Mathematical superstar and inventor of fractal geometry, Benoit Mandelbrot, has spent the past forty years studying the underlying mathematics of space and natural patterns. What many of his followers don't realize is that he has also been watching patterns of market change. In "The (Mis)Behavior of Markets," Mandelbrot joins with science journalist and former "Wall Street Journal" editor Richard L. Hudson to reveal what a fractal view of the world of finance looks like. The result is a revolutionary reevaluation of the standard tools and models of modern financial theory. Markets, we learn, are far riskier than we have wanted to believe. From the gyrations of IBM's stock price and the Dow, to cotton trading, and the dollar-Euro exchange rate--Mandelbrot shows that the world of finance can be understood in more accurate, and volatile, terms than the tired theories of yesteryear.The ability to simplify the complex has made Mandelbrot one of the century's most influential mathematicians. With "The (Mis)Behavior of Markets," he puts the tools of higher mathematics into the hands of every person involved with markets, from financial analysts to economists to 401(k) holders. Markets will never be seen as "safe bets" again.

Palmer clearly states that his purpose is to explain 1the ways of critics to theatre practitioners, the ways of theatre to inexperienced reviewers, and the dynamic convergence of theatre and critic to anyone interested in theatre.' . . . The work is a well-written `primer' for writers and it will be useful primarily to performers who object to unfavorable `criticsm' without understanding the nature and purpose of reviewing. Accessible to general readers and undergraduates. Choice Palmer begins with an examination of the theatrical review as a medium for informing and entertaining theatregoers, documenting events of artistic of community importance, and supporting theatre through critical evaluation and publicity. He next comments on how journalistic pressures affect reviewers. Citing brief examples from hundreds of reviews, the author devotes a chapter to each of the elements that needs to be covered in a review, including performers, script, direction, music, and choreography, together with stage and lighting design and other physical aspects of the production. The final chapter develops criteria for assessing the strengths and weaknesses of a theatrical review, based on aesthetic standards, the cultural tastes of theatregoers, and the interests of the community. Palmer's experience as both a theatre professional and a journalist gives him an intimate understanding of the antagonism that often develops between reviewers and those who feel themselves to be the target of irresponsible criticism. His book provides a clear perspective on theatrical matters and guidelines that will help to improve standards of reviewing and create an appreciation of the essential relationship between the theatre and its critics.

Word grammar is a theory of language structure and is based on the assumption that language, and indeed the whole of knowledge, is a network, and that virtually all of knowledge is learned. It combines the psychological insights of cognitive linguistics with the rigour of more formal theories. This textbook spans a broad range of topics from prototypes, activation and default inheritance to the details of syntactic, morphological and semantic structure. It introduces elementary ideas from cognitive science and uses them to explain the structure of language including a survey of English grammar.

British drama since 1956 has been particularly innovative. This volume investigates how recent British history plays reflect the methods and values of New History, in contrast to traditional biographical dramas that depict the lives of great men of the past. More than 50 British playwrights are discussed, including John Osborne, John Arden, Edward Bond, Robert Bolt, Pam Gems, Howard Brenton, Caryl Churchill, Howard Barker, and Peter Shaffer. Historical drama consistently displays the sense of history prevalent when it was written: a 17th century quest for precedent and analogy; the affirmation of cosmic order in the 18th century; the Romantic search for manifestations of spiritual purpose; in Victorian times, a demonstration that humans control events; and the early 20th century promise, emulating science, to present the facts objectively. Contemporary British history plays, however, demonstrate different agendas for history itself. Marxist plays illustrate a historical dialect leading to the emergence of Communism. Oppositional history takes the point of view of the disenfranchised, the defeated, or the oppressed. Social histories refocus attention away from movers and shakers onto groups of small players. Feminist historians expose the biases of a male dominated hegemony and confront the role of gender in history. Deconstructionists debunk our confidence in historical metanarratives. Postmodernism uses anachronism and stylistic eclecticism to emphasize parallels in different historical periods or to relate historically defined metaphors and rituals to modern experience. Both playwrights and critics confront the implications of the idea that history is constructed and not simply found, and new approaches to history demand innovations in the staging and structuring of plays.

Comprehending tragedy has been a major philosophical and critical preoccupation in Western thought. Whether concerned with the generic problem of definition or with tragedy in the context of specific writers or periods, books with multiple and often conflicting perspectives abound. In an effort to bring order to the explanations over two millennia, "Tragedy and Tragic Theory" lucidly analyzes the principal ideas about tragedy from Plato to the present.

Critically surveying the similarities and differences among major theories, Palmer analyzes features associated with tragedy, such as the tragic hero, katharsis, and self-recognition; develops a working definition of tragedy; and applies these ideas to a sampling of plays that present special interpretive problems. He incorporates and explores the ideas of such eminent thinkers as Aristotle, Hegel, Nietzche, Schopenhauer, Schiller, Kierkegaard, and Freud, as well as contemporary theorists, who also appear with biographical blurbs in an appendix to the volume along with an extensive bibliography. By examining both tragedy and the theoretical responses to tragedy, this study demonstrates that the definition of tragedy depends on the meaning perceived by an audience rather than on a structured stimulus independent of response; yet, it does not abandon the possibility of isolating fixed defining characteristics. The audience response approach provides a framework for analyzing earlier theories. Systematically developed, the study is equally valuable as a text in drama and criticism or as a convenient reference tool to drama theory and theorists.

