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Are the deaf capable of encoding, storing, and rehearsing visually presented information in phonological form? Using a working memory paradigm, the effect of articulatory suppression, a procedure consistently shown to eliminate phonological coding in hearing people, was examined for 15 orally trained, congenitally deaf, Hong Kong Chinese children. Digit span measures were obtained under normal conditions, with articulatory suppression, and kinesthetic suppression. Performance was compared to a control group of hearing children matched for educational level. Digit span measures for the deaf were lower compared to controls for all three conditions. However whereas suppression had a deleterious effect on digit span compared to both normal and tapping conditions for hearing subjects, no differences were observed for the deaf. The present results suggested that orally trained Chinese deaf did not encode information in an exclusively phonological manner and indicated the use of multiple encoding strategies. Given the possibility of differences between Chinese language processing compared to other language systems it would be injudicious to extend the present findings to all deaf populations pending further research.

Includes the following reviews:pp. 99-103. Arne Olofsson. Cambridge International Dictionary of English (CIDE).
pp. 103-104. Ritva Leppihalme. Schäffner, C. & Kelly-Holmes, H. (eds.), Cultural Functions od Translation.
pp. 104-105. Marie Källkvist. The Longman Language Activator: The World's First Production Dictionary.
pp. 105-106. Nat Chase. Nicholls, P., Modernisms.
pp. 106-108. Bengt Odenstedt. Lass, R., Old English. A historical linguistic companion.
pp. 108-109. Karin Aijmer. Tsui, A.B.M., English Conversation.
pp. 109-110. Eugene McKendry. Ó Sé, D. & Sheils, J., Teach Yourself Irish.
pp. 110-112. Gunnar Bergh. Andersson, D.A., Contemporary Sports Reporting.
pp. 112-113. Joe Trotta. Jacobs, R., English Syntax: A Grammar for English Language Professionals.
p. 114. Gustav Korlén. Dallmann, G., Zwischenrufe. Gedichte aus grosser und sehr kleiner Zeit.
pp. 115-117. Christine Frisch. Lenk, H.E.H., Deutsche Gesprächskultur.
pp. 117-119. Edelgard Biedermann. Frevert, U., "Mann und Weib, Weib und Mann". Geschlechter-Differenzen in der Moderne.
pp. 120-127. Göran Bornäs. Enwall, J. & Lötmarker, R., Fransk-svensk ordbok.

Drawing on data collected in an ethnographic study of kindergarten journal writing activity, this article demonstrates how students who are not directly participating in instruction are nevertheless key contributors to the social construction of literacy knowledge. More specifically, this study examines how the participation framework of writing activity constitutes and is constituted by the context for learning to write. Five interconnected roles in the participation framework are identified in the data and presented as a shared indexical context within which children's texts are interactionally negotiated. The author argues for a reconceptualization of classroom language and literacy practices from current dyadicbased participation frameworks to more expanded multi-party participation frameworks that allow for flexible access to the social construction of literacy knowledge. By changing the ways in which students participate in school-based literacy practices, students will be socialized to more democratic access to participation in classrooms and in the larger society. This reconceptualization of classroom language and literacy practices attempts to disrupt monolithic definitions of literacy as a reified set of "neutral" skills by challenging the sanctity of dyadic interaction in literacy activity.

Proposes a relationship between science & technology similar to that between poetry & narrative, & examines both poetry & science in this context. It is argued that precise language & reasoning are not necessarily the most productive means of expressing the truth; in fact, the diversity, symbolism, & simplification characterized by the poetic form of discourse can often represent ideas & opinions more clearly. The advance of printing technology in the 1880s created a surplus of printed material that needed to be organized, & this need gave rise to literary genres & a canon. Further, strong & weak literary categories are a product of historical criticism, which has tended to favor certain types of writing & writers. A similar but less documented process influenced modern science, & it is argued that both politics & aesthetics affect the sciences. Whereas great literature has been defined as a complex fulfillment & violation of expectations, science has almost universally pursued the fulfillment of expectations. It is concluded that science must aspire toward the constant shifting of goals & languages achieved by poetry, & that this multidimensional & conflicting approach will catalyze a new era of scientific understanding. 17 References. T. Sevier

