This is the first comprehensive account of Hungarian stress and intonation to appear in English. The emphasis is on description, but a large number of theoretical issues are also dealt with in an original way. Hungarian is a Uralic or Finno-Agric language spoken by over 13 million people in Central Europe. The study of its stress and intonation will be of special interest to intonationists, phonologists, Hungarian language specialists, and their students at intermediate level and above.

Navigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K-20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group-Latinos/as-in this country. Researchers of this topic offer compelling statistics, such as the following projection: Out of 100 Latino/a students, a few more than 50 will finish high school; out of this number, five will enroll in college; and out of the original 100, less than one percent will complete a doctorate. While the causes of low academic attainment for Latinos may vary, including limited financial resources and cultural differences, the lack of Latino role models in K-20 education may be a significant contributing factor. The expression, "You can't be what you don't see" is especially applicable to Latino/a students who seldom see people like them in positions of prominence and power in educational environments. Across the country, and in particular in states with high numbers of Latino/a students, as the K-20 student body becomes darker, the teaching and decision-making personnel remain light-skinned. Consequently, the absence of role models for an increasing number of students of color may contribute to low levels of aspiration. Many attempts and existing literature regarding the achievement gap of students of color, especially Latinos/as, seem to have had modest or no impact, even when statistical analysis and sound rationales are provided. On the other hand, the stories included in this book offer an alternative that may have an impact and long-lasting effect in the lives of students of color. Story messages tend to stay longer with us and enable us to make sense of complex situations, such as education, culture, and personality traits-persistence, motivation, resilience. Consequently, the stories in this book become vehicles to learn from real-life examples the abstractions of education, home and school culture, and other factors that contribute to academic success. Furthermore, the stories encourage people to write, tell, and share experiences to address ongoing problems; invite change where change is needed; organize thoughts and seek meaningful solutions; invite us to become cognizant about how our emotions direct our thoughts and "move mountains"; enable us to discover undercurrents that hinder organizational communication; direct us to pay attention to the little things that matter and build trust; awaken the good in people through an invitational approach, as opposed to one that it's mandated; push us to avoid playing it safe and stick out our emotional necks when dealing with people; seek authentic voices to make room for new thinking; make time for people; and allow our voices to define the values we embrace.

This is the first comprehensive account of Hungarian stress and intonation to appear in English. The emphasis is on description, but a large number of theoretical issues are also dealt with in an original way. Hungarian is a Uralic or Finno-Ugric language spoken by over thirteen million people in Central Europe. The study of its stress and intonation will be of special interest to intonationists, phonologists, Hungarian language specialists, and their students at intermediate level and above.

These essays explore music and its relationship to language, aesthetics, and culture in the life and work of the preeminent Modernist writer Virginia Woolf (Mrs. Dalloway, To the Lighthouse, Orlando, A Room of One's Own, and other works). Approaching Woolf from musicology, literary criticism, and gender studies, the collection examines Woolf's musical background; music in Woolf's fiction and critical writings; and the importance of music in the Bloomsbury milieu and its role within the larger framework of Modernism. Making use of Woolf's diaries, letters, fiction, and the testimony of her contemporaries, these essays illuminate the rich and deeply musical nature of Woolf's works.

These essays explore music and its relationship to language, aesthetics, and culture in the life and work of the preeminent Modernist writer Virginia Woolf (Mrs. Dalloway, To the Lighthouse, Orlando, A Room of One's Own, and other works). Approaching Woolf from musicology, literary criticism, and gender studies, the collection examines Woolf's musical background; music in Woolf's fiction and critical writings; and the importance of music in the Bloomsbury milieu and its role within the larger framework of Modernism. Making use of Woolf's diaries, letters, fiction, and the testimony of her contemporaries, these essays illuminate the rich and deeply musical nature of Woolf's works.

Die folgenden Untersuchungsergebnisse sind die Resultate einer fast zehn jahrigen planmaBigen Forschungsarbeit meines Instituts. Die programmaBigen Grundlinien derselben habe ich im Jahre I923 in meinem Antrittsvortrag gelegent lich der Ubernahme des Instituts dargestellt. Mein ursprunglicher Zweck, an dem ich auch noch heute festhalte, ist: die Erforschung der dynamischen Zu sammenhange jener physiologischen und okologischen Erscheinungen, welche die ernahrungsphysiologischen Funktionen des Waldes beherrschen. Ich muBte aber sehr bald, schon wahrend der orientierenden Vorunter suchungen, zu der klaren Einsicht gelangen, daB, solange der innere Zusammen hang zwischen den biogenen Elementen des Waldbodens und den ernahrungs physiologischen Vorgangen des Waldes nicht restlos aufgeschlossen ist, unsere weiteren Untersuchungen jener festen und exakten Grundlage entbehren werden, welche ur sicheren und erfolgreichen Erfassung der vorliegenden Probleme unerlaBlich sind. Wir muBten daher vor aHem die planmaBige Unter suchung der biologischen Funktionen des Waldbodens durchfiihren. Dies ist der kurze und logische Werdegang des Zustandekommens unserer Forschungsarbeiten. Sie haben uns in der spateren Folge die dominierende dynamische Natur fast aHer bodenbiologischen Erscheinungen klar erwiesen, so daB ich schlieBlich zur Erforschung derselben den schwierigen Weg der langen, mehrere Jahre andauernden Massenuntersuchungen betreten muBte."

Navigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K-20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group-Latinos/as-in this country. Researchers of this topic offer compelling statistics, such as the following projection: Out of 100 Latino/a students, a few more than 50 will finish high school; out of this number, five will enroll in college; and out of the original 100, less than one percent will complete a doctorate. While the causes of low academic attainment for Latinos may vary, including limited financial resources and cultural differences, the lack of Latino role models in K-20 education may be a significant contributing factor. The expression, "You can't be what you don't see" is especially applicable to Latino/a students who seldom see people like them in positions of prominence and power in educational environments. Across the country, and in particular in states with high numbers of Latino/a students, as the K-20 student body becomes darker, the teaching and decision-making personnel remain light-skinned. Consequently, the absence of role models for an increasing number of students of color may contribute to low levels of aspiration. Many attempts and existing literature regarding the achievement gap of students of color, especially Latinos/as, seem to have had modest or no impact, even when statistical analysis and sound rationales are provided. On the other hand, the stories included in this book offer an alternative that may have an impact and long-lasting effect in the lives of students of color. Story messages tend to stay longer with us and enable us to make sense of complex situations, such as education, culture, and personality traits-persistence, motivation, resilience. Consequently, the stories in this book become vehicles to learn from real-life examples the abstractions of education, home and school culture, and other factors that contribute to academic success. Furthermore, the stories encourage people to write, tell, and share experiences to address ongoing problems; invite change where change is needed; organize thoughts and seek meaningful solutions; invite us to become cognizant about how our emotions direct our thoughts and "move mountains"; enable us to discover undercurrents that hinder organizational communication; direct us to pay attention to the little things that matter and build trust; awaken the good in people through an invitational approach, as opposed to one that it's mandated; push us to avoid playing it safe and stick out our emotional necks when dealing with people; seek authentic voices to make room for new thinking; make time for people; and allow our voices to define the values we embrace.