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أصوات القراءة وما ىتصل بها من ظواهر لغوىة
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Literature, the Humanities, and Humanity attempts to make the study of literature more than simply another school subject that students have to take. At a time when all subjects seem to be valued only for their testability, this book tries to show the value of reading and studying literature, even earlier literature. It shows students, some of whom will themselves become teachers, that literature actually has something to say to them. Furthermore, it shows that literature is meant to be enjoyed, that, as the Roman poet Horace (and his Renaissance disciple Sir Philip Sidney) said, the functions of literature are to teach and to delight. The book will also be useful to teachers who want to convey their passion for literature to their students. After an introductory chapter that offers advice on how to read (and teach) literature, the book consists of a series of chapters that examine individual literary works ranging from The Iliad to Charles Dickens' Bleak House. These chapters can not substitute for reading the actual works. Rather they are intended to help students read those works. They are attempts to demystify the act of reading and to show that these works, whether they are nearly three thousand or less than two hundred years old, still have important things to say to contemporary readers.
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EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.
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Trebia. Trasimene. Cannae. With three stunning victories, Hannibal humbled Rome and nearly shattered its empire. Even today Hannibal's brilliant, if ultimately unsuccessful, campaign against Rome during the Second Punic War (218-202 BC) make him one of history's most celebrated military leaders. This biography by Cornelius Nepos (c. 100-27 BC) sketches Hannibal's life from the time he began traveling with his father's army as a young boy, through his sixteen-year invasion of Italy and his tumultuous political career in Carthage, to his perilous exile and eventual suicide in the East.
As Rome completed its bloody transition from dysfunctional republic to stable monarchy, Nepos labored to complete an innovative and influential collection of concise biographies. Putting aside the detailed, chronological accounts of military campaigns and political machinations that characterized most writing about history, Nepos surveyed Roman and Greek history for distinguished men who excelled in a range of prestigious occupations. In the exploits and achievements of these illustrious men, Nepos hoped that his readers would find models for the honorable conduct of their own lives. Although most of Nepos' works have been lost, we are fortunate to have his biography of Hannibal. Nepos offers a surprisingly balanced portrayal of a man that most Roman authors vilified as the most monstrous foe that Rome had ever faced.
Nepos' straightforward style and his preference for common vocabulary make Life of Hannibal accessible for those who are just beginning to read continuous Latin prose, while the historical interest of the subject make it compelling for readers of every ability.
This book contains embedded audio files of the original text read aloud by Christopher Francese.
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The rebirth of Ancient Greek in Europe was promoted by Humanist education and ideas to such an extent that we can consider the Greek language as a formative element of Humanist culture. Next to Latin, the default common language, a Humanist has to know and use Greek, because he is not, cannot and will not be a barbarian: barbaros ou pelomai, as Julius Caesar Scaliger claimed in his verses in 1600. Wreaths (stephanoi) have been the symbols of the cult of Muses from ancient times. After the love for Greek Muses had been revived by Renaissance Humanist poets and scholars, it has remained with us both in poetic activity and in scholarship. The Hellenostephanos volume presents a collection of papers by scholars who study Humanist Greek, aspiring towards another revival of Hellenism, and trying to avoid being barbarians. The volume includes papers by Christian Gastgeber, Gita Bērziņa, Janika Päll, Charalampos Minaoglou, Erkki Sironen, Kaspar Kolk, Tua Korhonen, Johanna Akujärvi, Bartosz Awianowicz, Jean-Marie Flamand, Walther Ludwig, Alessandra Lukinovich, Martin Steinrück, Tomas Veteikis, Grigory Vorobyev, Vlado Rezar, Pieta van Beek, and Antoine Haaker.
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The Proud Nightingale covers the many facets of medieval music in the Netherlands until the year 1600. Eighteen authors discuss songs ranging from of courtly songs, including minstrels, mystics and Modern Devots, on the performance and the oral tradition of ancient songs, and on intertextuality. What is new is the use of ethnological perspective by a number of the authors. This book is a collection of songs: messages from loved ones to joyous songs sung by groups at home and in the pub, or by farmers and servants whilst weeding, mowing and harvesting. At the same time religious melodies convey their desire for God or their distaste of the world.
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Probability theory began in seventeenth century France when the two great French mathematicians, Blaise Pascal and Pierre de Fermat, corresponded over two problems from games of chance. Problems like those Pascal and Fermat solved continuedto influence such early researchers as Huygens, Bernoulli, and DeMoivre in establishing a mathematical theory of probability. Today, probability theory is a wellestablished branch of mathematics that finds applications in every area of scholarlyactivity from music to physics, and in daily experience from weather prediction topredicting the risks of new medical treatments.
