In his first research project, Greimas developed and applied new methods in the historical lexicology of modern French. His theoretical articles formulate a sociological approach that analyses vocabulary as a history of culture, illustrated in his two dissertations on fashion in 1830. In the 1980s, from the perspective of his semiotics, Greimas dismissed his early scholarship as failed experiments that taught him what not to do. In the changed epistemological context of the 21st century, the work appears as pioneering research (...) in cultural studies which possesses clear scholarly value. Greimas’ philological and lexicological training bore fruit directly and indirectly throughout his career. Two decades before he launched his semiotics, his project for lexicology proposes a semantic methodology, envisions the construction of an organon for the human sciences, and explicitly calls for a multi-generational collaborative enterprise. Like his structural semantics and semiotics, this lexicology entails three inseparable components: epistemological foundations, concrete methodologies, and robust applications. Moreover, a focus on the lexeme characterizes Greimas’ structural semantics and persists in his semiotics.В своей первой научно-исследовательской работе Греймас разработал и применил новые методы в исторической лексикологии современного французского языка. В его теоретических статьях сформулирован социологический подход, который анализирует лексику как историю культуры. Это иллюстрируют две диссертации Греймаса о моде в 1830 году. В 1980-х годах он отошел от своих ранних работ, считая их неудачными. Но в изменившемся эпистемологическом контексте 21-го века эти работы выглядят в культурных исследованиях новаторскими, обладающими несомненными академическими достоинствами. Филологическое и лексикологическое образование Греймаса давало прямые и косвенные результаты в течение всей его карьеры. За два десятилетия до начала семиотических исследований Греймас предлагает в своем лексикологическом проекте семантическую методологию, строительство органона для гуманитарных наук, а также призывает к междисциплинарному сотрудничеству. Как и структурная семантика и семиотика Греймаса, эта лексикология включает в себя три неразделимых компонента: эпистемологические основы, конкретные методологии и возможности применения. Кроме того, внимание к лексеме характеризует всю структурную семантику Греймаса и сохраняется в его семиотике. Oma esimeses teadusprojektis tootas Greimas valja nuudisprantsuse keele ajaloolise leksikoloogia uued meetodid ning rakendas neid. Tema teoreetilistes artiklites sonastatakse sotsioloogiline lahenemine, mis analuusib sonavara kui kultuuriajalugu ja mida illustreerivad tema kaks vaitekirja 1830ndate aastate moe kohta. 1980ndatel aastatel taandus Greimas oma varajastest uurimustest kui ebaonnestunud katsetustest. 21. sajandi muutunud epistemolooglises kontekstis osutub tema looming teedrajavaks uurimistooks kultuuriuuringute vallas. Greimase fi loloogiline ja leksikoloogiline ettevalmistus kandis kogu tema karjaari valtel vilja nii otseselt kui kaudselt. Kaks aastakummet enne seda, kui ta tuli valja oma semiootikaga, pakkus tema leksikoloogiaprojekt valja semantilise metoodika, nagi ette humanitaarteaduste organoni loomist ning kutsus otsesonu ules multidistsiplinaarsele koostoole. Nagu tema strukturaalne semantika ja semiootika sisaldab ka see leksikoloogia kolme uksteisest lahutamatut komponenti: epistemoloogilisi aluseid, konkreetseid meetodeid ja julgeid rakendusi. Lisaks iseloomustab lekseemile keskendumine Greimase strukturaalset semantikat ning jaab pusima tema semiootikas. (shrink)

Käesoleva artikli eesmärgiks on välja töötada olenditeooria mõningad põhimõisted. Olendit määratletakse teatavate eristumisprotsesside lõimimisena ehk "läbivaatusena". Nendel protsessidel on kaks külge, "esi-" ja "isekülg". Esikülg on kõrvutuvuslik, st. paljusus, mille elemendid on üksteise kõrval; isekülg on läbistuvuslik, st. paljusus, mille elemendid läbistavad üksteist. Need kaks külge ei sarnane teineteisega ja nende vahel liikumine kätkeb taandamatut ajalisust, ontogeneesi. Artiklis laiendatakse olendi mõistet "vertikaalis" erinevatele keerukustasanditele (eluline, molekuliline, atomaarne jt) ja "horisontaalis" erinevatele individualiseeritusastmetele. Isekülge käsitletakse liigendatuna piki afekteerimis- ja afekteeritavusviise, mis tähistavad (...) seda, mida olend suudab tajuda ja teostada, ehk seda, milleks ta on võimeline. Lõpuks käsitletakse esi- ja isekülge olemise kui protsessi kahe aspektina, esinemise ja isenemisena. Esinemise ja isenemise ringluste arvukus ja tempo variatiivsus määravad olendi väehulga. A Theory of Beings The paper proposes to work out concepts for describing the individualization of beings on various levels of organization. A being with a certain degree of individuality comes into being when certain processes of differenciation are being integrated together. It is conceived of as having two aspects, self-relation (isekülg) and other-relation (esikülg). The former is a multiplicity where the elements interpenetrate each other and the latter is a multiplicity where the elements are exterior to each other (juxtaposition). The articulations of interpenetrating multiplicity determine how a being can affect its surroundings and be affected by it, and the modes of this articulation can be seen as attractors of the "phase-space" of a being. Ontogenesis is on the one hand the actualization of this virtual phase-space in an actual form with its characteristic ways of spatialization and temporalization. On the other hand, ontogenesis means the revirtualization of juxtaposing elements and processes. The number and intensity of these circuits determines the degree of power of a being. The paper proposes to extend all these notions also to pre-biotic systems.  . (shrink)

