## Ebook Hearing Film: Tracking Identifications in Contemporary Hollywood Film Music, by Anahid Kassabian

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Music is central to any film, creating a tone for the movie that is just as vital as the visual and narrative components. In recent years, racial and gender diversity in film has exploded, and the making of musical scores has changed drastically.

Hearing Film offers the first critical examination of music in the films of the 1980s and 1990s and looks at the burgeoning role of compiled scores in the shaping of a film . In the first section, "A Woman Scored," Kassabian analyzes desire and agency in the music of such films as Dangerous Liaisons, Desert Hearts, Bagdad Café, Dirty Dancing and Thelma and Louise. In "At the Twilight's Last Scoring," she looks at gender, race, sexuality and assimilation in the music of The Hunt for Red October, Lethal Weapon 2 and Indiana Jones and the Temple of Doom. And finally, in "Opening Scores," she considers how films such as Dangerous Minds, The Substitute, Mississippi Masala and Corrina, Corrina bring together several different entry points of identification through their scores.

Kassabian ensures that modern film criticism has a new chapter written through this book. Her important and long-overdue analysis is not to be ignored. Also includes eleven musical examples.

• Sales Rank: #14283048 in Books
• Published on: 2000-12-05
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 6.25" w x .75" l, .95 pounds
• Binding: Hardcover
• 200 pages

Review

'Refreshing in dealing with films of the 1980s and 1990s. It is also relatively rare to find film music books that seriously explore scores that rely to a large extent on popular music tracks. Hearing Film is a useful volume.' - Senses of Cinema

'No longer an esoteric domain limited to a few specialists, the world of film sound tracks has finally come into its own, thanks to books like Anahid Kassabian's Hearing Film: Tracking Identifications in Contemporary Hollywood Film Music. Turning her attention from the (traditional, male, European) realm of classical Hollywood composers to the (contemporary, female, American) sphere of music supervisors and compiled scores, Kassabian brilliantly shows how contemporary film music anchors a gendered identification process. Hearing Film is not just first-rate scholarship, it's exciting reading!' - Rick Altman, University of Iowa Professor of Cinema and Comparative Literature

From the Back Cover
Music is central to any film, creating a tone for the movie that is just as vital as the visual and narrative components. In recent years, racial and gender diversity in film has exploded, and the making of musical scores has changed drastically. Hearing Film offers the first critical examination of music in the films of the 1980s and 1990s and looks at the burgeoning role of compiled scores in the shaping of a film.

After outlining the history of film scoring and discussing some basic techniques, Kassabian focuses on contemporary film sound tracks and the issues that they raise. In A WOMAN SCORED, Kassabian analyzes desire and agency in the music of such films as Dangerous Liaisons, Dirty Dancing, and Thelma and Louise. In AT THE TWILIGHT'S LAST SCORING, she looks at gender, race, sexuality, and assimilation in the music of The Hunt for Red October, Lethal Weapon 2, and Indiana Jones and the Temple of Doom. And, finally, in OPENING SCORES, she considers how films such as Dangerous Minds, Mississippi Masala, and Corrina, Corrina represent the best in contemporary scoring.

About the Author
Anahid Kassabian is Director of Postgraduate Research in the School of Music at the University of Liverpool, James and Constance Alsop Chair, and Editor of Music, Sound, and the Moving Image. She coedited the book Keeping Score: Music, Disciplinarity, Culture (1997) and has written numerous articles and book chapters on popular music, film music and feminist theory.

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* Download PDF The Hidden Curriculum in Higher Education, by Eric Margolis

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The Hidden Curriculum in Higher Education is a daring look at the way colleges and universities produce race, class, and gender hierarchies and reproduce conservative ideology. These original and provocative essays shed light on all that remains hidden in higher education.

• Sales Rank: #1973673 in Books
• Published on: 2001-03-25
• Original language: English
• Number of items: 1
• Dimensions: .68" h x 6.06" w x 8.92" l, .89 pounds
• Binding: Paperback
• 256 pages

Review
This book is an important contribution to debate to come. The questions it raises should be attended to be all who engage in curriculum construction - hidden and otherwise..
–Canadian Journal of Sociology (CJS), November 2001.

