scholarly journals Rubella in Europe

1991 ◽  
Vol 107 (1) ◽  
pp. 43-54 ◽  
Author(s):  
A. Galazka
Keyword(s):  
Eighteenth Century ◽  
Medical Journal ◽  
Scarlet Fever ◽  
English Language ◽  
Old French ◽  
Minor Importance ◽  
The Common ◽  
Edinburgh Medical

Postnatal rubella is a mild illness, a disease which was considered to be of only minor importance for many years. The first authors to write about the disease as distinct from other exanthemata were German physicians; they differentiated rubella from measles and scarlet fever in the latter part of the eighteenth century and called the disease Rotheln. Hence the common English language eponym is ‘German measles’. Some consider that the term ‘German’ in German measles is probably of literary rather than of geographical significance and that it came from the old French ‘germain’ (derived from the Latin ‘germanus‘), meaning ‘closely akin to’ measles [1]. That it is not generally called by its German name, Rotheln, is due to Veale, a Scottish physician who in 1866 described 30 cases of rubella in the Edinburgh Medical Journal, and proposed ‘rubella’ as a short and euphonius name that could be easily pronounced [2].

Strange Vernaculars

2017 ◽  
Author(s):  
Janet Sorensen
Keyword(s):  
Eighteenth Century ◽  
British Literature ◽  
English Language ◽  
Body Politic ◽  
British History ◽  
Community Based ◽  
Common People ◽  
National Community ◽  
History Of ◽  
The Common

While eighteenth-century efforts to standardize the English language have long been studied, less well-known are the era's popular collections of odd slang, criminal argots, provincial dialects, and nautical jargon. This book delves into how these published works presented the supposed lexicons of the “common people” and traces the ways that these languages, once shunned and associated with outsiders, became objects of fascination in printed glossaries, and in novels, poems, and songs. The book argues that the recognition and recovery of outsider languages was part of a transition in the eighteenth century from an aristocratic, exclusive body politic to a British national community based on the rhetoric of inclusion and liberty, as well as the revaluing of a common British past. These representations of the vernacular made room for the “common people” within national culture, but only after representing their language as “strange.” Such strange and estranged languages, even or especially in their obscurity, came to be claimed as British, making for complex imaginings of the nation and those who composed it. Odd cant languages, witty slang phrases, provincial terms newly valued for their connection to British history, or nautical jargon repurposed for sentimental connections all toggle, in eighteenth-century jest books, novels, and poems, between the alluringly alien and familiarly British. Shedding new light on the history of the English language, the book explores how eighteenth-century British literature transformed the patois attributed to those on the margins into living symbols of the nation.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Common Law Constitutionalism

2018 ◽  
Author(s):  
William E. Nelson
Keyword(s):  
Eighteenth Century ◽  
Seventeenth Century ◽  
Common Law ◽  
Legal Profession ◽  
Legal Institutions ◽  
Law System ◽  
The Common ◽  
Common Law System

This chapter shows how common law pleading, the use of common law vocabulary, and substantive common law rules lay at the foundation of every colony’s law by the middle of the eighteenth century. There is some explanation of how this common law system functioned in practice. The chapter then discusses why colonials looked upon the common law as a repository of liberty. It also discusses in detail the development of the legal profession individually in each of the thirteen colonies. Finally, the chapter ends with a discussion of the role of legislation. It shows that, although legislation had played an important role in the development of law and legal institutions in the seventeenth century, eighteenth-century Americans were suspicious of legislation, with the result that the output of pre-Revolutionary legislatures was minimal.

Inventing the English Massacre

2020 ◽  
Author(s):  
Alison Games
Keyword(s):  
Eighteenth Century ◽  
Seventeenth Century ◽  
British Empire ◽  
English Language ◽  
East India Company ◽  
Dutch East India Company ◽  
Violent Event ◽  
The Indian Ocean ◽  
English East India Company ◽  
British Culture

This book explains how a conspiracy trial featuring English, Japanese, and Indo-Portuguese co-conspirators who allegedly plotted against the Dutch East India Company in the Indian Ocean in 1623 produced a diplomatic crisis in Europe and became known for four centuries in British culture as the Amboyna Massacre. The story of the transformation of this conspiracy into a massacre is a story of Anglo-Dutch relations in the seventeenth century and of a new word in the English language, massacre. The English East India Company drew on this new word to craft an enduring story of cruelty, violence, and ingratitude. Printed works—both pamphlets and images—were central to the East India Company’s creation of the massacre and to the story’s tenacity over four centuries as the texts and images were reproduced during conflicts with the Dutch and internal political disputes in England. By the eighteenth century, the story emerged as a familiar and shared cultural touchstone. By the nineteenth century, the Amboyna Massacre became the linchpin of the British Empire, an event that historians argued well into the twentieth century had changed the course of history and explained why the British had a stronghold in India. The broad familiarity with the incident and the Amboyna Massacre’s position as an early and formative violent event turned the episode into the first English massacre. It shaped the meaning of subsequent acts of violence, and placed intimacy, treachery, and cruelty at the center of massacres in ways that endure to the present day.