English Grammar: * helps users to understand grammatical concepts * encourages the reader to practise applying newly discovered concepts to everyday texts * teaches students to analyze almost every word in any English text * provides teachers and students with a firm grounding in a system which they can both understand and apply.

Building on the established strengths of the first edition, Child Language has now been fully updated and includes some basic theory content, more exercises and summaries at the end of each unit. Child Language: * introduces students to key areas involved in the study of children's language: vocabulary development, word and sentence structure, conversational skills and pronunciation * contains a corpus of children's language * includes suggestions for project work.

Colourful and fun-to-use, this first reference book divides into three sections: grammar, punctuation, and spelling. In the first section, there are simple meanings, with friendly examples and interactive questions, for all the grammar terms required by the curriculum. Then it gives the punctuation marks and shows how to use them and finally provides rules and tips to support first spelling. At the back is an alphabetical dictionary of the curriculum words that children need to know, including tricky words, and fun ways to remember how to spell them. A cast of colourful, friendly birds give parents and teachers questions and tips to clarify understanding. The dictionary is accessible and age-appropriate. A valuable resource for preparation for all levels for the KS1 Test. Online spelling lists, punctuation, and grammar activities will be provided for easy practice at home or as part of lesson starters or as homework.

This book concerns the cadences which reach their conclusion by jumping from scale degree 3 down to 1 or to 1-7-1. The chronological history commences in Gregorian Chant, where the falling third is often preceded by scale degree 4, forming the striking figure 4-3-1. The cadences move, along with the borrowed chant melodies, into the polyphony of the late 14th, 15th and 16th centuries. Here, melodic figures with the shape of 4-3-1, but on any scale degree, become a significant element of style. At cadence the unbroken melodic progression 4-3-1-7-1 may lie entirely in the upper voice, or 4-3-1 may occur in a lower voice followed by 7-1 in the upper. The general effect of the falling third changes as the surrounding musical elements change and as polyphony itself evolves through time. The cadences are reborn in recitative, first in an unbroken form with 4-3-1-7-1 in the voice, later in a broken form with 4-3-1 in the voice, 7-1 in the instrumental continuo part. Many evolving rhythmic, harmonic, melodic, and other elements are important in the cadences, but two are especially significant, for they lead to difficult problems for later performers. These concern (1) the structure in which the accompaniment's V chord is notated directly below the voice's first or single scale degree 1, and (2) the possibility of an appoggiatura on scale degree 2 between the two notes of the falling third. The book suggests some new and unexpected solutions to both these problems and concludes with a brief history of the 4-3-1 figure. The book includes many musical examples by composers such as Dunstable, Dufay, Josquin, Palestrina, A. Scarlatti, J.S. Bach, Handel, Telemann, Haydn, Mozart, Schubert, Mendelssohn and Rossini.

In Word Meaning, Richard Hudson introduces readers to the techniques of lexical semantic analysis. Word Meaning: * is based on a problem-solving approach to language * introduces readers to the technical terminology and basic principles associated with the analysis of word meaning * shows students how to apply these terms and principles to English * includes suggestions for further work

This book concerns the cadences which reach their conclusion by jumping from scale degree 3 down to 1 or to 1-7-1. The chronological history commences in Gregorian Chant, where the falling third is often preceded by scale degree 4, forming the striking figure 4-3-1. The cadences move, along with the borrowed chant melodies, into the polyphony of the late 14th, 15th and 16th centuries. Here, melodic figures with the shape of 4-3-1, but on any scale degree, become a significant element of style. At cadence the unbroken melodic progression 4-3-1-7-1 may lie entirely in the upper voice, or 4-3-1 may occur in a lower voice followed by 7-1 in the upper. The general effect of the falling third changes as the surrounding musical elements change and as polyphony itself evolves through time. The cadences are reborn in recitative, first in an unbroken form with 4-3-1-7-1 in the voice, later in a broken form with 4-3-1 in the voice, 7-1 in the instrumental continuo part. Many evolving rhythmic, harmonic, melodic, and other elements are important in the cadences, but two are especially significant, for they lead to difficult problems for later performers. These concern (1) the structure in which the accompaniment's V chord is notated directly below the voice's first or single scale degree 1, and (2) the possibility of an appoggiatura on scale degree 2 between the two notes of the falling third. The book suggests some new and unexpected solutions to both these problems and concludes with a brief history of the 4-3-1 figure. The book includes many musical examples by composers such as Dunstable, Dufay, Josquin, Palestrina, A. Scarlatti, J.S. Bach, Handel, Telemann, Haydn, Mozart, Schubert, Mendelssohn and Rossini.

