In this book, D. Robert Ladd focuses on problems with the one-dimensional idealization of language on which much linguistic theory is based. Strings of sequentially-ordered elements play an important role as theoretical abstractions in both phonology and syntax. Yet many well-known phonological phenomena (such as vowel harmony, ablaut morphology, and pitch features) are problematic for this one-dimensional idealization, and many attempts (such as autosegmental phonology) have been made to allow for these troublesome characteristics in our theories. The book deals with diverse aspects of these problematical non-sequential phenomena. The five main chapters cover distinctive features and autosegments, systematic phonetics, the definition of 'prosody', aspects of vocal paralinguistic communication and 'gradience', and duality of patterning. Each chapter reviews a wide range of relevant literature, generally going back to the beginnings of modern linguistics in the early twentieth century, and all of them can usefully be read as free-standing synthetic overviews of the issues they discuss. The final chapter suggests that phonological structure, sequential or otherwise, can be seen as a special case of the segmentation of continuous action into discrete events, and that research on this general topic within cognitive psychology is relevant to phonological theory. Professor Ladd's unique work makes a fundamental contribution to phonology and phonetics and to linguistic theory more generally. His book will interest all theoretical linguists and cognitive scientists concerned with understanding the relation between phonological representations and the speech signal.

In Orchestrating the Instruments of Power, Worley presents the theories underlying choices in grand strategy, the instruments of power spread across the departments and agencies of government, the mechanisms for orchestrating the instruments, the major reforms proposed, and the political instabilities that make the reforms either necessary or unwise.

Although studies of fascism have constituted one of the most fertile areas of historical inquiry in recent decades, more and more scholars have called for a new agenda with more research beyond Italy and Germany, less preoccupation with definition and classification, and more sustained focus on the relationships among different fascist formations before 1945. Starting from a critical assessment of these imperatives, this rigorous volume charts a historiographical path that transcends rigid distinctions while still developing meaningful criteria of differentiation. Even as we take fascism seriously as a political phenomenon, such an approach allows us to better understand its distinctive contradictions and historical variations.

Although studies of fascism have constituted one of the most fertile areas of historical inquiry in recent decades, more and more scholars have called for a new agenda with more research beyond Italy and Germany, less preoccupation with definition and classification, and more sustained focus on the relationships among different fascist formations before 1945. Starting from a critical assessment of these imperatives, this rigorous volume charts a historiographical path that transcends rigid distinctions while still developing meaningful criteria of differentiation. Even as we take fascism seriously as a political phenomenon, such an approach allows us to better understand its distinctive contradictions and historical variations.

Romanticism and Blackwood's Magazine is inspired by the ongoing critical fascination with Blackwood's Edinburgh Magazine, and the burgeoning recognition of its centrality to the Romantic age. Though the magazine itself was published continuously for well over a century and a half, this volume concentrates specifically on those years when William Blackwood was at the helm, beginning with his founding of the magazine in 1817 and closing with his death in 1834. These were the years when, as Samuel Taylor Coleridge put it in 1832, Blackwood's reigned as "an unprecedented Phenomenon in the world of letters." The magazine placed itself at the centre of the emerging mass media, commented decisively on all the major political and cultural issues that shaped the Romantic movement, and published some of the leading writers of the day, including Coleridge, Thomas De Quincey, John Galt, Felicia Hemans, James Hogg, Walter Scott, and Mary Shelley.

In Shaping U.S. Military Forces, D. Robert Worley assesses military force changes that have been made since the Cold War, explains the many changes that have not been made, and recommends changes that must be made—as well as exploring the ways in which political and military forces line up to resist them. For over forty years there was consensus about maintaining large U.S. military forces. Today, as evidenced by the steady decline in defense spending since 1985, that consensus has evaporated, and a new equilibrium is being sought. Yet evidence of transformation is modest. By outward appearances, today's military is principally a smaller version of our Cold War forces, despite the fact that threat, missions, and strategies have changed. There has been no lack of reform effort at the highest levels of the defense bureaucracy. Under the leadership of General Colin Powell, the Joint Chiefs of Staff reexamined the roles and missions of the services. Recommendations followed. But, according to observers, change occurred only at the margins. Worley argues that the highly institutionalized cultures of the uniformed services offer the best explanation for why the American military is not a different force well over a decade after the fall of the Berlin Wall. Significant historical events, primarily from World War II forward, are used to explain belief systems within the individual services and sometimes within specific branches within a single service. Force planners commonly measure military end strength in terms of divisions, wings, and battle groups. Therefore, Worley examines the most important organizational structures—armored and infantry divisions, fighter and bomber wings, and carrier battle groups—and does so in the context of conflicts, including Vietnam, the Gulf War, Panama, Kosovo, and Somalia, and of course the unfinished conflicts in Afghanistan and Iraq. He highlights problems associated with the clash of service conceptions of war and the requirements of real conflict to examine the shape U.S. military forces have—and the shape they should assume.

