Dialogue must contribute to the telling of the story said Victorian-era novelist Anthony Trollope more than one hundred years ago and his words have been a yardstick for writers ever since. A more recent novelist, Stephen King, wrote, "When dialogue is right, we know. When it's wrong we also know-it jags on the ear like a badly tuned musical instrument." In "Shut Up!" He Explained (the title comes from a Ring Lardner poke at the way some people overwrite), William Noble shows you how to write dialogue that sounds right and contributes. Fiction or Nonfiction With liberal use of anecdotes and examples, Noble develops six "Master Keys to Dialogue," each of which is crucial for the fiction or nonfiction writer to understand and use. You'll learn how to use dialogue to: * create tension * develop your characters * establish setting * move the plot * create flashbacks and transitions You'll also learn when to use narrative instead of dialogue; how to write in dialect; and how to deal with interior monologue (your character's thoughts). And more! An important section of "Shut Up!" He Explained covers the misuse of dialogue from the legal viewpoint, exploring libel and right-to-privacy. Get a copy of "Shut Up! He Explained" an make your writing scintillate with captivating dialogue. "This is the best book that I could find on the use of dialog when writing fiction." -Amazon.com review
A spectacular dialogue of the deaf has been on-going for many years. Information systems are as misunderstood today as they have been for a decade. The designers who make them, the managers who commission them and the stakeholders who use them consistently fail to communicate with each other resulting in the inevitable plethora of systems failures which appear in the media every week. This book seeks to address the key problem of transforming organizational need into information systems delivery. Using understandable language, real world examples and user-focused tools and techniques it aims to deliver sustainable information systems in even the most complex contexts.This is important reading for all concerned with making information systems sustainable, especially professionals in IT. It should also be of interest to environment and development organizations, business schools and software developers.
Intergroup dialogue has emerged as an educational and community building approach that brings together members of diverse social and cultural identities to engage in learning together'”sharing and listening to each other's perspectives and stories, and exploring inequalities and community issues that affect them all, albeit differently'”so that they may work collectively and individually to promote greater diversity, equality and justice. Focusing on facilitation training and preparation for intergroup dialogues, this is a comprehensive guide for practitioners, covering the theoretical, conceptual, and practical knowledge they need. It is intended for staff, faculty, and administrators in higher education, and community agencies, as well as for human resources departments in workplaces. Despite the growing interest in, and impact of intergroup dialogue, little has been written on the important role of facilitation. This book shifts the focus from learning outcomes, that is what students gain, to understanding how students gain what they do, and to determine what it is about the intergroup dialogue model and design that facilitates learning, and to identify the crucial role that facilitators play in this process. This book combines the theoretical and conceptual foundations of social justice education with training models for intergroup dialogue facilitation. It presents the work and insights of both academics and practitioners who train facilitators for intergroup dialogues, for applications of intergroup dialogue techniques, and for the related fields of dialogue and deliberation. It also includes research on facilitator learning outcomes from the time of training and intergroup dialogue facilitation, through their lives on campus post-training, and on to their post-graduate and professional careers. The expert chapter authors represent the breadth and depth of leaders in the field of intergroup dialogue. Contributors: Charles Behling, University of Michigan, Ann Arbor, The Program on Intergroup Relations Barry Checkoway, University of Michigan, Ann Arbor, School of Social Work Mark Chesler, University of Michigan, Ann Arbor, The Program on Intergroup Relations Keri De Jong, University of Massachusetts at Amherst, School of Education Roger Fisher, University of Michigan, Ann Arbor, The Program on Intergroup Relations Patricia Gurin, University of Michigan, Ann Arbor, The Program on Intergroup Relations Tanya Kachwaha, University of Massachusetts at Amherst, School of Education Christina Kelleher, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Ariel Kirkland, Occidental College, Student facilitator James Knauer, Lock Haven University of Pennsylvania, Democracy Lab Joycelyn Landrum-Brown, University of Illinois at Urbana-Champaign, Program on Intergroup Relations Shaquanda Lindsey, Occidental College, Student facilitator David J. Martineau, Washington University, St. Louis, School of Social Work Teddy Nemeroff, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Romina Pacheco, University of Massachusetts at Amherst, School of Education Taryn Petryk, University of Michigan, Ann Arbor, The Program on Intergroup Relations Priya Parker, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Jaclyn Rodríguez, Occidental College, Department of Psychology Andrea Rodríguez-Scheel, Occidental College, Student facilitator Michael S. Spencer, University of Michigan, Ann Arbor, School of Social Work Carolyn Vasques-Scalera, Independent Scholar Thomas Walker, University of Denver, Center for Multicultural Excellence Naomi Warren, University of Michigan, Ann Arbor, School of Social Work/The Program on Intergroup Relations Kathy Wong, Arizona State University/Western Michigan University, Int
This book examines six Cuban novels published between 1991 and 1999, all part of the new "boom" of the Cuban novel in the 1990s. It analyses how in undermining monolithic representations of reality these texts employ discursive techniques that question absolute truths, defy established boundaries of literary genres and challenge concepts of national, gender and individual identity. The authors studied in this book---Reinaldo Arenas, Leonardo Padura Fuentes, Abilio Estevez, Daina Chaviano, Yanitzia Canetti, and Zoe Valdes---are placed beyond the dichotomy of outside and inside Cuba in order to focus on the fluidity and heterogeneity of Cuban culture displayed in its literature. This study establishes similarities and differences in the way these authors create polyphonic texts that question whether notions of country and nation coincide in novels that respond to economic hardship, political and social changes, issues of cubania, and exile. ngela Dorado-Otero is Postdoctoral Research Fellow in Iberian and Latin American Studies at Queen Mary University of London.
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