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Journal articles on the topic 'Action book'

Author: Grafiati

Published: 26 July 2024

Last updated: 27 July 2024

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1

Young, Terry, and Barbara Ward. "Taking Action: Inviting Diversity into Our Classrooms through Literature." Journal of Invitational Theory and Practice 22 (December 6, 2021): 83–92. http://dx.doi.org/10.26522/jitp.v22i.3505.

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So much recent attention has been focused on the need for quality books featuring diverse characters, themes and settings. While parents and teachers may look to annual book lists selected for the International Literacy Association’s Notable Books for a Global Society, the United States Board on Books for Young People’s Outstanding International Books, and the Jane Addams Peace Association’s Children’s Book Awards, there are several new trade books for young readers that seem perfectly poised to help readers explore the meaning of diversity as well as learn more about the wide world around them. Here are some recent favorites that explore some territory previously untrammeled.

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2

Cerezo, José A. López. "Book Review: Social Action." Philosophy of the Social Sciences 18, no. 2 (June 1988): 276–79. http://dx.doi.org/10.1177/004839318801800213.

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3

Galatzer-Levy, Robert M. "Book Review: Therapeutic Action." Journal of the American Psychoanalytic Association 48, no. 2 (June 2000): 649–53. http://dx.doi.org/10.1177/00030651000480021901.

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4

Carr, Wesley. "Book Review: Truthful Action." Theology 104, no. 821 (September 2001): 391. http://dx.doi.org/10.1177/0040571x0110400540.

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5

Fadhilah Nur Afifah, Aqrima Imaroh, Majidah Majidah, Najahatul Wafa, Salma Alya Nurzakiah, Asep Purwo Yudi Utomo, and Tutik Wijayanti. "Analisis Tindak Tutur Performatif pada Teks Narasi dalam Buku “Teks Narasi dan Literasi Buku Fiksi-Nonfiksi (Cas dari Cerita dan Buku) Modul 5 Bahasa Indonesia Paket B Setara SMP Kelas IX”." Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris 2, no. 1 (January 8, 2024): 20–40. http://dx.doi.org/10.61132/fonologi.v2i1.307.

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This research is a pragmatic study that focuses on performative speech acts in the Narrative Text in the Book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX". Performative speech is an action that has been completed by the speaker and that by expressing it means that the action is completed at that moment. In performative speech there are actions that lead to commissive, representative, conative and directive actions. The purpose of this study is to describe the performative speech acts in the Narrative Text in the Book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX" so that it is expected to add references to pragmatics research, especially in speech act research. This research method is descriptive qualitative research, which is a research method that aims to make a systematic description. The research approach used a theoretical approach. The methodology used is descriptive qualitative, which is researching on natural object conditions where the researcher is the key instrument. Data collection techniques through listening, reading and recording techniques. The results of the discussion found 10 data in the form of performative speech acts in the book "Narrative Text and Literacy of Fiction-Nonfiction Books (Cas from Stories and Books) Module 5 Indonesian Language Package B Equivalent Junior High School Class IX". The benefit of this research is that it can be used as a development and development of Indonesian language, can be used as a reference for students to students through data examples obtained in this article and can be used as a treasure of pragmatics literature that is already available.

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6

Ludwig, Kirk. "Individual and Collective Action: Reply to Blomberg." Journal of Social Ontology 5, no. 1 (October 30, 2019): 125–46. http://dx.doi.org/10.1515/jso-2019-0039.

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AbstractOlle Blomberg challenges three claims in my book From Individual to Plural Agency (Ludwig, Kirk (2016): From Individual to Plural Agency: Collective Action 1. Vols. 2. Oxford: Oxford University Press.). The first is that there are no collective actions in the sense in which there are individual actions. The second is that singular action sentences entail that there is no more than one agent of the event expressed by the action verb in the way required by that verb (the sole agency requirement). The third, is that an individual intention, e.g. to build a boat, is not satisfied if you don’t do it yourself. On the first point, I grant that Blomberg identifies an important distinction between simple and composite actions the book did not take into account, but argue it doesn’t show that there are collective actions in the same sense there are individual actions. On the second point, I argue from examples that the collective reading of plural action sentences doesn’t entail the distributive reading, which requires the sole agency requirement on singular action sentences. This settles the third point, since it entails that if you intend to build a boat, you are successful only if you are the only agent of it in the sense required by the verb.

