Chapter 8 looks at a critical moment in Keats’s life in order to trace the way, in his letters, he works through a crucial decision about his future as a writer. Focusing on a series of interlinked and in some ways ‘porous’ letters written during a single week in September 1819, the chapter discusses Keats’s sense that he is, or soon will be, ‘unpoeted’ – that he can no longer be a poet. Alone in the small city of Winchester, Keats writes a series of often overlapping letters that ultimately move him towards a decision concerning whether or not to end his career as a poet. The chapter aligns the specific circumstances of the limited space of the cathedral city in which Keats is temporarily staying with the limited space of the letter-page itself and examines how he resolves a critical life choice in and through correspondence.

This chapter begins with a brief overview of the historical connections between the fields of second language acquisition (SLA) and computer-assisted language learning (CALL). We trace the development of this field from its primarily cognitive origins to the social turn in the early 2000s and to the affective turn, with its more recent emphasis on the learner and teacher’s psychology. The latter has led to an increased recognition of the roles of individual learner differences in second and foreign language learning and the investigation of technology on learners’ motivation, emotions and self-regulation of learning both inside and outside of the classroom. The complex interaction between learner-internal and -external factors (including the mediating role of technology) has led to a view of language acquisition as a complex dynamic process, and this is increasingly evident in research on technology-mediated learning. In our synthesis, we classify recent developments into four distinctive, yet interrelated strands: technological developments, theoretical and conceptual developments, pedagogical developments, and methodological developments. In particular, we illustrate these developments with examples of technological and pedagogical innovations used for language learning such as Language MOOCs, augmented and virtual reality, big data, learning analytics and artificial intelligence.

In this chapter we shall show first that there are just thirteen 3-manifolds with restrained fundamental group which embed in homology 4-spheres, and all embed in S4. The most difficult part of the argument involves consideration of 3-manifolds which are the union of two copies of the mapping cylinder N of the orientation cover of the Klein bottle.

This chapter provides an in-depth exploration of the literature review process, a fundamental component of research papers. It distinguishes between narrative literature reviews and systematic reviews, emphasizing their differing methodologies and objectives. The chapter outlines the essential goals of a literature review, including defining problems, summarizing existing studies, identifying gaps, and suggesting future research directions. It stresses the importance of developing a clear thesis and conceptual framework to guide the review, ensuring that it transcends mere summarization to create new insights. Furthermore, the chapter discusses common pitfalls in topic selection, such as choosing topics that are too broad or lacking sufficient literature. It offers practical steps for organizing literature effectively and highlights the significance of critical analysis in synthesizing findings. By following a structured approach to writing and evaluating literature reviews, authors can enhance the clarity and impact of their work, ultimately contributing valuable knowledge to their field. This chapter serves as a comprehensive guide for researchers aiming to master the art of literature review writing.

The introduction to Genres of Teaching outlines a new strategy to address the longstanding problem for education arising from the multi-paradigmatic state of learning theory – the unreconciled notions of learning pursued in the various branches of psychology. Prior strategies have sought a unification of learning theory, either by authorizing only one approach as valid, by integrating distinct theorizations, or by simply declaring learning to be a unitary construct, albeit complex and multifaceted. From a Kuhnian perspective, this imperative to unification reflects the struggle of all new sciences to achieve unity as needed to progress from the adolescent or preparadigm state to full scientific maturity. Instead, the "genres" strategy recognizes the distinct learning goals that motivate education, aligning each with its own independent theorization of learning. Shortcomings of our contemporary discourse about learning and teaching are reviewed through analysis of reform pedagogical models and traditional pedagogical models.

The redemptive religious societies represented a form of religiosity that spread rapidly in the disturbed conditions of the 1920s and 1930s. Most societies had a semi-Buddhist, millennial character, offering members the prospect of surviving the third kalpa, or cosmic cycle, which they associated with the arrival of the Maitreya Buddha. Most were non-political, but certain leaders of the largest of the societies, the Yiguandao, collaborated with the Japanese during the war and later with the Guomindang. The chapter looks at the beliefs and forms of these societies and the reasons for the CCP’s animus against them. It recounts the suppression of the societies from 1950 but shows that they were never completely eliminated. Subsequent sections examine the social profile of the societies and the nature of their appeal, including to some CCP members, and asks how and why the societies survived repression.

