Search results for ""Peter Lang Publishing Inc""

The great International Expositions of the late nineteenth and early twentieth centuries brought together the world's political, intellectual, and industrial leaders for the exchange of information and ideas. They also promoted specific cultural values and belief systems. In this book, Eugene F. Provenzo, Jr. looks specifically at the educational exhibits at the 1876 Philadelphia Centennial Exhibition, the 1893 World's Columbian Exposition, and the 1904 Louisiana Purchase Exposition. In doing so, he demonstrates how the educational exhibits functioned as critical transfer points for the exchange of educational ideas and innovations between Europe, Asia, and the United States. In addition, he examines how many of the exhibits reflected a dominant Western hegemony and racist assumptions about the superiority of Western culture and education.

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Now in its third edition, Communication: Motivation, Knowledge, Skills (previously Human Communication: Motivation, Knowledge, and Skills) is a textbook for the basic (hybrid) communication course at 2- and 4-year colleges and universities. Beginning with the premise that all forms of communication can be important, this text helps students develop a framework for choosing communication messages and behaviors that will allow them to communicate competently in any situation. Through a theoretically-based and skills-oriented approach, the text emphasizes the basic themes of motivation, knowledge, and skills across the contexts of interpersonal communication, small group communication, public speaking, and computer-mediated communication and mass communication. Building on the success of the first two editions, this third edition is unique in that it: – Features the collaborative work of three recognized experts in the communication discipline, each of whom is a specialist in one of the three areas covered in the hybrid iteration of the basic communication course: Interpersonal communication, Brian H. Spitzberg; Small group communication, J. Kevin Barge; Public speaking, Sherwyn P. Morreale. – Offers a unified approach to the basic processes of human communication based on a communication competence model pioneered by Brian H. Spitzberg. – Includes extensive coverage of mediated competence and mass communication. In addition to theoretically based but accessible content, all chapters have features designed to enhance teaching and learning. These include the story of a student experience that opens each chapter and is discussed and used to illustrate the chapter’s content; tables and boxes related to important topics presented to intrigue student readers and «lock in learning»; self-assessment tools students can use to evaluate their own motivation, knowledge, and skills related to real-world situations; and knowledge-building discussion questions and competence activities for home assignments or in-class groups at the conclusion of each chapter. A new Test Bank to accompany the third edition is available to instructors as a free PDF. Please email customerservice@plang.com to obtain a copy of this highly valid and reliable assessment resource. In addition, the lead author, Sherwyn Morreale, is happy to participate in a Q&A session with students via a video call every semester that the book is used. To arrange this, please email the author directly at smorreal@uccs.edu

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The chief communication officer at a Fortune 500 multinational corporation today faces the challenges of a rapidly changing global economy, a revolution in communications channels fueled by the Internet, and a substantially transformed understanding of what a 21st-century corporation stands for. This book provides an accessible framework for describing these forces and the specific communication challenges that they have thrown at the global corporation. The text reviews the evolution of society’s response to the development of the modern company and the corporate communication practices that grew up in response to it, as well as examining the impact of globalization, Web 2.0 and the networked enterprise on current corporate relationships with key stakeholders such as customers, employees, shareholders, communities and regulators. In examining these forces and how they are interwoven, the authors offer insights and strategies for deploying effective communication as a strategic business asset in today’s global economy. Designed for the advanced student of corporate communication, the book contains updated guidelines for the management of investor relations, community relations and other corporate relationships in the age of social media. Specific recommendations for how to organize and execute effective communication for the contemporary practitioner working in the communication field are also provided.

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For over half a century, a small set of London-based companies have either created or globally distributed most of the iconic television images of international events. These journalists play a leading role in shaping how we understand the world, yet there has been little study of them and their practices. This book attempts to rectify this gap by providing the first comprehensive study of how television news agencies work, and describing a system of news production which has shaped our shared visual history since the 1950s. Spanning over twenty years of data gathering, document analysis, video content analysis, news production ethnography, and interviews, the book discusses their crucial role as agents of globalization, how they manufacture our image of the world, and their dangerous work providing images of conflict. The book is a tribute to this small and largely unknown tribe of journalists, but is also a warning that the public might better understand the power and potential harm of the system in which they operate.

