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Hood drama follows single dad trying to retrieve abducted son. Former gang-banging single dad O2 (Tyrese Gibson) is suddenly plunged into a do-or-die situation; trying to go straight for his son, Junior's sake, this recently paroled ex-con is forced to go back outside the law after his son is kidnapped in a carjacking. The resulting chase and shootout have left Junior in the hands of Meat (The Game), the vicious leader of the Outlaw Syndicate. O2's shady cousin Lucky (Larenz Tate) tries to mediate, but is torn between criminal and family loyalties. The only person willing to help O2 get his son back is wily street-smart hustler Coco (Meagan Good), whose path fatefully crossed O2's just moments before the kidnapping. When Lucky gets word to O2 that Meat expects $100,000 for Junior's freedom, O2 and Coco seize the opportunity to pit rival elements of the South Los Angeles underworld against each other. 'It's either all or nothing,' realizes O2. With the clock ticking down, the heat between O2 and Coco rises as they become a lawbreaking couple, on a tear through a range of Los Angeles neighborhoods. Can they outwit the underworld and save Junior and themselves?
The classic study of the English-language writing of Wales in the first half of the twentieth century by Glyn Jones, drawing on his personal acquaintance with writers like Dylan Thomas, Idris Davies and Caradoc Evans. Tony Brown had the opportunity to discuss the book with Glyn Jones before his death in 1995 and has had access to Glyn Jones's own proposed revisions and to manuscript drafts. This first paperback edition therefore includes some up-dating of the text and a new bibliography. Glyn Jones's first-hand knowledge of the writers, coupled with his shrewdness of critical comments, established the book as an invaluable study of this generation of Welsh writers. At the same time the autobiographical, first chapter in which Glyn Jones examines his own life and literary career - the boy who goes from a Welsh-speaking home in Merthyr, loses his Welsh as a result of his English-language education and cultural changes in industrial Merthyr, takes a job teaching in the slums of Cardiff, re-discovers as an adult the Welsh language and its rich literary tradition and becomes, in a full awareness of that tradition, one of Wales's major English-language writers of fiction and poetry - provides a "case study" of the cultural shifts which resulted in the emergence of a distinctive English-language literature in Wales in the early decades of the twentieth century.
At his death in 2000, R.S. Thomas was widely considered to be one of the major poets of the English-speaking world, having been nominated for the Nobel prize for Literature. With Dylan Thomas, R.S. Thomas is probably Wales' best-known poet internationally. Tony Brown provides an introduction to R.S. Thomas' life and work, as well as new perspectives and insights for those already familiar with the poetry. His approach is broadly chronological, interweaving life and work in order to evaluate Thomas' poetic achievement. In addition to presenting a full discussion of Thomas' poetry, and its movements over time between personal, spiritual and political concerns, Tony Brown also examines Thomas' contribution to the culture of Wales, not just in his writing but also his political interventions and activism on behalf of Welsh language and culture.
R.S. Thomas (1913-2000) is a major writer of our time, one of the finest religious poets in the English language and one of Wales's greatest poets. His output was prolific: over six decades he published some 25 individual collections of poems, as well as several volumes of prose. A substantial number of his poems, however, have hitherto remained uncollected, and often elusive - poems published in newspapers, magazines and journals (many of them obscure), as well as in private or limited editions. Uncollected Poems - published to mark the centenary of Thomas's birth - brings together for the first time a rigorous selection of the best of these. The fruit of several years' research by Tony Brown and Jason Walford Davies, the volume makes available work which spans the whole of Thomas's career - from an early sonnet to his first wife, M.E. Eldridge (included in his first, unpublished, collection Spindrift in the late 1930s) and an early Iago Prytherch poem published in the Dublin Magazine, to poems which are powerful expressions of the metaphysical meditations of his later years. R.S. Thomas's Uncollected Poems takes its place alongside Collected Poems 1945-1990 (Dent, 1993; Phoenix, 2000), Selected Poems (Penguin, 2003) and Collected Later Poems 1988-2000 (Bloodaxe Books, 2004). It gives readers of R.S. Thomas's work access to much new and fascinating material. Uncollected Poems is a companion volume to R.S. Thomas's Collected Later Poems 1988-2000 (Bloodaxe Books, 2004), the sequel to Collected Poems 1945-1990 (Dent, 1993; Phoenix Press, 2000), which only covers his collections up to Experimenting with an Amen (1986). Collected Later Poems 1988-2000 reprints in full the contents of R.S. Thomas's last five collections, The Echoes Return Slow (Macmillan, 1988: unavailable for many years), and Bloodaxe's Counterpoint (1990), Mass for Hard Times (1992), No Truce with the Furies (1995) and the posthumously published Residues (2002). There is no overlap between the two Bloodaxe editions: none of the poems in Residues, uncollected at the time of his death in 2000, is included in Uncollected Poems.
