Human survival hinges on an bizarre alliance in Semiosis, a character driven science fiction novel of first contact by debut author Sue Burke. 2019 Campbell Memorial Award Finalist 2019 Locus Finalist for Best Science Fiction Novel Locus 2018 Recommended Reading List New York Public Library—Best of 2018 Forbes—Best Science Fiction Books of 2019-2019 The Verge—Best of 2018 Thrillist—Best Books of 2018 Vulture—10 Best Sci-Fi and Fantasy Books of 2018 Chicago Review of Books—The 10 Best Science Fiction Books of 2018 Texas Library Association—Lariat List Top Books for 2019 Colonists from Earth wanted the perfect home, but they’ll have to survive on the one they found. They don’t realize another life form watches...and waits... Only mutual communication can forge an alliance with the planet's sentient species and prove that humans are more than tools. At the Publisher's request, this title is being sold without Digital Rights Management Software (DRM) applied.

Sue Burke's sweeping, award-finalist, SF Semiosis epic continues in Interference as the colonists and a team from Earth confront a new and more implacable intelligence. Over two hundred years after the first colonists landed on Pax, a new set of explorers arrives from Earth on what they claim is a temporary scientific mission. But the Earthlings misunderstand the nature of the Pax settlement and its real leader. Even as Stevland attempts to protect his human tools, a more insidious enemy than the Earthlings makes itself known. Stevland is not the apex species on Pax. Semiosis duology Semiosis Interference At the Publisher's request, this title is being sold without Digital Rights Management Software (DRM) applied.

The Primacy of Semiosis provides a semiotic that subverts the opposition between realism and idealism; one in which what have been called 'nature' and 'culture' interpenetrate in an expanding collective of human and non-human.

This work represents the first integrated account of how deixis operates to facilitate points of view, providing the raw material for reconciling index and object. The book offers a fresh, applied philosophical approach using original empirical evidence to show that deictic demonstratives hasten the recognition of core representational constructs. It presents a case where the comprehension of shifting points of view by means of deixis is paramount to a theory of mind and to a worldview that incorporates human components of discovering and extending spatial knowledge. The book supports Peirce’s triadic sign theory as a more adequate explanatory account compared with those of Bühler and Piaget. Peirce’s unitary approach underscores the artificiality of constructing a worldview driven by logical reasoning alone; it highlights the importance of self-regulation and the appreciation of otherness within a sociocultural milieu. Integral to this semiotic perspective is imagination as a primary tool for situating the self in constructed realities, thus infusing reality with new possibilities. Imagination is likewise necessary to establish postures of mind for the self and others. Within these imaginative scenarios (consisting of overt, and then covert self dialogue) children construct their own worldviews, through linguistic role-taking, as they legitimize conflicting viewpoints within imagined spatial frameworks.

Multimodal Signs of Learning proposes a methodology to uncover evidence of learning in students’ multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students’ handmade artefacts and physical presentations. Using materials from secondary school history and science classrooms, multimodal realizations of specific representational processes are tracked from the input of resources through to the students’ multimodal compositions – their posters, models and physical presentations. Through tracking semiosis, the book exposes the epistemologies inherent in the representational choices articulated in the students’ multimodal designs. These, it is argued, are to be valued as signs of learning. Learning is thus characterized as ‘design’ and the transformation of subject content through representation in different modes shown not only to promote learning, but also to contain evidence for its recognition. The book raises important questions about what constitutes multimodal learning and how it can be applied. It contributes to the growing body of research into the changing dynamics of classrooms and assessment practices and will be of great interest to researchers, and academics in the fields of education research, multimodality, semiotics and communication.

Charles Sanders Peirce (1839-1914) is rapidly becoming recognized as the greatest American philosopher. At the center of his philosophy was a revolutionary model of the way human beings think. Peirce, a logician, challenged traditional models by describing thoughts not as "ideas" but as "signs," external to the self and without meaning unless interpreted by a subsequent thought. His general theory of signs -- or semiotic -- is especially pertinent to methodologies currently being debated in many disciplines. This anthology, the first one-volume work devoted to Peirce's writings on semiotic, provides a much-needed, basic introduction to a complex aspect of his work. James Hoopes has selected the most authoritative texts and supplemented them with informative headnotes. His introduction explains the place of Peirce's semiotic in the history of philosophy and compares Peirce's theory of signs to theories developed in literature and linguistics.