03627nam 22004695 450 991068255510332120230317110041.09783031217395303121739X10.1007/978-3-031-21739-5(CKB)5580000000524698(DE-He213)978-3-031-21739-5(EXLCZ)99558000000052469820230317d2023 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierBetween Laughter and Satire Aspects of the Historical Study of Humour /by Conal Condren1st ed. 2023.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2023.1 online resource (X, 238 p.) 9783031217388 3031217381 1 Introduction -- Part I Laughter and the Study of Humour -- 2 Laughter and the Formation of a Concept of Humour -- 3 The Universality and the Genealogy of Humour -- Part II Method and Its Limits in the Historical Study of Humour -- 4 Context and Intention -- 5 Translation and Reception -- Part III Defining Satire and Satiric Humour -- 6 Definition by Dictionary, Origin and Implications -- 7 Definition by Adjacent Terms, Genre and Satiric Definition -- Part IV Satiric Humour in Popular Culture: The Yes Minister and Yes, Prime Minister Television Satires -- 8 Theory and the Absent Political System -- 9 The Satiric Presence of Political Discourse -- 10 Conclusion -- Bibliography.This book explores closely related aspects of the historical study of humour. It challenges much that has been taken for granted in a field of study for which history has been marginal. It disputes the conventional genealogical view that humour theory dates from antiquity and outlines an alternative conceptual history. It critically examines the nostrum that humour is universal. It then explores the methodological difficulties in treating both verbal and non-verbal humour historically, dealing with contextualisation, intentionality, translation and reception. It explores the variable relationships between satire and definition and concludes with a detailed case study from recent history: the iconic Yes Minister and Yes, Prime Minister television comedies. These are commonly seen as realistic, but better understood as presenting popularised theories for satiric and propagandistic effect. Only in their treatment of language can we assess a putative political realism. The satires are often highly perceptive but largely dependent on misleading and inadequate theories of political discourse. Conal Condren is an Emeritus Scientia Professor at UNSW, a member of two Cambridge Colleges and a fellow both of the Australian Academy of the Humanities and The Social Sciences in Australia. He has published widely and principally in early modern intellectual history. Among his books are The Status and Appraisal of Classic Texts; Argument and Authority in Early Modern England; Political Vocabularies: Word Change and the Nature of Politics.ComedyTelevision broadcastingComedy StudiesTelevision StudiesComedy.Television broadcasting.Comedy Studies.Television Studies.306792.23Condren Conalauthttp://id.loc.gov/vocabulary/relators/aut250950BOOK9910682555103321Between Laughter and Satire3287701UNINA05903nam 2200901 a 450 991082036660332120240514071544.0978661330051597812833005131283300516978111997664611199766429781119977636111997763097811199766531119976650(CKB)2550000000056485(EBL)819273(OCoLC)778339124(SSID)ssj0000536120(PQKBManifestationID)11965768(PQKBTitleCode)TC0000536120(PQKBWorkID)10546366(PQKB)10484619(MiAaPQ)EBC819273(Au-PeEL)EBL819273(CaPaEBR)ebr10503042(CaONFJC)MIL330051(PPN)169125874(Perlego)1012813(EXLCZ)99255000000005648520110614d2011 uy 0engur|n|---|||||txtccrEffective learning in the life sciences how students can achieve their full potential /edited by David J. Adams1st ed.Chichester, West Sussex ;Hoboken, N.J. John Wiley & Sons20111 online resource (289 p.)Description based upon print version of record.9780470661574 0470661577 9780470661567 0470661569 Includes bibliographical references and index.Effective Learning in the Life Sciences: How Students Can Achieve Their Full Potential; Contents; List of contributors; Introduction; 1 Creativity; 1.1 Introduction; 1.2 Adaptors and creators; 1.3 Defining problems; 1.4 Accessing your creative potential; 1.5 Creativity techniques; 1.6 Incubation; 1.7 Working in groups - creative environments; 1.8 Working in groups - facilitated creativity sessions; 1.9 How many uses for an old CD?; 1.10 Evaluating your ideas; 1.11 Putting your ideas into action; 1.12 How you can achieve your creative potential; 1.13 References; 1.14 Additional resources2 Problem solving - developing critical, evaluative and analytical thinking skills2.1 What is problem solving?; 2.2 Problem-solving strategies; 2.3 Critical thinking; 2.4 Critical reading; 2.5 Using judgement; 2.6 Constructing an argument; 2.7 Visualisation - making representations; 2.8 Other strategies; 2.9 Pulling it together; 2.10 How you can achieve your potential as a problem solver; 2.11 References; 2.12 Additional resources; 3 In the laboratory; 3.1 Introduction; 3.2 The Scientific Method; 3.3 Preparing for a laboratory class; 3.4 Laboratory notebooks; 3.5 Laboratory equipment3.6 Calculations in the laboratory3.7 Working in a group; 3.8 Working on your own; 3.9 Writing-up experiments - the laboratory report; 3.10 Concluding comments; 3.11 How you can achieve your potential in the laboratory; 3.12 Acknowledgements; 3.13 References; 3.14 Additional resources; 3.15 Problems associated with Koch's postulates; 4 Fieldwork; 4.1 Introduction; 4.2 Fieldwork - exciting or overwhelming?; 4.3 Planning and time management; 4.4 Group work and social aspects of fieldwork; 4.5 Collecting the right data; 4.6 Technology in the field; 4.7 Costs, sustainability and ethics4.8 Safety and permissions4.9 Accessibility; 4.10 Making the most of different types of fieldwork; 4.11 Overcoming the problems that WILL occur; 4.12 Feedback and assessment; 4.13 Concluding comments; 4.14 How you can achieve your potential during fieldwork; 4.15 References; 4.16 Additional resources; 4.17 Potential solutions for kick-sampling case study; 5 In vivo work; 5.1 Introduction; 5.2 Animal welfare legislation; 5.3 The principles of the 3Rs; 5.4 Alternatives to the use of animals in the development of new medicines; 5.5 Animal models of disease; 5.6 Experimental design5.7 Recognition of pain, suffering or ill health in animals used for research5.8 Ethical review of in vivo studies; 5.9 Harm/benefit analysis; 5.10 The arguments for and against animal experimentation; 5.11 How you can achieve your potential in in vivo work; 5.12 References; 5.13 Additional resources; 6 Research projects; 6.1 Introduction; 6.2 Research project - role and purpose; 6.3 Applying the Scientific Method; 6.4 Types of project and ideas for research; 6.5 Characteristics of good research projects; 6.6 Working in groups; 6.7 Writing up; 6.8 The possibility of publication6.9 How you can achieve your potential during final-year project studies"Draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings"--Provided by publisher.Life sciencesStudy and teaching (Higher)Life sciencesStudy and teaching (Higher)Great BritainCreative teachingBiological laboratoriesLife sciencesResearchLife sciencesFieldworkGreat BritainfastCase studies.fastLife sciencesStudy and teaching (Higher)Life sciencesStudy and teaching (Higher)Creative teaching.Biological laboratories.Life sciencesResearch.Life sciencesFieldwork.570.71/1Adams David J(David James)18405UK Centre for Bioscience.MiAaPQMiAaPQMiAaPQBOOK9910820366603321Effective learning in the life sciences3945755UNINA