Considering the overwhelming amount of media products that we are subjected to in the 21stcentury and the way in which those inevitably influence our perception of reality, this research pays specific attention to the role of the media in the construction and enhancement of stereotypes in everyday life, via the language or, more specifically, specialized languages. In particular, this paper aims to investigate an American legal TV series in order to analyze the way in which legal English is used (...) in dialogues. The major research questions are: to what extent such a kind of specialized discourse may be really understood by the greater audience? How does legal drama participate in the shaping of stereotypes relating to the legal environment in the country where it is produced, and cross-culturally, bearing in mind the prominence of “made in the USA” products in the television programming across the world? Ultimately, in the light of the previous questions, should the growing field of research in audiovisual translation extend its investigation into the area of legal English? Taking into consideration the seminal work of Pedersen and Diaz Cintas in the field of Audiovisual Translation, the study will examine the subtitling techniques employed for this atypical genre. Through the analysis of a corpus comprising several dialogues from a collection of episodes of the legal show Reckless, the paper will mostly focus on gender representations and their most common linguistically enhanced stereotypes. (shrink)

This paper aims to apply drama tasks (Gerard Finger, 2000) in the English class- room, which will add dynamism to the classroom, for the development of students’ oral competences. The aim is to work with drama in the Primary Education class- room through a series of tasks to improve oral communication, teamwork skills and to foster students’ self-esteem and confidence when producing oral language. This project addresses pupils in the sixth level of Primary Education. Theatre is a (...) very versatile tool that provides many resources and learning, helping to improve aspects such as corporal and oral expression and cooperative work. (shrink)

Rhetorical ethos and dramatic theory -- Syntax, style, and ethos -- The worth of words -- Memory and ethos -- Shaw, ethos, and rhetorical wit -- Athol Fugard's dramatic rhetoric -- Rhetoric and silence in Holocaust drama.

This article considers the changing pressures of genre on early modern plays and playwrights. The permanent London theatres of this time enjoyed only a brief cultural life (c. 1570s–1640s) but, despite this brevity, produced radical changes in the commercial, creative and aesthetic implications of genre. The article begins with the Shakespeare First Folio which, relatively late in this period (1623), set out three genres in the form of a list across its title page: Comedies, Histories and Tragedies. This triad has (...) been taken to represent ‘the’ early modern genres, as if comprehensive, self-evident and discrete, but is affixed to a play collection whose contents continually defy these categories. The article then moves to the beginning of commercial theatre and the work of John Lyly. Lyly was labeled as the writer of comedies in the 1630s (by the same man who created the above title page for Shakespeare), but continually denied generic definitions. The article’s dual focus on early generic playfulness and a later imposition of generic stability enables an exploration of the creative possibilities and problems of genre. (shrink)

This is the first in-depth study of a female audience that shows how and why women went to the theater in Restoration England. Robert challenges the assumption that a "ladies' faction" played an important part in encouraging the playhouses to present a more moral, less bawdy or "satirical" style of comedy, thus changing the course of English drama. He shows that there is no evidence of this faction, and that "sentimental" comedies really did cater to the interest of (...) their female audience by incorporating the fashionable concern for women's rights. Drawing on many sources, including the life of Elizabeth Pepys, the book investigates just who these "ladies" were, what determined their theater-going, how often they went, what they liked and did in the theater, and the role of patronage at the court of three Restoration queens. (shrink)

Where science has often been used to explore the questions raised by art, this book does the reverse, suggesting that art can address a problem raised by science: the deep challenge to ethics posed by Darwin’s discovery that we are intentional beings living in an unintentional world. Using Hamlet, Othello, and Macbeth, among others, Angus Fletcher shows how the physical experience of art can transform Darwin’s discouraging theory into a practice-based ethics that establishes pluralism, curiosity, and cooperation as the basis (...) of progressive life. (shrink)

Stanley Rosen's book is the first full-length study of the Sophist in English and one of the most complete in any language. He follows the stages of the dialogue in sequence and offers an exhaustive analysis of the philosophical questions that come to light as Theaetetus and the Eleatic Stranger pursue the sophist through philosophical debate. Rosen finds the central problem of the dialogue in the relation between original and image; he shows how this distinction underlies all subsequent technical (...) themes and analyzes in detail such problems as non-being or negation and false statement. Arguing that the dialogue must be treated as a dramatic unity, he pays careful attention throughout to the setting, the events, the language used, and the relations between the natures of the speakers and the topics under discussion. (shrink)

