The syntax of German-English code-switching.

This thesis is about how words and (word-)forms from German and English interact with each other and with same-language elements. That is, it is a comparison of the syntax of bilingual speakers' monolingual and intra-sententially code-switched utterances. It is based on the assumption that each word in a syntactic dependency relation must satisfy the constraints imposed on it by its own language. This hypothesis is presumed to hold for monolingual and mixed dependencies alike

UPGRADING THE EXISTING OR DESIGNED WATER TREATMENT PLANTS

Briggs was in no danger of being deployed anywhere other than Dundal

Researching inclusive pedagogy with teachers in Hong Kong

This thesis sets out to develop greater understanding of inclusive pedagogy. It explores what teachers do in practice to support everyone’s learning, alongside what they believe about teaching a diversity of learners. In the main part of the empirical work, I researched with six teachers in Hong Kong. Over a period of nine months, I placed myself within the context of these teachers’ work, during which I was able to observe their lessons, as well as reflect with them on their teaching, and discuss their inclusive practices in detail. Their stories of inclusive pedagogy became the six case studies presented here. A key ethical underpinning of this thesis is that learning from teachers requires an open and exploratory approach based on a deep respect for the work that they do. Therefore, while undertaking the six case studies, I sought to apply as far as possible an inclusive research methodological lens. Thus, I was careful to ensure that the research problems were owned by the teachers, and that they were given some control over the processes and outcomes of our exploration where possible. I also considered different presentation strategies so as to reflect more accurately the worldviews of these teacher-researchers. In analysing the individual case studies, I brought together each teacher’s inclusive doing and believing. I then examined the nature of the relationship between these two elements (for example, the extent to which they informed one another), and considered how far this connection might contribute to understanding the teacher’s inclusive practices in context. Through cross-case analysis, I was able to derive two assertions of broader applicability. I have termed these: first, the collective inclusive pedagogy, and second, the growing inclusive pedagogy. I conclude that inclusive pedagogy is a collective responsibility to be shared among all teachers and all children, and it is a capacity which everyone can always improve. This thesis ends with recommendations, based on my key findings, for policy and practice in Hong Kong and beyond. In particular, I propose a signature pedagogy for inclusive teacher education. I also offer some suggestions for future research by drawing upon the methodological strengths and limitations of the study.Jardine Foundatio

A computational approach to Latin verbs: new resources and methods

Questa tesi presenta l'applicazione di metodi computazionali allo studio dei verbi latini. In particolare, mostriamo la creazione di un lessico di sottocategorizzazione estratto automaticamente da corpora annotati; inoltre presentiamo un modello probabilistico per l'acquisizione di preferenze di selezione a partire da corpora annotati e da un'ontologia (Latin WordNet). Infine, descriviamo i risultati di uno studio diacronico e quantitativo sui preverbi spaziali latini