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Necessity and Language
by Morris Lazerowitz Alice AmbroseThe problem of necessity remains one of the central issues in modern philosophy. The authors of this volume, originally published in 1985, developed a new approach to the problem, which focusses on the logical grammar of necessary propositions. This volume gathers their seminal essays on the problem of necessity, together with new material at the original time publication.
Necromanticism
by Paul WestoverNecromanticism is a study of literary pilgrimage: readers' compulsion to visit literary homes, landscapes, and (especially) graves during the long Romantic period. The book draws on the histories of tourism and literary genres to highlight Romanticism's recourse to the dead in its reading, writing, and canon-making practices.
Nectar in a Sieve (SparkNotes Literature Guide Series)
by SparkNotesNectar in a Sieve (SparkNotes Literature Guide) by Kamala Markandaya Making the reading experience fun! Created by Harvard students for students everywhere, SparkNotes is a new breed of study guide: smarter, better, faster. Geared to what today's students need to know, SparkNotes provides: *Chapter-by-chapter analysis *Explanations of key themes, motifs, and symbols *A review quiz and essay topicsLively and accessible, these guides are perfect for late-night studying and writing papers
Nefertiti’s Face: The Creation of an Icon
by Joyce TyldesleyLittle is known about Nefertiti, the Egyptian queen whose name means “a beautiful woman has come.” She was the wife of Akhenaten, the pharaoh who ushered in the dramatic Amarna Age, and she bore him at least six children. She played a prominent role in political and religious affairs, but after Akhenaten’s death she apparently vanished and was soon forgotten. Yet Nefertiti remains one of the most famous and enigmatic women who ever lived. Her instantly recognizable face adorns a variety of modern artifacts, from expensive jewelry to cheap postcards, t-shirts, and bags, all over the world. She has appeared on page, stage, screen, and opera. In Britain, one woman has spent hundreds of thousands of pounds on plastic surgery in hope of resembling the long-dead royal. This enduring obsession is the result of just one object: the lovely and mysterious Nefertiti bust, created by the sculptor Thutmose and housed in Berlin’s Neues Museum since before World War II. In Nefertiti’s Face, Egyptologist Joyce Tyldesley tells the story of the bust, from its origins in a busy workshop of the late Bronze Age to its rediscovery and controversial removal to Europe in 1912 and its present status as one of the world’s most treasured artifacts. This wide-ranging history takes us from the temples and tombs of ancient Egypt to wartime Berlin and engages the latest in Pharaonic scholarship. Tyldesley sheds light on both Nefertiti’s life and her improbable afterlife, in which she became famous simply for being famous.
Negation and Polarity: Experimental Perspectives
by Chungmin Lee Pierre LarrivéeThis volume offers insights on experimental and empirical research in theoretical linguistic issues of negation and polarity, focusing on how negation is marked and how negative polarity is emphatic and how it interacts with double negation. Metalinguistic negation and neg-raising are also explored in the volume. Leading specialists in the field present novel ideas by employing various experimental methods in felicity judgments, eye tracking, self-paced readings, prosody and ERP. Particular attention is given to extensive crosslinguistc data from French, Catalan and Korean along with analyses using semantic and pragmatic methods, corpus linguistics, diachronic perspectives and longitudinal acquisitional studies as well as signed and gestural negation. Each contribution is situated with regards to major previous studies, thereby offering readers insights on the current state of the art in research on negation and negative polarity, highlighting how theory and data together contributes to the understanding of cognition and mind.
Negation in Non-Standard British English: Gaps, Regularizations and Asymmetries (Routledge Studies in Germanic Linguistics #Vol. 8)
by Lieselotte AnderwaldDespite the advances of radio and television and increasing mobility and urbanization, spoken English is by no means becoming more like the written standard. English dialect grammar, however, is still a new and relatively undeveloped area of research, and most studies to date are either restricted regionally, or based on impressionistic statements. This book provides the first thorough empirical study of the field of non-standard negation across Great Britain.
Negative Contexts: Collocation, Polarity and Multiple Negation (Routledge Studies in Germanic Linguistics)
by Ton van der WoudenThis research emphasizes semantic, syntactic and pragmatic considerations illustrating a wide array of linguistic approaches. Written from within the theoretical framework of Generalized Quantifiers, the three main areas considered are collocations, polarity items and multiple negations.
