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This dissertation analyzes the language used by 20 adult heritage Welsh speakers now living in London, i.e., bilinguals who shifted to English dominance in childhood, and whose Welsh proficiencies now show divergences from baseline norms as a result of incomplete acquisition and attrition. The grammars of these heavily imbalanced bilinguals are compared with baseline informants (20 Welsh-dominant controls) on a narrative elicitation task, in which the informants tell the story of a children's wordless picture book (Frog, Where Are You? by Mercer Mayer). The samples collected for this project (Appendix II.1) constitute the first corpus of heritage Welsh. / Celtic Languages and Literatures

Šiandien Lietuvos mokykloms reikalingi aukščiausios kvalifikacijos kompetetingi vadybos specialistai, turintys reikiamų žinių ir įgūdžių, nuolat tobulėjantys ir keliantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką kaitos procesams savo mokykloje. Lietuvos mokyklų direktoriams standartai dar nėra nustatyti, tačiau anglų autoriai yra sudarę vadybos standartus. Siekiant išanalizuoti Nacionalinius standartus mokyklų direktoriams Velse, kuriuos leidžia Nacionalinė Velso Asamblėja ir atskleisti šios praktikos galimybes Lietuvoje, atliktas aprašas, kurio paskirtis – atlikti Velso ir Lietuvos mokyklų vadovų kompetentingumo vertinimo lyginamąją charakteristiką. Tyrimo tikslas - išanalizuoti Velso mokyklų vadovų kompetencijų vertinimo praktiką ir palyginti su Lietuvos švietimo dokumentais. Atlikus kokybinį tyrimą, buvo nustatyta, kad mokyklos vadovo kompetencija yra vienas iš veiksnių, lemiančių ugdymo kokybę, todėl būtinas valstybinis požiūris į mokyklos vadovo kompetencijos aprašą, į kompetencijų įgijimo ir tobulinimo sistemą. Siekiant aiškiau numatyti mokyklos direktoriaus veiklos modelį, siūlyti galimybę Lietuvos Respublikos švietimo ir mokslo ministerijai parengti standartus mokyklų direktoriams. / Today’s Lithuanian schools require highly qualified, competent management specialists who would have the necessary knowledge and skills, who would constantly improve and advance their qualification and managing skills, who could influence the changing processes at their schools. The standards for the Lithuanian school headmasters have not been set yet, however English authors give such standards. Seeking to analyze the Welsh national standards for the school headmasters, published by the National Assembly, and to disclose the possibilities of this practice in Lithuania there has been done a study, the aim of which is to make a comparative characteristic of the competence of Lithuanian and Welsh leaders. The aim of the study is to analyze the Welsh practice of evaluating the school leaders’ competence and to compare it with the Lithuanian educational documents. The qualitative study has shown that the school leader’s competence is one of the factors influencing the quality of upbringing, therefore the state point of view towards the study of the school leader’s competence, its acquisition and perfection system is necessary. Seeking to clearer determine the school headmaster’s module of activities, the possibility for the Lithuanian Republic ministry of education to prepare the standards for the school headmasters is suggested.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2002. / Vita. Abstract. Includes bibliographical references. Available electronically via Internet.

Regensburg, Univ., Diss., 2009.

Thesis (Ph.D.)--McMaster University, 2004. / Advisor: James King. Includes bibliographical references (leaves 270-280). Also available via World Wide Web.

Since devolution there has been a wealth of stimulating and exciting literary works by Welsh and Scottish women writers, produced as the boundaries of nationality were being dismantled and ideas of nationhood transformed. This comparative study brings together, for the first time, Scottish and Welsh women writers’ literary responses to these historic political and cultural developments. Chapter one situates the thesis in a historical context and discusses some of the connections between Wales and Scotland in terms of their relationship with ‘Britain’ and England. Chapter two focuses on the theoretical context and argues that postcolonial and feminist theories are the most appropriate frameworks in which to understand both Welsh and Scottish women’s writing in English, and their preoccupations with gendered inequalities and language during the pre- and post-devolutionary period. The third chapter examines Welsh and Scottish women’s writing from the first failed referendum (1979) to the second successful one (1997) to provide a sense of progression towards devolution. Since the process of devolution began there has been an important repositioning of Scottish and Welsh people’s perception of their culture and their place within it; the subsequent chapters – four, five, six and seven – analyse a diverse body of work from the symbolic transference of powers in 1999 to 2008. The writers discussed range from established authors such as Stevie Davies to first-time novelists such as Leela Soma. Through close comparative readings focusing on a range of issues such as marginalised identities and the politics of home and belonging, these chapters uncover and assess Welsh and Scottish women writers’ shared literary assertions, strategies and concerns as well as local and national differences. The conclusions drawn from this thesis suggest that, as a consequence of a history of sustained internal and external marginalization, post-devolution Welsh and Scottish women’s writing share important similarities regarding the politics of representation. The authors discussed in this study are resisting writers who textually illustrate the necessity of constantly rewriting national narratives and in so doing enable their audience to read the two nations and their peoples in fresh, innovative and divergent ways.

