Media representations of environmental conflicts between companies and communities play an important role in influencing ideas about the rightful exploitation of natural resources. This article examines local newspapers’ representations of fishers’ claims over resource access in a conflict between fishers and the oil industry in Tabasco, Mexico. Our analysis is based on articles from two newspapers dating from 2003–2004 and 2007–2012, and ethnographic data from 2011–2012. Drawing on Boltanski and Thévenot's theory of jus-tification, discussions on patrimonial collectivities, and studies of (...) media and social movements, we suggest that Tabascan newspapers reshape fishers’ claims over resource access by portraying fisheries and oil as patrimony. Being an ambivalent vocabulary for the defence of space and locality within a con-flict over natural-resource enclosure, the newspaper narratives of patrimony both invoke subaltern concerns and reconstrue state authority and local hierarchies. Furthermore, the newspaper narratives are interconnected with fisher leaders’ narratives, in particular, while misrepresenting different fisher groups’ arguments, and thereby contribute to political division among the fishers as a whole. (shrink)

Affective aspects of a stimulus can be processed rapidly and before cognitive attribution, acting much earlier for verbal stimuli than previously considered. Aimed for specific mechanisms, event-related brain potentials (ERPs), expressed in facial expressions or word meaning and evoked by six basic emotions – anger, disgust, fear, happy, sad, and surprise – relative to emotionally neutral stimuli were analysed in a sample of 116 participants. Brain responses in the occipital and left temporal regions elicited by the sadness in facial expressions (...) or words were indistinguishable from responses evoked by neutral faces or words. Confirming previous findings, facial fear elicited an early and strong posterior negativity. Instead of expected parietal positivity, both the happy faces and words produced significantly more negative responses compared to neutral. Surprise in facial expressions and words elicited a strong early response in the left temporal cortex, which could be a signature of appraisal. The results of this study are consistent with the view that both types of affective stimuli, facial emotions and word meaning, set off rapid processing and responses occur very early in the processing stage. (shrink)

Semiotics provides the tools for studying the process of decoding law, one of the most important tasks in the daily work of courts. The semiotic review of juridical interpretation and gap filling concludes that in juridical and semiotic methodology the same question—how a norm is interpreted—is answered from different perspectives. According to the semiotic model proposed in the current paper, juridical interpretation can be structured into three levels: intra-, inter- and supranormative sign-process. For legal theory semiotics can highlight the similarities (...) in the interpretation of norms and gaps. In gap filling the iconic, indexical and symbolic relations compensate for the missing of intranormative semiosis. The applicability of the proposed model is tested on an example of case law. Semiotic investigation of the judgements of Supreme Court of Estonia and European Court of Human Rights shows that semiotics gives a well structured picture of the juridical interpretation process. (shrink)

Research investigating the brain basis of language comprehension has associated the left anterior temporal lobe with sentence-level combinatorics. Using magnetoencephalography, we test the parsing strategy implemented in this brain region. The number of incremental parse steps from a predictive left-corner parsing strategy that is supported by psycholinguistic research is compared with those from a less-predictive strategy. We test for a correlation between parse steps and source-localized MEG activity recorded while participants read a story. Left-corner parse steps correlated with activity in (...) the left ATL around 350–500 ms after word onset. No other correlations specific to sentence comprehension were observed. These data indicate that the left ATL engages in combinatoric processing that is well characterized by a predictive left-corner parsing strategy. (shrink)

An exploration of the meaning and role of the concepts of empathy and sympathy in Herder’s thought, showing that the two concepts permeate his entire philosophy.

