It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
How the polysemous nature of the word quality can cause problems for readers of articles on quality assurance in higher education. Scholarly literature on quality assurance in higher education will always run the risk of confusing or repelling non-specialist readers. That is inevitable since, by its nature, such literature often uses technical jargon in dealing with abstract concepts. Yet, a further and more fundamental problem exists, one that may not always be recognized by writers in the field: namely, that the word quality itself has different senses, combines with other words, with unusual semantic effects, and can function both as a noun and an adjective. These factors combine to increase the possibility that general readers may misconstrue key points in texts about quality.