Results by title

206 books match the query 'Study & Teaching' and 15 start with c

cover of Capitalism, Colonisation and the Ecocide-Genocide Nexus

Capitalism, Colonisation and the Ecocide-Genocide Nexus

Martin Crook

University of London Press, 2024

A timely analysis of the genocidal and ecologically destructive nature of capitalism and colonialism, and its effects.

This timely publication examines the drivers of ecologically induced genocide, in particular, how environmental destruction can lead to conditions that fundamentally threaten a social group’s cultural or physical existence. Focusing on the former British colonies of Kenya and Australia, both united by a discourse of developmentalism, this book draws attention to the critical role that ecological destruction has in the genocide of Indigenous and place-based peoples. The book synthesizes radical political ecology with a political-economic approach, illuminating the chain connection between the inherent genocidal and ecocidal properties of global capitalism, and how this connection intersects with settler and post-colonial structures. In exploring the genocidal effects of climate governance, the economic market for environmental rights, and energy extraction on Indigenous peoples in Kenya and Australia, the book also draws on original interviews to prioritize the lived experiences of the groups that have suffered structural violence and social harm. Fundamentally, Crook calls forward the political economy of genocide. As such, this important book deepens and enriches our knowledge of genocide, the eco-genocidal nature of colonization, and the capitalist mode of production that underpins developmentalism.
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cover of Cat Musculature: A Photographic Atlas

Cat Musculature

A Photographic Atlas

Gordon Greenblatt

University of Chicago Press, 1981

A complete visual guide to the dissection of cats

This series of brilliant photographs shows the dissection of the cat musculature. It is designed for use in conjunction with the third edition of Hyman's Comparative Vertebrate Anatomy, edited by Marvalee Wake, although it can be used with other textbooks. Every possible step has been taken to make the photographs easy to interpret and to follow. Reference indications to the Wake texts are included, and also concise data on the origin, insertion, and action of each muscle. The scale is such that in most cases no more than five muscles are shown per photograph, thus simplifying the task of visualizing the individual muscles. An invaluable aid for every student of cat anatomy.
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cover of Censorship and Self-Censorship in History Education: A Comparative Approach to Backsliding Democracies

Censorship and Self-Censorship in History Education

A Comparative Approach to Backsliding Democracies

Ruben Zeeman

Central European University Press, 2026

Censorship of history education takes place around the world. A striking feature of recent examples is that they often coincide with challenges to democratic governance. This book examines this interplay between censorship and self-censorship in history education and so-called democratic backsliding. It does so in two parts. The first brings together an interdisciplinary group of academics, high school teachers and human rights advocates to assess the characteristics of censorship and self-censorship in Brazil, India, Hungary and the United States. Their analyses move between local, national and transnational developments to capture the overlaps and differences between state and non-state censorial practices and strategies of resistance. The second, thematic part explores some of the formal characteristics of contemporary censorship of history education, including the impact of social media, continuities of colonialism and the challenges against gender and sexuality education.
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cover of Centros y Programas de Escritura en América Latina: Opciones teóricas y pedagógicas para la enseñanza de la escritura disciplinar

Centros y Programas de Escritura en América Latina

Opciones teóricas y pedagógicas para la enseñanza de la escritura disciplinar

Estela Inés Moyano

University Press of Colorado, 2023

Emerging from more than two decades of work in Latin America, this edited collection explores the implementation of reading and writing programs and centers in Central and South America. Reflecting the multiplicity of theories and gazes that underlies research and practice in teaching and learning to read and write in academic contexts, the contributors to this volume consider how these theoretical and methodological alternatives have contributed to the design and implementation of teaching and learning strategies that address the needs of students, faculty, and institutions while also working with (and around) the resources available in each institutional setting. Centros y Programas de Escritura en América Latina offers insights for those concerned with contributing to students’ education to improve their academic reading and writing, and, ultimately, to a more equitable university experience for all.
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cover of Circulating Literacy: Writing Instruction in American Periodicals, 1880-1910

