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• Combining the expertise and experience of a practising teacher
and an academic linguist to address language issues in schools. •
Covers the full range of language issues in schools, inside the
classroom and outside it • exposes damaging misconceptions and
prejudices about how students speak and write • Enables teachers
and school management teams make more informed and productive
decisions about language use in school. • Includes techniques and
activities teachers can use to encourage students to notice
language issues alongside worked examples of lesson plans for
different subject areas.
• Combining the expertise and experience of a practising teacher
and an academic linguist to address language issues in schools. •
Covers the full range of language issues in schools, inside the
classroom and outside it • exposes damaging misconceptions and
prejudices about how students speak and write • Enables teachers
and school management teams make more informed and productive
decisions about language use in school. • Includes techniques and
activities teachers can use to encourage students to notice
language issues alongside worked examples of lesson plans for
different subject areas.
What do we need to know about language and why do we need to know
it? Providing the essential tools with which to analyse and talk
about language, this book demonstrates the relevance of linguistics
to our understanding of the world around us. This second edition
includes: - Discussion of key areas of contemporary interest, such
as neo-pronouns, translanguaging, and communication in the digital
arena -Two brand new chapters exploring language and identity, and
language and social media - A range of new and international
examples - New and updated references and suggested readings -
Tasks to aid learning at the end of each chapter - A glossary of
key terms. Introducing a set of practical tools for language
analysis and using numerous examples of authentic communicative
activity, such as overheard conversations, social media posts,
advertisements and public announcements, Why Do Linguistics?
explores language and language use from a social, intercultural and
multilingual perspective, showing how this kind of analysis works
and what it can tell us about social interaction. Also accompanied
by a new companion website featuring audio, video and other
supportive resources for students and teachers, this book will help
you to become an informed, active noticer of language.
Neurotransmitters are usually considered to be endogenous
substances that are released from neurons, act on receptor sites
that are typically present on membranes of postsynaptic cells and
produce a functional change in the properties of the target cell.
They are essential features of the nervous systems of all animals
and numerous chemicals can act as neurotransmitters either
intentionally (e.g. pesticides) or unintentionally (neurotoxins).
The most common forms of neurotoxicity are the death of neurons,
degeneration of axons, damage to glial cells and interference with
the axonal membrane or neurotransmission. Important neurotoxins are
found among pesticides, metals, solvents, natural substances, and
industrial chemicals. Environmental chemicals may also contribute
to the pathology of neurodevelopmental, neuropsychiatric, and
neurodegenerative disorders. Neurotransmitters and Toxicology will
be particularly appealing to toxicologists with an interest in
neurotoxicology in a variety of sub-disciplines, as well as
neuro-chemists interested in pathology and disease mechanisms
associated with neurotoxicants.
Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers
actually teach? What do they know about language, about English and
the ways it is used in the world? How do they view themselves and
their work, and how are they viewed by others? How is TESOL
perceived as a profession and as a discipline? How can teachers
make the most of the available resources? Can global English really
deliver what it seems to promise? These are some of the questions
explored in Rethinking TESOL in Diverse Global Settings, a book
which examines what we mean when we talk about English language
teaching and what we understand the job of an English language
teacher to be. Covering diverse teaching environments, from China
to Latin America and the Middle East, and from elementary school to
university, the authors take a critical look at TESOL by focusing
on the actual substance of the subject, language, and attitudes
towards it. Through concrete examples from language classrooms, in
the form of vignettes and accounts from native speaker and
non-native speaker teachers alike, they explore the experiences of
teachers worldwide in relation to issues of identity and
professionalism, nativeness and non-nativeness, and the pressures
of dealing with the expectations with which English has become
invested. While recognising the often precarious academic and
institutional status of TESOL teachers, the book pulls no punches
in challenging those teachers as a whole to become more ambitious
in their aims, positioning themselves not as mere skills providers,
but language experts, specialists in their subject, members of a
legitimate academic discipline. Only then, the authors argue, will
TESOL teachers and their work be taken seriously and their
expertise recognised.
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The Coronavirus Pandemic and the Future - Virology, Epidemiology, Translational Toxicology and Therapeutics, Volume 1 (Hardcover)
Michael D Waters, Alok Dhawan, Tim Marrs, Diana Anderson, Stafford Warren, …
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R4,051
R3,561
Discovery Miles 35 610
Save R490 (12%)
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Ships in 12 - 17 working days
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This first volume chronicles the early stages of the outbreak and
world-wide spread of SARS-Cov-2 (COVID-19) and delineates the role
of several disciplines in therapeutic and control measures.
Documenting the epidemiologic response from China, the clinical
evaluation, pathology and intial therapeutics that were available
during the first 6 months and onwards of the outbreak, this book
records how the response to the pandemic was mounted and how
various branches of science and research combined to rapidly expand
our understanding of the disease.
