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British, Scottish, English?
Scottish, English, British? coding for attitude in the UK Carmen Llamas University of York, UK Satellite Workshop for Sociolinguistic Archival Preparation attitudes ‘attitudes to language varieties underpin all manners of sociolinguistic and social psychological phenomena’ (Garrett et al., 2003: 12) ‘a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor’ (Eagley & Chaiken, 1993: 1) . components: cognitive beliefs affective feelings behavioural readiness for action speaker-internal mental constructs - methodologically challenging • direct and indirect observation: •explicit attitudes – e.g. interviews, self-completion written questionnaires • implicit attitudes – e.g. matched-guise technique, IATs borders • ideal test site for investigation of how variable linguistic behaviour is connected to attitudes – border area • fluid and complex identity construction at such sites mean border regions have particular sociolinguistic relevance • previous sociological research in and around Berwick-upon- Tweed (English town) (Kiely et al. 2000) – around half informants felt Scottish some of the time the border • Scottish~English border still seen as particularly divisive: What appears to be the most numerous bundle of dialect isoglosses in the English-speaking world runs along this border, effectively turning Scotland into a “dialect island”. (Aitken 1992:895) • predicted to become more divisive still: the Border is becoming more and more distinct linguistically as the 20th century progresses. (Kay 1986:22) ... the dividing effect of the geographical border is bound to increase. (Glauser 2000: 70) • AISEB tests these predictions by examining the linguistic and socio-psychological effects of the border the team Dominic Watt (York) Gerry Docherty (Newcastle) Damien Hall (Kent) Jennifer Nycz (Reed College) UK Economic & Social Research Council (RES-062-23-0525) AISEB three-pronged approach production • quantitative analysis of phonological variation and change attitude • cognitive vs. -
Gaelic Scotland in the Colonial Imagination
Gaelic Scotland in the Colonial Imagination Gaelic Scotland in the Colonial Imagination Anglophone Writing from 1600 to 1900 Silke Stroh northwestern university press evanston, illinois Northwestern University Press www .nupress.northwestern .edu Copyright © 2017 by Northwestern University Press. Published 2017. All rights reserved. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication data are available from the Library of Congress. Except where otherwise noted, this book is licensed under a Creative Commons At- tribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. In all cases attribution should include the following information: Stroh, Silke. Gaelic Scotland in the Colonial Imagination: Anglophone Writing from 1600 to 1900. Evanston, Ill.: Northwestern University Press, 2017. For permissions beyond the scope of this license, visit www.nupress.northwestern.edu An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high-quality books open access for the public good. More information about the initiative and links to the open-access version can be found at www.knowledgeunlatched.org Contents Acknowledgments vii Introduction 3 Chapter 1 The Modern Nation- State and Its Others: Civilizing Missions at Home and Abroad, ca. 1600 to 1800 33 Chapter 2 Anglophone Literature of Civilization and the Hybridized Gaelic Subject: Martin Martin’s Travel Writings 77 Chapter 3 The Reemergence of the Primitive Other? Noble Savagery and the Romantic Age 113 Chapter 4 From Flirtations with Romantic Otherness to a More Integrated National Synthesis: “Gentleman Savages” in Walter Scott’s Novel Waverley 141 Chapter 5 Of Celts and Teutons: Racial Biology and Anti- Gaelic Discourse, ca. -
The Open University in Scotland's Outcome Agreement with the Scottish Funding Council 2020-2023
THE OPEN UNIVERSITY IN SCOTLAND’S OUTCOME AGREEMENT WITH THE SCOTTISH FUNDING COUNCIL 2020-2023 Contents The Open University ...............................................................................................1 Geographical reach .....................................................................................................1 Our curriculum .............................................................................................................2 Our staff .............................................................................................................................3 Equality Impact Assessment ...............................................................................3 UK departure from the European Union ................................................... 4 The Learner ............................................................................................................... 5 Commission on Widening Access Implementation ...........................5 Mental health and well-being ............................................................................6 Student safety ...............................................................................................................7 Gender ...............................................................................................................................7 Student voice .................................................................................................................9 Widening Access and Retention Fund .......................................................9 -
