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Pamela M. Lee’s New Games revisits postmodernism in light of art history's more recent embrace of "the contemporary." What can the theories and practices associated with postmodernism tell us about the obsession with the contemporary in both the academy and the art world? In looking at work by Dara Birnbaum, Öyvind Fahlström and Richard Serra, among others, Lee returns to Jean-Francois Lyotard's canonical text The Postmodern Condition as a means to understand more recent art-critical interests in interactivity, collectivism and neo-liberalism. She reads Lyotard's well-known treatment of language games relative to the game theory associated with the Cold War and the rise of the information society. New Games asks readers to think critically about our recent past and the embattled state of our contemporary preoccupations.

With a critical introduction by Johanna Burton, New Games is the fourth and penultimate volume in Routledge’s series of short books on the theories of modernism by leading art historians on twentieth-century art and art criticism.

• Sales Rank: #1609701 in Books
• Brand: Brand: Routledge
• Published on: 2012-11-18
• Original language: English
• Number of items: 1
• Dimensions: 8.00" h x 5.50" w x .75" l, 1.00 pounds
• Binding: Paperback
• 288 pages

Features

• Used Book in Good Condition

About the Author

Pamela M. Lee is Professor of Art History in the Department of Art and Art History at Stanford University. She is the author of Object to be Destroyed: The Work of Gordon Matta-Clark (1999) and Chronophobia: On Time in the Art of the 1960s (2004).

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This study centers on issues of marginality and monstrosity in medieval England. In the middle ages, geography was viewed as divinely ordered, so Britain's location at the periphery of the inhabitable world caused anxiety among its inhabitants. Far from the world's holy center, the geographic margins were considered monstrous. Medieval geography, for centuries scorned as crude, is now the subject of several careful studies. Monsters have likewise been the subject of recent attention in the growing field of "monster studies," though few works situate these creatures firmly in their specific historical contexts. This book sits at the crossroads of these two discourses (geography and monstrosity), treated separately in the established scholarship but inseparable in the minds of medieval authors and artists.

• Sales Rank: #3163842 in Books
• Published on: 2006-02-08
• Released on: 2008-04-15
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .69" w x 5.80" l, .0 pounds
• Binding: Paperback
• 284 pages

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In this fifth edition of A Cognitive Psychology of Mass Communication, author Richard Jackson Harris continues his examination of how our experiences with media affect the way we acquire knowledge about the world, and how this knowledge influences our attitudes and behavior.

Presenting theories from psychology and communication along with reviews of the corresponding research, this text covers a wide variety of media and media issues, ranging from the commonly discussed topics – sex, violence, advertising – to lesser-studied topics, such as values, sports, and entertainment education.

The fifth and fully updated edition offers:

• highly accessible and engaging writing
• contemporary references to all types of media familiar to students
• substantial discussion of theories and research, including interpretations of original research studies
• a balanced approach to covering the breadth and depth of the subject
• discussion of work from both psychology and media disciplines.

The text is appropriate for Media Effects, Media & Society, and Psychology of Mass Media coursework, as it examines the effects of mass media on human cognitions, attitudes, and behaviors through empirical social science research; teaches students how to examine and evaluate mediated messages; and includes mass communication research, theory and analysis.

• Sales Rank: #815418 in Books
• Published on: 2009-05-21
• Original language: English
• Number of items: 1
• Dimensions: 1.00" h x 6.00" w x 8.90" l, 1.41 pounds
• Binding: Paperback
• 480 pages

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0 of 0 people found the following review helpful.
Good Buy
By BGoodmon
Needed it for class, came as described...learned a lot.

0 of 1 people found the following review helpful.
BAD CONDITION!!!
By Kjm
I know when I purchased this book, I was buying a used book so I did not expected it to be new. But the book is not in very good condition it have marks and untidy highlights through out the entire book, which it makes the words hard to read, far less concentrate on the words; its like all you can see is this trashy book before you. I don't think I would buy a used book again, its a waste of money and time; these sellers need to state the exact condition of the book instead of say "used-good condition" or "used-excellent condition. RUBISH!!!

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Five Stars
By Monique White
Good book!

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This book explores the goals, efforts and outcomes of international assistance to higher education over the past three decades and investigates how these have impacted changing State-university relations. Focusing on the case study of Indonesia, Bastiaens demonstrates how international aid facilitated and at times actively encouraged changing patterns of state-university relations from state control towards greater institutional autonomy. Through the use of various case studies from throughout the country and critical analysis of the relationships between international donors and domestic reformers, Bastiaens shows how the educational system of Indonesia was able to diversify resources, generate income, and become increasingly autonomous from government.

