Rabu, 30 Maret 2011

[I506.Ebook] Download PDF Radical Democracy: Identity, Citizenship, and the State, by David Trend Routledge

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Radical Democracy: Identity, Citizenship, and the State, by David Trend Routledge

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Radical Democracy: Identity, Citizenship, and the State, by David Trend Routledge

  • Published on: 1980
  • Binding: Paperback

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Minggu, 20 Maret 2011

[W265.Ebook] PDF Download Contemporary Topics 1: Academic Listening and Note-Taking Skills, 3rd Edition, by Helen Solorzano, Laurie Frazier

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Contemporary Topics 1: Academic Listening and Note-Taking Skills, 3rd Edition, by Helen Solorzano, Laurie Frazier

 

Who are some of the key figures in the history of abstract art? Can video games be good for children? What are some ethical approaches to decision-making?

 

You’ll find the answers to these and other questions in Contemporary Topics 1 , which features college lectures from several academic disciplines, including art history, media studies, and psychology.  Contemporary Topics 1 prepares students for the challenge of college lectures with practice in a wide range of listening, speaking and note-taking skills and strategies. The lectures (available on CD and DVD) were filmed in realistic academic setting before live student audiences.

 

DVD Features

  • Realistic college lectures from a range of academic disciplines (also on audio CDs)
  • Student discussions of the lectures (also on audio CDs)
  • Instructors’ Presentation Points
  • Coaching Tips that guide students as they take notes
  • Subtitles for lectures and student discussions

Course Features

  • Corpus-based vocabulary drawn from the Academic Word List
  • Practical listening and note-taking strategies
  • Note-review practice that allows students to analyze their note-taking skills and consolidate their understanding of the lecture
  • Academic research and speaking tasks: presentation, discussions, and role plays
  • A Teacher’s Pack for busy instructors with:
    • Suggested bonus activities
    • Teaching notes
    • Answer keys
    • Audioscripts
    • Simulated TOEFL®  Listening Test for each unit

See also:

Contemporary Topics Introductory (High Beginner)

Contemporary Topics 2 (High Intermediate)

Contemporary Topics 3 (Advanced)

  • Sales Rank: #33168 in Books
  • Brand: Solorzano, Helen/ Frazier, Laurie
  • Published on: 2009-01-16
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.60" h x .40" w x 8.10" l, .62 pounds
  • Binding: Paperback
  • 134 pages

From the Back Cover

 

 

Who are some of the key figures in the history of abstract art? Can video games be good for children? What are some ethical approaches to decision-making?

 

You’ll find the answers to these and other questions in Contemporary Topics 1 , which features college lectures from several academic disciplines, including art history, media studies, and psychology.  Contemporary Topics 1 prepares students for the challenge of college lectures with practice in a wide range of listening, speaking and note-taking skills and strategies. The lectures (available on CD and DVD) were filmed in realistic academic setting before live student audiences.

 

DVD Features

  • Realistic college lectures from a range of academic disciplines (also on audio CDs)
  • Student discussions of the lectures (also on audio CDs)
  • Instructors’ Presentation Points
  • Coaching Tips that guide students as they take notes
  • Subtitles for lectures and student discussions

Course Features

  • Corpus-based vocabulary drawn from the Academic Word List
  • Practical listening and note-taking strategies
  • Note-review practice that allows students to analyze their note-taking skills and consolidate their understanding of the lecture
  • Academic research and speaking tasks: presentation, discussions, and role plays
  • A Teacher’s Pack for busy instructors with:
    • Suggested bonus activities
    • Teaching notes
    • Answer keys
    • Audioscripts
    • Simulated TOEFL®  Listening Test for each unit

See also:

Contemporary Topics Introductory (High Beginner)

Contemporary Topics 2 (High Intermediate)

Contemporary Topics 3 (Advanced)

Most helpful customer reviews

5 of 5 people found the following review helpful.
I really wanted to like this book
By Diane A
I started using this book with an intermediate ESL class about two weeks ago. When I previewed the book before starting the class, I was really excited, but it was short lived after going through a few of the chapters.

Topics:
There are 12 units and they are quite short, but the topics covered are interesting. One topic that ESL teachers would appreciate is Unit 2 where the students watch or listen to a lecture on second language acquisition. Other topics include astronomy ("The Search for Extraterrestrial Intelligence"), biology ("Genetically Modified Food"), and other subject areas that young adults in an intensive program would study.

