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First published in 2006. Routledge is an imprint of Taylor & Francis, an Informa company.

An in-depth resource on the art of filmmaking looks at the history of film, along with information on actors, designers, directors, writers, cinematographers, sound effects, and editors.

Explores what is means to have "less-than-perfect pregnancies" and "genetically different babies." This book tells the personal stories of women who have resisted medical eugenics - women who were told they shouldn't have babies because of perceived disability in themselves, or shouldn't have babies because of some imperfection in the child

Based on twenty years of global research, this is the first comprehensive reference on crop genetic diversity as it is maintained on farmland around the world. Showcasing the findings of seven experts representing the fields of ecology, crop breeding, genetics, anthropology, economics, and policy, this invaluable resource places farmer-managed crop biodiversity squarely in the center of the science needed to feed the world and restore health to our productive landscapes. It will prove to be an essential tool in the training of agricultural and environmental scientists seeking the solutions necessary to ensure healthy, resilient ecosystems for future generations.

Literacy lies at the heart of student understanding and achievement. Yet too many educators mistakenly assume that the reading, writing, speaking, and thinking skills that students developed in elementary school are sufficient for the sophisticated learning tasks they face in middle and high school. The result? Disappointing test scores, high dropout rates, and students unprepared for higher education, citizenship, and the world of work. Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders presents a structured approach to using literacy as a lever for overall school improvement. Literacy instruction is not an "add-on," authors Judith L. Irvin, Julie Meltzer, and Melinda Dukes insist; it's an ongoing essential. All adolescent students, no matter what their level of achievement, can benefit from direct instruction in reading, writing, speaking, and thinking. And all secondary school leaders can improve students' literacy and learning by following the five action steps outlined in this book: (1) develop and implement a literacy action plan, (2) support teachers to improve literacy instruction, (3) use data to make curricular decisions, (4) build capacity for shared leadership, and (5) creatively allocate resources to support the literacy plan. The book also offers strategies to help educators integrate literacy and learning across the content areas, provide targeted interventions for students who are struggling the most, and develop a supportive school environment that involves parents, community members, and district leaders. Practical tools, helpful resources, and vignettes based on the authors' extensive work in school districts nationwide make this an indispensable guide for principals, central office administrators, literacy coaches, department chairs, and other school leaders committed to helping students succeed.

Largely overshadowed by World War II’s “greatest generation” and the more vocal veterans of the Vietnam era, Korean War veterans remain relatively invisible in the narratives of both war and its aftermath. Yet, just as the beaches of Normandy and the jungles of Vietnam worked profound changes on conflict participants, the Korean Peninsula chipped away at the beliefs, physical and mental well-being, and fortitude of Americans completing wartime tours of duty there. Upon returning home, Korean War veterans struggled with home front attitudes toward the war, faced employment and family dilemmas, and wrestled with readjustment. Not unlike other wars, Korea proved a formative and defining influence on the men and women stationed in theater, on their loved ones, and in some measure on American culture. In the Shadow of the Greatest Generation not only gives voice to those Americans who served in the “forgotten war” but chronicles the larger personal and collective consequences of waging war the American way.

Adding to the contributions made by Soul Searching and Souls in Transition--two books which revolutionized our understanding of the religious lives of young Americans--Lisa Pearce and Melinda Lundquist Denton here offer a new portrait of teenage faith. Drawing on the massive National Study of Youth and Religion's telephone surveys and in-depth interviews with more than 120 youth at two points in time, the authors chart the spiritual trajectory of American adolescents and young adults over a period of three years. Turning conventional wisdom on its head, the authors find that religion is an important force in the lives of most--though their involvement with religion changes over time, just as teenagers themselves do. Pearce and Denton weave in fascinating portraits of actual youth to give depth to mere numerical rankings of religiosity, which tend to prevail in large studies. One teenager might rarely attend a service, yet count herself profoundly religious; another might be deeply involved in a church's social world, yet claim to be "not, like, deep into the faith." They provide a new set of qualitative categories--Abiders, Assenters, Adapters, Avoiders, and Atheists--quoting from interviews to illuminate the shading between them. And, with their three-year study, they offer a rich understanding of the dynamic nature of faith in young people's lives during a period of rapid change in biology, personality, and social interaction. Not only do degrees of religiosity change, but so does its nature, whether expressed in institutional practices or personal belief. By presenting a new model of religious development and change, illustrated with compelling personal accounts of real teenagers, Pearce and Denton offer parents, scholars, and religious leaders a new guide for understanding religious development in teens.

How can theories of language development be understood and applied in your language classroom?By presenting a range of linguistic perspectives from formal to functional to cognitive, this book highlights the relevance of second language acquisition research to the language classroom. Following a brief historical survey of the ways in which language has been viewed, Whong clearly discusses the basic tenets of Chomskyan linguistics, before exploring ten generalisations about second language development in terms of their implications for language teaching. Emphasising the formal generative approach, the book explores well-known language teaching methods, looking at the extent to which linguistic theory is relevant to the different approaches. This is the first textbook to provide an explicit discussion of language teaching from the point of view of formal linguistics.