Articles de revues sur le sujet « Paris School (Saint Paris, Ohio) »

This article presents the reader with the first Polish translation of the three sermons (Sermon VI–VIII) from the first part of Liber exceptionum by Richard of Saint Victor, one of the main representatives of the Victorine school operating in the 12th century in Saint Victor’s Abbey in Paris, which deals with presentation saint, and especially Apostols. The text is undoubtedly an example of medieval Christian hagiography. It is preceded by a preface, in which Richard is briefly introduced and in which the sermons are generally characterized as well as the corresponding imagine of saint itself. Translation has been provided with notes for more efficient reading.

According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.

This interview was carried out in September 2019, via e-mail, with Donald C. Kiraly, Professor at the Johannes Gutenberg-Universität School of Translation, Linguistics and Cultural Studies, located in Mainz, Germany. Donald C. Kiraly studied Political Science at Cleveland State University in Ohio, obtained his M.A. in International Relations at Florida State University, and a Ph.D. at the University of Illinois, in the United States. He was a visiting professor at the Monterey Institute of International Studies in Monterey, California, and from September 2008 to August 2012, he held a visiting professor's position at the Ecole Supérieure d'Interprètes et Traducteurs of the University of Paris III, in France, where he taught French-English, Spanish-English and German-English translation. Among his main works dedicated to translator education are Pathways to translation (1995), Social Constructivist Approach to Translator Education (2000) and Towards Authentic Experiential Learning in Translator Education (2016). Professor Don Kiraly provides several important contributions in the following interview on the topic "evaluation of translations".

The Augustinian Convent of Our Lady of Syon (ancestor of the present St. Augustine’s Priory Ealing) was founded at Paris in 1634. After some early difficulties it made its home in 1638–39 on a site in the rue des Fossés Saint-Victor (now rue du Cardinal Lemoine) on the eastern outskirts of the city where it was to remain, with its school, for more than two hundred years. Almost alone among English Catholic institutions founded in France and Flanders during the penal times it weathered the storm of the French Revolution and remained throughout much of the nineteenth century on the site it had formerly occupied. During the Revolution it was suppressed as a Religious house, its property was sequestrated, many treasures were stolen and some early records lost. The buildings in the rue des Fossés Saint-Victor were used for a time as a prison in which nuns from various convents, as well as laywomen, were confined. Conditions became easier after the fall of Robespierre in 1794 and some of the nuns’ property was provisionally restored to them, but it was again seized under the Directory and those nuns who had survived the earlier ordeal were evicted. Reluctantly, they made preparations to follow the example of many other English Catholic institutions in France and on French-held territory and seek refuge in England.

Abstract Francois Henri Hallopeau was born in Paris in 1842. He entered the Paris medical school aged 24, studying under Alfred Vulpian and Sigismond Jaccoud, eventually ranking second among a large cohort of candidates for medical internships. He received his doctorate aged 29, after submission of his thesis on convulsive symptoms in disorders of the spinal cord. Francois was affiliated with the hospitals of Tenon and St Antoine, before becoming a physician at the Hôpital Saint Louis in 1884, where he remained until he retired in 1907. At the Hôpital Saint Louis, he initially practised as a neurologist, before exclusively focusing his efforts on dermatology. The variety of the patients who he cared for enabled him to report a number of important descriptions on cutaneous diseases, which formed the basis of the first edition of his Practical Treatise on Dermatology. Hallopeau was the first to describe acrodermatitis continua of Hallopeau, a painful acral pustular disease characterized by sterile pustules on erythematous skin of the distal fingers and toes, in 1890. He is also credited as being the first to describe lichens planus atrophique, now known as lichen planus sclerosus et atrophicus sclerosis, in a clinical lecture in 1887. Since then, World Lichens Sclerosis Awareness Day is celebrated on his birthday – 17 January. Hair pulling has been widely described throughout history, first documented by Aristotle (4th century Bc), when he referenced plucking out hair in the context of self-control and vices in Nicomachean Ethics. In 1889, after encountering a young male patient who had torn out tufts of his hair, Hallopeau was the first to coin the term trichotillomania, derived from the Greek thrix (hair), tillein (pulling) and mania (madness). In 1890, he cofounded the French Society of Dermatology and Syphiligraphy, of which he eventually became secretary general in 1893. He also remained an established member of the Academy of Medicine from this point. In 1907, after his retirement from Saint Louis due to the age rule, he continued working as the consulting physician at the Maison Départmentale of Nanterre until 1918, when his sight among other comorbidities led him to fully retire. Francois Henri Hallopeau’s impact in the field of dermatology persists to this day, and he continues to be remembered for his descriptions featured in his collection of over 800 publications.

Views and comments were sought from Brian Lacey, who was professionally active from the 1930s to the 1970s, Alain Dublanchet, active from the 1960s to the 2000s, and Mark Pallen, active from the 1990s to 2000 and beyond. Professor Lacey was professor of microbiology at the Westminster Medical School, University of London, United Kingdom, for many years and is now retired. Docteur Dublanchet is the long time head of the laboratory of microbiology and virology at the Centre Hospitalier Intercommunal de Villeneuve-Saint-Georges in the greater Paris area. Professor Pallen is currently professor of bacterial genetics at the Medical School, University of Birmingham (United Kingdom); he is a keen enthusiast of genomic studies in the interest of molecular pathogenesis research. All three are medically qualified. Four questions were posed to each:What was the situation like in the infectious disease field when you first started your career?What do you feel have been the most important accomplishments with regard to problems of infectious disease during your period of activity?What do you foresee as the vital matters that still need to be addressed for countering infectious disease?Can infectious disease ever, practically, be eradicated and, if so, how would this be accomplished?