Plato's great attempt to define the nature of the sophist -- the false image of the philosopher -- has perplexed readers from classical times to the present. The dialogue has been central in the ongoing debate about the theory of forms, and it remains a crucial text for Plato scholars in both the analytical and the phenomenological traditions. Stanley Rosen's book is the first full-length study of the Sophist in English and one of the most complete in any language. (...) He follows the stages of the dialogue in sequence and offers an exhaustive analysis of the philosophical questions that come to light as Theaetetus and the Eleatic Stranger pursue the sophist through philosophical debate. Rosen finds the central problem of the dialogue in the relation between original and image; he shows how this distinction underlies all subsequent technical themes and analyzes in detail such problems as non-being or negation and false statement. Arguing that the dialogue must be treated as a dramatic unity, he pays careful attention throughout to the setting, the events, the language used, and the relations between the natures of the speakers and the topics under discussion. Rosen's new approach to the technical issues in the dialogue will be of interest to Plato scholars of all schools, and his analysis of the sophistical dimension of the world will engage all who have puzzled over what it means to be a philosopher. (shrink)

Giordano Bruno’s visit to Elizabethan England in the 1580s left its imprint on many fields of contemporary culture, ranging from the newly-developing science, the philosophy of knowledge and language, to the extraordinary flowering of Elizabethan poetry and drama. This book explores Bruno's influence on English figures as different as the ninth Earl of Northumberland, Thomas Harriot, Christopher Marlowe and William Shakespeare. Originally published in 1989, it is of interest to students and teachers of history of ideas, cultural history, (...) European drama and renaissance England. Bruno's work had particular power and emphasis in the modern world due to his response to the cultural crisis which had developed - his impulse towards a new ‘faculty of knowing’ had a disruptive effect on existing orthodoxies – religious, scientific, philosophical, and political. (shrink)

English women's drama was crucially shaped by the city between 1660 and 1705, the period when female actors and playwrights first entered the professional theatre. This article uses selected scenes from the comedies of Elizabeth Polwhele, Aphra Behn and Susanna Centlivre to examine how women coped with the high-risk strategy of participating in commercial theatre and the vast circulation of trade which grew up around the City, a flamboyant sign of high capitalism. On one hand, the city represents (...) movement, a crossroads of possibilities in which to redefine female agency. In plays such as The Rover, The Frolicks and The Gamester, female dramatists script movement across the city in a way that pre-empts De Certeau's model of ‘walking the city’ as a way for female characters and actors to inhabit public spaces of their own. On the other hand, scenes in these plays critically interrogate Raymond Williams’ classic distinction between discursive constructions of the city and the countryside in which the city's blatant expose of social and economic processes is associated with dirt. The contaminating pollution is feminised in the trope of actress, playwright and whore. Actresses and playwrights were ‘playing for all’ in more than one sense, and gambling exemplifies the risks involved for women attempting to manipulate the urban and theatrical locations that attempted to commodify them. (shrink)

If the morphology of baseball is similar to that of the fairy tale, it is obviously not because baseball is a form of narrative art. As my title suggests, insofar as baseball resembles literature at all in the way it manifests itself, it is clearly much closer to drama. Baseball takes place within a fixed, carefully delimited space that may be improvised but is reserved specifically for the purpose wherever the game is institutionalized. It is an ensemble performance carried (...) out by specially trained "players" in front of an audience for whom the occasion is a festive event that occurs as a suspension of ordinary life. It possesses a plot that develops in a limited period of time from initial situation through complication to denouement and has a relatively large number of dramatis personae who are sent into the playing area at a given moment in order to perform specific roles. Dennis Porter, associate professor of French and comparative literature at the University of Massachusetts, Amherst, has published widely on nineteenth- and twentieth-century French and English novels. He is currently an NEH fellow and is working on two books: one on plot and ideology in the novel, the other, The Alibi of Crime, on detective fiction. (shrink)

If we think about comedy in terms of stock characters, Shakespeare provides some startling examples. Here, for instance, are two hypothetical casts: A jealous husband, a chaste wife, an irascible father, a clever malicious servant, a gullible friend, a bawdy witty maid; A pair of lovers, their irascible fathers, a bawdy serving woman, a witty friend, a malicious friend, a kindly foolish priest. Both of these groups represent recognizable comic configurations, though in fact they are also the casts of Othello (...) and Romeo and Juliet. Being able to see them in this light, I think, reveals something important about how both these tragedies work. Much of their dramatic force derives from the way they continually tempt us with comic possibilities. We are told in a prologue that Romeo and Juliet are star-crossed, but if inevitability is a requisite of tragedy, neither play will qualify for the genre: they are the most iffy dramas in the Shakespearean canon. At innumerable points in both plays, had anything happened differently, the tragic catastrophe would have been averted. Othello particularly teases the audience in this way—as the famous story about the man who leapt from his seat, furious at the impending murder of Desdemona, and shouted "You fool, can't you see she's innocent?" reveals. The story is no doubt apocryphal , but the point is that it is unique to this play: there are no similar tales of spectators leaping up to rescue Cordelia, to save Gloucester from blinding, to dash the asp from Cleopatra's hand. Stephen Orgel, professor of English at Johns Hopkins University, is the author of The Jonsonian Masque, The Illusion of Power, and the coauthor of Inigo Jones. The editor of Jonson's Complete Masques and of Jonson's Selected Masques , he is currently writing a book on the idea of theatrical genres in the Renaissance. (shrink)

