Edward Said makes one of the strongest cases ever for the aphorism, "the pen is mightier than the sword." This is a brilliant work of literary criticism that essentially becomes political science. Culture and Imperialism demonstrates that Western imperialism's most effective tools for dominating other cultures have been literary in nature as much as political and economic. He traces the themes of 19th- and 20th-century Western fiction and contemporary mass media as weapons of conquest and also brilliantly analyzes the rise of oppositional indigenous voices in the literatures of the "colonies." Said would argue that it's no mere coincidence that it was a Victorian Englishman, Edward G. Bulwer-Lytton, who coined the phrase "the pen is mightier . . ." Very highly recommended for anyone who wants to understand how cultures are dominated by words, as well as how cultures can be liberated by resuscitating old voices or creating new voices for new times.

Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.

Stephen Mulhall offers a new way of interpreting one of the most famous and contested texts in modern philosophy: remarks on "private language" in Wittgenstein's Philosophical Investigations. He sheds new light on a central controversy concerning Wittgenstein's early work by showing its relevance to a proper understanding of the later work.

Contrastive Topology of the English and Ukrainian Languages
by Ilko V. Korunets'.

(Introduction - in Ukrainian, full text -  in English)

Typology as a branch of linguistics comes from "type" or "typical",
hence, it aims at establishing similar general linguistic categories
serving as a basis for the classification of languages of different types,
irrespective of their genealogical relationship.

Contrastive typology, as the notion itself
reveals it, represents a linguistic subject of typology based on the
method of comparison or contrasting. Like typology proper, which has
hitherto been practised, contrastive typology also aims at establishing
the most general structural types of languages on the basis of their
dominant or common phonetical/phonetic, morphological, lexical and
syntactic features. Apart from this contrastive typology may equally
treat dominant or common features only, as well as divergent features/
phenomena only, which are found both in languages of the same
structural type (synthetic, analytical, agglutinative, etc.) as well as in
languages of different structural types (synthetic and analytical, agglutinative
and incorporative, etc.)