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7

Rumley, Fay, and MIA Group. "Mathematics in Action, Book 5S." Mathematical Gazette 75, no. 472 (June 1991): 218. http://dx.doi.org/10.2307/3620271.

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8

Ablett, Nicola. "Book Review: Action Speaks Louder." British Journal of Occupational Therapy 56, no. 5 (May 1993): 187–88. http://dx.doi.org/10.1177/030802269305600516.

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9

Mason, Michael. "Book Review: Global collective action." Progress in Human Geography 30, no. 5 (October 2006): 701–3. http://dx.doi.org/10.1177/0309132506070205.

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10

McGrath, Mary Ann. "Book Review: Participatory Action Research." Journal of Marketing Research 29, no. 2 (May 1992): 273–75. http://dx.doi.org/10.1177/002224379202900213.

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11

Field, Richard H. G. "Book Review: Participatory Action Research." Journal of Management 18, no. 1 (March 1992): 173. http://dx.doi.org/10.1177/014920639201800114.

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12

Warner, Malcolm. "Book Review: Enterprise in Action." Journal of General Management 40, no. 3 (March 2015): 74–75. http://dx.doi.org/10.1177/030630701504000307.

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13

Heller, Frank. "Book Review: Participatory Action Research." Journal of General Management 17, no. 4 (June 1992): 84–86. http://dx.doi.org/10.1177/030630709201700410.

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14

Kitchener, Michael. "Book Review: Intellect and Action." Theology 104, no. 821 (September 2001): 378–79. http://dx.doi.org/10.1177/0040571x0110400528.

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15

Grüneberg, Keith. "Book Review: Words in Action." Theology 106, no. 833 (September 2003): 360–61. http://dx.doi.org/10.1177/0040571x0310600512.

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16

Weiss, George H. "Book review:Maximum entropy in action." Journal of Statistical Physics 70, no. 3-4 (February 1993): 1081–82. http://dx.doi.org/10.1007/bf01053611.

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17

Gilley, Jennifer. "This Book is an Action." International Journal of the Book 9, no. 1 (2012): 1–10. http://dx.doi.org/10.18848/1447-9516/cgp/v09i01/36925.

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18

Gill, Jerry H. "Divine Action as Mediated." Harvard Theological Review 80, no. 3 (July 1987): 369–78. http://dx.doi.org/10.1017/s0017816000023701.

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The general concern of Austin Farrer's deservedly well-known approach to our discernment of God's activity in the world is to ground it in our knowledge of our own selves as agents, especially as we interact with God as Divine Agent. In his book The Glass of Vision, Farrer develops an account of how this overall approach applies to the concept of revelation and religious language. The “text” he chose for this book, “Now we see through a glass darkly,” sounds as promising as the title.

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19

Polgar, Jana. "Open Source ESB in Action." International Journal of Web Portals 1, no. 4 (October 2009): 48–62. http://dx.doi.org/10.4018/jwp.2009071304.

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The author provides a book review of Open Source ESB in Action. This book as one of a few sources of information for IT architects as well as integration developers who wish to use an open source Enterprise Service Bus (ESB). The book provides the introduction to the two open source ESB’s - Mule and Service Mix ESBs - with plenty of examples. In this review we looked at the following points: 1. How the architecture of the ESBs and processing environment are treated, 2. Is the robustness or lack of it highlighted for both products, 3. Are there pointers to appropriate tooling for developers and, 4. Are there pointers and references to the on-line documentation

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20

Hughes, Janette M., and Lorayne Robertson. "Teachers as Moral Compasses: Exploring Critical Literacy through Digital Social Justice Book Talks." Language and Literacy 13, no. 2 (September 1, 2011): 23. http://dx.doi.org/10.20360/g2z306.

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A classroom-based study aimed to scaffold preservice teachers’ critical literacy through an exploration of trade picture books. The paper discusses preservice teachers’ shifting views of critical literacy and the place of critical literacy in the language arts classroom. It also assesses the usefulness of digital book talks for engaging preservice teachers with social justice issues. The book talks provided novice teachers with opportunities to question and challenge assumptions, evaluate their own actions and attitudes toward accepted moral standards, and to engage in positive social action. The preservice teachers’ responses to the assignment suggest a number of ways in which teachers can effectively use new media to explore social justice and equity issues with young students.

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21

Romm, Norma. "Action Research as a Hopeful Response to Apocalypse:." Journal of Awareness-Based Systems Change 2, no. 2 (November 30, 2022): 141–48. http://dx.doi.org/10.47061/jasc.v2i2.4930.