Negative Cosmopolitanism: Cultures and Politics of World Citizenship after Globalization
by Eddy Kent Terri TomskyFrom climate change, debt, and refugee crises to energy security, environmental disasters, and terrorism, the events that lead nightly newscasts and drive public policy demand a global perspective. In the twentieth century the world sought solutions through formal institutions of international governance such as the United Nations, the International Criminal Court, and the World Bank, but present-day responses to global realities are often more provisional, improvisational, and contingent. Tracing this uneven history in order to identify principal actors, contesting ideologies, and competing rhetoric, Negative Cosmopolitanism challenges the Kantian ideal of cosmopolitanism as the precondition for a perpetual global peace. Uniting literary scholars with researchers working on contemporary problems and those studying related issues of the past – including slavery, industrial capitalism, and corporate imperialism – essays in this volume scrutinize the entanglement of cosmopolitanism within expanding networks of trade and global capital from the eighteenth century to the present. By doing so, the contributors pinpoint the ways in which whole populations have been unwillingly caught up in a capitalist reality that has little in common with the earlier ideals of cosmopolitanism. A model for provoking new and necessary questions about neoliberalism, biopolitics, colonialism, citizenship, and xenophobia, Negative Cosmopolitanism establishes a fresh take on the representation of globalization and modern life in history and literature. Contributors Include Timothy Brennan (University of Minnesota), Juliane Collard (University of British Columbia), Mike Dillon (California State University, Fullerton), Sneja Gunew (University of British Columbia), Dina Gusejnova (University of Sheffield), Heather Latimer (University of British Columbia), Pamela McCallum (University of Calgary), Geordie Miller (Dalhousie University), Dennis Mischke (Universität Stuttgart), Peter Nyers (McMaster University), Liam O’Loughlin (Pacific Lutheran University), Crystal Parikh (New York University), Mark Simpson (University of Alberta), Melissa Stephens (Vancouver Island University), and Paul Ugor (Illinois State University).
Negative Liberties: Morrison, Pynchon, and the Problem of Liberal Ideology
by Cyrus R. K. PatellSince the nineteenth century, ideas centered on the individual, on Emersonian self-reliance, and on the right of the individual to the pursuit of happiness have had a tremendous presence in the United States--and even more so after the Reagan era. But has this presence been for the good of all? In Negative Liberties Cyrus R. K. Patell revises important ideas in the debate about individualism and the political theory of liberalism. He does so by adding two new voices to the current discussion--Toni Morrison and Thomas Pynchon--to examine the different ways in which their writings embody, engage, and critique the official narrative generated by U. S. liberal ideology. Pynchon and Morrison reveal the official narrative of individualism as encompassing a complex structure of contradiction held in abeyance. This narrative imagines that the goals of the individual are not at odds with the goals of the family or society and in fact obscures the existence of an unholy truce between individual liberty and forms of oppression. By bringing these two fiction writers into a discourse dominated by Ralph Waldo Emerson, Isaiah Berlin, John Rawls, George Kateb, Robert Bellah, and Michael Sandel, Patell unmasks the ways in which contemporary U. S. culture has not fully shed the oppressive patterns of reasoning handed down by the slaveholding culture from which American individualism emerged. With its interdisciplinary approach, Negative Liberties will appeal to students and scholars of American literature, culture, sociology, and politics.
Negative Political Advertising: Coming of Age (Routledge Communication Series)
by Karen S. Johnson-Cartee Gary CopelandThis volume provides a unique synthesis of the relevant literature from academic studies in the fields of political science, marketing, advertising, speech communication, telecommunication, and public relations combined with the practical wisdom of professional consultants. Offering the reader both the theory and practical applications associated with negative political advertising, this is the first book devoted exclusively to the various forms of negative campaigning in the United States. After developing a typology of negative political spots for greater clarity in explaining and evaluating them, the book addresses effectiveness questions such as: What works? When? Why? and How?
