In this chapter I present the main elements of the theory of bare phrase structure: principally the basic operation Merge. This operation replaces phrase-structure rules of all kinds, including the X′-theoretic ones, as the generative component of the theory. We will see that c-command can be directly derived from the effects of Merge. We will also see that Merge can give us a notion of projection. We look at the relation between Merge and LCA, and also introduce the Labelling Algorithm.

There are three ways of becoming a shareholder: by subscribing to a new issue of shares in a company; by purchasing shares from an existing shareholder; or by transmission of ownership in shares due to the operation of law (for example, where shares are transferred to the beneficiary under a will). In this chapter, we focus on the first method: the issuing of shares and securities as a means of fundraising, commonly referred to as ‘raising capital’ or ‘equity raising’. The term ‘subscription’ describes the relationship where a company issues shares directly to a shareholder. The legal relationship between the company that issues and the shareholder who subscribes for new shares can be analysed using the contractual rules of offer and acceptance.

Our primary focus in this chapter is the issue of securities by public companies. Generally speaking, only public companies are permitted to raise capital by issuing securities to a broad cross-section of the public.

This chapter recommends an approach to teaching art in the early years that begins with an underpinning layer of post-structuralist theory. Post-structuralist theories help to examine and question some heartfelt beliefs about art in the early years. There are a number of different theories for teaching the arts with young children. Mostly, it is the role of the teacher that is the focus for examination and analysis. Educators can use theory about discourse and the construction of ideas, thoughts and practices to challenge taken-for-granted beliefs and consciously decide on ways they can support children’s arts learning and their wellbeing.

In this book, we provide a positive, futures-oriented approach to assist you to build on your knowledge, skills, strengths and abilities so that you are prepared for teaching in the current era and able to embrace the many rewards associated with working in the educational sphere. Cognisant of the standardised and high-stakes accountability contexts within which teachers now work, the book will assist in preparing you to understand, and to begin to address, the mandatory accreditation requirements for teaching in Australia. From the outset, you will also be encouraged to develop and reflect on your own personal and professional philosophies of teaching. This chapter introduces some of the literature, research and practices that will help students learn about and reflect on teaching and the teaching profession. It also introduces relevant information about Australia’s school communities and school structures so students can best understand the complex and diverse nature of the work involved in teaching children across the full learning spectrum from early years to senior secondary.

In this chapter, we examine the law relating to corporate finance, focusing on how companies raise capital by issues shares or taking on debt. We examine the nature of share finance (including different types of shares), the different forms of debt finance (including debentures), and the nature of security interests. We consider share capital transactions including dividends, alterations and reduction of capital, share buy-backs and financial assistance transactions. This area of corporate law uses specific terminology. We define these terms in the text, noting that other sources, such as legal and business glossaries, may also assist.

In this chapter, we introduce the concept of phases, a further development of the islands/subjacency/barriers line of investigation, but with many other consequences. We look at the notion of phase and the Phase Impenetrability Condition, in particular Chomsky’s original rigid definition of phases as CP, v*P and DP, which contrasts with Bošković’s contextual definition. We also look

at the consequence of the PIC that successive-cyclic movement has to pass through SpecvP and adduce a range of cross-linguistic evidence in support of this. We then turn to the question of the driver for successive-cyclic movement. The Labelling Algorithm (LA) can provide an elegant account of this. Finally, we see the evidence for a new set of islands and how the contextual definition of phases, the antilocality condition on movement and the PIC conspire to give a narrow window of movement-targets.

Here the focus is on covert cases of wh-movement, i.e. cases where the movement takes place in such a way that it cannot be directly observed in the output of PF, but only in terms of its effects on the semantic interpretation. The best-known example of this kind of wh-movement is found in Mandarin Chinese; accordingly we focus on that language. Next, we look at cases of covert movement in English: Quantifier Raising and wh-movement in multiple questions. Then we turn to the nature of the copies of movement, showing how copies can provide an account of reconstruction of binding-theory relations at the CI interface, as well as of partial movement and doubling at PF.

Digital technologies influence every facet of our lives – education, health, leisure activities, finances and jobs. You may have heard terms for digital technologies, such as information technology and information and communication technology (ICT). In this chapter, we use digital technology and ICT interchangeably. In the first section, titled ‘Digital technologies and you’, we explore pre-service teachers’ personal and educational experiences with digital technologies and investigate attitudes towards digital technologies in education. A historical overview of technology and associated challenges is presented. The second section, ‘Digital technology in education’, explores the current situation in early childhood, primary and secondary school contexts. It offers some insights into theoretical frameworks, curriculum implications, pedagogical implications and practical considerations for contemporary classrooms. The third section, ‘Using digital technologies in class’, provides numerous suggestions and practical information on how digital technologies can be used for teaching and learning in the classroom.

This chapter provides an end-to-end introduction to statistics; this highlights how statistics can be used to develop models from data, to quantify the uncertainty of such models, and to make decisions under uncertainty. The chapter also discusses how random variables are the key modeling paradigm that is used in statistics to characterize and quantify uncertainty and risk.

In this chapter we continue our investigation of hierarchical structure by focusing on the structure of TP and VP, concentrating on the latter. We first look at the structure of the clause. We then turn to the evidence that the subject is generated inside the VP (the VP-internal subject hypothesis, VISH) and raises to SpecT′ in English and many other languages. This leads to further discussion and examples of raising. Finally, we further elaborate the structure of VP, introducing VP-shells, structures where one VP is embedded in another.

In this chapter we continue our investigation of hierarchy by looking at head-movement, i.e. how heads of phrases may move and combine. In addition to seeing how this kind of movement works in technical terms, and what the empirical motivation for it is, we also introduce a major locality condition, the Head Movement Constraint. Then we return briefly to the topic of passives, and introduce raising. Finally, we make a first attempt at formulating a general notion of locality which unifies the Head Movement Constraint with a locality condition applying to both passives and raising.

This chapter provides a discussion on multivariate random variables, which are collections of univariate random variables. The chapter discusses how the presence of multiple random variables gives rise to concepts of covariance and correlation, which capture relationships that can arise between variables. The chapter also discussed the multivariate Gaussian model, which is widely used in applications.