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This volume offers qualitative as well as corpus-based quantitative studies on three domains of grammatical variation in the British Isles. All studies draw heavily on the Freiburg English Dialect Corpus (FRED), a computerized corpus for predominantly British English dialects comprising some 2.5 million words. Besides an account of FRED and the advantages which a functional-typological framework offers for the study of dialect grammar, the volume includes the following three substantial studies. Tanja Herrmann's study is the first systematic cross-regional study of relativization strategies for Scotland, Northern Ireland, and four major dialect areas in England. In her research design Hermann has included a number of issues crucial in typological research on relative clauses, above all the Noun Phrase Accessibility Hierarchy. Lukas Pietsch investigates the so-called Northern Subject Rule, a special agreement phenomenon known from Northern England, Scotland and Northern Ireland. His study is primarily based on the Northern Ireland Transcribed Corpus of Speech, but also on the FRED and SED data (Survey of English Dialects) for the North of England. Susanne Wagner is concerned with the phenomenon of pronominal gender, focussing especially on the typologically rather unique semantic gender system in the dialects of Southwest England. This volume will be of interest to dialectologists, sociolinguists, typologists, historical linguists, grammarians, and anyone interested in the structure of spontaneous spoken English.
This volume contains the proceedings of the 19th International Conference on Concurrency Theory (CONCUR 2008) which took place at the University of TorontoinToronto,Canada,August19–22,2008. CONCUR2008wasco-located with the 27th Annual ACM SIGACT-SIGOPS Symposium on the Principles of Distributed Computing (PODC 2008), and the two conferences shared two invited speakers, some social events, and a symposium celebrating the lifelong research contributions of Nancy Lynch. The purpose of the CONCUR conferences is to bring together researchers, developers, and students in order to advance the theory of concurrency and promote its applications. Interest in this topic is continuously growing, as a consequence of the importance and ubiquity of concurrent systems and their applications, and of the scienti?c relevance of their foundations. Topics include basic models of concurrency (such as abstract machines, domain theoretic m- els, game theoretic models, process algebras, and Petri nets), logics for c- currency (such as modal logics, temporal logics and resource logics), models of specialized systems (such as biology-inspired systems, circuits, hybrid systems, mobile systems, multi-core processors, probabilistic systems, real-time systems, synchronoussystems, and Web services),veri?cationand analysis techniques for concurrent systems (such as abstract interpretation, atomicity checking, mod- checking, race detection, run-time veri?cation, state-space exploration, static analysis,synthesis,testing, theorem provingand type systems), andrelated p- gramming models (such as distributed or object-oriented). Of the 120 regular and 5 tool papers submitted this year, 33 regular and 2 tool papers were accepted for presentation and areincluded in the present v- ume.
This collection of essays offers a close look at the connections between American Protestants and money in the Antebellum period. They provide essential background to an issue that continues to generate controversy in the Protestant community today.
Care Work is a collection of original essays on the complexities of providing care. These essays emphasize how social policies intersect with gender, race, and class to alternately compel women to perform care work and to constrain their ability to do so. Leading international scholars from a range of disciplines provide a groundbreaking analysis of the work of caring in the context of the family, the market, and the welfare state.
This book provides an in depth analysis of the critical issues in teamwork in human services organizations and a complete discussion of four models of teamwork. The book includes discussion and analysis of teams in action in settings dealing with all age groups. This book is designed for both graduate students and practicing professionals. It serves as a textbook for interdisciplinary courses in both university courses and in service training experiences.
The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of "ordinary lives" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of "scientific" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered "learning disabled" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as "inclusion phobia", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call "intellectual" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.