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A prolific and versatile writer, Ludvig Holberg has long been the subject of intense scholarly debate about the identity of his thought and the best way of interpreting his works. What, in particular, has muddied the waters is his use of multifarious textual techniques and conventions, including the use of a broad array of literary genres, a plurality of voices, and diverse literary, historical, and intellectual sources. Engaging, critically, with current contextualist scholarship, this article focuses on what intellectual history can bring to the study of Holberg. Hence, as the article aims to show, thinking in a particular way about the context of Holberg’s works, that is, in conjunction with the languages and personae that inhabit his writings, may help us to better understand the textual conventions and techniques that he employed in his writings, thereby illuminating his identity as a writer.

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The mystery play "Jour du Jugement," dating from the XIVth century deals with the Apocalypse, therefore with the arriving of the Antichrist and the Last Judgement. It is a text of 2800 lines (2438 lines preserved), but which must be played by no fewer than 94 characters or groups of characters. The chosen setting must have been that of a round theater, with six mansions or places. In the middle of this "magic circle" is located the Cemetery, this is illustrative of the importance of the theme of death. The article examines several traits which could be interpreted as signs revealing a conscience – or an allegorical imagination. It is the strange character of the "bad bishop" that encourages above all an allegorical interpretation of seeing the mystery of Psychomachia, that is to say a battle between Good and Evil for the soul of Man at the moment of death. The other text of the codex, the Testimony of Jean de Meun, is presented and commented on, and the conclusion establishes a possible relationship between the mystery play "Jour du Jugement" and the allegorical play "Plait de l'Evesque et de Droit" by Jean le Court dit Brisebare. [TRANSLATION]

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This paper will focus on some principles for lexicographical treatment of a type of fixed word combinations, which could be referred to in English as “stereotyped expressions” (in German: “Routineformeln”), more specifically stereotypes commonly and repeated-ly used as stable parts of certain types of legal documents. The question is raised where word combinations of that kind should be placed in a bilingual law dictionary. Should they be placed as entries according to their status as language units? Or shold they be indicated as examples of the use of the words of which they consist? It is argued that neither of the solutions is good. In stead, stereotypes should be cited in articles describing the documents of which they are a stable part.

By means of the category of gender, especially the concept of social gender, this article intends to illustrate the different parameters that are involved when referring to translation as a “crosscultural transfer”. Specific factors that have an influence on the translation, such as connotations of gender, pragmatic situations, different linguistic structure (i.e. languages that show grammatical vs. languages that show pronominal gender), are discussed. The article emphasizes the importance of the translator’s role to interpret the source text and to determine the function of the target text.

During the last three decades, many recommendations for a gender fair Spanish language have been proposed, but, generally speaking, it has been the substitution of the so-called 'masculine generic' (e.g. los profesores 'the teachers [masc.]') by gender neutral (e.g. el pro¬fesorado 'the staff of teachers) or explicit references (e.g. los profesores y (las) profesoras 'the teachers [masc. and fem., resp.]') which has been favoured. Two important assumptions are implicit in these recommendations. First, the sentences containing the masculine forms would lead to associations primarily to men (thus leaving women 'invisible'), whereas sentences containing either the gender-neutral forms or the gender-explicit references would evoke a generic association. Second, the associations between form and mental representation are considered inalterable and unlikely to change over time. This paper intends to interrogate these assumptions by means of two questionnaire investigations that were carried out in Spain in 1995 and 2005 in which native speakers of Spanish were asked to complete specific filler sentences. The results of both investigations demonstrate that there is no clear-cut correspondence between certain linguistic forms and the mental (gender-) representations evoked in peoples' minds. For example, a masculine form is not automatically connected with a male image. The investigation also shows that some associations significantly change over time; for example, a clear male bias of the masculine form in the first study seems to have vanished within a time span of ten years. With respect to another aim of the gender fair recommendations - namely to make women more visible in public discourse – the investigations show that this, indeed, is best achieved by explicitly referring to women. Interestingly, this result appears to be stable over time. Altogether, it seems justifiable to conclude that the assumptions underlying the recommendations for a gender fair language can be challenged. At any rate, it is important to point out that these assumptions are subject to change over time - at least within politically influenced language matters – and perhaps faster than has been expected.

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In many larger organisations, increased globalisation has made more acute the need for a continuing competence development of employees, collaborators and customers. For logistic and financial reasons, companies such as Danfoss A/S and Danske Bank have chosen to deliver many of their competence development courses in a purely virtual setting, utilizing various synchronous and asynchronous ICT-tools. The aim of this article is to present a view of competence as ‘knowledge in practice’ and explore the pedagogical implications of this view for such ICT-based competence development. The ‘knowledge in practice’ of the competent employee, it is argued, is a unity of linguistically expressible and tacit (experiential and practical) aspects. The article discusses how competence development courses can be designed as work-based blended learning in order to at once support practitioners in invoking the tacit dimensions of their knowledge and in innovating the practices from which these tacit dimensions stem. A concrete example of a course design which meets these requirements is presented. The example concerns a case study conducted by C. Kjær at Danfoss in its global educational unit Danfoss Refrigeration & Air Condition Academy (Danfoss RA Web Academy).

Palace Fredensborg, thirty-five kilometres north of Copenhagen is the summer residence of the Danish queen. The original building, which was built at the suggestion of King Frederik IV and with Johan Cornelius Krieger as its architect, was erected 1720-23, but in the next sixty years a series of extensions were made. According to the French envoy in Denmark the Danish king in 1727 compared the surroundings of Fredensborg to the landscape around the French palace of Marly, which he had visited as crown prince in 1693. But the original Fredensborg differed in many ways from Marly. Frederik IV had travelled not only in France, but also in England and Italy, and the buildings he had seen included several villas designed by the Italian architect Andrea Palladio. His architect Johan Cornelius Krieger was familiar with an architectural style from Northern Europe inspired by Palladio, that is Palladianism, which had its centre in the Netherlands. Danish art historians have disagreed on the possible origins of the style of Fredensborg: France, Italy or the Netherlands? The palace is well known and beloved, yet it is not possible to find any Danish patterns. When the palace was built, it was hardly possible to point to any specific Danish style of architecture. Danish absolutism, which was introduced in 1660, had established itself firmly, but it had not yet found a suitable style to symbolize the regime. This article investigates how the importance Frederik IV attributed to Marly came to influence the shaping of the Danish palace. The comparison with Marly reveals the ideology and the symbolism which characterize Fredensborg, and it turns out that there are a good many resemblances between the Danish and the French palace.

Grammatical gender and the related concept, 'social gender', are important linguistic categories which, in this article, are used to illustrate that the translation process is not only a 'cross-cultural transfer' but also a cross-ideological transfer. By departing from the view that different languages reflect different ways of perceiving reality, it is argued here that the linguistic structure of languages with regard to gender (i.e. grammatical vs. pronominal gender), as well as different connotations of gender, have a considerable influence upon the translation process and, hence, on how the reader of the target language is meant to perceive reality. The article emphasizes the importance of the translator's role in analyzing gender aspects in the source text and determining the ideological impact gender connotations may have in both the source and the target text.

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