Negative Theology and Utopian Thought in Contemporary American Poetry
by Jason LagapaThis book explores the utopian imagination in contemporary American poetry and the ways in which experimental poets formulate a utopian poetics by adopting the rhetorical principles of negative theology, which proposes using negative statements as a means of attesting to the superior, unrepresentable being of God. With individual chapters on works by such poets as Susan Howe, Nathaniel Mackey, Charles Bernstein, and Alice Notley, this book illustrates how a strategy of negation similarly proves optimal for depicting the subject of utopia in literary works. Negative Theology and Utopian Thought in Contemporary American Poetry: Determined Negations contends that negative statements in experimental poetry illustrate the potential for utopian social change, not by portraying an ideal world itself but by revealing the very challenge of representing utopia directly.
Neglected American Women Writers of the Long Nineteenth Century: Progressive Pioneers (Routledge Studies in Nineteenth Century Literature)
by Sirpa Salenius Verena LaschingerNeglected American Women Writers of the Long Nineteenth Century, edited by Verena Laschinger and Sirpa Salenius, is a collection of essays that offer a fresh perspective and original analyses of texts by American women writers of the long nineteenth century. The essays, which are written both by European and American scholars, discuss fiction by marginalized authors including Yolanda DuBois (African American fairy tales), Laura E. Richards (children’s literature), Metta Fuller Victor (dime novels/ detective fiction), and other pioneering writers of science fiction, gothic tales, and life narratives. The works covered by this collection represent the rough and ragged realities that women and girls in the nineteenth century experienced; the writings focus on their education, family life, on girls as victims of class prejudice as well as sexual and racial violence, but they also portray girls and women as empowering agents, survivors, and leaders. They do so with a high-voltage creative charge. As progressive pioneers, who forayed into unknown literary terrain and experimented with a variety of genres, the neglected American women writers introduced in this collection themselves emerge as role models whose innovative contribution to nineteenth-century literature the essays celebrate.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
by Ruth Spack Vivian ZamelNegotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.
Negotiating Academic Writing in an English-Medium University: Chinese Postgraduates’ Perspectives, Practices, and Agency (Education and Society in China)
by Xiaohao MaBuilding on a collection of students’ perspectives and narratives, Ma examines how non-native English speaking (NNES) students negotiate English academic writing (EAW) to reveal the general patterns and distinct routes in addressing challenges in higher education.With the significant expansion of internationalization and student mobility, the discourse on cross-border education and how NNES students navigate the high-stakes educational journey remain pertinent. This book presents an in-depth qualitative study that investigates how NNES students in an English-medium university negotiate the demands of EAW in postgraduate study. The research foregrounds NNES students’ experiences and provides a comprehensive understanding of how they perceive, experience, and address the challenges of EAW by focusing on a group of mainland Chinese students studying in Hong Kong. Key topics discussed include the impact of English as an academic lingua franca on non-native speakers, the roles of universities in supporting these students, and lessons of individuals addressing academic challenges.Written for NNES students, researchers and practitioners in higher education, including language professionals and other specialists in language teaching, this compelling text will also interest general readers of academic and linguistic literacy.
Negotiating Against the Odds
by Emily JonesDrawing on the experiences of more than 100 developing country negotiators and the insights of leading academic studies, this guide brings together practical advice and lessons on ways to negotiate effectively with larger parties, and avoid common pitfalls.
Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds
by Yasuko KannoThis book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.
Negotiating Copyright: Authorship and the Discourse of Literary Property Rights in Nineteenth-Century America (Literary Criticism and Cultural Theory)
by Martin T. BuinickiFirst Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.
Negotiating Critical Literacies in Classrooms
by Anne Simpson Barbara ComberNegotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.
