A discussion of a truly international range of television programs, this title covers alternative modes of television such as digital and satellite.

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In Reading and Re-reading Scripture at Qumran, Moshe J. Bernstein gathers more than three decades of his work on diverse aspects of biblical interpretation in the Dead Sea Scrolls. The essays range from broad surveys of the genres of biblical interpretation in these texts to more narrowly focused studies and close readings of specific documents. Volume I focuses on the book of Genesis, with a substantial portion being dedicated to studies of the Genesis Apocryphon and Commentary on Genesis A. Volume II contains several historical and programmatic essays, with specific studies focusing on legal material in the DSS and the pesharim. Under the former rubric, the documents known as 4QReworked Pentateuch, 4QOrdinancesa, 4QMMT, and the Temple Scroll are discussed.

This second edition of Classroom Discourse Analysis continues to make techniques widely used in the field of discourse analysis accessible to a broad audience and illustrates their practical application in the study of classroom talk, ideal for upper-level undergraduate and graduate students in discourse analysis, applied linguistics, and anthropology and education. Grounded in a unique tripartite "dimensional approach," individual chapters investigate interactional resources that model forms of discourse analysis teachers may practice in their own classrooms while other chapters provide students with a thorough understanding of how to actually collect and analyse data. The presence of a number of pedagogical features, including activities and exercises and a comprehensive glossary help to enhance students‘ understanding of these key tools in classroom discourse analysis research. Features new to this edition reflect current developments in the field, including: increased coverage of peer interaction in the classroom greater connecting analysis to curricular and policy mandates and standards-based reform movements sample excerpts from actual student classroom discourse analysis assignments a new chapter on the repertoire approach, an increasingly popular method of analysis of particular relevance to today’s multilingual classrooms

Religion lies near the heart of the classical sociological tradition, yet it no longer occupies the same place within the contemporary sociological enterprise. This relative absence has left sociology under-prepared for thinking about religion’s continuing importance in new issues, movements, and events in the twenty-first century. This book seeks to address this lacunae by offering a variety of theoretical perspectives on the study of religion that bridge the gap between mainstream concerns of sociologists and the sociology of religion. Following an assessment of the current state of the field, the authors develop an emerging critical perspective within the sociology of religion with particular focus on the importance of historical background. Re-assessing the themes of aesthetics, listening and different degrees of spiritual self-discipline, the authors draw on ethnographic studies of religious involvement in Norway and the UK. They highlight the importance of power in the sociology of religion with help from Pierre Bourdieu, Marx and Critical Discourse Analysis. This book points to emerging currents in the field and offers a productive and lively way forward, not just for sociological theory of religion, but for the sociology of religion more generally.

Recent work in Shakespeare studies has brought to the forefront a variety of ways in which the collaborative nature of Shakespearean drama can be investigated: collaborative performance (Shakespeare and his fellow actors); collaborative writing (Shakespeare and his co-authors); collaborative textual production (Shakespeare and his transcribers and printers). What this leaves unaccounted for is the form of collaboration that affects more than any other our modern reading experience of Shakespeare's plays: what we read as Shakespeare now always comes to us in the form of a collaborative enterprise - and is decisively shaped by the nature of the collaboration - between Shakespeare and his modern editors. Contrary to much recent criticism, this book suggests that modern textual mediators have a positive rather than negative role: they are not simply 'pimps of discourse' or cultural tyrants whose oppressive interventions we need to 'unedit' but collaborators who can decisively shape and enable our response to Shakespeare's plays. Erne argues that any reader of Shakespeare, scholar, student, or general reader, approaches Shakespeare through modern editions that have an endlessly complicated and fascinating relationship to what Shakespeare may actually have intended and written, that modern editors determine what that relationship is, and that it is generally a very good thing that they do so.