Target Context:
This course would best fit into an intensive course of ESL that wants to enhance note-taking and discussion skills while also improving lecture listening skills. I think ages around 18-23 would be the most appropriate since the content seems to be targeting college lecture classes. However, older adults interested in going back to school might have appreciation for it, but the content is very basic and general and they might wish for more material.

Flow of the Chapters:
There is a easy feel to the flow of the chapters. The sequence of events seems to fit. The general flow is as follows:

(1) Connect to the Topic
This is a preview of the material based on students' prior knowledge of a topic. It can be a little dull at times when students haven't the faintest idea about something. It requires a bit of scaffolding from the teacher to engage the students.

(2) Vocabulary
You can either listen to sentences of Unit vocab being used or have a student read it. Then you generally pick the definitions of the words from multiple choice questions. There are varied amounts of vocab words per unit ranging from 10-13 words. Additional words may be found in the text. Following the sentences and multiple choice there is a short vocabulary activity. The object of the activity is not well explained to the student, and sometimes seems like an arbitrary idea that much thought wasn't put into.

A teacher might want to extend the vocabulary with other activities to engage the students to practice using the words, think of opposite meanings, discuss what contexts they would be used in and so on.

Actually, I feel that the words in this book are a little too common and therefore not quite challenging. In my class I believe my students approximate IELTS score would be around 3.5 - 4.5, and they do not find much difficulty with the vocabulary. Sometimes we will extend the vocabulary words and find less common words that are synonyms.

(3) Focus your attention
This part of the unit allows students to draw their attention to one strategy that a lecturer uses to organize their lecture. Examples include: discourse markers, rhetorical questions, presenting numbers, giving points of view, emphasizing key points or words, and so on.

I found that the students didn't find this part to really speak to them. I wanted them to not only recognize these features of a lecture but also make use of them in their own presentations or class discussions. I also felt that this part of the chapter did not allow for much student engagement other than listening to a recording and taking brief notes. It wasn't followed up with in later parts of the unit.

(4)Listen to the lecture
At this point in the unit, the students prepare to listen to a lecture and also engage in a brief discussion or pre-listening about what they will listen to. This is very brief, but it is an important component of listening. A teacher may be inclined to ask their students more questions like what kind of view points do they think will be discussed or etc.

The listening may be done on CDs or the teacher's DVD. The DVD contains lecture notes, presentation coaching and subtitles as options. The CD is only audio, of course.

My students never needed more than one listening to complete the Main Idea questions and specific details. The lectures are pretty short and basic. They run from about 7-10 minutes. More time can be added if you selected to have the coaching option turned on. I find that it is useful, but I usually only run the "special features" once, either during this time or during the review your notes section which comes right before the quiz.

******Up until now about an hour of class time has past, and we are halfway through the unit. *******

(5) Talk about the Topic
At this point the students listen to 4 students discuss the lecture that was just heard. It is a REALLY basic discussion that doesn't seem authentic at all, but they listen to new types of discussion phrases. The phrases aren't really useful unless you can get your students to practice using the phrases in short discussions. There are only 4-5 phrases per chapter that serve 1-3 different purposes like disagreeing, offering a fact or opinion and etc. I would encourage your students to come up with similar discussion phrases that they can use.

At the bottom of the page on "Talk about the Topic," there are three discussion questions that you can ask your students to discuss in groups. They are pretty meaningless to get the students to say other than yes/no if you don't push it on them. Since this textbook gives no assignments or even homework to do, I make this into somewhat of an informal presentations, where they are given time to present their ideas using specific examples and an outline. It has worked pretty well, but most of the questions are too similar and based heavily off of the lecture so they begin to sound like one another rather that hearing unique ideas from their experience.

(6) Review your Notes
This part seems a little bit of a waste. The students are encouraged to look over their previous notes, and fill out some questions, outline or graphic organizer in the textbook. It doesn't explicitly give them a chance to practice using specific strategies in their note-taking. It kind of lost its cause for learning note-taking since the students weren't able to practice any given strategy or skill on their own.

(7) QUIZ time
At this point, the students are ready for a quiz. The quiz provided to the teacher is always the same. It's 10 questions of multiple choice. The teacher reads or plays the questions and the students select the answers. It takes about 15 minutes maximum. This is good for having more instructional time, but not for those who do not like multiple choice. Like I mentioned before all of the questions are based on the unit lecture.

I suppose a teacher could make up their own listening quiz. it is challenging to do in a short period of time though.

