New Scientist covers the latest developments in science and technology that will impact your world. New Scientist employs and commissions the best writers in their fields from all over the world. Our editorial team provide cutting-edge news, award-winning features and reports, written in concise and clear language that puts discoveries and advances in the context of everyday life today and in the future.
Gathering important papers by both philosophers and scientists, this collection illuminates the central themes that have arisen during the last two decades of work on the conceptual foundations of artificial intelligence and cognitive science. Each volume begins with a comprehensive introduction that places the coverage in a broader perspective and links it with material in the companion volumes. The collection is of interest in many disciplines including computer science, linguistics, biology, information science, psychology, neuroscience, iconography, and philosophy.
Despite their commercial appeal and cross-media reach, superheroes are only recently starting to attract sustained scholarly attention. This groundbreaking collection brings together essays and book excerpts by major writers on comics and popular culture.
New Critical Perspectives on the Beatles: Things We Said Today
Added by: miaow | Karma: 8412.23 | Other | 25 June 2016
The Beatles are probably the most photographed band in history and are the subject of numerous biographical studies, but a surprising dearth of academic scholarship addresses the Fab Four. New Critical Perspectives on the Beatles offers a collection of original, previously unpublished essays that explore 'new' aspects of the Beatles. The interdisciplinary collection situates the band in its historical moment of the 1960s, but argues for artistic innovation and cultural ingenuity that account for the Beatles' lasting popularity today.
Creating Classroom Communities of Learning: International Case Studies and Perspectives
This is a collection of nine case studies of teachers and young learners in countries as widely separated as USA, Japan and Australia. In each chapter, classroom interaction is interpreted by different authors to illustrate how teachers and their students verbally co-construct culturally appropriate learning attitudes and behaviours. The collection reveals not only similarities and differences across cultural divides, but also how different perspectives can provide alternative and rich interpretations of teaching and learning.