Corpus epitheliale und Linse : ein Beitrag zur Kenntnis des dibrandchiaten Cephalopodenauges.

Thesis (doctoral)--Universitat Halle-Wittenberg.

Die Hauptquellen des Corpus-, Epinaler und Erfurter Glossares.

Thesis (doctoral)--Ludwig-Maximilians-Universitat zu Munchen.

Corpus reformatorum.

Contents: v.1-28. Philippi Melanthonis Opera quae supersunt omnia / edidit Carolus Gottlieb Bretschneider -- v.29-87. Ioannis Calvini Opera quae supersunt omnia / ediderunt Guilielmus Baum, Eduardus Cunitz, Eduardus Reuss --v.88-<100>. Huldreich Zwinglis Sämtliche Werke / unter Mitwerkung des Zwingli-Vereins in Zürich.

Corpus juris secundum

Published by West Pub. Co., 1991?-

Corpus Ignatianum; a complete collection of the Ignatian epistles, genuine, interpolated and spurious; togethe with numerous extracts from them, as quoted by ecclesiastical writers down to the tenth century; in Syriac,Greek, and Latin: an English translation of the Syriac text, copious notes, and introduction by William Cureton.

Mode of access: Internet.

Corpus Christianorum.

Description based on: 98, published in 1991.

Corpus apologetarum christianorum saeculi secundi /

Greek and Latin on opposite pages.

Corpus scriptorum christianorum orientalium.

Vols. for have general and special t.-p.

Corpus juris : being a complete and systematic statement of the whole body of the law as embodied in and developed by all reported decisions /

Includes index (in v. 72).

Die Kirchen der stadt Rom in Mittelalter 1050-1300 : A-F (Corpus Cosmatorum II, 1) mit 38 Abbildungen /

Includes bibliographical references (p. 490-505) and indexes.

Corpus praefationum /

Includes indexes.

Occupational titles and supposed gender-neutrality : A corpus-based diachronic study on gender-neutral occupational titles in American English

Traditionally, some occupational titles have been explicitly marked for the gender of the group dominating the occupation. For example, in male-dominated occupations, titles often end with -man. However, since the second-wave feminist movement, several of the previously gender-biased titles have been supplemented by new, gender-neutral titles. Previous research has shown a discrepancy between researchers regarding the implications of these new titles. Some argue that the gender-neutral titles are only used for female referents, whereas others claim that gender-neutral titles, especially for male- dominated occupations, tend to still presuppose maleness. In the present paper, a corpus-based study is conducted on a few selected occupational titles. The aim is to investigate whether the gender-neutral alternatives have increased in usage over time, and whether the gender-biased ones have decreased. In addition, the study aims at examining whether the gender-neutral forms tend to be used primarily for women or men. The present study is corpus-based, examining the particular terms in the TIME Magazine Corpus. The results of the study show that there has been an increase of the gender-neutral forms since their introduction to English, and that they are primarily used when there is no explicit gender referencing. Proposed explanations for these results are that it may depend on the type of work involved in the selected occupations, as well as them being male-dominated. Furthermore, the results indicate that the gender- neutral terms are opted for when gender is either unknown or irrelevant for the context. 

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.

Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development

This paper explores the connections between scaffolding, second language learning and bilingual shared reading experiences. A socio- cultural theory of cognition underpins the investigation, which involved implementing a language and culture awareness program (LCAP) in a year 4 classroom and in the school community. Selected passages from observations are used to analyse the learning of three students, particularly in relation to languages other than English (LOTE). As these three case study students interacted in the classroom, at home and in the community, they co-constructed, appropriated and applied knowledge form one language to another. Through scaffolding, social spaces were constructed, where students learning and development were extended through a variety of activities that involved active participation, such as experimenting with language, asking questions and making suggestions. Extending these opportunities for student learning and development is considered in relation to creating teaching and learning environments that celebrate socio-cultural and linguistic diversity.