachers and theatre artists, position the extensive field
research front and center." George Belliveau, The University of
British Columbia, Canada
This volume offers rare insights into the connection between
young audiences and the performing arts. Based on studies of
adolescent and post-adolescent audiences, ages 14 to 25, the book
examines to what extent they are part of our society s cultural
conversation. It studies how these young people read and understand
theatrical performance. It looks at what the educational components
in their theatre literacy are, and what they make of the whole
social event of theatre. It studies their views on the relationship
between what they themselves decide and what others decide for
them. The book uses qualitative and quantitative data collected in
a six-year study carried out in the three largest Australian
States, thirteen major performing arts companies, including the
Sydney Opera House, three state theatre companies and three funding
organisations. The book s perspectives are derived from world-wide
literature and company practices and its significance and
ramifications are international.
The book is written to be engaging and accessible to theatre
professionals and lay readers interested in theatre, as well as
scholars and researchers.
This extraordinary book thoroughly explains why young people
(ages 14-25+) do and do not attend theatre into adulthood by
delineating how three inter-linked factors (literacy, confidence,
and etiquette) influence their decisions. Given that theatre
happens inside spectators minds, the authors balance the theatre
equation by focusing upon young spectators and thereby dispel
numerous beliefs held by theatre artists and educators. Each
clearly written chapter engages readers with astute insights and
compelling examples of pertinent responses from young people,
teachers, and theatre professionals. To stem the tide of decreasing
theatre attendance, this highly useful book offers pragmatic
strategies for artistic, educational, and marketing directors, as
well as national theatre organizations and arts councils around the
world. I have no doubt that its brilliantly conceived research,
conducted across multiple contexts in Australia, will make a
significant and original contribution to the profession of theatre
on an international scale. Jeanne Klein, "University of Kansas,
USA"
" Young Audiences, Theatre and the Cultural Conversation" is" "a
compelling and comprehensive study on attitudes and habits of youth
theatre audiences by leading international scholars in the field.
This benchmark study offers unique insights by and for theatre
makers and administrators, theatre educators and researchers,
schools, parents, teachers, students, audience members of all
ages.
A key strength within the book centers on the emphasis of the
participant voices, particularly the voices of the youth. Youth
voices, along with those of teachers and theatre artists, position
the extensive field research front and center. George Belliveau,
"The University of British Columbia, Canada""
Political and Economic Foundations in Global Studies provides an
innovative introductory examination of the global forces shaping
the world today, seen through political and economic lenses. Along
with its companion, Social and Cultural Foundations in Global
Studies, the book exposes students to the historical contours of,
and the key concepts and processes that underlie, the
interconnections among individuals, societies, organizations, and
governments. As in the rest of Routledge's Global Studies series,
the Foundations books employ a two-part strategy: conceptual
underpinnings explored in the first part are enlivened by case
studies in the second. Special features magnify the utility of the
text: * Text boxes are employed to expand and emphasize specific
material: they are used to open up the coverage to related topics
or to call attention to especially critical material, such as
historical milestones or key vocabulary. * Resource boxes offer
links that point readers to sources-mostly online-on the topics
discussed and establish a rich archive of additional material for
readers to draw on. * At the same time, back-of-chapter References
and Further Research lists help students to trace the material used
by authors or to follow more general leads relating to the topics
covered in the chapters. * Images highlight specific details of the
case studies, helping to bring the subjects alive.
Political and Economic Foundations in Global Studies provides an
innovative introductory examination of the global forces shaping
the world today, seen through political and economic lenses. Along
with its companion, Social and Cultural Foundations in Global
Studies, the book exposes students to the historical contours of,
and the key concepts and processes that underlie, the
interconnections among individuals, societies, organizations, and
governments. As in the rest of Routledge's Global Studies series,
the Foundations books employ a two-part strategy: conceptual
underpinnings explored in the first part are enlivened by case
studies in the second. Special features magnify the utility of the
text: * Text boxes are employed to expand and emphasize specific
material: they are used to open up the coverage to related topics
or to call attention to especially critical material, such as
historical milestones or key vocabulary. * Resource boxes offer
links that point readers to sources-mostly online-on the topics
discussed and establish a rich archive of additional material for
readers to draw on. * At the same time, back-of-chapter References
and Further Research lists help students to trace the material used
by authors or to follow more general leads relating to the topics
covered in the chapters. * Images highlight specific details of the
case studies, helping to bring the subjects alive.
The recent rise of multimedia technology has turned visual communication into an everyday reality and made it necessary to achieve a better understanding of the role of diagrams and sketches in communication and in creative thought and problem-solving.Diagrammatic Representation and Reasoning is a wide-ranging, multidisciplinary overview of this area, covering relevant research in computer science, artificial intelligence, cognitive science and psychology.Key topics include:- Cognitive aspects of diagrammatic information;- Formal methods for computing with diagrams;- Applications of advanced diagrammatic systems.This book is a state-of-the-art survey that will be a valuable resource for researchers and students in the fields of cognitive science, artificial intelligence, human-computer interaction, and graphics and visualisation.
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Theory and Application of Diagrams - First International Conference, Diagrams 2000, Edinburgh, Scotland, UK, September 1-3, 2000 Proceedings (Paperback, 2000 ed.)
Michael Anderson, Peter Cheng, Volker Haarslev
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R3,198
Discovery Miles 31 980
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the First International Conference on the Theory and Application of Diagrams, Diagrams 2000, held in Edinburgh, Scotland, UK in September 2000.The 31 revised full papers presented together with 9 posters were carefully reviewed and selected from around 100 submissions. The papers are organized in topical sections on logic and diagrams, theoretical concerns about diagrams, human communication with diagrams, diagrammatic reasoning and proof systems, and diagrams for systems versus systems for diagrams.
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