The book Maupassant (1976), which is devoted to an analysis of Maupassant’s short story “Two friends”, is one of A. J. Greimas’ most important works. In it he tried out the semiotic tools he had developed up to that point, tested models for narrative analysis, and anticipated future perspectives in the development of semiotic theory. We discuss how the book puts forward the principle of immanent analysis, and how the “closed” text – the object of semiotic analysis – is constructed. (...) Th e article reveals that while Greimas declares, in the book’s Foreword, that he is distancing from context – the literary sociocultural universe – within the analysis itself he is forced to recognize certain contextual elements. Greimas recognizes the importance of acknowledging contextual facts such as the French concept of patrie and does not attempt to hide certain subjective interpretive elements. Yet at the same time Greimas attempts to suppress context’s invasion of his interpretation. He recognizes the semantic isotopies generated by context to the extent to which they suit the coherence of his analysis, considering them auxiliary in terms of the syntactic and discursive structures of the text. Nevertheless, a contextual isotopy – based on intertextual ties to a Biblical parable – becomes the main one. We come to the conclusion that the principle of immanence in Maupassant is not a negation, but a problematization that demonstrates how relevant contextual material can be integrated into a semiotic analysis.Книга ≪Мопассан≫ (1976), посвященная анализу новеллы ≪Два друга≫ французского писателя XIX века, – один из главных трудов Альгирдаса Юлиуса Греймаса, в котором используются ранее созданные им инструменты семиотического анализа, проверяются и дальше создаются модели нарративного анализа, намечаются будущие перспективы развития семиотической теории. Автор статьи обсуждает, каким образом в книге постулируется принцип имманентного анализа и конструируется ≪закрытый≫ текст – объект семиотического анализа. В статье показывается, что несмотря на то, что в предисловии к работе Греймас декларировал отстранение от контекста – социолектического универсума литературы, в самом анализе Греймас вынужден принимать во внимание определенные элементы контекста, а некоторые из них интегрировать в интерпретацию новеллы. С одной стороны, Греймас признает необходимость считаться с данными контекста, такими как французское понятие родины, и не скрывает некоторых субъективных элементов интерпретации (опираясь на биографические данные, автор статьи обсуждает возможный генезис некоторых из этих элементов). С другой стороны, в то же самое время автор ≪Мопассана≫ старается совладать с ворвавшимся в интерпретацию контекстом. Генерируемые контекстом семантические изотопии он признает настолько, насколько они вписываются в когерентный анализ, и считает их вспомогательными по отношению к синтаксическим и дискурсивным текстовым структурам. Однако в кульминации анализа такая контекстуальная изотопия возвращается интертекстуальной связью с библейской параболой (притчей) и становится главной. Автор статьи делает вывод, что принцип имманентности в ≪Мопассане≫ не отрицается, но становится проблемным, показывая, как релевантные данные контекста могут быть интегрированы в семиотическую интерпретацию. Raamat “Maupassant”, mis on puhendatud 19. sajandi prantsuse kirjaniku novelli “Kaks sopra” analuusile, on uks Algirdas Julius Greimase tahtsamaid toid. Selles katsetas ta semiootilisi tooriistu, mille oli selleks ajaks valja tootanud, pani proovile narratiivianaluusi mudeleid ning jatkas nende loomist ja ennetas tulevikuperspektiive semiootikateooria arengus. Artikli autor vaatleb, kuidas selles teoses esitatakse immanentse analuusi printsiipi ja kuidas konstrueeritakse “suletud” teksti – semiootilise analuusi objekti. Artiklist ilmneb, et kui Greimas kuulutas raamatu eessonas, et ta distantseerub kontekstist – kirjanduslikust sotsiaalmajanduslikust universumist, on ta analuusis eneses sunnitud tunnistama teatavaid kontekstuaalseid elemente ning isegi loimima moningaid neist tolgendusse, mille ta loole annab. Uhest kuljest tunnistab “Maupassant’i” autor selliste kontekstuaalsete faktidega, nagu seda on naiteks Prantsuse moiste ‘patrie’, arvestamise tahtsust ega urita peita teatavaid subjektiivseid interpreteerivaid elemente (artikli autor kasutab nende voimaliku geneesi vaatlemisel biograafi list materjali). Ent samal ajal uritab Greimas alla suruda konteksti pealetungi oma tolgendusele. Konteksti loodud semantilisi isotoope tunnustab ta maaral, mil need sobivad tema analuusi sidususega, pidades neid teksti suntaktilisi ja diskursiivseid struktuure silmas pidades korvalisteks. Siiski saab peamiseks uks kontekstuaalne isotoopia, mis pohineb intertekstuaalsetel sidemetel Piibli vordumiga. Artikli autor jouab jareldusele, et immanentsuse printsiip “Maupassant’is” ei ole eitus, vaid problematiseering, mis toestab, kuidas on voimalik olulist kontekstuaalset materjali semiootilisse analuusi loimida. (shrink)