(8) Extend the Topic
This is the last part of the unit. This comes after the quiz. Usually, the teacher plays a short clip of another lecture of some sort and then there is an activity or discussion where the students apply the content of the chapter to themselves. This is a hit or miss since not all content will be interesting from everyone.

Each unit can come out to about 2-3 hours based on whether you give extra material or assignments.

Conclusion
My last problem of the book is that there are no assignments, homework or even presentations from the book. If you want the students to DO anything in this book it is based on short discussions, and very short question and answers for the vocab, lecture questions, and note taking. That requires the teacher to come up with outside assignments. It's not impossible, but this is not a stand alone textbook.
I don't think this book adequately meets the needs of students who want to improve their note-taking skills. I think it can facilitate listening skills though. There is plenty of opportunity to practice listening from all the diverse topics and different lecture strategies. I just wish the students can do more.

I cannot wholeheartedly recommend this book. I think a great alternative would be "Lecture Ready 1" which is published by Oxford. That book offers much practice in lecture listening, note-taking strategy and also presentation skills that really encourage participation.

I hope this helps! Happy teaching!

1 of 1 people found the following review helpful.
This product DOES NOT INCLUDE THE DISKS!!
By Tom
Even though the majority of the product description covers the CD and DVD, neither disk product is included with the book

0 of 0 people found the following review helpful.
Five Stars
By Martin.Q
good

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Jumat, 18 Maret 2011

[J845.Ebook] Get Free Ebook Hawthorne's Short Stories (Vintage Classics), by Nathaniel Hawthorne

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Hawthorne's Short Stories (Vintage Classics), by Nathaniel Hawthorne

Here are the best of Hawthorne's short stories. There are twenty-four of them -- not only the most familiar, but also many that are virtually unknown to the average reader. The selection was made by Professor Newton Arvin of Smith College, a recognized authority on Hawthorne and a distinguished literary critic as well. His fine introduction admirably interprets Hawthorne's mind and art.


From the Trade Paperback edition.

  • Sales Rank: #388043 in eBooks
  • Published on: 2011-01-11
  • Released on: 2011-01-11
  • Format: Kindle eBook

From the Inside Flap
Here are the best of Hawthorne's short stories. There are twenty-four of them -- not only the most familiar, but also many that are virtually unknown to the average reader. The selection was made by Professor Newton Arvin of Smith College, a recognized authority on Hawthorne and a distinguished literary critic as well. His fine introduction admirably interprets Hawthorne's mind and art.

About the Author
Nathaniel Hawthorne (1805-64) was an American novelist and short-story writer. He was born in Salem, Massachusetts, and graduated from Bowdoin College. His first novel, Fanshawe, was published anonymously in 1828, followed by several collections of short stories, including Twice-Told Tales and Mosses from an Old Manse. His later novels include The Scarlet Letter, The House of Seven Gables, The Blithedale Romance, and The Marble Faun.

Newton Arvin (1900-63) was a literary critic and professor at Smith College known for his influential writings about nineteenth-century American literature. He is the author of biographies of Nathaniel Hawthorne and Walt Whitman, and his biography of Herman Melville won the National Book Award in 1951.

Excerpt. © Reprinted by permission. All rights reserved.
The Birthmark

In the latter part of the last century there lived a man of science, an eminent proficient in every branch of natural philosophy, who not long before our story opens had made experience of a spiritual affinity more attractive than any chemical one. He had left his laboratory to the care of an assistant, cleared his fine countenance from the furnace smoke, washed the stain of acids from his fingers, and persuaded a beautiful woman to become his wife. In those days when the comparatively recent discovery of electricity and other kindred mysteries of Nature seemed to open paths into the region of miracle, it was not unusual for the love of science to rival the love of woman in its depth and absorbing energy. The higher intellect, the imagination, the spirit, and even the heart might all find their congenial aliment in pursuits which, as some of their ardent votaries believed, would ascend from one step of powerful intelligence to another, until the philosopher should lay his hand on the secret of creative force and perhaps make new worlds for himself. We know not whether Aylmer possessed this degree of faith in man's ultimate control over Nature. He had devoted himself, however, too unreservedly to scientific studies ever to be weaned from them by any second passion. His love for his young wife might prove the stronger of the two; but it could only be by intertwining itself with his love of science, and uniting the strength of the latter to his own.

