A highly topical book from a hugely respected figure in the field, Mona Baker’s Translation and Conflict is a timely exploration of the importance of the role of translators and interpreters to the political process. Given an increased interest in the positioning of translators in politically sensitive situations, as in the case of Katherine Gunn at GCHQ, and in settings such as Guantanamo Bay, Iraq and Kosovo, the book features extended examples that mainly focus on English and Arabic.
Written to inform students of the main principles, concepts, and research findings of key theories of learning–especially as they relate to education–and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners’ constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail.
Domestic Settings - Sources on Domestic Architecture and Day-to-Day Activities in the Crusader States
Whereas a great deal of research has been carried out on Crusader castles, churches and major buildings in the Latin East, almost no attention has been paid to domestic architecture and the domestic settings in which most of the population of the Crusader states spent most of their time. The present work attempts to address this deficiency by taking an in-depth look at the various domestic buildings that served the urban and rural population and the domestic apartments in castles and mosasteries.
Helps nursing students identify interventions most commonly associated with nursing diagnoses when caring for patients. This pocket-sized reference is suitable for hospital and community-based settings.
Language and Literacy Development in Bilingual Settings
Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.