This article undertakes a comparative examination of the social ontologies, or theories of civilization, proposed by John Searle and Ibn Khaldun. It suggests that a careful juxtaposition of Searle and Ibn Khaldun's social ontologies yields complementary perspectives on the emergence and nature of social reality. They both delineate a distinction between two categories of entities: human-independent and human-dependent. The former makes up the natural world, while the latter constitutes the social world. Both scholars attempt to understand the second category of (...) entities, which Searle refers to as human civilization and Ibn Khaldun calls ʿumrān. Although Searle and Ibn Khaldun share a common understanding regarding the importance of human activity in shaping social reality, their perspectives diverge when it comes to elucidating the mechanisms behind this phenomenon. Does the social world arise primarily from cognitive processes, or is it predominantly a consequence of linguistic expressions and speech acts? Searle asserts that language forms the basis of social reality, whereas Ibn Khaldun puts forth a social ontology based on reason. While Ibn Khaldun's social ontology explains the construction of tangible social entities such as buildings, Searle's theory can explain how is it that a mere physical structure transforms into an epistemologically objective fact—a university. Ultimately, this paper suggests that viewing the social world through the lenses of these two theories provides an intriguing and holistic perspective. This article suggests that the juxtaposition of these two ontological frameworks enriches our comprehension of the processes that give rise to the ontological-physical and epistemological-institutional dimensions of social entities. (shrink)

Background: Mobbing and burnout can cause serious consequences, especially for health workers and managers. Level of burnout and exposure to mobbing may trigger each other. There is a need to conduct additional and specific studies on the topic to develop some strategies. Research objectives: The purpose of this study is to determine the relationship between level of burnout and exposure to mobbing of the managers (head physician, assistant head physician, head nurse, assistant head nurse, administrator, assistant administrator) at the Ministry (...) of Health hospitals. Research design: The “Leymann Inventory of Psychological Terrorization” scale was used to measure the level of exposure to mobbing and the “Maslach Burnout Inventory” scale was used to measure the level of burnout of hospital managers. The relationship between level of burnout and exposure to mobbing was analyzed by Pearson’s Correlation Analysis. Participants and research context: The population of this study included managers (454 managers) at the Ministry of Health hospitals in the metropolitan area of Ankara between September 2010 and May 2011. All the managers were tried to conduct, but some managers did not want to reply to the questionnaire and some managers were not found at their workplace. Consequently, using a convenience sampling, 54% of the managers replied to the questionnaire (244 managers). Ethical consideration: The approval of the study was granted by the Ministry of Health in Turkey. Furthermore, the study was evaluated and accepted by the Education, Planning and Coordination Council of one of the education and research hospitals in the study. Findings: Positive relationships were found among each subdimension of the mobbing and emotional exhaustion and depersonalization. A negative relationship was found between each subdimension of the mobbing and personal accomplishment. Discussion: In hospitals, by detecting mobbing actions, burnout may be prevented. Conclusion: Exposure to mobbing and burnout could be a serious problem for head nurses who are responsible for both the performance of the nurses and organization. Additionally, head nurses who are faced with mobbing and burnout are more likely to provide suboptimal services which could potentially result in negative outcomes. Therefore, this study draws attention to the importance of preventing these attitudes in the organization. (shrink)

