LEADER 03106nam 22006374a 450 001 9910778998603321 005 20230607224927.0 010 $a1-280-35106-3 010 $a9786610351060 010 $a0-7879-5998-7 035 $a(CKB)111004366779266 035 $a(EBL)120505 035 $a(OCoLC)137281328 035 $a(SSID)ssj0000161105 035 $a(PQKBManifestationID)11163419 035 $a(PQKBTitleCode)TC0000161105 035 $a(PQKBWorkID)10190638 035 $a(PQKB)11181356 035 $a(MiAaPQ)EBC120505 035 $a(Au-PeEL)EBL120505 035 $a(CaPaEBR)ebr10001709 035 $a(CaONFJC)MIL35106 035 $a(EXLCZ)99111004366779266 100 $a20001024d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGender equity or bust!$b[electronic resource] $eon the road to campus leadership with women in higher education /$fMary Dee Wenniger, Mary Helen Conroy ; foreword by Lesley A. Diehl 205 $a1st ed. 210 $aSan Francisco $cJossey-Bass Publishers$dc2001 215 $a1 online resource (335 p.) 225 1 $aThe Jossey-Bass higher and adult education series 300 $aDescription based upon print version of record. 311 $a0-7879-5284-2 320 $aIncludes bibliographical references (p. 291-292) and index. 327 $aGender Equity or Bust!; Contents; Foreword; Preface; Bill of Rights for Women in Higher Education; Abbreviations; The Editors; 1. Current Road Conditions for Women Drivers; 2. In the Driver's Seat: Women as Leaders; 3. Driver's Ed: Developing Leadership Skills; 4. Reading the Map of Your Career 101; 5. Roadblocks and Road Rage; 6. Sex on the Road; 7. The Driver Within; 8. Are We There Yet?; Epilogue; References; Index 330 $aGender battles still rage on most college and university campuses today. For eight years, Women in Higher Education has reported women's strategic advances in the academy. Its goal is to enlighten, encourage, empower, and enrage women administrators, faculty, and students in higher education.This book is a compendium of lively, hard-hitting articles from the successful newsletter. Its thematic sections blend serious commentary, research results, and practical advice with wry humor. Readers will find a broad view of recent progress as well as effective strategies from women who have changed the 410 0$aJossey-Bass higher and adult education series. 606 $aWomen college teachers$zUnited States 606 $aWomen$xEducation (Higher)$zUnited States 606 $aSex discrimination in education$zUnited States 615 0$aWomen college teachers 615 0$aWomen$xEducation (Higher) 615 0$aSex discrimination in education 676 $a378/.0082 701 $aWenniger$b Mary Dee$f1944-$01486321 701 $aConroy$b Mary Helen$01486322 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778998603321 996 $aGender equity or bust$93705756 997 $aUNINA LEADER 05556nam 2200709Ia 450 001 9910785602603321 005 20230801224259.0 010 $a1-283-59435-8 010 $a9786613906809 010 $a90-272-7358-8 035 $a(CKB)2670000000240307 035 $a(EBL)1000272 035 $a(OCoLC)809910921 035 $a(SSID)ssj0000706002 035 $a(PQKBManifestationID)12329187 035 $a(PQKBTitleCode)TC0000706002 035 $a(PQKBWorkID)10626195 035 $a(PQKB)11092603 035 $a(MiAaPQ)EBC1000272 035 $a(Au-PeEL)EBL1000272 035 $a(CaPaEBR)ebr10593793 035 $a(CaONFJC)MIL390680 035 $a(EXLCZ)992670000000240307 100 $a20120502d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSpaces of polyphony$b[electronic resource] /$fedited by Clara-Ubaldina Lorda, Patrick Zabalbeascoa 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (307 p.) 225 0 $aDialogue studies ;$vv. 15 300 $aDescription based upon print version of record. 311 $a90-272-1032-2 320 $aIncludes bibliographical references and index. 