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Nowadays, there are not comprehensive studies on the idioms used by Pier Paolo Pasolini in his vast literary and non-fiction production. There is only one essay, although rich in data and starting points, on a proverb cited in an article published in the weekly «Il mondo» in 1975 (Rondinelli 2017). This paper, therefore, essentially has three objectives: 1) to trace the idioms used by the Emilian writer, also referring to other interesting phraseology for the purposes of the research; 2) to provide information on the identified idioms, retracing the most significant elements of their history; 3) to identify the clues that explain their use in Pasolini. [ABSTRACT FROM AUTHOR]

The article presents a list of nonfiction books received related to economics including "Science Policy from Ford to Reagan: Change and Continuity," by Claude E. Barfield, "Controlling Money: The Federal Reserve and Its Critics," by Ralph C. Bryant, "The Search for Equity in School Finance," by Stephen J. Carroll and Rolla Edward Park, "Labor Relations," by David A. Dilts and Clarence R. Deitsch and "The U.S. National Income and Products Accounts: Selected Topics." edited by Murray F. Foss.

The article lists books received for review for the March 1977 issue of the "Journal of Human Resources." Some of the books are "The Sociology of Physical Disability and Rehabilitation," edited by Gary L. Albrecht, "Increasing Leadership Effectiveness," by Chris Argyris, "Planning a Pluralist City: Conflicting Realities in Cuidad Guayana," by Donald Appleyard, "Schoolworlds '76: New Directions for Educational Policy," by Donald N. Bigelow, "Human Characteristics and School Learning," by Benjamin S. Bloom and "Abortion and the Sanctity of Human Life: A Philosophical View," by Baruch Brody.

Purpose: Mental illness has become an important public health issue in society, and media are the most common sources of information about mental illnesses. Thus, it is important to review research on mental illnesses and media. The purpose of this paper is to provide a narrative review of studies on mental illnesses in the media and identifies important research gaps. Design/methodology/approach: A combination of searching key databases and examining reference lists of selected articles was used to identify relevant articles. In total, 41 empirical studies published in the last 12 years were reviewed. Findings: The review found that substantial research had been done to investigate media portrayals of mental illnesses and the effects of such portrayals might have on the public. Media still portray mental illnesses negatively in general, which contributes to the ongoing mental illness stigmatization. Nonetheless, discussions of mental illnesses in direct-to-consumer advertisements and social media tend to be more objective and informative. These objective portrayals could help improve mental health literacy and reduce stigma. More importantly, media can also reduce the stigma if used strategically. Research has found that entertainment-education programs and web-based media have strong potential in reducing mental illness stigma. Recommendations for future research are also discussed. Practical implications: Findings can guide future efforts to use media to educate the public about mental illnesses and reduce mental illness stigma. Originality/value: This study reviews the most recent research on mental illnesses in the media and provides important references on the media representation of mental illnesses, media effects of such representation, and using media to reduce stigma.

The article reviews the book "A Greek Man in the Iberian Street: Papers in Linguistics and Epigraphy in Honour of Javier De Hoz," edited by Juan Luis García Alonso and Eugenio R. Luján.

A list of art related books from September-December 2006 is presented. "Else/where: Mapping," edited by Janet Abrams and Peter Hall is listed. "Undercover Surrealism: Georges Bataille and Documents," by Dawn Ades and Simon Baker is featured. "Classical Drawing Atelier: A Contemporary Guide to Traditional Studio Practice," by Juliette Aristides is also mentioned.

In this paper, we explore our use of a dialogical storytelling approach to alleviate some of the tensions involved in researching another person's embodied experience. These tensions concern the problems of (a) how to "access" another's embodied experience and (b) how to "represent" that experience. We consider these issues through sharing creative nonfiction stories, alongside theoretical reflections, drawn from our research into the meaning and value of an adapted sport and inclusive adventurous training course for military personnel who have experienced serious injury and/or trauma. In terms of accessing another's embodied experience, we observe how co-experienced physical movement seemed to allow taboo tales to be shared. In moments like these, there is a sense of "doing together" that supports story sharing--embodied interaction is the medium that allows it to happen. We suggest that evocative stories of personal embodied experience are unlikely to be shared or witnessed "without" an immersive embodied interaction. In terms of representation, we propose that faithful portrayals of embodied experience are most likely to be achieved through particular writing strategies. Because another's embodied experience can only be glimpsed tangentially, through a physical-emotional sensibility, it needs to be evoked, implied or rendered through aesthetic forms. We have found storytelling to be one way of writing that allows us to express and communicate complex and sometimes ambiguous forms of embodied knowledge, understanding and wisdom that we may not yet have fully grasped ourselves.

