This edition of Pop Culture Versus Real America is intended for the sixth- to seventh-grade-level students of English as a Foreign Language (EFL) or English as a Second Language (ESL). It was adapted from the original publication Pop Culture Versus Real America (2010).
Every nationality has stereotypes found in pop culture creations such as TV shows. Americans in TV shows do not always show what real Americans are like. ...
The magazine of travel, culture and adventure, especially written for those who love England, Scotland, Ireland and Wales. A must-read for Anglophiles, British Heritage shows them what they can see and do, how to get there and where to stay, with information that even veteran travelers may overlook.
Globalization has become one of the defining buzzwords of our time--a term that describes a variety of complex economic, political, cultural, ideological, and environmental forces that are rapidly altering our experience of the world. In the years since World War II, we have seen national boundaries fade as financial markets, manufacturing concerns, information services, and cultural products (including movies, music, and television shows) have spread around the earth. Immigration and tourism have exploded, Japanese cars are assembled in the United States and American hamburgers are sold in Toyko.
Due to its connections to violent crime and ingenious detective work, forensic science is a subject of endless fascination to the general public. A criminal case can often hinge on a piece of evidence such as a hair, a blood trace, a bit of saliva on a cigarette butt, or the telltale mark of a tire tread. High profile cases have stoked this interest in recent years and some of the most popular shows on television--such as CSI: Crime Scene Investigation and its raft of spin-offs--attest to the enduring popularity of forensic science as a form of grisly entertainment.
This book shows how Systemic Functional Linguistics may be used to explore and explain the grammar of scientific examination questions. The author outlines the key elements of this theory and identifies problematical structures that affect the linguistic validity of such education assessment questions. This book also shows how examination questions may provide insight into the relationship between teaching and language in science.