This text is designed for an introductory probability course taken by sophomores,juniors, and seniors in mathematics, the physical and social sciences, engineering,and computer science. It presents a thorough treatment of probability ideas andtechniques necessary for a form understanding of the subject. The text can be usedin a variety of course lengths, levels, and areas of emphasis.
For use in a standard one-term course, in which both discrete and continuousprobability is covered, students should have taken as a prerequisite two terms ofcalculus, including an introduction to multiple integrals. In order to cover Chapter 11, which contains material on Markov chains, some knowledge of matrix theoryis necessary.
The text can also be used in a discrete probability course. The material has beenorganized in such a way that the discrete and continuous probability discussions arepresented in a separate, but parallel, manner. This organization dispels an overlyrigorous or formal view of probability and o?ers some strong pedagogical valuein that the discrete discussions can sometimes serve to motivate the more abstractcontinuous probability discussions. For use in a discrete probability course, studentsshould have taken one term of calculus as a prerequisite.
Very little computing background is assumed or necessary in order to obtain fullbenefits from the use of the computing material and examples in the text. All ofthe programs that are used in the text have been written in each of the languagesTrueBASIC, Maple, and Mathematica.
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Welcome to Music 1300, Music: Its Language History, and Culture. The course has a numberof interrelated objectives:
1. To introduce you to works representative of a variety of music traditions.These include the repertoires of Western Europe from the Middle Agesthrough the present; of the United States, including art music, jazz, folk, rock, musical theater; and from at least two non-Western world areas (Africa, Asia, Latin America, the Caribbean, the Middle East, Indian subcontinent).
2. To enable you to speak and write about the features of the music you study,employing vocabulary and concepts of melody, rhythm, harmony, texture, timbre,and form used by musicians.
3. To explore with you the historic, social, and cultural contexts and the role of class, ethnicity, and gender in the creation and performance of music,including practices of improvisation and the implications of oral andnotated transmission.
4. To acquaint you with the sources of musical sounds—instruments and voices fromdifferent cultures, found sounds, electronically generated sounds; basic principlesthat determine pitch and timbre.
5. To examine the influence of technology, mass media, globalization, and transnationalcurrents on the music of today.
The chapters in this reader contain definitions and explanations of musical terms and concepts,short essays on subjects related to music as a creative performing art, biographical sketchesof major figures in music, and historical and cultural background information on music fromdifferent periods and places.
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From the University of Florida College of Fine Arts, Charlie Mitchell and distinguished colleagues from across America present an introductory text for theatre and theoretical production. This book seeks to give insight into the people and processes that create theater. It does not strip away the feeling of magic but to add wonder for the artistry that make a production work well.
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Although it is significantly expanded from "Introduction to Music Theory", this book still covers only the bare essentials of music theory. Music is a very large subject, and the advanced theory that students will want to pursue after mastering the basics will vary greatly. A trumpet player interested in jazz, a vocalist interested in early music, a pianist interested in classical composition, and a guitarist interested in world music, will all want to delve into very different facets of music theory; although, interestingly, if they all become very well-versed in their chosen fields, they will still end up very capable of understanding each other and cooperating in musical endeavors. The final section does include a few challenges that are generally not considered "beginner level" musicianship, but are very useful in just about every field and genre of music.
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This is a textbook in modern philosophy. It combines readings from primary sources with two pedagogical tools. Paragraphs in italics introduce figures and texts. Numbered study questions (also in italics) ask students to reconstruct an argument or position from the text, or draw connections among the readings. And I have added an introductory chapter (Chapter 0 – Minilogic and Glossary), designed to present the basic tools of philosophy and sketch some principles and positions. The immediate goal is to encourage students to grapple with the ideas rather than passing their eyes over the texts. This makes for a better classroom experience and permits higher-level discussions. Another goal is to encourage collaboration among instructors, as they revise and post their own versions of the book.
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Fundamental Methods of Logic is suitable for a one-semester introduction to logic/critical reasoning course. It covers a variety of topics at an introductory level. Chapter One introduces basic notions, such as arguments and explanations, validity and soundness, deductive and inductive reasoning; it also covers basic analytical techniques, such as distinguishing premises from conclusions and diagramming arguments. Chapter Two discusses informal logical fallacies. Chapters Three and Four concern deductive logic, introducing the basics of Aristotelian and Sentential Logic, respectively. Chapter Five deals with analogical and causal reasoning, including a discussion of Mill's Methods. Chapter Six covers basic probability calculations, Bayesian inference, fundamental statistical concepts and techniques, and common statistical fallacies.