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This book review offers Norma Romm’s intimate read of Hilary Bradbury`s new book How to Do Action Research for Transformations at a Time of Eco-Social Crisis (Bradbury, 2022). Much more than a simple re-narration of the main points of Bradbury`s book, Romm`s book review serves as an account of her personal engagement and dialogue with Bradbury’s work, both in resonance and appreciation and also at times challenging the very personally-informed experiences and derived conclusions that shape the core narrative of the book.

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22

Woodhouse, Keith Makoto. "A Case for Extreme Climate Action." Current History 120, no. 829 (November 1, 2021): 332–35. http://dx.doi.org/10.1525/curh.2021.120.829.332.

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A new book addresses the political, moral, and strategic questions raised by acts of property destruction aimed at curbing the use of fossil fuels. The book argues that the magnitude of the climate crisis requires more confrontational methods to force necessary changes. The review considers these arguments in light of previous examples of environmental radicalism.

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23

Bujupaj, Gresa, and Valbona Gashi-Berisha. "Gender representation in EFL course books explored through a corpus-based study: A case study." Science for Education Today 10, no. 6 (December 30, 2020): 238–51. http://dx.doi.org/10.15293/2658-6762.2006.13.

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Introduction. Through this corpus-based case study, the authors examine gender representation in four English as a Foreign Language (ELF) course books, “Exploring English”, through a grammatical perspective. Particularly, the study observes the frequencies of pronouns ‘he’ and ‘she’, the association of fourteen action verbs with a certain gender, and differences in gender representation between Course book 3 and 4. To analyse the issue, a Do-It-Yourself (DIY) corpus is compiled with texts selected and stored individually from each course book. Materials and Methods. A mixed approach is used to collect and analyse the data for this study. By using AntConc, the study firstly retrieves the numerical data which are further analysed and interpreted qualitatively. Results. The findings suggest underrepresentation of women. In addition, certain actions were associated with a particular gender. More specifically, noticeable was the positioning of feminine pronouns with domestic activities or chores such as cooking, while masculine pronouns were linked with actions such as paying bills or repairing cars. Although both genders participated equally in dialogues, the contextual analysis of pronouns suggests that the order of mention in sentences reflects masculine supremacy. Nevertheless, the last two levels of the course books suggest a similar representation of gender as hypothesised. Conclusions. The pronoun and verb analysis in this study revealed the uneven and biased representation of gender in textbooks which is concerning for the future of education. Yet, this is only a case study and findings cannot be generalized. Lastly, the authors consider that further analysis on gender representation in the course books from other grammatical aspects would provide even more comprehensive results. Keywords Gender representation; DIY corpus; EFL course books; Pronouns; Action verbs

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24

Hasfialdi, Farhan, and Raflis Raflis. "An Analysis of The Speech Acts Through The Socioculture." Jurnal Ilmiah Langue and Parole 6, no. 2 (June 28, 2023): 127–33. http://dx.doi.org/10.36057/jilp.v6i2.596.

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This study entitled Analysis of the Use of Word Speech Action through Socio-Cultural approach : This Speech Action Study aims to analyze speech actions that contain socio-cultural values commonly used in the 'Dictionary of Indonesian Expressions'. The theory used in this study is the theory of Speech Acts by Leech (2017: 39) which focuses on the theory of speech actions. The method used in this study is a qualitative method. The data analysis method uses Primary data and Secondary data by collecting primary data that can be found in the object of study which in this case is from the book 'Dictionary of Indonesian Expressions'. The data collection technique uses sorting techniques and categorizes data from tranksrip or books that are used as research objects into Primary and Secondary data categories and analyzes phrase sentences that contain socio-cultural elements in them. The results of the analysis show the magnitude of the socio-cultural influence on speech action which consists of many factors. Trust and culture are the biggest major factors in being the influence of speech formation and people's attitudes of taking action and speaking.

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25

Horness, Paul Horness. "Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education (2nd ed.). Thousand Oaks, CA: SAGE." Canadian Journal of Action Research 17, no. 2 (September 6, 2016): 70–71. http://dx.doi.org/10.33524/cjar.v17i2.263.

