Authors Of Handbooks Research Articles

Review: Schlüsselbegriffe der Public History, by Christine Gundermann et al.

Review: <i>Schlüsselbegriffe der Public History</i>, by Christine Gundermann et al.

La competencia intercultural y el error pragmático

This paper discusses two topics which are very popular nowadays among the academics dealing with foreign language teaching, namely: intercultural competence and pragmatic error. The author notes the fact that those two notions appear separately, because the starting points for discussing them are usually different fields of science. The aim of the paper is to demonstrate that on one hand the two notions need to be treated uniformly, and on the other, that the pragmatic error should be included in error classifications which are references for both the authors of handbooks as well as people educating future teachers. For that purpose, the author defines intercultural competence, presents various approaches to error and its classification in teaching, and then explains what pragmatic error is and describes its linguistic characteristics.

The Third Leg of Two-legged Lexicography

This article argues that the essence of lexicography is its capacity to satisfy the potential users’ punctual information needs in contrast to their global information needs. Simultaneously it shows that lexicographic theory, which so far has studied only two basic types of social situations where information needs may occur, the communicative and cognitive ones, should also study a third type of basic situations, which are referred to as operational user situations. On this basis, the article projects lexicography beyond the limits of known dictionaries considered as products of applied linguistics and discusses the relation that should be established between lexicography and other branches of human knowledge. It argues that lexicography, focusing on its core specialities, has a lot to contribute to these branches of knowledge. In this respect, it discusses not only traditional dictionaries but also the benefit that authors of handbooks, manuals, how-to’s, user guides, textbooks and other types of texts may have from a renewed lexicographic theory that focuses on quick and easy access to data from which the potential users and readers may retrieve the information needed in specific situations. Finally, it argues that a number of university study programs may benefit from short courses on the core specialities of lexicography.

Ming Biography is Now a Sharper Lens

Using sample biographical sketches of officials in the Ming, this paper illustrates the extent to which new tools for biographical research can yield much richer detail about individuals and the circumstances in which they lived. It also shows how biographical details can help solve bibliographical puzzles. The new tools include reprinted texts, indexed collections, and texts in searchable databases. The paper draws examples from the founding of the dynasty in 1368 to its end in 1644 and from different regions of the country. The biographical sketches are of authors of handbooks for officials or of officials who were subjects of celebratory anthologies. The variety of examples illustrate the wealth of detail that has become accessible and the sorts of questions that can be answered through the use of new biographical tools focused on the Ming.

Review: The Editor's Handbook, 2nd Edition

Review: The Editor's Handbook, 2^nd Edition

The World Is Not Enough

The World Is Not Enough Woody Holton (bio) Edward G. Gray and Jane Kamensky, eds. The Oxford Handbook of the American Revolution. Oxford: Oxford University Press, 2013. xxii + 673 pp. Notes and index. $150.00. Of all my on-campus interviews that failed to turn into jobs, I can only blame globalism for one. Things were going well until I sat down with the search committee to discuss the American Revolution syllabus I had sent ahead. I had developed a technique called “contrasting twins,” in which student essay-writers hunt for un-obvious differences between two superficially similar texts—say, two biographies of Mercy Otis Warren or the first and final drafts of the Declaration of Independence. I emphasized my commitment to this method of eliciting students’ originality by entitling my syllabus, “The Era of the American Revolution: A Comparative Approach.” Big mistake. The committee members interpreted the three words I had tacked onto my course title as promising comparison between the American War of Independence and other world revolutions. They thought they had found themselves a global-ist—until they got to know me. I might well have landed that job if I could have reached into the future for a copy of The Oxford Handbook of the American Revolution. From the first essay (P. J. Marshall’s “Britain’s American Problem: The International Perspective”) to the last (Leora Auslander’s “America’s Cultural Revolution in Transnational Perspective”), this book’s global emphasis makes it very different from anthologies and reference works on the Founding era published as recently as ten years ago. Some of the authors weigh Americans’ activities and experiences between 1775 and 1783 against those of distant peoples (mostly in Great Britain and its Caribbean colonies). Others discuss the war’s impact on Britain. Auslander compares the American and French Revolutionaries’ use of clothing as a political statement. And so on. Editors Edward G. Gray and Jane Kamensky highlight the book’s transnational focus with their choice of cover art: John Singleton Copley’s painting of a Revolutionary War battle that was fought not in North America but on the British island of Jersey, just off the French coast, on January 6, 1781. The combatants are British and French; [End Page 32] the only soldier with an apparent connection to the thirteen rebel colonies is the dying British commander’s black servant. Almost inevitably, placing the War of Independence in global context diminishes it. The Handbook authors portray Britain’s impact on North America in the years after 1783 as heavier than most people realize, especially in the areas of commerce—Henry Clay once called the American states the “independent colonies of England” since they were still “commercially slaves” (p. 475)—and culture. (The citizens of the new nation preferred British novels to those written by their fellow Americans.) On the other hand, the British footprint was surprisingly light in 1763, and putting these two corrections together forces us to revise downward our estimate of how far toward independence the Revolution moved America. Widening the lens to take in the rest of the world is only one of the ways in which most of these authors make the War of Independence seem smaller. In their introduction, the editors endorse Gordon S. Wood’s characterization of the American Revolution as radical, and Allan Kulikoff celebrates farmers’ success at parlaying their indispensible military contribution into substantial democratization. But most of the other authors imply that the radicalism of the American Revolution has been greatly exaggerated. Michael Zuckerman undermines Wood’s “before” picture, using Dr. Alexander Hamilton’s eye-opening 1744 journey through the North American colonies to show that they were already very different from the mother country three decades before the Declaration of Independence. (As Zuckerman notes, Hamilton was accompanied by his slave Dromo—a reminder about the foundations of America’s white male egalitarianism.) Terry Bouton, Ray Raphael, and Christopher Tomlins all argue that the “Democratic Moment,” as Raphael calls it, was temporary. Raphael even offers the stunning surmise that ordinary freemen “were never again so directly in charge of their effective governing apparatus as they were during the brief period after British rule had begun...