Circulating Literacy

Writing Instruction in American Periodicals, 1880-1910

Alicia Brazeau

Southern Illinois University Press, 2016

Near the dawn of the twentieth century, more than a million Americans had subscriptions to popular magazines, and many who did not subscribe read the periodicals. Far more men and women were learning advanced literacy through reading these magazines than by attending college. Yet this form of popular literacy has been relatively ignored by scholars, who have focused mainly on academic institutions and formal educational experiences. In Circulating Literacy: Writing Instruction in American Periodicals, 1880–1910, author Alicia Brazeau concentrates on the format, circulation, and function of popular and influential periodicals published between 1880 and 1910, including the farming magazines Michigan Farmer, Ohio Farmer, and Maine Farmer, which catered to rural residents, and two women’s magazines, Harper’s Bazar and the Ladies’ Home Journal, that catered to very different populations of women.

Brazeau establishes how these magazines shared a common strategy in the construction of literacy identities by connecting a specific identity with a particular set of reading and writing practices. She explores how farm journals were preoccupied with the value of literacy as a tool for shaping community; considers how the Journal and the Bazar deployed distinctly different illustrations of literacy values for women; shows how the Journal and editor Edward Bok cast women as consumers and sellers of literacy; and looks at the ways in which Bazar editors urged readers to adopt habits of reading and writing that emphasized communal relationships among women. In Circulating Literacy, Brazeau speaks to, and connects, the important topics of rural studies, gender, professionalization, and literacy sponsorship and identity, arguing for the value of the study of periodicals as literacy education tools.
 
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cover of Citizen Science: Innovation in Open Science, Society and Policy

Citizen Science

Innovation in Open Science, Society and Policy

Edited by Susanne Hecker, Muki Haklay, Anne Bowser, Zen Makuch, Johannes Vogel, and Aletta Bonn

University College London, 2018

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalyzed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development.

This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation and discuss progress towards responsible research and innovation, two of the most critical aspects of science today.
 
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cover of Collaborative Imagination: Earning Activism through Literacy Education

Collaborative Imagination

Earning Activism through Literacy Education

Paul Feigenbaum

Southern Illinois University Press, 2015

Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people’s imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people’s imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida–based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students.

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cover of Commentary for Academic Writing for Graduate Students, 3rd Ed.: Essential Tasks and Skills

Commentary for Academic Writing for Graduate Students, 3rd Ed.

Essential Tasks and Skills

John M. Swales & Christine B. Feak

University of Michigan Press, 2012

The Commentary for the third edition of this successful guide to writing has been revised and expanded in many ways to provide more support for instructors; this includes additional tasks for Units Two and Four to supplement the main text. However, the collegial tone established in previous Commentaries between Swales & Feak and instructors has been retained.

This volume contains commentaries on each of the eight units plus the two appendixes. The format for each unit includes

  • a summary of the main points of the unit along with a list of topics covered.
  • a synopsis of activities, divided into Language Focus sections and description of tasks.
  • some general notes designed to capture the character of the unit, to indicate alternative activities, or to anticipate problems that may arise.
  • detailed commentary and discussion of individual tasks, including model or sample answers where possible.
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cover of Commentary for Academic Writing for Graduate Students: Essential Tasks and Skills

Commentary for Academic Writing for Graduate Students

Essential Tasks and Skills

Christine B. Feak and John M. Swales

University of Michigan Press, 2027

Now in its 4th edition, the Commentary for Academic Writing for Graduate Students remains an important companion text. Useful for instructors as well as students and scholars using Academic Writing for Graduate Students for self-study, the Commentary includes a synopsis of what each unit attempts to achieve, further discussion of certain points, and sample responses to the more controlled tasks. Many of the responses or model texts come directly from class discussion or from submitted homework, which students generously offered for inclusion. In response to numerous requests, the authors have expanded the number of teaching suggestions included at the end of each unit for this edition.