In this era of increasing corporatization it is essential that we all confront the hidden agendas we often unwittingly serve..
–Cary Nelson, co-author of Academic Keywords

...[B]rings a new sense of energy, critique, and direction to analyzing the politics that shape and regulate higher education..
–Henry Giroux, author of Impure Acts

This book is essential reading for anyone who cares about the hidden connections between higher education and differential economic and cultural power..
–Michael Apple, author of Official Knowledge

About the Author
Eric Margolis is a sociologist and Assistant Professor in the Division of Educational Leadership and Policy Studies at the Arizona State University College of Education.

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4 of 4 people found the following review helpful.
hiding in full view
By another reader
I agree with the previous reviewer in that this book is very well-written and readable to a non-sociologist like me. There are articles on pretty much everything there is in university like the actual buildings on campus, along with how the classrooms and desks/tables are organised, how racism and sexism are perpetuated in society because of how schools are tacitly non-inclusive, to actual indoctrination and 'obedience training' in law and business schools. I go to a public university in Canada, and while I don't think the hidden curriculum is as obvious or extreme here as these American sociologists say since they only looked at American schools, the situation would probably be roughly the same across the Western world. This book breaks new ground in that hidden curriculum hadn't been studied in-depth before; it has only been highschools and elementary schools that have been studied before. It was good to have some of my suspicions confirmed by others by reading this book. I think it's good that it's acceptable to talk about this sort of thing openly, society has progressed far enough that we can do that I guess.

6 of 8 people found the following review helpful.
Hidden cirriculum and invisible enemy.
By D. P. Birkett
Apparently the term "hidden cirriculum" was introduced in 1968 by Philip Jackson. It has long been known that schools for children did more than teach reading, writing and arithmetic, but this used to be considered a good thing - building up character or teaching citizenship or whatever. Those who seek higher education might be expected to be better prepared to resist brainwashing but the book shows that they too can be indoctrinated in subtle ways.
The title led me to fear unintelligible prose of the kind I associate with words like "deconstruction" anf "post-modernist" and "structuralism" but it is quite well written and understandable. I suppose it would be asking for a different book to complain that there are no opposing views presented. Some conservatives believe that our campuses are hotbeds of radicalism and feminism and vegetarianism etc. Their views would have livened it up a bit. As it is the contributors battle an invisible opponent, but perhaps that fits in with the concept of the cirriculum being hidden.

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This is the first scholarly work to examine the cultural significance of the "talking book" since the invention of the phonograph in 1877, the earliest machine to enable the reproduction of the human voice. Recent advances in sound technology make this an opportune moment to reflect on the evolution of our reading practices since this remarkable invention. Some questions addressed by the collection include: How does auditory literature adapt printed texts? What skills in close listening are necessary for its reception?

What are the social consequences of new listening technologies? In sum, the essays gathered together by this collection explore the extent to which the audiobook enables us not just to hear literature but to hear it in new ways. Bringing together a set of reflections on the enrichments and impoverishments of the reading experience brought about by developments in sound technology, this collection spans the earliest adaptations of printed texts into sound by Charles Dickens, Thomas Hardy, and other novelists from the late nineteenth century to recordings by contemporary figures such as Toni Morrison and Barack Obama at the turn of the twenty-first century. As the voices gathered here suggest, it is time to give a hearing to one of the most talked about new media of the past century.

• Sales Rank: #6045431 in Books
• Published on: 2011-03-15
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 6.25" w x 1.00" l, 1.20 pounds
• Binding: Hardcover
• 266 pages

About the Author

Matthew Rubery is Lecturer in Nineteenth-Century Literature at Queen Mary, University of London. He is the author of The Novelty of Newspapers: Victorian Fiction after the Invention of the News (Oxford, 2009), which won the European Society for the Study of English (ESSE) First Book Award 2010. His article "Play It Again, Sam Weller: New Digital Audiobooks and Old Ways of Reading" appeared in the Journal of Victorian Culture in 2008.

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This book is an historical survey of women’s sport from 1850-1960. It looks at some of the more recent methodological approaches to writing sports history and raises questions about how the history of women’s sport has so far been shaped by academic writers. Questions explored in this text include: What are the fresh perspectives and newly available sources for the historian of women’s sport? How do these take forward established debates on women’s place in sporting culture and what novel approaches do they suggest? How can our appreciation of fashion, travel, food and medical history be advanced by looking at women’s involvement in sport? How can we use some of the current ideas and methodologies in the recent literature on the history and sociology of sport in order to look afresh at women’s participation? Jean Williams’s original research on these topics and more will be a useful resource for scholars in the fields of sports, women’s studies, history and sociology.

