Thesis (doctoral)--Université de Genève, 1977. / Includes bibliographical references (p. 297-308).

published_or_final_version / abstract / Chinese / Master / Master of Philosophy

No description available.

The author's Habilitationsschrift--Düsseldorf. / Includes indexes. Includes bibliographical references (p. 186-200).

I could never get a PhD

The main body of this creative project is divided into four sections. The first three sections will contain the listing of terminology used in the three main components of the criminal justice system; law enforcement, courts, and corrections. These three sections are further subdivided into three subheadings: terms applying to adult procedures, terms applying to juvenile procedures, and related Supreme Court decisions. The fourth section includes relevant journals and organizations that are related to the three main components of the criminal justice system.The purpose of this creative project is to provide Ball State University Criminal Justice and Corrections students with a listing of criminal justice terminology currently used in the criminal justice system.It is imperative that Criminal Justice and Corrections students at this university have a basic understanding of the terminology used in the criminal justice system, enabling the student to perform satisfactorily in the practical. and academic aspects of the Criminal Justice and Corrections curriculum, and later as a professional in one of the three main components of the criminal justice system.

The author's Habilitationsschrift--Düsseldorf. / Includes indexes. Includes bibliographical references (p. 186-200).

Habilitation - Universität, Regensburg, 2009. / Includes bibliographical references and register.

Modes of address between speakers in Sweden and the U.K differ from each other, yet both countries are influenced by similar mass media and aspects of globalization that otherwise generally lean towards linguistic convergence. Survey data from students and teachers in UK and Sweden has revealed some noteworthy differences. Even though these are two Western European countries with rather similar cultures and conventions, their address systems have developed in relatively diverse ways. Therefore, this study aims to highlight the sociolinguistic aspects in the chosen languages, and how they play a role in the usage of address modes and referential terms in the two countries, primarily in schools, but other contexts are also considered. The purpose of the study is to establish how conventions regarding modes of address and referential terms vary between the two countries studied, and whether claims made following previous research satisfactorily account for such differences that might exists. Following a review of existing studies, primary qualitative research was conducted which involved interviewing students and teachers in Sweden, and this revealed which expectations and preferences are similar, and which differ, between the countries.  This study concluded that less formal modes of addressing in schools and other institutions are favoured in Sweden, whereas the UK generally adopts stricter forms of address, with hierarchial differences evident within the same institutions. This reveals one aspect of how discourse norms and sociocultural climates in the UK differ from those in Sweden. Swedish discourse norms appear to have been more influenced by globalization and mass media than the UK, and national culture and values appear to have a greater influence on the discourse norms in the UK.

No description available.