Defining Construction Insights Into The Emergence And Generation Of Linguistic Representations

Student-Centered Approaches to Russian Language Teaching looks at how the field of Russian language pedagogy has evolved in recent years due to advances in technology along with shifts in attitudes to language pedagogy, and how the pandemic has compounded and accelerated these changes. This edited collection brings together different perspectives from the field of Russian language pedagogy. With pedagogical conversations now centered around students and their needs, as well as the evolving role of the teacher in the 21st century, this volume highlights the diverse ways in which instructional practices have evolved, making curriculum and assessment more student-centered and Russian language learning more engaging. The collection will be of interest to current and future instructors of Russian as a foreign or additional language who wish to diversify their instruction, as well as students of Russian language pedagogy and second language learning and teaching.

Repetition is a well-studied phenomenon in morphology and lexicology but has received less attention on the syntactic level. The book sheds light on syntactic constructions with lexical repetition in East Slavic languages. Several contributions address syntactic constructions that have developed in form and meaning in accordance with general tendencies found in many languages, for example, English Boys will be boys. However, most chapters focus on constructions that resist typological explanation, for example Rus. Беда так беда ‘trouble- nom.sg so trouble- nom.sg’, Ukr. дурень дурнем ‘fool- nom.sg fool- ins.sg’. .

The concept of narrative has exerted a strong influence on a wide range of fields, from the humanities such as literature (and art and entertainment) to social studies, psychiatry, and psychology. The framework that allows access to narratives across a wide range of areas, from science to the humanities, has the potential to be improved as a fusion of cognitive science and artificial intelligence. Toward an Integrated Approach to Narrative Generation: Emerging Research and Opportunities is a critical scholarly book that focuses on the significance of narratives and narrative generation in various aspects of human society. Featuring an array of topics such as philosophy, narratology, and advertising, this book is ideal for software developers, academicians, philosophy professionals, researchers, and students in the fields of cognitive studies, literary studies, and digital content design and development.

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

Visual computing and descriptive geometry are multidisciplinary fields addressing the handling of images, 3D models, and other computer graphics. These ideas are experiencing a revival due to emergent technologies and applications available to developers. Based in traditional forms of design and architecture, these fields are currently experiencing a bounty of new research based on old principles. The Handbook of Research on Visual Computing and Emerging Geometrical Design Tools seeks to add to this knowledge base by considering these technologies from a designer’s perspective rather than reiterating the principles of computer science. It combines aspects of geometry and representation with emerging tools for CAD, generation, and visualization while addressing the digital heritage of such fields. This book is an invaluable resource for developers, students of both graphic and computer-generated design, researchers, and designers.

Since 1989, two sites of memory with respect to the deportation and persecution of Jews in France and Germany have received intense public attention: the Veĺ d'Hiv in Paris and the Monument for the Murdered Jews of Europe in Berlin. Why is this so? Both monuments, the author argues, are unique in the history of memorial projects.

Since 1989, two sites of memory with respect to the deportation and persecution of Jews in France and Germany during the Second World War have received intense public attention: the Vélo d'Hiver (Winter Velodrome) in Paris and the Monument for the Murdered Jews of Europe or Holocaust Monument in Berlin. Why is this so? Both monuments, the author argues, are unique in the history of memorial projects. Although they are genuine "sites of memory", neither monument celebrates history, but rather serve as platforms for the deliberation, negotiation and promotion of social consensus over the memorial status of war crimes in France and Germany. The debates over these monuments indicate that it is the communication among members of the public via the mass media, rather than qualities inherent in the sites themselves, which transformed these sites into symbols beyond traditional conceptions of heritage and patriotism.

This collection of scholarly essays explores the role of history in terrorism studies and today’s counterterrorism initiatives. In Doomed to Repeat?, scholars, policy makers, and other practitioners explore how a better understanding of the past can help us combat terrorism in the future. The first section establishes a broader context for discussion by examining the connections between history and Terrorism Studies. The second section presents the insights of non-historians who know the importance of historical perspective in understanding current events. Section Three provides case studies that explore the history of terrorism and politically motivated violence. Section Four concludes by placing concerns about terrorism in regional and foreign policy context. “This collection helps us advance our understanding of terrorism beyond simplistic and dichotomist assertions about “them” and “us.” Taken together, these essays highlight the importance of analyzing, rather than assuming.” —Chris Dixon, Professor, School of History, Philosophy, Religion, and Classics, The University of Queensland, Australia

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment. It documents the development and implementation of a theory-guided approach designed to exploit cross-linguistically sharable competencies as resources for promoting FL learning. The volume delineates the processes of (a) identifying cross-linguistically sharable competencies, (b) exploring ways of exploiting sharable competencies as resources in promoting language skills through their purposeful use for content learning, (c) implementing the instructional approach in multiple EFL classrooms, and (d) evaluating the approach by comparing learning outcomes across classrooms. It presents a solid conceptual framework that integrates theories in multiple research domains, including second language acquisition, knowledge acquisition, and language assessment. It also provides detailed descriptions of framework construction and classroom implementation – the two processes that are integral to course design and development.