This chapter addresses stress and tone. It describes various types of stress systems attested in languages (lexical, morphological, fixed and weight-sensitive), different tonal systems (simple, tonal and pitch accent), and introduces intonation. This chapter provides a list of guided questions to facilitate the incorporation of stress or tone in a conlang, provides conlanging practice and describes the stress system of the Salt language. The chapter ends with a list of resources ad references to explore further.

Ch. 9 Jewish theology today needs to retrieve prophetic theological ethics. Hermann Cohen and Abraham Joshua Heschel offer us compelling models for Jewish prophetic ethics that rely upon a righteous remnant.

This chapter introduces language invention. It addresses the similarities and differences between natural languages (natlangs) and constructed languages (conlangs) and distinguishes the latter from creative language forms such as slang and language games. This chapter also covers the main types of conlangs and the key motivations underlying language invention. It also discusses important considerations to keep in mind when creating a language and provides a guided exercise on language invention. The chapter ends with a list of resources and references to explore further.

This chapter focuses on the lexicon. It discusses how languages encode concepts into words and introduces lexical and grammatical word categories attested in languages, paying special attention to content words (nouns, verbs, adjectives, adverbs and interjections). This chapter also highlights strategies that can be used to increase the number of words in a conlang, provides a set of guided questions to expand a conlang vocabulary and discusses aspects of the lexicon of the Salt language, including color terms. The chapter ends with a list of resources ad references to explore further.

Travel or adventure drama became a staple of English theatre with British maritime expansion. Renaissance drama’s mercantile poetics lionized middle-class traders, but foreign exotica also provoked deep unease. The emergent imperial consciousness was at once ambitious and anxious. The nascent British Empire’s dynamic of emulation and disavowal produces “peripheral heroics.” Voyage drama’s glorification of English deeds abroad follows Marlowe’s Tamburlaine’s arc of heroic action with unlikely protagonists – women, middle-class adventurers, pirates, and merchants – rising from low social origins to claim a place at imperial centers. Their decidedly middle-class status is defensively justified by nobility of character. A strong Christian strain frames that valor in terms of humility and even martyrdom. Racialized encounters with Islamic characters abjure the foreign taint, by redirecting it at European rivals, the Spanish and the Dutch. Defined by English marginality, this heroism is marked by ambivalences, with shifting and flexible modes of gendering and racializations. Through transnational figures with malleable identities, Renaissance drama negotiated English marginality in an interimperial context, exploring through peripheral heroics English desires for and fears of transculturation, their emulation and disavowal of empire.

Two distinct lines of research characterize the psychological work on autobiographical memory. One line of research examines the way people give meaning to their lives and achieve a sense of personal identity, often in the form of narrative construction. An alternative line of research questions experimental psychologists have been asking about memory more generally, but now focuses on phenomena of autobiographical memory, such as conditions of retrieval and forgetting. Each line of research undoubtedly taps into important facets of autobiographical memory. But at present, the investigative efforts might be more accurately described as siloes rather than lines of research. Indeed, one could delve deeply into one of these siloes and be perfectly unaware that a whole body of research on autobiographical memory exists outside the silo. This chapter examines why research on autobiographical memory has become so siloed, exploring methodological differences, but also the differences in what each might view as basic, fundamental questions. It then turns to what is lost by the siloing of autobiographical memory research and ends by urging more interaction between the two areas.