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¿Puede la publicidad ser un objeto de investigación científica entendida como discurso?¿Cuáles son los elementos esenciales del texto publicitario?¿Puede existir el signo publicitario?¿Qué metodología nos permite comprender la actividad discursiva publicitaria?¿Cuáles son las diferencias entre los modelos de análisis?. Son algunas de las preguntas que planteamos en este libro. Porque la publicidad no sólo proyecta interrogantes desde el punto de vista de la conveniencia, la moralidad, la estética, la sociología, o la creatividad. En cuanto constructo signico, semiótico, en cuanto discurso híbrido en el que se imbrican varios sistemas de significación que convergen en un itinerario de sentido, merece un espacio propio de atención que es el que aquí presentamos.
Este libro estudia las capacidades expresivas de la comunicación publicitaria y, particularmente, una de sus utilizaciones más complejas y menos estudiadas, la sensibilización. Explora el cruce de caminos entre la comunicación publicitaria comercial y la social, y profundiza en las particularidades del Tercer Sector como contexto de especialización del lenguaje de la publicidad. La autora propone una eficacia publicitaria adecuada a las responsabilidades de transformación social y de educación cívica de los agentes del Tercer Sector. Todas sus acciones de comunicación, incluidas las publicitarias, necesitan contribuir de forma transversal a sus objetivos socioculturales, por lo que este trabajo propone una necesaria eficiencia cultural que se vincule a sus necesidades de gestión, y una eficacia cultural que ayude a establecer nuevas metodologías de elaboración y de evaluación de los discursos publicitarios adecuadas para las campañas educativas. Eloísa Nos Aldás (Castellón, 1974) es doctora y profesora del área de Comunicación Audiovisual y Publicidad en la Universitat Jaume I de Castellón (UJI). Codirectora del Programa Oficial de Postgrado "Estudios Internacionales en Paz, Conflictos y Desarrollo" de la UJI. Coordina la línea de investigación de la Cátedra UNESCO de Filosofía para la Paz sobre "Comunicación para la Paz y la Cooperación" y es investigadora del Centro de Análisis de la Comunicación del Tercer Sector (C-ACTS). Ha editado Medios Periodísticos, Cooperación y Acción Humanitaria (Icaria); junto a V. J. Benet, La publicidad en el Tercer Sector (Icaria); y junto a Ma J. Gámez, Medios de comunicación y solidaridad: reflexiones en torno a la (des)articulación social.
This thought-provoking, fascinating and highly informative text offers both a vivid account of a group of young readers coming to terms with texts and a radical perspective on the growth of a generation of young readers.
The book takes a pratical approach to teaching motivational strategies in the language classroom, and gives the teacher 35 motivational strategies that they can use with language learners.
Analyzes the evolution of contemporary art in Chile from 1973 to 2007. This edition reproduces more than 500 color images of works by 74 contemporary artists (selected by editor Mosquera) including names such as: Juan Downey, Carlos Arias, (Santiago, Chile, 1964); Juan Castillo, (Antofagasta, 1952); Eugenio Dittborn, (Santiago, Chile, 1943); Paz Errzuriz, (Santiago, Chile, 1944); Volupsa Jarpa, (Rancagua, 1971); Carlos Leppe, (Santiago, Chile, 1952); and Carolina Ruff, (Santiago, Chile, 1973), as well as younger generation artists. The artists are presented in alphabetical order with brief introductory texts. Each reproduced work is rigorously documented with a caption that, in addition to providing the technical data offers the reader a description of the work for better comprehension. Six essays by noted critics and art historians: Guillermo Machuca, Mar̕a Berr̕os, Justo Pastor Mellado, Catalina Mena, Nelly Richard y Adriana V̀lads (description provided by vendor).
Offering a balanced approach to problem-solving issues in a complex and changing world, this book focuses specifically on the subject of problem solving in policing. Featured selections include chapters on domestic security, disorderly youth, auto theft, prostitution, gang delinquency and crime in public housing. Other notable selections discuss the role of supervising police personnel engaged in problem solving, advances in using this approach in criminal investigations, solving serial crimes, preparing for terrorism, and developing patrol officers as effective first responders to active violence.
This volume of specially commissioned articles examines theory and practice in EAP.
CLIL (Content and Language Integrated Learning) has attracted great interest in recent years, especially in Europe but increasingly more widely in the world. This book provides practical, classroom-tested activities that can be used when teaching any subject.
This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (â oeCLIL in action: Practical considerationsâ ) provides a window into how CLIL implementation is unravelling at the grassroots level vis-à-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (â oeThe effects of CLIL on language learning: Research-based evidenceâ ) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (â oePreparing teachers for CLIL: Practical proposalsâ ), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms â oeevidence-based practiceâ in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands â " implementation, research, and training â " dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.