Presents several books related to anthropology. "A Grammar of Tariana From Northwest Amazonia," by Alexandra Aikhenvald; "The Unwritten War: American Writters and the Civil War," by Daniel Aaron; "Archaeology, History, and Predictive Modeling: Research at Fort Polk," by David G. Anderson and Steven D. Smith.

Extensive reading has long been considered as a potent means for facilitating language acquisition for second language learners, especially in the contexts of primary and secondary schools where students are elementary or intermediate learners. In one of the universities in Hong Kong where English is used as a medium of instruction, the development of reading and writing skills has been designated as one of the major objectives of the curriculum reform. This paper reports a small-scale action research study on implementing guided reading sessions in an independent language learning centre of the university, which aims at helping university students who are second language learners of English develop interest and ability to access extensive reading materials targeted at general first language readers. Students were guided to read a short extract from popular fiction or non-fiction materials and responded to comprehension questions. They then had a short discussion to make use of ideas they gained, and reflected about their learning experience. Results seemed to indicate potential for these reading sessions to develop students' ability and interest in extensive reading, according to the data collected from both student and teacher participants.

Biologist and graphic novelist Jay Hosler has long been introducing young readers to biological subjects through entertaining narratives combining strongly fictional elements with nonfictional ones. Extensive application of fiction to nonfictional subject matter is uncommon, even in graphic novels, but Hosler's "The Sandwalk Adventures" (2003) makes an illuminating case study in the pedagogical benefits of entwining fact and fiction. The book, an introduction to the basic concepts of evolutionary theory, revolves around conversations between Darwin and a pair of young follicle mites residing in his eyebrow. Two competing tales of origins, theistic and scientific, emerge in the telling. In the first section of the paper, I show how Hosler deploys their rivalry to cast doubt on the factuality of received "facts" and to cultivate openness to verifiable ones. In the second and third sections, I analyze the functions of "Sandwalk's" literary form, a simulation of conversational storytelling: it helps Hosler illustrate selection pressures and processes, and engage readers in a scientific mode of thought.

In this article, the authors provide a synopsis of the 2014 Children's Literature Assembly (CLA) Workshop. The Workshop explored how fiction and nonfiction children's and young adult's literature create opportunities for in-depth learning in the content areas. Participants had the opportunity to hear the stories of authors and illustrators of fiction and nonfiction children's literature as they talked about creating books that explore science and mathematics concepts. The panel of presenters (Jennifer Brown, Kate Messner, Jon Scieszka, Jason Chin, Susan Stockdale, Melissa Stewart, Leslie Bulion, and Emily Jenkins) led participants on informative and entertaining excursions through their creative, inventive, and ingenious processes. Two master teachers (Kendall Donald and Emily Whitecotton) also shared curricular invitations for bringing these kinds of texts into practice in their fourth- and fifth-grade classrooms. Participants at the 2014 CLA Workshop were inspired by the work of these gifted authors and illustrators. While the audience learned about their unique approaches to creating books, they also came to see persistent themes shared in the writing. By the end of the workshop, audience members were able to walk away knowing more about a number of outstanding fiction and nonfiction K-8 titles. The teachers also introduced the audience to curricular invitations and offered valuable classroom strategies for gathering information and inspiration through these beautifully and thoughtfully crafted books.

The article reviews the book "Becoming Picasso: Paris 1901" curated by Barnaby Wright.

This article presents a list of books received by "The Journal of Aesthetics & Art Criticism," which include "Art After Conceptual Art," edited by Alexander Alberro and Sabeth Buchmann, "Native Moderns: American Indian Painting," by Bill Anthes, "Words in Blood, Like Flowers: Philosophy and Poetry," by Babette E. Babich, and "Canaletto in England: A Venetian Artist Abroad, 1746-1765," by Charles Beddington, and "The Writer of Modern Life: Essays on Charles Baudelaire," Walter Benjamin.