Such a union accordingly took place, and was attended with truly remarkable consequences and a deeply impressive moral. One day, very soon after their marriage, Aylmer sat gazing at his wife with a trouble in his countenance that grew stronger until he spoke.

"Georgiana," said he, "has it never occurred to you that the mark upon your cheek might be removed?"

"No, indeed," said she, smiling; but perceiving the seriousness of his manner, she blushed deeply. "To tell you the truth it has been so often called a charm that I was simple enough to imagine it might be so."

"Ah, upon another face it might," replied her husband; "but never on yours. No, dearest Georgiana, you came so nearly perfect from the hand of Nature that this slightest possible defect, which we hesitate whether to term a defect or a beauty, shocks me, as being the visible mark of earthly imperfection."

"Shocks you, my husband!" cried Georgiana, deeply hurt; at first reddening with momentary anger, but then bursting into tears. "Then why did you take me from my mother's side? You cannot love what shocks you!"

To explain this conversation it must be mentioned that in the centre of Georgiana's left cheek there was a singular mark, deeply interwoven, as it were, with the texture and substance of her face.  In the usual state of her complexion — a healthy though delicate bloom — the mark wore a tint of deeper crimson, which imperfectly defined its shape amid the surrounding rosiness. When she blushed it gradually became more indistinct, and finally vanished amid the triumphant rush of blood that bathed the whole cheek with its brilliant glow. But if any shifting motion caused her to turn pale there was the mark again, a crimson stain upon the snow, in what Aylmer sometimes deemed an almost fearful distinctness. Its shape bore not a little similarity to the human hand, though of the smallest pygmy size. Georgiana's lovers were wont to say that some fairy at her birth hour had laid her tiny hand upon the infant's cheek, and left this impress there in token of of the magic endowments that were to give her such sway over all hearts. Many a desperate swain would have risked life for the privilege of pressing his lips to the mysterious hand. It must not be concealed, however, that the impression wrought by this fairy sign manual varied exceedingly, according to the difference of temperament of the beholders. Some fastidious persons — but they were exclusively of her own sex — affirmed that the bloody hand, as they chose to call it, quite destroyed the effect of Georgiana's beauty, and rendered her countenance even hideous. But it would be as reasonable to say that one of those small blue stains which sometimes occurred in the purest statuary marble would convert the Eve of Powers to a monster. Masculine observers, if the birthmark did not heighten their admiration, contented themselves with wishing it away, that the world might possess one living specimen of ideal loveliness without the semblance of a flaw. After his marriage, —for he thought little or nothing of the matter before,— Aylmer discovered that this was the case with himself.

Had she been less beautiful,—if Envy's self could have found aught else to sneer at,— he might have felt his affection heightened by the prettiness of this mimic hand, now vaguely portrayed, now lost, now stealing forth again and glimmering to and fro with every pulse of emotion that throbbed within her heart; but seeing her otherwise so perfect, he found this one defect grow more and more intolerable with every moment of their united lives. It was the fatal flaw of humanity which Nature, in one shape or another, stamps ineffaceably on all her productions, either to imply that they are temporary and finite, or that their perfection must be wrought by toil and pain. The crimson hand expressed the ineludible gripe in which mortality clutches the highest and purest of earthly mould, degrading them into kindred with the lowest, and even with the very brutes, like whom their visible frames return to dust. In this manner, selecting it as the symbol of his wife's liability to sin, sorrow, decay, and death, Aylmer's sombre imagination was not long in rendering the birthmark a frightful object, causing him more trouble and horror than ever Georgiana's beauty, whether of soul or sense, had given him delight.

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0 of 0 people found the following review helpful.
Symbolism & Historical Romance
By Sophia DeNapoli
An inspiring American Novelist, a true legend, who never ceases to engage his readers memories, by appointing indelible and vivid characters for our reading pleasure... Such a romantic...

0 of 4 people found the following review helpful.
Difficult to read
By Croy
I read this author a bit at a time. You need to have a very good knowledge of everyday life in Hawthornes' time to fully understand what he describes.

13 of 15 people found the following review helpful.
Hawthorne must be read in his historical context
By A Customer
It's easy for our contemporaries to accuse Hawthorne of being formulaic or using timeworn themes. It must be remembered that in Hawthorne's own day, the many of the "timeworn" ideas represented a truly novel vision, and it was appropriate to use many different stories to convey its fullness. Just remember, if you think it's a "cliche," it's probably because you've read a lot of post-Hawthorne "wannabes"!

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