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STOP Stop Take a breath Observe Proceed On this episode we discuss the biggest "douchebag" comment ever.  Support OP TR by donating HERE --- Send in a voice message: https://anchor.fm/tango-romeo/message

STOP Stop Take a breath Observe Proceed On this episode we discuss the biggest "douchebag" comment ever.  Support OP TR by donating HERE --- Send in a voice message: https://anchor.fm/tango-romeo/message

STOP Stop Take a breath Observe Proceed On this episode we discuss the biggest "douchebag" comment ever.  Support OP TR by donating HERE --- Send in a voice message: https://anchor.fm/tango-romeo/message

Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.

Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.

Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.

Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.

Includes bibliographical references (p. [345]-359) and index

Morning Update: Canada unveils Indo-Pacific strategy that sees Beijing as more adversary than friend, pledges $2.3-billion over five years; The 26-page document outlining the new trade and security policy contains blunt language on China, describing it as ‘an increasingly disruptive global power’

Morning Update: Canada unveils Indo-Pacific strategy that sees Beijing as more adversary than friend, pledges $2.3-billion over five years; The 26-page document outlining the new trade and security policy contains blunt language on China, describing it as ‘an increasingly disruptive global power’

Morning Update: Canada unveils Indo-Pacific strategy that sees Beijing as more adversary than friend, pledges $2.3-billion over five years; The 26-page document outlining the new trade and security policy contains blunt language on China, describing it as ‘an increasingly disruptive global power’

an Oxbridge collaboration by Polity Press 1991 to present insights into the thinking of the oustanding French sociologist and philosopher (1930-2002)

an Oxbridge collaboration by Polity Press 1991 to present insights into the thinking of the oustanding French sociologist and philosopher (1930-2002)

an Oxbridge collaboration by Polity Press 1991 to present insights into the thinking of the oustanding French sociologist and philosopher (1930-2002)

an Oxbridge collaboration by Polity Press 1991 to present insights into the thinking of the oustanding French sociologist and philosopher (1930-2002)

This paper stems from a study of an eighth-grade writing club in an urban school. The study asked: How would students use a community-based set of texts to create identities for themselves and each other in relation to their communities, their schooling, and writing and to examine issues of personhood? The paper theorizes about what the notions of personhood and intertextuality contribute to educators' conceptions of literacy teaching and learning. It provides a definition of personhood, reviews related research, and presents an analytical framework which includes a rationale for why personhood and literacy are productively investigated through the intertextuality heuristic. To elaborate on the theoretical ideas presented, the paper focuses on two aspects of the writing club: (1) the ways two students took up opportunities presented to them as they participated for shaping and reshaping discourse practices about personhood along the dimensions of history, music, racial and ethnic identity, and womanhood; and (2) the significance of the study's framing in providing opportunities for students to make intertextual links between their research studies and the literacy practices of community members. In addressing how the students took up their literacy practices, the paper elaborates on the discourse practices that framed the writing project, which opened up what is described as an "intertextual field" containing dynamic potential for students to create intertextual links between their inquiry into community issues and the inquiry of community members who were using research and writing to address similar issues. (Contains two tables, five transcripts, eight notes, and 92 references.) (NKA)

This paper stems from a study of an eighth-grade writing club in an urban school. The study asked: How would students use a community-based set of texts to create identities for themselves and each other in relation to their communities, their schooling, and writing and to examine issues of personhood? The paper theorizes about what the notions of personhood and intertextuality contribute to educators' conceptions of literacy teaching and learning. It provides a definition of personhood, reviews related research, and presents an analytical framework which includes a rationale for why personhood and literacy are productively investigated through the intertextuality heuristic. To elaborate on the theoretical ideas presented, the paper focuses on two aspects of the writing club: (1) the ways two students took up opportunities presented to them as they participated for shaping and reshaping discourse practices about personhood along the dimensions of history, music, racial and ethnic identity, and womanhood; and (2) the significance of the study's framing in providing opportunities for students to make intertextual links between their research studies and the literacy practices of community members. In addressing how the students took up their literacy practices, the paper elaborates on the discourse practices that framed the writing project, which opened up what is described as an "intertextual field" containing dynamic potential for students to create intertextual links between their inquiry into community issues and the inquiry of community members who were using research and writing to address similar issues. (Contains two tables, five transcripts, eight notes, and 92 references.) (NKA)

