Useful sites to check readability:

Lexical Tutor: https://www.lextutor.ca/

Oxford Text Checker: https://www.oxfordlearnersdictionaries.com/textchecker/

Text Inspector: http://www.englishprofile.org/wordlists/text-inspector

VocabKitchen: https://www.vocabkitchen.com/profile

Pedagogical grammars – some recommended grammars for teachers and/or learners:

Carter, R. and McCarthy, M. (2006) Cambridge Grammar of English:

A Comprehensive Guide. Cambridge University Press.

Murphy, R. (2019) English Grammar in Use (5th Edition). Cambridge University Press.

Parrott, M. (2010) Grammar for English Language Teachers (2nd Edition). Cambridge University Press.

Swan, M. (2016) Practical English Usage (4th Edition). Oxford University Press.

Thornbury, S. (2019) 101 Grammar Questions. Cambridge University Press.

Thornbury, S. (2017) About Language: Tasks for teachers of English (2nd Edition). Cambridge University Press.

Online corpus sites:

English corpora: https://www.english-corpora.org/ (includes the Corpus of Contemporary American English [COCA], as well as many other specialized corpora)

Sketch Engine for Language Learning (SKELL):

https://www.sketchengine.eu/skell/ – provides examples, collocations and a thesaurus for learners of English

Webcorp: https://www.webcorp.org.uk/live/ – a tool for using the Web as a corpus

Word Neighbours: http://wordneighbors.ust.hk/ - for displaying how words collocate

Depicting issues of social relevance has been a mainstay of the American musical theatre since its origins, and this chapter traces several socially relevant threads in musicals that appeared before West Side Story. These include immigrant experiences, race, knife violence, politics, and the allure of Latin America. Employing the notion of palimpsests, resonances of musicals as early as The Mulligan Guard Ball (1879), with its central plot point of race relations among immigrant communities, infuse the history of the American musical and help place West Side Story within this continuum.

Effective lesson and course design is informed by an ongoing assessment of its impact, which is traditionally mediated by testing, both formal and informal, but also by cycles of planning and reflection. This is particularly the case on teacher training courses, where the teacher may be observed by an external assessor. Less formally, the capacity to evaluate the effect of one's teaching decisions – both pre-flight and in-flight – is an essential component of a teacher's continuous professional development.

• 64 Assessment

• 65 Teaching an observed lesson

• 66 Evaluating the lesson plan

Assessment

Language assessment is normally done at three stages: before the course, in the form of some kind of diagnostic or placement test; during the course, in the form of regular but informal progress tests (known as formative testing); and, more formally, at the end of the course – what is called summative testing. Most teachers don't have much control over placement or summative tests (even if they have to live with the consequences of them), but they do have a say in how students are regularly tested throughout a course. And, importantly, it is these tests that provide feedback to learners (see 57), helping to make their learning ‘visible’, and suggesting pathways to further learning – what is called testing for learning, as opposed to simply testing of learning (Jones and Saville, 2016). These tests are often factored into the overall course plan.

In an ends-means approach to lesson planning (see 18), where the lesson is the means by which prespecified ends – or objectives – are achieved, it makes sense to allow time at the end of the lesson (and maybe at the beginning of the next) to see if, in fact, the objectives have been achieved. In my experience, teachers seldom do this, for three possible reasons: first, if they are observant, they can usually tell the extent to which the lesson has been successful, without having to go to the bother of a formal test;

My final chapter looks to a post-Independence text and reads India’s first Partition memorial that was designed by modernist architect and iconoclast Le Corbusier at Nehru’s invitation. I provide the background to Le Corbusier’s surprising contribution to Indian modernism and read the monument’s passive resistance as it presents its visitor with two modes of interpretation. The outside offers representational language promoting a nationalist reading of the monument, while the inside offers only empty space. The exterior elevation with its symbolic iconography operates in stark contrast to the shadowy interior that resists the realm of knowing and the division on which identity is based. Through the absence at its center, the "Martyr’s Memorial" monumentalizes doing nothing, demanding nothing, even forgetting the events it is meant to commemorate. The monument stands as a marker of lost ground, the ground lost to violent divisions founded upon identity, and contemplates the costs through its modernist lines.