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cover of Communication Incompetencies: A Theory of Training Oral Performance Behavior

Communication Incompetencies

A Theory of Training Oral Performance Behavior

Gerald M. Phillips

Southern Illinois University Press, 1991

Gerald M. Phillips draws on his twenty-five-year, five-thousand-client experience with the Pennsylvania State University Reticence Program to present a new theory of modification of “inept” communication behavior.

That experience has convinced Phillips that communication is arbitrary and rulebound rather than a process of inspiration. He demonstrates that communication problems can be described as errors that can be detected and classified in order to fit a remediation pattern. Regardless of the source of error, the remedy is to train the individual to avoid or eliminate errors—thus, orderly procedure will result in competent performance.

Inept communicators must be made aware of the obligations and constraints imposed by deep structures that require us to achieve a degree of formal order in our language, without which our discourse becomes incomprehensible.

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cover of Composition and the Rhetoric of Science: Engaging the Dominant Discourse

Composition and the Rhetoric of Science

Engaging the Dominant Discourse

Michael J. Zerbe

Southern Illinois University Press, 2007

Composition and the Rhetoric of Science: Engaging the Dominant Discourse calls for instructors of first-year writing courses to employ primary scientific discourse in their teaching and for rhetoricians of science to think about teaching scientific discourse as a literacy skill. Author Michael J. Zerbe argues that inclusion of scientific discourse is crucial because of this rhetoric’s status as the dominant discourse in western culture.
The volume draws on Lyotard, Žižek, Foucault, and Althusser to argue that while important theorists such as these have recognized the dominance of scientific discourse, rhetoric and composition has not—to its detriment. The textillustrates that scientific discourse remains a miniscule part of the enterprise of rhetoric and composition and thus the field is not fulfilling its mission of providing students with the writing and reading skills they need to live and work in a science- and technology-dependent society.
Zerbe provides an analysis of science popularizations and demonstrates how these works can be used to contextualize primary scientific research. He also presents three pedagogical scenarios, each built around a carefully chosen, accessible example of scientific discourse, that demonstrate how articles from scientific journals can be used in writing courses.
Only by gaining a meaningful fluency in this discourse—one that is not offered by science textbooks—can a more sophisticated scientific literacy be assured. Composition and the Rhetoric of Science effectively explores the relatively limited amount of work done in rhetoric and composition on scientific discourse and questions this state of affairs. Zerbe presents for the first time cultural studies and science literacy as gateways for incorporating scientific discourse into first-year writing courses.
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cover of Contemporary Design Education in Australia: Creating Transdisciplinary Futures

Contemporary Design Education in Australia

Creating Transdisciplinary Futures

Edited by Lisa Scharoun, Deanna Meth, Philip Crowther, et al.

Intellect Books, 2023

New essays on education for the future of the design industry.

This book offers a range of approaches to teaching higher education design students to learn to design collaboratively and creatively, through transdisciplinary, multidisciplinary, cross-disciplinary, and interdisciplinary learning experiences. It highlights that the premise of traditional disciplinary silos does little to advance the competencies needed for contemporary design and non-linear career paths and emphasizes the importance of higher education being responsive to changes in society, including fluctuating market demands, economic variations, uncertainties, and globalization. Chapters highlight approaches that address this changing landscape, to meet student, industry, and societal needs and reflect a range of design education contexts in which the authors have taught, with a focus on experiences at the Queensland University of Technology (QUT), Brisbane, Australia, but also including collaborations and comparative discussions elsewhere in Australia and globally, including Europe, Asia, the Middle East, and the United States.
 
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cover of Conversational Rhetoric: The Rise and Fall of a Women's Tradition, 1600-1900

Conversational Rhetoric

The Rise and Fall of a Women's Tradition, 1600-1900

Jane Donawerth

Southern Illinois University Press, 2011

Much of the scholarly exchange regarding the history of women in rhetoric has emphasized women’s rhetorical practices. In Conversational Rhetoric: The Rise and Fall of a Women’s Tradition, 1600–1900, Jane Donawerth traces the historical development of rhetorical theory by women for women, studying the moments when women produced theory about the arts of communication in alternative genres—humanist treatises and dialogues, defenses of women’s preaching, conduct books, and elocution handbooks. She examines the relationship between communication and gender and between theory and pedagogy and argues that women constructed a theory of rhetoric based on conversation, not public speaking, as a model for all discourse. 

