The present collection aims at throwing light on transculturality and the identities and masks that people put on, in writing as much as in life, in an age of global levelling and the struggle for a particular place in a postcolonial world. Topics covered include: North African identity in France; cultural citizenship and the Asian diaspora; novels of beur self-identity by Maghrebi immigrants in France; Scottish fiction, Britain and Empire; memory, amnesia, and the re-invention of the past in South Africa, the Caribbean and elsewhere; borders, necrophilia and history in Southern African fiction; encodings of female control; spectating in black documentary cinema; theatre, performance, and the Western presence in Africa; masks, history, transtextuality, and other aspects of Irish poetry and drama; the masking and unmasking of identity in the African-American novel; violence and Titus Andronicus in black Nova Scotian poetry; notions of the national and of indigeneity in contemporary Canadian drama; Native Canadians, space, and the city. Authors and artists treated include: William Boyd; André Brink; George Elliott Clarke; David Dabydeen; Ralph Ellison; Bessie Head; Seamus Heaney; Tomson Highway; Isaac Julien; Daniel David Moses; Paul Muldoon; Albert Murray; Jean Rhys; Sir Walter Scott; Robert Louis Stevenson; Richard Wright; and W.B. Yeats.

First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

The Thousand and One Nights was reborn into an alien environment in 1704, its signs being received in a radically different way from their original meanings. Works of literature change as people and cultures who read them change. This study explores the Nights with reference to this view of literature.

The four-volume set LNCS 8117-8120 constitutes the refereed proceedings of the 14th IFIP TC13 International Conference on Human-Computer Interaction, INTERACT 2013, held in Cape Town, South Africa, in September 2013. The 55 papers included in the second volume are organized in topical sections on E-input/output devices (e-readers, whiteboards), facilitating social behaviour and collaboration, gaze-enabled interaction design, gesture and tactile user interfaces, gesture-based user interface design and interaction, health/medical devices, humans and robots, human-work interaction design, interface layout and data entry, learning and knowledge-sharing, learning tools, learning contexts, managing the UX, mobile interaction design, and mobile phone applications.

Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nation's most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary--written by an expert--that reviews the chapters, critiques the main points, and synthesizes critical issues. Key features of this outstanding new book include: *Integration of Research and Practice--provides a bridge between conceptual issues studied by researchers concerned with reading comprehension theories and practical issues addressed by educators concerned with classroom instruction and assessment. *Comprehension Focus--provides a thorough history and rigorous research-based analyses of reading comprehension. *Assessment Focus--provides innovative approaches to comprehension assessment that include the influences of vocabulary, decoding, and motivation. *Synthetic Commentaries--provides periodic summaries that analyze and synthesize research, practices, and issues discussed in each part. *Expertise--contributing authors and commentators are highly respected authorities on reading comprehension (see table of contents). This text is appropriate for educational and psychological researchers, reading educators, and graduate students in education and psychology. It is part of the CIERA series, which includes the following volumes: Taylor and Pearson: Teaching Reading: Effective Schools, Accomplished Teachers (2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children: Parents and Teachers (2003) Hoffman and Schallert: The Texts in Elementary Classrooms (2005)

A trusted practitioner guide and course text, this book provides a complete introduction to the multiple roles of the reading specialist in grades PreK-12. Rita M. Bean offers evidence-based best practices for working with struggling readers; supporting teachers through professional development and coaching; planning curricula; assessing at the individual, classroom, and school levels; and building strong school, family, and community partnerships. User-friendly features include helpful classroom vignettes, questions for discussion and reflection, follow-up activities, and ideas for instructors and workshop leaders. Reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition New overarching framework that connects literacy leadership more directly to classroom instruction and assessment. Links to the Common Core State Standards (CCSS) and new standards-based examples are included throughout. Expanded coverage of literacy coaching, middle and high school grades, and response to intervention. Chapters now begin with key questions and include annotated resources for further reading.

What is the relationship between the structure of existential sentences and their meaning? How do hearers interpret existential sentences using pragmatic assumptions? This study attempts to account for the relationship between the structure of existential sentences (ES) and their meaning. The study of ES has received a great deal of attention because the construction has complex syntactic properties, is associated with restrictions of a semantic nature, and provides an interesting area for investigation at a pragmatic level.

Derrida and Religion: Other Testaments represents the most comprehensive attempt to date to explore, adapt, and test Derrida's contributions and influence on the study of theology, biblical studies, and the philosophy of religion. With over twenty original essays from highly-respected scholars such as John Caputo, Daniel Boyarin, Edith Wyschogrod, Tim Beal, and Gil Anidjar, Derrida and Religion will quickly become the locus classicus for those interested in the increasingly vibrant work on religion and deconstruction and postmodernism.