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Background/Context The article presents the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam. The findings presented here are based on fieldwork carried out over a period of 1 year at secondary schools in the Dutch city of Rotterdam and in London. The project has demonstrated a close relationship between national specific modes and trajectories of integration and the ways in which the schools deal with diversity. Purpose/Objective/Research Question/Focus of Study This article addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. The debate about the place of religion in school has gained momentum after the arrival of large numbers of migrants, especially those with a “new” religious background, such as Islam. Their presence challenges existing arrangements and privileges and puts matters that were previously taken for granted back on the agenda. Religion and ethnicity at school touch on a fundamental issue, namely the place of state schooling in the making of modern nation-states. Several issues need to be taken into account: To what extent is religion a legitimate moral resource? Why should one learn about religion, and who should teach it to whom? Is it more important to get religious nurturing or to study the plurality of different belief systems? Should the school accommodate religious and cultural diversity, or should it rather be a neutral arena that deliberately disregards this diversity? These questions do not arise together in one package but present themselves in fragmented, occasional, and contingent ways. Setting The data were collected during intensive ethnographic fieldwork in four secondary schools in Neuköln (Berlin), Saint Denis (Paris), Crooswijk (Rotterdam), and Haringey (London). Research Design Qualitative fieldwork, case study in secondary schools. Conclusions/Recommendations The outcomes of the study demonstrate that although schools are, to a large extent, unique settings that cannot be lumped together, they are crucial sites where principles of national civil incorporation are transmitted to pupils. Although the two schools described in this article resemble each other to a large degree in terms of ethnic composition of the neighborhood, problems faced, and policies adopted by the school board, they each have their specific way of dealing with ethnic and religious diversity. These ways reflect national specific political culture in each of the two countries.

This article explores the origins and productions of the Société Canadienne d'Opérette et d'Opéra de Montréal, a short-lived opera company active in the late 1870s. Headed by Calixa Lavallée and Frantz Jehin Prume, the Société was established in part as a result of a decree that forbade the use mixed choirs throughout the archdiocese, and consequently made obsolete Lavallée's choir at Saint-Jacques Church. Following the success of their first production, Lavallée and Prume realized that the company might be used as a stepping-stone to the creation of a government-funded music school, modelled on the Paris Conservatoire. This article explores the social and political context in which the Société was created, and details the staging and reception of its productions of Gounod's Jeanne d'Arc and Boieldieu's La Dame blanche. In selecting these works for performance, the organizers responded to demands and constraints of a society accustomed to popular entertainment from the US and under pressure from the conservative and influential Catholic Church. They were works that were feasible to produce and likely to be successful in a city whose population was divided by religion, language and cultural traditions.

