In this sequel to Can You See Me?, Libby Scott and Rebecca Westcott return with another heartwarming and eye-opening story of friendship and middle school, inspired by Libby's own experiences of autism. Everyone else in Tally's grade seems excited for their class trip... And she knows she is supposed to be too. Ever since her classmates found out she is autistic, Tally has felt more comfortable being herself. But the end-of-year trip will be an entire week -- her longest overnight trip ever. How will she sleep? What about all the bugs? What will her dog, Rupert, do without her at home?Though she decides she doesn't want to miss out, bad news strikes as soon as she arrives: She isn't bunking with her friend Aleksandra. Instead, she is rooming with her former friends and two girls from a neighboring school -- who both reject Tally on day one.Tally isn't sure she'll ever make new friends. And how will she survive for so long away from home?Told through a mix of prose and diary entries, this authentic and relatable novel is about finding your people, and learning what it takes to be a true friend.
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Papers of the forty-third Algonquian Conference held at University of Michigan in October 2011. The papers of the Algonquian Conference have long served as the primary source of peer-reviewed scholarship addressing topics related to the languages and societies of Algonquian peoples. Contributions, which are peer-reviewed submissions presented at the annual conference, represent an assortment of humanities and social science disciplines, including archeology, cultural anthropology, history, ethnohistory, linguistics, literary studies, Native studies, social work, film, and countless others. Both theoretical and descriptive approaches are welcomed, and submissions often provide previously unpublished data from historical and contemporary sources, or novel theoretical insights based on firsthand research. The research is commonly interdisciplinary in scope and the papers are filled with contributions presenting fresh research from a broad array of researchers and writers. These papers are essential reading for those interested in Algonquian world views, cultures, history, and languages. They build bridges among a large international group of people who write in different disciplines. Scholars in linguistics, anthropology, history, education, and other fields are brought together in one vital community, thanks to these publications.
Band 16.1 der zehnbändige KWIC-Konkordanz zum Gesamtwerk Geoffrey Chaucers. Diese ermöglicht der Forschung erstmals, vollständige und systematische Untersuchungen an Chaucers Sprache und Texten durchzuführen. Mediävisten und Historiker der englischen Sprache erhalten damit ein Standardwerk wissenschaftlicher Arbeit. Die Konkordanz zu Chaucer basiert auf der Ausgabe „The Riverside Chaucer“, hrsg. von Larry Dean Benson (Boston, 1987 und Oxford, 1988), der heute international verbindlichen Ausgabe. Diese computer-gestützte Chaucer-Konkordanz ersetzt das von Hand erstellte Werk von Tatlock und Kennedy (1927), dem die heute veraltete „Globe-Edition“ zugrunde liegt.
The lessons in Getting to Know Me aim to foster positive attitudes towards self and others. The book contains worksheets, games, cards and study grids to assist teachers in their day-to-day work in the classroom. All worksheets come with teachers notes suggesting ways of presenting the lessons, and can be used as a structured learning programme, as
This volume of papers selected from the 11th International Conference on the Structure of Hungarian addresses current topics in Hungarian linguistics, focusing on their theoretical implications.The papers in syntax investigate the complement zone of nouns, the syntax of case assigning adpositions, sluicing in relative clauses, generic/habitual readings in clauses containing a free choice item, the argument structure of experiencer verbs in Hungarian, and cataphoric propositional pronoun insertion in Hungarian and German. The papers in morphosyntax analyze morphological alienability splits and the manifestation of the Inverse Agreement Constraint in Hungarian. The studies in phonetics and phonology inquire into regressive voicing assimilation in Hungarian and Slovak, and explore the predictions of the Functional Load Hypothesis for stress-marking and the relationship between the phonetic and phonological properties of /a:/ in Hungarian. The volume will appeal not just to scholars working on Hungarian, but to a general audience of theoretical linguists.