Peter Garrett

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning. A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

The first full-length biography of a brilliant, self-taught inventor whose innovations in information and energy technology continue to shape our world. The Economist called Stanford R. Ovshinsky (1922-2012) "the Edison of our age," but this apt comparison doesn't capture the full range of his achievements. As an independent, self-educated inventor, Ovshinsky not only created many important devices but also made fundamental discoveries in materials science. This book offers the first full-length biography of a visionary whose energy and information innovations continue to fuel our post-industrial economy. In The Man Who Saw Tomorrow, Lillian Hoddeson and Peter Garrett tell the story of an unconventional genius with no formal education beyond high school who invented, among other things, the rechargeable nickel metal hydride batteries that have powered everything from portable electronics to hybrid cars, a system for mass-producing affordable thin-film solar panels, and rewritable CDs and DVDs. His most important discovery, the Ovshinsky effect, led to a paradigm shift in condensed matter physics and yielded phase-change memory, which is now enabling new advances in microelectronics. A son of the working class who began as a machinist and toolmaker, Ovshinsky focused his work on finding solutions to urgent social problems, and to pursue those goals, he founded Energy Conversion Devices, a unique research and development lab. At the end of his life, battered by personal and professional losses, Ovshinsky nevertheless kept working to combat global warming by making solar energy "cheaper than coal"--another of his many visions of a better tomorrow.

This volume contains abundant evidence of Putting Dialogue to Work in commercial, governmental, and social organisations to the benefit of a wide range of activities like education, health, community welfare and public safety. The 39 Case Studies were considered at the fourth annual conference of the Academy of Professional Dialogue and describe work designed and delivered by 58 authors working across the globe - in the USA, UK, Sweden, Finland, Germany, Belgium, the Netherlands, Argentina, South Africa and Sierra Leone. The pre-written case studies are accompanied by extracts of their conversations with conference participants as well as postscripts with reflections about their ongoing learning from first doing to work to sharing it with professional colleagues at the conference and later reflection.

The third annual conference of the Academy of Professional Dialogue was held online for the first time, and in the Academy's Online Conference Centre specially created for the occasion. By holding sessions for four hours each day for five consecutive days, many more could be present than in previous conferences. This year's conference theme was Shaping the Profession. Dialogue as a profession is beginning to assume the form needed to encourage and enable different sectors to work more dialogically. We had substantial evidence of progress in this regard through the conference papers shared with participants beforehand and considered together at the conference. They featured Professional Dialogue work in Education (primary, secondary and adult), Corrections (UK and USA), Social Services (homelessness and care homes for the elderly and those with special needs) and Thinking (including what it takes to create a profession).

A New Kind of Dialogue is a landmark in understanding the pervasive challenges of modern society. It is a serious but easy read, written as a first-hand narrative that encourages dialogic thinking. This is the story of how a new kind of Dialogue was conceived by the author and theoretical physicist David Bohm, and their eight years of participatory research until Bohm's death in 1992. Their seminal paper, "Dialogue - A Proposal", laid the foundation for the author's 30 years of work introducing Dialogue into prison systems and consulting to multinational organisations. Across the span of this remarkable journey, the author's discoveries cover such diverse territory as . . . Organisations. The author explores with compassion and insight the dynamic realities of these complex structures. Organisations are everywhere, and they struc- ture every part of our lives. But we are not running them - they are running us. We may be unaware of the cause, but we all experience the consequences that include social fragmentation and the proliferation of seemingly unresolvable problems. Fragmentation of thought. It seems humans have changed little since Stone Age times, but our world has changed substantially. It is shaped by the way we now talk and think, that has become detached, fragmented and confused. The proposal that there is a single root cause is radical yet hugely encouraging. It is clear where to place our attention. Dialogue as a profession. The author shows how one central way forward is the development of Professional Dialogue, which has proven itself to be effective and generative.

In the port city of Searcy, murder is no longer a common occurrence, despite its history of violence. But when a senior psychiatrist is found with his head quite literally emptied out, it seems things might be about to take a dark turn. For DI Shaymie Sjaemusson, it marks the beginning of an investigation unlike any before, even as he's forced to confront a deep trauma from his childhood. As if things couldn't get any stranger, all evidence points to a perpetrator that may not be human. And then, a myth from the dawn of human sentience appears from the shadows.

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning. A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

Just about everyone seems to have views about language. Language attitudes and language ideologies permeate our daily lives. Our competence, intelligence, friendliness, trustworthiness, social status, group memberships, and so on, are often judged from the way we communicate. Even the speed at which we speak can evoke reactions. And we often try to anticipate such judgements as we communicate. In this lively introduction, Peter Garrett draws upon research carried out over recent decades in order to discuss such attitudes and the implications they have for our use of language, for social advantage or discrimination, and for social identity. Using a range of examples that includes punctuation, words, grammar, pronunciation, accents, dialects and languages, this book explores the intricate and fascinating ways in which language influences our everyday thoughts, feelings and behaviour.

Just about everyone seems to have views about language. Language attitudes and language ideologies permeate our daily lives. Our competence, intelligence, friendliness, trustworthiness, social status, group memberships, and so on, are often judged from the way we communicate. Even the speed at which we speak can evoke reactions. And we often try to anticipate such judgements as we communicate. In this lively introduction, Peter Garrett draws upon research carried out over recent decades in order to discuss such attitudes and the implications they have for our use of language, for social advantage or discrimination, and for social identity. Using a range of examples that includes punctuation, words, grammar, pronunciation, accents, dialects and languages, this book explores the intricate and fascinating ways in which language influences our everyday thoughts, feelings and behaviour.

The Gothic has long been seen as offering a subversive challenge to the norms of realism. Locating both Gothic and mainstream Victorian fiction in a larger literary and cultural field, Peter K. Garrett argues that the oppositions usually posed between them are actually at work within both. He further shows how, by offering alternative versions of its stories, nineteenth-century Gothic fiction repeatedly reflects on narrative force, the power exerted by both writers and readers. Beginning with Poe's theory and practice of the Gothic tale as an exercise (or fantasy) of authorial power, Garrett then reads earlier eighteenth-century and Romantic Gothic fiction for comparable reflexive implications. Throughout, he stresses the ways authors doubled both characters and narrative perspectives to raise issues of power and authority in the tension between central deviant figures and social norms. Garrett then shows how the great nineteenth-century monster stories Frankenstein, Dr. Jekyll and Mr. Hyde, and Dracula self-consciously link the extremity and isolation of their deviant figures with the social groups they confront. These narratives, he argues, move from a Romantic concern with individual creation and responsibility to a Victorian affirmation of social solidarity that also reveals its dependence on the binding force of exclusionary violence. The final section of the book extends its investigation of Gothic reflections on narrative force into the more realistic social and psychological fiction of Dickens, Eliot, and James.