Public 29 MINUTE of MEETING of BROXBURN, UPHALL AND
DATA LABEL: Public 29 MINUTE of MEETING of BROXBURN, UPHALL AND WINCHBURGH LOCAL AREA COMMITTEE of WEST LOTHIAN COUNCIL held within COUNCIL CHAMBERS, WEST LOTHIAN CIVIC CENTRE, on 15 FEBRUARY 2018. Present – Councillors Angela Doran (Chair) and Diane Calder Apologies – Councillors Chris Horne and Janet Campbell In attendance Kevin Hamilton, Network Manager, WLC Eirwen Hopwood, Cleaner Communities Manager, WLC Alice Mitchell, Lead Officer (substituting for Alan Bell) Alison Ritchie, NRT Manager, WLC PC Ross Andrew, Police Scotland PC Peter Robertson, Police Scotland Scott Williamson, Scottish Fire and Rescue Service Laura Wilson, Regeneration Team Leader, WLC Peter Reid, Head Teacher, Broxburn Academy Apologies – Keith Irving, Chief Executive, Cycling Scotland The Clerk advised that as apologies had been received from two members the meeting was inquorate and any items which required approval would have to be forwarded to the Council Executive to be ratified. 1. DECLARATIONS OF INTEREST No declarations of interest were made. 2. MINUTE The committee noted the Minute of its meeting held on 14 December 2017. 3. BROXBURN ACADEMY The Chair welcomed Peter Reid, Head Teacher, Broxburn Academy to the meeting. Mr Reid had been invited to present an overview of the school’s progress highlighting achievements and levels of attainment. Details of the council’s priorities were outlined detailing the work being carried out to improve attainment and positive destinations for school children. These were: Supporting attainment meetings with the local authority to ensure effective raising attainment strategies in place. Validated Self Evaluation model in place to support schools in their improvement journey. DATA LABEL: Public 30 The establishment of HUBs/QIPS. -
Broxburn, Uphall, Winchburgh, Dechmont and Ecclesmachan DATA LABEL
DATA LABEL: PUBLIC Broxburn, Uphall & Winchburgh , LOCAL AREA COMMITTEE REPORT BY PC Peter Robertson / Russell Rosie A. PURPOSE OF REPORT The purpose of this report is to provide the Local Area Committee with an update on performance, activities and issues across the Ward for the period up to 30th November 2018. B. RECOMMENDATION It is recommended that the Local Area Committee notes the content of the report. C. SUMMARY OF IMPLICATIONS I Council Values Focusing on our customers' needs; being honest, open and accountable; making best use of our resources; and working in partnership II Policy and Legal (including Strategic None. Environmental Assessment, Equality Issues, Health or Risk Assessment) III Implications for Scheme of Delegations to None. Officers IV Impact on performance and performance Performance relative to the 5 Indicators Year Average; set out in the report. V Relevance to Single Outcome Agreement We live our lives free from crime, disorder and danger; we take pride in a strong, fair and inclusive society VI Resources - (Financial, Staffing and None. Property) VII Consideration at PDSP None. VIII Other consultations None. D. TERMS OF REPORT WARD 2 – Broxburn, Uphall, Winchburgh, Dechmont and Ecclesmachan NATIONAL PRIORITIES – DELIVERED LOCALLY Based on our assessment of national priorities, the following have been identified for action for the communities of West Lothian: Violence Public protection Terrorism Serious and organised crime groups Antisocial behaviour Drug and alcohol misuse WEST LOTHIAN PRIORITIES The -
Chapter 1. Introduction
1 Chapter 1. Introduction Once an English-speaking population was established in South Africa in the 19 th century, new unique dialects of English began to emerge in the colony, particularly in the Eastern Cape, as a result of dialect levelling and contact with indigenous groups and the L1 Dutch speaking population already present in the country (Lanham 1996). Recognition of South African English as a variety in its own right came only later in the next century. South African English, however, is not a homogenous dialect; there are many different strata present under this designation, which have been recognised and identified in terms of geographic location and social factors such as first language, ethnicity, social class and gender (Hooper 1944a; Lanham 1964, 1966, 1967b, 1978b, 1982, 1990, 1996; Bughwan 1970; Lanham & MacDonald 1979; Barnes 1986; Lass 1987b, 1995; Wood 1987; McCormick 1989; Chick 1991; Mesthrie 1992, 1993a; Branford 1994; Douglas 1994; Buthelezi 1995; Dagut 1995; Van Rooy 1995; Wade 1995, 1997; Gough 1996; Malan 1996; Smit 1996a, 1996b; Görlach 1998c; Van der Walt 2000; Van Rooy & Van Huyssteen 2000; de Klerk & Gough 2002; Van der Walt & Van Rooy 2002; Wissing 2002). English has taken different social roles throughout South Africa’s turbulent history and has presented many faces – as a language of oppression, a language of opportunity, a language of separation or exclusivity, and also as a language of unification. From any chosen theoretical perspective, the presence of English has always been a point of contention in South Africa, a combination of both threat and promise (Mawasha 1984; Alexander 1990, 2000; de Kadt 1993, 1993b; de Klerk & Bosch 1993, 1994; Mesthrie & McCormick 1993; Schmied 1995; Wade 1995, 1997; de Klerk 1996b, 2000; Granville et al. -