Grice’i algne vahetegemine “‘tähendamise’ naturaalse tähenduse” ja “‘tähendamise’mittenaturaalse tähenduse” vahel osutab loomulikule pingele ‘naturaalse’ ja ‘semantilise’vahel — kui ‘semantilise’ puhul on oluline, et see saab olla väär või ekslik,siis ‘naturaalse’ puhul väärus ja ekslikkus välistatakse. Artikli taotluseks on näidata, et juhul kui naturaalset tõlgendada kui ‘vastavalt füüsikaseadustele’, siis on seevastasseis vältimatu, samas kui tõlgenduse ‘nagu bioloogias’ korral oleneb ebakõlasuurus konkreetsest semantikateooriast, mida ollakse valmis omaks võtma. Viimases punktismööndakse, et kuigi loosung ‘ma suudan eksida’ on immuunne naturalistlikurünnaku vastu kujul ‘sa eksid, (...) kui seda väidad’, saab sellele siiski ette heitaekslikku arusaama ekslikkusest, iseäranis juhul, kui see tugineb ettekujutusele privaatsestkogemusest, nagu antud artiklis. Vastusena tavapärasele kriitikale, nagu eisaaks privaatsed kogemused keeles mingit rolli etendada, esitatakse hüpotees, mis (tuginedes lõdvalt Harry Collinsi eristusele) pakub välja võimaluse, et üksnes interaktiivnekeeleline pädevus ei sõltu privaatsetest kogemustest, samas kui kontributiivne pädevus sõltub. Grice's initial distinction between "natural sense of 'means'" and "nonnatural sense of 'means'" indicates a natural tension between 'natural' and 'semantics'-the former cannot be wrong whereas the latter can. The paper argues that if `natural' is understood as 'according to physics' this opposition is principal, whereas if it is understood as 'like in biology' the degree of discord depends on particular theory of 'semantics' one is ready to adopt. In the last section of the paper it is admitted that, although the slogan 'I am able to be wrong' should be immune to a naturalist refutation of the form 'you are wrong saying this', it may be still criticized for introducing a wrong kind of wrongness, e.g. the one that relies on subject's private episodes (the preferred option in this paper). As a reply to a standard critique against any role of private episodes in language, a preliminary hypothesis is put forward that (relying loosely on Harry Collins' distinction) it is only the interactive linguistic expertise that does not depend on private episodes, whereas the contributive linguistic expertise does. (shrink)

This article draws on the ecological model of teacher agency and elaborates on how teacher agency is achieved, its components and how it could be strengthened. This model highlights professional competence, structural and cultural context, and professional purpose as the main elements of achieving agency. In this paper, we specify some elements of the ecological model and elaborate on how three types of reflection could be used to strengthen conditions for achieving teacher agency. These include, first, procedures aimed at articulating (...) the theory of action, including effective strategies, rules and principles for practice; second, procedures of practical reflection, aimed at fostering the conceptualization of practice and the understanding of oneself as a teacher; and third, procedures of critical reflection, which help to address the inequalities and malpractices of education and society. The main importance of this paper is to extend the practical relevance of the ecological model for teacher learning settings. (shrink)

Previous research has shown that language comprehenders resolve reference quickly and incrementally, but not much is known about the neural processes and representations that are involved. Studies of visual short-term memory suggest that access to the representation of an item from a previously seen display is associated with a negative evoked potential at posterior electrodes contralateral to the spatial location of that item in the display. In this paper we demonstrate that resolving the reference of a noun phrase in a (...) recently seen visual display is associated with an event-related potential that is analogous to this effect. Our design was adapted from the visual world paradigm: in each trial, participants saw a display containing three simple objects, followed by a question about the objects, such as Was the pink fish next to a boat?, presented word by word. Questions differed in whether the color adjective allowed the reader to identify the referent of the noun phrase or not (i.e., whether one or more objects of the named color were present). Consistent with our hypothesis, we observed that reference resolution by the adjective was associated with a negative evoked potential at posterior electrodes contralateral to spatial location of the referent, starting approximately 333 ms after the onset of the adjective. The fact that the laterality of the effect depended upon the location of the referent within the display suggests that reference resolution in visual domains involves, at some level, a modality-specific representation. In addition, the effect gives us an estimate of the time course of processing from perception of the written word to the point at which its meaning is brought into correspondence with the referential domain. (shrink)

Teacher persistence has been a growing issue in recent decades. This raises the problem of the sustainability of the teaching workforce, the professionalism of working teachers and preserving the quality of education. In this study we aim to create and test an empirical model that makes it possible to predict teachers’ plans to remain in or leave the profession. Proceeding from earlier research, this study focuses on investigating the role of motivations, job demands, and school climate as potential factors of (...) teacher retention. A sample of 373 teachers responded to an electronic questionnaire compiled using questions from FIT-Choice, Norwegian Teacher Self-Efficacy Scale, and the Delaware School Climate Survey. Structural equation modelling was applied to find the model that predicts teachers’ plans to remain in or leave the profession. The findings revealed two main factors – the combination of perceived teaching ability and intrinsic motivation, and job security – that have a positive impact on plans to continue teaching. Perceived teaching ability and intrinsic motivation, in turn, is affected by relations with students and maintaining discipline in class. Emotional exhaustion and workload impacting the latter, predict the risk of attrition. Contrary to earlier research, age and years of teaching experience appeared to be unrelated to plans to continue teaching. (shrink)