bluuebunny/crossref_metadata_2025_split huggingface dataset:
Developmental Language Disorder and the Assessment of Signed Language
Authors: Quinto-Pozos David 
Published: December 2021

Abstract
In recent years, deaf and/or hard of hearing (D/HH) children with atypical signed language abilities have become the focus of attention by researchers and educators, especially clinicians in programs that focus on bilingual (signed-written/spoken) education. Studies have shown that Deaf children with a language disorder present with a myriad of linguistic challenges, including struggles with fingerspelling comprehension, complex morphology, or lexical processing. This chapter highlights methods commonly used in assessing children suspected of having a developmental signed language disorder. In addition, it outlines issues that are critical for working with D/HH children, such as considering the possible role of co-occurring disabilities (such as attention deficits and autism) and obtaining information and support from parents and educators/clinicians. Finally, the chapter outlines suggestions for researchers and clinicians working together to identify and provide intervention for children suspected of having a developmental signed language disorder.
Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children
Authors: Crowe Kathryn 
Published: December 2021

Abstract
Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.
Validation of Signed Language Assessments for Adult L2 Learners
Authors: Schönström Krister , Hauser Peter C. , Rathmann Christian 
Published: December 2021

Abstract
This chapter focuses on the validity of tests of second language (L2) signed language learners. Test validity depends on how test developers take the language as well as the modality into consideration and how the test captures natural variation in local signed languages, which impacts the use of tests and interpretation of results. In this chapter, the argument-based approach to validation is used to evaluate claims that test developers make about the uses of tests. A sample of signed language tests for L2 learners is reviewed and discussed. Caution in the extrapolation and making decisions based on test results are discussed. The chapter ends with suggestions about how to evaluate the validity of future L2 signed language tests.
New Technologies in Second Language Spoken Assessment
Authors: Nguyen Phuong , Hegelheimer Volker 
Published: December 2021

Abstract
In second language (L2) spoken assessment, one challenge has been to mimic real-life situations. New technologies may help improve test authenticity by placing language learners into authentic settings. This chapter provides an overview of the use and usefulness of new technologies in L2 spoken assessment and outlines inherent opportunities and challenges presented by these technologies. Specifically, it discusses commonly used technologies for test design, delivery, and scoring of examinees’ responses. It concludes with a visitation of Douglas’s warning that “language testing … driven by technology, rather than technology being employed in the services of language testing, is likely to lead us down a road best not traveled” in light of recent technological advances.
Discussion on New Technologies in Spoken and Signed Language Assessment
Authors: Ebling Sarah , Nguyen Phuong , Hegelheimer Volker , Cihan Camgöz Necati , Bowden Richard 
Published: December 2021

Abstract
This chapter discusses the implications of second language (L2) spoken assessment technologies and signed language assessment technologies. Specifically, the authors discuss how signed language recognition technology can be applied for the assessment of interactional competence in L2 spoken language assessment. The chapter outlines assessment management systems and the improvement of signed language recognition and animation technologies as important steps to support L2 signed language assessment. The authors also propose directions for future technological developments in both spoken language and signed language assessment. This chapter is a joint discussion of key items related to the use of new technologies in signed and spoken language assessment that were discussed in Chapters 12.1 and 12.2.
Describing Side Two
Authors: Reed S. Alexander 
Published: December 2021

Abstract
This chapter offers the first in-depth musical analysis of Big Science’s second half. Using the paradigms of chronos and kairos explained in chapter 1, it uncovers historical origins, intertextualities, structural characteristics, and the remarkable signs of the songs. Tracks discussed are “O Superman,” “Example #22,” “Let X = X,” and “It Tango.” Particularly noteworthy is the new historical research into the origins of “O Superman,” Laurie Anderson’s top-charting and most well-known song.
Piety and Privilege
Authors: O'Donoghue Tom , Harford Judith 
Published: December 2021

