What do we need to know about language and why do we need to know it? This book shows how viewing the world through a linguistics lens can help us to understand how we communicate with each other and why we do it in the ways we do. Above all this book is about noticing. It is about encouraging readers to pay attention to the language that surrounds them. The book addresses fundamental linguistic questions such as: Where do people's beliefs about language come from? Who decides what language we should speak? How do we choose the best way to express what we mean? It introduces a set of practical tools for language analysis and, using examples of authentic communicative activity including overheard conversations, Facebook posts and public announcements, shows how this kind of analysis works and what it can tell us about social interaction. Exploring language and language use from a social, intercultural and multilingual perspective, the authors demonstrate the relevance of linguistics in understanding day-to-day interaction. This book will help readers not only to become informed, active observers of language for its own sake, but also to be able to take on and challenge some of the misconceptions, assumptions and prejudices that so often underlie public discussion of language issues.

• Combining the expertise and experience of a practising teacher and an academic linguist to address language issues in schools. • Covers the full range of language issues in schools, inside the classroom and outside it • exposes damaging misconceptions and prejudices about how students speak and write • Enables teachers and school management teams make more informed and productive decisions about language use in school. • Includes techniques and activities teachers can use to encourage students to notice language issues alongside worked examples of lesson plans for different subject areas.

• Combining the expertise and experience of a practising teacher and an academic linguist to address language issues in schools. • Covers the full range of language issues in schools, inside the classroom and outside it • exposes damaging misconceptions and prejudices about how students speak and write • Enables teachers and school management teams make more informed and productive decisions about language use in school. • Includes techniques and activities teachers can use to encourage students to notice language issues alongside worked examples of lesson plans for different subject areas.

What do we need to know about language and why do we need to know it? Providing the essential tools with which to analyse and talk about language, this book demonstrates the relevance of linguistics to our understanding of the world around us. This second edition includes: - Discussion of key areas of contemporary interest, such as neo-pronouns, translanguaging, and communication in the digital arena -Two brand new chapters exploring language and identity, and language and social media - A range of new and international examples - New and updated references and suggested readings - Tasks to aid learning at the end of each chapter - A glossary of key terms. Introducing a set of practical tools for language analysis and using numerous examples of authentic communicative activity, such as overheard conversations, social media posts, advertisements and public announcements, Why Do Linguistics? explores language and language use from a social, intercultural and multilingual perspective, showing how this kind of analysis works and what it can tell us about social interaction. Also accompanied by a new companion website featuring audio, video and other supportive resources for students and teachers, this book will help you to become an informed, active noticer of language.

Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments, from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language, and attitudes towards it. Through concrete examples from language classrooms, in the form of vignettes and accounts from native speaker and non-native speaker teachers alike, they explore the experiences of teachers worldwide in relation to issues of identity and professionalism, nativeness and non-nativeness, and the pressures of dealing with the expectations with which English has become invested. While recognising the often precarious academic and institutional status of TESOL teachers, the book pulls no punches in challenging those teachers as a whole to become more ambitious in their aims, positioning themselves not as mere skills providers, but language experts, specialists in their subject, members of a legitimate academic discipline. Only then, the authors argue, will TESOL teachers and their work be taken seriously and their expertise recognised.

What do we need to know about language and why do we need to know it? Providing the essential tools with which to analyse and talk about language, this book demonstrates the relevance of linguistics to our understanding of the world around us. This second edition includes: - Discussion of key areas of contemporary interest, such as neo-pronouns, translanguaging, and communication in the digital arena -Two brand new chapters exploring language and identity, and language and social media - A range of new and international examples - New and updated references and suggested readings - Tasks to aid learning at the end of each chapter - A glossary of key terms. Introducing a set of practical tools for language analysis and using numerous examples of authentic communicative activity, such as overheard conversations, social media posts, advertisements and public announcements, Why Do Linguistics? explores language and language use from a social, intercultural and multilingual perspective, showing how this kind of analysis works and what it can tell us about social interaction. Also accompanied by a new companion website featuring audio, video and other supportive resources for students and teachers, this book will help you to become an informed, active noticer of language.

Neurotransmitters are usually considered to be endogenous substances that are released from neurons, act on receptor sites that are typically present on membranes of postsynaptic cells and produce a functional change in the properties of the target cell. They are essential features of the nervous systems of all animals and numerous chemicals can act as neurotransmitters either intentionally (e.g. pesticides) or unintentionally (neurotoxins). The most common forms of neurotoxicity are the death of neurons, degeneration of axons, damage to glial cells and interference with the axonal membrane or neurotransmission. Important neurotoxins are found among pesticides, metals, solvents, natural substances, and industrial chemicals. Environmental chemicals may also contribute to the pathology of neurodevelopmental, neuropsychiatric, and neurodegenerative disorders. Neurotransmitters and Toxicology will be particularly appealing to toxicologists with an interest in neurotoxicology in a variety of sub-disciplines, as well as neuro-chemists interested in pathology and disease mechanisms associated with neurotoxicants.