New Zealand English
New Zealand English Štajner, Renata Undergraduate thesis / Završni rad 2011 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:005306 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-26 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J.J. Strossmayera u Osijeku Filozofski fakultet Preddiplomski studij Engleskog jezika i književnosti i Njemačkog jezika i književnosti Renata Štajner New Zealand English Završni rad Prof. dr. sc. Mario Brdar Osijek, 2011 0 Summary ....................................................................................................................................2 Introduction................................................................................................................................4 1. History and Origin of New Zealand English…………………………………………..5 2. New Zealand English vs. British and American English ………………………….….6 3. New Zealand English vs. Australian English………………………………………….8 4. Distinctive Pronunciation………………………………………………………………9 5. Morphology and Grammar……………………………………………………………11 6. Maori influence……………………………………………………………………….12 6.1.The Maori language……………………………………………………………...12 6.2.Maori Influence on the New Zealand English………………………….………..13 6.3.The -
EXPANDING OPPORTUNITIES a Report on School-College Partnership Programmes in Scotland
EXPANDING OPPORTUNITIES A report on school-college partnership programmes in Scotland EXPANDING OPPORTUNITIES Context for publication of this report This is a report by HMIE for the Scottish Further and Higher Education Funding Council (SFC). The 2004-08 Memorandum of Understanding between HMIE and SFC, and successive annual service level agreements under that memorandum commit the two organisations to cooperate fully to secure and promote the quality of education provision in Scotland’s colleges and to work in partnership to promote continuous quality improvement and enhancement across the college sector. HMIE’s work as part of this partnership is wide ranging and includes: • the completion of external reviews of colleges, publication of these review reports, and additional actions specified by SFC where it has concerns about the quality of provision in a college; • briefings for SFC on matters of strategic interest, and professional advice on other matters relating to educational provision in Scotland’s colleges; • delivery of quality enhancement activities for college staff as specified by SFC, for example activities relating to the dissemination of sector-leading and innovative practice identified in review reports; and • preparation of reports for SFC on the current position in relation to specified aspects of college provision. This report is one in the final category above. It has been prepared by HMIE as part of the 2007-08 service level agreement with SFC. Because of its relevance to schools and education authorities as well as colleges, it is being distributed much more widely than most other reports in the series. EXPANDING OPPORTUNITIES | 3 FOREWORD We have called this report Expanding Opportunities because for many young people, involvement in school-college programmes aims to help them to do just that, by allowing them greater choice in the subjects they can undertake at school and by involving them in different approaches to learning. -
How Effective Is the Use of Social Media by the Top Ten Scottish Universities?
How effective is the use of social media by the top ten Scottish Universities? Effective use of social media by the top ten Scottish universities 2015 Contents I. Introduction ........................................................................................ 3 II. Methodology........................................................................................ 4 III. Universities Evaluated ....................................................................... 5 IV. Results .................................................................................................. 6 Being there ............................................................. 7 How big is your audience? .................................... 8 Are you actually doing anything? ........................ 9 How engaging are you? ....................................... 10 Top Posts .............................................................. 11 Reaching a wider audience ................................ 13 V. Conclusions ........................................................................................ 15 VI. Appendix ............................................................................................ 16 University selection ............................................. 16 A guide to our metrics ........................................ 16 VII. Florizel Media Ltd.............................................................................. 17 2 | PAGE Effective use of social media by the top ten Scottish universities 2015 Introduction Florizel Media looked -
Data Label: Public West Lothian Council Spaces for People Programme Report by Head of Operational Services A. Purpose of Report