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What can post/colonial studies and their approaches contribute to our understanding of the Austro-Hungarian (k.u.k.) occupation and administration of Bosnia-Herzegovina from 1878 to 1914? This anthology presents some possible answers to this research question which goes back to a workshop held at the University of Antwerp in 2005. Later more researchers were invited from the small international circle of established and emerging experts to contribute to this new perspective on the imperial intermezzo of Bosnia-Herzegovina (which is usually overshadowed by the two World Wars and the Yugoslav Succession Wars of the 1990s). Alternative readings of both Austrian and Bosnian history, literature, and culture are meant to serve as a third way, as it were, bypassing the discursive fallacies of Habsburg nostalgia and nationalist self-victimization. As a result, the essays of this interdisciplinary volume (collected and available in print for the first time) focus on the impact the Austro-Hungarian presence has had on Bosnia-Herzegovina and vice versa. They consider both the contemporary imperialist setting as well as the expansionist desire of the Habsburg Monarchy directed southward. Exploring the double meaning of the German title WechselWirkungen, the authors consider the consequences of occupation, colonization and annexation as a paradigm shift affecting both sides: not only intervention and interaction at a political, economic, social, cultural, and religious level, but also imposed hegemony along with cultural transfer and hybridity. Finally, the imperial gaze at the Balkan region outside of the Habsburg territories is included in the form of three exemplary case studies on Albania and Montenegro.

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This book investigates the spaces of interaction between Portuguese and Brazilian modernists—specifically Oswald de Andrade, Augusto de Campos and Haroldo de Campos, Ronald de Carvalho, António Ferro, Fernando Pessoa, Mário de Sá-Carneiro—and their interpretation of nation. Most importantly, the way in which their work echoes and transfigures the Ulysses myth, to be termed Portuguese Ulyssism by Brazilian Gilberto Freyre in his reading of Luís Vaz de Camões’s epic poem The Lusiads, is analyzed, underlining the presence of a postcolonial Ulysses in the Lusophone world. The trope of the shipwreck is central to the creative production of these Atlantic modernists who, outside of their respective national literatures, interact beyond the territories of nation-states through texts on exile, national identity, and colonialism. In addition to the renowned The Lusiads, the texts studied include two issues of the Luso-Brazilian quarterly Orpheu (1915) and António Ferro’s contributions to Brazil’s Klaxon (1922, in celebration of the centenary of Brazil’s political independence from Portugal); Oswald de Andrade’s Anthropophagic Manifesto (1928) and an unpublished letter to Ferro; Fernando Pessoa’s poem "Ulysses" in Message (1934); and Haroldo de Campos’s Galaxies (1984) and "Finismundo: The Last Voyage" (1997). In A Postcolonial Ulysses in the Lusophone World, relocations and transfigurations of the Ulysses myth inform a dialogue between the modernists of Portugal and Brazil through texts on exile, national identity, and colonialism.

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Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education explores how twentieth century models of education are not delivering on their promises, or helping to deliver the promise of the next generation. We hear that our students are not prepared, and that our teachers must not be prepared to teach those students. Managing preparation has become an obsession for policy-makers who claim that national competitiveness is at stake. After more than one hundred years everything is well managed, yet no one is prepared. This preparatory mindset presumes that learners must be prepared before they can participate in society, and that this preparation must be managed intentionally using models, an implementation plan, and a system for assessing and evaluating the impact of those models. It’s biggest failing is that those with the greatest stake, our young and adult learners, no longer recognize it as an effective model. Empowered by digital technologies, learners today are no longer willing to wait to be prepared. We seek experiences for which we are unprepared for what we’ll learn. Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education shares six exercises drawn from students, teachers, and school communities wrestling with problems of practice for which they were unprepared. Readers will question standards, outcomes, and global competencies; negotiate personalized learning; and ultimately co-create innovative school communities that disrupt the preparatory mindset. Together, these young and adult learners participating in the authentic work of their school communities will challenge the ends we imagine for education.