Presents a list of books related to human resources. "Health Services in the Chicago Area: A Framework for Use of Data," by Odin W. Anderson and Joanna Kravits; "Essays on World Education: The Crisis of Supply and Demand," edited by George Z. F. Bereday; "The Children of the Dream," by Bruno Bettelheim.

Wooten and Clabough interviewed editors and an author-scientist of the award-winning Scientists in the Field to gain more background and depth into this series.

The article reviews the book "Innovative Coastal Zone Management: Sustainable Engineering for a Dynamic Coast" edited by Alexandra Schofield.

Copyright of ANIAV: Revista de Investigación en Artes Visuales is the property of Universidad Politecnica de Valencia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Recial is the property of Universidad Nacional de Cordoba, Centro de Investigaciones, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper sets out to analyze Kaikō Takeshi's travelogue "Kako to mirai no kuniguni - Chūgoku to Tōō" ("Countries of Past and Future - China and Eastern Europe"), which describes Kaikō's first experience of Eastern Europe and China. As a writer who got to be well-recognized for his reportage writing and novels based on his own experience, Kaikō's initial struggle abroad turned out to be the opportunity that lit his inner desire to continue searching for the truth, leading him towards the exploration of the boundaries between fiction and non-fiction, which is the writing he is still most well remembered for today. [ABSTRACT FROM AUTHOR]

The article reviews the book "Communicative Spaces: Variation, Contact and Change: Papers in Honour of Ursula" edited by Claudia Lange, Beatrix Weber and Göran Wolf.

The article reviews the book "Divided Brains: The Biology and Behaviour of Brain Asymmetries" by Lesley J. Rogers, Giorgio Vallortigara, and Richard J. Andrew.

The paper presents the main characteristics of the so-called reading comprehension. Analysed are the problems and deficiencies in teaching literature. Well known reading comprehension strategies are interpreted. The paper analyses the results from a representative study of the reading comprehension skills of students in the third grade. The author suggests ideas for the optimization of the methods for developing reading techniques, skills for understanding fiction and non-fiction texts, and for stimulating learners’ interest in books and reading. Various extracurricular activities are also recommended. [ABSTRACT FROM AUTHOR]

In this column, the author reviews books and other resources that address issues related to teaching tolerance for those of other religions, races, gender orientations, and cultures. It reviews titles related to Jewish oppression, including Doreen Rappaport's (2012) "Beyond Courage, the Untold Story of Jewish Resistance during the Holocaust". It also addresses the civil rights movement and intolerance toward lesbians, bisexuals, gays, and transsexuals, including the powerful "October Mourning: A Song for Matthew Shepard" (Newman, 2012). Nonfiction titles about cultures and people of the Middle East are also reviewed, including "Sharing Our Homeland: Palestinian and Jewish Children at a Summer Peace Camp" (Marx, 2010). Online and other free resources about teaching tolerance are reviewed, describing many materials from the Southern Poverty Law Center.

This paper describes the visuals second grade students included in their own information book compositions during a science unit on weather during which multimodal science trade books on the topic of weather were read aloud. First, the multimodal nature of the information books used in the unit are described. Second, the teacher's talk about visual representations during read alouds of books on weather is presented. And third, the children's own information books about weather topics are examined for inclusion of labeled pictorial illustrations with accompanying captions and graphical representations. These analyses reveal that 1) information book authors vary in their use of visual information, 2) some graphics may be more salient for children, and 3) children's use of pictorial illustrations and graphical representations in their own compositions seems to be impacted by both teacher attention to particular types of visual representations and immersion in information book graphics. (Contains 7 figures and 1 table.)

Images of childhood are ideas and expectations of childhood and children, and are reflections of individual perception and cultural ideologies. In writing children's books, authors draw on their conscious and unconscious thoughts of childhood to create an implied reader. In this paper I investigate images of childhood through examination of the portrayal of the implied reader in a selection of information books, a genre that is often overlooked for beginning readers. Three books of various sub-genres, topics and presentation styles were examined for images of childhood and the child in the text and illustrations. Some images include childhood in formal education, the child as a co-constructor, the child as a cultural reproducer, and childhood as a time of innocence and play. The construct of the implied reader shapes the reader and the reading experience, and is thus an element of the power of the text; awareness of the implied reader and the real reader response can help in teaching young children to read both with and against the text. When selecting information books, attention to their images of childhood as well as to the quality of the information they provide, will help to optimise young children's early reading experiences.