327 $aSpaces of Polyphony; Editorial page; Title page; LCC data; Table of contents; Introduction; Part 1. Strategies in daily conversations; Chapter 1. Strategy and creativity in dialogue; 1. Strategy and creativity from a dialogical perspective; 2. Interactions as activities and the predictability of responses within them; 3. Intentionality; 4. Reprise; Appendix: Transcription symbols (from Fitch and Sanders, 2005); Chapter 2. Conversational irony: Evaluating complaints; 1. Introduction; 2. Data and methodology; 3. The complaint sequence; 3.1 The preface sequence: initiation of complaint/criticism 327 $a3.2 The telling sequence: Description of transgression3.3 The response sequence: Ironic evaluation; 4. Conclusion; Appendix I: Original examples; Appendix II: Transcription system; Chapter 3. Speaking through other voices; 1. Introduction; 2. The data; 2.1 The corpus; 2.2 Nature of the interactive setting; 2.3 The kind of humour evidenced in the data; 2.4 Questions of methodology; 3. Theoretical framework; 3.1 The double voicing theory; 4. Data analysis; 5. Conclusion; Appendix I: Data in French; Appendix II: Conventions of transcription 327 $aPart 2.Plural identities and viewpoints in acquisition and language learningChapter 4. The self as other: Self words and pronominal reversals in language acquisition; 1. Introduction; 2. Children's self words; 3. Pronominal reversal; 3. The third person; 4. The second person; 5. Conclusion; Chapter 5. The function of formulations in polyphonic dialogues; 1. The concept of formulation; 2. Research data; 3. Analysis: Use of formulation in dialogue; 4. Structured sequences of actions including formulations; 5. Cultural presuppositions of formulations; 6. Consequences for polyphonic dialogue 327 $a7. ConclusionsTranscription conventions; Chapter 6. Observing the paradox: Interrogative-negative questions as cues for a monophonic promotion of polyphony in educational practices; 1. A new representation of education; 2. The relevance of intertextuality in educational discourse; 3. Method and data; 4. Observing the paradox, a monophonic approach to the promotion of polyphony; 4.1 Resisting the course of action: Non conforming-answers; 4.2 Playing with intertextuality. The failure of a rhetorical device; 5. Conclusions. On the limits of educating towards autonomy 327 $aAnnex 1: Italian originals of examples 1 & 2Annex 2: Transcription conventions; Chapter 7. Co-construction of identity in the Spanish heritage language classroom; 1. Introduction; 2. Background; 2.1 U.S. Spanish heritage speakers and linguistic identity; 2.2 Identity, discourse and context; 3. Research questions; 4. Ideologies of linguistic legitimacy and authenticity; 5. Co-construction of identities in the classroom; 5.1 The teacher-fronted context; 5.2 The small-group context; 4. Conclusion and implications; Appendix; Transcription conventions 327 $aPart 3. The play of voices in mass media and politics 330 $aSpaces of Polyphony covers a lot of ground. It echoes the voices of researchers and their informants from many different places and backgrounds. Among the variety of languages under study and methodological approaches there is also a common ground and narrative thread underpinning the polyphonic chorus of the contributors. From a shared starting point of discourse analysis and inspiration from Bakhtin, the various authors span from East to West, from Moscow to Texas, from Romania and Czech Republic to Mexico. They look into all ages, starting from early childhood, and many walks of life 410 0$aDialogue Studies 606 $aDialogue analysis 606 $aDialogism (Literary analysis) 606 $aDiglossia (Linguistics) 606 $aIntercultural communication 615 0$aDialogue analysis. 615 0$aDialogism (Literary analysis) 615 0$aDiglossia (Linguistics) 615 0$aIntercultural communication. 676 $a306.44 701 $aLorda Mur$b Clara Ubaldina$f1947-$0554558 701 $aZabalbeascoa Terran$b Patrick$01536302 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785602603321 996 $aSpaces of polyphony$93784979 997 $aUNINA