What do we need to know about language and why do we need to know
it? Providing the essential tools with which to analyse and talk
about language, this book demonstrates the relevance of linguistics
to our understanding of the world around us. This second edition
includes: - Discussion of key areas of contemporary interest, such
as neo-pronouns, translanguaging, and communication in the digital
arena -Two brand new chapters exploring language and identity, and
language and social media - A range of new and international
examples - New and updated references and suggested readings -
Tasks to aid learning at the end of each chapter - A glossary of
key terms. Introducing a set of practical tools for language
analysis and using numerous examples of authentic communicative
activity, such as overheard conversations, social media posts,
advertisements and public announcements, Why Do Linguistics?
explores language and language use from a social, intercultural and
multilingual perspective, showing how this kind of analysis works
and what it can tell us about social interaction. Also accompanied
by a new companion website featuring audio, video and other
supportive resources for students and teachers, this book will help
you to become an informed, active noticer of language.
What do we need to know about language and why do we need to know
it? This book shows how viewing the world through a linguistics
lens can help us to understand how we communicate with each other
and why we do it in the ways we do. Above all this book is about
noticing. It is about encouraging readers to pay attention to the
language that surrounds them. The book addresses fundamental
linguistic questions such as: Where do people's beliefs about
language come from? Who decides what language we should speak? How
do we choose the best way to express what we mean? It introduces a
set of practical tools for language analysis and, using examples of
authentic communicative activity including overheard conversations,
Facebook posts and public announcements, shows how this kind of
analysis works and what it can tell us about social interaction.
Exploring language and language use from a social, intercultural
and multilingual perspective, the authors demonstrate the relevance
of linguistics in understanding day-to-day interaction. This book
will help readers not only to become informed, active observers of
language for its own sake, but also to be able to take on and
challenge some of the misconceptions, assumptions and prejudices
that so often underlie public discussion of language issues.
Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers
actually teach? What do they know about language, about English and
the ways it is used in the world? How do they view themselves and
their work, and how are they viewed by others? How is TESOL
perceived as a profession and as a discipline? How can teachers
make the most of the available resources? Can global English really
deliver what it seems to promise? These are some of the questions
explored in Rethinking TESOL in Diverse Global Settings, a book
which examines what we mean when we talk about English language
teaching and what we understand the job of an English language
teacher to be. Covering diverse teaching environments, from China
to Latin America and the Middle East, and from elementary school to
university, the authors take a critical look at TESOL by focusing
on the actual substance of the subject, language, and attitudes
towards it. Through concrete examples from language classrooms, in
the form of vignettes and accounts from native speaker and
non-native speaker teachers alike, they explore the experiences of
teachers worldwide in relation to issues of identity and
professionalism, nativeness and non-nativeness, and the pressures
of dealing with the expectations with which English has become
invested. While recognising the often precarious academic and
institutional status of TESOL teachers, the book pulls no punches
in challenging those teachers as a whole to become more ambitious
in their aims, positioning themselves not as mere skills providers,
but language experts, specialists in their subject, members of a
legitimate academic discipline. Only then, the authors argue, will
TESOL teachers and their work be taken seriously and their
expertise recognised.
This second volume chronicles the later stages of the outbreak of
SARS-Cov-2 (COVID-19) and delineates the role of several
disciplines in therapeutic and control measures highliting the
response from specific coutries of note and efforts to repurpose
and produce new therapeutics and vaccines. By addressing
considerations of efficacy and safety of drugs and chemicals used
to combat COVID-19, virtually in real-time, this book documents and
highlights the advances in science and place the toxicology,
pharmaceutical science, public health and medical community in a
better position to advise in future epidemics.
Insects are more similar in structure and physiology to mammals
than plants or fungi. Consequently, insecticides are often of
greater toxicity to mammals than herbicides. This is particularly
the case with neurotoxins. However, some insecticides are targeted
at structures or hormonal systems specific to insects (insect
growth regulators/chitin synthesis inhibitors) so are less harmful
but can still be mildly haematotoxic. There are, therefore, issues
specific to insecticides, which do not occur with other pesticides
- hence the need for a book specifically on insecticide toxicology
in mammals. The book starts with general issues relating to the
mammalian toxicity of insecticides, including target/non-target
specificity, nomenclature and metabolism of insecticides. It then
goes on to discuss specific types of insecticides including:
organochlorines; anticholinesterases; pyrethrum and synthetic
pyrethroids; nicotine and the neonicotinoids; insect growth
regulators/ecdysone agonists/chitin synthesis inhibitors;
insecticides of natural origin; biological insecticides; and
insecticides used in veterinary medicine.
What do we need to know about language and why do we need to know
it? This book shows how viewing the world through a linguistics
lens can help us to understand how we communicate with each other
and why we do it in the ways we do. Above all this book is about
noticing. It is about encouraging readers to pay attention to the
language that surrounds them. The book addresses fundamental
linguistic questions such as: Where do people's beliefs about
language come from? Who decides what language we should speak? How
do we choose the best way to express what we mean? It introduces a
set of practical tools for language analysis and, using examples of
authentic communicative activity including overheard conversations,
Facebook posts and public announcements, shows how this kind of
analysis works and what it can tell us about social interaction.
Exploring language and language use from a social, intercultural
and multilingual perspective, the authors demonstrate the relevance
of linguistics in understanding day-to-day interaction. This book
will help readers not only to become informed, active observers of
language for its own sake, but also to be able to take on and
challenge some of the misconceptions, assumptions and prejudices
that so often underlie public discussion of language issues.
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