Argues that Victorian legal, linguistic, and cultural attitudes toward promises--especially promises to marry--had a formative effect on novels of the period.

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

Great programmers aren't born--they're made. The industry is moving from object-oriented languages to functional languages, and you need to commit to radical improvement. New programming languages arm you with the tools and idioms you need to refine your craft. While other language primers take you through basic installation and "Hello, World," we aim higher. Each language in Seven More Languages in Seven Weeks will take you on a step-by-step journey through the most important paradigms of our time. You'll learn seven exciting languages: Lua, Factor, Elixir, Elm, Julia, MiniKanren, and Idris. Learn from the award-winning programming series that inspired the Elixir language. Hear how other programmers across broadly different communities solve problems important enough to compel language development. Expand your perspective, and learn to solve multicore and distribution problems. In each language, you'll solve a non-trivial problem, using the techniques that make that language special. Write a fully functional game in Elm, without a single callback, that compiles to JavaScript so you can deploy it in any browser. Write a logic program in Clojure using a programming model, MiniKanren, that is as powerful as Prolog but much better at interacting with the outside world. Build a distributed program in Elixir with Lisp-style macros, rich Ruby-like syntax, and the richness of the Erlang virtual machine. Build your own object layer in Lua, a statistical program in Julia, a proof in code with Idris, and a quiz game in Factor. When you're done, you'll have written programs in five different programming paradigms that were written on three different continents. You'll have explored four languages on the leading edge, invented in the past five years, and three more radically different languages, each with something significant to teach you.

Over the last few decades, the use of virtual technologies in education, including foreign/second language instruction, has developed into a substantial field of study. Through virtual technologies, language learners can develop metacognitive and metalinguistic skills, and they can practice the language by interacting with real/virtual users or virtual objects, a very important issue for language learners who have no or little contact with native or target language speakers outside the classroom. Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction provides emerging research exploring the theoretical and practical aspects of virtual technologies and applications in engaging language learners both within and outside the classroom. Featuring coverage on a broad range of topics such as game-based learning, online classrooms, and learning management systems, this publication is ideally designed for academicians, researchers, scholars, educators, graduate-level students, software developers, instructional designers, linguists, and education administrators seeking current research on how virtual technologies can be utilized and interpreted methodologically in virtual classroom settings.

Rich with analyses of concepts from deconstruction, systems theory, and post-Marxism, with critiques of fundamentalist thought and the war on terror, this volume argues for developing a philosophy of being in order to overcome the quandary of postmodern relativism. Undergirding the contributions are the premises that ontology is a vital concept for philosophy today, that an acceptable leftist ontology must avoid the kind of identity politics that has dominated recent cultural studies, and that a new ontology must be situated within global capitalism.

What has happened since de Man and Derrida first read Austin? How has the encounter between deconstruction and the performative affected each of these terms? In addressing these questions, this book brings together scholars whose works have been provoked in different ways by the encounter of deconstruction and the performative. Following Derrida's appeal to any rigorous deconstruction to reckon with Austin's theorems and his ever growing commitment to rethink and rewrite the performative and its multiple articulations, it is now urgent that we reflect upon the effects of a theoretical event that has profoundly marked the contemporary scene. The contributors to this book suggest various ways of re-reading the heritage and future of both deconstruction and the performative after their encounter, bringing into focus both the constitutive aporia of the performative and the role it plays within the deconstruction of the metaphysical tradition.