Liang Chi-chao (1873–1929) was a major figure in Chinese intellectual history around the turn of the century. Although he never learned to read any western language, Liang took on the role of an intellectual intermediary, reading voraciously in Chinese or Japanese renderings of western ideas and then writing about them to a wide audience in China. Prior to 1900, China was intellectually very insulated from western ideas. According to Andrew Nathan, "for Chinese in the first years of this century, Liang's writings were the window on all that was modern and foreign and might be used to save China. He introduced new ways of thinking about literature, history, international relations, science, religion, language, the races of mankind, and the meaning of life" (Nathan 1985, p. 48). Liang was an incredibly prolific writer—one authority estimated his output at 14 million words (Wang 1965, p. 167), but very little of his writing has been translated into English. There is a vast literature of commentaries on his life and work, but these materials generally do not devote much attention to his economic ideas

Naturalism rejects a sui generis and fundamental realm of the evaluative or normative. Thought and talk about the good and the right must hence be understood without appeal to any such evaluative or normative concepts or properties. In Sections I and II, we see noncognitivism step forward with its account of evaluative and normative language as fundamentally optative (that is, expressive of wishes or desires) or prescriptive. Prescriptivism falls afoul of several problems. Prominent among them below is the "problem of prima facie reasons": the problem, namely that prescriptions do not properly capture the character of defeasibility of the prima facie, featured by nearly all our moral convictions. We find in Section II that, ironically, emotivism, with its emphasis on optative rather than prescriptive language, though historically more primitive, is yet better attuned to that crucial prima facie aspect of the normative and the evaluative. But even emotivism still faces serious difficulties that beset noncognitivism generally, such as the problem of embedding in subordinate clauses, and the problem of normative fallibility. That takes us up to Section III.

Bibliography: pages 112-120. ; This thesis argues that Accounting can never hope to be a value-free communicative medium grounded in and reflecting an external and knowable reality. Friedrich Nietzsche showed that we can only grasp the "real world" by means of useful fictions conditioned by our own perspective on the world. Any attempt to describe the world will always be distorted by the various contingent social, economic and political circumstances which influence our perspectives. Nietzsche's views on language are referred to, in seeking to demonstrate the inability of any language to communicate without communicating preconceived notions about reality. The thesis explores the assumptions upon which the mainstream perspective of accounting has based its world-view and attempts to show its limitations, both as a theory of Accounting and as a method of research, and shows the ideological bias inherent in it. Alternatives are suggested to replace or complement those of the mainstream in an attempt to create an awareness of the fact that the mainstream's way of seeing the world can never be privileged over other ways.

Writers of science fiction have often speculated about what it would be like to discover, on a planet in outer space, a much higher form of intelligence. How would we react to those creatures? Would we be so fearful of them that we would try to kill them? Or would we welcome the opportunity to attempt to understand their language and culture? Stranger than fiction is the fact that there already exists a species of animal life on earth that scientists speculate has higher than human intelligence. The whale has a brain that in some instances is six times bigger than the human brain and its neocortex is more convoluted. Discussing the creative processes of whales, Dr. John Lilly says that a researcher "is struck with the fact that one's current basic assumptions and even one's current expectations determine, within certain limits, the results attained with a particular animal at that particular time." Whales speak to other whales in a language that appears to include abstruse mathematical poetry. They have also developed interspecies communication with dolphins. Whales are the most specialized of all mammals.

Provides implementation guidelines for the Designated Group Policy, which was created to assist Employment and Immigration Canada (EIC) in addressing barriers related to employment inequity under legislated responsibility for implementation of the Employment Equity Act. The document describes employment barriers experienced by the designated groups: women, persons with disabilities, racialized persons*, as well as Indigenous Peoples of Canada**. Implementation strategies and responsibilities are also detailed. This is an access copy of the document. It was provided by Employment and Immigration Canada (EIC) to Marcia Braundy for reference during her activities as National Coordinator of the Women in Technology and Trades (WITT) National Network. *This description replaces the past term used in the document "Visible Minorities" with the current language that aims to decentre whiteness as the majority and norm **The document uses the past language "Aboriginal Peoples." This term has been substituted in this description as it connotes and early colonial time and unnecessarily reduces distinct Indigenous groups to one generalizing term. ; [Replaced By] Operational Guidelines for the Designated Group Policy; [Is Part Of] Designated Group Policy Draft; [References] Employment Equity Act; [References] Federal Contractors Program

This article examines dilemmas of language use and interpretation, both in scholarly and vernacular speech settings, that render instrumental and normative attributions of motives problematic. These problems derive from the ambiguous status of utterances. Morally expressive and instrumental rhetorics, as used by folk actors, each may confer benefits, generate expressive solidarity, or indicate moral ends. Decision heuristics that fail to take this performative complexity into account compromise the methodological adequacy of scholarly depictions of motives and increase the risk of interpretive errors. Theorists of rational choice may discount spoken and written language as a reliable estimator of motives, thereby missing the underlying normative ideals which such rhetorics presuppose, deny, or obscure. Normative theorists may engage in the equally context-denying procedure of taking moral professions at face value, thereby missing the utilities and functions realized by normative talk. To the extent that scholarly inferences about utterances are grounded meta-pragmatically rather than empirically on a case-by-case basis, normative and instrumental accounts of social action risk devolving into rhetorical performances which signal the membership of social scientists in their respective speech communities.

