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Kenneth J. Yin
Dungan Folktales and Legends is a unique anthology that acquaints English-speaking readers with the rich and captivating folk stories of the Dungans, Chinese-speaking Muslims who fled Northwest China for Russian Central Asia after failure of the Dungan Revolt (1862–1877) against the Qing dynasty. The most comprehensive collection of Dungan folk narratives, available now in English for the first time, this volume features translations of oral narratives collected in the former Soviet Central Asian republics of Kyrgyzstan and Kazakhstan in the twentieth century, and first published in Dunganskie narodnye skazki i predaniia (1977), which was edited by the internationally renowned Russian sinologist Boris L. Riftin and compiled by his prominent Dungan colleagues Makhmud A. Khasanov and Ilʹias I. Iusupov. The Dungan folk narrative tradition is a vibrant and fascinating tapestry of Chinese, Islamic, and various Central Asian cultural elements.
The present volume is comprised of a chapter introducing the Dungan tale and three chapters containing 78 folk stories organized in the following categories: wonder tales and animal tales; novelistic tales, folk anecdotes, and adventure stories; and legends, historical tales, and narratives. Also included are appendixes, a glossary, an index, the original notes to the texts, and translator’s notes aimed at an English-reading audience. This volume will be of interest to general readers, as well as students and scholars of folklore, ethnography, anthropology, comparative literature, Chinese studies, and Central Asian studies.
Lectures in General Linguistics, Syntax, and Child Language Acquisition
The lectures in this book are immensely Chomskyan in spirit, recursive-syntactic in nature, and tethered to a framework which takes as the null hypothesis the notion that language is an innate, pre-determined biological system—a system which by definition is multi-complex, human-specific, and analogous to a philosophy highly commensurate of Descartes’ great proverbial adage which announces the calling for a ‘ghost-in-the-machine’. The book begins with a gradual assessment of the kinds of complex constructs students of syntax need to work-up. Leading to the classic ‘Four-Sentences’—each of which bears as a kind of post-mark its own decade of Chomskyan analysis—we trace the origins of generative grammar from the fields of child language acquisition (of the 1960s), to psycholinguistics (of the 1970s), to where we stand today within the Minimalist Program. Various spin-off proposals have been spawned by envisioned analyses which treat syntactic movement as the quintessential human processing—a processing which would give rise to human language. Such spin-offs include ‘Proto-language’ and a new treatment of the so-called morpho-syntactic ‘Dual Mechanism Model’.
A Hypertextual Commentary
The book demonstrates that the books of Samuel–Kings, taken together, are a result of one, highly creative, hypertextual reworking of the book of Deuteronomy. This detailed reworking consists of almost 2000 strictly sequentially organized, conceptual, and at times, also linguistic correspondences between Samuel–Kings and Deuteronomy. The strictly sequential, hypertextual dependence on Deuteronomy explains numerous surprising features of Samuel–Kings. The critical analysis of Samuel–Kings as a coherently composed Judaean hypertextual work disproves the hypothesis of the existence of the Deuteronomistic history and its variants. It also sheds entirely new light on the question of the origin of the so-called Enneateuch Genesis–Kings.
A Study of Samuel Beckett, Harold Pinter and Tom Stoppard
The monograph deals with chosen aspects of modern drama based on the output of three playwrights. It discusses the works of Beckett, Pinter and Stoppard in reference to their employment of the grotesque and the theatre of the absurd. Elements of the grotesque appear in political dramas of all three playwrights. While Beckett does not shy away from absurdity in his plays, some of the early dramas of Pinter and Stoppard present a general existential condition of man, even though their strictly political plays are basically realistic in respect to form, yet satirical in their content. Most of the political plays discussed portray the absurdity of totalitarian countries, stemming from the tragicomic discrepancy between what the authorities are saying they are doing and their actual actions.
"Why a book on humor for teachers?" After dodgy decades of teaching in high schools infamous for gang entanglements, students behaving badly and apathetic administrators, followed by time in a middle school art room dubbed the "snake pit," Teri Evans-Palmer cheerfully accepted an adjunct position at a nearby university and enrolled in a doctoral program. Her heart goes out to teachers of all ages who sit in her humor sessions sharing stories that would make your heart pound. Inevitably, a teacher would ask, "Where can I get your book?"
