Suchergebnisse

This is an important, critical analysis of Derrida's theory of writing, based upon close readings of key texts ranging from his stringent critique of structuralist criticism to his sympathetic and dialogical analysis of Freud's scriptural models. It reveals a dimension of Derrida's thinking which, although consistently present in his works, has been neglected in favour of those 'deconstructionist' clichés used in much recent literary criticism. Christopher Johnson highlights the special character of Derrida's philosophy that comes from the fertilising contact that Derrida has had with contemporary natural science and with systems theory. In addition, he shows how Derrida's philosophy of system and writing rejoins an atomist and materialist tradition repressed by centuries of idealist metaphysics. This study casts fresh light on an exacting set of intellectual issues facing philosophy and critical theory today

This article gives a brief description and critique of the analysis of power developed by Talcott Parsons in some of his recent works. Parsons's discussion of power is largely directed towards meeting what he sees as major flaws in the `traditional' view of power as embodied in `coercion theory' (or `zero-sum' theory). But his treatment of power is at least as partisan as the view which he wishes to replace. Parsons deals with the main points at issue between integration and coercion theory simply by setting most of them aside as of little importance, or by ignoring them altogether. While his new conceptualization of power makes his treatment of the subject more consistent with his general social theory, it draws his position even further away from coercion theory. In conclusion, I try to show that both Parsons and Dahrendorf wrongly imply that the main focus of the division between integration and coercion theory centres around the integrative function of `common value-systems'. The main issues which separate the two perspectives in fact concern the social processes whereby such value-systems are formed, and how value-consensus is maintained in societies.

"Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them", Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner's competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive ...

In this symposium, multiethnic researchers from Georgia Southern University's Ed. D. in Curriculum Studies program explore creative ways to push methodological and representational boundaries to liberate dissertation writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual/graphic/multimedia presentations, reader's theater, fictional narrative, freedom songs, poems, spoken word, drama, and play, the presenters will illustrate diverse forms of dissertation research and representations such as cultural studies/multipersectival cultural studies, critical geography/critical dis/ability studies, critical race narrative inquiry, personal~passionate~participatory inquiry, auto/biographical inquiry/currere, critical narrative inquiry, cross-cultural narrative inquiry, narrative multicultural inquiry, critical race photographic narrative inquiry, critical multiracial/mixed racial fictional auto/biographical inquiry, ethnographical inquiry, visual methodologies, visual/digital/sensory ethnography, visual/performative/graphic/picture/fictional narrative, photovoice, soundwalk, mobile podcasting, geotagging, poetic inquiry, womanist currere, critical portraiture, oral history, aesthetic/art-based inquiry, counternarrative, subaltern, indigenous, documentary, critical geography, speculative essay, speculative fiction, speculative memoir, speculative play, speculative poetry, and painting. Innovative writings engendered from the inquiries will be also demonstrated. Potentials, challenges, and future directions of various inquiries and representations are also discussed. Individual Presentations Within the Session: Presentation #1: Push Methodological Boundaries~Performing Dissertation Research~Liberating Academic Writing Ming Fang He & Peggy Shannon-Baker, Georgia Southern University Presentation #2: Teaching with Passion and Compassion in An Era of Fear, Injustice, and Political Uncertainty: A Narrative Inquiry into Elementary Teachers' Experience in Georgia Erin Scroggs, Georgia Southern University Presentation #3: Black Skin, Darkened Curriculum: The Black Children's Experience of Mainstream Schooling in Racialized Systems in the U. S. South Chanda Hadiman, Georgia Southern University Presentation #4: A Memoir: Being Mixed, Black And Filipino, and Multiracial in the U. S. South Georgia Middle School Nicole Moss, Georgia Southern University Presentation #5: "Their HighestPotential:" Oral Histories of Willow Hill Elementary--A Historically Black School in Georgia Laquanda Love, Georgia Southern University Presentation #6: Black Mothers, Black Sons: A Memoir Alethea Coleman, Georgia Southern University Presentation #7: Hyphenated Identity and Negotiated Intersectionality: A Memoir of A First-Generation Nigerian-American Male Teacher in An Inner City Title I Elementary School in Georgia Gerald Nwachukwu, Georgia Southern University Presentation #8: Educating Black Males in Black-Lives-Matter Movement Space Kimberly Hollis, Georgia Southern University Presentation #9: Counterstories: Black Male Teachers in Rural Georgia Brittany Jones-Turman, Georgia Southern University Presentation #10: Dissertation-Works-in-Progress Amanda Gonzales, Janet Cooks, Carmen Baker, Andrea Cramsey, Khristian Cooper, Lucia Benzor, Marianna Louise Anderson, and Cynthia Smith, Georgia Southern University

