Oxford Style Research Articles

Foreigners' Historical Research and Life in the Soviet Union

Foreigners' Historical Research and Life in the Soviet Union Dietrich Beyrau Translated by Georg Wurzer Sheila Fitzpatrick, A Spy in the Archives: A Memoir of Cold War Russia. 346 pp. New York: I. B. Tauris, 2015. ISBN-13 978-1784532956. $29.95. Lewis H. Siegelbaum, Stuck on Communism: Memoir of a Russian Historian. 202 pp. Ithaca, NY: Northern Illinois University Press, 2019. ISBN-13 978-1501747373. $27.95. As a rule, historians do not lead a very exciting life in comparison with other professions, inasmuch as they do not suffer from censorship or other reprisals or become witnesses of interesting events.1 It is more, if anything, about intellectual adventures, about the thrill of researching in archives and libraries, and sometimes about controversy and interpretive authority. Sheila Fitzpatrick, born in 1941, and Lewis H. Siegelbaum, born in 1949, are contemporaries of the Cold War. They developed very different attitudes for dealing with this political constellation, in spite of sympathies for the Soviet Union, or respectively for some Soviet milieus. While the memoirs of Siegelbaum provide a retrospect of his entire life till 2018/19, those of Sheila Fitzpatrick concentrate on her study years in Oxford and her research in Moscow on the topic of the People's Commissariat for Enlightenment under A. V. Lunacharskii (1918–29) at the end of the 1960s. She tells about her life in Moscow in the circle of Igor´ A. Sats, a former collaborator of Lunacharskii, who was on the editorial staff of the journal Novyi mir in the 1960s, and under the care of a daughter of the people's commissar, Irina [End Page 420] Anatol´evna Lunacharskaia. They both helped her with her research into the people's commissariat. ________ To remain "stuck on communism" more than 30 years after its downfall, one must be pretty devoted. Siegelbaum underlines this by referring to himself as a "Russian" historian. (Sheila also calls herself "a Soviet historian" on several pages in her book.) However, Lewis Siegelbaum is a US citizen, and his father Martin was born in New York in 1915 as well. His grandparents were originally from the Pale of Jewish Settlement in Russia and Austrian Galicia. His Jewish origin is of negligible importance for the author: he calls himself a "non-Jewish Jew" following Isaac Deutscher (33). His interest in (Soviet-) Russian history stemmed less from his family's origin and more from his admiration for the Russian Revolution. It was a remote love. This love cannot necessarily be linked to the witticism of Moshe Lewin: according to Lewin, the American Left knew what it disliked—American capitalism; it liked what it didn't know—communism (15). This may be valid for Siegelbaum's teenage years but not for the decades in which he devoted himself to Soviet and Russian history and got to know the reality of communism. His love of communism was closely connected to his lifelong attachment to his father, who was a member of the Communist Party of the United States and was made to pay for this. In the McCarthy era he was dismissed from his position as a schoolteacher and stayed afloat as a sales manager for computer firms. Even after his retirement, Lewis felt dedicated to the ideals both of his father and of Rosa Luxemburg, despite his privileges as a "white male" (168) and scholar, notwithstanding some reservations against the Soviet Union. His leftist orientation meant participation in anti-Vietnam demonstrations in his young years. He was a member of the radical SDS (Students for a Democratic Society) and participated actively in demonstrations at Columbia University. The end of Siegelbaum's revolutionary activities was largely due to Stephen Cohen, whom he admired as his mentor and who remained in dialogue with the leftist students. His system-critical and leftist attitude coincided with his later antipathy to the upper-class attitudes of the dons at Oxford University. He had this in common with Sheila Fitzpatrick, who hid her difficulties of adaptation as an Australian and leftist by learning to "mimic the Oxford style" (103). She also descended from a family that was embedded in the leftist milieu in Australia. For Fitzpatrick, this was an obligatory legacy...

A History of Citation Styles

A History of Citation Styles

EXPERIMENTAL VERIFICATION OF THE DIFFERENTIATED INSTRUCTION OF ESP LISTENING AND READING COMPREHENSION TO THE FUTURE IT-SPECIALISTS

The article presents the results of a methodical experiment, organized to verify the effectiveness of the methodology of differentiated instruction of English for specific purposes (ESP) listening and reading to the future specialists in the field of information technology (IT). The hypothesis, the object and tasks of the experiment, the experimental material, the phases of the experiment, the nature of the experiment (basic, natural, vertical-horizontal) and the varied and non-varied values are outlined. The testing tasks are described to determine the students’ level of foreign language proficiency in listening and reading. Using the coefficient of training proposed by V. P. Bespalko the data of the pre-experimental and post-experimental sections are analysed. The results of experimental training using the criterion φ* ‒ the Fisher transformation of the corner are interpreted. The pre-experimental results were lower than 0.7, and this declares the fact that students in all groups had an insufficient level of foreign language proficiency in listening and reading. Also the groups of future IT specialists were heterogeneous. With the aim of differentiated ESP instruction the students were differentiated according to the level of foreign language proficiency (В1 and В2) in receptive types of speech activity. Also using the Rebecca Oxford's Style Analysis Survey (SAS) the students were divided on the base of their learning style. According to the post-experimental results, the usage of differentiated ESP instruction of listening and reading to future IT-specialists, states the growth of the level of the foreign language proficiency in listening and reading, as well as the significant reduction of the imbalance among students. According to the data, the second variant of the developed methodology, has been proven to have a higher effect. The experiment showed, that with the usage of the differentiation according to the learning style and the level of the foreign language proficiency in listening and reading increases the objective need for flexible variation and integration of individual features of the future IT-specialists for their maximum full and effective implementation in the educational process.

