"Cover"--"Title" -- "Copyright" -- "Dedication" -- "Contents" -- "List of Figures" -- "Acknowledgements" -- "1 Introduction" -- "Limina" -- "Anticipation and Recapitulation" -- "Problems of Cinematic Paratext" -- "2 Narrative Exposition" -- "Pseudo-independence" -- "Intratextuality" -- "3 Expositional Modes" -- "The Allegory Mode" -- "Lexical Expertise" -- "4 The Comment Mode" -- "Narrative Futurity" -- "Intertextuality and Quotation" -- "5 The Summary Mode" -- "Complex Summary" -- "Narrative Restatement" -- "6 The Prologue Mode" -- "Realist Integration" -- "Expository Texts" (...) -- "7 Conclusions" -- "The Paradoxes of Cinematic Paratext" -- "Typography and Pseudo-independence" -- "The Ideology of Naturalism::Stylization. (shrink)

Titles and abstracts for the Pitt-London Workshop in the Philosophy of Biology and Neuroscience: September 2001.

The relationship between Title IX and the Equal Protection Clause is relevant to many areas of sex discrimination law. However, most courts that have addressed cases raising both provisions as well as scholars analyzing them have not developed or understood the relationship between the two. This Article does just that and develops the theory that Title IX has broader protections from sex discrimination than the Equal Protection Clause. To reach the conclusion that Title IX offers more protection, (...) this Article proceeds in the following way. In Part II, the Article surveys court decisions and commentary that have explicitly touched on the relationship between Title IX and the Equal Protection Clause. In Part III, the Article then develops its own analysis of the relationship between Title IX and the Equal Protection Clause, using the text and history of Title IX, the jurisprudential differences between Title IX and the Equal Protection Clause, and the theoretical differences between Title IX and constitutional sex discrimination law. Finally, in Part IV, the Article looks at some of the legal issues affected by an analysis of Title IX's relationship to the Equal Protection Clause and posits solutions based on the doctrinal and theoretical conclusions reached in Part III. (shrink)

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of (...) research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices. _Title I: Compensatory Education at the Crossroads_ is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students. (shrink)

The Title Principle is seen by a number of commentators as crucial to Hume’s resolution of skeptical doubts in THN 1.4.7, thus providing an answer to Kemp Smith’s (1941) famous worry regarding the tension between Hume’s skepticism and his naturalism. However, I will argue that in the Enquiry, Hume rejects both the Title Principle and the role of the passions in his epistemology. Those who think that neither the Title Principle nor the passions play a significant role (...) in THN 1.4.7 will likely take this as grist for their mills. But for those who endorse such interpretations, my argument presents an interpretive burden to provide some explanation as to why Hume might have become dissatisfied with this epistemic framework, abandoning it in his later work. Having raised this interpretive burden, my paper also seeks to bear it by providing such an explanation. (shrink)

Much recent work in philosophy of memory discusses the question whether episodic remembering is continuous with imagining. This paper contributes to the debate between continuists and discontinuists by considering a previously neglected source of evidence for continuism: the linguistic properties of overt memory and imagination reports (e.g. sentences of the form ‘x remembers/imagines p’). I argue that the distribution and truth-conditional contribution of episodic uses of the English verb 'remember' is surprisingly similar to that of the verb 'imagine'. This holds (...) despite the presence of some remarkable truth-conditional differences between 'remember' and 'imagine'. I show how these differences can be explained by a continuist account of remembering on which remembering is past-directed, referential, and accurate experiential imagining. (shrink)

George P. Bradford, Emerson, and the perennial philosophy of Fénelon -- Emerson, Nietzsche, and man's striving upward : the "via eminentiae" of superior people -- The perennial philosophy of Emerson and Thoreau in England : William Jesse Jupp -- Emerson, Glasgow, and John Page Hopps : the Unitarian struggle with Scottish Calvinism.

Universities and colleges all over the United States are currently revising and implementing policies concerning sexual harassment and sexual misconduct, under the generally expressed concern to comply with Title IX requirements. But there is a very basic problem of equivocation. Both “sexual harassment” and “sexual misconduct” are used in very different ways in different contexts, often by the same entity. The result is a mess in which members of campus communities cannot be sure of their obligations or protections, and (...) which presents a serious threat to academic freedom. (shrink)

The Gricean distinction between saying and implicating suggests a clear division of labour between semantics and pragmatics. The standard view that a semantic theory delivers truth-conditions for every well-formed sentence of a language has been grafted onto a Gricean view of the semantics-pragmatics divide. Consequently, many believe that truth-conditions can be specified in a way that is essentially free from pragmatic considerations. This view has been challenged, by those who argue for pragmatic intrusion into truth-conditional content. Others have argued in (...) favour of preserving a pragmatically untainted conception of semantics, but for a more finegrained conception of pragmatics. This debate has led to different proposals as to how to draw the boundary between semantics and pragmatics. This philosophical debate has been conducted largely independently of the debate in linguistics about the interfaces between the various sub-systems of the language faculty in the mind/brain. (shrink)

Titles of modern interviews are studied on the material of German mass media texts. Leading syntactic structures, communicative signs and pragmatical aspects of titles are analyzed. The most attention is paid to titles in form of questions or exclamation, which have the strongest communicative pragmatical effect. Exclamation and questions in the position of titles lose value of incentive and interrogative, incentive or interrogative remain only formally, which makes them quasi-incentive and quasi-interrogative. Exclamation and question functions go by the wayside, in (...) the first place extends forecasting capabilities for the content of subsequent title text. Besides, in article the titles in the form of question containing the address are analyzed. Illocutionary goal of these titles is an invitation to a discussion of the potential reader, and a joint search for common perspectives in this or that activity, for selected search of the most appropriate of all the possible solutions to a problem. They seem to reproduce the process of reflection of the author and cause to think about the issues raised by recipients. (shrink)