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This book is not a typical “how-to” introductory action research book. It has nine chapters which include topics on understanding epistemology and ontology in AR, understanding one’s basic research methodological assumptions, selecting an approach which matches those assumptions, using student data, collecting information from others (i.e. parents), completing the project, ethical concerns, and distributing findings. While the authors do discuss differences such as qualitative and quantitative research methods, they do not go into detail and provide information about where the reader can go to learn more if needed. Like most authors in the field of AR, they claim that the book meets the needs of novices and advanced researchers alike. Unlike most typical AR books, this book seems to be for those who are at least familiar with basic research concepts and would like to understand more about why they are making the choices that they are. I feel that this book fills an important gap as an intermediate textbook.

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26

Gamboni, Valentina. "Developing academic librarians’ skills in e-book services through Participatory Action Research." Information and Learning Science 118, no. 9/10 (October 10, 2017): 535–46. http://dx.doi.org/10.1108/ils-05-2017-0044.

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Purpose The purpose of this study is to understand how to improve librarians’ skills, using an active and reflective participative process, to develop a university e-book service. This research involved librarians who could not participate in a formal learning course and explored the possibility of improving their skills with e-books by means of informal and non-formal learning. Design/methodology/approach Using a qualitative methodology framework, the research was a participatory action research (PAR) study, utilizing a recurrent five-phase cycle – analysis, plan, action, evaluation, reflection/sharing – that joins research and reflective practice in action. Each phase has been discussed by categories defined from the gathered data, highlighting the evidence of participants’ contributions, to analyse the situation, plan and carry out interventions, and evaluate outcomes. Participants suggested and put into action informal and non-formal methods of learning to develop e-book skills that they named and included in broader categories such as technical, content selection, purchase and management and use. Findings Participants increased their awareness of the topic, and the PAR process also contributed to their personal development. PAR is recommended as a research process that fosters learning outcomes, as well as personal and professional development. Originality/value PAR has been applied in the Italian academic setting to understand how librarians can develop skills in e-book services through informal and non-formal learning methods.

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27

Han, Hahrie. "Response to S. Laurel Weldon's review of Moved to Action: Motivation, Participation, and Inequality in American Politics." Perspectives on Politics 10, no. 3 (August 16, 2012): 792. http://dx.doi.org/10.1017/s1537592712001545.

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I thank Laurel Weldon for her generous and incisive review of my book. Our two books share a common interest in investigating the mechanisms through which marginalized constituencies gain voice in politics. While my book takes a micro, individual perspective, focusing on questions about participation in American politics, Weldon's takes a macro perspective, analyzing the impact of social movements and movement organizations in a comparative context. Thus, while I try to understand the factors that motivate individuals from traditionally marginalized communities to get involved, she asks what happens when they do get involved: Does their participation in movements and movement organizations matter? These divergent perspectives contextualize some of the very helpful questions Weldon raised about my book.

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28

Vallack, Jocene. "Action Research: Living Theory [Book Review]." Qualitative Research Journal 7, no. 2 (2007): 92–94. http://dx.doi.org/10.3316/qrj0702092.

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29

Door, E. A., and Mathematics in Action Group. "Mathematics in Action (Pupil's Book 1)." Mathematical Gazette 71, no. 455 (March 1987): 71. http://dx.doi.org/10.2307/3616304.

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30

McIntyre, J. A., and Mathematics in Action Group. "Mathematics in Action (Pupils Book 2)." Mathematical Gazette 71, no. 458 (December 1987): 318. http://dx.doi.org/10.2307/3617069.

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31

Whetton, D. R., and Mathematics in Action Group. "Mathematics in Action. Pupils Book 3A." Mathematical Gazette 72, no. 460 (June 1988): 142. http://dx.doi.org/10.2307/3618944.

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32

Denton, Pam, Brian Denton, and Maths in Action Group. "Maths in Action Students' Book 2." Mathematical Gazette 81, no. 491 (July 1997): 315. http://dx.doi.org/10.2307/3619227.

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33

Huxtable, Marie. "Book Review: Action Research Living Theory." Gifted Education International 21, no. 2-3 (May 2006): 254–55. http://dx.doi.org/10.1177/026142940602100317.

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34

Margolis, Diane Rothbard. "Book Review: Continual Permutations of Action." Humanity & Society 18, no. 4 (November 1994): 119–21. http://dx.doi.org/10.1177/016059769401800418.

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35

Simmonds, M. S. J. "Book review: Neuropharmacology and Pesticide Action." Outlook on Agriculture 16, no. 3 (September 1987): 148. http://dx.doi.org/10.1177/003072708701600322.

