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Preliminary Material /Thomas A. Idinopulos and Brian C. Wilson -- The Strengths and Weaknesses of Durkheim's Methodology for the Study and Teachingof Religion /Thomas A. Idinopulos -- The Creation of Human Behavior: Reconciling Durkheim and the Study of Religion /William E. Paden -- Secularism and the Sacred: Is there Really Something Called "Secular Religion"? /W. Watts Miller -- Pragmatism and Protestantism in the Development of Durkheim's Sociology of Religion /Robert Alun Jones -- Robertson Smith's Influence on Durkheim's Theory of Myth and Ritual /Robert A. Segal -- Durkheim, Kant and the Social Construction of the Categories /Tony Edwards -- The Durkheimians and the Fifth Section of the Ecole Pratique Des Hautes Etudes: An Overview /John I. Brooks -- Durkheim, Judaism and the Afterlife /Ivan Strenski -- Durkheim and Early Christianity /James Constantine Ranges -- Altars and Chalkstones: The Anomalous Case of Puritan Sacred Space in Light of Durkheim's Ritheory of Tual /Brian C. Wilson -- Select Bibliography /Thomas A. Idinopulos and Brian C. Wilson -- Index of Names /Thomas A. Idinopulos and Brian C. Wilson -- Index of Subjects /Thomas A. Idinopulos and Brian C. Wilson.

Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms. Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe

Intro -- Contents -- Preface -- Chapter 1 Teaching Business Ethics for Effective Learning -- Chapter 2 What Should Be Taught in Business Ethics Efforts? -- Chapter 3 The Environment for Teaching Business Ethics: Obstacles and Issues -- Chapter 4 Who Should Teach Business Ethics? -- Chapter 5 Teaching Business Ethics for Effective Learning: Experiential Learning -- Chapter 6 Learning Environments and Experiential Learning Processes -- Chapter 7 Structuring and Delivering Business Ethics Teaching Efforts -- Chapter 8 Practical Approaches to Teaching Business Ethics -- Chapter 9 Moving into the Classroom: Developing the Climate for Teaching and Learning Business Ethics -- Chapter 10 Teaching Business Ethics: Dialogue, Good Moral Conversation, and Conversational Learning -- Chapter 11 Debriefing: Completing the Learning Process in Experiential Learning Exercises -- Chapter 12 Assessing the Impact of Business Ethics Teaching Efforts: A Total Quality Management and Student Outcomes Assessment Approach -- Chapter 13 Outcomes Assessment: Why Evaluate Your Business Ethics Teaching Efforts? -- Chapter 14 Successfully Teaching Business Ethics for Effective Learning -- Index.