This is the first broad, detailed grammar of the Giziga language, which belongs to the Chadic branch of the Afro-Asiatic language family. The language is spoken in parts of the Far North Region of the Republic of Cameroon and can be divided into two dialects, Giziga and Northern Giziga, with about 80,000 native speakers in total. This volume describes the Giziga dialect, occasionally referring to the Northern variety, and aims to provide new information about this and other Afro-Asiatic languages for further research in linguistics, history, anthropology, sociology and related fields. The book will also be a tool helping Giziga speakers preserve their language, history and culture for future generations.

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of "research to practice" is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.

A Grammar of Peve is the first full description of the Peve language, a member of the Chadic branch of the Afro-Asiatic language family. Peve is spoken in parts of the southwestern area of the Republic of Chad and the Northern province of the Republic of Cameroon. The grammar will add to information and analyses concerning Afro-Asiatic languages and will help Peve speakers preserve their language, history, cultural activities, and intercultural relations. The goal of the volume is to document and preserve the language for the benefit of generations to come and to make characteristics of the language available for further research in linguistics, history, anthropology, sociology and related fields.

This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of "research to practice" is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.

Afroasiatic languages are spoken by some 300 million people in Northern, Central and Eastern Africa and the Middle East. This book is the first typological study of these languages, which are comprised of around 375 living and extinct varieties. They are an important object of study because of their typological diversity in the areas of phonology (some have tone; others do not), morphology (some have extensive inflectional systems; others do not), position of the verb in the clause (some are verb-initial, some are verb-medial, and some are verb-final) and in the semantic functions they encode. This book documents this typological diversity and the typological similarities across the languages and includes information on endangered and little-known languages. Requiring no previous knowledge of the specific language families, it will be welcomed by linguists interested in linguistic theory, typology, historical linguistics and endangered languages, as well as scholars of Africa and the Middle East.