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1. |
Record Nr. |
UNINA9910132263203321 |
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Autore |
Stephen Brown |
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Titolo |
Rethinking Canadian aid / / edited by Stephen Brown, Molly den Heyer and David R. Black |
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Pubbl/distr/stampa |
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Les Presses de l’Université d’Ottawa | University of Ottawa Press |
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Ottawa, Ontarion : , : University of Ottawa Press, , 2015 |
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©2015 |
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ISBN |
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0-7766-2612-4 |
0-7766-2174-2 |
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Descrizione fisica |
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1 online resource (xii, 339 pages) : illustrations; digital, PDF file(s) |
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Collana |
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Studies in international development and globalization |
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Disciplina |
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Soggetti |
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Economic assistance, Canadian |
Canada Economic policy |
Canada Foreign economic relations |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover -- Title Page -- Table of Contents -- Acknowledgments -- Abbreviations -- Introduction: Why Rethink Canadian Aid? -- Section I: Foundations of Ethics, Power and Bureaucracy -- Chapter I: Humane Internationalism and the Malaise of Canadian Aid Policy -- Chapter II: Refashioning Humane Internationalism in Twenty-First-Century Canada -- Chapter III: Revisiting the Ethical Foundations of Aid and Development Policy from a Cosmopolitan Perspective -- Chapter IV: Power and Policy: Lessons from Aid Effectiveness -- Chapter V: Results, Risk, Rhetoric and Reality: The Need for Common Sense in Canada's Development Assistance -- Section II: The Canadian Context and Motivations -- Chapter VI: Mimicry and Motives: Canadian Aid Allocation in Longitudinal Perspective -- Chapter VII: Continental Shift? Rethinking Canadian Aid to the Americas -- Chapter VIII: Preventing, Substituting or Complementing the Use of Force? Development Assistance in Canadian Strategic Culture -- Chapter IX: Why Aid? Canadian Perception of the Usefulness of Canadian Aid in an Era of Economic Uncertainty -- Chapter X: The Management of Canadian Development Assistance: Ideology, Electoral Politics or Public Interest? |
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-- Section III: Canada's Role in International Development on Key Themes -- Chapter XI: Gender Equality and the "Two CIDAs": Successes and Setbacks, 1976-2013 -- Chapter XII: From "Children-in-Development" to Social Age Mainstreaming in Canada's Development Policy and Programming? Practice, Prospects and Proposals -- Chapter XIII: Canada's Fragile States Policy: What Have We Accomplished and Where Do We Go from Here? -- Chapter XIV: Canada and Development in Other Fragile States: Moving beyond the "Afghanistan Model" -- Chapter XV: Charity Begins at Home: The Extractive Sector as an Illustration of Changes and Continuities in the New De Facto Canadian Aid Policy. |
Chapter XVI: Undermining Foreign Aid: The Extractive Sector and the Recommercialization of Canadian Development Assistance -- Conclusion: Rethinking Canadian Development Cooperation - Towards Renewed Partnerships? -- Contributors -- Index. |
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Sommario/riassunto |
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This book contributes to a "rethinking" of Canadian aid on four levels. First, by undertaking a collective rethink of the foundations of Canadian aid. Second, through an analysis of how the Canadian government is rethinking Canadian aid, with a greater focus on the Americas as well as specific countries and themes (such as mothers, children and youth, and fragile states); increased involvement of the private sector (particularly Canadian mining companies); and greater emphasis on self-interest. Third, by rethinking where Canadian aid is or should be heading, with recommendations for improved. |
In 2013, the government abolished the Canadian International Development Agency (CIDA), which had been Canada's flagship foreign aid agency for decades, and transferred its functions to the newly renamed Department of Foreign Affairs, Trade and Development (DFATD). As the government is rethinking Canadian aid and its relationship with other foreign policy and commercial objectives, the time is ripe to rethink Canadian aid more broadly. Edited by Stephen Brown, Molly den Heyer and David R. Black, this revised edition not only analyzes Canada's past development assistance, it also highlights important new opportunities in the context of the recent change in government. Designed to reach a variety of audiences, contributions by twenty scholars and experts in the field offer an incisive examination of Canada's record and initiatives in Canadian foreign aid, including its relatively recent emphasis on maternal and child health and on the extractive sector, as well as the longer-term engagement with state fragility. The portrait that emerges is a sobering one. This book is essential reading for anyone interested in Canada's changing role in the world. |