e4008080Institutional Pedagogy is an educational proposal originated within the Freinet Movement in the late 1950s, which is anchored in psychoanalysis, taking the unconscious as a factor to be considered in important determinations of schooling processes, among which is the management of relational conflicts. Assuming the psychic conflict of desires and drives with cultural limits as motivation for learning, that pedagogy associates violence to the death drive, and understands the educational process as humanization within a culture that, at the same time, must regulate the deadly drives and value the vital ones, both inherent to the impulsive psychic life. It then is presented as a pedagogy of conflicts. Interpretating Freinet’s techinques and attentive to group processes, it develops some of its own devices (also called institutions), aiming at the development of verbal expression of thoughts and feelings, with the regulation of laws, places and limits that organize the pedagogical daily life and mediate horizontal and vertical relationships, in the classroom and at school taken as collectives, in the psychological and political sense of the term. Bruno Robbes, French pedagogue and professor at Cergy Paris University, is an expert in this current and, in this interview, deals with topics such as educational authority, the future of teaching as a profession, conflict management and the stress of education professionals related to that task, considering these themes from the interlocution between education and psychoanalysis, with an emphasis on the Lacanian perspective in which that Pedagogy is rooted.ResumoA Pedagogia Institucional é uma proposta educacional originada no seio do Movimento Freinet, no final dos anos 1950, que se ancora na psicanálise, tomando o inconsciente como fator a ser considerado nas determinações de importantes processos escolares, entre os quais está a gestão de conflitos relacionais. Presumindo que o conflito psíquico de desejos e pulsões com os limites culturais é motivador da aprendizagem, associa a violência à pulsão de morte e compreende o processo educacional como a humanização no seio de uma cultura que, ao mesmo tempo, deve regular o mortífero e valorizar o vital, ambos inerentes ao pulsional. Identifica-se, então, como uma pedagogia do conflito. Não só relendo técnicas do método Freinet, mas atenta a processos grupais, desenvolveu alguns de seus próprios dispositivos (também chamados instituições), voltados para o desenvolvimento da expressão verbal de pensamentos e sentimentos, com a regulação de leis, lugares e limites que organizam o cotidiano pedagógico e medeiam os vínculos horizontais e verticais, valorizando-se a turma e a escola como coletivos, no sentido psicológico e político do termo. Bruno Robbes, pedagogo e professor de Ciências da Educação na Universidade Cergy Paris, é especialista nessa corrente e, nesta entrevista, trata de temas como a autoridade educativa, o futuro do trabalho docente, o manejo de conflitos e o estresse de profissionais da educação a eles relacionado, discutindo estes temas a partir das interlocuções da educação com a psicanálise, com ênfase sobre a leitura que delas faz a teoria lacaniana, em cujos fundamentos essa Pedagogia está enraizada.ResumenLa Pedagogía Institucional es una propuesta educativa originada dentro del Movimiento Freinet a fines de la década de 1950, que está anclada en el psicoanálisis, considerando el inconsciente como determinante de importantes procesos escolares, entre los cuales el manejo de conflictos relacionales. Asumiendo que el conflicto psíquico de los deseos y los impulsos con límites culturales es motivador para el aprendizaje, asocia la violencia con la pulsión de muerte y entiende el proceso educativo como humanización dentro de una cultura que, al mismo tiempo, regular lo mortal y dar valor a lo vital, ambos inherentes al impulso. Así, se identifica como una pedagogía del conflicto. Interpretando las técnicas Freinet y atenta a los procesos grupales, desarrolló algunos de sus propios dispositivos (llamados instituciones), dirigidos al desarrollo de la expresión verbal de pensamientos y sentimientos, con la regulación de leyes, lugares y límites que organizan la vida pedagógica diaria y median las relaciones horizontales y verticales, valorando la clase y la escuela como colectivos, en el sentido psicológico y político del término. Bruno Robbes, pedagogo y profesor francés de la Universidad Cergy Paris, es un experto en esta tendencia y, en esta entrevista, aborda temas como la autoridad educativa, el futuro del trabajo docente, la gestión de conflictos y el respectivo estrés de los profesionales de la educación, discutiendo estos temas en función de las interlocuciones entre educación y psicoanálisis, con énfasis en la lectura que la teoría de Lacan, en cuyos fundamentos está arraigada esta pedagogía, hace de estas relaciones.Palavras-chave: Conflito e educação, Psicanálise, Pedagogia Institucional, Entrevista.Keywords: Conflict and education, Psychoanalysis, Institutional Pedagogy, Interview.Palabras claves: Conflicto y educación, Psicoanálisis, Pedagogía Institucional, Entrevista.ReferencesARDOINO, Jacques. Les avatars de l’éducation. Paris: PUF, 2000.ARDOINO, Jacques. Autorité. In: BARUS-MICHEL, Jacqueline; Enriquez, Eugène; Lévy, André. (Org.). Vocabulaire de psychosociologie: Positions et références. 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Abstract Radiation Therapy Toxicities and Survival Outcomes in Monoallelic ATM Variant Carriers with Non-Metastatic Breast Cancer: A Retrospective Analysis Rayan Bensenane1 MD, Arnaud Beddok1,2,3 MD, Nadine Andrieu4 PhD, Fabienne Lesueur4 PhD, Eve Cavaciuti 4 MSc, Dorothee Le Gal4 MSc, Eon-Marchais Severine4 PhD, Dominique Stoppa Lyonnet 5MD PhD, Youlia Kirova1 MD 1. Institut Curie, PSL Research University, Radiation Oncology Department, Paris/Saint-Cloud/Orsay, France. 2. Gordon Center for Medical Imaging, Massachusetts General Hospital, Harvard Medical School, 125 Nashua St., Boston, MA, 02114, USA 3. Institut Curie, PSL Research University, University Paris Saclay, Inserm LITO U1288 Orsay, France 4. Inserm, U900, Institut Curie, PSL Research University, Mines ParisTech, Paris, France 5.Department of Genetics, Institut Curie; Inserm U830, Institut Curie; Paris-Cité University Abstract (characters: 2952; max 3400 characters, not include spaces) Background: The Ataxia-Telangiectasia Mutated (ATM) gene, involved in the repair of DNA double-strand breaks, can contribute to radiosensitivity when a bi-allelic variant is present and lead to Ataxia-Telangiectasia syndrome. Moreover, monoallelic ATM pathologic variant (PV) carriers, especially women, has an estimated occurrence rate of 0.5-1% globally and face a 2 to 3-fold increased risk of developing breast cancer. Despite evidence of in vitro radiosensitivity in cells derived from monoallelic variant carriers, there is a dearth of patient studies examining the risk of radiation-induced toxicity. This study aims to explore radiation therapy (RT) toxicities in non-metastatic breast cancer women carrying a germline monoallelic ATM variant, compared to non-carriers. Methods: A retrospective study was conducted on patients treated at Institut Curie, Paris from 1999 to 2014 and participating to CoF-AT (a French national study) and GENESIS database. ATM variant screenings encompassed both PV and non-PV, with toxicities evaluated using CTCAE v.5. Variants were classified as pathogenic, variant of unknown significance (VUS), or benign. Follow-up started from age/date at breast cancer to acute, late toxicities, disease recurrence or last news. Survival and toxicity comparisons were made using Kaplan-Meier survival analysis and Chi-square tests, respectively, with a significance level of α set at 0.05. Results: Among 50 patients, nine were ATM variant carriers (3 PV/5 VUS/1 benign), and 41 were non-carriers. Most patients had no smoking history (68%), and invasive ductal carcinoma was the predominant diagnosis (82%). The majority underwent breast-conservative surgery (80%), and the dominant RT techniques were 3D-Conformational Radiation Therapy (70%) and Isocentric Lateral Decubitus (30%). The median RT dose was 50 Gy over an average period of 36.5 days. With a median follow-up of 12 years post-diagnosis, no significant difference in acute dermatitis, esophagitis, lymphedema, cutaneous fibrosis, telangiectasia, or heart disease was observed between the groups. Analysis of overall survival (OS) showed a 5-year OS of 98%, decreasing to 89% at 10 years. For ATM variant carriers, the OS at 5, 10, and 15 years was 100%, 89%, and 89%, respectively, similar to non-carriers. Kaplan-Meier analysis revealed no significant differences in 5, 10, and 15-year overall survival, progression-free survival, local failure-specific survival, and contralateral breast cancer rates between the groups. Conclusion: In non-metastatic breast cancer patients, monoallelic ATM variant carrier status does not significantly influence acute or late RT toxicities and survival outcomes. These findings, derived from a small cohort, highlight the need for prospective studies for further validation. Table: Acute and Late Toxicities Post-Radiation Therapy in Monoallelic ATM Variant Carriers vs Non-Carriers Citation Format: Rebecca Zasloff, Samantha Thomas, Kendra Parrish, Astrid Botty van de Bruele, Gayle DiLalla, Maggie DiNome, Laura Rosenberger, Hannah Woriax, E Shelley Hwang, Jennifer Plichta, Akiko Chiba. Racial/Ethnic Disparities in Rates of Pathological Complete Response and Survival in Patients with Inflammatory Breast Cancer [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO1-10-01.

