TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

In contrast to the Cold War era the new European order is characterised by uncertainty, fluidity and new security challenges including separatism, ethnic conflict and intra-state conflict. This book examines the process of change and its implications for: transatlantic relations, institutional development, regional stability and NATO's rationale. Balkan instability forms a major theme of the work illustrating the challenge for policy-makers. The book concludes with a discussion of NATO enlargement and relations with Russia.

Since the end of the Cold War, international institutions have had to rise to challenges of instability and insecurity in Europe. Fergus Carr and Theresa Callan examine the changing nature of European security, cooperation, and conflict. A key theme is the development of the new European security architecture and the roles of NATO, the Organization for Security and Cooperation in Europe, the European Union and the United Nations as security providers in contemporary Europe.

'This is the best nuts-and-bolts guide for improving teaching and learning in our schools. Carr and Harris have been successful in every school district they have consulted in. Now we have access to their insight and experience in a book that is perfectly laid out with examples and worksheets to guide successful instructional improvement. If you're serious about instructional leadership, this is the one book you need on your desk'-Kenneth W. Eastwood, Superintendent , Middletown City School District, NY Although schools and districts across the country have made notable strides in their instructional programs, educators continue to struggle with developing curriculum that addresses each learner's needs and strengths, is aligned to instruction and assessment, supports standards-based learning, and results in increased student learning. In this book, the authors provide a curriculum and improvement process that not only shows school leaders how to design a strong, coherent curriculum but also leads the reader through the critical processes of implementing and then evaluating that curriculum for instructional improvement. This resource is packed with ready-to-use tools that can be tailored to meet site-specific needs and includes examples from schools and districts, proven strategies, guidelines and worksheets, graphics and vignettes that illustrate key points, and questions that promote reflection. The book addresses key issues, including - How is curriculum put together? - Who should be involved and what should be included? - How should we go about it and how long will it take? - What should be considered during implementation? - How is curriculum evaluated? Whether you are experienced or just getting started, Improving Standards-Based Learning provides an accessible framework with numerous tools for developing a curriculum that can generate substantive improvement in teaching and learning.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

Selected Writings of Irmengard Rauch represents that portion of Irmengard Rauch's articles which center on contemporary and historical Germanic linguistic phenomena. They thus speak to the principal North, East, and West Germanic dialects. Her authored books The Old High German Diphthongization: A Description of a Phonemic Change (1967); The Old Saxon Language: Grammar, Epic Narrative, Linguistic Interference (1992); Semiotic Insights: The Data Do the Talking (1998); The Gothic Language: Grammar, Genetic Provenance and Typology, Readings (2003, 2011); The Phonology/Paraphonology Interface and the Sounds of German Across Time (2008) stand on their own. Her contributions to linguistic fieldwork are documented in BAG-Bay Area German Linguistic Fieldwork Project (2015). Rauch's writings spanning half a century, from the early sixties to the present, encompass an array of subjects from the state of the art, to multiple language components, that is, segmental and prosodic phonological, morphological, syntactic, semantic, and pragmatic topics informing Germanic languages, as well as to literature and to nonverbal communication. Linguistic and interdisciplinary methods imbue all of her writings. At the University of Michigan, Ann Arbor, where Generative Grammar made early inroads, she was trained as an American structuralist, reaping the benefits of the functionalist Prague School, preceded by Saussure, the Neogrammarians, Darwin, Rask, Grimm (all 19th-century instigators of linguistics as a science), and of the founding of the LSA. Since the early seventies she opened her methods of analysis to the semiotic approach of Locke, Saussure, and Peirce. Consequently, Rauch's writings exploit the combined approaches of linguistics and semiotics. These are the inextricable work-horses, which in combination, enhance her arguments detailing given linguistic problems that define the field of General and Germanic Linguistics and thus feed the multi-disciplinary research interests of both seasoned researchers and neophytes.

"Moral schools are founded on authenticity, integrity, and democracy. This is an essential guide for educators who are committed to closing the gap between what we believe and what we do as teachers and leaders." -Daniel Baron, Co-director and Senior Fellow National School Reform Faculty Become a more authentic educator by applying your personal values in your professional life! Teachers and administrators can achieve professional growth by discovering who they are on the inside and using that knowledge to effectively meet challenges on the outside. Developed through the authors' extensive experience, this insightful resource presents a comprehensive model for fostering reflection, exploration, and action. The authors synthesize the work of great thinkers in education, including Michael Fullan, Parker J. Palmer, Thomas J. Sergiovanni, Lee G. Bolman, Terrence E. Deal, Robert Nash, and Peter M. Senge, and help educators: View professional challenges as opportunities to learn and grow Act with greater conviction and confidence Celebrate accomplishments Teaching and Leading From the Inside Out provides vignettes, questions, and practical strategies for implementing individual and schoolwide practices to connect internal beliefs and aspirations to external action.

Since the end of the Cold War, international institutions have had to rise to challenges of instability and insecurity in Europe. Fergus Carr and Theresa Callan examine the changing nature of European security, cooperation and conflict. A key theme is the development of the new European security architecture and the roles of NATO, the Organization for Security and Cooperation in Europe, the European Union and the United Nations as security providers in contemporary Europe.

Few pastors continue to read their Hebrew Old Testament after seminary. One reason is that it is too time-consuming, since many words have to be looked up in the dictionary. The Reader's Hebrew-English Lexicon of the Old Testament, now for the first time complete in one volume, enables the pastor and the student to read the Hebrew Old Testament with relative ease. Listed in sequence by chapter and verse are all words that occur fewer than fifty times in the Old Testament, complete with translation (based on Brown, Driver, and Briggs' Lexicon) and numbers indicating how often the word occurs in the particular book and in the Old Testament as a whole. At the end of each entry is the page number in Brown, Driver, and Briggs' Lexicon where a discussion of the word can be found. Appendixes list all Hebrew words occurring more than fifty times in the Old Testament and all Aramaic words occurring more than ten times.