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2. |
Record Nr. |
UNINA9910785902103321 |
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Autore |
Flowerdew J. R. <1945-> |
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Titolo |
Discourse in English language education [[electronic resource] /] / John Flowerdew |
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Pubbl/distr/stampa |
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Hoboken, : Taylor and Francis, 2012 |
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ISBN |
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Descrizione fisica |
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1 online resource (245 p.) |
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Disciplina |
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Soggetti |
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English language - Discourse analysis |
English language - Study and teaching |
Functionalism (Linguistics) |
Systemic grammar |
Action research in education |
English |
Languages & Literatures |
English Language |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Cover; Discourse in English Language Education; Title Page; Copyright Page; Table of Contents; List of figures and tables; Acknowledgements; Chapter 1 Introduction; 1.1 Defining discourse; 1.2 Defining Discourse Studies and Discourse Analysis; 1.3 Discourse Analysis may emphasise discourse structure or discourse function or both; 1.4 Discourse Analysis may focus on any sort of texts; 1.5 There are various approaches to Discourse Studies; 1.6 Discourse Analysis is conducted in many fields of activity; 1.7 Discourse Studies focuses on language in its contexts of use |
1.8 Discourse is intertextual1.9 Discourse and communication; 1.10 Discourse and communicative competence; 1.11 Organisation of the book; 1.12 Questions for discussion; 1.13 Further reading; Chapter 2 Systemic Functional Linguistics and register; 2.1 Introduction; 2.2 A functional perspective on child language acquisition; 2.3 Systemic Functional Linguistics; 2.4 Register; 2.5 Lexicogrammar; 2.5.1 Features |
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related to field and the ideational function; 2.5.1.1 Lexis; 2.5.1.2 Rank hierarchy; 2.5.1.3 Clauses; 2.5.1.4 Process types: transitivity; 2.5.1.5 Relational process clauses |
2.5.1.6 Material process clauses2.5.1.7 Verbal process clauses; 2.5.1.8 Mental process clauses; 2.5.1.9 Existential process clauses; 2.5.1.10 Behavioural process clauses; 2.5.2 Features related to tenor and the interpersonal function: person, modality and mood; 2.5.3 Features related to mode and the textual metafunction: cohesion, theme and thematic development; 2.6 Summary of analysis of the parrot text; 2.7 A text in a similar, yet different, register; 2.7.1 Field and the ideational function; 2.7.2 Tenor and the interpersonal function and mode and the textual function |
2.7.3 Summary of analysis of the iris text2.8 Conversation as register; 2.9 Sinclair and Coulthard's model of classroom interaction; 2.10 Speech and writing; 2.11 Lexical density; 2.12 Appraisal; 2.12.1 Graduation; 2.12.2 Attitude; 2.12.3 Engagement; 2.13 Critique; 2.14 Application to pedagogy; 2.15 Questions for discussion; 2.16 Further reading; Chapter 3 Cohesion; 3.1 Introduction; 3.2 Reference; 3.2.1 Definition, forms and functions; 3.2.2 Definite reference; 3.3 Substitution and ellipsis; 3.3.1 Substitution; 3.3.2 Ellipsis; 3.4 Conjunction; 3.5 Lexical cohesion |
3.6 General nouns and signalling nouns3.7 Cohesive chains; 3.8 Cohesive harmony; 3.9 Cohesion, coherence and texture; 3.10 Patterns of lexis in text: Hoey's model of (lexical) cohesion; 3.11 Tanskanen's approach to lexical cohesion; 3.12 Propositional relations; 3.13 Parallelism; 3.14 Critique; 3.15 Application to pedagogy; 3.15.1 The case for cohesion; 3.15.2 Ties, chains and bonds; 3.15.3 Lexis; 3.15.4 Propositional relations; 3.16 Conclusion; 3.17 Questions for discussion; 3.18 Further reading; Chapter 4 Thematic development; 4.1 Definition of theme; 4.2 Theme in grammar and discourse |
4.3 Theme in declarative clauses |
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Sommario/riassunto |
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Discourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education. Each chapter draws on key research to examine critically a particular approach in the field, providing a review of important literature, examples to illustrate the principal issues concerned and an outline of the implications for their application to pedagogy.Features include:coverage of a broad range of approaches in the field, including Systemic Functional Linguistics and Register, Speec |
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