This volume provides a synthetic review of the background and archaeology that has emerged through archaeological interventions associated with the quarrying of sand, gravel, and rock for aggregates. The book covers all periods from the Lower Palaeolithic to Medieval, and is organized on a regional basis. The review, which also contains as yet unpublished data, shows how the variety and preservation of archaeology can greatly expand our understanding of the relationships of humans to their changing environments.
Now entering its second decade of publication, "Welsh Writing in
English: A Yearbook of Critical Essays" is the only academic
journal devoted solely to the critical study of the
English-language literature of Wales. The "Yearbook" seeks to cover
the whole chronological sweep of Welsh writing in English, and
essays published to date include papers ranging from discussion of
the earliest Welsh literature written in English--Ieuan ab Hywel
Swrdwal in the fifteenth century--to contemporary writers like
Gillian Clarke, Niall Griffiths and Christopher Meredith. Emphasis
is, though, on the writing of the twentieth century and we have
published important new essays on such major figures as Dylan
Thomas, Glyn Jones, Vernon Watkins, Alun Lewis and R.S.
Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teaching Advanced Language Skills through Global Debate: Theory and Practice provides teachers with both the theoretical underpinnings for using debate in the foreign language classroom as well as practical advice for developing reading, listening, writing, and speaking skills through debate. It discusses task-based language learning and helps instructors design debate-related tasks for the classroom. Teaching Advanced Language Skills through Global Debate will be useful for any instructor working at the advanced level, and particularly for those training future language instructors. One of the new digital short publications available through Georgetown University Press, it is an ideal complement to the press's new titles on mastering languages through global debate. Georgetown Digital Shorts-longer than an article, shorter than a book-deliver timely works of peer-reviewed scholarship in a fast-paced, agile environment. They present new ideas and original texts that are easily and widely available to students, scholars, libraries, and general readers.
To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability addresses an important issue in Second Language Acquisition - how to help learners progress from Intermediate and Advanced proficiency to Superior and beyond. Due to the pressures of globalization, American society encounters an ever-increasing demand for speakers with advanced language abilities. This volume makes available cutting edge research on working memory and cognition and empirical studies of effective teaching. In addition it can serve as a practical handbook for seasoned and pre-professional instructors alike. The bringing together of the latest in second language acquisition theory, decades of empirical research, and practical classroom application makes for an unprecedented volume examining the achievement of Superior-level foreign language proficiency.
The King of Nashville, Tony Brown, offers a rare photographic journey through his 40-year career--including historical pictures and contemporary portraits of rock, country, and gospel music legends--in which he produced hundreds of #1 country songs that are beloved by millions.
From a child pianist banging out hymns in his family's gospel band, to playing keys for Elvis Presley, to producing a string of million-selling hits for artists like George Strait, Reba McEntire, and Trisha Yearwood, Tony Brown's storied career has left a singular impression on American music.
He is adored by the mega-artists whose sounds he was instrumental to crafting, the city he's proud to call home, the millions of fans of of his over 100 number 1 singles, and the aspiring musicians he continues to inspire.
Mastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises-all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods section in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates-at home, abroad, or both.
Devoted solely to the study of Welsh writing in English, this
academic journal provides a forum for critical discussion on Welsh
literature and authors. With essays from Victor Golightly on Dylan
Thomas, language, and the deaf; Matthew Jarvis on the poetics of
place in Ian Davidson's poetry; and Lucy Stevenson on two drafts of
an unpublished Dorothy Edwards short story, this journal provides
an opportunity to explore the tradition of English-language writing
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives. The book also explores the challenges faced by universities in responding to the ascendance of school-led teacher training and the ways in which this impacts on conceptions of teacher education more generally, in England and beyond. Drawing on 150 interviews with teacher educators and trainees, this book documents how the systemic changes to teacher education have been implemented and explores the impact of these changes on the people directly affected by them. Presenting insider accounts, the book shows that the structural adjustments have impacted on many dimensions of teacher education that had characterised university input and that they have also unsettled more familiar understandings of professional identity and staffing composition. Demonstrating that the redistribution of teacher education across new apparatuses bolsters market forces, whilst maintaining the option of creating new forms of training that transcend established boundaries, Brown also explores the opportunities that are opened up by the new models. Teacher Education in England is the first substantial study to focus on School Direct since its implementation in 2013. As such, the book should be of great interest to academics, researchers and postgraduate students engaged in the study of teacher education and educational policy. It should also be essential reading for teacher educators, as well as teachers and trainee teachers.