This second edition presents a completely revised overview of research on intonational phonology since the 1970s, including new material on research developments since the mid 1990s. It contains a new section discussing the research on the alignment of pitch features that has developed since the first edition was published, a substantially rewritten section on ToBI transcription that takes account of the application of ToBI principles to other languages, and new sections on the phonetic research on accent and focus. The substantive chapters on the analysis and transcription of pitch contours, pitch range, sentence stress and prosodic structure have been reorganised and updated. In addition, there is an associated website with sound files of the example sentences discussed in the book. This well-known study will continue to appeal to researchers and graduate students who work on any aspect of intonation.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students' psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include: Development of psychosocial skills in grades K-12. Assessment of psychosocial skills. Conscientiousness in education and its relation to meaningful educational outcomes. Creativity in schools, including theory, assessment, and interventions. Academic emotions and their regulation through emotional intelligence. Resilience and school-based programs aimed at enhancing it. Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

In Righting Health Policy: Bioethics, Political Philosophy, and the Normative Justification of Health Law and Policy, D. Robert MacDougall argues that bioethics does not have adequate tools for justifying its normative recommendations for law and policy. Bioethics' tools are mostly theories about what we owe each other. But justifying laws and policies requires more; at a minimum, it requires explaining the basis on which we may control or influence others to do what they are supposed to do, which lies within the realm of political and not moral philosophy. MacDougall develops an interpretation of Kant's moral and political philosophy and uses this account to show the importance of political philosophy for bioethics. He argues that a theory of political legitimacy is necessary for distinguishing between what is morally required and what is legally enforceable. MacDougall also argues that in some cases, an account of political authority is necessary for settling the content of not only our legal rights and duties but also our moral ones. The Kantian account shows why the content of physicians' duties-legal and moral-to inform patients prior to treatment remain indeterminate outside of a state with authority to conclusively settle what counts as valid consent.

Principles for Principals presents eight great ideas and twelve guidelines for current and future school administrators at all three levels. Within Principles for Principals, readers gain the insight of John D. Roberts' 41 years of experience as a public-school administrator. The great ideas Roberts offers within are suggestions of what to do in specific situations. The twelve guidelines presented in Principles for Principals give new administrators suggested ideas to implement and traps to avoid. These ideas, traps, and guidelines are told through actual events and humorous examples that occurred during Roberts' tenure. Principles for Principals also benefits established administrators with the presentation of new ideas to make them a better administrator.

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement.Three key issues are addressed: First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.Third, most of the attention to examining intellectual enhancement, and in accounting for and closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

Good food and trivia and authors who sing-these are a few of our favourite things! Tony-nominated actor Gideon Glick and food writer Adam Roberts have teamed up to write the ultimate cookbook for theatre lovers. This collection of musical-inspired recipes includes dishes like Yolklahoma!, Clafoutis and the Beast, Yam Yankees, Dear Melon Hansen and more. And while readers are sure to be charmed by the names, the recipes themselves will have them sticking around for the food, glorious food! Thoughtfully assembled by two veritable Broadway experts, this book is sure to result in some enchanted eating. Each dish comes with a brief history of the show that inspired it, a summary of the plot and "Listening Notes" chock-full of behind-the-scenes trivia. Complete with lively illustrations from celebrated theatrical illustrator Justin "Squigs" Robertson, Give My Swiss Chards to Broadway makes every meal feel like a night at the theatre.

Exploring how Christianity became a world religion, this brief history examines Christian missions and their relationship to the current globalization of Christianity.* A short and enlightening history of Christian missions: a phenomenon that many say reflects the single most important intercultural movement over a sustained period of human history* Offers a thematic overview that takes into account the political, cultural, social, and theological issues* Discusses the significance of missions to the globalization of Christianity, and broadens our understanding of Christianity as a multicultural world religion* Helps Western audiences understand the meaning of mission as a historical process* Contains several new maps that illustrate demographic shifts in world Christianity

By most accounts, people with a borderline personality disorder prove exceptionally difficult to treat. Divergent opinions abound about what, if anything, contributes to a positive outcome. Is it the quality of the relationship with the psychotherapist that is curative, in that the careful attunement of therapist to patient enables the development of a more secure attachment experience? Or is it the technical and structural parameters of the therapy i.e., therapist neutrality, frame issues, and defensive operations combined with skillfully formulated and timely interventions? Taken together, the findings of attachment research and object relations theory offer an integrated understanding of borderline personality disorder as an attachment disorder that relies on a pervasive false self for adaptation and personal connections. A particular corrective relationship experience, therefore, is necessary if positive personality changes and improved adaptive capacities are to result. In Another Chance to Be Real, Donald and Deanda Roberts propose a treatment approach, specific to those suffering from borderline personality disorder, that emphasizes both relational and technical variables as necessary in eliciting a positive treatment outcome."

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed:
*First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
*Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
*Third, most of the attention to examining intellectual enhancement, and in accounting forand closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.
"Extending Intelligence: Enhancement and New Constructs" is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.