Dissertação(mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Matemática, 2013. / Submitted by Alaíde Gonçalves dos Santos (alaide@unb.br) on 2013-10-08T12:16:21Z No. of bitstreams: 1 2013_RobertoVilaGabriel.pdf: 3245364 bytes, checksum: b4dd6dc2376cbbe449b55b6bcfd55654 (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2013-10-16T14:03:06Z (GMT) No. of bitstreams: 1 2013_RobertoVilaGabriel.pdf: 3245364 bytes, checksum: b4dd6dc2376cbbe449b55b6bcfd55654 (MD5) / Made available in DSpace on 2013-10-16T14:03:06Z (GMT). No. of bitstreams: 1 2013_RobertoVilaGabriel.pdf: 3245364 bytes, checksum: b4dd6dc2376cbbe449b55b6bcfd55654 (MD5) / Este trabalho está baseado no artigo: The self-dual point of the two-dimensional random-cluster model is critical for q ≥ 1, escrito pelos matemáticos Vincent Beffara e Hugo Duminil-Copin publicado no periódico Probability Theory and Related Fields em 2012. Neste trabalho os autores provam uma conjectura bastante antiga sobre o valor do ponto crítico do Modelo de Aglomerados Aleatórios na rede Z2. Eles mostraram que o ponto auto-dual, psd(q) = √q /(1 + √q ); para q ≥ 1 é crítico na rede quadrada. Como uma aplicação deste resultado, eles mostraram também que as funções de conectividade, na fase subcrítica, decaem exponencialmente com respeito à distância entre dois pontos. _______________________________________________________________________________________ ABSTRACT / This work is based on the paper: The self-dual point of the two-dimensional randomcluster model is critical for, q ≥ 1, by Vincent Beffara and Hugo Duminil-Copin, Probability Theory and Related Fields 2012. In this work the authors proved an old conjecture about the critical point of the Random-Cluster Model in the square lattice. They shown that the self dual point, psd(q) = √q /(1 + √q ); for q ≥ 1 is critical on the square lattice. As an application they shown that the connectivity functions, in the subcritical phase, decays exponentially fast with the distance of the points.

This thesis investigates phonetic and phonological variation in the bilingual repertoire of adolescent Welsh-English bilinguals living in North Wales. It contributes to linguistic research by, firstly, providing an account of language variation in an under-studied area (N. Wales) and context (regional minority language bilingualism) and, secondly, by examining cross-linguistic variation, and the constraints on this variation, in bilingual speech. The two variables under discussion differ in how they are realised in the two languages: /l/ is thought to be heavily velarised in both languages as a result of long-term contact and phonological convergence. Variation in the production of /r/ and realisation of coda /r/ has hitherto been reported as language-specific, though frequent transfer is said to occur from Welsh to English in predominantly Welsh-speaking areas (e.g. Penhallurick 2004: 110; Wells 1982: 390).The first aim of the study is therefore to quantify claims of phonological convergence and transfer in the speech of Welsh-English bilinguals by using a variationist sociolinguistics methodology (e.g. Labov 1966), which also considers the influence of linguistic and extra-linguistic factors on variation. Particular attention is paid to differences between a majority Welsh-speaking town and a town where English is the main language. A further distinction is made between those from Welsh-speaking homes and those from English-speaking homes who have acquired Welsh through immersion education. The second aim is to make empirically-informed theoretical claims about the nature of phonological convergence and transfer, and conceptualise cross-linguistic interaction in the speech of Welsh-English bilinguals in light of existing frameworks. Data (sociolinguistic interviews and wordlists) were collected in Welsh and English from 32 Welsh-English bilinguals aged 16-18. The sample was equally stratified in terms of speaker sex, home language, and area. The two towns compared in the study are Caernarfon (N.W. Wales, where c.88% of the population speak Welsh) and Mold (N.E. Wales, where c. 20% Welsh of the population speak Welsh). The results indicate that English [ɫ] tends to be lighter than Welsh [ɫ] in word-initial onset position for females, and in word-medial intervocalic position for both males and females. The data also show linguistic influences on the realisation of [ɫ] in both languages, and differences between males and females. The realisation of coda /r/ and production of [r] and [ɾ] in English are confined to the speech of those from Welsh-speaking homes in Caernarfon. In Welsh, use of [ɹ] is widespread and is constrained by a more complex interaction between area, home language, and sex. On the basis of these findings, I conclude that features which have undergone phonological convergence due to long-term language contact may be subject to language-specific constraints when implemented phonetically. In terms of transfer, I argue for a ternary distinction between interference, transfer, and transfer which is constrained by linguistic and/or extra-linguistic factors (cf. Grosjean 2012). Finally, I suggest that Mufwene’s (2001) notion of the ‘feature pool’ is the most succinct way of conceptualising Welsh-English transfer and differentiate between more focussed accents of English and a less-focussed variety of North Wales Welsh.

Now as to what are the ends to be attained; there will be an attempt to compare and contrast the outstanding Shelleyan qualities which have been quite generally accepted with those of the Cymric Celts. But it is quite evident by the very limitation of time and space at our disposal, that the present treatment of style in the Celt and Shelley must be somewhat restricted.