Christine Hünefeldt documents in impressive, moving detail the striving and ingenuity, the hard-won triumphs and bitter defeats of slaves who sought liberation in nineteenth-century urban Peru. Drawing on judicial, ecclesiastical, and notarial records—including the testimony of the slaves themselves—she uncovers the various strategies slaves invented to gain their freedom. Hünefeldt pays particular attention to marriage relations and family life. Slaves used their family solidarity as a strategy, while slaveowners used the conflicts within families to prevent manumission. The author's focus on gender relations between slaveowners and slaves, as well as between slaves, is particularly original. Her eye for ethnographic detail and her perceptive reading of the documentary evidence make this book a rich and important contribution to the study of slavery in Latin America. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1994.

Igapó forests are a common part of the Amazon whose ecosystems are critical to our shared human future. The introduction addresses the structure, function and dynamics of igapó forests in the Amazon basin, focusing on their uniqueness due to their high level of complexity defined as the many ways that different components of igapó forests in the Amazon basin ecosystem interact and also on how those interactions are on a higher-order compared to other tropical forests. The text then breaks down the igapó ecosystem using these sections: (1) Igapó forests over space and time, (2) Water, light and soils, (3) The carbon cycle, (4) Litter, fungi and invertebrates, (5) Vertebrates, (6) Plant population studies, (7) Plant community studies, and (8) Human impacts and management. Experts from around the world serve as chapter authors that review what is known about their specific part of the igapó ecosystem, what research they have done, and also what needs to be done in the future.

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online This book is ideal for English language teachers and learners of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options. The chapters in New Perspectives on CALL for Second Language Classrooms synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications. The implementation of CALL at the institutional level is also addressed, with attention to designing multimedia language laboratories and creating collaborative CALL-based projects between educational institutions. Although many chapters locate their descriptions of CALL activities and projects within the ESL/EFL setting, the principles and activities described are equally useful for other language settings. The book does not require prior knowledge of CALL, computers, or software. To assist readers, a glossary of CALL terms and an appendix of CALL Web sites are provided. The book also has its own accompanying Web site (http://www.erlbaum.com/callforL2classrooms) presenting chapter abstracts, author contact information, and regularly updated links to pedagogical, research, and teacher development sites. By integrating theoretical issues, research findings, and practical guidelines on different aspects of CALL, this book offers teachers multiple levels of resources for their own professional development, for needs-based creation of specific CALL activities, for curriculum design, and for implementation of institutional and inter-institutional CALL projects.