COGNITIVE ASPECT OF LEARNING STYLE IN DIFFERENTIATED ESP INSTRUCTION FOR THE FUTURE IT SPECIALISTS

The paper deals with the issue of cognitive aspect of learning style of information technology (IT) students that is urgent in organising differentiated instruction of English for Specific Purposes at universities. R. Oxford's Style Analysis Survey and R. Amthauer's testing of intelligence have been used for studying the cognitive aspect. As the specifics of IT field are focused on such actions of IT specialists as perception, processing and implementation of textual, symbolic, graphical information, presented in oral and written forms, the most valuable parameters for organising the learning process and work with information for the future IT specialist are sensory modality (auditory, visual and kinesthetic) and the way of processing information (analytic and synthetic). Testing the third-year IT students and the fourth-year IT students has confirmed the statement of R. Oxford that learning styles are not dichotomous. Also, testing has shown that among auditory, visual, kinesthetic and mixed modalities of IT students, the dominant sensory modalities are auditory and mixed. Mixed modalities are represented by four groups of students: learners with visual, auditory and kinesthetic modality; learners with visual and kinesthetic modality; learners with visual and auditory modality; learners with auditory and kinesthetic modality. Testing results of the third-year and the fourth-year IT students’ way of processing ideas in the learning process indicate the tendency of predominance of the synthetic way of processing information and also mixed synthetic and analytic ways of processing information in the IT students. According to the R. Amthauer's test of the verbal and nonverbal intelligence of IT students can be presented as the relation 3(spatial)˂1(mathematical)˂2(verbal). The theoretical and practical thinking of the third- and fourth-year IT students are relatively balanced. All the specifics of IT students should be taken into account in the differentiated instruction of English for specific purposes. The ways of using such specifics are presented in recommendations.

New Oxford style manual (3rd edition)

New Oxford style manual (3rd edition)

Development of a J-T Micro Compressor

Lockheed Martin has developed and tested a space-quality compressor capable of delivering closed-loop gas flow with a high pressure ratio, suitable for driving a Joule- Thomson cold head. The compressor is based on a traditional “Oxford style” dual-opposed piston compressor with linear drive motors and flexure-bearing clearance-seal technology for high reliability and long life. This J-T compressor retains the approximate size, weight, and cost of the ultra-compact, 200 gram Lockheed Martin Pulse Tube Micro Compressor, despite the addition of a flow-rectifying system to convert the AC pressure wave into a steady flow.

New Oxford Style Manual (2nd edition)

New Oxford Style Manual (2nd edition)

Sony Online Entertainment: EverQuest® or EverCrack? Oxford Style Debate Presented at Tenth Annual International Conference Promoting Business Ethics

Part C of this three part series is the presentation from the Oxford style debate held at the Tenth Annual International Conference Promoting Business Ethics between Laura Hartman, J.D., and Dr. Moses Pava on topics related to the EverQuest® v. EverCrack case (Part B). In a traditional Oxford style debate, two debaters take opposing viewpoints and the third debater argues the neutral position. At the Conference, the modified format featured the two debaters presenting diametrically opposing views – corporate responsibility versus personal responsibility. This modified format was also used during the Ethics Awareness Week (Part A), with University professors presenting the debate before the student body. Ms. Hartman’s position focused on the personal responsibility by Mr Woolley while Dr. Pava opined that Sony Online Entertainment had corporate responsibility toward Mr. Woolley and all other individuals similarly situated.

Inclusion of Socially Maladjusted Children and Youth in the Legal Definition of the Behaviorally Disordered Population: A Debate

The third annual Midwest Symposium for Leadership in Behavior Disorders was held in Kansas City, Missouri in February 1985. The traditional opening of the Symposium is a formal debate. The purpose of the debate is to present and challenge the arguments on either side of a controversial issue. The content of the debate is presented here. It has been edited to reduce redundancy and to make the manuscript more suitable for a print format. The actual debate follows the traditional Oxford style with two teams of two individuals, one the affirmative supporting the proposition, and the other the negative refuting the proposition. The debate consists of four 10-minute constructive speeches. The affirmative team was Dr. Linda Edwards and Dr. David Benson, with Ms. Maureen White and Mr. Jon Rosell representing the negative team. It should be noted that the debaters were asked to present the best arguments to build their case; views expressed may not reflect the authors' opinions.