This Norton Critical Edition includes: The 1925 first American edition text of the novel. A full introduction, a note on the text and explanatory annotations by David J. Alworth. An unusually rich selection of contextual materials, including Fitzgerald's sources for his greatest novel, excerpts from his ledger and notebooks, three of his related short stories, twenty-two carefully chosen letters concerning The Great Gatsby and eight selections-four of them by Fitzgerald-on the Jazz Age and American Modernism. A wide range of critical assessments, covering initial reviews and reactions, Fitzgerald's revival, and reconsiderations and recent readings. A chronology and selected bibliography. About the Series Read by more than 12 million students over fifty-five years, Norton Critical Editions set the standard for apparatus that is right for undergraduate readers. The three-part format-annotated text, contexts and criticism-helps students to better understand, analyse and appreciate the literature, while opening a wide range of teaching possibilities for instructors. Whether in print or in digital format, Norton Critical Editions provide all the resources students need.

This collection of essays grew out of the workshop 'Existence: Semantics and Syntax', which was held at the University of Nancy 2 in September 2002. The workshop, organized by Ileana Comorovski and Claire Gardent, was supported by a grant from the Reseau de Sciences Cognitives du Grand Est ('Cognitive Science Network of the Greater East'), which is gratefully acknowledged. The ?rst e- tor wishes to thank Claire Gardent, Fred Landman, and Georges Rebuschi for encouraging her to pursue the publication of a volume based on papers presented at the workshop. Among those who participated in the workshop was Klaus von Heusinger, who joined Ileana Comorovski in editing this volume. Besides papers that developed out of presentations at the workshop, the volume contains invited contributions. We are grateful to Wayles Browne, Fred Landman, Paul Portner, and Georges Rebuschi for their help with reviewing some of the papers. Our thanks go also to a Springer reviewer for the careful reading of the book manuscript. We wish to thank all the participants in the workshop, not only those whose contributions appear in this volume, for making the workshop an int- active and constructive event. Ileana Comorovski Klaus von Heusinger vii ILEANA COMOROVSKI AND KLAUS VON HEUSINGER INTRODUCTION The notion of 'existence', which we take to have solid intuitive grounding, plays a central role in the interpretation of at least three types of linguistic constructions: copular clauses, existential sentences, and (in)de?nite noun phrases."

FINNISH GRAMMAR BT CLEMENS NIEMI, A. M. THIRD EDITION PRICE 2.50 Sold by TYOMIES SOCIETY BOOKSTORE 603 Tower Ave., Superior, Wis, INTERSTATE PCRINTINO COMPANY 194S PREFACE In preparing this book my aim has not been to write a complete Finnish grammar. I have sought to present only the fundamental principles in the briefest possible way necessary for the study of the Finnish language. The student should thoroughly master the sound values of each letter before taking any advanced steps. In doing so he is able to acquire accuracy in pronunci ation. It should be remembered that Finnish, as its cognate Finno-Ugric languages, is an agglutinative language., that is to say, the words are formed of roots by adding certain suffices or endings to the stem. In this process of appending, the changes of letters for euphony or harmony occur. The rules for these changes should be carefully observed in connection with each lesson as they come. Each lesson consists of a statement of grammatical principles, a vocabulary, exercises, and in some cases, a brief reading lesson. The vocabulary at the head of the lesson will help the student to understand the sen tences which follow. The exercises have been devel oped in such a way that each lesson brings out the grammatical principles at hand. The rules of syntax as well as grammatical questions have been scattered throughout a long series of lessons for the purpose of leading the student gradually to a thorough understand ing of the rules. The case-endings and the use of the cases are particularly emphasized, as they form a very difficult and essential part in the study of the Finnish language. The reading lessons are so arranged as to give an earlyacquaintance with real Finnish, and they continually add new - words to the students vocabulary. Fully aware of many defects, I hope that this book, the only Finnish grammar of its kind in English, will be of some aid to the learner of the Finnish language. CLEMENS NIEML CONTENTS Lesson Pag-e Introduction 7 14 I Nominative Case 15 16 II Accusative and Genitive Cases 17 19 HI The Verb 19 22 IV Essive and Partitive Cases 23 25 V Reading-Lesson 26 27 VI Potential nad Conditional Moods 27 30 VH TransJiative and Inessive Cases 30 32 VH3I Imperative Active, Infinitives, anld Participles 32 35 DC Elative and Illative Cases 36 38 X The Auxiliary erb Olla, to be 38 41 XOO Adessive and Ablative Cases 42 44 xXM Allative and Abe ssive Cases 44 47 XQDH Oomitative and Instructive Cases 47 51 XIV Reading-Lesson 51 53 XV Method of Expressing-the Auxiliary to have 53 56 XVI legation 56 59 XVEI Personal and Possessive Pronouns 5 613 XVIH Compound Tenses 63 6.6 XIX Reading. Lesson 67 69 XX Passive Voice 69 73 XXI Method of Expressing-Future Time 74 77 XXH Comparison of Adjectives 78 81 XXDQn Interrogation 8184 XXOV Demonstrative and Relative Pronouns 84 87 XXV Reflexive and Indefinite Pronouns 87 91 XXVI Cardinal Numbers-91 95 XXVII Ordinal Numbers 95 99 XXVIII Compound Noun 99 102 XXIX Attribute, Appositive, and Adverb 102 105 XXX Prepositions and Postpositions 105 109 XXXI Conjunctions and Interjections 10 9 112 Derivation o f Stufostantives a-n d Adjec tives 113 115 Rules of Syntax 115 139 Tables of Declension 139 155 Tables of Conjugation 155 173 Formation of Verb Stems 173 174 Alphabetical Last of Verbs 174178 Finnish-English Vocabulary 179 191 English-Finnish. Voca-bulary 192 205 Index 206207INTRODUCTION 1...