Abstract Radiation Therapy Toxicities and Survival Outcomes in Monoallelic ATM Variant Carriers with Non-Metastatic Breast Cancer: A Retrospective Analysis Rayan Bensenane1 MD, Arnaud Beddok1,2,3 MD, Nadine Andrieu4 PhD, Fabienne Lesueur4 PhD, Eve Cavaciuti 4 MSc, Dorothee Le Gal4 MSc, Eon-Marchais Severine4 PhD, Dominique Stoppa Lyonnet 5MD PhD, Youlia Kirova1 MD 1. Institut Curie, PSL Research University, Radiation Oncology Department, Paris/Saint-Cloud/Orsay, France. 2. Gordon Center for Medical Imaging, Massachusetts General Hospital, Harvard Medical School, 125 Nashua St., Boston, MA, 02114, USA 3. Institut Curie, PSL Research University, University Paris Saclay, Inserm LITO U1288 Orsay, France 4. Inserm, U900, Institut Curie, PSL Research University, Mines ParisTech, Paris, France Abstract (characters: 2952; max 3400 characters, not include spaces) Background: The Ataxia-Telangiectasia Mutated (ATM) gene, involved in the repair of DNA double-strand breaks, can contribute to radiosensitivity when a bi-allelic variant is present and lead to Ataxia-Telangiectasia syndrome. Moreover, monoallelic ATM pathologic variant (PV) carriers, especially women, has an estimated occurrence rate of 0.5-1% globally and face a 2 to 3-fold increased risk of developing breast cancer. Despite evidence of in vitro radiosensitivity in cells derived from monoallelic variant carriers, there is a dearth of patient studies examining the risk of radiation-induced toxicity. This study aims to explore radiation therapy (RT) toxicities in non-metastatic breast cancer women carrying a germline monoallelic ATM variant, compared to non-carriers. Methods: A retrospective study was conducted on patients treated at Institut Curie, Paris from 1999 to 2014 and participating to CoF-AT (a French national study) and GENESIS database. ATM variant screenings encompassed both PV and non-PV, with toxicities evaluated using CTCAE v.5. Variants were classified as pathogenic, variant of unknown significance (VUS), or benign. Follow-up started from age/date at breast cancer to acute, late toxicities, disease recurrence or last news. Survival and toxicity comparisons were made using Kaplan-Meier survival analysis and Chi-square tests, respectively, with a significance level of α set at 0.05. Results: Among 50 patients, nine were ATM variant carriers (3 PV/5 VUS/1 benign), and 41 were non-carriers. Most patients had no smoking history (68%), and invasive ductal carcinoma was the predominant diagnosis (82%). The majority underwent breast-conservative surgery (80%), and the dominant RT techniques were 3D-Conformational Radiation Therapy (70%) and Isocentric Lateral Decubitus (30%). The median RT dose was 50 Gy over an average period of 36.5 days. With a median follow-up of 12 years post-diagnosis, no significant difference in acute dermatitis, esophagitis, lymphedema, cutaneous fibrosis, telangiectasia, or heart disease was observed between the groups. Analysis of overall survival (OS) showed a 5-year OS of 98%, decreasing to 89% at 10 years. For ATM variant carriers, the OS at 5, 10, and 15 years was 100%, 89%, and 89%, respectively, similar to non-carriers. Kaplan-Meier analysis revealed no significant differences in 5, 10, and 15-year overall survival, progression-free survival, local failure-specific survival, and contralateral breast cancer rates between the groups. Conclusion: In non-metastatic breast cancer patients, monoallelic ATM variant carrier status does not significantly influence acute or late RT toxicities and survival outcomes. These findings, derived from a small cohort, highlight the need for prospective studies for further validation. Table: Acute and Late Toxicities Post-Radiation Therapy in Monoallelic ATM Variant Carriers vs Non-Carriers * Pearson/Chi2 test ; NS: non significant at α=0.05; ATM +/+: wild type for ATM; ATM +/- : ATM monoallelic germline variant carrier Citation Format: Rayan BENSENANE, Youlia Kirova, Arnaud BEDDOK, Andine ANDRIEU, Fabienne Lesueur, Eve CAVACIUTI, Dorothée Le GAL, Severine EON-MARCHAIS, Dominique STOPPA LYONNET. Radiation Therapy Toxicities and Survival Outcomes in Monoallelic ATM Variant Carriers with Non-Metastatic Breast Cancer: A Retrospective Analysis [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO1-22-05.