Abstract
During the period 1922–1967 the Catholic Church in Ireland opposed any notion of joint responsibility between laity and clergy for secondary school education. The State also permitted the Church to pursue its major interest in education in secondary schools. Unhindered, the Church thus was able to promote within the schools sets of practices aimed at ‘the salvation of souls’ and at the reproduction of a loyal middle class along with priests, brothers, and nuns to maintain and expand the institution. The State for its part supported that arrangement as the Church also acted on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. All of that took place at a financial cost much lower than the provision of a totally State-funded system of schooling would have entailed.
Segregation, Innocence, and Gender Construction
Authors: O’Donoghue Tom , Harford Judith 
Published: December 2021

Abstract
The Catholic Church ensured its teachers operated the secondary schools in such a manner that the sexes were segregated. That it did partly because of its view that if there were not appropriate safeguards, young people would readily engage in sexual relations before marriage, a practice considered gravely sinful. Thus, it promoted single-sex education to minimize threats in this regard. Equally, it promoted it to perpetuate the domestication of women and to encourage students, both male and female, to join the religious life, a matter dealt with in detail in the next chapter. For the same reasons, the Catholic bishops and the schools’ authorities also frowned on the provision of sex education. The Church also operated the secondary schools to construct as it desired those Irish Catholic males and females it recognized were not going to enter religious life.
Feudal Privilege in Education
Authors: O’Donoghue Tom , Harford Judith 
Published: December 2021

Abstract
The concern in this chapter is with how the Church constructed the religious as teachers and as school principals, with memories of how they concurrently constructed themselves. An informing assumption is that one needs to consider these matters to arrive at an appreciation of how the religious were able to operate to pursue the Church’s interests in the classroom. Notwithstanding the nature of their religious formation and the rules that governed their lives, members of the teaching religious were not automatons in their approach to their teaching. If they had been so, then Catholic schooling could possibly have collapsed since the teaching religious would have been unable to respond to challenges, to change, and to demands of them by their superiors. While ‘religious formation’ was very much designed to produce very rigid and largely unbending individuals, the teaching religious were able to execute a certain amount of agency and be leaders even if contained within the structures of the life they lived.
A Marginalized Laity
Authors: O’Donoghue Tom , Harford Judith 
Published: December 2021

Abstract
For the period 1922–1967 the Catholic Church opposed any notion of joint responsibility between laity and clergy for primary and secondary schooling. It did so in order to be able to pursue unhindered its major interest in schooling, which was ‘the salvation of souls’ and the production of priests, brothers, nuns, and a loyal middle class. Further, the State cooperated with the Church because in doing so it was able to pursue its own aim of producing a literate and numerate citizenry, pursuing nation building, and preparing an adequate number of secondary school graduates to address the requirements of the public service and the professions without having to provide schools. The Church legitimated the involvement of the teaching religious in associated practices with parents, school inspectors, and lay teachers. Relatedly, it worked to try to ensure that the voices of educationists who were not religious received little hearing in relation to education policy-making. A small number of secondary schools run largely by lay Catholics were able to operate. The individuals in question, in establishing these schools, quietly contested the hegemony of the Catholic clergy and religious in the provision of education, and indicated what might be possible in the future.
The Student in the Classroom and Beyond
Authors: O’Donoghue Tom , Harford Judith 
Published: December 2021

