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Current beliefs about the route George Washington and Christopher Gist took in 1753 from Fort Machault at Venango—where they delivered an ultimatum to a French garrison to evacuate British territory—to Fort Le Boeuf are erroneous. They are based on secondhand testimony, whereas Washington's own map traces the most direct and plausible route based on the ease of using existing Indian trails and paths already established by the French military. A careful examination of the area, as outlined in this article, shows it to be the only sensible way he would have traversed this difficult terrain.

An appeal to some version of corporate responsibility has become a strategic issue for business. Many companies and most global corporations make public claims about their corporate responsibilities in addition to claims about financial outcomes and success. This raises a conceptual question: to what extent if at all, do claims about corporate responsibility have implications for the idea of the firm. This paper starts by setting out one version of the idea of the firm and its core or traditional responsibilities and then works through a series of possible further responsibilities. Each of these further responsibilities is incorporated into the initial version in order to understand potential implications for the idea of the firm. The argument in this paper does not assume that this initial version of the idea of the firm is the only possible version. However, given this version and the further dimensions suggested, the paper considers the kinds of issues that various claims about corporate responsibility raise for the idea of the firm.

This article examines how the teaching of translation at university level can come to include the systematic development of intercultural skills. It will do this initially by presenting the methodology and outcomes of a European Union funded project entitled 'Promoting Intercultural Competence in Translators'. The precise aims, context, participants, timing and working methodology of the project will be clearly outlined. This will be followed by an explanation of key theoretical principles which underlay the project and which were embodied in a 'good practice guide' at its conclusion. The project produced three key outputs freely available on the project website aimed to help university lecturers in Translation to enhance the development of students' intercultural skills a 'curriculum framework' (syllabus), teaching materials and assessment materials, for each of which the theoretical/pedagogical underpinning will be explained and examples provided. The article will conclude with an extended reflective section examining some of the limits of the project, areas in which it could be further developed or adapted to context, finishing with an indication of areas in which further research is needed.

This article examines how the teaching of translation at university level can come to include the systematic development of intercultural skills. It will do this initially by presenting the methodology and outcomes of a European Union funded project entitled 'Promoting Intercultural Competence in Translators'. The precise aims, context, participants, timing and working methodology of the project will be clearly outlined. This will be followed by an explanation of key theoretical principles which underlay the project and which were embodied in a 'good practice guide' at its conclusion. The project produced three key outputs freely available on the project website aimed to help university lecturers in Translation to enhance the development of students' intercultural skills – a 'curriculum framework' (syllabus), teaching materials and assessment materials, for each of which the theoretical/pedagogical underpinning will be explained and examples provided. The article will conclude with an extended reflective section examining some of the limits of the project, areas in which it could be further developed or adapted to context, finishing with an indication of areas in which further research is needed.

Part 2: Key Competencies, Learning and Life Transitions ; International audience ; This paper will compare a range of recently developed frameworks, which identify digital skills and competencies drawn from the United Kingdom (UK), from across the wider European Union, and internationally to include Australia. It will also briefly explore who and what is driving this agenda. The models will be set within the context of recent evidence that highlight the deficits that exist in children and young people's skills and competencies in order to emphasise the need for schools to address this issue. In order to consider the issue more practically, it will explore the digital skills and competencies of one young person who is currently in transition to explore how useful the frameworks are for the development of their skills. It will show the correspondence and divergence between the different frameworks and the composite headings which can be drawn from the content. Examples of these dimensions will be outlined to show how digital technologies, and particularly digital skills and competencies, can influence a specific transition from school to college.

Abstract:  This study analyzes the context‐dependency of populist communication and asks whether there are variations in populist communication for representatives of different kinds of parties. In contrast to previous research on European populism, which mostly considers only the right‐wing, this study includes the entire scope of political parties; thus allowing for the possibility of the diffusion of populism in contemporary politics. The empirical contribution is a multilevel analysis of speeches in non‐public and public forums (closed parliamentary committees, open parliamentary floors, and the talk show 'Arena') on immigration and asylum amendments in Switzerland. A so‐called populist party, the Swiss People's Party, played a significant role in drafting the legislation. Analysis reveals that a) different public settings influence populist communication differently; b) a non‐populist party, the Christian‐democrats, employs more populist communication on average than any other party and its populism is employed more consistently across contexts than that of the Swiss People's Party; c) but when speaking in media forms, the Swiss People's Party employs substantially more populist communication than any other party. Thus, the type of public forum does not uniformly contribute to higher levels of populist communication, but rather the effect of forum type varies substantially by party.