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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.

Usually regarded as a 1970s phenomenon, this article demonstrates that the debate between Jürgen Habermas and Niklas Luhmann continued until Luhmann’s death in 1998, and that the development of the two theorists’ positions during the 1980s and 1990s was characterised by convergence rather than by divergence. In the realm of legal theory, the article suggests, convergence advanced to the extent that Habermas’ discourse theory may be characterised as a normative superstructure to Luhmann’s descriptive theory of society. It is further shown that the debate’s result was an almost complete absorption of Habermas’ theory by Luhmann’s systems theoretical complex – an outcome facilitated by Luhmann’s deliberate translation of central Habermasian concepts into systems theoretical concepts. The article argues that both the debate and Habermas’ conversion were made possible because not only Habermas’ but also Luhmann’s work can be considered a further development of the German idealist tradition. What Luhmann did not acknowledge was that this manoeuvre permitted the achievement of Habermas’ normative objectives; nor did he notice that it could eradicate a central flaw in the system theoretical construction, by allowing the context within which distinctions are drawn to be mapped ‐ an issue of pivotal importance for grasping relationships between different social systems, and coordinating them, via the deployment of legal instruments.

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).

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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