Judging by the quantity of surviving texts – whether vitae or saints’ lives, libelli miraculorum or narratives of miracles for public reading in church, lectionaries or collections of liturgical readings, inventiones and translationes or accounts of relics found and later moved to a new location, popular receptivity to signs, wonders and miracles had reached a high point by the turn of the twelfth century. Whilst ordinary laypeople remained fascinated by supernatural phenomena, intellectuals were already beginning to challenge the preternatural in a process described by Chenu as the ‘desacralizing’ of nature. In the first book of his treatise, De Sanctis et eorum pignoribus (c.1120), Guibert, Abbot of Nogent, had contrasted the credulity of the faithful towards pseudo-miracles with the growing unease experienced by many scholars at inadequate written evidence for the authentication of relics. Andrew of Saint-Victor (d.1175), in an exposition on the literal interpretation of Scripture, found himself arguing for a natural explanation of events before any recourse to the miraculous. In the School of Pastoral Theology at Paris, Master Peter the Chanter (d.1197) vehemently criticized trial by ordeal as a flagrant tempting of God whereby a supposedly miraculous intervention was allowed to intrude into the regular legalistic operation of the courts. In the years immediately following the Chanter’s death, his former students, led by Pope Innocent III (1198–1216) and like-minded clerical associates, developed a significant agenda, emphasizing rationality and record keeping to sustain the faith of the Church within a new and more firmly pastoral context.

The second half of the 18th century and the first half of the 19th century saw significant changes to take place among the Russian nobility. The idea of forming a new type of nobility with an orientation towards Western models emerges, entailing changes in the system of education and upbringing. Thus, the concept of closed educational institutions for the upbringing of a new noble elite came to being. The principles of education and upbringing in those institutions were borrowed from the French Enlighteners, however modified because of their adaptation to the peculiarities of Russian society of that period. The basic idea was to isolate the child from the harmful influence of the social environment from an early age to let him follow a certain pedagogical concept. I.I. Betsky developed charters for male and female educational institutions in Russia. The most common military institutions of the time were cadet corps which for a long time became a source of forging of the best officer personnel for the Russian Empire. Tsarskoye Selo Lyceum represents an example of a secular educational institution for boys, known mainly for its first graduates. The Smolny Institute, established after the image of St. Louis School in Saint-Cyr near Paris, later served as a model for other institutes for noble maidens. All of these institutions were characterized by strict adherence to statutes and strict discipline. Despite some negative aspects, many closed educational institutions of the period under consideration brought up the best representatives of the nobility.

Based on archival and published sources, the author analyzes complex contexts of writing a narrative about Holy Rus’ by a well-known émigré historian. The political and ideological contexts were determined by changes in the composition and sentiments of Russian refugees after the Second World War. On the one hand, the spread of “Soviet patriotism” among some emigrants of the first wave as a result of their acknowledgement of the decisive victory of the Red Army encouraged the historian to remind them about the anti-Bolshevik origins of the post-revolutionary emigration. On the other hand, his book represented a religiously grounded ideal which could serve as the basis for cultural and historical identity of the anti-Soviet “displaced persons”. The religious context was primarily determined by the failure to unite the Orthodox jurisdictions of Russian emigrants after the World War II, which required the historian to dissociate himself from the reactionary program of protagonists of the Russian Orthodox Church Abroad. The situation was further complicated by the disagreement between older and younger generations of the representatives of the “School of Parisian theology”, which characterized the academic context. As a result, Kartashev had to disassociate himself with those of his disciples who did not follow his interpretation of the Chalcedonian dogma. Last but not least, the organizational and financial contexts, which also depended on the ideological and political contexts, meant that he could not seek financial support from the American curator of Saint Sergius theological institute in Paris, but applied for it to Novitsky brothers who organized fundraising activity among Russian Orthodox emigrants in the United States to ensure publication of the book.

In this article Alexander Golovlev offers a comparative examination of the theatre policies of Fascist Italy and Stalinist Soviet Union. He argues that, although the two regimes shared parallel time frames and gravitated around similar institutional solutions, Italian Fascism was fundamentally different in its reluctance to destroy the privately based theatre structure in favour of a state theatre and to impose a unified style, while Stalin carried out an ambitious and violent campaign to instil Socialist Realism through continuous disciplining, repression, and institutional supervision. In pursuing a nearly identical goal of achieving full obedience, the regimes used different means, and obtained similarly mixed results. While the Italian experience ended with the defeat of Fascism, Soviet theatres underwent de-Stalinization in the post-war decades, indicating the potential for sluggish stability in such frameworks of cultural-political control. Alexander Golovlev is Research Fellow at the International Centre for the History and Sociology of World War II and Its Consequences, National Research University, Higher School of Economics / Fondation de la Maison des Sciences de l’Homme, and ATLAS Fellow, Centre d’histoire culturelle des sociétés contemporaines, Université de Versailles-Saint-Quentin-en-Yvelines/ Université Paris-Saclay. His most recent publications include ‘Sounds of Music from across the Sea: Musical Transnationality in Early Post-World-War-II Austria’, in Yearbook of Transnational History 1 (2018) and ‘Von der Seine an die Salzach: die Teilnahme vom Straßburger Domchor an den Salzburger Festspielen und die französische Musikdiplom atie in Österreich während der alliierten Besatzungs zeit’, Journal of Austrian Studies (2018). He is currently working on the political economy of the Bolshoi theatre under Stalinism.