The pages of this book come from times with Dr. Evans-Palmer's students when something funny made learning happen. There were plenty of days when the author felt like running into the woods screaming, but the best days were filled with tinkling moments enrobed in rollicking laughter, days she would happily relive again. Humor has both saved and served her as a teaching resource, a way to live connected to students, and a soft place to land when the burden of teaching knocks her over with the weight of it.
The Art of Teaching with Humor is for teachers everywhere who share my need to laugh in order to thrive and survive. It is filled with amusing scenarios and specific humor tools any teacher can use to boost student creativity, attention, engagement, and performance. It is also a guide for teacher educators, administrators and professional development staff to consider, as it explains how synthesizing joyful humor with instructional content and delivery safeguards teachers’ emotional wellbeing, and classroom performance.
Rethinking Writing through Emergence
Invisible Effects directly engages systems and complexity theory to reveal how the effects of writing and writing instruction work in deferred, disguised, and unexpected ways. The book explains how writing and language that exist in "writing systems" can indirectly (though powerfully) affect people and environments in sometimes distant contexts. In so doing, the book takes on a question central to rhetoric and writing throughout its long history but perhaps even more pressing today: how do we recognize and measure the eﬀects of writing when those effects are so tangled up with our complex material and discursive environments? The surprisingly powerful effects explored here suggest new ways of thinking about and teaching writing and the applications, lessons, and examples in the text precisely model what this thinking and teaching might look like.
This book is primed to serve as an important addition to reading lists of scholars and graduate students in Writing Studies and Rhetoric and should appear on many syllabi in courses on writing and writing instruction and on rhetoric, both introductory and advanced. As well, the book’s advocacy for the unrecognized potential impact of writing instruction makes it appealing for writing program directors and any potential university faculty, administrators, and non-academics interested in the importance and the efficacy of writing instruction. This book is also a useful resource for scholars and graduate students specializing in Writing Across the Curriculum, as the text provides a useful way to shift the conversation and communicate about writing across disciplines.
Volumen II. Tradiciones de pensamiento y escuelas
Edited by Maira Vaca and Manuel Alejandro Guerrero
Pensar el estudio de la comunicación como una "guerra" implica reconocer que este no es un campo de estudio delimitado por una sola disciplina o una estricta definición del concepto "comunicación". Exige, también, identificar diversas tradiciones de investigación, así como explorar los principales dilemas que han guiado varias disciplinas en distintas épocas históricas y latitudes del mundo. Esta colección de tres volúmenes propone, entonces, analizar la comunicación y los medios desde muy diversas trincheras. Estos diversos panoramas ¾enfoques, tradiciones, épocas, escuelas, autores y sus preocupaciones¾ dialogan entre sí. No hay consensos definitivos; pero tampoco perdedores o ganadores en el debate. La "guerra" consiste pues, en identificar lo que está en juego; reconocer la diversidad de opiniones e intereses, y; considerar el vasto arsenal disponible para resolver los grandes dilemas de la comunicación.
Volumen II. Tradiciones de pensamiento y escuelas
Este segundo volumen de La Comunicación y sus guerras teóricas. Introducción a las teorías de la comunicación y los medios analiza y contrasta distintasescuelasde pensamiento comúnmente ancladas en fronteras nacionales: la influencia norteamericana, el pensamiento francés, la Escuela de Frankfurt, los estudios culturales ingleses, la propuesta de la Escuela Invisible, los planteamientos de la escuela canadiense o el enfoque crítico desde América Latina. Estas diversas tradiciones han evolucionado de manera paralela, pero desde trincheras y paradigmas encontrados. Sin embargo, los análisis en este tomo de expertas y expertos en cada tradición de janver que es posible rastrear orígenes e intereses comunes. Y aunque las diferencias siguen siendo evidentes, en la mayoría de los casos residen en aspectos menos visibles como: el régimen político bajo el cual estas escuelas se desarrollan; el interés, el financiamiento e incluso, el impulso que las y los propios académicos dan a algunos temas frente a otros.