Paths to a Green World: The Political Economy of the Global Environment

Review: Paths to a Green World: The Political Economy of the Global Environment By Jennifer Clapp and Peter Dauvergne Reviewed by Susan Maret University of Denver, USA Jennifer Clapp and Peter Dauvergne. Paths to a Green World: The Political Economy of the Global Environment. Cambridge, MA: MIT Press, 2005. ISBN 0262532719 $25.00 Paper $62.00 Cloth. (327p.) A contribution to the undergraduate environmental studies literature, Paths to a Green World: the Political Economy of the Global Environment, provides a summation of the issues surrounding the global economy and its relationship to environmental issues. The authors, Jennifer Clapp, also the author of Toxic Exports: the Transfer of Hazardous Wastes from Rich to Poor Countries (Cornell University Press, 2001), and Adjustment and Agriculture in Africa: Farmers, the State, and the World Bank in Guinea (St. Martin's Press, 1997), and Peter Dauvergne , the author of Handbook of Global Environmental Politics (E. Elgar, 2005), use four sometimes-competing worldviews to inform Paths. Using these four worldviews serves to structure policies and debates that surround globalization, global institutional analysis, transboundary pollution, (free) trade, development, labor, gender equity, investment, debt relief, sustainability, and poverty. The four general worldviews, which are explained by the authors as “ ‘ideal’ categories exaggerated to help differentiate” are classified as market liberals (“benefits and dynamics of free markets and technology”), institutionalists (“emphasize the need for stronger global institutions and norms”), bioenvironmentalists (“stress the limits of earth to support life”), and social greens (“see social and political problems as inseparable”). In creating these “ideal” categories, the authors state they are simplifying “a seemingly unmanageable avalanche of conflicting information and analysis.” (p. 3). However, in describing the “ideal” categories, it would be useful for undergraduate readers, and readers generally, to be offered a brief theoretical discussion of what constitutes an “ideal,” by which I assume the authors are referring to Max Weber’s concept of ideal type. 1 This, and concepts such as environmental discourse 2 , are simply not defined by the authors. In the case of environmental discourse, a mere footnote to John S. Dryzek’s The Politics of the Earth : Environmental Discourses (New York : Oxford University Press, 2005) is provided, which hardly contributes to an understanding of the theoretical underpinning and methodological application of discourse, or its relevance to the language, politics, policies, and practices of economic players such as the World Bank, International

Transitions as Speech Acts

Current treatment of teaching transitions relies on an approach which presents students with lists of transitions to insert at unspecified places in the text. In addition, some textbooks and composition handbooks advise students to be “subtle” and warn against explicitly stating their purpose. This advice exists in spite of the fact that many professional writers are often explicit about the effect they intend in writing their transitions. Since handbook authors have failed to offer a general theory of how to write effective transitions, I propose that speech act theory can explain the function of transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. An analysis of various samples shows that published writers regularly use explicit performatives in scientific, business, technical and academic writing. This analysis offers specific implications for improving handbook explanations and for instructing student writers in writing effective transitions by determining the illocutionary force of the specific speech act underlying each transitional device.

The Integrated Gmelin Information System: New developments in information processing

The Gmelin Information System consists of the Gmelin Handbook of Inorganic and Organometallic Chemistry and the Gmelin Factual Database. This information system is constructed such that the factual database is used as the primary source for the handbook production process. The development of some novel software tools is described. These software tools enable the handbook authors to examine the factual data from the database and to add text; in a further step these parts are processed to form a draft manuscript. The completed handbook manuscripts are transferred to the printer using a newly implemented SGML procedure. These developments enable the direct creation of a printed handbook volume from the Gmelin Factual Database.

Handbook of Development Economics, Volume 2.

