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Contemporary Yoga and Sacred Texts (Routledge Studies in Religion)
by Caroline Vander SticheleThis book explores the textual traditions that authorize the history, legitimacy, and authenticity of today’s physical posture practice. The volume focuses on why and how yoga communities have adopted various texts that they consider sacred or spiritually meaningful. Among the texts discussed are Yogananda‘s Autobiography, Sri Aurobindo's Savitri, Patanjali’s Yoga Sutra, the Bhagavad Gita, the Hatha Yoga Pradipika, the Upanishads, the Vedas, and the Yoginī Tantra. Famous thinkers included are Aurobindo, Yogananda, Osho-Rajneesh, Sogyal Rimpoche, Charles Johnston, and Howard Thurman. Offering a starting point, the ten chapters address the nature, selection, and function of various ancient and contemporary texts read in contemporary yoga settings. The attention centers on how and why texts are read and for whom they are read. As yoga is practiced in ashrams, yoga studios, gyms, meeting rooms, and even private living rooms, scholarly approaches to investigate the connections between yoga and texts are necessarily diverse.This volume aims to inspire further scholarship on the reading of texts in past and present yoga communities. The collection demonstrates that textual tradions deserve to be an important part of contemporary yoga scholarship. The volume will, therefore, be of great interest to scholars of religious studies, yoga studies, and Asian studies, as well as those studying sacred texts.
Contemporary and Classic Arguments: A Portable Anthology
by Sylvan Barnet Hugo BedauModelling an extensive range of argumentative writing at half the price, the concise Contemporary & Classic Arguments helps you engage with some of today's most pressing topics through a collection of classic essays that provide time-tested models of effective argument.
Contemporary's, Top 50 Reading Skills for GED Success [Grade 9-12]
by Judith GallagherContemporary'sTop 50 . . . Skills for GED Successis a program designed toquicklyprepare students for the GED Tests. These Textbooks can be used in a variety of ways: Student-directed self-study One-on-one instruction Group instruction Top 50 . . . Skills for GED Successorganizes each GED Test subject into 50 manageable skills, identified by the GED Testing Service. The format of each text is very easy to follow and is organized into instruction and practice sections. Pretest and Posttest The pretest contains a question for each of the skills most likely to be seen on the actual GED Test. The posttest is formatted just like the GED Test! Students can use the posttest to practice taking the GED test under real test-taking conditions, as well as an evaluation tool to determine readiness for the real GED Test. Lesson Format Each lesson in the text is introduced in a two-page format. The left page is the Skill Instruction page and the right page is the GED Readiness page. The GED Readiness page provides practice questions in the same format as the actual GED Test.
Contending with Gun Violence in the English Language Classroom
by Shelly Shaffer Gretchen Rumohr-Voskuil Steven T. BickmoreUtilizing experiences and expertise from English educators, young adult literature authors, classroom teachers, and mental health professionals, this book considers how secondary English Language Arts can address school gun violence. Curated by field experts, contributions to this volume pay special attention to how a school’s culture and climate affect how teachers and students communicate around difficult topics that are embedded in the curriculum, but not directly addressed. As the first book that helps teachers and teacher educators to grapple with the topic of school violence specifically in the English education classroom, this book promotes young adult literature and writing activities that address timely and unfortunately recurring events.
Content (The MIT Press Essential Knowledge series)
by Kate EichhornA concise introduction to content and the content industry, from the early internet to the Instagram egg.From the time we roll out of bed to check overnight updates to our last posts, likes, and views of the previous day, we're consuming and producing content. But what does the term &“content&” even mean? When did it become ubiquitous? And at what cost? In this volume in the MIT Press Essential Knowledge series, Kate Eichhorn offers a concise introduction to content and the content industry, examining the far-reaching effects content has on culture, politics, and labor in a digital age. Eichhorn traces the evolution of our current understanding of content from the early internet to the current social mediaverse. The quintessential example of content, she says, is the Instagram egg—an image that imparted no information or knowledge and circulated simply for the sake of circulation. Eichhorn explores what differentiates user-generated content from content produced by compensated (although often undercompensated) workers; examines how fields from art and literature to journalism and politics have weathered the rise of the content industry; and investigates the increasing importance of artists&’ &“content capital&”—the ability of artists, writers, and performers to produce content not about their work but about their status as artists.
