In Chapter 3, I focus on the nature of reactive blame itself. In order to see fully how the fittingness account of basic desert might help to resolve the problem of blame, we are in need of a clearer picture of the reactive attitudes whose conditions of appropriateness this solution will ultimately depend on. I canvass three prominent views of reactive blame (P. F. Strawson’s, R. J. Wallace’s, and David Shoemaker’s) that I take to be most helpful in further explicating what meeting the desert-based desideratum for normative adequacy might look like. Here I argue for a cognitivist view of the reactive attitudes, and that we ought to restrict the scope of the relevant class of reactive attitudes at issue quite narrowly. With a sharper view of the reactive attitudes in hand, I then return to the fittingness account of basic desert and offer a first pass at an account of the right kind of reasons to reactively blame.

Chapter 12 traces the role of linguistics within translation studies back to Roman Jakobson’s ‘On Linguistic Aspects of Translation’ of 1959. To illustrate how linguistic theories and concepts have developed and contributed to translation studies, it presents a map drawn up on the basis of a bibliometric survey, focusing on three major stages – pure linguistics, discourse analysis and multimodality. In light of the way in which the relationship has developed between translation studies and aspects of linguistics that have been applied to translation research, in particular multimodal discourse analysis, the chapter suggests how the relationship might continue to develop.

Chapter 11 offers historical reflections on the role that translation has played in comparative literature as a discipline in Europe and in East Asia. It examines current scholarship to cast light on the relationship between translation and comparative literature and the polemics that this relationship has sparked. It argues for a diversified view of translation and comparative literature that acknowledges not one but many conceptualizations of their interrelations.

This chapter explores how servicemen and veterans have conjured the Dear John through oral story-telling and life-writing. They have ascribed various motives to women who end relationships with men at war, and ventriloquized their voices. The paradigmatic Dear John is a note in which a girlfriend or wife announces not only the end of an old relationship but the beginning of a new one. Female disloyalty reverberates loudly through through this male vernacular tradition. But tragedy isn‘t the only register in which men recount heartbreak. Humorous yarns of recuperation from rejection, including inventive forms of payback, also abound. The sharing of Dear John anecdotes, jokes, and apocrypha has thus functioned as a vehicle for men‘s recovery and revenge. The chapter concludes, however, by giving women the last word. Even though some servicemen at war initiated breakups with their female partners, either conveying this news by letter or letting silence speak for itself, women have struggled to gain an audience for their stories of abandonment and betrayal. Wartime culture routinely held men and women to different standards of fidelity, as the Dear Jane‘s invisibility attests.

Fears surrounding Dear John letters have often encoded larger concerns – in civilian society and military communities – about new communications technologies that purport to bridge the gap between “over here” and “over there”: the home front and the war zone. From reel-to-reel tape recordings in Vietnam to cellular telephony, email, and social media in Iraq and Afghanistan, the double-edged character of technological innovation has fueled anxiety about the sustainability of love in wartime, and the lethality of Dear Johns in particular. Many observers of wartime’s emotional landscape have equated speed of delivery with a more devastating coup de grâce. As the digital age has brought service personnel and civilians into more continuous contact, “home” has come to appear (in the eyes of some military commentators) less a point of sentimental anchorage than a dangerous source of toxicity. But this chapter cautions against uncritical endorsement of a “ballistic” theory of communication that equates physical velocity with psychological impact. Servicemen in past wars found slow-moving mail – or protracted silence – just as hard to process as texts zapped in real-time across continents.

In the eyes of many US military commanders, the martial and the marital were, and ought to remain, worlds apart. Whether and whom enlisted men should marry preoccupied the armed forces in the twentieth century. This chapter explores the fitful progression of the services‘ marital policies and the various aspirations that underpinned them. These motives have included avoiding the cost of providing for dependents; preventing “gold-diggers” from entrapping servicemen; safeguarding operational efficiency by minimizing domestic distractions, and, conversely, boosting recruitment by incentivizing marriage and promoting “family-friendliness.” The armed forces have often presented their interventions as insulating naive young servicemen from bad marital choices. Whether servicewomen could marry, on the other hand, was (in commanders‘ eyes) less bound up with negative judgments about their partners‘ motives and emotional staying-power than with issues of procreation and maternity. In the twenty-first century, while the armed forces now accept more non-traditional partnerships and families, they continue to intervene in couples‘ lives through programs aimed at building spousal resilience.

In this chapter we consider social experiences, relationships, and involvements, and how music may facilitate social attachment and affiliations in later life. Presented are the role of social support networks and coping mechanisms that help reduce stress. We also consider systems of community and social support, such as mentoring, community bands, and how music may offer a bridge between age and cultural groups. This discussion importantly acknowledges that through music we can practice social justice.