The role and importance of cognitive factors in the development and maintenance of insomnia have been well recognised for some time. Indeed, insomnia is characterised by several types of challenging thoughts, and these, coupled with hyperarousal, lead to difficulties sleeping. This chapter describes the role of cognitive factors in insomnia and describes in depth a range of cognitive techniques, their background, and the evidence for them. A number of cognitive techniques are described, including cognitive control, paradoxical intention, articulatory suppression, imagery-training, mindfulness, cognitive restructuring, and problem-solving. For each therapeutic, the reader is provided with specific instructions and narratives to follow to aid in their implementation when working with a patient.

The premise of this volume is that borders are shifting, and that as borders shift, rights and democratic legitimacy ought to shift with them. For good reasons, the focus of this discussion is on sovereign states and their borders. However, sovereign borders do not exhaust the types of boundaries that shape and circumscribe human freedom. In this chapter, the focus is on the private geographies that shape our lives. These private geographies – and here special economic zones are discussed – are both embedded in the sovereign states system and also help to consolidate its structure. Private geographies, which are characterized by private sources of capital and property-ownership, rely on public actors and institutions to thrive. Private economic enclaves also help funnel capital and trade rights around restrictive sovereign borders. These private geographies are of special interest because they reveal how states and capital cooperate in monopolizing land and carving up the earth, acting in ways that consolidate each other’s power. Therefore, private borders and public properties call into question the public–private divide and reveal how power over land is determined in the global age, often in ways that evade democratic control.

Neighborhood democratization refers to homeowners’ efforts to create a liberal commons in an authoritarian state, or, more specifically, their wresting of control over their neighborhoods through democratic elections from management companies and developers, whose neighborhood dominance local governments often acquiesce in for a variety of reasons. This chapter defines neighborhood democratization, identifies its challenges, and argues that the success or failure of neighborhood democratization depends on how the party-state balances its demand for effective governance and the risk posed by homeowner mobilization and association.

As noted by Richard Reid, African military history remains ‘perhaps the last bastion of the kind of distorted Eurocentric scholarship that characterised African studies before the 1960s’. This is especially true of the pre-colonial period, on account of both the dearth and the inherent limitations and biases of the sources available for study. The purpose of this contribution is to show that, in both tactical and strategic terms, African pre-colonial warfare was as complex as warfare in any other historical setting. We propose to substantiate our argument by exploring a number of regional case studies organised in a loose chronological order: warfare in the medieval empires of the Sahel, Asante warfare in the context of the Atlantic slave trade, Zulu and Ngoni warfare in southern Africa and east-central African warfare in the age of warlords. The driving questions that the collection proposes to address will be briefly explored in these different contexts, each of which highlights specific strategic dynamics and priorities.

Wraps up the main message of the book.

This chapter describes the origin of the idea of an American way of war. That idea began with the publication of historian Russell Weigley’s classic, The American Way of War: A History of United States Military Strategy and Policy, in 1973. For Weigley, a way of war essentially came down to habits of thought. America’s way of war, thus, had to do with the habits of thought of Americans with respect to armed conflict. This chapter also provides a brief survey of America’s armed conflicts, from its War of Independence to its interventions in Iraq and Afghanistan. This survey describes the major war aims in each of these conflicts as well as the type of military strategy employed.

Chapter 9 addresses the concept of wake-up radios for IoT and describes the implementation of a wake-up radio system with addressing capabilities for wireless sensor network application.

This chapter introduces the main methodology used in the book. It includes a discussion of nonideal theory, the analysis of political contexts via examination of the historical contexts in which they are used, and looks specifically at discourses around slavery and abolition as a source for insights about the idea of freedom.