Straipsnyje analizuojamos Karsavino Eurazijos ir simfoninės asmenybės teorijos ir jų įtaka asmeniniam Karsavino likimui, jo sofiologinėms mesianistinėms nuostatoms. Aptariama svarbiausių filosofinių Karsavino idėjų genezė: gyvo religingumo ir bendrojo religinio fondo, gnostinės pleromos interpretacijos, Šv. Trejybės dialektika ir jos santykis su N. Kuziečio filosofija, simfoninės asmenybės teorija. Pagrindinis teiginys apie Karsavino ir Kuziečio filosofijų skirtumą yra pagrįstas kristologiniais Karsavino argumentais apie Kuziečio filosofijos nepakankamumą aiškinant Dievo kaip Possest eksplikacijos ir komplikacijos problematiką. Karsavinas, remdamasis ortodoksiniais kristologiniais teiginiais, simfoninės asmenybės bei ideokratijos teorija bei tipologine, istoriosofine civilizacijų klasifikacija, pagrindžia kairiąją Eurazijos sąjūdžio ideologiją, kuri išliko aktuali ir šiandienos Rusijos politinei situacijai. Straipsnyje parodomos lietuviškosios filosofijos ir Karsavino samprotavimų paralelės ir keliamas klausimas dėl Eurazijos ideologijos nesvarstymo tarpukario Lietuvoje. Straipsnio pabaigoje grįžtama prie filosofinio Karsavino apsisprendimo, saikingų, asmeninių mesianistinių jo nuostatų ir sokratiško likimo tardymų, įkalinimo Abezės lageryje laikotarpiu. Pagrindiniai žodžiai: gyvasis religingumas, simfoninė asmenybė, panteizmas, gnoticizmas, mesianizmas.Historiosophical Messianism of L. Karsavin and the Idea of Eurasia Gintautas Mažeikis SummaryThe historiosophical and messianistic ideas of L. Karsavin and his ideology of left Eurasia were based on the theological and gnostic symbolism of the early 20th century, F. Schelling’s philosophy of Myth and Universality, Vl. Solovjov’s Philosophy of Universality, Mystics of Christology, the Orthodox understanding of Saint Trinity, typological theory of civilizations. At the beginning of his mediaeval researches Karsavin investigated sacral events in rural areas in the 17th–18th centuries, especially in Italy, magic activities and popular beliefs in Christian Saints, based on uncritical, natural, live religious feelings and spontaneous faith. He maintained live religious faith to be the background for the significance and utility of all canonical religious rules and churches. These ideas are similar to the French school of Annales and to the M. Bakhtin’s theory of Carnival issues of the Mediaeval tradition of laughter. However, Karsavin re lated his consideration of spontaneous hierophany to the gnostic tradition of Divine Pleroma. It is important to them in order to interpret the philosophy of Nicolaus Cusanus, especially his conception of God as Possest and a permanent and contradictory process of explicatio and complicatio. On the basis of Cusanus’ philosophy, Karsavin developed his personal idea of dialectics of Saint Trinity as a union of Divine personalities. Karsavin maintained that the conception of Cusanus is insufficient because Cusanus didn’t explain the role of Christ in the full reunification of sinful human beings with God. By Karsavin, Cusanus avoided pantheistic tendencies and therefore couldn’t develop the theory of divination of personality. On the contrary, Karsavin develops the idea of divination of oneself in his theory of Symphonic personality. Every personality is a form of free solution and responsibility, love and self-sacrifice. Therefore, the personality develops itself from an autonomous individual into the personality as a family, the personality as a nation, as a state, and finally the personality transforms into a cosmic human being, or Adam Kadmon. The hierarchic growth of personality, his ontology presupposes his essential responsibility for the development of nation, state, culture and civilization. It was the basis of Karsavin’s messianism. The nation or culture couldn’t be developed in the necessary direction, towards divinity, without creative and self-sacrificing activity of the individual. The hierarchical conception of the world personality presupposes the ideocratic form of government. The idea of the ideocratic power makes Karsavin’s political considerations similar to the Soviet system of power. Karsavin from 1925 until 1929 was the leader of the left wing of the Eurasia movement which was located in Paris. He initiated and supported a dialog with Bolsheviks’ representatives. However, Karsavin strongly criticized communism and Bolsheviks from the Orthodox point of view. Karsavin was a deep believer and couldn’t support the destruction of churches by the Soviet regime. However, today it is possible to say that Karsavin’s political visions are very similar to the modern Vl. Putins’ regime in contemporary Russia. Eurasia and Symphonic Personality ideas became important motives for Karsavin’s coming to Lithuania in 1928. However, after arrival he didn’t participate in any political movement and developed his civilization ideas, the conception of ideocratic power and Symphonic Personality there. In the Lithuanian period, he becomes closer to the Russian Orthodox tradition of Old Believers and its ideas of self-sacrifice to populace. Karsavin didn’t emigrate from Lithuania in the threat of Soviet occupation. On the contrary, he spread his ideas of Symphonic Personality, dialectics of Trinity, self-sacrificing after the War and even in the concentration camp in Abeze until his death in 1952. Keywords: live religions, Symphonic Personality, pantheism, gnosticism, messianism.-size: 11pt;">