This chapter and the preceding chapter describe the various ways in which you might manage your classroom. Chapter 9 introduced some of the main theoretical frameworks for classroom management and how these connect to teaching and learning practices. In this chapter, we extend the discussion by considering classroom management in relation to creating engaging and motivating learning environments. Engagement and motivation are essential to young people’s success in various educational contexts, including early years, primary and secondary settings, and they can only occur in positive teaching and learning environments. Establishing and fostering such environments through effective classroom management is a source of concern for many preservice teachers, and will continue to be as teachers progress throughout their career. This chapter provides an overview of various proactive strategies that serve to promote positive teaching and learning environments along with strategies for responding to student disengagement or off-task behaviour. Positive student–teacher relationships will also be described as an essential component for engaging and motivating students’ learning.

This first chapter begins with the reader, the early childhood educator/teacher. It poses the questions: Why have you chosen early childhood education? What do you bring to the profession? In considering these questions, you will reflect upon your current beliefs about teaching as inquiry and teaching as relationship, and consider diverse ideas, knowledge and ways of teaching and learning that shape your current and continuously evolving identity as an early childhood teacher. Research has demonstrated that reflecting upon and changing one’s beliefs and ways of teaching is a challenging and complex process of ongoing self-improvement. It is a critical requirement of the profession to be engaged in continuing reflection and improvement of the self.

In this integrative chapter, we summarize insights emerging from the volume as a whole with respect to the main propositions outlined in the introduction, namely, that (a) revenge is part and parcel of children’s and adolescents’ lives, manifesting various normative forms and functions, and (b) throughout childhood and adolescence, revenge can be both a consequence and a predictor of adverse psychological and social processes. In addressing the ways in which these two overarching concerns are woven throughout the chapters in this book, we summarize the contributions of individual, interpersonal, and institutional-level influences on the development of revenge. We conclude with proposed future directions and implications for intervention.

Modern womanhood was also a project of social transformation, with an impact on gender roles as seen in conversations about marriage relationships and love. The 1950s and 1960s were an era of shifting standards in marriage across the globe where novel understandings of love departed from earlier romantic traditions with romantic love standing for youth, progress, and modernity. Companionate marriage had long featured within reform projects across the Middle East. The women’s press contributed to the process of translating marital ideals articulated in state discourse, poetry, fiction, and film into practice through the innovative feature of the advice column. By offering advice and responding to letters, journalists and their audience formed an emotional community within which to deliberate the gendered norms of modern behaviors such as courtship. Yet the promise of love became a tool to discipline youthful femininity into mature adult womanhood, while romantic love also worked to fortify newly constructed national borders by racializing these identities. Within the confines of the women’s press and its relative anonymity, young girls transformed the question of romance into an attack on double standards surrounding premarital sex that urged a reconsideration of hegemonic forms of masculinity.

Since the 2010s, a number of scholars have explicitly worked with the term ‘interpersonal pragmatics’ in order to zoom in on the relational and interpersonal side of communication. The purpose of the chapter is to demonstrate how the research interest on the interpersonal and relational is inspired by (im)politeness, identity construction and communication studies in order to tackle questions about pragmatic variation and interpersonal effects. Interpersonal pragmatics does not propagate a particular methodology nor only one theory but is conceptualized as a perspective on the interpersonal side of language and communication. The chapter draws on and points to a number of earlier chapters dealing with key concepts for this field, such as (im)politeness, relational work, face, identity construction, roles and the social and historical embeddedness of communication. Key themes within interpersonal pragmatics are, among others, negotiations of agreement and disagreement, negotiations of (clashes of) norms and understandings of self and other in particular social contexts.

Sociologist Georg Simmel (1950) argued that human relationships are “inseparable from the immediacy of interaction.” That is, regardless of much one may cogitate about them, relationships happen between persons, forming, thriving, surviving, and dying as those persons communicate with one another. A relationship is a dynamic, on-going process of relating. Relationships and relating are thus key sociopragmatic phenomena. This chapter characterizes current conceptualizations of, and research on, relationships and relating in the sociopragmatic literature, but does so in view of a wide range of metaphors for and sociopsychological theories of relationships, and against the backdrop of the broader research literature on relating in interpersonal communication. Many of these metaphors, theories, and studies treat relationships as relatively static phenomena, existing apart from interaction, perhaps as a mental template for behavior, as a mini-culture of norms and patterns of action, or as rooted in individual identity. The chapter poses an alternative conceptualization of relating as endogenous to and as emerging in the dynamics of everyday interacting with one another.

Historical sociopragmatics studies the social dimension of language use from a historical perspective. Like historical pragmatics in general, it must rely on written data (except for the very recent past), which poses some specific analytical challenges. In this contribution, we show how approaches to these challenges have developed in recent years. The research focus in historical sociopragmatics has followed the trend in sociopragmatics, where the earlier focus on a mapping between specific linguistic forms and specific pragmatic functions is increasingly extended to a wider consideration of the discursive nature of pragmatic entities whose function only emerges in the interaction between conversational partners. We illustrate such a discursive approach with an analysis of a sequence of letters from the Breadalbane Collection, 1548--83, in which leading members of a Scottish Highland clan negotiate their relationships, their respective roles and the wider impact of events that led to growing tensions between them.