Bilingual education has become politicized. It is surrounded by controversy, the outcome of which may play a greater role in deciding its future as an educational program than its educational successes. To better understand this political debate and its possible outcome, the present article examines attitudes toward bilingual education among the Anglo majority, in terms of general support levels, the origins of support, and its future trajectory. We find that currently the majority feels moderately positive toward bilingual education. Opposition is greatest among those who have generally negative attitudes toward minority groups and immigrants and who oppose special favors for them and among those who oppose increased government spending and spending on foreign-language instruction. Anglos' actual personal experience with bilingual education plays only a minor role. Opposition is greater among the well informed, suggesting that opposition may increase further as the issue attains greater national visibility. Opposition is also likely to increase if bilingual education is presented as promoting linguistic and cultural maintenance among language-minority students rather than as a mechanism for teaching English.

Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.

Walk across a campus on a beautiful fall day and observe what a conversing species we are. Chimpanzees can be taught to talk a little, in sign language. Put educated chimpanzees together, though, and they turn out to have nothing to say to each other. We humans are different; we can even find silence awkward.Language does many things for us; conveying straight information is the most obvious. I want to stress, though, some of the ways that talk adjusts our terms for living together. What I say will be speculative and some of it will no doubt be wrong, but I suspect it is not completely off-base. Much of talk we can see as securing and adjusting terms of association – terms, among other things, of cooperation and mutual restraint. In part, this is a matter of governing our feelings toward each other. Feelings tend toward action; they can make for social glue or social bombshells. Nature, in the form of Darwinian evolution, has given us various ways to mesh feelings, and some of these. I think, are a matter of language.

Book reviewed in this article:RICHARD F. SALISBURY, A Homeland for the Cree: Regional Development in James Bay 1971–1981.ANTHONY JACKSON (ed.), Anthropology at HomeFREDERIQUE APFFEL MARGLIN, Wives of the god‐king: the rituals of the Devadasis of Puri.FERNAND DUMONT, sous la direction de, Une société des jeunes?.ROBERT A. STEBBINS, The Magician: Career, Culture, and Social Psychology in a Variety Art.PIERRE‐ANDRÉ JULIEN et BERNARD MOREL, La belle entreprise: la revanche des PME en Trance et au Québec.WILLIAM PETERSON and RENEE PETERSON, Dictionary of Demography: Terms, Concepts and Institutions.PAULINE MARIE VAILLANCOURT, When Marxists Do Research.ANDREW J. WEIGERT, J. SMITH TEITGE and DENNIS w. TEITGE, Society and Identity: Towards a Sociological Psychology.BERNARD BARBER, The Logic and Limits of Trust.ANK KLOMP, Politics on Bonaire: An Anthropological Study.JOYCE ROTHSCHILD and J. ALLEN WHiTT, The Cooperative Workplace.MEIVYN DUBROFSKY (ed.), Technological Change and Workers' Movements.SONDRA FARGANIS, The Social Reconstruction of the Feminine Character.VOLKA MEJA, DIETER MISGELD, and NICO STEHR (eds.), Modern German Sociology.TIM INGOLD, Evolution and Social Life.CHAD GAFHELD, Language, Schooling, and Cultural Conflict: the Origins of the French‐Language Controversy in Ontario.

Professor Weisburd's reply to my essay adds helpful insights to the fascinating issue of the impact of treaties upon customary international law. For the most part, I think the positions on both sides have been clearly drawn, leaving to the reader the ultimate judgment on the merits. One instance where the position is not so clearly drawn, however, is the question of what custom-creating force we can find in a treaty that itself disavows its custom-creating force. If the language says that the treaty is a matter of comity only, Professor Weisburd argues that the treaty cannot give rise to a customary rule of law. My position to the contrary is that the parties cannot in this way carve out for themselves an exception to the general metarule that treaties generate custom, any more than they could effectively use treaty language to confine the treaty rule to themselves by saying, in the treaty, that their particular treaty shall have no general customary law-creating force for nonparties. In neither case do the parties have a general legislative competence that extends to nonparties.