This chapter focuses on examples of Henry James’s post-1890 writings – including Notes of a Son and Brother (1914), the Prefaces to the New York Edition (1907–9), and ‘Maud-Evelyn’ (1900) – which engage with, or themselves embody, the challenge of commemorating lives cut short prematurely or traumatically. The first half addresses formal and stylistic features and explores how James’s commitment to conserving and commemorating the unspent experiential potential of the dead of the American Civil War manifests within his late aesthetics: informing syntax, notions of character, and the pressure placed on traditional narrative structures. The subsequent sections then trace a competing phenomenon, inspired in part by the author’s meditations on Civil War Monuments: the concern that several of James’s late works (both fictional and non-fictional) display about the wisdom of investing emotionally in the unlived lives of the untimely dead. Together, these sections argue that, during the last twenty-five years of his life, James produced writings at once enthralled by and wary of unfulfilled narrative potential, and attentive to how it might be used to bind epochs together.

This chapter considers the strategic dimension of conflict in North America between the outbreak of fighting between the French and colonial Americans in the Ohio valley in 1754 and the formal end of the War of American Independence in 1783. While this thirty-year period saw several local struggles between colonists and Native peoples, the focus here is on the two major conflicts – the Seven Years War (1754–1760 in North America, 1756–1763 in Europe) and the War of Independence (1775–1783). Both wars were global struggles, extending well beyond North America – the Seven Years War from its outset, and the War of Independence from 1778, when the French became belligerents. Even so, the chapter will concentrate on the American aspects of these struggles, and only indirectly address the Caribbean, west African, European and Asian dimensions. It will aspire to cover all the participants in the North American parts of the two wars – settlers, Native peoples and Europeans, particularly the British and the French.

Lessons have different objectives and take place in a wide variety of contexts and formats, involving a range of learner needs and abilities. This section addresses some of the most common of these variables, and outlines the options that teachers need to consider in order to ensure that learning opportunities are optimized.

• 32 Planning a focus on listening

• 33 Planning a focus on speaking

• 34 Planning a focus on reading

• 35 Planning a focus on writing

• 36 Planning an integrated skills lesson

• 37 Planning to teach grammar

• 38 Planning to teach vocabulary

• 39 Planning to teach pronunciation

• 40 Planning for content-based instruction

• 41 Planning for task- and project-based instruction

• 42 Planning for learning opportunities

• 43 Blended and flipped learning

• 44 Learner-centred lessons

• 45 Special needs and individualization

• 46 Teaching one-to-one

• 47 Teaching large, multi-level classes

Planning a focus on listening

• It's unlikely that a whole lesson will be devoted to listening activities, but it's not uncommon to plan a lesson which has the skill of listening as its primary focus.

The aim of most classroom activities involving listening is to develop learners’ ability to understand the stream of speech – which is not simply a case of knowing all the words and grammatical structures of the language. In fact, even after many years of study, second language learners are often surprised – even shocked – by how little they understand when they first encounter fluent speakers of the language. Hence, the aim of a listening activity is not so much to teach new items of language but to help learners recognize language they are already familiar with, to process the stream of speech in real time, and to make plausible inferences when they come up against gaps in their knowledge.

So, while the overall aim is understanding, the specific aims of a listening focus might include developing the ability to:

• ▪ perceive and discriminate individual sounds;

• ▪ segment the stream of speech into recognizable words;

• ▪ identify key indicators of changes in discourse direction and stance, such as discourse markers;

• ▪ use prosodic clues (such as stress and intonation) to infer attitude, to distinguish given information from new information, to recognize turn openings and closings;

• ▪ guess the meaning of unfamiliar words from context;

• ▪ use contextual clues and background information to infer meaning and make predictions.

This chapter reviews the various organizations that comprise the anti-sweatshop movement and what policies they advocate. It provides a history of the origins and growth of the anti-sweatshop movement.

Chapter 2 describes the fundamentals, applications, standardization, and operating principles of RFID technology and offers a glimpse into the design considerations and architectures of modern UHF RFID readers.

A principal reason for the continuing significance of West Side Story in the musical theatre repertory is the quality of the score, with memorable songs and dance music that are intimately tied to the plot. This chapter opens with brief consideration of significant matters for Bernstein and Sondheim as they created the score. Description of the orchestration, which Bernstein accomplished with the assistance of Sid Ramin and Irwin Kostal, includes the process and a description of the show’s three major soundscapes and how they interact in the score. Bernstein’s unification of the score involves shared melodic and rhythmic motives, identified here and documented through musical examples. The approach to individual numbers involves important material concerning their composition and significant aspects of lyrics and music, documented with many references to the 1957 and 2009 original cast recordings and Bernstein’s 1984 studio recording of the score.

Chapter 6 explores low-cost and low-complexity techniques for the design of an ISO 18000-63-compliant RFID reader and presents an experimental prototype to validate the proposed concepts.