The Type

Sarah Kay's powerful spoken word poetry performances have gone viral, with more than 10 million online views and thousands more in global live audiences. In her second single-poem volume, Kay takes readers along a lyrical road toward empowerment, exploring the promise and complicated reality of being a woman. During her spoken word poetry performances, audiences around the world have responded strongly to Sarah Kay's poem The Type. As Kay wrote in The Huffington Post: "Much media attention has been paid to what it means to 'be a woman,' but often the conversation focuses on what it means to be a woman in relation to others. I believe these relationships are important. I also think it is possible to define ourselves solely as individuals... We have the power to define ourselves: by telling our own stories, in our own words, with our own voices." Never-before-published in book form, The Type is illustrated throughout and perfect for gift-giving.

This dissertation examines the impact of the type of referring expression on the acquisition of word order variation in German-speaking preschoolers. A puzzle in the area of language acquisition concerns the production-comprehension asymmetry for non-canonical sentences like "Den Affen fängt die Kuh." (“The monkey, the cow chases.”), that is, preschoolers usually have difficulties in accurately understanding non-canonical sentences approximately until age six (e.g., Dittmar et al., 2008) although they produce non-canonical sentences already around age three (e.g., Poeppel & Wexler, 1993; Weissenborn, 1990). This dissertation investigated the production and comprehension of non-canonical sentences to address this issue. Three corpus analyses were conducted to investigate the impact of givenness, topic status and the type of referring expression on word order in the spontaneous speech of two- to four-year-olds and the child-directed speech produced by their mothers. The positioning of the direct object in ditransitive sentences was examined; in particular, sentences in which the direct object occurred before or after the indirect object in the sentence-medial positions and sentences in which it occurred in the sentence-initial position. The results reveal similar ordering patterns for children and adults. Word order variation was to a large extent predictable from the type of referring expression, especially with respect to the word order involving the sentence-medial positions. Information structure (e.g., topic status) had an additional impact only on word order variation that involved the sentence-initial position. Two comprehension experiments were conducted to investigate whether the type of referring expression and topic status influences the comprehension of non-canonical transitive sentences in four- and five-year-olds. In the first experiment, the topic status of the one of the sentential arguments was established via a preceding context sentence, and in the second experiment, the type of referring expression for the sentential arguments was additionally manipulated by using either a full lexical noun phrase (NP) or a personal pronoun. The results demonstrate that children’s comprehension of non-canonical sentences improved when the topic argument was realized as a personal pronoun and this improvement was independent of the grammatical role of the arguments. However, children’s comprehension was not improved when the topic argument was realized as a lexical NP. In sum, the results of both production and comprehension studies support the view that referring expressions may be seen as a sentence-level cue to word order and to the information status of the sentential arguments. The results highlight the important role of the type of referring expression on the acquisition of word order variation and indicate that the production-comprehension asymmetry is reduced when the type of referring expression is considered. --- Im Rahmen der vorliegenden Dissertation wurde der Einfluss des referierenden Ausdrucks auf den Erwerb von Wortstellungsvariationen bei deutschsprachigen Vorschulkindern untersucht. Eine zentrale Fragestellung im Spracherwerb betrifft die Asymmetrie zwischen Produktion und Verständnis. Diese Asymmetrie ist dadurch gekennzeichnet, dass sechsjährige Kinder oft Schwierigkeiten haben, Sätze in der nicht-kanonischen Wortstellung, z.B. „Den Affen fängt die Kuh.“, zu verstehen (z.B., Dittmar et al., 2008), obwohl bereits Dreijährige nicht-kanonische Sätze produzieren können (z.B., Poeppel & Wexler, 1993; Weissenborn, 1990). Um diese Asymmetrie zu untersuchen wurde in der Dissertation die Produktion und das Verständnis von nicht-kanonischen Sätzen betrachtet. In drei Korpusstudien wurde der Einfluss von Vorerwähntheit, Topikstatus und Wahl des referierenden Ausdrucks auf die Wortstellung in der Spontansprache von Zwei- bis Vierjährigen und in der kind-gerichteten Sprache ihre Mütter analysiert. Es wurde die Position des direkten Objektes in ditransitiven Sätzen untersucht, d.h., Sätze in denen das direkte Objekt vor oder nach dem indirekten Objekt in den satzmedialen Positionen stand, und Sätze in denen es in der satzinitialen Position stand. Die Ergebnisse zeigen ähnlich Abfolgemuster in der Satzproduktion der Kindern und Erwachsenen. Die Position des direkten Objektes, vor allem in den satzmedialen Positionen, war zu einem großen Teil durch die Wahl des referierenden Ausdrucks vorhersagbar. Informationsstrukturelle Faktoren (z.B. Topikstatus) hingegen beeinflussten - unabhängig vom Einfluss des referierenden Ausdrucks - nur die Wortstellung in der satzinitialen Position. Zwei Verständnisexperimente wurden durchgeführt um den Einfluss des referierenden Ausdrucks und des Topikstatuses auf das Verständnis von nicht-kanonischen transitiven Sätzen zu untersuchen. Im ersten Experiment wurde der Topikstatus eines der beiden Satzargumente durch einen vorherigen Kontext modifiziert. Im zweiten Experiment wurde zusätzlich der referierende Ausdruck modifiziert, d.h. das Topik wurde entweder durch eine lexikalische Nominalphrase (NP) oder ein Personalpronomen realisiert. Die Ergebnisse zeigen, dass vier- und fünfjährige Kinder Sätze in der nichtkanonischen Wortstellung besser verstehen konnten, wenn das Topik als Personalpronomen realisiert wurde, unabhängig von der grammatischen Rolle des Topiks. Das Satzverständnis war jedoch nicht verbessert, wenn das Topik als lexikalische NP realisiert wurde. Zusammengefasst zeigen die Ergebnisse der Produktions- und Verständnisstudien, dass der referierende Ausdruck als Hinweis auf die Wortstellung und auf den Informationsstatus der Argumente des Satzes von den Kindern genutzt werden kann. Sie unterstreichen somit die Bedeutung der Wahl des referierenden Ausdrucks auf den Erwerb von Wortstellungsvariation und zeigen, dass die Asymmetrie zwischen Produktion und Verständnis an Bedeutung verliert, wenn der referierende Ausdruck einbezogen wird.