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36

Chessick, Richard D. "Book Review: Therapeutic Action and Technique." Journal of the American Psychoanalytic Association 46, no. 3 (June 1998): 975–82. http://dx.doi.org/10.1177/00030651980460031801.

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37

Theron, Stephen. "Review of Book: Action and Conduct." Downside Review 119, no. 414 (January 2001): 74–76. http://dx.doi.org/10.1177/001258060111941407.

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38

Yalch, Richard F. "Book Review: Qualitative Research in Action." Journal of Marketing Research 29, no. 4 (November 1992): 486–87. http://dx.doi.org/10.1177/002224379202900413.

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39

Romanus, Gabriel. "Book Review: Solid report urges action." Nordic Studies on Alcohol and Drugs 21, no. 1_suppl (February 2004): 172–75. http://dx.doi.org/10.1177/145507250402101s21.

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40

Leahey, Maureen. "Book Review: Family nursing in action." Journal of Family Nursing 18, no. 2 (April 20, 2012): 296–97. http://dx.doi.org/10.1177/1074840712439844.

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41

Faircloth, Christopher A. "Book Review: Qualitative Research in Action." Qualitative Research 3, no. 1 (April 2003): 141–42. http://dx.doi.org/10.1177/146879410300300108.

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42

Markham, I. "Book Reviews : Farrer and Divine Action." Expository Times 102, no. 7 (April 1991): 219–20. http://dx.doi.org/10.1177/001452469110200731.

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43

Roller, Sarah A., Diona Cozzolino, Adrienne King, and Lory Schieler. "Making Time for Book Study." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 243–46. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0243.

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NCTM has underscored the critical role of professional collaboration for instructional improvement (Larson 2017). Furthermore, collaborating on instruction is part of the Professionalism Principle in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). One blog entry in Matt Larson's President's Message (2017) challenged teachers to work in collaborative teams and advised them to explore one of NCTM's newly released series, Taking Action: Implementing Effective Teaching Practices.

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44

Prades, Josep L. "Endorsement, Reasons and Intentional Action." THEORIA 22, no. 1 (December 19, 2009): 25–33. http://dx.doi.org/10.1387/theoria.479.

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Moran's conception of self-knowledge, in his book Authority and Estrangement, is connected to an extremely rationalistic conception of intentional action. I will argue that this rationalistic commitment can be avoided without renouncing the most basic aspects in his account of self-knowledge.

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45

Richards-Schuster, Katie. "Revolutionizing education: Youth participatory action research in motion." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 187–89. http://dx.doi.org/10.5130/ijcre.v3i0.1157.

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This article reviews 'Revolutionizing education', a deeply reflective and retrospective book of scholarship on critical questions about youth participatory action research. The book contains a series of case study chapters that examine how youth participatory action research transforms young people and the social contexts in which they live as well as the learnings and implications yielded from this research. The book examines youth participatory action research both for its radical and revolutionary challenge to 'traditional research' practices but also for its active focus on research as a vehicle for increasing critical consciousness, developing knowledge for 'resistance and transformation' and for creating social change. It represents an important contribution to the field of youth participatory action research and community-based research.

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46

Sieben, Nicole, and Robert Rozema. "Books-In-Action: The New Neurodiverse Canon." English Journal 109, no. 2 (November 1, 2019): 102–4. http://dx.doi.org/10.58680/ej201930367.

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47

LewisPubtam, M., and Mary Brownell. "Book Review: SOLVE Action Problem Solving, Book WFractions. Curriculum Associates, 1987." TEACHING Exceptional Children 24, no. 1 (September 1991): 73. http://dx.doi.org/10.1177/004005999102400122.

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48

McClure, Elizabeth A., D. Brown, R. Howat, G. Marra, E. Mullan, R. Murray, K. Nesbit, and J. Thomson. "Maths in Action: Intermediate 1 (Students' Book)." Mathematical Gazette 84, no. 500 (July 2000): 347. http://dx.doi.org/10.2307/3621704.

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49

Pitt, Hannah. "Book review - Community Gardening as Social Action." People, Place and Policy Online 8, no. 2 (October 24, 2014): 142–44. http://dx.doi.org/10.3351/ppp.0008.0002.0006.

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50

Warde, Alan. "Book Review: The Myth of Social Action." Sociological Research Online 5, no. 2 (September 2000): 139–40. http://dx.doi.org/10.1177/136078040000500204.

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