A survey of phrase and sentence grammar, including discussion of the difference between grammaticality and acceptability, parts of speech-word classes, word order, case marking, verbal inflection, constituency, structural ambiguity, argument structure, anaphora, quantifiers, and negation.

This chapter explores practical strategies for sparking students’ interest and curiosity in statistics as lectures and classes commence, and for sustaining their engagement throughout the learning journey. It focuses on the benefits of capturing attention at the outset, encouraging open discussions, and creating a supportive environment where students feel confident to ask questions and seek help. By setting the scene for active participation and fostering a sense of curiosity, the chapter demonstrates how inclusive and student-centred teaching can transform statistics into a subject that feels relevant, accessible, and even enjoyable. Student perspectives highlight what truly makes a difference in their learning experience.

The Introduction situates Romanticism Bewitched within current historicist scholarship on gender and witchcraft, feminist political theory and recent scholarship on misogyny and women’s anger. In addition, it traces the trajectory of witchcraft belief from the seventeenth century down to the Romantic era, exploring the eighteenth-century fascination with Shakespeare’s Macbeth and the gendered politics of representations of Lady Macbeth. During the Romantic period, Siddons’s powers of enchantment in that role, and the effect it had on her audience, is an example of how the figure of the Romantic witch opened a space to imagine and explore the constructive and destructive uses of female magic. While some Romantic witches confirmed the worst fears regarding female magic and its pernicious influence, other Romantic witches invited more positive reactions, ranging from sympathy to the deep admiration bordering on awe that Siddons inspired.

This final chapter examines changes that would be needed for teacher education to accord with the genres approach. Teacher practice across three genres of teaching entails substantially more theoretical knowledge and more demanding pedagogical expertise than is currently expected. A major goal of the genres approach is to shift teaching from a mimetic practice learned through enculturation into established pedagogical cultures to an intellectually grounded practice based in learning theory. This is achieved through a theory-to-practice sequence as is found in medical education. Divided into four phases, the proposed program structure encompasses a full undergraduate degree and a two-year master’s degree: Phase 1, learning theories and associated pedagogies; Phase 2, crossdisciplinary analysis and practice of individual pedagogies; Phase 3, coordinating multiple pedagogies; Phase 4, teaching internship.

This chapter focuses on the revolutionary impact of the introduction of soft lead conoidal bullets, like the Minié projectile, in the 1850s and early 1860s. The wounds caused by these expanding small arms ammunitions, which were shot from factory-produced rifled guns, were so destructive that solders during the Crimean War (1853–1856) described them as ‘angels of death’. The chapter explains how Minié-style ammunitions altered the ways in which Anglo-Europeans mobilised and thought about guns, whether for hunting, policing, personal security or warfare purposes. It describes their usage in times of colonial and interstate war, including the Crimean War, United States Civil War and New Zealand Wars, and discusses their impact on military medicine. It also explains how these bullets set powerful conceptual frameworks around the ‘right to kill’, which helped to inspire the codification of the Geneva Convention of 1864 and informed the regulation of exploding and expanding small arms ammunitions, including the dum-dum bullet, at St Petersburg in 1868 and The Hague in 1899.

This chapter is intended as a compendium of notation and terminology for the algebra and topology used in the subsequent chapters. Our general approach shall be to try to prove all assertions that are specifically about our topic, but to cite standard references for other supporting material. In particular, we invoke the G-Signature Theorem in the proofs of two key results (Theorems 3.9 and 4.4), and we use 4-dimensional topological surgery to provide homeomorphisms (in the later chapters). As these results and techniques may not be familiar to all 3-manifold topologists, we give condensed accounts in Sections 1.8 and 1.9.

An introduction to phonetics and phonology, including discussion of the difference between letters and sounds, an introduction to IPA, articulatory and acoustic phonetics, phonemics and the psychological reality of phonemes, production vs. comprehension and phonemic processes, and phonological word play (spoonerisms, malapropisms, and modegreens).