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The World Leaders in Education: Lessons from the Successes and Drawbacks of Their Methods explores the practices and policies that the highest-ranking nations in education implement to achieve their success. Topics include the education of disadvantaged students; cultural attitudes toward education; teacher preparation; and teacher salaries. Eight countries are examined: China, Japan, Singapore, Canada, New Zealand, South Korea, Finland, and the United States. The United States is discussed for several reasons, including its large number of strong performers on international tests and its notable history in education. The book looks at both the successes and the failings of these nations, and also mentions the possibilities and limitations of implementing the practices of world-class nations in education in areas where students tend to perform poorly on tests like the PISA. This book may be used for undergraduate and graduate courses such as comparative education.

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Critically Researching Youth addresses the unique possibilities and contexts involved in deepening a discourse around youth. Authors address both social theoretical and methodological approaches as they delve into a contemporary discipline, which supports research with – not on – young adults. This volume is a refreshing change in the literature on qualitative youth, embodying the understanding of what it means to be a young woman or man. It dismisses any consideration to pathologize youth, instead addressing what society can understand and how we can act in order to support and promote them.

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Rome and Judea in Transition is the first English-language book to study exclusively the first century and a half of Roman-Judean political relations (164–37 B.C.). It presents a comprehensive reassessment of the Late Republic's involvement in the Levant, the motives of Hasmonean diplomacy, and the development of the Jewish high priesthood. Therefore, it is of interest to classicists, ancient historians, biblical scholars, and students of Judaica alike. Previous studies have often mischaracterized this period as a consistent unfolding of Rome’s hegemonic will at Jewish expense. By contrast, this book argues that the Republic harbored no imperial designs on Judea prior to Pompey’s opportunistic intervention in 63 B.C., and that Rome’s subsequent intermittent meddling in the region’s governance did not significantly alter the dynamics of the Hasmonean state. Only with the Parthian invasion of Syria in 40 B.C. – and because of it – did the Republic unilaterally reshape Judean politics by its elevation of Herod the Great as «King of the Jews.» Judea’s alliance with Rome began in the context of Judas Maccabeus’ revolt against Seleucid rule. Scholars have therefore understandably assumed that the primary hope of Judas’ successors was that Roman recognition would secure and extend Judean sovereignty. This book argues that the main motive for Hasmonean diplomacy was domestic: to advertise the legitimacy of the Maccabees against their Jewish rivals. For this reason, the documentary record of relations with the Republic is of great value for studying the ideology and institutional growth of high priestly power during this period.

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Our Stories Matter explains and exemplifies the methodology of Scholarly Personal Narrative (SPN) writing for marginalized, underrepresented, and previously «disappeared» students at all levels of higher education. Presently no book looks at the whys and hows of scholarly personal narrative writing that focuses on this particular audience of underrepresented students. SPN writing has its origins in early slave narratives; 1960s feminist liberation stories; religio-spiritual autobiographies; existential, postmodern, and postcritical theory; and memoir/autobiographies of victimization and victory. Our Stories Matter attempts to fill a huge vacuum in the literature on the art and craft of personal narrative writing for undergraduates and graduates, because it appeals to a hugely expanding, previously underrepresented audience. It also provides faculty with a substantive pedagogical rationale and a writer’s guide for teaching this kind of scholarly research – not just to underrepresented students but to all students who are ready to tell their stories in their own original, creative ways.

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Occupy Education is motivated by the sustainability crisis and energized by the drive for social justice that inspired the Occupy movement. Situated within the struggle for sustainability taking place amid looming resource shortages, climate change, economic instability, and ecological breakdown, the book is a timely contribution to community education and action. It opens a whole realm of integrated theory to educators and sustainability activists – and demonstrates how that theory can be moved into practice. Occupy Education is an excellent text for courses in sustainability studies, social philosophy, globalization, social justice, food system praxis, sustainability education, political economy, and environmental studies.