. The purpose of this article is to analyze the specifics of the mythologizing of time in the historical period dramas "Downton Abbey" and "The Crown" in the context of the transition from the postmodern paradigm to a new metamodern sensibility. The article summarizes the experience of domestic and foreign studies of the metamodern tendencies of the modern TV series and analyzes the theoretical issues of the mythological temporality of TV series production. On the basis of the theoretical concept of (...) retrotopia by Z. Bauman, the concept of layers of cinematic temporality by N.E. Marievskaya and the critical discourse analysis of S. Jäger, the features of the mythologization of horizontal, vertical time, as well as the biographical time of characters in selected period dramas have been analyzed. The scientific novelty of the article lies in the problematization and analysis of the discursive environment of the deployment of the temporal mythology of the modern period drama. The modern historical period drama demonstrates the specifics of turning to retrotopia, as it seeks to represent the current problems of the present through an imaginary past. In the case of the “Downton Abbey”, this happens through the harmonization in the viewer's mind of nostalgia for an imaginary English aristocratic past and an unstable future. In the case of the “The Crown”, the presentation of the private life of the British royal family against the backdrop of historical events contributes to the formation of a more multidimensional image of the present and responds to the demands of the mass audience in the emotional representation of historical events. The result of this representation is a kind of mythology of time, which arises between the cultural demand for retrotopia and the development of modern technologies for the production of cinematographic products, which makes it possible to fully realize the intention of modern metamodernist discourse to achieve a “new sensibility”. This allows us to consider the modern historical period drama not only as a "commercial project", but also as a tool for the development of historical culture, an instrument of cultural orientation in social space and time. (shrink)

The first English translation of three essays on contemporary drama penned by Kierkegaard in the mid-1840's. The most substantial essay, "The Crisis and a Crisis in the Life of an Actress," takes as its point of departure Johanna Luise Heiberg's performance as Juliet in a production staged at the Royal Theatre on January 23, 1847. Some 19 years earlier Fru Heiberg had played the same role on the same stage as a girl of fifteen, and Kierkegaard's essay considers (...) some of the ironies and tensions of this juxtaposition. The 56 page introduction by Stephen Crites is perceptive and consistently illuminating as a portrait of the life situation out of which the essays grew. The translation is readable while preserving a thoroughly Kierkegaardian flavor, and the notes are revealing and to the point. Altogether, this volume might be taken as a model of how to present Kierkegaard's minor works in English.—J. T. (shrink)

The doctor-patient relationship -- Consent, choice, and refusal : adults with capacity -- Treating adults who lack capacity -- Children and young people -- Confidentiality -- Health records -- Contraception, abortion, and birth -- Assisted reproduction -- Genetics -- Caring for patients at the end of life -- Euthanasia and physician assisted suicide -- Responsibilities after a patient's death -- Prescribing and administering medication -- Research and innovative treatment -- Emergency situations -- Doctors with dual obligations -- Providing treatment and (...) care in detention settings -- Education and training -- Teamwork, referral, delegation, and shared care -- Public health dimensions of medical practice -- Reducing risk, clinical error, and poor performance. (shrink)

Of all humanities disciplines, none is more resistant to the program of positive psychology or more hostile to the prevailing discourse of human flourishing than literary studies. The approach taken in this volume of essays is neither to gloss over that antagonism nor to launch a series of blasts against positive psychology and the happiness industry. Rather, the essays are attempts to reflect on how the kinds of literary research the contributors themselves are doing, the kinds of work to which (...) they are personally committed, might become part of an interdisciplinary conversation about human flourishing. The authors' specific fields of work are wide ranging, covering literary aesthetics, book history, digital humanities, and reader reception, as well as the important "inter-disciplines" of gender and sexuality studies, disability studies, and black studies-fields in which issues of stigma and exclusion are paramount, and which have critiqued the discourse of human flourishing for its failure to grapple with structural inequality and human difference. Taken together, the essays contribute more points of ambiguity and hesitation to the study of human flourishing than decisive advancements. Literary scholars are drawn more readily to the problematic than to the decidable. But by dwelling on the trouble spots in a field of inquiry still largely confined to the sciences, this volume provides the groundwork for new and more productive forms of interdisciplinary collaboration and exchange. (shrink)

This chapter contains sections titled: Transformation and the Negativity and Discontinuity in Learning Recognising the other as learner: On Peters' Concept of the Teacher as Educator World as Other: Transformative Encounters with the World as a Challenge to Teacher and Learner Implications for Teaching On the Indispensability of Philosophy of Education for Teacher Education Conclusions Notes References.