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Are you interested in art and humanities? Have you been learning English for a long time but feel that you do not have enough confidence to survive in this specialized context? Would you like to learn the necessary strategies and skills? English for Art and Humanities has been especially designed for university students or professionals who would like to use and improve their English in areas such as history, art history, literature, film and media and language. This book integrates practice on the four language skills (reading, listening, speaking and writing) and will offer you the opportunity to benefit not only professionally but also at a social and emotional level. An important aspect that has been developed is acquiring intercultural competence in a globalized world. Our approach has been a very practical one based on the different tasks that you may encounter in various specialized contexts: teaching, research, dealing with artistic and multimedia projects, art galleries, museums, conservation, libraries, etc. You will learn to carry out tasks such as commenting on a work of art, writing a literary review, providing conservation advice, advertising a product or service and writing your own curriculum vitae, "bio", or cover letter. The book is accompanied by a CD in which you will be able to listen to authentic material ranging from poems, speeches or biographical data to an oral presentation.
Study Abroad 2006-2007 contains some 2,900 entries concerning post-secondary education and training in all academic and professional fields in countries throughout the world. Key features include information on: Study opportunities and financial assistance available to students wishing to study in a foreign country; National systems of higher education; Open and distance learning (ODL) opportunities; Validation of foreign qualifications; How to search for quality institutions of higher education including warnings about bogus institutions. This is a trilingual edition: French/English/Spanish.
Study Abroad presents information on scholarships, university courses, training & continuing education programs, student employment, & information on handicapped facilities. This edition contains 2,908 entries concerning post-secondary education in all fields in 120 countries & territories. Recommended in: ALA's Guide to Reference Books, Walford's Guide to Reference Material.
Forty years after Tom Wolfe, Hunter S. Thompson, and Gay Talese launched the New Journalism movement, Robert S. Boynton sits down with nineteen practitioners of what he calls the New New Journalism to discuss their methods, writings and careers. The New New Journalists are first and foremost brilliant reporters who immerse themselves completely in their subjects. Jon Krakauer accompanies a mountaineering expedition to Everest. Ted Conover works for nearly a year as a prison guard. Susan Orlean follows orchid fanciers to reveal an obsessive subculture few knew existed. Adrian Nicole LeBlanc spends nearly a decade reporting on a family in the South Bronx. And like their muckraking early twentieth-century precursors, they are drawn to the most pressing issues of the day: Alex Kotlowitz, Leon Dash, and William Finnegan to race and class; Ron Rosenbaum to the problem of evil; Michael Lewis to boom-and-bust economies; Richard Ben Cramer to the nitty gritty of politics. How do they do it? In these interviews, they reveal the techniques and inspirations behind their acclaimed works, from their felt-tip pens, tape recorders, long car rides, and assumed identities; to their intimate understanding of the way a truly great story unfolds. Interviews with: Gay Talese Jane Kramer Calvin Trillin Richard Ben Cramer Ted Conover Alex Kotlowitz Richard Preston William Langewiesche Eric Schlosser Leon Dash William Finnegan Jonathan Harr Jon Krakauer Adrian Nicole LeBlanc Michael Lewis Susan Orlean Ron Rosenbaum Lawrence Weschler Lawrence Wright
From today’s vantage point it can be denied that the confidence in the abilities of globalism, mobility, and cosmopolitanism to illuminate cultural signification processes of our time has been severely shaken. In the face of this crisis, a key concept of this globalizing optimism as World Literature has been for the past twenty years necessarily is in the need of a comprehensive revision. World Literature, Cosmopolitanism, Globality: Beyond, Against, Post, Otherwise offers a wide range of contributions approaching the blind spots of the globally oriented Humanities for phenomena that in one way or another have gone beyond the discourses, aesthetics, and political positions of liberal cosmopolitanism and neoliberal globalization. Departing basically (but not exclusively) from different examples of Latin American literatures and cultures in globalized contexts, this volume provides innovative insights into critical readings of World Literature and its related conceptualizations. A timely book that embraces highly innovative perspectives, it will be a mustread for all scholars involved in the field of the global dimensions of literature.
Thinking Spanish Translation is a comprehensive and revolutionary 20-week course in translation method with a challenging and entertaining approach to the acquisition of translation skills.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
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