This paper stems from a study of an eighth-grade writing club in an urban school. The study asked: How would students use a community-based set of texts to create identities for themselves and each other in relation to their communities, their schooling, and writing and to examine issues of personhood? The paper theorizes about what the notions of personhood and intertextuality contribute to educators' conceptions of literacy teaching and learning. It provides a definition of personhood, reviews related research, and presents an analytical framework which includes a rationale for why personhood and literacy are productively investigated through the intertextuality heuristic. To elaborate on the theoretical ideas presented, the paper focuses on two aspects of the writing club: (1) the ways two students took up opportunities presented to them as they participated for shaping and reshaping discourse practices about personhood along the dimensions of history, music, racial and ethnic identity, and womanhood; and (2) the significance of the study's framing in providing opportunities for students to make intertextual links between their research studies and the literacy practices of community members. In addressing how the students took up their literacy practices, the paper elaborates on the discourse practices that framed the writing project, which opened up what is described as an "intertextual field" containing dynamic potential for students to create intertextual links between their inquiry into community issues and the inquiry of community members who were using research and writing to address similar issues. (Contains two tables, five transcripts, eight notes, and 92 references.) (NKA)

This paper stems from a study of an eighth-grade writing club in an urban school. The study asked: How would students use a community-based set of texts to create identities for themselves and each other in relation to their communities, their schooling, and writing and to examine issues of personhood? The paper theorizes about what the notions of personhood and intertextuality contribute to educators' conceptions of literacy teaching and learning. It provides a definition of personhood, reviews related research, and presents an analytical framework which includes a rationale for why personhood and literacy are productively investigated through the intertextuality heuristic. To elaborate on the theoretical ideas presented, the paper focuses on two aspects of the writing club: (1) the ways two students took up opportunities presented to them as they participated for shaping and reshaping discourse practices about personhood along the dimensions of history, music, racial and ethnic identity, and womanhood; and (2) the significance of the study's framing in providing opportunities for students to make intertextual links between their research studies and the literacy practices of community members. In addressing how the students took up their literacy practices, the paper elaborates on the discourse practices that framed the writing project, which opened up what is described as an "intertextual field" containing dynamic potential for students to create intertextual links between their inquiry into community issues and the inquiry of community members who were using research and writing to address similar issues. (Contains two tables, five transcripts, eight notes, and 92 references.) (NKA)

192 p. ; 22 cm

192 p. ; 22 cm

192 p. ; 22 cm

Today is #MothersDay in #Russia! Mother is most important person in everyone's life and no language can express the power of a mother's love https://t.co/WYEgQ1bw71 Source: https://twitter.com/Russia/status/802812472034029568 Uploader: Russia 🇷🇺

In this episode, you will learn more about your host-Daniel Griffith of Timshel Permaculture and the Robinia Institute. We learn about Daniel's journey through intense illness and disease to find a more abundant and healthy life within the Regenerative Movement. Learn more @ https://earth2earthlings.com

In this episode, you will learn more about your host-Daniel Griffith of Timshel Permaculture and the Robinia Institute. We learn about Daniel's journey through intense illness and disease to find a more abundant and healthy life within the Regenerative Movement. Learn more @ https://earth2earthlings.com

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

An essay towards an investigation of the origin and elements of language and letters; that is, sounds and symbols: wherein is considered their analogy, and power to express the radical ideas on which the primitive language appears to have been formed. By L.D. Nelme. 1772.. Digitized from IA40313506-41 . Previous issue: bim_eighteenth-century_runic-odes-from-the-nors_mathias-thomas-james_1790 .

In this episode, we are joined by our colleague, Dr. Nadiya Kiss, a social linguist from Ukraine and co-founder of the Vision Ukraine - Education, Language, Migration research network. Drawing from her extensive work on language policy and activism, Nadiya explores the pivotal role of language in migration and identity formation, especially in the context of forced displacement.She discusses the linguistic behaviors of Ukrainian migrants in Germany, their rejection of Russian as a colonial language, and how these shifts symbolize resistance, identity transformation, and community building. Nadiya also reflects on how language influences narratives in research settings and its significance as a bridge for integration and resilience in times of social challenges.

In this episode, we are joined by our colleague, Dr. Nadiya Kiss, a social linguist from Ukraine and co-founder of the Vision Ukraine - Education, Language, Migration research network. Drawing from her extensive work on language policy and activism, Nadiya explores the pivotal role of language in migration and identity formation, especially in the context of forced displacement.She discusses the linguistic behaviors of Ukrainian migrants in Germany, their rejection of Russian as a colonial language, and how these shifts symbolize resistance, identity transformation, and community building. Nadiya also reflects on how language influences narratives in research settings and its significance as a bridge for integration and resilience in times of social challenges.

This study examines specific mechanisms that explain the diverse reactions to inclusive language guidelines. We manipulate the use of inclusive language to test their effects of on perceptions of the diversity climate and competition with others in the organization.