Negotiating Critical Literacies with Teachers: Theoretical Foundations and Pedagogical Resources for Pre-Service and In-Service Contexts
by Jerome C. Harste Vivian Maria Vasquez Stacie L. TateHow can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
Negotiating Critical Literacies with Young Children: 10th Anniversary Edition (Language, Culture, and Teaching)
by Vivian Maria VasquezIn this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: "Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards" New feature: "Critical Reflections and Pedagogical Suggestions" at the end of the demonstration chaptesr New Appendices: "Resources for Negotiating Critical Literacies" and "Alternate Possibilities for Conducting an Audit Trail" Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children
Negotiating Cultural Encounters: Narrating Intercultural Engineering and Technical Communication, 1st Edition
by Han Yu Gerald SavageDiscusses the challenges of intercultural communication in engineering, technical, and related professional fields Given today's globalized technical and engineering environment, intercultural communication is an essential topic for engineers, other technical professionals, and technical communicators to learn. Engineering programs, in particular, need to think about how to address the ABET requirement for students to develop global competence and communication skills. This book will help readers learn what intercultural communication is like in the workplace--which is an important first step in gaining intercultural competence. Through narratives based on the real experiences of working professionals, Negotiating Cultural Encounters: Narrating Intercultural Engineering and Technical Communication covers a range of design, development, research, and documentation projects--offering an authentic picture of today's international workplace. Narrative contributors present firsthand experience and perspectives on the complexities and challenges of working with multicultural team members, international vendors, and diverse customers; additional suggested readings and discussion questions provide students with information on relevant cultural factors and invite them to think deeply and critically about the narratives. This collection of narratives: Responds to the need for updated firsthand information in intercultural communication and will help us prepare workplace professionals Covers various topics such as designing e-commerce websites, localizing technical documentation, and translating workplace safety materials Provides hands-on studies of intercultural professional communication in the workplace Is targeted toward institutions that train engineers for technical communication tasks in diverse sociocultural environments Presents contributions from a diverse group of professionals Recommends additional material for further pursuit A book unlike any other in its field, Negotiating Cultural Encounters is ideal for all engineering and technical communication professionals seeking to better communicate their ideas and thoughts in the multicultural workplaces of the world.
Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization (Palgrave Studies in Educational Futures)
by Wisam Kh. Abdul-JabbarThis book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.
Negotiating Disability: Disclosure and Higher Education
by Stephanie L Kerschbaum Laura T Eisenman James M JonesDisability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.
Negotiating Elite Talk: Language, Race, Class and Identity Among African American High Schoolers
by John Taggart ClarkLen Gregory is a law school student. As part of his elite law school's community outreach programme, he finds himself in a local high school several times a week passing on his own legal knowledge to the students in a course he teaches entitled Street Law. This book shows that passing on legal knowledge is not the only thing Len is doing in Street Law. He is also trying to get his students to talk and argue about the law in the same way that he does. Len talks about legal matters using hypothetical, speculative scenarios played out by generic people - if people occur at all in his scenarios. The students, meanwhile, recount anecdotes inhabited by real people doing things in the real world. This book describes how Len and the Street Law students negotiate Len's language promotion project scheme, that is, how the students go along with or resist Len's promotion. The consequences of this negotiation are high: the abstract/speculative inquiry style promoted by Len carries social value - to be able to talk as Len does is to be able to talk as powerful members of society talk, and Len is offering the Street Law students access to that social capital. However, this book shows how the Street Law students identify abstract/speculative inquiry as being the talk of the (elite, white) Other - not, in other words, a way of talk that, by and large, utters their social identity. The book examines this negotiation and tension between learning economically powerful ways of talking in the larger social marketplace and maintaining an authentic local social identity.
Negotiating Englishes and English-speaking Identities: A study of youth learning English in Italy (Routledge Studies in World Englishes)
by Jacqueline AielloThis book explores the effects of the global spread of English by reporting on a sequential explanatory mixed-methods study of the language attitudes, motivation and self-perceived English proficiency of youth in two Italian cities. Participant narratives highlight the far-reaching role that English plays on the performance and attainment of present and desired future selves, illustrate that English is understood not as singular but as plural and paradoxical, and reveal that English learners, who do not all accept the capital of ‘native’ speakers, utilize tactics to negotiate their position(s) with respect to their target language. On the one hand, by narrowing in on a specific population and drawing extensively on interview exchanges, this work provides readers with a nuanced depiction of the identities, milieu and learning experiences of English language learners in Italy. On the other hand, this level of detailed analysis gives insight into the understandings, construction of meaning and negotiations of language learners who need and want to acquire English, the global language, worldwide. Indeed, the issues and questions that are raised in this book, such as those concerning research approaches and the definitions assigned to key concepts, have profound implications on the research of English(es) today and can inform future directions in global English teaching.