• Sales Rank: #14797343 in Books
• Published on: 2008-10-29
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x .80" w x 6.10" l, 1.20 pounds
• Binding: Hardcover
• 260 pages

About the Author

Jo Bastiaens is the Program Director of the Center for Intercultural Management and International Communication the University College Mechelen in Belgium. He worked for over 15 years as a staff member or consultant with bilateral and multilateral development agencies

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• Sales Rank: #553567 in Books
• Published on: 2009-11-26
• Released on: 2010-01-21
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .76" w x 6.00" l, 1.00 pounds
• Binding: Paperback
• 336 pages

About the Author

Joseph D. Novak, Professor Emeritus, Cornell University, Education and Biology, is Senior Research Scientist, Florida Institute for Human & Machine Cognition.

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Valuable in many situations
By jring281
Although originally created and consistently lauded for helping kids learn science facts this book has proven valuable many times in helping adult professionals overcome the Will Rogers syndrome 'It's not what you don't know that hurts, it is what you do know --- that ain't so!' Time and again professional adults have been quite certain about their understanding of a situation only to founder in a matter of minutes when attempting to express themselves in the concept map discipline. More importantly when two or more people agree to communicate with concept maps dialogue occurs!

The combination of the CMap software and the book's usage rationale and examples creates a learning environment that has served many situations quite well.

My only disappointment is that the author did not choose the title Learning, Using and Creating Knowledge so that it could truly bring LUCK to all who read it.

1 of 1 people found the following review helpful.
Concept Mapping’s Origins, Rationale, Theory, and Application
By Fred Cheyunski
This book provides extensive context, background on concept maps, their place in learning and knowledge discovery.

It describes how concept maps emerged from educational research in the early 1970’s to make records of what children know. It relates how interviews with children and the identification of concept words and propositions led to the development of concept maps as a means of showing key ideas and their relationships via diagrammatic representation (e.g. think of bubble charts with arrows indicating how different elements are related to one another).

The book explains how concept maps are a good way for teachers to organize knowledge for instruction. It conveys ways such maps are a helpful means for students to find key concepts and principles in lectures, reading and instructional materials. This work also relates concept mapping as a useful approach for companies in representing what they do, how their product/services work, and in making enhancements.

This story unfolds through the respective chapters including (1) an overview of the book, (2) the need for a theory of education, (3) meaningful learning for empowerment, (4) construction of new meanings, (5) Ausubel’s assimilation learning theory, (6) the nature of knowledge and how humans create knowledge, (7) the effective teacher/manager, (8) the context for education/management, (9) evaluation and rewards, and (10) improving education in schools and corporations. Throughout the book, many charts, diagrams, figures and examples help inform the text. In fact, concept maps appear at various points to explain the book and it various aspects. In addition, there are appendices that offer “how to” steps.

As I read more about concept mapping, I was stuck by parallels of this approach with that of the one introduced by Peter Ramus in the 16th century. The Ramus visual learning approach went viral at that time and had a major impact on education and learning (see my review on Walter Ong’s classic book on the subject). Further examination of these parallels could be most interesting and useful in understanding these methods and their effects.

Novak’s book gives an extensive treatment of concept mapping’s origins, rationale, related theory, with some application examples. For a summary of this background as well as more on application also see “Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge” by Brian Moon, Robert Hoffman and Novak.

0 of 0 people found the following review helpful.
Great service
By Rachel N Ellis
Book meeting needs. Great service

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~~ Download US Textile Production in Historical Perspective: A Case Study from Massachusetts (Studies in American Popular History and Culture), by Sus

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This book explores the development of a provincial textile industry in colonial America. Immediately after the end of the Great Migration into the Massachusetts Bay colony, settlers found themselves in a textile crisis. They were not able to generate the kind of export commodities that would enable them to import English textiles in the quantities they required. This study examines the promotion of domestic textile manufacture from the level of the Massachusetts legislature down to the way in which individual communities organized individual productive efforts. Although other historians have examined early cloth production in colonial homes, they have tended to dismiss domestic cloth-making as a casual activity among family members rather than a concerted community effort at economic development. This study looks closely at the networks of production and examines the methods that households and communities organized themselves to meet a very critical need for cloth of all kinds. It is a social history of cloth-making that also employs the economic and political elements of Massachusetts Bay to tell their story.

• Sales Rank: #12618648 in Books
• Published on: 2006-11-30
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .44" w x 5.98" l, .69 pounds
• Binding: Hardcover
• 144 pages

About the Author
Susan Ouellette is the chair of the History Department at Saint Michael's College.