Writing as Material Practice grapples with the issue of writing as a form of material culture in its ancient and more recent manifestations, and in the contexts of production and consumption. Fifteen case studies explore the artefactual nature of writing — the ways in which materials, techniques, colour, scale, orientation and visibility inform the creation of inscribed objects and spaces, as well as structure subsequent engagement, perception and meaning making. Covering a temporal span of some 5000 years, from c.3200 BCE to the present day, and ranging in spatial context from the Americas to the Near East, the chapters in this volume bring a variety of perspectives which contribute to both specific and broader questions of writing materialities.
The authors also aim to place past graphical systems in their social contexts so they can be understood in relation to the people who created and attributed meaning to writing and associated symbolic modes through a diverse array of individual and wider social practices.
(DOI: http://dx.doi.org/10.5334/bai)

Abstract
The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

Reading transliterated akkadian texts sometimes is rather difficult, if the akkadian equivalents of the logograms are not given. This first alphabetic index of akkadian logograms offers help now: it contains the akkadian readings of most logograms, so the time consuming detour through the indexes of sign lists can be avoided in most cases. The circa 5000 entries also record the principal meaning of the akkadian word as well as references to sign lists (Borger, Mesopotamisches Zeichenlexikon or Labat, Manuel d'épigraphie akkadienne) or to akkadian dictionaries. In this way the epigraphic as well as the lexical approach to the text is enhanced. The book (written in German) is designed for students who are interested in akkadian literature, but cannot read cuneiform writing or Sumerian. The 2nd edition was thoroughly revised. In particular, R. Borger's Mesopotamisches Zeichenlexikon is now quoted as the standard sign list for Akkadian. - Die Lektüre transliterierter akkadischer Texte wird oft dadurch erschwert, daß die akkadische Lesung der Logogramme nicht angegeben ist. Hier schafft dieses erste alphabetische Verzeichnis akkadischer Logogramme Abhilfe: es bietet die akkadischen Lesungen der meisten Logogramme, so daß der zeitraubende Umweg über die Indices der Zeichenlisten meistens entfallen kann. Die ca. 5000 Einträge enthalten auch die Grundbedeutung des akkadischen Wortes sowie Verweise auf die Zeichenlisten (Borger, Mesopotamisches Zeichenlexikon oder Labat, Manuel d'épigraphie akkadienne) oder auch direkt auf die akkadischen Wörterbücher. Dadurch wird sowohl der epigraphische als auch der lexikalische Zugang zum Text erleichtert. Das Buch ist vor allem als Hilfsmittel für Studierende gedacht, die ein inhaltliches Interesse an der akkadischen Literatur haben, jedoch nicht über Kenntnisse der Keilschrift oder des Sumerischen verfügen. Die zweite Auflage wurde durchgesehen und überarbeitet. Insbesondere wurde nun das Mesopotamische Zeichenlexikon von R. Borger als Standard-Zeichenliste für das Akkadische zitiert. Die Reihe "Göttinger Beiträge zun Alten Orient" setzt die erfolgreichen "Göttinger Arbeitshefte zur Altorientalischen Literatur" fort. Die Reihe wird vom Seminar für Altorientalistik der Georg-August-Universität Göttingen herausgegeben und behandelt die Erschließung und Deutung der reichhaltigen Schriftdenkmäler in akkadischer oder sumerischer Sprache aus der Zeit von ca. 3100 - 500 v. Chr.

A large part of governmental research funding is currently distributed through the peer review of project proposals. In this paper, we argue that such funding systems incentivize and even force researchers to violate five moral values, each of which is central to commonly used scientific codes of conduct. Our argument complements existing epistemic arguments against peer-review project funding systems and, accordingly, strengthens the mounting calls for reform of these systems.

Dr. Hu Shih (1891–1962) was one of China's top scholars and diplomats and served as the Republic of China's ambassador to the United States during World War II. As early as 1941, Hu Shih warned of the fundamental ideological conflict between dictatorial totalitarianism and democratic systems, a view that later became the foundation of the Cold War narrative. In the 1950s, after Mao's authoritarian regime was established, Hu Shih started to analyze the development and nature of Communism, delivering a series of lectures and addresses to reveal what he called Stalin's "grand strategy" for facilitating the International Communist Movement.

For decades—and today to a certain extent—Hu Shih's political writings were considered sensitive and even dangerous. As a strident critic of the Chinese Communist Party's oligarchical practices, he was targeted by the CCP in a concerted national campaign to smear his reputation, cast aspersions on his writings, and generally destroy any possible influence he might have in China. This volume brings together a collection of Hu Shih's most important, mostly unpublished, English-language speeches, interviews, and commentaries on international politics, China-U.S. relations, and the International Communist Movement. Taken together, these works provide an insider's perspective on Sino-American relations and the development of the International Communist Movement over the course of the 20th century.