Scott’s sympathy for the figure of the witch is put to the test in Guy Mannering with the introduction of Meg Merrilies, the Roma prophetess and witch. Merrilies’s status as a local sibyl and matriarchal leader within the Romany community is deliberately contrasted with Guy Mannering’s academic magic as an educated English astrologer, and, later, his social standing as a colonel and beloved father/patriarch. In addition, Merrilies’s powers as a storyteller or story-shaper are also in tension with Scott’s authorial control. It is not surprising, therefore, that the climactic resolution in Guy Mannering hinges on the death of Merrilies. Yet Scott’s effort to suppress and contain the disruptive presence of Merrilies by disposing of her is not entirely successful. This chapter concludes with a brief overview of the afterlife of Meg Merrilies in theatrical productions, Keats’s famous poem, and her influence on the aged Sarah Siddons.

This chapter explores stoneworking practices characteristic of the LH IIIB Argolid that are evident also in elite Boeotian stonework. Particular attention is given to the Treasury of Minyas at Orchomenos and the Melathron complex at Gla, as these structures exhibit robust craft ties to Mycenae and Tiryns.

Complex fluids can be found all around us, from molten plastics to mayonnaise, and understanding their highly nonlinear dynamics is the subject of much research.

This text introduces a common theoretical framework for understanding and predicting the flow behavior of complex fluids. This framework allows for results including a qualitative understanding of the relationship between a fluid’s behavior at the microscale of particles or macromolecules, and its macroscopic, viscoelastic properties. The author uses a microstructural approach to derive constitutive theories that remain simple enough to allow computational predictions of complicated macroscale flows.

Readers develop their intuition to learn how to approach the description of materials not covered in the book, as well as limits such as higher concentrations that require computational methods for microstructural analysis.

This monograph’s unique breadth and depth make it a valuable resource for researchers and graduate students in fluid mechanics.

Over the past two decades, historians of ideas have posed searching questions about the relevance of some of the standard categories used in the investigation of past systems of thought and practice. The categories ‘science’, ‘philosophy’, and ‘religion’, in particular, have been subjected to intense scrutiny, and it is now often claimed that in antiquity and the Middle Ages there were no enterprises that can easily be mapped onto these modern categories. This chapter traces the origins of the modern conception of religion – understood as a generic entity characterised by sets of beliefs and practices – with some reference to the parallel emergence of modern notions of philosophy and science. It also offers some preliminary suggestions about how this might be relevant to the study of religion in antiquity.

In linear regression, we approximate the regression function $\mu (x)$ with a linear function ${\beta }_0+{\beta }_1{x}_1+\cdots +{\beta }_d{x}_d$ and estimate the coefficients ${\beta }_0,\dots ,{\beta }_d$ using least squares. We construct confidence intervals, prediction bands, and show how residual plots help check the linear approximation. We also review some other regression tools, that are not as widely used as in the past.

Whereas male poets such as Coleridge and Keats used the figure of the witch to explore the connections between the shapeshifting powers of the female demonic and (male) creativity, the third chapter reveals how women novelists like Charlotte Smith and Maria Edgeworth remapped contemporary cultural anxieties in Britain surrounding witches and transgressive female energies onto the colonial landscape of Jamaica. These two authors position the female practitioners of Obeah as an intriguing alternative to the degradation of women in England and the enslaved populations in the colonies.

This chapter examines the fate of Buddhism and Daoism, mainly in relation to folk religion, looking at Buddhist monks and nuns, lay Buddhists, and Buddhists who ran local temples. It discusses the two main forms of Daoist monasticism – Complete Perfection (Quanzhen) and Orthodox Unity (Zhengyi dao) – and household Daoists, who were married and had jobs but who provided ritual services to their communities. It shows that the majority of monks and nuns were forced out of religious life following land reform but also that monastic life persisted fitfully until the Cultural Revolution. It looks at the responses of Buddhists to the new regime and at the efforts of Chinese Buddhist Association and the Chinese Daoist Association to carry out reform of their structures and theologies. It shows that a small number of former monks and nuns continued to sell ritual services to individuals and local communities, especially for funerals, while household Daoists and musical associations sometimes continued to operate into the Cultural Revolution.

Heritage language speakers are second language (L2) speakers of a sociopolitically majority language. Their native heritage language is a minority language which typically develops under linguistic pressure from the majority L2 and eventually becomes secondary and weaker than the L2. In the past decade, research on heritage language speakers has investigated the degree of acquisition of different aspects of the heritage grammar and how the process and outcome of heritage language acquisition are similar to and different from adult L2 acquisition. Advances in the acquisition of heritage languages have contributed significantly to inform key questions in L2 acquisition. This chapter discusses the latest research on how L2 learners’ and heritage speakers’ exposure and use of the L2 and L1 affect the processing and acquisition the L2 and the heritage language and points to areas in need of further research.