Boxing was arguably the most popular and controversial sport in colonial Zimbabwe. To tame the sport's violence, which was considered too extreme, colonial officials in Zimbabwe sought guidance and advice from South Africa from the mid-1930s on how best to regulate the sport. South Africa occupied a unique position in this regard, not only because of the relationship it had with colonial Zimbabwe as a neighbouring white settler colony, but also because of how sections of its white settler community responded (...) to the triumphs of Black boxers over white opponents around the world. The colony of South Africa played a significant role in shaping the control of boxing in colonial Zimbabwe. The relationship between the two colonies culminated in the passage of the Boxing and Wrestling Control Act of 1956 in colonial Zimbabwe, an identical version to a similarly named law that South Africa had passed just two years prior. (shrink)

Cognitive Science, Volume 46, Issue 1, January 2022.

Coercive Care: The Ethics of Choice in Health and Medicine asks probing and challenging questions regarding the use of coercion in health care and social services. This book combines philosophical analysis with comparative studies of social policy and law in a large number of industrialized countries and proposes an ideal of judicial security on a global scale.

In heterogeneous markets, one of the many consumer groups is that of green product buyers. With rising ethical values, the green market is assuming its place in a general growth trend. Given this, it is important to determine the profile of green product buyers. This study aims to find out whether there are sub-markets for green product buyers, based on their personal values and consumption values, and to determine a detailed profile for these buyers. Both personal values and consumption values (...) are basic factors guiding consumer behaviour and affecting consumption preferences. The data was collected, through surveys in Turkey, from green consumers who were members of the TEMA (the Turkish Foundation for Combating Soil Erosion, for Reforestation and the Protection of Natural Habitats) council. The result of our clustering analysis indicates that green product buyers could be segmented into subgroups according to their personal values and consumption values. (shrink)

“Privacy as confidentiality” has been the dominant paradigm in computer science privacy research. Privacy Enhancing Technologies (PETs) that guarantee confidentiality of personal data or anonymous communication have resulted from such research. The objective of this paper is to show that such PETs are indispensable but are short of being the privacy solutions they sometimes claim to be given current day circumstances. Using perspectives from surveillance studies we will argue that the computer scientists’ conception of privacy through data or communication confidentiality (...) is techno-centric and displaces end-user perspectives and needs in surveillance societies. We will further show that the perspectives from surveillance studies also demand a critical review for their human-centric conception of information systems. Last, we rethink the position of PETs in a surveillance society and argue for the necessity of multiple paradigms for addressing privacy concerns in information systems design. (shrink)

Coercive Care asks probing and challenging questions regarding the use of coercion in health care and the social services. The book combines philosophical analysis with comparative studies of social policy and law in a large number of industrialized countries.

Using the technique of characteristic equations and De Moivre-type identity, this article defines the third order Nickel Fibonacci sequence, the third order Nickel Lucas and a modified third order Nickel Fibonacci sequence. We obtain some well-known identities for the sequences such as the Binet’s identity, Cassini identity, generating functions, and matrix representations. Also, we present D’Ocagne’s identity and Melham’s identity. We develop and illustrate a new encryption/decryption algorithms in which the keys are the Nickel Fibonacci matrices. Moreover, we give MATLAB-R2017a (...) codes for encryption and decryption algorithms. (shrink)

Quantifiers are a test case for an interface between psychological questions, which attempt to specify the numerical content that supports the semantics of quantifiers, and linguistic questions, which uncover the range of possible quantifier meanings allowable within the constraints of the syntax. Here we explore the development of comprehension of most in English, of particular interest as it calls on precise numerical content that, in adults, requires an understanding of large exact numerosities (e.g., 23 blue dots and 17 yellow is (...) an instance of “most of the dots are blue”). In a sample of 100 children 2 to 5 years of age we find that (a) successful most comprehension in cases with two salient subsets is achieved at 3 years, 7 months of age, and (b) most comprehension is independent of knowledge of large exact number words; that is, knowledge of large exact number words is neither necessary, as evidenced by children who understand “most” but not “four,” nor sufficient, as evidenced by children who understand “nine” but not “most.”. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...) study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

自然破壊、核の脅威など人類が直面している課題に対して、教育は有効な営みとなっているのだろうか。地球上に美しい水や空気を取り戻し、虫や獣とも共存できる生き方を実現するために、教育に何ができるのか。子ども と若者の未来に強い関心を抱く著者が、祖先からの子育ての知恵をも振り返りつつ現代における教育の意味と役割を問い直す。.

Building a tolerant society as the foundation for a competitive society.