Abstract
This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.
Quantisation of the Electromagnetic Field and Spontaneous Photon Emission
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
We develop the method of canonical quantisation for the case of the free electromagnetic field. We choose the Coulomb gauge, which has a simpler physical interpretation. We introduce the creation and annihilation operators in this framework. The formalism is applied to the problem of spontaneous emission of radiation from an excited atomic state at first order in the perturbation expansion. This allows us to obtain a concrete physical result, namely the computation of an excited state decay rate, and, at the same time, have a first look at abstract concepts, such as gauge invariance and renormalisation.
Relativistic Wave Equations
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
We derive the most general relativistically covariant linear differential equations, having at most two derivatives, for scalar, spinor and vector fields. We introduce the corresponding Lagrangian and Hamiltonian formalisms and present the expansion of the solutions in terms of plane waves. In each case, we study the propagation properties of the corresponding Green functions. We start with the simplest example of the Klein–Gordon equation for a real field and generalise it to that of N real, or complex fields. As a next step we derive the Weyl, Majorana and Dirac equations for spinor fields. They are first order differential equations and we show how to adapt to them the canonical formalism. We end with the Proca and Maxwell equations for massive and massless spin-one fields and, in each case, we determine the physical degrees of freedom.
Towards a Relativistic Quantum Mechanics
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
The Klein–Gordon and the Dirac equations are studied as candidates for a relativistic generalisation of the Schrödinger equation. We show that the first is unacceptable because it admits solutions with arbitrarily large negative energy and has no conserved current with positive definite probability density. The Dirac equation on the other hand does have a physically acceptable conserved current, but it too suffers from the presence of negative energy solutions. We show that the latter can be interpreted as describing anti-particles. In either case there is no fully consistent interpretation as a single-particle wave equation and we are led to a formalism admitting an infinite number of degrees of freedom, that is a quantum field theory. We can still use the Dirac equation at low energies when the effects of anti-particles are negligible and we study applications in atomic physics.
Gauge Interactions
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
The principle of gauge symmetry is introduced as a consequence of the invariance of the equations of motion under local transformations. We apply it to Abelian, as well as non-Abelian, internal symmetry groups. We derive in this way the Lagrangian of quantum electrodynamics and that of Yang–Mills theories. We quantise the latter using the path integral method and show the need for unphysical Faddeev–Popov ghost fields. We exhibit the geometric properties of the theory by formulating it on a discrete space-time lattice. We show that matter fields live on lattice sites and gauge fields on oriented lattice links. The Yang–Mills field strength is related to the curvature in field space.
Spontaneously Broken Symmetries
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
The phenomenon of spontaneous symmetry breaking is a common feature of phase transitions in both classical and quantum physics. In a first part we study this phenomenon for the case of a global internal symmetry and give a simple proof of Goldstone’s theorem. We show that a massless excitation appears, corresponding to every generator of a spontaneously broken symmetry. In a second part we extend these ideas to the case of gauge symmetries and derive the Brout–Englert–Higgs mechanism. We show that the gauge boson associated with the spontaneously broken generator acquires a mass and the corresponding field, which would have been the Goldstone boson, decouples and disappears. Its degree of freedom is used to allow the transition from a massless to a massive vector field.
The Principles of Renormalisation
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
Loop diagrams often yield ultraviolet divergent integrals. We introduce the concept of one-particle irreducible diagrams and develop the power counting argument which makes possible the classification of quantum field theories into non-renormalisable, renormalisable and super-renormalisable. We describe some regularisation schemes with particular emphasis on dimensional regularisation. The renormalisation programme is described at one loop order for φ4 and QED. We argue, without presenting the detailed proof, that the programme can be extended to any finite order in the perturbation expansion for every renormalisable (or super-renormalisable) quantum field theory. We derive the equation of the renormalisation group and explain how it can be used in order to study the asymptotic behaviour of Green functions. This makes it possible to introduce the concept of asymptotic freedom.
A Gauge Theory for the Weak and Electromagnetic Interactions
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
In this chapter we develop the Glashow–Weinberg–Salam theory of electromagnetic and weak interactions based on the gauge group SU(2) × U(1). We show that the apparent difference in strength between the two interactions is due to the Brout–Englert–Higgs phenomenon which results in heavy intermediate vector bosons. The model is presented first for the leptons, and then we argue that the extension to hadrons requires the introduction of a fourth quark. We show that the GIM mechanism guarantees the natural suppression of strangeness changing neutral currents. In the same spirit, the need to introduce a natural source of CP-violation leads to a six quark model with the Cabibbo–Kobayashi–Maskawa mass matrix.
The Strong Interactions
Authors: Iliopoulos J. , Tomaras T.N. 
Published: December 2021

Abstract
For many years strong interactions had a well-deserved reputation for complexity. Their apparent strength rendered perturbation theory inapplicable. However, in the late 1960s a series of experiments studying the deep inelastic electron–nucleon scattering showed that at a more fundamental level, the strong interactions among the constituent quarks can be described perturbatively by an asymptotically free gauge theory. We present the theory of quantum chromodynamics, the unbroken gauge theory of the colour SU(3) group. We show how we can compute its predictions in the kinematic regions in which perturbation theory is applicable, but also in the strong coupling regime through numerical simulations on a space-time lattice.
Christian and Literary Rhetorics of the Early Middle Ages
Authors: Copeland Rita 
Published: December 2021