Lexis is central to language acquisition, as knowing a sufficient number of words is crucial for effective communication. For instance, 98 per cent word familiarity is necessary to comprehend written texts. Fewer words may suffice for speech comprehension, though variation among learners is significant. This chapter examines how vocabulary influences foreign language acquisition, reviewing key findings and recent developments in the field. First, achieving proficiency requires mastering at least 2,000-word families in English. Second, this threshold varies by task and learning environment. Third, corpus studies show that there are some words that cover a large proportion of all words occurring in spoken and written texts and that they tend to cluster together in various categories of formulaic language, which may make up to a half of discourse. Fourth, deliberate and incidental learning are complementary, though explicit instruction accelerates vocabulary acquisition in instructional settings. Finally, this chapter considers how educators can integrate classroom teaching with extramural learning. Evidence is continuing to emerge that extramural activities such as watching TV, listening to songs, gaming and engaging in social media may be promising avenues for learning words . However, it is unclear exactly how much vocabulary is acquired in extramural settings, and there is a need for future research to focus more on the systematic investigation of extramural learning environments, across a range of languages and for different age-groups.

Chapter 7 is the second of four chapters to consider one element of the Dominican liturgy, focussing here on the sources and development of the Dominican mass over the thirteenth century. The analysis confirms that the Dominican order’s mass chants, particularly its alleluias, were mainly drawn from the Cistercian gradual, and demonstrates that this can be traced back to the earliest identifiable Dominican liturgy. Using surviving manuscripts, this chapter traces various patterns of revision made to the Dominican liturgy in the mid thirteenth century, undertaken by a commission of four friars and completed by Humbert of Romans. The final portion of the chapter examines instances where these changes result in palaeographical anomalies in the first ‘exemplar’ manuscript of Humbert’s revised liturgy (Rome, Santa Sabina, XIV L 1), and considers what these reveal about the process of copying the exemplar.

Argues that universities must become entrepreneurial to thrive. Defines the entrepreneurial university as one that engages with its ecosystem, fosters innovation, and adapts to societal needs. Highlights the importance of strategic leadership, interdisciplinary collaboration, and a culture of innovation.

Now in its second edition, this handbook is a current overview of second language (L2) research, providing state-of-the-art synopses of recent developments in each subarea of the field and bringing together contributions by emerging scholars and experts in second language acquisition (SLA). Since the first edition, broad sociopolitical movements, alternative views of bilingualism, emergence of global markets, vast expansion of electronic resources, the development of social media and the availability of big data have transformed the discipline, and this edition has been thoroughly updated to address these changes. It is divided into six main parts: Part I situates SLA in terms of research and practice; Part II explores individual cognitive, age-related and neurolinguistic similarities and differences; Part III outlines external, sociocultural and interactive factors; Part IV presents profiles of bilinguals who take differing paths of acquisition; Part V describes interlanguage properties; and Part VI comprises clear models of L2 development.

This chapter considers the role of memory and archaizing traits at Mycenae during the LH IIIA2-IIIB period. Particular attention is paid to poros ashlar masonry, the monumentalization of Grave Circle A, and a visual tie between the Lion Gate relief and the carved shaft grave stelae.

International commercial arbitration has failed to redeem its promise to be efficient. Approximately 27 percent of all international commercial arbitral proceedings are settled before issuance of a merits-based award. This book asserts that legacy international commercial arbitration is based on the economic efficiencies arising from a zero-sum-game approach to dispute resolution pursuant to which the most efficient result is one that yields a prevailing (winning) and non-prevailing (losing) party. This emphasis on process efficiency has caused international commercial arbitration to lose its standing as the premier dispute resolution methodology for cross-border commercial conflicts. Historically, settlement has not been perceived as an element of the culture of international commercial arbitration. Only recently has a consensus arisen acknowledging that arbitrators have an obligation to facilitate settlement. This book explains that, through timely risk assessment, voluntary settlement of arbitral proceedings will become the rule, not the exception, leading to optimal efficiency.