• Sales Rank: #4196796 in Books
• Published on: 2014-04-02
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 1.20" w x 6.30" l, 1.50 pounds
• Binding: Hardcover
• 418 pages

About the Author
Jean Williams is a Senior Research Fellow in the International Centre for Sports History and Culture at De Montfort University, Leicester.

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This book addresses the essential clinical competencies required to conduct brief dynamic therapy. Authors Jeffrey L. Binder and Ephi J. Betan discuss the conceptual foundation of their treatment model, and the application of this framework in forming and maintaining a therapeutic alliance, assessment, case formulation, implementing a treatment plan, termination, and treatment evaluation. All topics include a multicultural perspective and sensitivity to ethical issues. Binder and Betan attempt to bridge practice and research by consistently incorporating relevant research findings.  Graduate students in the mental health fields and beginning therapists will find in this text the basic concepts and principles of brief dynamic psychotherapy presented in a clear and straightforward style, with many clinical examples drawn from detailed patient and therapist interchanges. Seasoned psychotherapists will find in Binder and Betan’s discussions of case formulation and therapeutic discourse a fresh treatment of classic ideas about the therapeutic value of constructing personal narratives.  At all times, the authors explicitly tie the components of their approach to the competencies required of the brief dynamic therapist. In the current environment of accountability for results, attention is given to the ongoing assessment of therapeutic progress and ultimate outcomes. This text is a scholarly yet practical guide to the evidence-based practice of brief dynamic psychotherapy.

• Sales Rank: #1167343 in Books
• Brand: Brand: Routledge
• Published on: 2012-10-18
• Released on: 2012-11-13
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .53" w x 6.00" l, .70 pounds
• Binding: Paperback
• 232 pages

Features

• Used Book in Good Condition

Review

“Guided by their overarching conceptual vision of brief dynamic psychotherapy, Drs. Binder and Betan synthesize the relevant theoretical, empirical, and clinical strands of the psychotherapy literature to yield a seamless and elegantly coherent account of the specific core competencies required for effective psychotherapy practice from start to finish.” - Eugene W. Farber, PhD, ABPP, From the Foreword

"The ideal reader is one who is already interested in psychodynamic therapy and is
seeking more techniques and ways of conceptualizing practice. The reader looking to learn
about or to review the core competencies of brief dynamic therapy will find this book
comprehensive, clear, and well grounded in empirical literature." -Derek Truscott & Kellsey Calhoon, PsycCRITIQUES

“Drs. Jeffrey Binder and Ephi Betan are not only experts in Brief Dynamic Psychotherapy, they are experts in clinical training, having many years experience in the education and training of doctoral students in clinical psychology.” - Philinda Smith Hutchings, PhD, ABPP, Professor and Director of Clinical Training, Clinical Psychology Program, Midwestern University, Illinois

“This book is exceptionally clear and sophisticated in conveying the subtle interplay of theory and practice in brief dynamic psychotherapy. Based in current studies and concepts of expertise and competence, it constitutes a superb training guide for novice and experienced clinicians who wish to learn how to conduct this essential mode of psychotherapy.” - Stanley B. Messer, PhD, Dean and Professor II, Graduate School of Applied and Professional Psychology, Rutgers University, New Jersey

“In this volume, Core Competencies in Brief Dynamic Psychotherapy, Jeffrey Binder and Ephi Betan offer the reader a compendium of knowledge, methods, and therapeutic frameworks necessary for conducting effective brief dynamic psychotherapy. This is a must read for students, as well as advanced practitioners who want an up to date resource. The volume includes abundant case material, which gives the reader intimate insight into the therapeutic process revealing the power of focal dynamic psychotherapy. Binder and Betan integrate the latest findings in clinical science and demonstrate the process of effective brief dynamic psychotherapy." - Jeffrey J. Magnavita, Ph.D., ABPP, Previous President of the Division of Psychotherapy of the American Psychological Association, Fellow, American Psychological Association

About the Author

Jeffrey L. Binder, PhD, ABPP, is Professor of Psychology at the Georgia School of Professional Psychology, Argosy University. Dr. Binder has extensively published and presented on the topics of brief psychotherapy practice, training, and research, and the nature and development of clinical expertise.