It is a little remarkable, that - though disinclined to talk overmuch of myself and my affairs at the fireside, and to my personal friends - an autobiographical impulse should twice in my life have taken possession of me, in addressing the public. The fir

With the increasing use of information communication technology in education, new skills and competencies among library science professionals are required for them to effectively disseminate necessary information to users. It is essential to equip educators and students with the requisite digital and information literacy competencies. Literacy Skill Development for Library Science Professionals provides emerging research exploring the roles and applications of information literacy and technology within library science and education. Featuring coverage on a broad range of topics such as electronic resources, mobile learning, and social media, this book is ideally designed for librarians, information and communication technology researchers, academicians, and graduate-level students seeking current research on the ability to find, evaluate, use, and share information in library science.

The preamble to the post-apartheid South African constitution states that 'South Africa belongs to all who live in it, united in our diversity' and promises to 'lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law' and to 'improve the quality of life of all citizens'. This would seem to commit the South African government to, amongst other things, the implementation of policies aimed at fostering a common sense of South African national identity, at societal dev- opment and at reducing of levels of social inequality. However, in the period of more than a decade that has now elapsed since the end of apartheid, there has been widespread discontent with regard to the degree of progress made in connection with the realisation of these constitutional aspirations. The 'limits to liberation' in the post-apartheid era has been a theme of much recent research in the ?elds of sociology and political theory (e. g. Luckham, 1998; Robins, 2005a). Linguists have also paid considerable attention to the South African situation with the realisation that many of the factors that have prevented, and are continuing to prevent, effective progress towards the achievement of these constitutional goals are linguistic in their origin.

This book explores the influence of high stakes standardised testing within the context of South Korea. South Korea is regarded as a shining example of success in educational achievement and, as this book reveals, pressurised standardised testing has been a major contributing factor to its success. This unique country provides an excellent setting from which to explore the powerful relationship that exists between testing and learning and can advance our understanding of which factors and test conditions will positively and negatively influence learning. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning. It calls for a more socially situated view of tests and test-takers considered in relation to the sociocultural, historical, political and economic contexts in which they are embedded.

Humans' development of literacy has been a recent focus of intense research from the reading, cognitive, and neuroscience fields. But for individuals who are deaf-who rely greatly on their visual skills for language and learning-the findings don't necessarily apply, leaving theoretical and practical gaps in approaches to their education. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors narrows these gaps by introducing the VL2 Toolkit, a comprehensive test battery for assessing the academic skills and cognitive functioning of deaf persons who use sign language. Skills measured include executive functioning, memory, reading, visuospatial ability, writing fluency, math, and expressive and receptive language. Comprehensive data are provided for each, with discussion of validity and reliability issues as well as ethical and legal questions involved in the study. And background chapters explain how the Toolkit was compiled, describing the procedures of the study, its rationale, and salient characteristics of its participants. This notable book: Describes each Toolkit instrument and the psychometric properties it measures. Presents detailed findings on test measures and relationships between skills. Discusses issues and challenges relating to visual representations of English, including fingerspelling and lipreading. Features a factor analysis of the Toolkit measures to identify underlying cognitive structures in deaf learners. Reviews trends in American Sign Language assessment. Assessing Literacy in Deaf Individuals is an essential reference for researchers, graduate students, clinicians, and other professionals working in the field of deafness and deaf education across in such areas as clinical child and school psychology, audiology, and linguistics.

If you have ever been bamboozled by the use of a foreign word or phrase, or simply want to spice up your vocabulary with some well-chosen bons mots, then this is the book for you. Thousands of foreign words and phrases have been absorbed into the language and are currently used in English, from the everyday (macho, tete-a-tete, spaghetti) to the relatively obscure (ultra vires, auto-da-fe). Faux Pas focuses on familiar terms and expressions as well as those that are new, curious or amusing. Each expression is 'translated', with an indication of its language of origin and pronunciation, a comment on its usefulness and a Pretentiousness Index.

The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning.

This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers.

I really enjoyed reading this book and learned a lot from its compelling analysis.

Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach

The book examines the status of the Anglophone Caribbean economy and the options it faces as traditional preferential trade arrangements begin to disappear. Two broad options are explored: one is the transformation of primary exports into higher value-added products and the other is a shift in the economic structure toward tourism and other services. The book constructs a model of a potential Caribbean economy, described as a "travel economy." The travel economy is based on two enduring features of Caribbean life--tourism and migration.--and it is meant to provide a benchmark against which to gauge the evolution of the structure of individual economies. The main contribution of this book is a concise and methodological treatment of the issues of transition and adjustment that the Caribbean faces in an increasingly liberalized international trading system.

