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What does it mean to argue that communication is organizing? Or ritual? Or failure? What is at stake in choosing one metaphor or stance over another? What is gained and what is lost - for the field, for the theories themselves, and especially for humans communicating in everyday contexts? In Communication as...: Perspectives on Theory, editors Gregory J. Shepherd, Jeffrey St. John, and Ted Striphas bring together a collection of 27 essays that explores the wide range of theorizing about communication, cutting across all lines of traditional division in the field. The essays in this text are written by leading scholars in the field of communication theory, with each scholar employing a particular stance or perspective on what communication theory is and how it functions. In essays that are brief, argumentative, and forceful, the scholars propose their perspective as a primary or essential way of viewing communication with decided benefits over other views. Key Features: Compares and contrasts different metaphorical views on the theory and practice of communication, challenging students to develop their own argument about communication theory Promotes an alternative way of examining communication problems - through the engaged interplay of a diversity of positions - encouraging readers to think through contemporary problems and questions in the field Compels readers to confront competing theoretical positions and their consequences head-on rather than outlining theories in ways that might separate them from their real-world consequences Communication as... is an excellent textbook for advanced undergraduate and graduate courses on communication theory in the fields of Communication, Journalism, Sociology, and Psychology.
This book presents reflections on the relationship between narratives and argumentative discourse. It focuses on their functional and structural similarities or dissimilarities, and offers diverse perspectives and conceptual tools for analyzing the narratives’ potential power for justification, explanation and persuasion. Divided into two sections, the first Part, under the title “Narratives as Sources of Knowledge and Argument”, includes five chapters addressing rather general, theoretical and characteristically philosophical issues related to the argumentative analysis and understanding of narratives. We may perceive here how scholars in Argumentation Theory have recently approached certain topics that have a close connection with mainstream discussions in epistemology and the cognitive sciences about the justificatory potential of narratives. The second Part, entitled “Argumentative Narratives in Context”, brings us six more chapters that concentrate on either particular functions played by argumentatively-oriented narratives or particular practices that may benefit from the use of special kinds of narratives. Here the focus is either on the detailed analysis of contextualized examples of narratives with argumentative qualities or on the careful understanding of the particular demands of certain well-defined situated activities, as diverse as scientific theorizing or war policing, that may be satisfied by certain uses of narrative discourse.
Help students navigate key concepts and philosophical arguments and develop their own points of view with our clear, engaging AS Philosophy textbook, written for the new AQA AS Philosophy specification Written by the authors of Philosophy in Focus, this book covers both units, Epistemology and Philosophy of Religion, and supports students in understanding difficult material through a clear style and visual examples of concepts and ideas. - Encourages students to engage with the anthology texts with clear prompts to read the relevant extracts, helpfully provided at the back of the book for ease of teaching and studying - Cements knowledge and understanding of key philosophical ideas through varied activities - Develops analytical skills and students' own philosophical viewpoints through practical tasks - Stretches students with clearly signposted extension material Contents Introduction Introduction to Descartes' Meditations Section 1: Epistemology Section 2: Philosophy of Religion Section 3: Preparing for the exam 3.1 How to approach the exam 3.2 How to read philosophy Section 4: Anthology extracts Glossary Notes Selected bibliography Index
An interdisciplinary study of the nature of money and its impact on our economic, social, political, legal and spiritual lives.
In the mediated digital era, communication is changing fast and eating up ever greater shares of real-world power. Corporate battles and guerrilla wars are fought on Twitter. Facebook is the new Berlin, home to tinkers, tailors, spies and terrorist recruiters. We recognize the power shift instinctively but, in our attempts to understand it, we keep using conceptual and theoretical models that are not changing fast, that are barely changing at all, that are laid over from the past. Journalism remains one of the main sites of communication power, an expanded space where citizens, protesters, PR professionals, tech developers and hackers can directly shape the news. Adrienne Russell reports on media power from one of the most vibrant corners of the journalism field, the corner where journalists and activists from countries around the world cross digital streams and end up updating media practices and strategies. Russell demonstrates the way the relationship between digital journalism and digital activism has shaped coverage of the online civil liberties movement, the Occupy movement, and the climate change movement. Journalism as Activism explores the ways everyday meaning and the material realities of media power are tied to the communication tools and platforms we have access to, the architectures of digital space we navigate, and our ability to master and modify our media environments.
Down in Whynot, NC, there are three things that hold true: 1) life moves just a little bit slower, 2) family means everything, and 3) you don’t mess with history. When his family decides to sell a home that’s been part of their history for over a century, Lowe Mancinkus is madder than a hornet. To add insult to injury, the woman who purchased it is some fancy pants, city girl looking to fix it up and sell it off. Doesn’t matter that she’s sexy as hell or that just being near her gets his blood racing like never before. That home belongs to his family, or at least it did until she came to town. Well that just won’t do, now will it? From the moment that she laid eyes on the historical home in rural North Carolina, Melinda Rothschild knew Mainer House was something special. The perfect escape from life in New York City, Melinda signed the papers and set to work restoring the house to its natural beauty. That is until an angry Lowe showed up on her doorstep one day. With a scowl on his handsome, chiseled face. And a shotgun in his strong, muscular arms. Is it getting hot in here? Melinda’s about to get a lesson on life in the south, but Lowe is about to learn a lesson of his own – this city girl doesn’t back down from a fight.
English as a Lingua Franca: Theorizing and Teaching English examines the English used among non-native speakers around the world today and its relation to English as a native language, as well as the implications for English language teaching. Challenging and incisive, this book analyses positive and negative accounts of English as a lingua franca, and its linguistic features, within the context of: native and World Englishes multilingualism and intercultural communication sociolinguistic issues including accent and identity classroom teaching and learning English as a Lingua Franca is a useful guide for teachers and trainee teachers, and will be essential reading for advanced students and linguists concerned with multilingualism, language contact, language learning, language change, and the place of English in the world today.
Teacher learning doesn’t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key “experts” in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning. Some of us have been writing – somewhat desperately – on these ideas for years. Beck and Kosnik have given us strong evidence that the ideas are effective in practice. I hope this persuasive and beautifully written book will be widely read.Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This book makes a powerful case for taking teachers’ professional development seriously. It brings us the voices of beginning teachers as they deepen their professional knowledge over time and makes clear the depth of commitment they bring to the job. Professor Gemma Moss, Institute of Education, University of London
The writings of Julius Caesar have beguiled by their apparent simplicity. Generations of readers have been encouraged to see them as a limpid record of positive achievement. The contributors to this volume demonstrate that the appearance of simplicity is achieved by devious and accomplished art. In nine original studies, focussing mainly on the Gallic War, the contributors trace systems of justification and omission, of measured praise and subtle criticism, which served to promote Caesar and to leave Roman enemies empty-handed. It is shown that Caesar's writing has an ingenuity of description which might seduce the casual Roman sceptic, and an artfulness of focus which now recalls the cinematographic. Even the notorious regularity of Caesar's syntax and his economy of vocabulary are revealed as pointed elements of a political manifesto. Far from being a plain and traditional record of warfare, Caesar's Commentaries are here shown to illuminate the political thinking of a man on his way to reshaping the world.