Ephi J. Betan, PhD, is Professor of Psychology at the Georgia School of Professional Psychology, Argosy University. Dr. Betan has published and presented in the areas of professional ethics, multicultural competence, countertransference, relational psychoanalysis, clinical expertise in psychotherapy, and psychotherapy training.

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First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

• Sales Rank: #3265256 in Books
• Published on: 2000-01-07
• Released on: 2000-01-27
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .51" w x 6.00" l, .80 pounds
• Binding: Paperback
• 224 pages

Review
""Is There a Duty to Die? poses a powerful challenge to mainstream 'patient-centered' bioethics, leading us to rethink the significance of family interests in treatment decision. Hardwig writes with clarity, wit, and elegance; these essays are truly a pleasure to read."
-Chris Hackler, Director of the Divison of Medical Humanities, University of Arkansas for Medical Sciences, 5/99
"With clarity and compassion, John Hardwig advocates a paradigm shift from a patient-centered to a family-centered bioethics. Just as families have a duty to care for those who are ill, those afflicted have a reciprocal duty not to become a crushing burden, which in some cases means a duty to die. The challenge for those who would object to this provocative idea, is to reform the health care system so as to mitigate any such duty."
-Francoise Baylis, Associate Professor of Medicine and Philosophy, Dalhousie University, Canada, 5/99
"John Hardwig's precise and insightful essays intrepidly question moral orthodoxies and propose alternatives that are difficult to reject."
-Helga Kuhse, author of "Caring: Nurses, Women and Ethics
"John Hardwig identifies some of the most difficult questions in bioethics, which others are too timid to confront, and writes about them in an admirably clear, lucid, and down-to-earth style. His Afterword, in which he elicits from a group of elderly what it means to them to die a "responsible death, is itself worth the price of the volume. Any academic bioethicist who can engage in this sort of conversation with average people, and come away with such a rich set of insights, is a person well worth listening to."
-Howard Brody, Director, Center for Ethics andHumanities in the Life Sciences and author of the Healer's Power
"This is an important collection of essays that nurses interested in the moral dimension of their work will find thought provoking."
-"Nursing Times

About the Author
John Hardwig is Professor and Chair of the Department of Philosophy and Humanities at East Tennessee State University. This is his first book.

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Currently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college.

Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate.

Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.

• Sales Rank: #1104250 in Books
• Published on: 2012-03-23
• Released on: 2012-04-24
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .64" w x 5.98" l, .83 pounds
• Binding: Paperback
• 280 pages

Review

"As the US population becomes more diverse, professors at all types of postsecondary institutions can expect to see more LM students in their classes. Reading books like Kanno and Harklau’s collection is an important way to learn more about the new student population. Faculty members need to learn about and develop teaching practices that support students who come to college with limited high school preparation, who may have to work part or full time to support their studies, who may struggle with aspects of academic English, and who may have to care for a dependent or two. These practices will ultimately benefit students and families as well as our country as a whole." - Todd Ruecker, Academe Publication of the American Association of University Professors 

"Kanno and Harklau’s cutting-edge book is,undoubtedly, a very timely and important
contribution to the field of higher education. Most importantly, this volume moves
away from a deficit perspective on LM students―one that focuses exclusively on the
development of their English language proficiency―to a broader examination of the
factors that affect LM students’ transition to college, including an analysis of
structural factors that can deter or support their academic success." ― Cecilia Rios-Aguilar, The Review of Higher Education

"The contributors to this volume bring a broad range of experience and set of knowledge, developed working directly with the LMstudent population, across all levels of the educational pipeline and within different capacities. Their collective experiences and knowledge lends credibility to each contributor’s findings and suggestions. Their work has made a significant contribution to the field of education, and in particular to understanding LM students in higher education." ―Journal of Latinos and Education

"A significant contribution to the conversation about immigrant and linguistic minority students and their real chances to access and succeed in higher education. ... This volume is highly recommended not only for researchers and graduate students interested in developing and furthering an agenda in the field of LM students’ college experiences but also for teachers working with LM students at the secondary and tertiary level." ―International Multilingual Research Journal

About the Author

Yasuko Kanno is Associate Professor of TESOL in the College of Education, Temple University.

Linda Harklau is Professor of the Teaching Additional Languages program and the Linguistics program at the University of Georgia.

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