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Supersedes TM 30-506, May 20, 1944, issued by the War Dept. ; Cover title. ; Mode of access: Internet.

Edited by Grace F. Caldwell. ; Taft, W.H. English political genius.--Larned, J.N. English leadings in modern history.--Smith, D.E. The geographic factor in English history.--Caldwell, G.F. English contributions to scientific thought.--Caldwell, G.F. The English gift to world literature. ; Mode of access: Internet.

The present paper offers a critical analysis of what its authors call a new approach to social class. The analytical framework concerned is based on a large BBC-sponsored Internet survey and co-coauthored by a team of researchers led by Mike Savage. In theoretical terms, the most relevant observation to be made regarding the appproach under examination is its total dependence upon Pierre Bourdieu's concepts and ideas. This concerns first of all his theory of multiple 'capitals', two of which, e.e. social and cultural have been singled out by the exponents of the framework analysed in the paper as the building blocks of their own class theory. In other publications of the present author it has been shown that the purported Bourdesian 'capitals' are not any capitals at all, that they constitute misnomers, or even oxymorons. The consequences of this theoretical misunderstanding, to say the least, are as devastating in the case of Savage et al. as in the case of French thinker. The typology of social classes built upon such shaky grounds is found wanting in many respects; inter alia, such concepts as the middle class and the precariat are being criticised in more detail. Overall, the authors' shameless self-adevertising campaign, their analytic framework contains scarcely any new insights or ideas and mirrors other people's errors and failings instead.

I argue that in interwar Greece there was a small yet influential of anti-Semitic anticommunists, whose centre and main area of interest was Salonica. I attempt to demonstrate that their ideas were not a particular Greek phenomenon- rather these intellectuals and activists distanced themselves from traditional forms of Greek anti-Semitism. On the contrary, their appearance was part of a panEuropean phenomenon triggered by the October Revolution in Russia, and facilitated by the ensuing immigration of the defeated Whites. This ideology should be understood within the context of the Ottoman imperial collapse, the ensuing relocation of populations and the anxiety of Balkan nationstates to ensure their national frontiers

With the lapse of time the two nations- Americans and British always blamed each other for "ruining" English. In this article we aim to trace historical "real culprit" and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today's world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in "ruining" English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.