In the Vita of despot Stefan Lazarevic, Belgrade is compared to Jerusalem The use of this topos is aimed at a social construction of meaning within the framework of historically determined cultural discourse, based on the premise that culture itself can be observed as a complex system of signs constantly open to redefinition. This implies that the approach to its more profound understanding must rely on a method based on reconceptualization of the problem of text and context. Therefore, the true object of investigation becomes the relation between text and society whose activities are themselves perceived as a sort of behavioral text, in which that relation functions as two homologous systems of signs. As a result, our attention is focused on activities which produce social and cultural phenomena and objects ? actually on the means by the use of which a world filled with meaning is created. Apart from texts, those means, as real as the text itself, belong to the instruments of creating sacred space or hierotopy, a phenomenon historically recognized as translatio Hierosolymi. Beyond any doubt, in the eyes of homo medievalis, the absolute paradigm of hierotopic activity is Constantinople the capital of the Empire and universal model through the emulation of which or through the appropriation of whose elements of identity (ranging from cults of saints to visual identity) throughout history, and in particular in the later middle ages (especially following the events of 1204), a growing number of other points in the Christian oikoumene gains the status of center as a God-chosen and God-protected place ? Arta, Trebizond and Nicea, Paris and Venice, Novgorod and Moscow, to name just the most prominent examples In investigating the case of Belgrade, attention is focused on the modes and vehicles of hierotopy which in the days of despot Stefan Lazarevic (1402-1427) were laid as the foundation of likening Belgrade and Jerusalem as the utmost example of sacral space and their relation to the universal prototype of translatio Hierosolymi realized in Constantinople. Although related to that of Trnovo (relics of Agia Paraskevi were translated from Bulgaria to Serbia and encomiastic rhetoric developed within the Trnovo literary school was adopted in the Serbian milieu through the engagement of Constantine the Philosopher from Kostenec as the author of the highly learned and sophisticated text of the despot's Vita), the program of Belgrade appears to have more universal pretensions. Its emulation of Constantinople as a means of sacralisation is corroborated by a considerable number of phenomena in its hierotopy: the dedication of the city to the Virgin, the presence of her miracle working icon of the Hodegetria type (possibly even relics related to Mary), visions of her intercession and protection in the skies above the city, but above all the presence of imperial relics of the highest rank namely those of the first Christian emperor, Constantine the Great, and the holy empress Theophano (wife of Leo VI the Wise, dynastic saint of the Macedonians). As for topography, in the text of the despot's Vita the entire city is referred to as eptalophos polls, a notable Constantinopolitan epithet, while the location of its metropolitan see with the church of the Dormition of the Virgin is, in accordance with its dedication, likened to the Valley of Kidron and Gethsemane. Thus, although it is not the first sacral focus of the Serbian medieval state, Belgrade, as opposed to its monastic predecessors in that role ? Chilandar, Studenica and Zica, is the first such center created on an urban matrix and with a program of hierotopy focusing not on national but rather universal cults, a locus envisaged as the point of salvation drawing all the nations of the oikoumene. Such a concept of Belgrade as the capital of the Serbian state in the days of despot Stefan Lazarevic is only one constituent part of a broader phenomenon of appropriating Constantinopolitan models as instruments in the process of sacralisation of the entire space of his state aimed at welcoming the eschatological reality expected to arrive with the year 7000. At the same time, this process was perceived as a political instrument, a true shield of divine protection against imminent Turkish threat. In the act of translating and mapping of sacred space, in asserting the occurrence and circulation of divine presence throughout the despot's land, other places, alongside Belgrade, also played an important role. Belgrade, politically certainly of utmost importance, together with its holy mountain located in its immediate vicinity, on Mt. Kosmaj, marks the northernmost point of that hallowed ground. Its southern perimeter is marked by Krusevac, Kalenic, Ljubostinja and other sacral focuses of so-called Morava Serbia while its ideal center so to speak, could be located in Manasija itself, despot Stefan's mausoleum or, in the words of Constantine the Philosopher, that other city which has the path towards celestial Jerusalem and is its likeness. .

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Language Testing (London, UK), 20, 4 (2003), 369–383.04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.04–586 Eckman, Fred (University of Wisconsin, USA; Email: eckman@uwm.edu), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.04–587 Egbert, Joy (Washington State U., USA; Email: jegbert@wsu.edu). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: ehrmann@aol.com) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.04–589 Felser, Claudia (U. of Essex, UK; Email: felsec@essex.ac.uk), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.04–590 Gass, Susan (Michigan State University, USA; Email: gass@msu.edu) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: carolg@ais.ac.nz). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: hertel@juniata.edu) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–34704–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.04–601 Morris, Frank (University of Miami, USA; Email: fmorris@miami.edu.) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: perezlui@emporia.edu). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.04–605 Pulido, Diana (Washington State University, USA; Email: dpulido@wsu.edu.). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. 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TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: zsigae@georgetown.edu). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.

