Bibliography: p. 73-75.

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The Quest for Meaning is designed as a guide to basic semiotic theory and practice, discussing and illustrating the main trends, ideas, and figures of semiotics.

The Routledge Companion to Interdisciplinary Studies in Singing, Volume II: Education examines the many methods and motivations for vocal pedagogy, promoting singing not just as an art form arising from the musical instrument found within every individual but also as a means of communication with social, psychological, and didactic functions. Presenting research from myriad fields of study beyond music—including psychology, education, sociology, computer science, linguistics, physiology, and neuroscience—the contributors address singing in three parts: Learning to Sing Naturally Formal Teaching of Singing Using Singing to Teach In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume II: Education focuses on the second question and offers an invaluable resource for anyone who identifies as a singer, wishes to become a singer, works with singers, or is interested in the application of singing for the purposes of education.

While in no way supporting the systemic injustices and disparities of mass incarceration, Gifts from the Dark: Learning from the Incarceration Experience argues that we have much to learn from those who have been and are in prison. Schwartz and Chaney profile the contributions of literary giants, social activists, entrepreneurs, and other talented individuals who, despite the disorienting dilemma of incarceration, are models of adult transformative learning that positively impact the world. The authors interweave narratives with both qualitative and quantitative research references to analyze the role of solitude, writing, non-verbal communication; race and gender; physical exercise; education; technology; family and parenting; and the need to “give back” that precipitate transformative learning. The prison cell becomes a counterspace of metamorphosis. In focusing upon how men and women have chosen the worst moments of their lives as a baseline not to define, but to refine themselves, Gifts from the Dark promises to forever alter the limited mindset of incarceration as a solely one-dimensional, deficit event.

This book uses corpus and multimodal methods to present a comparative study of three major Canadian TV crime series, Flashpoint (2008-2010), Motive (2013-2015) and 19-2 (2014-2016), paying special attention to cinematic techniques. Following an overview of the methodology and the Canadian cultural milieu of the study, the author approaches the three series as complex cultural and linguistic productions that depend heavily on a national appropriation of a genre whose popularity is growing internationally. The book investigates the verbal, nonverbal and paraverbal strategies employed by each production to create the patterns that make this genre appealing to a variety of audiences, and uncovers some of the psychological processes at work in contemporary Canadian TV crime serials. This book will be of interest to scholars in fields including Corpus Linguistics, Multimodal Studies, Canadian Studies, Media and Communication Studies, and Specialised Discourse.

School success in the 21st century requires proficiency with expository discourse -- the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers' lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders.

This acclaimed work, first published in 1985, presents in full detail, the most effective aspects of bioenergetics, Gestalt therapy, psychomotor therapy, Reichian orgonomy, and many others, are fully detailed, along with a wealth of practical therapeutic techniques. This book is divided into four parts: the historical and theoretical perspective; the body as the locus of personality assessment; the body as the locus of psychotherapeutic intervention; and personal and ethical considerations.