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> Ebook Behavior Analysis for Effective Teaching, by Julie S. Vargas

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Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices. At the same time, the book explains the behavioral science on which behavioral practices are based.

This text is intended for undergraduate and graduate students in teacher education, special education, physical education, and educational psychology as well as for practicing teachers who would like to know what behavior analysis has to offer. The book is also appropriate for students in school psychology, school counseling, school social work and other human service areas. A course using this book as its basic text would qualify as one of the five courses required to sit for the credentialling exams given by the Behavior Analysis Certification Board.

Outstanding features include:

Classroom Focus – The book seamlessly integrates behaviour management with effective instruction within a classroom context. It focuses on practical steps that teachers can take in any classroom setting to improve performance and reduce disruptions. It explains topics that teachers frequently encounter such as functional analysis, functional assessment, and behavior support plans. It addresses from a behavior analysis framework recent advances in Tag teaching, Precision Teaching, and verbal behavior. Exercises at the end of each chapter provide quick checks on basic concepts and problem-solving exercises, with answers where appropriate

Presentation – The author is an exceptionally clear writer who uses a wealth of real (not imaginary) classroom examples.

Pedagogy – The pedagogy follows behavior-analytic principles including clear behavioral objectives and coordinated end-of-chapter exercises. The book contains an end-of-book glossary and bibliography.

Website – A coordinated website provides additional web-based quizzes, illustrative video clips, and guidelines for research projects that can be done as part of course requirements.

• Sales Rank: #926509 in Books
• Brand: Routledge,2005
• Published on: 2009-03-07
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 6.90" w x 9.80" l, 1.50 pounds
• Binding: Paperback
• 392 pages

Review

"Behavior Analysis for Effective Teaching is an excellent source for prospective and current teachers, particularly for those who are struggling and wanting to improve. It is even a more useful resource for school psychologists and others who work with teachers. ... [It is] a unique contribution to the literature on effective teaching." - Larry A. Alferink, PsycCRTIQUES (November 2009), Vol. 54, Release 46, Article 4

About the Author

Julie S. Vargas, Ph. D. is a former third and fourth grade teacher. She taught behavior analysis to undergraduate education majors and practicing teachers for over 30 years. She is past president of the Association for Behavior Analysis International and one of the founding editors of The Behavior Analyst. Dr. Vargas has written three books and many chapters and articles on educational practices. She is currently President of the B. F. Skinner Foundation.

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11 of 12 people found the following review helpful.
Must reading for teachers and parents
By Patricia Romanowski Bashe
I am an author ("The OASIS Guide to Asperger Syndrome"), the mother of a son with Asperger syndrome and other learning disabilities, a special education teacher, and a Board Certified Behavior Analyst. The law of the land is clear: Children who receive special education and related services are entitled to scientifically based, data-driven, evidence-based educational approaches. Right now, the only intervention that fits that bill is applied behavior analysis. Contrary to popular misconception, applied behavior analysis is not about "modifying behavior"--it's about the science of teaching and the science of learning. And when we say "learning" in ABA, we mean learning literally anything and everything that can be taught: from academic subjects to daily living skills, from reading to social skills, from how to ride a bike to how to write about riding a bike. Dr. Vargas comes to this book with unique qualifications. Not only is she respected within the field of applied behavior analysis, she has also served her time as an elementary school classroom teacher. Her explanations of the science of teaching are clear, and her arguments for a more scientifically based approach are unassailable. Rich with illustrations and practical advice on how to apply these strategies effectively, "Behavior Analysis for Effective Teaching" is a fantastic book and should be required reading for teachers and administrators, as well as the state and federal education agencies that define what constitutes "evidence-based."

7 of 7 people found the following review helpful.
Excellent Book on the Technology of Teaching
By Kim Hurlees
This book is very well written and covers behavior analysis very thoroughly. I am not a teacher, but I wish all teachers, especially my grandson's teachers, will read and apply the methods outlined in this wonderful book. Teaching is much more than presenting information and Julie Vargas explains how to teach effectively without using aversive techniques. It is filled with many examples of classroom problems and how to deal with them. She explains how to motivate students with positive feedback - such as graphs that show their progress, not their absolute score. (When we can actually see our progress it is very motivating!)She explains many methods to provide immediate positive feedback to students, immediate feedback that is vital to effective teaching. This should be required reading for all teachers and parents interested in teaching their children! I highly recommend this book!

1 of 1 people found the following review helpful.
Good book.
By KelseyB
I bought this book as. A textbook for a grad class I'm taking. I thought it was good writing that was easily understandable and the book came in great condition. Good buy. I don't plan on reselling.

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