For this Handbook authors known to have different views regarding the nature of development economics have been selected. The Handbook is organised around the implications of different sets of assumptions and their associated research programs. It is divided into three volumes, each with three parts which focus on the broad processes of development. Volume 1 of the Handbook begins by discussing the concept of development, its historical antecedents, and alternative approaches to the study of development, broadly construed. The second part is devoted to the structural transformation of economies. The role that human resources play in economic development is the focus of the last section of this volume.

Cadets, MARCH!

MARY LOU HAMESSLY, R.N., Scout leader. camp nurse. and mother. is the author of Handbook for Camp Nurses and Other Camp Workers, an AJN Book of the Year in 1973

Tenure and the moderation of conflict

New Directions for Higher EducationVolume 1974, Issue 7 p. 17-40 Article Tenure and the moderation of conflict Robert D. Clark, Robert D. Clark President of the University of Oregon since 1969, joined the University's department of speech in 1943 and served as dean of its College of Liberal Arts and then as dean of faculties before assuming the presidency of San Jose State College between 1964 and 1969. Author of Handbook for Fundamentals of Speaking and books on Harry Emerson Fosdick and Matthew Simpson (the Methodist bishop and orator), he has served as president of the Western Speech Association, on the steering committee of the National Urban Coalition, and on the advisory council for the Center for Research and Development in Higher Education.Search for more papers by this author Robert D. Clark, Robert D. Clark President of the University of Oregon since 1969, joined the University's department of speech in 1943 and served as dean of its College of Liberal Arts and then as dean of faculties before assuming the presidency of San Jose State College between 1964 and 1969. Author of Handbook for Fundamentals of Speaking and books on Harry Emerson Fosdick and Matthew Simpson (the Methodist bishop and orator), he has served as president of the Western Speech Association, on the steering committee of the National Urban Coalition, and on the advisory council for the Center for Research and Development in Higher Education.Search for more papers by this author First published: Autumn (Fall) 1974 https://doi.org/10.1002/he.36919740704Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume1974, Issue7Autumn (Fall) 1974Pages 17-40 RelatedInformation

A Question about Contractions: Are All of 'em Colloquial?

in formal writing because they are colloquial in origin, there is, as a matter of fact, very little evidence to support such a belief. On the contrary, it is highly probable that many contractions appeared first in writing and only later entered the spoken language to be pronounced as they are written. Apparently misled by authoritarian 18th century proscriptions, grammarians, linguists, lexicographers, historians of the language, and handbook authors have assumed and asserted that all contractions are collo-

Pronominal 'This': A Quantitative Analysis

HE QUESTION of how one knows what English is 'good English' continues to be vexing. I do not suppose that there are now any linguists who hold that 'good English,' 'Standard English,' must fit some logical or metaphysical or historical scheme apart from the test of usage. Everyone agrees that Standard English is the English spoken or written by the group taken as setting the standard. But at this point obvious difficulties and notable divergences arise. It has been frequently pointed out that there are, in fact, many standards within what we think of casually as a single language. For example, a child in elementary school may be confronted with a playground standard that is quite different from the standard of his dinner table at home; he may consequently alternate between two standards, saying 'I did it' so as not to be conspicuous at the dinner table, but 'I done it' so as not to be conspicuous on the playground. We must therefore say what standard we are talking about. I shall be concerned here with the standard of written American English of the middle of the twentieth century, the English that American English teachers intend to teach, the English reported in handbooks used currently in American colleges. Our first question may be stated thus: How do authors of handbooks know what to set down as Standard English? The cynical reader will reply: 'By reading what has been set down in other handbooks.' And no doubt there is some truth in this, that some writers of handbooks have no great concern for the facts of the language but merely reshape whatever fact and fiction have previously proved welcome to English teachers. We may dismiss this type of handbook from the present discussion, pausing only long enough to deplore its existence. There is another kind of handbook that is less deplorable than the first but probably no more satisfactory. This is the book which is simply an aggregate of the author's impressions and intuitions about the language. The author, presumably, wishes to report the language as it is, but he feels that to this end scientific investigation is unnecessary. Instead, he operates as a sensitized plate, develops his own linguistic consciousness, puts it in a book, and calls it Standard English. There are those who feel that this is as good a way as any to get at the facts of the language, but I am not one of them and I dismiss this kind of handbook also from the present discussion.

High Frequency Practice, for Practitioners and Students. By Burton Baker Grover, M. D., Author of Handbook of Electrotherapy; President of the Western Electrotherapeutic Association, 1919‐1920; Fellow of the American Electrotherapeutic Association; Fellow of the American Medical Association; Member of the Medical Society of Missouri Valley; Colorado State Medical Society, etc. Illustrated with‐Ninety‐five Engravings. Kansas City, The Electron Press, 1922

High Frequency Practice, for Practitioners and Students. By Burton Baker Grover, M. D., Author of Handbook of Electrotherapy; President of the Western Electrotherapeutic Association, 1919‐1920; Fellow of the American Electrotherapeutic Association; Fellow of the American Medical Association; Member of the Medical Society of Missouri Valley; Colorado State Medical Society, etc. Illustrated with‐Ninety‐five Engravings. Kansas City, The Electron Press, 1922