This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.

Take a walk on any of the South African university campuses and you will hear the air resonating with the sounds of different languages seamlessly interweaving with each other as students engage in academic work, talk, laughter and play. In 2012 this inspired the University of KwaZulu-Natal Language Board, in partnership with Independent Newspapers, to hold a first-of-its-kind isiZulu-English writing competition. By issuing an invitation to write in an African Language in a way that captures our changing world, it hoped to stimulate 'border crossings' and by so doing, encourage reading and writing in African languages. The panel of expert judges comprised internationally renowned storyteller Dr Gcina Mhlophe, Dr Nakanjani Sibiya, Prof Otty Nxumalo and Dr Gugu Mazibuko. They were overwhelmed by the high standard of the entries, which highlighted the value and power of indigenous languages as a source and expression of identity and pride. The purpose of the competition and of this book is thus to promote bilingualism and, in particular, the development of isiZulu, with the aim of contributing to literature in that language. This collection of short stories, essays and poetry is the result. We hope that readers will read it with the same degree of interest and enjoyment that the judges found in it - and that it will highlight the importance of creating spaces for people to express themselves creatively in their mother tongue, rather than in English alone.

When an old friend and colleague passes away, an LSU English professor named Jack Claire travels to Swansea, Wales, to attend the funeral and is bequeathed a cache of handwritten manuscripts, the plays of William Shakespeare, along with a rare, leather-bound copy of the "First Folio" --the first collection of Shakespeare's plays. A problem arises, however, when he recognizes that the handwriting is NOT William Shakespeare's. He returns to Baton Rouge with and attempts to authenticate the documents, inadvertently alerting a ruthless collector who covets these priceless literary artifacts. The collector hires a relentless mercenary to steal the Shakespeare papers. Benedict resorts to violence when his surreptitious searches fail.

In California, Joseph Lawrence Conrad, a handsome young college instructor, receives mysterious handwritten original plays of Shakespeare. Not an Elizabethan scholar, Joe Conrad seeks the help of a colleague named Jonathan "Smitty" Smythe, a literary Sherlock Holmes to Joe's Watson. At once, Smitty recognizes the potential of the manuscripts and enlists the aid of Silvia Williamson, a brilliant and beautiful African-American scholar from Berkeley. As these three amateur sleuths labor to authenticate the manuscripts and determine the true author of Shakespeare's plays, they learn someone is after the priceless papers --and he's leaving a trail of bodies in his wake. Eventually, everyone connected to the Shakespeare papers is in danger, including Joe's wife and children.

Plots intersect as the scholars discover evidence (based on thorough research) pointing to the most probable author(s) of Shakespeare's works, while the ruthless collector grows closer to the prize. Along the way, Joe and the others are assisted by police detective Ryan Dunn, who saved Joe and his family years earlier, FBI Agent Terry Lott, who helps uncover the identity of the mercenary, and Bill Morgan, an attorney who assists in protecting the Shakespeare papers and the family.

This fast-paced journey of discovery takes these appealing characters from Louisiana to California, to Washington, DC, Oxford, England, Swansea, Wales, and back to London where they discover a surprising link to today's Queen Elizabeth and the Royal Family, which ultimately leads Joe and Smitty to Stratford-upon-Avon, where they come face to face with a surprising and lethal truth.

This new edition of Jenner's classic Handbook of the Cornish Language appears more than a century after the book's first publication. Now that the Cornish Revival has weathered many storms, it is well worth making Jenner's ground-breaking work available again, copies of the 1904 edition having become rare and expensive.

In Perceptionicity, Erwin Aguayo reminds us that it is how organizations and their myriad stakeholders think that most matters to their success. From the opening example of the trucking company clerk who had to decide whether to help a driver stranded in the proverbial "middle of nowhere," we are buffeted with constant reminders that our perceptions and understandings of organizational vision, mission and purpose are central to organizational success. Perhaps a few major corporations have already received the memo, but most still attend to significant organizational problems with short term palliatives. The immediate response is often to graft what might even be good policy or process onto an inhospitable organizational culture. Perceptionicity is a cogent reminder that an organization's soul is the ultimate predictor of its success. How every stakeholder understands and embraces the company's vision is more important than the color of the stationery, or the make of the cars it leases, or the glass and steel structure in which it is housed, or the trendy titles an organization assigns to its executives, or whether every "t" is crossed or every "i" is dotted. But the author does more than identify the problem. He offers an effective methodology to allow organizations to move beyond palliative care to more comprehensive evidence-based solutions. The methodology is not for the meek hearted or weak kneed. It requires commitment and perseverance. But in the end it represents an alternative to the half-hearted, superficial solutions that too often result in "pretend" change. In other words, Perceptionicity is for every person who wants to give up pretense for substance. Antone Aboud, Ph.D. Management Consultant

This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.