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This Language, A River is an introduction to the history of English that recognizes multiple varieties of the language in both current and historical contexts. Developed over years of undergraduate teaching, the book helps students both to grasp traditional histories of English and to extend and complicate those histories. Exercises throughout provide opportunities for puzzling out concepts, committing terms and data to memory, and applying ideas. A comprehensive glossary and up-to-date bibliographies help to guide further study.
"Lost Childhood and the Language of Exile" is a long awaited collection of essential papers to be used as a tool not only by members of the helping professions working with people from cultures other than their own, but by all those who need to come to grips with the multidimensional and multilingual experiences of individuals and groups in our increasingly global society--and with themselves." --Edith Kurzweil "This remarkable compendium on ‘loss’ contains essays that are amongst the most moving and deeply reflective accounts of all the different types of loss we can undergo, whether it be the loss of one’s country, one’s mother tongue, or that loss we must all endure: the loss of our childhood. Although the book does contain essays that are for the specialist reader in psychoanalysis it’s great merit resides in the diverse range of many poetically constructed essays and one hopes that "Lost Childhood" will reach readers outside the field of psychoanalysis as the editors have found writers for whom to write about loss is to bring out the very best in one’s reflections on life itself." --Christopher Bollas "Lost Childhood and the Language of Exile" invites the reader to enter a territory which is not only multilingual but multidimensional: defined and shaped by history, politics, economy, and socio-cultural transformations. In this book we present you with stories of great diversity written by psychoanalysts, psychotherapists, writers, scientists, doctors, and historians. It gives important insights on the psychodynamic processes involved in working with, and being part of, exiled and immigrant populations. Published by the Ministry of Imago East West Cultural Heritage, Hungary Freud Museum
In the Zohar, the jewel in the crown of Jewish mystical literature, the verse "A river flows from Eden to water the garden" (Genesis 2:10) symbolizes the river of divine plenty that unceasingly flows from the depths of divinity into the garden of reality. Hellner-Eshed's book investigates the flow of this river in the world of the Zoharic heroes, Rabbi Shimon bar Yohai and his disciples, as they embark upon their wondrous spiritual adventures. By focusing on the Zohar's language of mystical experience and its unique features, the author is able to provide remarkable scholarly insight into the mystical dimensions of the Zohar, namely the human quest for an enhanced experience of the living presence of the divine and the Zohar's great call to awaken human consciousness.
The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.
The close connection between philosophy of language and philosophy of law has been recognized for decades through the work of many influential legal philosophers. This volume brings recent advances in philosophy of language to bear on contemporary debates about the nature of law and legal interpretation. The book builds on recent work in pragmatics and speech-act theory to explain how, and to what extent, legal content is determined by linguistic considerations. At the same time, the analysis shows that some of the unique features of communication in the legal domain - in particular, its strategic nature - can be employed to put pressure on certain assumptions in philosophy of language. This enables a more nuanced picture of how semantic and pragmatic determinants of communication work in complex and large-scale systems such as law. Chapters build on explanations of key elements of statutory language, such as the distinction between what is said and what is implicated, the possibility of ascribing truth-values to legal prescriptions and the structure of legal inferences, the various forms of vagueness in the law, the distinctions between vagueness, ambiguity, and polysemy in legal language, and the distinction between concept and conceptions, mostly in the context of constitutional interpretation. The book demonstrates that paying close attention to the kind of speech acts legal directives are, and how they determine the content of the law, enables a better understanding of the boundaries between normative and linguistic determinants of legal content.
Terms such as "Third World", "developing countries" and "Global South" are ubiquitous in the discipline of development studies, but they are often poorly defined, ideologically weighted and misleading. Taking an intellectual history approach, this book examines the most commonly used spatial terms in the language of development, tracing their origins, meanings, evolution and processes of popularisation and demonstrating how geographical, political and economic concepts were used or misused in creating these terms. The book looks at the origins and the changing nature of fundamental development divisions from prehistoric times to the present day and analyses the process of conceptualising the contemporary North-South divide, focusing especially on the start of spatial development terminology in the twentieth century. It uses detailed maps to assist the reader in visualising the geographical complexities of these spatial terms, and discusses more recently developed terms, such as "emerging markets" and "BRIC", which are key to understanding the modern world. This book provides a valuable resource for students and researchers in development studies, international relations, geography, sociology and anthropology, as well as practitioners in the field of development.

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