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According to various historic accounts and material evidence, the practice of producing lime mortars by mixing the quicklime with the sand (i.e. hot-mixing) before first slaking it with water was much more common in the past centuries than appreciated by most contemporary academics, conservation professionals and craftsmen. However, in the last 10 years, there has been resurgence in interest in hot-mixing. In such systems, the steam developed during the mixing is supposed to be crucial in determining the superior characteristics of the mortars, but in-depth investigations on the role of steam in hot-mixing are very few. This study reports the results of some experimental work investigating the effects of water temperature and steam used for lime slaking on the characteristics of lime and related mortars. In these tests, calcic quicklime was slaked in water at 20 and 75 °C, and with steam at 90 °C. Microstructure and mineralogical characteristics of the hydrates were characterized by scanning electron microscopy (SEM) and X-ray diffraction (XRD). Mortars produced with these limes were tested for fresh (water retention and flowability) and hardened (compressive and flexural strength) properties. Carbonation was assessed using SEM, XRD and phenolphthalein tests. Results show that steam-slaked lime is characterised by portlandite crystals with smaller crystallite size and significantly different microstructure compared to that of water-slaked lime. Results also show that mortars made with steam-slaked lime have higher water retention and flowability than the mortars produced with water-slaked lime. Under conditions of comparatively low relative humidity (c 40–50%), carbonation is slower in the steam-slaked lime mortar due to the lower water content compared to water-slaked lime mortars. Overall, these results confirm anecdotal reports of better workability and water retention and suggest that this production technology, which is only rarely used nowadays, can produce mortars with improved characteristics, and provide a means by which to match the performance of some historic mortars, and create compatible materials for conservation and restoration work.

This volume presents a selection of papers from the first international conference of the Irish Network in Formal Linguistics (INFL). INFL is well placed to attract expertise on both microvariation and the linguistics of the Celtic languages, and the volume reflects this expertise. Microvariation approaches the analysis of dialect variation with a focus on how it contributes to the understanding of linguistic theory. The synchronic and diachronic variation examined in this volume includes Iri.

Extensively revised from the original 1899 text written by Keane, this 1920 volume puts forward a view of humanity based upon racial categorisation and taxonomy.

The study of comparative syntax in closely related languages has yielded valuable insights into syntactic phenomena--for example in the study of the Romance languages--yet little comparative work has been done on English dialects. This is the first comparison of the syntax of Belfast English and Standard English, using Chomsky’s “Principles and Parameters”/Minimalist framework. Alison Henry analyses various Belfast English constructions and their Standard English counterparts to gain insight into both English syntax and syntactic theory in general. In the process, she makes valuable data on Belfast English readily available for the first time.

The initial question was innocent enough, at least on the surface: How do scholars and practitioners define child centered, developmentally appropriate, culturally responsive education in places distant from my home in the US? I was originally inspired to ask this question by my graduate students—aspiring and practicing Waldorf teachers—who were wrestling with the Eurocentric nature of the curriculum. In researching this question, I never imagined that I would find myself asking questions about the decolonization and indigenization of education, much less about coloniality. In fact, even as I completed the literature review, I was still so unfamiliar with the word coloniality that I had to look up the definition to grasp the complex web of hegemonic relationships encompassed in the term. So began an unexpected journey, in which I embraced a combination of evocative and critical autoethnography to examine stories and the power they have to re/produce and, potentially, disrupt colonial ways of thinking. What I have learned from this process is that there is no universal answer generalizable to all teachers in all contexts, even all Waldorf contexts. Instead I see promise in small scale initiatives in which teachers collaborate with one another and within their communities, to craft liberatory stories and lessons relevant to the students in their care and to the geographies and cultures they inhabit. Even as I conclude that there is no universal answer, I have come to recognize some crucial ingredients—humility, the courage to be altered, a commitment to relationality and the rigorous intellectual and moral courage this entails—all ingredients that, in my view, help disrupt, perhaps even heal, the violence of coloniality. This dissertation is available in open access at AURA: Antioch University Repository and Archive (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Protecting stone buildings from weathering and decay is a major challenge in the conservation of built heritage. Most of the stone consolidants currently available are well suited to silicate stones, but are less compatible with limestone. In this paper we present for the first time the results over a 4-year period of various consolidation treatments carried out using nanolime on 6 of the most representative and significant stones used in historic buildings in the United Kingdom. Tests investigated the influence of stone type, environmental conditions and pre-treatments on the effectiveness of the consolidation treatment. A comprehensive and rigorous testing programme was carried out to evaluate the short (12 weeks) and longer-term (4 years) effects. Stone samples were characterised before and after treatment using light and electron microscopy, sorptivity tests and a novel methodology employing drilling resistance to interrogate the near surface effects. Results show that for some of the stones, such as Clunch and Bath Stone, the positive effect of the treatment with nanolime is noticeable after 4 years since application. However, results for other stones such as Portland and magnesian limestone showed that the initial beneficial effect of the treatment is reduced after 4 years. Nanolime treatment of Ham Stone produced an unnoticeable effect on the continuous natural reduction of the drilling resistance of the specimen over time. The results presented are of immense value to conservators as they provide essential guidance on the most appropriate repair approach. Impact to the conservation industry will be to avoid the use of nanolime on stones where there is no perceivable benefit, reducing the risk of adverse effects, including potential damage to buildings. In additional costs will be saved which might otherwise have been spent on ineffective treatments.