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The vital role of principalship in improving schools in general and enhancing student achievement in particular has been well documented. Given its importance, there is a need for tools to improve principalship, particularly ones emphasizing those dimensions associated with student achievement. Given the accountability movement, with its particular focus on student achievement and the advent of the evaluation era (including the evaluation of principals), the need for tools is even more urgent. This edited volume presents those tools with the aim of improving learning-centered principalship. The book is useful for researchers and policy makers as well as principals.

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A Theater Criticism/Arts Journalism Primer: Refereeing the Muses examines the skill set associated with being a critic and arts journalist. It explores the history, evolution, and future of the profession in the United States, and carefully and purposefully dissects the preparation, observation, and writing process associated with generating thoughtful and interesting arts criticism. Using theatrical productions as the best and most vivid example of a storytelling enterprise that employs creativity, imagination, collaboration, aesthetics, and artisanship to effectively engage an audience, this book is intended to generate the critical thinking and critical writing skills necessary to effectively engage in all forms of arts journalism. It is designed to be used as a college-level textbook on theater criticism and arts journalism courses, for those looking to become more thoughtful, critical consumers, for casual critics thinking about starting a blog or working for their university newspaper, and for working critics hoping to improve their craft. The text is written in an accessible style and includes quotes from renowned critics and arts practitioners throughout as well as frequent sidebars that offer timely, insightful, and entertaining examples of the points being made in the text.

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This book won the 2014 Applied Communication Division Award for Outstanding Edited Book There is a growing interest in studying nonprofit organizations and volunteers as an alternative to studying employees in for-profit businesses and government agencies. This is driven in part by the recognition that volunteers make important contributions to society and the economy. This book is the first edited volume written primarily by communication scholars to focus on volunteers. It explores the experience of being a volunteer and managing volunteers through a focus on empirical examination of communication in volunteering. The contributors explore volunteers broadly and are divided into five sections which cover becoming a volunteer; learning about self as a volunteer; dark sides of volunteering; organizationally supported volunteering; and voice and dissent. The final chapter suggests areas of future research and application of the book. An important focus of the book is its data-based, empirical studies. Although each chapter includes applications, those recommendations are based on systematic studies of volunteers rather than primarily on anecdotal evidence or previous literature. Furthermore, each chapter includes a brief field experience narrative written by a volunteer, as well as addressing a broader conceptual or theoretical issue of organizational studies. In this way the book provides more than just case studies of volunteers, but also addresses general organizational issues.

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Over the past two decades, numerous textbooks have been published on teacher leadership; however, this is the only volume that provides a definitive overview of the scholarship and writing being done in the field of teacher leadership. This book introduces the reader to the scholarship of over 35 authors, and thus, becomes an essential tool needed to guide any meaningful discussion of the changing roles and responsibilities of teachers. As an important component of revisioned teacher education programs and most current state standards for teacher licensure, teacher leadership is emerging as a central theme in all foundations of education classes. This book acknowledges the important role of teacher leadership in the reform of schools and discusses teacher leadership within the context of teachers’ work. Organized around six key topics, the book explores the many facets of teacher leadership and examines the impact of teacher leadership on school culture, student learning, professional learning communities and 21st century schools. Additional references and website links are also provided. Teacher Leadership: The «New» Foundations of Teacher Education – A Reader is intended for undergraduate and graduate education students.

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Teaching about Frederick Douglass will stimulate conversation among liberal arts and education professionals as well as inform public school teachers about the life and times of Frederick Douglass. Tension exists at many institutions of higher education between liberal arts faculties who do not completely understand the function of education professors and school of education faculties who feel that there is a misunderstanding about what a teacher candidate needs to learn before entering the teaching profession. This book facilitates conversation, addressing the liberal arts professor’s concern with content and the education professor’s concern with pedagogy. By providing both current scholarship and lesson plans for elementary, middle school, and secondary school classes, this book serves as a vital resource for scholars on multicultural issues and provides classroom ideas for public school teachers.