03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination.] Glottodidactica (Poznań, Poland), 28 (2002), 19—27.03—288 Bonci, Angelica (Royal Holloway, U. of London, UK). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia (Rugby, UK), 26 (2002), 3—14.03—289 Brown, Charles Grant (U. of Northern British Columbia, Canada; Email: brownc@unbc.ca). Inferring and maintaining the learner model. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 343—55.03—290 Butler, Yuko Goto (U. of Pennsylvania, USA; Email: ybutler@gse.upenn.edu). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 451—80.03—291 Carroll, Susanne E. (Universität Potsdam, Germany; Email: carroll@rz.uni-potsdam.de). Induction in a modular learner. Second Language Research (London, UK), 18, 3 (2002), 224—49.03—292 Chen, Liang, Tokuda, Naoyuki and Xiao, Dahai (Sunflare Company, Tokyo, Japan; Email: chen_1@sunflare.co.jp). A POST parser-based learner model for template-based ICALL for Japanese-English writing skills. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 357—72.03—293 Di Biase, Bruno and Kawaguchi, Satomi (U. of Western Sydney, Australia; Email: B.DiBiase@uws.edu.au). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research (London, UK), 18, 3 (2002), 274—302.03—294 Dimroth, Christine (Max Planck Inst. for Psycholinguistics, Nijmegen, The Netherlands; Email: christine.dimroth@mpi.nl). Topics, assertions, and additive words: How L2 learners get from information structure to target-language syntax. Linguistics (Berlin, Germany), 40, 4 (2002), 891—923.03—295 Duffield, Nigel (McGill U., Canada), White, Lydia, Bruhn de Garavito, Joyce, Montrul, Silvina and Prévost, Philippe. Clitic placement in L2 French: Evidence from sentence matching. Journal of Linguistics (Cambridge, UK), 38, 3 (2002), 487—525.03—296 Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu). Literacy, second language learning, and the development of metalinguistic awareness: A study of bilingual children's perceptions of focus on form. Linguistics and Education (New York, USA), 13, 3 (2002), 373—404.03—297 Gamper, Johann (Free U. of Bozen, Italy; Email: judith.knapp@eurac.edu) and Knapp, Judith. A review of intelligent CALL systems. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 329—42.03—298 Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Is there primacy of aspect in child L2 English? Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 109—30.03—299 Geeslin, Kimberly L. (Indiana U., USA; Email: kgeeslin@indiana.edu). The acquisition of Spanish copula choice and its relationship to language change. 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Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 387—408.03—304 Håkansson, Gisela (U. of Lund, Sweden; Email: Gisela.Hakansson@ling.lu.se), Pienemann, Manfred and Sayehli, Susan. Transfer and typological proximity in the context of second language processing. Second Language Research (London, UK), 18, 3 (2002), 250—73.03—305 Hatasa, Yukiko Abe (U. of Iowa, USA; Email: yukiko-hatasa@uiowa.edu). The effects of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 349—67.03—306 Hsiao, Tsung-Yuan (Nat. Taiwan Ocean U., Republic of China; Email: tyhsiao@mail.ntou.edu.tw) and Oxford, Rebecca L.. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 368—83.03—307 Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 347—86.03—308 Hulstijn, Jan (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research (London, UK), 18, 3 (2002), 193—223.03—309 Itakura, Hiroko (The Hong Kong Polytechnic U.; Email: eghiroko@polyu.edu.hk). Gender and pragmatic transfer in topic development. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 161—83.03—310 Jarvis, Scott (Ohio U., USA; Email: jarvis@ohio.edu). Topic continuity in L2 English article use. 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Empirical examination of EFL readers' use of rhetorical information. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 81—98.03—319 Mori, Yoshiko (Georgetown U., USA; Email: moriy@georgetown.edu). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 375—97.03—320 Morris, Frank A. (U. of Miami, USA). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals (New York, USA), 35, 4 (2002), 395—404.03—321 O'Grady, William (U. of Hawai'i, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011—19.03—322 Perdue, Clive (Université Paris VIII, France; Email: clive@univ-paris8.fr), Benazzo, Sandra and Giuliano, Patrizia. When finiteness gets marked: The relations between morphosyntactic development and use of scopal items in adult language. Linguistics (Berlin, Germany), 40, 4 (2002), 849—90.03—323 Pichette, François (U. of South Florida, USA; Email: pichette@chuma1.cas.usf.edu). Second-language vocabulary learning and the additivity hypothesis. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 117—30.03—324 Raymond, Patricia M. (U. of Ottawa, Canada) and Parks, Susan. Transitions: Orienting to reading and writing assignments in EAP and MBA contexts. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 152—80.03—325 Schulz, Renate A. (U. of Arizona, USA). Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF. [Does it help to know the rule to apply it? 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Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 319—27.03—329 Tracy, Rosemarie (U. of Mannheim, Germany). Growing (clausal) roots: All children start out (and may remain) multilingual. Linguistics (Berlin, Germany), 40, 4 (2002), 653—86.03—330 van de Craats, Ineke (U. of Nijmegen, The Netherlands; Email: I.v.d.Craats@let.kun.nl), van Hout, Roeland and Corver, Norbert. The acquisition of possessive HAVE-clauses by Turkish and Moroccan learners of Dutch. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 147—74.03—331 Verhoeven, Ludo (U. of Nijmegen, The Netherlands; Email: L.Verhoeven@ped.kun.nl) and Vermeer, Anne. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 361—74.03—332 Wendt, Michael (U. Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung. 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