Riitta Oittinen is adjunct professor at the Universities of Helsinki and Tampere (Finland) and senior lecturer at the University of Tampere, as well as a writer and illustrator. She is also the author of more than 200 publications (books, articles, translations, films, illustrations) and specializes in translating picturebooks and children’s literature, especially the verbal, the visual and the auditive (reading aloud).
For over half a century, Martin Gardner has established himself as one of the world's leading authorities on Lewis Carroll. His Annotated Alice, first published in 1959, has over half a million copies in print around the world and is beloved by both families and scholars—for it was Gardner who first decoded many of the mathematical riddles and wordplay that lay ingeniously embedded in Carroll's two classic stories, Alice's Adventures in Wonderland and Through the Looking Glass.
Forty years after this groundbreaking publication, Norton is proud to publish the Definitive Edition of The Annotated Alice, a work that combines the notes of Gardner's 1959 edition with his 1990 volume, More Annotated Alice, as well as additional discoveries drawn from Gardner's encyclopedic knowledge of the texts. Illustrated with John Tenniel's classic, beloved art—along with many recently discovered Tenniel pencil sketches—The Annotated Alice will be Gardner's most beautiful and enduring tribute to Carroll's masterpieces yet.
In The End of Harry Potter?, David Langford—Potter fan and award-winning writer—delves into the many mysteries which remain unsolved. Is Albus Dumbledore really dead? Whose side is Severus Snape really on? What are the remaining horcruxes, where He Who Shall Not Be Named has stashed his soul? Does Harry bear a part of the Dark Lord's soul in his scar, and is this why he understands Parseltongue?
J. K. Rowling is the only person who knows the answers to these questions. But in this highly entertaining book, Langford uses his deep knowledge of the six published Harry Potter novels to explore these and other mysteries, and to present a selection of possible outcomes.
Only the publication of Harry Potter and the Deathly Hallows will lay these questions to rest, but in the meantime, fans of the series will find David Langford's book entertaining and thought-provoking, and a perfect way to refresh their memory of the first six books in readiness for the last.
At the Publisher's request, this title is being sold without Digital Rights Management Software (DRM) applied.
Harry Potter is loved throughout the world, and so is his creator. Joanne Kathleen (J.K.) Rowling is a true wizard, a woman who has the ability to recall vividly her days as a child and capture those wild, wonderful, difficult times—an ability that helps make her creation, Harry Potter, seem so real.
In this revealing book, fans of the Harry Potter series will get to see their favorite author as they never have before. From a child with a wonderful imagination who didn't quite fit in, to a single mother with almost overwhelming responsibilities, J.K. Rowling and her story provide a wonderful chance for adults and children to enjoy a heartwarming, magical story. . . together.
Inside are the answers to some of the most frequently asked questions:
* Where did the idea for the Harry Potter series come from?
* How the birth of her third child impacted her life
* What's the latest on the top secret writing projects that will follow HARRY POTTER AND THE DEATHLY HALLOWS?
* What are Joanne's feelings about the Harry Potter saga finally ending?
*Which of the characters does J.K most identify with?
*What is J.K. Rowling's simple rule about writing?
*And much more!
Medical Translation Step by Step provides a pedagogical approach to medical translation based on learner and learning-centred teaching tasks, revolving around interaction: pair and group work to carry out the tasks and exercises to practice the points covered. These include work on declarative and operative knowledge of both translation and medical texts and favour an approach that takes into account both the process and product of translations. Starting from a broad communication framework, the book follows a top-down approach to medical translation: communication → genres → texts → terms and other units of specialized knowledge. It is positively focused in that it does not insist on error analysis, but rather on ways of writing good translations and empowering both students and teachers.
The text can be used as a course book for students in face-to-face learning, but also in distance and mixed learning situations. It will also be useful for teachers as a resource book, or a core book to be complemented with other materials.
At the Conference, both teachers and researchers met to examine recent language teaching theories and practices from a transnational and intercultural perspective, on the one hand, and on the other, to fill the gap in the field of English as a Foreign Language (EFL) in schools and to pave the way for a wider platform of discussion between School and University. Since these two institutions have often had little contact and, as there is excellent work carried out in both, our attempt was to build more solid bridges across their contexts, engaging school teachers in ongoing research and bringing everyday classroom practice nearer to university theoreticians in an open exchange forum so that the reflection on teaching and learning becomes relevant and rewarding for the participants involved in Early Foreign Language Learning in 21st century contexts.
Drawing on the main topics presented throughout the Conference, this book has been structured around three main thematic areas: 1) the Age Factor, 2) CLIL and Content-based research and practices, and 3) developing intercultural competence: use of the L1 and translation as mediation skills.
Each of these sections encompasses high quality contributions, all informed by salient and recent research, clear and justified theoretical standpoints and good practices which are appealing to an international audience and setting.
The editors sincerely hope that this volume contributes to widen the field of foreign language teaching and learning to include studies on young learners’ perceptions and performance. At the same time, they would like to highlight the decisive new focus on language learning adopted in the 21st century: the inclusion of a wider vision of language acquisition, one that highlights the relevance of using languages not only to communicate but, more relevantly, to mediate between cultures, as a means to bring together the plurilingual and pluricultural citizens of our future.