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Since the 1990s journalism education programs have expanded exponentially around the world, but media freedom has not. Globally comparative, this edited volume assesses journalism education and the challenging environment in which it is delivered in countries with a partly free or not free status according to global press freedom. The countries covered include China, Singapore, Cambodia, Palestine, Oman, Egypt, Kenya, Tanzania, Brazil, Russia, Romania, and Croatia. Contributors demonstrate through careful analysis that wealthy nations are able to set the terms of their journalism education while less affluent countries are more open to the influence of foreign NGOs. Although this book evidences the disconnection between what is taught and what can be practiced, it also illustrates the degree to which journalism education can be an agent of change.

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This is the first collection of readings on computer-mediated communication focusing exclusively on interpersonal interactions. Examining messages exchanged via email, Twitter, Facebook, websites, and blogs, the authors analyze communication issues of ongoing importance in relationships including deception, disclosure, identity, influence, perception, privacy, sexual fidelity, and social support. The book examines subjects that attract intense student interest – including online performance of gender, online dating, and using computer-mediated communication to achieve family/work life balance – and will inspire further research and course development in the area of computer-mediated communication in personal relationships. Because it provides a synthesis of ideas at the nexus of interpersonal communication theory and computer-mediated communication theory, the book can serve as a textbook for advanced undergraduate as well as graduate courses.

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Transforming McLuhan repositions Canadian media and culture thinker Marshall McLuhan as a uniquely important critic of modernity, resisting uncontrolled technological change. Rejecting the view of McLuhan as an uncritical herald of technotopia, contributors represent diverse academic perspectives, and include Douglas Kellner, Nick Stevenson, Gary Genosko, Richard Cavell, Lance Strate, Glenn Willmott, Patrick Brantlinger, Donna Flayhan, and Bob Hanke.

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The Stranger’s Voice examines some of Julia Kristeva’s major psychoanalytic texts which focus on themes of women’s depression, feminine identity, motherhood, and the need to believe as these themes relate to the power of religious language in a therapeutic relationship. The central thesis of the book is that attention to critiques of religious discourse offered by those (in this case, Julia Kristeva) in the psychoanalytic tradition will facilitate a more fully nuanced approach to an interdisciplinary model for pastoral theology.

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The United States of America is a multilingual and multicultural nation made up of people of culturally, economically, religiously, and linguistically diverse backgrounds. Designed to appeal to all educators, this book was written to help prospective educators address socio-cultural questions, ideas, issues, and curiosities they encounter in multicultural education. Differences in race, ethnicity, culture, religion, social class, and socio-economic status call for comprehensive multicultural education—not only for students, but also for teachers. Today’s pre-service and in-service educators—teachers, administrators, parents, and teacher candidates—need to understand how students of various cultures feel, learn, understand, and behave in elementary and secondary schools as well as how these students adjust and adapt to the mainstream society in the communities where they live. The information in this book will guide educators in exploring the socio-cultural issues of cultural diversity and multiculturalism.

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The United States of America is a multilingual and multicultural nation made up of people of culturally, economically, religiously, and linguistically diverse backgrounds. Designed to appeal to all educators, this book was written to help prospective educators address socio-cultural questions, ideas, issues, and curiosities they encounter in multicultural education. Differences in race, ethnicity, culture, religion, social class, and socio-economic status call for comprehensive multicultural education—not only for students, but also for teachers. Today’s pre-service and in-service educators—teachers, administrators, parents, and teacher candidates—need to understand how students of various cultures feel, learn, understand, and behave in elementary and secondary schools as well as how these students adjust and adapt to the mainstream society in the communities where they live. The information in this book will guide educators in exploring the socio-cultural issues of cultural diversity and multiculturalism.