Searching for Political Parties in the Past

2017 ◽  
Author(s):  
Piero Ignazi
Keyword(s):  
Eighteenth Century ◽  
Political Parties ◽  
Political Party ◽  
Ancient Greece ◽  
Political Community ◽  
Democratic Politics ◽  
The Political ◽  
The Past ◽  
The Common

Chapter 1 introduces the long and difficult process of the theoretical legitimation of the political party as such. The analysis of the meaning and acceptance of ‘parties’ as tools of expressing contrasting visions moves forward from ancient Greece and Rome where (democratic) politics had first become a matter of speculation and practice, and ends up with the first cautious acceptance of parties by eighteenth-century British thinkers. The chapter explores how parties or factions have been constantly considered tools of division of the ‘common wealth’ and the ‘good society’. The holist and monist vision of a harmonious and compounded society, stigmatized parties and factions as an ultimate danger for the political community. Only when a new way of thinking, that is liberalism, emerged, was room for the acceptance of parties set.

Germaine de Staël’s and the Early Usage of Improvisation in English

2014 ◽  
Author(s):  
Erik Simpson
Keyword(s):  
Eighteenth Century ◽  
English Language ◽  
Napoleonic Wars ◽  
The Novel ◽  
Artistic Practice ◽  
New Information

This chapter describes the emergence of the terminology of improvisation in the English language. Terms relating to improvisation began to appear in the eighteenth century and came to be used frequently in the nineteenth. Germaine de Staël’s 1807 novel Corinne ou L’Italie (published in French and translated into English the same year) was an important part of this emergence of improvisation. By attending to the content and language of Corinne, including the novel’s earliest translations, the chapter argues that the novel helped create a sense of improvisation as an Italianate artistic practice with political overtones specific to the context of the Napoleonic Wars. For the Staëlian improviser, art and history alike progress not toward pre-ordained goals but by taking new information into account and improvising new ends.

The Georgics

1967 ◽  
Vol 1 ◽  
pp. 14-22
Keyword(s):  
Eighteenth Century ◽  
The Common ◽  
The Absolute ◽  
Absolute Control

‘The best poem of the best poet’, said Dryden. And Spence (a generation or so later): ‘The most beautiful and most correct poem that ever was wrote in the Roman language.’ It is not hard to see why the Georgics had such a powerful appeal to the English Augustans, nor why the English Georgic became a poetic genre in its own right in the eighteenth century. The absolute control of the medium, the perfection of finish such as we do not find uniformly in the unrevised Aeneid, put it alongside Horace’s Odes as an example of artistic excellence of the highest degree. The elaborate diction, with its elevation of the ordinary and the common into ornate and cultivated paraphrase, naturally pleased those whose ears were attuned to listen for elegance, dignity, and propriety.

Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Jenna Shim
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Racial Microaggressions ◽  
Analytical Tool ◽  
Pedagogical Practices ◽  
Subordinate Group ◽  
Group Members ◽  
The Common ◽  
Everyday Context

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.

Fielding and Richardson

PMLA ◽  
1966 ◽  
Vol 81 (5) ◽  
pp. 381-388
Author(s):  
William Park
Keyword(s):  
Twentieth Century ◽  
Eighteenth Century ◽  
Human Nature ◽  
General Type ◽  
Common Ground ◽  
The Other ◽  
The Novel ◽  
Tom Jones ◽  
The Common ◽  
The One

But the Discovery [of when to laugh and when to cry] was reserved for this Age, and there are two Authors now living in this Metropolis, who have found out the Art, and both brother Biographers, the one of Tom Jones, and the other of Clarissa.author of Charlotte SummersRather than discuss the differences which separate Fielding and Richardson, I propose to survey the common ground which they share with each other and with other novelists of the 1740's and 50's. In other words I am suggesting that these two masters, their contemporaries, and followers have made use of the same materials and that as a result the English novels of the mid-eighteenth century may be regarded as a distinct historic version of a general type of literature. Most readers, it seems to me, do not make this distinction. They either think that the novel is always the same, or they believe that one particular group of novels, such as those written in the early twentieth century, is the form itself. In my opinion, however, we should think of the novel as we do of the drama. No one kind of drama, such as Elizabethan comedy or Restoration comedy, is the drama itself; instead, each is a particular manifestation of the general type. Each kind bears some relationship to the others, but at the same time each has its own identity, which we usually call its conventions. By conventions I mean not only stock characters, situations, and themes, but also notions and assumptions about the novel, human nature, society, and the cosmos itself. If we compare one kind of novel to another without first considering the conventions of each, we are likely to make the same mistake that Thomas Rymer did when he blamed Shakespeare for not conforming to the canons of classical French drama.

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