This study examines specific mechanisms that explain the diverse reactions to inclusive language guidelines. We manipulate the use of inclusive language to test their effects of on perceptions of the diversity climate and competition with others in the organization.

Language has long been a tool for constructing and reinforcing power dynamics, particularly in relation to gender. English literature, spanning from early canonical texts to contemporary works, offers a lens through which we can analyze how language shapes gender roles and power structures. This paper explores the historical and contemporary portrayal of gendered language and power relations in literature. Examining the works of William Shakespeare, Jane Austen, Virginia Woolf, and contemporary writers like Chimamanda Ngozi Adichie, the study highlights how linguistic choices reflect, challenge, or reinforce gendered power hierarchies. The article also considers feminist linguistic theories and their application to literature, shedding light on the evolution of gender discourse in literary narratives. Raghavendra A "Language, Gender, and Power Dynamics in English Literature" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-9 | Issue-2 , April 2025, URL: https://www.ijtsrd.com/papers/ijtsrd79775.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/english/79775/language-gender-and-power-dynamics-in-english-literature/raghavendra-a

An analysis of a banned advert DNAge in the context of language and power

1-26-20 Spirit Filled Living: The Power and Practice of 'Prayer Language'

Results of the research reported in this paper suggest that the development of mentally handicapped preschool children may not be measurable in distinct cognitive, social/emotional, physical motor, and language areas. This research further indicates that a testing instrument designed to measure the generalized factors of intelligence and social adaptability in a classroom setting may be sufficient for the identification of the mentally handicapped child prior to his (her) first public school experience. This paper highlights the results of an effort to determine the predictive power of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Denver Developmental Screening Test, the Leiter International Performance Scale, the Southeastern Day Care Project (HEW) Rating Scale, and the ABC Inventory when used to diagnose mentally handicapped children in the areas of preschool cognitive, social/emotional, physical motor, and language development. The specific objective of the research is to determine if mentally handicapped preschool youngsters really need to be tested in all four areas of development in order to accurately predict which children require individual help prior to public school kindergarten placement. (Author/DEP)

Results of the research reported in this paper suggest that the development of mentally handicapped preschool children may not be measurable in distinct cognitive, social/emotional, physical motor, and language areas. This research further indicates that a testing instrument designed to measure the generalized factors of intelligence and social adaptability in a classroom setting may be sufficient for the identification of the mentally handicapped child prior to his (her) first public school experience. This paper highlights the results of an effort to determine the predictive power of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Denver Developmental Screening Test, the Leiter International Performance Scale, the Southeastern Day Care Project (HEW) Rating Scale, and the ABC Inventory when used to diagnose mentally handicapped children in the areas of preschool cognitive, social/emotional, physical motor, and language development. The specific objective of the research is to determine if mentally handicapped preschool youngsters really need to be tested in all four areas of development in order to accurately predict which children require individual help prior to public school kindergarten placement. (Author/DEP)

Results of the research reported in this paper suggest that the development of mentally handicapped preschool children may not be measurable in distinct cognitive, social/emotional, physical motor, and language areas. This research further indicates that a testing instrument designed to measure the generalized factors of intelligence and social adaptability in a classroom setting may be sufficient for the identification of the mentally handicapped child prior to his (her) first public school experience. This paper highlights the results of an effort to determine the predictive power of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Denver Developmental Screening Test, the Leiter International Performance Scale, the Southeastern Day Care Project (HEW) Rating Scale, and the ABC Inventory when used to diagnose mentally handicapped children in the areas of preschool cognitive, social/emotional, physical motor, and language development. The specific objective of the research is to determine if mentally handicapped preschool youngsters really need to be tested in all four areas of development in order to accurately predict which children require individual help prior to public school kindergarten placement. (Author/DEP)

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Literature, Discourses And The Power Of Multicultural Dialogue

Large language models (LLMs) can generate persuasive political messages, raising concerns about their potential to influence political attitudes. Here, we investigate how a prompting technique known as “role- playing” — in which the model is instructed to generate text that adopts a particular perspective or persona — can enhance the persuasive power of the current most powerful publicly accessible LLM, GPT-4. Through an experiment conducted on a balanced sample of Americans (N = 5,000), we assess the persuasive potential of content generated by a role-playing LLM across a range of political issues and compare it to that of human experts. Our findings will reveal the extent to which partisan role-playing affects the persuasive power of LLMs and how their persuasiveness compares to a human baseline of political messaging experts. This work has important implications for regulating LLMs with regard to their potential use for influence operations and online deception in political contexts.