This volume makes available Glyn Jones's short stories and includes:the nine stories from "The Blue Bed"; the 12 stories in "The Water Music"; the nine stories in "Welsh Heirs"; and the three stories collected for the first time in "Selected Poems". Also provided is a critical analysis.
This book is centrally concerned with how mathematics education is represented and how we understand mathematical teaching and learning with view to changing them. It considers teachers, students and researchers. It explores their mathematical thinking and the concepts that this thought produces. But also how these concepts acquire cultural layers that mediate our apprehension. The book examines some of the linguistic and socio-cultural filters that influence mathematical understanding. But above all it introduces some contemporary theories of human subjectivity, in which subjectivity is seen primarily as consequential to, rather than productive of, our attempts to represent or categorise the world in which we live. That is, our sense of who we are results from our attempts to see ourselves against the various versions of the world that we encounter. Such theories trouble the very notion of mathematical "concepts" as apprehended by "humans." And in foregrounding this concern with subjectivity the book considers mathematics rather differently to styles more familiar in many instances of mathematics education research. The book proposes that mathematics can provoke us to think differently about our world and as a result enable our transformative capacities. Such an orientation may disturb our understanding of what mathematics is, how it exists in an "objective" sense, insofar as mathematical objects can be derived from social filters being applied to the world, but also serve as filters on the world capable of producing new social entities.
The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.
This book addresses the question of how we might better understand the task of teaching mathematics to young children. But rather than starting out with a conception of mathematics derived from mathematicsa (TM) own evolution, we center ourselves instead within the social practices that surround the teaching of the subject in British primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see what this points to. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes what we call "mathematics." This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and new teachers, with a view to pinpointing how this conception of mathematics manifests itself in their evolving practices. We question how such teachers with many years of experience as a pupil in school might now re-orient themselves towards the demands of teaching mathematics. We also consider how for those charged with providing training for such individuals might better understand the process and impact of this training. The book further questions the way in which we might conceptualize the balance between nurturing teachers to become autonomous professionals responsible for developing and delivering the mathematics curriculum in schools and, alternatively, setting policies that prescribe practices to be followed. We consider whether we should focus our attention principallyon the teachers themselves or on the professional space in which they operate.
The book is primarily concerned with examining how trainee teachers conceptualize their own professional development, from the time they enter university on a four-year course as prospective initial teacher training students through to their first year of teaching in primary school. It has a particular focus on how they understand mathematics and how they understand their own teaching of the subject in schools. It offers both empirical and theoretical perspectives.
Empirically, the book draws in particular on two studies conducted by the authors, funded by the UK Economic and Social Research Council and spanning a four-year period. Both of these studies were concerned with the professional development of trainee teachers with a particular focus on their phenomenological experience of the training process.
Theoretically, the book draws on recent work in the field of psychoanalysis, and in particular the work of Slavoj Zizek, as an approach to examining how individual trainee teachers encounter the social framework in which they operate. In tackling this we consider the "technologies of self" that produce teachers in schools. We also look at how we might theorize our empirical findings that locate the discursive formation of school mathematics.
To summarize the key strands: Firstly, we are keen to present an account of how trainee teachers understand their own journey into teaching mathematics in the primary school. Secondly, we wish to understand better the conception of mathematics in the primary school and how it might develop. Thirdly, we are keen to offer some discussion of how official policyas presented in government initiatives impacts on such teachers. Fourthly, we are concerned with better understanding the role that research in mathematics education might have in accounting for the process of trainees becoming teachers in the primary school and in stimulating development in this area. Finally, we try to offer a theoretical frame that accommodates evolving and alternative conceptions of mathematics, how it is taught and the social parameters that guide these conceptions.
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