Employee perceptions of campus climate and job satisfaction have long been a source of interest for both researchers and administrators wishing to pinpoint the source(s) of dissatisfaction in order to maintain and improve morale. The purpose of this study was to assess employee perceptions of campus climate on overarching morale and job satisfaction at a small, private Christian university in the Southeastern United States and to identify positive and negative factors affecting that morale. One hundred university employees (13 administrators; 52 faculty; 39 staff) completed a 50 statement item online survey and were compared for differences in the level of agreement related to campus climate and job satisfaction. In addition, faculty perceptions of campus climate and job satisfaction were grouped into seven areas (satisfaction with teaching environment and facilities, research and service, career and professional development, commitment, pay and benefits, leadership, and collegiality) based on the survey items and were examined by rank. Differences among faculty and employees were examined with one-way analysis of variance (ANOVA) and independent samples t-tests. Two opened ended questions surveyed the faculty on what they liked and enjoyed most about working at this institution and if they had the power to improve one or two thingsregarding work at this institution, what would they be. Responses to the open-ended questions were reviewed, cataloged, and reported for themes.No significant differences (p < .05) in faculty perceptions of campus climate were found for any of the seven grouped variables. Significant differences (p < .05) in perceptions of campus climate and job satisfaction among employees were observed for the individual item survey statements related to: emotional attachment to the university, academic admissions standards, fair salary, university supported benefits, complaints, keeping employees informed, decision to work for the university, the direction of the university, and overall job satisfaction.All employees reported that collegiality and a Christian focus were sources of high morale. The mixed methods approach coalesced to indicate that faculty enjoyed the company of other employees and responded that co-workers were friends that were likely to support them in their professional and personal lives. Findings indicate the sense of comradery among the employees was extremely high and was a source of high morale. The main identified sources of low morale were poor salaries (as compared to competitor institutions) and the perception of a lack of communication and appreciation from upper level administrators. Utilizing Kotter’s Change Theory, recommendations to improve employee perceptions of campus climate are made utilizing servant leadership as a platform to promote change and a positive work environment

This article discusses the existence of transitive expletives in a variety of English. Belfast English has none of the features previously proposed as licensing transitive expletives, but nevertheless allows these, calling into question previous analyses of the licensing of this structure. This article considers the properties of transitive expletives in this variety, showing that they are restricted to sentences where the associate is quantified, and that the associate can appear in a range of positions, similar but not identical to those available to ‘floated’ quantifiers. It is argued that Belfast English has a higher merge position for the expletive than does Standard English, and that the general availability in English of quantifier positions between T and vP – perhaps because auxiliaries in English head phases, and phases can be closed by a quantification – means that, even though Belfast English is not a Verb Second language, a position is available for both the expletive and the associate.