This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Bound to the Hearth by the Shortest Tether is a story of original research in China and Brazil as well as the circumstances that made that work possible. Applied anthropology, rural economics, agroforestry, natural and social history, and world travel are combined to create an engaging account of the effort to better the circumstances of the developing world's rural poor. The first part of the book focuses on rural China and the indigenous knowledge of the processes at work within the world's oldest system of timber management and how that knowledge is being displaced by inferior scientific systems of forest management. The critical role of rights to private property in the conservation of rural resources, a unique method to elicit ecological knowledge, the difficulties of field access in China, and the varied challenges to living and working in a poor mountain village are all recounted. The second part addresses the tradition-bound "bush zone" of Brazil, documenting the unexpected reasons for the region's continuing poverty and a dramatic social transformation that may free the rural poor from dependency and perhaps poverty itself. After the failure of current "participatory" approaches in rural development work, new methods were again needed to identify non-participants in a rural assistance program and their reasons for not making use of an easy opportunity to better their lives and the lives of their families. Disturbing obstacles to self-reliance among the rural poor created by academics, bureaucrats, environmentalists, and the poor themselves are detailed. The author argues why preservation of the world's rural villages is important and why such often frustrating work is rewarding and worth the considerable effort. The book closes with unexpected lessons drawn from a lifetime beyond the end of the road. Humor, violence, friendship, and betrayal lace an account of unusual and creatively original research.

Titus Brandsma is best known for courageously speaking out against the ideology of National Socialism and for defending the freedom of the Catholic press to refuse their propaganda. Indeed, it was his activities as a Catholic journalist and on behalf of Catholic journalism that placed him in the crosshairs of the Nazi authorities. But his imprisonment and eventual death in the concentration camp of Dachau was preceded by a notable academic career and a life of tireless service.As Paul Chandler reveals in this ground-breaking volume, the torture and "experiments" that he suffered in the infirmary at Dachau included shocking examples of sexual abuse, according to the infirmary nurse who administered the fatal injection, whose eye-witness account previous biographers have glossed over. For the first time, Chandler provides an English translation of her complete testimony.Additional material reminds us of other major Carmelite "witnesses to truth" during World War II, including St. Edith Stein (Teresa Benedicta of the Cross) and Père Jacques Bunel. All of them show that authentic Carmelite and Christian spirituality is not something abstract and ethereal, but has social consequences, and that mystical prayer must express itself in prophetic words and actions.

This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Bound to the Hearth by the Shortest Tether is a story of original research in China and Brazil as well as the circumstances that made that work possible. Applied anthropology, rural economics, agroforestry, natural and social history, and world travel are combined to create an engaging account of the effort to better the circumstances of the developing world's rural poor. The first part of the book focuses on rural China and the indigenous knowledge of the processes at work within the world's oldest system of timber management and how that knowledge is being displaced by inferior scientific systems of forest management. The critical role of rights to private property in the conservation of rural resources, a unique method to elicit ecological knowledge, the difficulties of field access in China, and the varied challenges to living and working in a poor mountain village are all recounted. The second part addresses the tradition-bound "bush zone" of Brazil, documenting the unexpected reasons for the region's continuing poverty and a dramatic social transformation that may free the rural poor from dependency and perhaps poverty itself. After the failure of current "participatory" approaches in rural development work, new methods were again needed to identify non-participants in a rural assistance program and their reasons for not making use of an easy opportunity to better their lives and the lives of their families. Disturbing obstacles to self-reliance among the rural poor created by academics, bureaucrats, environmentalists, and the poor themselves are detailed. The author argues why preservation of the world's rural villages is important and why such often frustrating work is rewarding and worth the considerable effort. The book closes with unexpected lessons drawn from a lifetime beyond the end of the road. Humor, violence, friendship, and betrayal lace an account of unusual and creatively original research.

Titus Brandsma is best known for courageously speaking out against the ideology of National Socialism and for defending the freedom of the Catholic press to refuse their propaganda. Indeed, it was his activities as a Catholic journalist and on behalf of Catholic journalism that placed him in the crosshairs of the Nazi authorities. But his imprisonment and eventual death in the concentration camp of Dachau was preceded by a notable academic career and a life of tireless service.As Paul Chandler reveals in this ground-breaking volume, the torture and "experiments" that he suffered in the infirmary at Dachau included shocking examples of sexual abuse, according to the infirmary nurse who administered the fatal injection, whose eye-witness account previous biographers have glossed over. For the first time, Chandler provides an English translation of her complete testimony.Additional material reminds us of other major Carmelite "witnesses to truth" during World War II, including St. Edith Stein (Teresa Benedicta of the Cross) and Père Jacques Bunel. All of them show that authentic Carmelite and Christian spirituality is not something abstract and ethereal, but has social consequences, and that mystical prayer must express itself in prophetic words and actions.

This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.