This first volume chronicles the early stages of the outbreak and world-wide spread of SARS-Cov-2 (COVID-19) and delineates the role of several disciplines in therapeutic and control measures. Documenting the epidemiologic response from China, the clinical evaluation, pathology and intial therapeutics that were available during the first 6 months and onwards of the outbreak, this book records how the response to the pandemic was mounted and how various branches of science and research combined to rapidly expand our understanding of the disease.

This second volume chronicles the later stages of the outbreak of SARS-Cov-2 (COVID-19) and delineates the role of several disciplines in therapeutic and control measures highliting the response from specific coutries of note and efforts to repurpose and produce new therapeutics and vaccines. By addressing considerations of efficacy and safety of drugs and chemicals used to combat COVID-19, virtually in real-time, this book documents and highlights the advances in science and place the toxicology, pharmaceutical science, public health and medical community in a better position to advise in future epidemics.

Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers actually teach? What do they know about language, about English and the ways it is used in the world? How do they view themselves and their work, and how are they viewed by others? How is TESOL perceived as a profession and as a discipline? How can teachers make the most of the available resources? Can global English really deliver what it seems to promise? These are some of the questions explored in Rethinking TESOL in Diverse Global Settings, a book which examines what we mean when we talk about English language teaching and what we understand the job of an English language teacher to be. Covering diverse teaching environments, from China to Latin America and the Middle East, and from elementary school to university, the authors take a critical look at TESOL by focusing on the actual substance of the subject, language, and attitudes towards it. Through concrete examples from language classrooms, in the form of vignettes and accounts from native speaker and non-native speaker teachers alike, they explore the experiences of teachers worldwide in relation to issues of identity and professionalism, nativeness and non-nativeness, and the pressures of dealing with the expectations with which English has become invested. While recognising the often precarious academic and institutional status of TESOL teachers, the book pulls no punches in challenging those teachers as a whole to become more ambitious in their aims, positioning themselves not as mere skills providers, but language experts, specialists in their subject, members of a legitimate academic discipline. Only then, the authors argue, will TESOL teachers and their work be taken seriously and their expertise recognised.

Consumer and environmental protection depend on the careful regulation of all classes of chemicals. Toxicology is the key science used to evaluate safety and so underpins regulatory decisions on chemicals. With the growing body of EU legislation involved in chemical regulation, there is a concomitant need to understand the toxicological principles underlying safety assessments Regulatory Toxicology in the European Union is the first book to cover regulatory toxicology specifically in Europe. It addresses the need for a wider understanding of the principles of regulatory toxicology and their application and presents the relationship between toxicology and legislative processes in regulating chemical commodities across Europe. This title has a broad scope, covering historical and current chemical regulation in Europe, the role of European agencies and institutions, and also the use of toxicology data for important classes of chemicals, including human and veterinary medicines, animal feed and food additives, biocides, pesticides and nanomaterials. This book is therefore extremely pertinent and timely in the toxicology field at present. This book is an essential reference for regulatory authorities, industrialists, academics, undergraduates and postgraduates working within safety and hazards, toxicology, the biological sciences, and the medicinal and pharmaceutical sciences across the European Union.

Insects are more similar in structure and physiology to mammals than plants or fungi. Consequently, insecticides are often of greater toxicity to mammals than herbicides. This is particularly the case with neurotoxins. However, some insecticides are targeted at structures or hormonal systems specific to insects (insect growth regulators/chitin synthesis inhibitors) so are less harmful but can still be mildly haematotoxic. There are, therefore, issues specific to insecticides, which do not occur with other pesticides - hence the need for a book specifically on insecticide toxicology in mammals. The book starts with general issues relating to the mammalian toxicity of insecticides, including target/non-target specificity, nomenclature and metabolism of insecticides. It then goes on to discuss specific types of insecticides including: organochlorines; anticholinesterases; pyrethrum and synthetic pyrethroids; nicotine and the neonicotinoids; insect growth regulators/ecdysone agonists/chitin synthesis inhibitors; insecticides of natural origin; biological insecticides; and insecticides used in veterinary medicine.

What do we need to know about language and why do we need to know it? This book shows how viewing the world through a linguistics lens can help us to understand how we communicate with each other and why we do it in the ways we do. Above all this book is about noticing. It is about encouraging readers to pay attention to the language that surrounds them. The book addresses fundamental linguistic questions such as: Where do people's beliefs about language come from? Who decides what language we should speak? How do we choose the best way to express what we mean? It introduces a set of practical tools for language analysis and, using examples of authentic communicative activity including overheard conversations, Facebook posts and public announcements, shows how this kind of analysis works and what it can tell us about social interaction. Exploring language and language use from a social, intercultural and multilingual perspective, the authors demonstrate the relevance of linguistics in understanding day-to-day interaction. This book will help readers not only to become informed, active observers of language for its own sake, but also to be able to take on and challenge some of the misconceptions, assumptions and prejudices that so often underlie public discussion of language issues.