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A Concise Introduction to Logic is an introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles. The text also includes a basic introduction to findings of advanced logic. As indicators of where the student could go next with logic, the book closes with an overview of advanced topics, such as the axiomatic method, set theory, Peano arithmetic, and modal logic. Throughout, the text uses brief, concise chapters that readers will find easy to read and to review.
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The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, the goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. Traditional theories of right action is covered in a third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. The end of the ethics sequence addresses social justice, what it is for one's community to be good. Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates the course of development into moral maturity. Over the course of the text, the author has tried to outline the continuity of thought that leads from the historical roots of philosophy to a few of the diverse areas of inquiry that continue to make significant contributions to our understanding of ourselves and the world we live in.
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Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions and educational settings. Genre in a Changing World,edited by Charles Bazerman, Adair Bonini, and Débora Figueiredo,provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, North and South America, were selected from more than 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies), held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.
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Exploring Movie Construction & Production contains eight chapters of the major areas of film construction and production. The discussion covers theme, genre, narrative structure, character portrayal, story, plot, directing style, cinematography, and editing. Important terminology is defined and types of analysis are discussed and demonstrated. An extended example of how a movie description reflects the setting, narrative structure, or directing style is used throughout the book to illustrate building blocks of each theme. This approach to film instruction and analysis has proved beneficial to increasing students' learning, while enhancing the creativity and critical thinking of the student.
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The second in a two-volume set, A Theory of Literate Action draws on work from the social sciences—and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science—to "reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion" (p. 3). An expression of more than a quarter-century of reflection and scholarly inquiry, this volume represents a significant contribution to contemporary rhetorical theory.
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In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
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This book provides an overview of the current debates about the nature and extent of our moral obligations to animals. Which, if any, uses of animals are morally wrong, which are morally permissible (i.e., not wrong) and why? What, if any, moral obligations do we, individually and as a society (and a global community), have towards animals and why? How should animals be treated? Why?
We will explore the most influential and most developed answers to these questions – given by philosophers, scientists, and animal advocates and their critics – to try to determine which positions are supported by the best moral reasons.
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The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, the goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. Traditional theories of right action is covered in a third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. The end of the ethics sequence addresses social justice, what it is for one's community to be good. Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates the course of development into moral maturity. Over the course of the text, the author has tried to outline the continuity of thought that leads from the historical roots of philosophy to a few of the diverse areas of inquiry that continue to make significant contributions to our understanding of ourselves and the world we live in.
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This book is for students who have studied Modern Standard Arabic (MSA) for one year or more and would like to learn colloquial Arabic basics using their knowledge of MSA. It aims at transitioning learners from Novice Mid level to Intermediate Low through presenting situations useful for living in an Arab country. The book has several features including hyperlinks, practice dialogues with open answers, cultural tips, and more. To access the audio files to accompany this book, please visithttp://pdxscholar.library.pdx.edu/pdxopen/8/
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This book provides an introduction to the study of meaning in human language, from a linguistic perspective. It covers a fairly broad range of topics, including lexical semantics, compositional semantics, and pragmatics. The chapters are organized into six units: (1) Foundational concepts; (2) Word meanings; (3) Implicature (including indirect speech acts); (4) Compositional semantics; (5) Modals, conditionals, and causation; (6) Tense & aspect.
Most of the chapters include exercises which can be used for class discussion and/or homework assignments, and each chapter contains references for additional reading on the topics covered.
As the title indicates, this book is truly an INTRODUCTION: it provides a solid foundation which will prepare students to take more advanced and specialized courses in semantics and/or pragmatics. It is also intended as a reference for fieldworkers doing primary research on under-documented languages, to help them write grammatical descriptions that deal carefully and clearly with semantic issues. The approach adopted here is largely descriptive and non-formal (or, in some places, semi-formal), although some basic logical notation is introduced. The book is written at level which should be appropriate for advanced undergraduate or beginning graduate students. It presupposes some previous coursework in linguistics, but does not presuppose any background in formal logic or set theory.
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Le Littéraire dans le quotidien is an open textbook for use in French courses. The Literary in the Everyday represents a new pedagogical approach to reading and writing at the lower levels and is applicable to all languages. Teachers of foreign languages besides French can read about the approach in the Teacher's Guide. Go to Google Drive for individual chapters. Additionally, the Foreign Languages & The Literary in the Everyday (FLLITE) Project, a joint initiative of COERLL and CERCLL, two national foreign language resource centers, offers open resources for professional development in the publication of CC licensed FLLITE lessons in any language. Go to the FLLITE website for the lesson archive.
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Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?
This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.