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Peace Journalism, War and Conflict Resolution draws together the work of over twenty leading international writers, journalists, theorists and campaigners in the field of peace journalism. Mainstream media tend to promote the interests of the military and governments in their coverage of warfare. This major new text aims to provide a definitive, up-to-date, critical, engaging and accessible overview exploring the role of the media in conflict resolution. Sections focus in detail on theory, international practice, and critiques of mainstream media performance from a peace perspective; countries discussed include the U.S., U.K., Germany, Cyprus, Sweden, Canada, India, Pakistan, Papua New Guinea and the Philippines. Chapters examine a wide variety of issues including mainstream newspapers, indigenous media, blogs and radical alternative websites. The book includes a foreword by award-winning investigative journalist John Pilger and a critical afterword by cultural commentator Jeffery Klaehn.

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Ghosts of No Child Left Behind politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents – some of whom are incarcerated. Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. This book is an unparalleled resource for teacher education courses focusing on literacy, critical pedagogy, policy, bilingual education, special education, and issues in urban education.

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Mohammad Ali Taha is a well-known Palestinian writer residing in Galilee as an Israeli citizen. Despite his fame in the Arab world, his works are still unfamiliar to Western audiences. In this volume, translator Jamal Assadi has collected a selection of Taha’s short stories, representing a variety of themes, styles, historical periods, contexts, settings, tones, languages, narrations, and characters, with the intent to help Taha enter what Edward Said calls «the large, many-windowed house of human culture as a whole». In his introduction, Assadi discusses the culture, traits, and manners of Taha’s world, which provides the reader with a greater appreciation and understanding of the short stories in this volume.

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In the eighteenth and nineteenth centuries, women’s businesses – from small local concerns to financial empires – offered women independence, supported their families, and supplied essential goods and services to their communities and the world. They also contributed to much-needed legal and social change and set the stage for the female entrepreneurs who would come later. All this was accomplished despite immense financial barriers, an inequitable legal system, and the widely held belief that women had no business in business. Women’s Concerns explores the lives of twelve women who owned and operated businesses in the eighteenth and nineteenth centuries. It focuses on the ways they created personal and public identities and managed the contradictions between their entrepreneurial ambitions and deeply entrenched attitudes about women’s roles.

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This book – the finale in a trilogy by the authors – traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit, victim-blaming and pathologizing approaches and access resources of trust, relationships, connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with ‘street-level’ bureaucrats who had reinvented themselves around notions of socially just forms of capacity-building. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective, by working with the resources that exist within disadvantaged contexts, even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.

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American Indian Higher Educational Experiences examines the multiple ways sixty-nine American Indian college students construct and use their ethnic identity while enrolled in a predominantly non-Indian university. Although their cultural backgrounds and orientations differ widely, for all of these sixty-nine students, there exists a profound connection between how they view their personal ethnicity and how they interpret their experiences in academia.

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How did witnesses of slavery relate their experiences and what effect did their reports have? This book examines travel accounts, fictions, poetry, and legal texts to analyze direct and indirect encounters with slavery in the antebellum United States. It discusses the rhetorical politics of British and American, and black and white, observations of slavery. The discussion raises critical questions about the role of witness and its link with political action, both in antebellum and contemporary America.

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In this provocative and original exploration of Black males and the legal establishment, Carlyle Van Thompson illuminates the critical issues defining Black male subjectivity. Since the days of Black people’s enslavement and the days of Jim Crow segregation, Black males have been at odds with the legal and extra-legal restrictions that would maintain white supremacy and white male privilege. Grounded in the voices of Frederick Douglass and David Walker, who challenged hegemonic systems designed to socio-economically disenfranchise Black people, Black Outlaws examines legal aspects with regard to Black males during the period of segregation. By critically looking at Richard Wright’s The Outsider, Chester Bomar Himes’ The Third Generation, Walter Mosley’s Devil in a Blue Dress, and Ernest J. Gaines’ A Lesson Before Dying – all of which examine Black males during the Jim Crow period – Thompson investigates the challenges that Black males confront and surmount in their journeys to establish their individual and collective agency. Black Outlaws helps decipher critical legal and racial issues in the works of four of the most important Black male writers, and is suitable for readers in literary studies, cultural studies, and history.

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