Juliet Appleton is an officer’s daughter who is forced to make her own way in the world after her father’s death. Having been trained in typewriting and shorthand, she obtains employment at a law office, only to find that she cannot bear to work with her unpleasant colleagues and employer. Juliet possesses some of the characteristics of the infamous "New Woman": she has attended Girton College, she smokes cigarettes, and she travels the countryside on her bicycle. After various adventures, Juliet finds a new opportunity as a type-writer girl for a publishing company. She falls in love with her employer, and he with her, but complications inevitably ensue. At the end of the nineteenth century, the Canadian-born Grant Allen was a prolific professional author of popular science texts on evolution as well as a fiction writer. The Type-Writer Girl (1897) is one of only two novels he wrote under a female pseudonym, possibly to lend credibility to his first-person female narrator. The Type-Writer Girl invokes tensions typical of the fin de siècle concerning evolution, technology, and the role of women. This Broadview edition provides a reliable text at a very reasonable price. It contains textual notes but no appendices.

The Type Project Book brings together a collection of typographically-focused design projects for all beginning to intermediate-level graphic designers. Renowned design instructor Nigel French approaches each project from both technical and aesthetic points of view, showing the starting state and milestones along the way to the finished deliverable. Wherever appropriate, French discusses historical precedent and professional examples of meeting the same challenge. French describes the assets required and the software used, without presenting screenshots that may quickly become outdated. This guide’s self-contained projects build on examples French first created in his popular courses for Lynda.com/LinkedIn Learning. Its extensively illustrated, attractive format will also appeal to users who just want to dip in and out for specific knowledge and skills. Ideal for independent self-study and exploration by working designers who want to expand their skills and build their portfolios, The Type Project Book has also been crafted to support graphic design students who need a strong foundation in typography.

This book tells the definitive international story of the Volkswagen Type 3. Simon Glen writes from first-hand experience, having owned seven Type 3s – five Variants, a 1500 Notchback and a 1500S Karmann·Ghia – which have been driven through Africa, Europe, Australia and New Zealand.

This is a well designed type specimen book displaying samples of type that was available from V&M Typographic in the 1970s. The displays are of their metal type library and should prove helpful to anyone interested in the selection of type from large typographers at that time. There is a one line sample of each face at the beginning of the book. Anyone interested in type in the pre-digital world of type should find this book of interest

'You can reinvent yourself, you can change, you can grow, you can regress, you can be any number of things at any particular time. Please give yourself permission to do that, and be equally as open-minded to others who choose to do the same. Because perhaps, with just a little more compassion and acceptance, we won't need to fit in to feel that we belong.' Camilla Thurlow came second on Love Island in 2017. More recently, she impressed viewers in Celebrity SAS: Who Dares Wins. But that's not the most interesting part . . . Camilla can do something that none of her fellow contestants can do: find, neutralise and destroy the landmines that threaten the lives and livelihoods of so many people in the world's former war zones, and which make their land too dangerous to be worked. This is at once a memoir of an extraordinary life, and a script for living one's life to the full. Camilla Thurlow is a highly independent woman whose thoughts and experience will resonate with anyone seeking meaning in a world where women are too often discounted, or who frequently feel alienated amid the frenzy of contemporary life. This is a book about courage - not just the courage to go out and deal with a lethal threat in some of the world's most dangerous and inhospitable places, but the courage to confront one's own fears and anxieties, and to be oneself in what too often seems an inhospitable world. Not the Type will inspire a whole generation to dare the seemingly impossible. Although often an engaging reflection on life, landmines and Love Island, this is also a book about learning to confront one's own anxieties in a world dominated by celebrity culture and social media - and on being a woman in what is still too often a man's world.