Content Analysis: An Introduction to Its Methodology
by Klaus KrippendorffSince the publication of the first edition of Content Analysis: An Introduction to Its Methodology, the textual fabric in which contemporary society functions has undergone a radical transformation: specifically, the ongoing information revolution. Today, content analysis has become an efficient alternative to public opinion research—a method of tracking markets, political leanings, and emerging ideas, a way to settle legal disputes, and an approach to explore individual human minds.
Content Analysis: An Introduction to Its Methodology
by Klaus KrippendorffWhat matters in people’s social lives? What motivates and inspires our society? How do we enact what we know? Since the first edition published in 1980, Content Analysis has helped shape and define the field. In the highly anticipated Fourth Edition, award-winning scholar and author Klaus Krippendorff introduces readers to the most current method of analyzing the textual fabric of contemporary society. Students and scholars will learn to treat data not as physical events but as communications that are created and disseminated to be seen, read, interpreted, enacted, and reflected upon according to the meanings they have for their recipients. Interpreting communications as texts in the contexts of their social uses distinguishes content analysis from other empirical methods of inquiry. Organized into three parts, Content Analysis first examines the conceptual aspects of content analysis, then discusses components such as unitizing and sampling, and concludes by showing readers how to trace the analytical paths and apply evaluative techniques. The Fourth Edition has been completely revised to offer readers the most current techniques and research on content analysis, including new information on reliability and social media. Readers will also gain practical advice and experience for teaching academic and commercial researchers how to conduct content analysis.
Content Analysis: An Introduction to Its Methodology
by Klaus KrippendorffWhat matters in people’s social lives? What motivates and inspires our society? How do we enact what we know? Since the first edition published in 1980, Content Analysis has helped shape and define the field. In the highly anticipated Fourth Edition, award-winning scholar and author Klaus Krippendorff introduces readers to the most current method of analyzing the textual fabric of contemporary society. Students and scholars will learn to treat data not as physical events but as communications that are created and disseminated to be seen, read, interpreted, enacted, and reflected upon according to the meanings they have for their recipients. Interpreting communications as texts in the contexts of their social uses distinguishes content analysis from other empirical methods of inquiry. Organized into three parts, Content Analysis first examines the conceptual aspects of content analysis, then discusses components such as unitizing and sampling, and concludes by showing readers how to trace the analytical paths and apply evaluative techniques. The Fourth Edition has been completely revised to offer readers the most current techniques and research on content analysis, including new information on reliability and social media. Readers will also gain practical advice and experience for teaching academic and commercial researchers how to conduct content analysis.
Content Area Literacy Strategies That Work: Do This, Not That!
by Lori G. WilfongContent area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided, helping you figure out which ideas to ditch and which to embrace. Topics covered include… Building background knowledge quickly Using specific strategies to scaffold focus while reading Using small group reading strategies to bring personal response and accountability to the content Understanding items that make reading in different disciplines unique Teaching content area vocabulary in meaningful ways Making writing an authentic process through daily and weekly assignments Planning and teaching effective informational and argumentative pieces Each chapter includes Common Core connections and practical templates and tools. The templates are available as free eResources so you can easily print them for classroom use.
Content Area Literacy: An Integrated Approach
by Thomas W. Bean John Readence R. Scott BaldwinThe 10th edition of Content Area Literacy focuses on developing 21st century learners who are adept at reading and critiquing multiple texts. Organized into two parts: Learning with Text and Technology and Teaching and Learning Strategies, this edition has a redesigned page format that provides teachers quick and easy access to concepts, ideas, and strategies.
Content Area Reading and Learning: Instructional Strategies
by James Flood Diane Lapp Nancy FarnanHow can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Content Area Reading and Learning: Instructional Strategies (3rd Edition)
by James Flood Diane Lapp Nancy FarnanHow can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. This book is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms. Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions.This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.
Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms
by Donna E. Alvermann Victoria R. Gillis George L. BoggsA focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts.