Building on the established strengths of the first edition, Child Language has now been fully updated and includes some basic theory content, more exercises and summaries at the end of each unit.
Child Language:
* introduces students to key areas involved in the study of children's language: vocabulary development, word and sentence structure, conversational skills and pronunciation
* contains a corpus of children's language
* includes suggestions for project work.

eBook available with sample pages: 0203015894

Routledge Language Workbooks are practical introductions to specific areas of language for absolute beginners. They provide comprehensive coverage of the areas as well as a basis for further study. Language Workbooks can be used for independent study or as part of a taught class.
English Grammar:
* helps users to understand grammatical concepts * encourages the reader to practise applying newly discovered concepts to everyday texts
* teaches students to analyze almost every word in any English text
* provides teachers and students with a firm grounding in a system which they can both understand and apply.

eBook available with sample pages: 0203015460

In Word Meaning, Richard Hudson introduces readers to the techniques of lexical semantic analysis. Word Meaning: * is based on a problem-solving approach to language * introduces readers to the technical terminology and basic principles associated with the analysis of word meaning * shows students how to apply these terms and principles to English * includes suggestions for further work

First published in 1986, this is the second of two volumes devoted to the evolution of the Allemande, the Balletto, and the Tanz from 1540 to 1750. Volume I traces the history of the dances from the time of the Renaissance to the Baroque period as they moved across the face of Europe. This second volume supplements the first by providing an anthology of musical compositions from Germany, France and the Low Countries, Italy, and England. All the compositions from one country or region are grouped together with full source attribution given at the end.

First published in 1986, this is the first of two volumes devoted to the evolution of the Allemande, the Balletto, and the Tanz from 1540 to 1750. This first volume traces the history of the dances from the time of the Renaissance to the Baroque period as they moved across the face of Europe. Volume II supplements the history with an anthology of musical compositions.

This book argues that language is a network of concepts which in turn is part of the general cognitive network of the mind. It challenges the widely-held view that language is an innate mental module with its own special internal organization. It shows that language has the same internal organization as other areas of knowledge such as social relations and action schemas, and reveals the rich links between linguistic elements and contextual categories. Professor Hudson presents a new theory of how we learn and use our knowledge of language. He puts this to work in a series of extended explorations of morphology, syntax, semantics, and sociolinguistics. Every step of his argument and exposition is illustrated with examples, including the kind mainstream theory finds it hard to analyse. He introduces the latest version of his influential theory of Word Grammar and shows how it can be used to explain the operations of language and as a key to understanding the associated operations of the mind.

Would you like to expand your range of practical strategies for teaching grammar? Are you looking for new tactics to help engage your students, particularly in light of the curriculum's increased focus on grammar? Would you value the opportunity to refresh your own depth of understanding of grammar? If so, then How To Teach Grammar is written for you! Combining detailed grammatical knowledge with practical classroom strategies, and catering for both experienced and trainee teachers, this is the teaching professional's guide to English grammar. The author team draws on their own extensive subject knowledge and classroom experience, equipping readers with valuable guidance and useful strategies for How To Teach Grammar successfully in schools today.

The history of tempo rubato ("stolen time") is as old as music itself, composers and performers ever introducing expressive fluctuation of the tempo contrary to music's precise notation. The technique has been variously described by theorists and composers as "an honest theft", "a pernicious nuisance", even "seductive" (by Franz Liszt), yet it remains integral to the performance and history of music. In this book, the author identifies and traces the development of two main types of rubato: an earlier one in which note values in a melody are altered while the accompaniment keeps strict time, and a later, more familiar, one in which the tempo of the entire musical substance fluctuates. In the course of his narrative he ranges widely over Western music, from Gregorian Chant to Chopin, from C.P.E. Bach to jazz, quoting extensively from the writings of theorists, composers, and performers. In so doing he not only suggests new ways of approaching the rubato in the music of 19th century composers like Chopin and Liszt, where we expect to encounter the term, but also illuminates the music of earlier and later periods, revealing its use even in the music of that most metronomic of composer

Word grammar is a theory of language structure and is based on the assumption that language, and indeed the whole of knowledge, is a network, and that virtually all of knowledge is learned. It combines the psychological insights of cognitive linguistics with the rigour of more formal theories. This textbook spans a broad range of topics from prototypes, activation and default inheritance to the details of syntactic, morphological and semantic structure. It introduces elementary ideas from cognitive science and uses them to explain the structure of language including a survey of English grammar.

This book argues that language is a network of concepts which in turn is part of the general cognitive network of the mind. It challenges the widely-held view that language is an innate mental module with its own special internal organization. It shows that language has the same internal organization as other areas of knowledge such as social relations and action schemas, and reveals the rich links between linguistic elements and contextual categories. Professor Hudson presents a new theory of how we learn and use our knowledge of language. He puts this to work in a series of extended explorations of morphology, syntax, semantics, and sociolinguistics. Every step of his argument and exposition is illustrated with examples, including the kind mainstream theory finds it hard to analyse. He introduces the latest version of his influential theory of Word Grammar and shows how it can be used to explain the operations of language and as a key to understanding the associated operations of the mind.