Ways with Words


Book Description

Ways with Words, first published in 1983, is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the south-eastern United States. 'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is an African-American working-class community whose older generations grew up farming the land, but whose existent members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.




How Languages Work


Book Description

A new and exciting introduction to linguistics, this textbook presents language in all its amazing complexity, while guiding students gently through the basics. Students emerge with an appreciation of the diversity of the world's languages, as well as a deeper understanding of the structure of human language, the ways it is used, and its broader social and cultural context. Chapters introducing the nuts and bolts of language study (phonology, syntax, meaning) are combined with those on the 'functions' of language (discourse, prosody, pragmatics, and language contact), helping students gain a better grasp of how language works in the real world. A rich set of language 'profiles' help students explore the world's linguistic diversity, identify similarities and differences between languages, and encourages them to apply concepts from earlier chapter material. A range of carefully designed pedagogical features encourage student engagement, adopting a step-by-step approach and using study questions and case studies.




Critical Perspectives on Work-Integrated Learning in Higher Education Institutions


Book Description

Governments around the world are committed to enhancing students’ “graduateness”. Work-integrated learning (WIL) is one of the many programmes which Higher Education Institutions (HEIs) can develop to promote this facet of student life. The incorporation of work-integrated learning in curriculum design and development can produce reciprocal benefits for students, workplaces, professions and communities. Any curriculum design and development endeavour relating to WIL requires appropriate resources to support curriculum development. This book serves to explore WIL programmes and experiences for the student, WIL coordinator and supervisor. It further integrates practical, relevant and reflective industry experience within the higher education curriculum to enhance student development. WIL has no uniformly or specific framework or approaches since it is an emerging field and is generally influenced by contextual factors. In view of the diversity in theory and practice and different purposes, whether pragmatic or practical, driving the adoption of one approach over another, this book highlight sthe diverse approaches that encapsulate WIL in South Africa.




The Social Sciences


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Athenae Cantabrigienses


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Leadership and Creativity


Book Description

Historical accounts of successful laboratories often consist primarily of reminiscences by their directors and the eminent people who studied or worked in these laboratories. Such recollections customarily are delivered at the celebration of a milestone in the history of the laboratory, such as the institution's fiftieth or one hundredth anniversary. Three such accounts of the Cavendish Laboratory at the University of Cambridge have been recorded. The first of these, A History of the Cavendish Laboratory, 1871-1910, was published in 1910 in honor of the twenty fifth anniversary of Joseph John Thomson's professorship there. The second, The Cavendish Laboratory, 1874-1974, was published in 1974 to commemorate the one hundredth anniversary of the Cavendish. The third, A Hundred Years and More of Cambridge Physics, is a short pamphlet, also published at the centennial of the 1 Cavendish. These accounts are filled with the names of great physicists (such as James Clerk Maxwell, Lord Rayleigh, J. J. Thomson, Ernest Rutherford, and William Lawrence Bragg), their glorious achievements (for example, the discoveries of the electron, the neutron, and DNA) and interesting anecdotes about how these achievements were reached. But surely a narrative that does justice to the history of a laboratory must recount more than past events. Such a narrative should describe a living entity and provide not only details of the laboratory's personnel, organization, tools, and tool kits, but should also explain how these components interacted within 2 their wider historical, cultural, and social contexts.




Universities Review


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The Newgate Novel, 1830-1847


Book Description

Additional Illustrator Is W. M. Thackeray.