Content Area Reading: Teaching and Learning for College and Career Readiness
by Maureen McLaughlinContent Area Reading: Teaching and Learning for College and Career Readiness
Content Matters: A Disciplinary Literacy Approach to Improving Student Learning
by Stephanie M. Mcconachie Anthony R. Petrosky Lauren B. ResnickAn authoritative guide for improving teaching, learning, and literacy in content area classrooms This book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also shows how school instructional leaders can support teachers in learning and using this instructional approach. Offers an innovative approach for improving literacy, thinking, and content learning in secondary students Includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines Features chapters on each of the content areas-math, science, language arts, and social sciences Provides leadership guidance in implementing the method Foreword written by internationally acclaimed educator and cognitive scientist Lauren Resnick
Content Production for Digital Media: An Introduction
by John Weldon Jay Daniel ThompsonThis book provides an introduction to digital media content production in the twenty-first century. It explores the kinds of content production that are undertaken in professions that include journalism, public relations and marketing. The book provides an insight into content moderation and addresses the legal and ethical issues that content producers face, as well as how these issues can be effectively managed. Chapters also contain interviews with media professionals, and quizzes that allow readers to consolidate the knowledge they have gathered through their reading of that chapter.
Content Strategy in Technical Communication: A How-to Guide (ATTW Series in Technical and Professional Communication)
by Guiseppe Getto Jack T. Labriola Sheryl RuszkiewiczContent Strategy in Technical Communication provides a balanced, comprehensive overview of the current state of content strategy within the field of technical communication while showcasing groundbreaking work in the field. Emerging technologies such as content management systems, social media platforms, open source information architectures, and application programming interfaces provide new opportunities for the creation, publication, and delivery of content. Technical communicators are now sometimes responsible for such diverse roles as content management, content auditing, and search engine optimization. At the same time, we are seeing remarkable growth in jobs devoted to these other content-centric skills. This book provides a roadmap including best practices, pedagogies for teaching, and implications for research in these areas. It covers elements of content strategy as diverse as "Editing Content for Global Reuse" and "Teaching Content Strategy to Graduate Students with Real Clients," while giving equal weight to professional best practices and to pedagogy for content strategy. This book is an essential resource for professionals, students, and scholars throughout the field of technical communication.
Content Strategy: A How-to Guide (ATTW Series in Technical and Professional Communication)
by Guiseppe Getto Jack T. Labriola Sheryl RuszkiewiczThis comprehensive text provides a how-to guide for content strategy, enabling students and professionals to understand and master the skills needed to develop and manage technical content in a range of professional contexts. The landscape of technical communication has been revolutionized by emerging technologies such as content management systems, open-source information architecture, and application programming interfaces that change the ways professionals create, edit, manage, and deliver content. This textbook helps students and professionals develop relevant skills for this changing marketplace. It takes readers through essential skills including audience analysis; content auditing; assembling content strategy plans; collaborating with other content developers; identifying appropriate channels of communication; and designing, delivering, and maintaining genres appropriate to those channels. It contains knowledge and best practices gleaned from decades of research and practice in content strategy and provides its audience with a thorough introductory text in this essential area. Content Strategy works as a core or supplemental textbook for undergraduate and graduate classes, as well as certification courses, in content strategy, content management, and technical communication. It also provides an accessible introduction for professionals looking to develop their skills and knowledge.
Content and Complexity: information Design in Technical Communication
by Michael J. Albers Beth MazurInformation design is an emerging area in technical communication, garnering increased attention in recent times as more information is presented through both old and new media. In this volume, editors Michael J. Albers and Beth Mazur bring together scholars and practitioners to explore the issues facing those in this exciting new field. Treating information as it applies to technical communication, with a special emphasis on computer-centric industries, this volume delves into the role of information design in assisting with concepts, such as usability, documenting procedures, and designing for users. Influential members in the technical communication field examine such issues as the application of information design in structuring technical material; innovative ways of integrating information design within development methodologies and social aspects of the workplace; and theoretical approaches that include a practical application of information design, emphasizing the intersection of information design theories and workplace reality. This collection approaches information design from the language-based technical communication side, emphasizing the role of content as it relates to complexity in information design. As such, it treats as paramount the rhetorical and contextual strategies required for the effective design and transmission of information. Content and Complexity: Information Design in Technical Communication explores both theoretical perspectives, as well as the practicalities of information design in areas relevant to technical communicators. This integration of theoretical and applied components make it a practical resource for students, educators, academic researchers, and practitioners in the technical communication and information design fields.
