DIALOGIC D/240 SC Rev-2 ISA Board - FREE SHIPPING - Dialogic

Release Date: August 01, 2002

Pedaltrain's flagship model is a full 24" wide and easily holds a wah plus a dozen standard-sized stomp boxes. Comes with a tough cordura nylon gig bag with highly protective panels incorporated into the top and bottom to keep those valuable pedals safe.Each Pedaltrain frame weighs less than the same size piece of 3/4 plywood, thanks to its lightweight aluminum alloy construction with a durable powdercoat finish. There are no moving parts to loosen or wear out. The open-frame, elevated, and angled design provides added flexibility when configuring the layout of the effects. Your connecting cables can be neatly routed over, under, and through the open slots in the top surface area of the Pedaltrain to keep the risk of possible accidental disconnection to a minimum. Pedals may be added, removed, rearranged, or bypassed quickly and easily. Includes plenty of industrial-grade, adhesive-backed, hook-and-loop material, along with detailed instructions to make setup fast and efficient. You ca

Release Date: January 01, 1983

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a "progressive" child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

It has become commonplace to employ dialogue-based approaches in producing and communicating knowledge in diverse fields. Here, “dialogue” has become a buzzword that promises democratic, participatory processes of mutual learning and knowledge co-production. But what does “dialogue” actually entail in the fields in which it is practised and how can we analyse those practices in ways that take account of their complexities? The Promise of Dialogue presents a novel theoretical framework for analysing the dialogic turn in the production and communication of knowledge that builds bridges across three research traditions - dialogic communication theory, action research, and science and technology studies.It also provides an empirically rich account of the dialogic turn through case studies of how dialogue is enacted in the fields of planned communication, public engagement with science and collaborative research. A critical, reflexive approach is taken that interrogates the complexities, tensions and dilemmas inherent in the enactment of “dialogue” and is oriented towards further developing dialogic practices from a position normatively supportive of the dialogic turn.

This book analyses an intercultural project undertaken by French and English 14-year-olds based on an exchange of materials created by the pupils and focused on the topic of law and order. The project was based on a view of learning as a dialogic process interacting with others. A first language and home culture is acquired through such interaction. This project sought to realise this dialogic process in a more meaningful way than is often the case in foreign language classrooms.

Release Date: October 01, 1999

The Land is the Source of Law brings an inter-jurisdictional dimension to the field of indigenous jurisprudence: comparing Indigenous legal regimes in New Zealand, the USA and Australia, it offers a ‘dialogical encounter with an Indigenous jurisprudence’ in which individuals are characterised by their rights and responsibilities into the Land. Though a relatively "new" field, indigenous jurisprudence is the product of the oldest continuous legal system in the world. Utilising a range of texts – films, novels, poetry, as well as "law stories" CF Black blends legality and narrative in order to redefine jurisprudentia in indigenous terms. This re-definition gives shape to the jurisprudential framework of the book: a shape that is not just abstract, but physical and metaphysical; a shape that is circular and concentric at the same time. The outer circle is the cosmology, so that the human never forgets that they are inside a universe – a universe that has a law. This law is found in the second circle which, whilst resembling the ancient Greek law of physis is a law based on relationship. This is a relationship that orders the placing of the individual in the innermost circle, and which structures their rights and responsibilities into the land. The jurisprudential texts which inform the theoretical framework of this book bring to our attention the urgent message that the Djang (primordial energy) is out of balance, and that the rebalancing of that Djang is up to the individual through their lawful behaviour, a behaviour which patterns them back into land. Thus, The Land is the Source of the Law concludes not only with a diagnosis of the cause of climate change, but a prescription which offers an alternative legal approach to global health. 

This collection of research has attempted to capture the essence and promise embodied in the concept of "identity" and built a bridge to the realm of second language studies. However, the reader will notice that we did not build just one link. This volume brings to light the diversity of research in identity and second language studies that are grounded the notions of community, instructors and students, language immersion and study abroad, pop culture and music, religion, code switching, and media. The chapters reflect the efforts of contributors from Canada, Japan, Norway, New Zealand, the United Arab Emirates, and the United States who performed their research in the countries just mentioned and in other regions around the world. Because of this, this volume truly offers an international perspective.

This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways. The important contribution of American Dreams, Global Visions is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society. Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power. Central to the book is a rationale and methodology for teachers to conduct dialogic research with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities. American Dreams, Global Visions will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.