Meeting Date - 16 March 2021 Item No.17 DATA LABEL: PUBLIC WEST LOTHIAN COUNCIL SPACES FOR PEOPLE PROGRAMME REPORT BY HEAD OF OPERATIONAL SERVICES A. PURPOSE OF REPORT The purpose of the report is to provide the Council with an update on the examination of the Spaces for People Programme undertaken in accordance with the motion approved by Council on 26 January 2021. B. RECOMMENDATIONS The Council is asked to note the content of the report. C. SUMMARY OF IMPLICATIONS I Council Values Focusing on our customers' needs; being honest, open and accountable; providing equality of opportunities; making best use of our resources; working in partnership II Policy and Legal (including Strategic The delivery of the Spaces for People Environmental programme will contribute to improved safety Assessment, Equality and encourage active travel. Issues, Health or Risk Assessment) III Implications for None Scheme of Delegations to Officers IV Impact on performance None and performance Indicators The project will contribute to outcomes: V Relevance to Single Outcome Agreement “We live in resilient, cohesive and safe communities.” VI Resources - (Financial, The council has received grant funding of Staffing and Property) £818,500 through the Spaces for People funding programme. VII Consideration at PDSP None VIII Other consultations None 1 Meeting Date - 16 March 2021 Item No.17 D. TERMS OF REPORT D.1 Background On the 28 April 2020, the Scottish Government announced a funding stream called Spaces for People, a new temporary infrastructure programme in Scotland which offers funding and support to local authorities and statutory bodies to make it safer for people who choose to walk, cycle or wheel for essential trips and exercise during the Covid-19 pandemic. -
The Mineral Resources of the Lothians
The mineral resources of the Lothians Information Services Internal Report IR/04/017 BRITISH GEOLOGICAL SURVEY INTERNAL REPORT IR/04/017 The mineral resources of the Lothians by A.G. MacGregor Selected documents from the BGS Archives No. 11. Formerly issued as Wartime pamphlet No. 45 in 1945. The original typescript was keyed by Jan Fraser, selected, edited and produced by R.P. McIntosh. The National Grid and other Ordnance Survey data are used with the permission of the Controller of Her Majesty’s Stationery Office. Ordnance Survey licence number GD 272191/1999 Key words Scotland Mineral Resources Lothians . Bibliographical reference MacGregor, A.G. The mineral resources of the Lothians BGS INTERNAL REPORT IR/04/017 . © NERC 2004 Keyworth, Nottingham British Geological Survey 2004 BRITISH GEOLOGICAL SURVEY The full range of Survey publications is available from the BGS Keyworth, Nottingham NG12 5GG Sales Desks at Nottingham and Edinburgh; see contact details 0115-936 3241 Fax 0115-936 3488 below or shop online at www.thebgs.co.uk e-mail: [email protected] The London Information Office maintains a reference collection www.bgs.ac.uk of BGS publications including maps for consultation. Shop online at: www.thebgs.co.uk The Survey publishes an annual catalogue of its maps and other publications; this catalogue is available from any of the BGS Sales Murchison House, West Mains Road, Edinburgh EH9 3LA Desks. 0131-667 1000 Fax 0131-668 2683 The British Geological Survey carries out the geological survey of e-mail: [email protected] Great Britain and Northern Ireland (the latter as an agency service for the government of Northern Ireland), and of the London Information Office at the Natural History Museum surrounding continental shelf, as well as its basic research (Earth Galleries), Exhibition Road, South Kensington, London projects. -
International Commission for the History of Universities: Colloquium
Constructing a new university tradition: the curious emergence of "democratic intellectualism" as the distinctive mark of the Scottish universities in the 19th century Donald J. Withrington A royal commission on the Scottish universities, the first on higher education in Britain in the 19th century, was appointed in 1826 and reported in 1830. Its report provides an unparalleled critique, carefully framed and intelligently incisive, of the state of the five Scottish college- universities which had been founded in the 15th and 16th centuries. It is a good starting point for our search after the principles and ethos of "democratic intellectualism" which has been claimed as a singular, ancient and distinctively Scottish inheritance - distinctive, especially, in any comparison with Oxford or Cambridge or Trinity College, Dublin, within the United Kingdom. And the commissioners themselves, in 1826-30, were sharply and sensitively aware of the distinctiveness of what they found, and were heartily in favour of retaining it where it clearly supported the national interest. Indeed, the universities were - as they noted - above all, national assets:[1] There are few National Institutions of long-standing which have been more powerfully modified by the circumstances of the country than the Universities of Scotland; and they have undoubtedly been gradually adapted in an eminent degree to the particular demands upon them, arising from the circumstances of the people for whose benefit they were designed... So, then, the universities had "adapted in an eminent degree" and it is plain from the volumes of evidence which the commisssion took, that these adaptations had mostly taken place comparatively recently - over the two generations or so since the mid-18th century.