Content and Language Integrated Learning
by Rosa Maria Jimenez Catalan Yolanda Ruiz de ZarobeThis book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. Within the framework of European strategies to promote multilingualism, CLIL has begun to be used extensively in a variety of language learning contexts, and at different educational systems and language programmes. This book brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners' language competence. The basic theoretical assumption behind this book is that through successful use of the language to learn content, learners will develop their language proficiency more effectively while they learn the academic content specified in the curricula.
Content and Language Integrated Learning in Monolingual Settings: New Insights from the Spanish Context (Multilingual Education #38)
by María Luisa Pérez CañadoThis book offers new empirical insights into the current state of Content and Language Integrated Learning (CLIL) characterisation (through an innovative proposal to link CLIL to English as a Lingua Franca), implementation (via observation protocols and SWOT analyses), and research (by examining the effects of CLIL on the L1, foreign language, key competences, and content subjects taught through English). The book provides a state of the art of the CLIL arena, identifies the chief challenges that need to be addressed and signposts possible ways of overcoming these in order to continue advancing smoothly into the next decade of CLIL development. This book will be of interest to researchers, policy-makers, educational authorities, and practitioners as it will assist them in making informed decisions about how to characterise, implement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.
Content and Language Integrated Learning in South America (Multilingual Education #46)
by Yolanda Ruiz de Zarobe Darío Luis BanegasCLIL is a pedagogical approach which has gained traction in different educational and geographical contexts as a key tool in language learning and teaching. After more than 25 years of implementation, we can assert that we have learned a great deal about what CLIL entails. However, it is also true that we still need to contextualise the approach in order to clearly delimit what CLIL has to offer in each setting. This is precisely the aim of this book. This volume focuses on CLIL in South American contexts. It identifies, clarifies and offers insights into issues related to its characterisation and implementation, as well as teacher education. With contributions from a prestigious array of scholars and practitioners from various parts of South America, it also highlights some of the achievements and challenges in the process of implementing CLIL in the region. Against the backdrop of South American contexts, this book aims to provide a useful and innovative lens through which policy makers, researchers and teachers will find significant implications for the development of CLIL.
Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy
by Keiko Tsuchiya María Dolores Pérez MurilloThis edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.
Content-Area Writing: Every Teacher's Guide
by Harvey Daniels Steven Zemelman Nancy SteinekeThere are three truths about teaching writing, one that's widely known, one that isn't, and one that will change your teaching forever: the ability to write is essential for students in every subject area writing is the most powerful and efficient tool that teachers have for helping students connect with content and deepen their understanding of it every teacher, including you, is ready to coach middle and secondary writers successfully right now. No matter what subject you teach, Content-Area Writing is for you, especially if you're juggling broad curriculum mandates, thick textbooks, and severe time constraints. It not only shows that incorporating carefully structured writing activities into your lessons actually increases understanding and achievement, but also proves how writing can save, not consume, valuable instructional time. Following up on Subjects Matter - the book that changed how tens of thousands of language arts, math, science, and social studies teachers use reading in their classrooms - Harvey Daniels, Steven Zemelman, and Nancy Steineke now present the most thorough and practical exploration available of writing in the subject areas. Content-Area Writing guides you strategically through the two major types of writing that every student must know: Writing to Learn: the quick, exploratory, and extemporaneous in-class writing that helps kids engage deeply with content, build connections, and retain what they've learned, Public Writing: planned, constructed, and polished writing in which students demonstrate knowledge and reflect on what they've learned. With their contagious combination of humor, irreverence, and classroom smarts, Daniels, Zemelman, and Steineke give you dozens of valuable lessons for encouraging growth in both types of writing with subject-specific ideas for planning, organizing, and teaching, as well as samples of student work and guidelines for evaluation and assessment. They also include detailed information on how their strategies fit into the writing process, how they can be used in writing workshops across the curriculum, and how they prepare students for testing and other on-demand writing situations. With writing, you can help students learn better, retain more, meet content- and skills-based standards, and tackle any test with confidence. No matter what you teach, read Content-Area Writing and discover for yourself that classroom time spent writing is classroom time well spent.
Content-Based College ESL Instruction
by Donna M. Brinton Loretta F. Kasper Marcia Babbitt Rebecca William Mlynarczyk Judith W. RosenthalThis book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations. Every chapter presents a balance of theory and practice, focusing on a detailed description, with clear examples of classroom practices including information, suggestions, and instructional tools. Each chapter addresses assessment issues as they apply to the particular methodology described.