Abstract
Chapter 2 considers the fortunes of stylistic teaching about emotion in late antique and early Christian literary rhetoric: Augustine’s De doctrina christiana, Macrobius’ Saturnalia, and Cassiodorus’ psalm commentary. Here the teaching can explicitly articulate an ethical dimension of style, where the teacher/speaker calls attention to his investment in the emotional charge of the text. But when that ethical value is merely assumed, not overtly stated, as in many monastic and clerical rhetorics over the following centuries, the force of the ethical defense of rhetoric diminishes. The chapter traces this “naturalization” of the ethical defense in the rhetorics of Isidore of Seville, Bede, Rupert of Deutz, and the twelfth-century cathedral master Onulf of Speyer.
De regimine principum
Authors: Copeland Rita 
Published: December 2021

Abstract
Chapter 5 considers the most important factor in the reception of Aristotle’s Rhetoric, its translation from the speculative domain of scholastic philosophy to political philosophy and statecraft in Giles of Rome’s De regimine principum. Widely copied and translated, this treatise proved the most influential interpretation of the Rhetoric. If in his early commentary Giles had showed little understanding of Aristotle’s distinctive phenomenology of emotions, his mirror of princes, written only a few years later, registers and mobilizes that active political dimension of emotion that is so important to Aristotelian rhetoric. Aristotle’s treatise on the emotions in book 2 of the Rhetoric figures extensively in De regimine principum, as Giles frames his theory of kingship in terms of the communicative strategies essential to rhetoric, “through arguments that are obvious and felt by the senses.” In this treatise, we also see how Giles has internalized the power of enthymematic argument, understanding political discourse as a kind of affective persuasion calling upon beliefs as well as emotions.
Epilogue
Authors: Copeland Rita 
Published: December 2021

Abstract
The reception of Aristotelian rhetoric was gradual and often partial. It did not overthrow established rhetorical theory; it did not displace the school rhetorics that foregrounded stylistic facility as the main source of emotional appeal. Indeed, we might characterize much late medieval rhetorical thought and practice as hybrid, balancing—sometimes nervously—between older systems that were learned consciously and theoretical models that were absorbed through later cultural influences. This concluding chapter considers some later medieval experiments with the rhetorical vocabulary of emotion before looking forward to the canonical expansions and more synthetic directions of early renaissance rhetoric. After a brief look at Ramon Llull’s Rethorica nova, the chapter turns to the French Eschéz d’amours and Evrart de Conty’s Eschéz amoureux moralisés, Christine de Pizan’s Livre des fais et bonnes meurs du sage roy Charles V, the anonymous Tractatus de regimine principum ad regem Henricum sextum, and Alain Chartier’s Quadrilogue invectif. The chapter ends with a brief look at the “mixed rhetorics” of the early Renaissance, where Aristotelian rhetoric found greater traction alongside the growing corpus of Ciceronian rhetoric.
Lessons in French
Authors: Rice Alison 
Published: December 2021

Abstract
None of the writers in my study can call French, without hesitation and qualification, a mother tongue. Some of them didn’t start studying the language until they arrived in Paris in their twenties and grappled with learning a new form of expression at a relatively late age. When they recall their initial exposure to this foreign tongue, they describe a fascinating apprenticeship involving dictionaries and renowned works of French literature, and they often shed light on the distinction between oral and written competence in their experience. It is crucial to note that even those authors who have long been fluent in French underscore their non-native relationship to it. Chapter 3 addresses the approaches of these worldwide women writers to French and examines their inventive literary publications in this tongue. It is sensitive to the history of this language and its inextricable connection to a colonial past that many of these writers experienced or became aware of in their homeland. It also focuses on the reality that, for almost all of these authors, this is not the only tongue with which they are familiar. For multilingual individuals, selecting French as their language of literary creation is often the result of a conscious choice motivated by a particular affinity. What comes through in their reflections is most often a passion for this language and a confirmation of the freedom it affords them, as well as an affirmation of its inimitable music that makes it especially well-suited for creative compositions.