Donawerth traces the development of women’s rhetorical theory through the voices of English and American women (and one much-translated French woman) over three centuries. She demonstrates how they cultivated theories of rhetoric centered on conversation that faded once women began writing composition textbooks for mixed-gender audiences in the latter part of the nineteenth century. She recovers and elucidates the importance of the theories in dialogues and defenses of women’s education by Bathsua Makin, Mary Astell, and Madeleine de Scudéry; in conduct books by Hannah More, Lydia Sigourney, and Eliza Farrar; in defenses of women’s preaching by Ellen Stewart, Lucretia Mott, Catherine Booth, and Frances Willard; and in elocution handbooks by Anna Morgan, Hallie Quinn Brown, Genevieve Stebbins, and Emily Bishop. In each genre, Donawerth explores facets of women’s rhetorical theory, such as the recognition of the gendered nature of communication in conduct books, the incorporation of the language of women’s rights in the defenses of women’s preaching, and the adaptation of sentimental culture to the cultivation of women’s bodies as tools of communication in elocution books. 

Rather than a linear history, Conversational Rhetoric follows the starts, stops, and starting over in women’s rhetorical theory. It covers a broad range of women’s rhetorical theory in the Anglo-American world and places them in their social, rhetorical, and gendered historical contexts. This study adds women’s rhetorical theory to the rhetorical tradition, advances our understanding of women’s theories and their use of rhetoric, and offers a paradigm for analyzing the differences between men’s and women’s rhetoric from 1600 to 1900.
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cover of Coordinated Science Laboratory: 75 Years of Multidisciplinary Excellence

Coordinated Science Laboratory

75 Years of Multidisciplinary Excellence

Coordinated Science Laboratory

University of Illinois Press, 2026

The Coordinated Science Laboratory (CSL) was established in 1951 as a small-scale, military-funded initiative to advance American efforts in the Korean War. But CSL long outlived that conflict—and in time became one of the world’s premier multidisciplinary research laboratories.

Published in honor of CSL’s seventy-fifth anniversary, this book reveals how the institution evolved into a rich research ecosystem that pursues a wide range of diverse projects. CSL’s work to date has given rise to dozens of startups, thousands of careers, and countless innovations in communications, robotics, computing, and other areas of science and technology. As the stories in this book show, CSL brings together diverse minds from across disciplines to solve some of the world’s most complex challenges. Indeed, the institution’s history is interwoven with the histories of industry, national security, and the familiar everyday technologies that connect and empower our world.
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cover of Creative Writing Pedagogies for the Twenty-First Century

Creative Writing Pedagogies for the Twenty-First Century

Edited by Alexandria Peary and Tom C. Hunley

Southern Illinois University Press, 2015

The creative writing workshop: beloved by some, dreaded by others, and ubiquitous in writing programs across the nation. For decades, the workshop has been entrenched as the primary pedagogy of creative writing. While the field of creative writing studies has sometimes myopically focused on this single method, the related discipline of composition studies has made use of numerous pedagogical models. In Creative Writing Pedagogies for the Twenty-First Century, editors Alexandria Peary and Tom C. Hunley gather experts from both creative writing and composition studies to offer innovative alternatives to the traditional creative writing workshop.
 
Drawing primarily from the field of composition studies—a discipline rich with a wide range of established pedagogies—the contributors in this volume build on previous models to present fresh and inventive methods for the teaching of creative writing. Each chapter offers both a theoretical and a historical background for its respective pedagogical ideas, as well as practical applications for use in the classroom. This myriad of methods can be used either as a supplement to the customary workshop model or as stand-alone roadmaps to engage and reinvigorate the creative process for both students and teachers alike.
 
A fresh and inspiring collection of teaching methods, Creative Writing Pedagogies for the Twenty-First Century combines both conventional and cutting-edge techniques to expand the pedagogical possibilities in creative writing studies.
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