Children enter kindergarten in the United States with large differences in their background knowledge, vocabulary, and early literacy experiences. There is a strong relationship between language development during the early years and reading ability in the primary grade and teachers must understand the importance of developing vocabulary and its relationship to literacy. It is essential that teachers provide time and effort to quality language experiences. One researched based strategy to accomplish this is the use of interactive read-alouds. Teachers have traditionally used fictional literature in the classroom, but there is growing research that nonfiction or informational literature are also needed to provide children with quality vocabulary building experiences in the early school years. This research study examined the results of a survey that was given to childcare providers and preschool through 2nd grade teachers about the amount of time they read aloud to children and the amount of time they spend reading fiction compared to nonfiction text. Results showed that teachers in classrooms (pre- through 2nd grade) reported reading to children almost every day, though the time devoted to this activity was a small percentage of the total time spent in class. Also, nonfiction literature was a small percentage of the literature that was being read to children. The findings in this paper have implications for practice in the field. Because vocabulary development is a key ingredient in the learning-to-read process and is a predictor of success in future reading skills, teachers in the early grades should be aware of the benefits of using interactive read alouds and the genre of nonfiction literature in vocabulary development. (Contains 4 tables.)

In this paper, we argue that novels, mysteries and nonfiction books can provide undergraduate students with an accessible and exciting place to explore sociological concepts. Using storytelling as a pedagogical tool, we teach students key theoretical ideas by analyzing the books in their specific sociocultural contexts. First, we put forward three different strategies for using nontraditional readings in the classroom. We then present standardized assessment data to measure how well these strategies helped to meet our student learning goals: increasing engagement, enhancing conceptual understanding and improving analytic ability. We also discuss what we consider to be the pedagogical costs and benefits of using these approaches in the classroom. (Contains 4 tables.)

The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider the complexity of comprehension to identify key strategies that support learners' understanding of multiple texts. Through the identification of three different "facets" of comprehension, the author provides examples of common strategies used in a sixth-grade classroom that support multiple ways of understanding a nonfiction text. (Contains 1 figure.)

In recent years, memoir and the entire genre of creative nonfiction have received some negative publicity and some harsh criticism. Many have dismissed the "fourth genre," as it's called, as a form for the narcissistic and self-involved. Matters certainly are not helped when high-profile writers of memoir are revealed to be frauds and fiction writers masquerade as memoirists in order to sell books, turning themselves, not coincidentally, into literary heroes and talk-show celebrities. In this article, the author contends that although writers of personal essays and autobiographies must often rely on vulnerable memory, they should not engage in sheer invention if they want to call their work "nonfiction."

This paper outlines a behavior-analysis approach to the field of narratology, the study of the narrative or story, with emphasis on nonfiction stories and the processes by which such stories distort the world they describe. Stories are described in terms of (a) a behavior-analysis adaptation of Todorov's (1977) analysis of the plots of stories in terms of states of equilibrium/disequilibrium and (b) Grant's (2005) analysis of the structure of stories in terms of establishing operations and escape contingencies. These two sets of concepts are applied to understanding how and why stories lead to distortions of the events they report. (Contains 1 footnote.)

The article reviews a book comprising 16 articles covering the period from Antiquity to the end of the 20th century and consisting of a variety of topics such as: Old Egyptian temples, Crusades and the Battle of Nicopolis of 1396, the Benedictine monastery of St. Demetrius in Sremska Mitrovica, medieval coats of arms in the Balkans, Civil war in Yugoslavia/Croatia of 1995, the Catholic Church and the witch-hunts in Zagreb in the early modern era, the demographic development of Brod (1869-90), music in the NDH, and the Knight Templars from the Balkans. The rubric "discussions" presents three contributions: on the roundtable conference: "The synthesis of Serbian history as a challenge to Croatian and Serbian historiography"; the review of the German edition of Jurcevic's book "The Origin of the Jasenovac Myth"; and V. A. Fines's book "When Ethnicity did not Matter in the Balkans: A Study of Identity in Pre-Nationalist Croatia, Dalmatia and Slavonia in the Medieval and Early-Modern Periods."