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"Communication as work: we have recently experienced a profound transformation in the processes of production. While the assembly line (invented by Henry Ford at the beginning of the last century) excluded any form of linguistic productivity, today, there is no production without communication. The new technologies are linguistic machines. This revolution has produced a new kind of worker who is not a specialist but is versatile and infinitely adaptable. If standardized mass production was dominant in the past, today we produce an array of different goods corresponding to specific consumer niches. This is the post-Fordist model described by Christian Marazzi in Capital and Affects (first published in 1994 as Il posto dei calzini = The place for the socks). Tracing the development of this new model of labor from Toyota plants in Japan to the most recent innovations, Marazzi's critique goes beyond political economy to encompass issues related to social life, political engagement, democratic institutions, interpersonal relations, and the role of language in liberal democracies. This translation at long last makes Marazzi's first book available to English readers. Capital and Affects stands not only as the foundation to Marazzi's subsequent work, but as foundational work in post-Fordist literature, with an analysis startlingly relevant to today's troubled economic times."--Distributor's website

Abstract
Transnational movement to and from the United States is a social phenomenon that impacts all aspects of life in Puerto Rico. This includes language and education for minors who move back and forth between both locations. The present investigation focuses on the educational experiences of first-generation Puerto Rican transnational students in the public education system in Puerto Rico. The data presented are part of a larger ethnographic study conducted in two public schools in western Puerto Rico with transnational students and the analysis encompasses the language policies established for this student population and resources available to them as they adjusted to a new educational setting. Although translingual practices were the most effective source of support observed for participants in the study this option was not always available. Due to the lack of an efficient support system for transnational students in schools this responsibility was relayed to teachers and their decisions were primarily informed by their own language ideologies and their life experiences.

General Introduction -- The Place of Hegel in the History of Philosophy -- The Importance of Hegel's Philosophy -- The Importance of Hegel's "Philosophy of Right" -- Hegel's "System" -- The Dialectic -- Hegel's Terminology -- Analysis of Hegel's "Philosophy of Right" -- The Preface to the 'Philosophy of Right' -- The Introduction to the P.R. (§§ I-33) -- I. Abstract Right (§§ 4–104) -- II. Morality (§§ 105–141) -- III. Ethical Life (§§ 142–360) -- Index of Names.

Explores the object­language laws in visual arts and the interrelation of art signs that are employed in painting and cinematography. The author addresses the "Age of Innocence" by Martin Scorsese and analyses the cinema art speech as determined by the object­language of the painting styles, namely the impressionism, pointillism, Art Nouveau, etc. The artistic culture is described as a dialogue space where languages of various types of arts reveal their origin from a single source and make their capacity of general understanding messages produced in culture obvious.

This anthology of essays presents a sample of studies from recent philosophy of medicine addressing issues which attempt to answer very general (interdependent) questions: (a) what is a disease and what is health? (b) How do we (causally) explain diseases? (c) And how do we distinguish diseases, i.e. define classes of diseases and recognize that an instance X of disease belongs to a given class B? (d) How do we assess and choose cure/ therapy?0The book is divided into three sections: classification, disease, and evidence. In general, attention is focused on statistics in medicine and epidemiology, issues in psychiatry, and connecting medicine with evolutionary biology and genetics. Many authors position the theories that they address within their historical contexts.00

The goal of my thesis is to analyze Donald Trump's use of language, with specific reference to two press conferences, two formal addresses, and several tweets. For the purpose of my thesis, I will draw from the works of four major scholars: Daniel Kahneman, George Lakoff, Michael Hoey, and Drew Western. My thesis will be structured as follows: in chapter 1 I will describe the way our cognitive system is divided and the shortcuts our brain uses throughout the decision process. I will then investigate the role of frames and metaphors, both in general and in politics. Finally, I will shed light on the patterns that our minds follow every time our rational self collides with our instinctive/emotional self. In chapter 2, I will focus on communication and media effects. Starting from a brief story of media and its role in the political scenario, I will then describe various basic theories of communication. Finally I will focus on the core of the effects of modern political communication, namely agenda setting, priming, and framing. In chapter 3 I will investigate persuasion and politics, as well as persuasion in politics. Drawing upon the work of Luntz, Heath & Heath, Berger, and Cialdini, I will focus on the main recurring features that make a speech persuasive. These features will be divided into two groups: those related to the message itself, and those affecting the speaker and his role. In chapter 4 I will use the features described in chapter 3 to carry out an analysis of Trump's language in two joint press conferences (one with Justin Trudeau and one with Angela Merkel), two formal speeches (the Inauguration Speech and the Speech before the 72nd United Nations General Assembly), and several tweets related to these four communicative events. In chapter 5 I will first summarize my investigation, and then discuss the results I obtained. In conclusion, I will outline possible work for future investigations.

This research has been carried out as part of the RomaInterbellum Project which studies the Roma civic emancipation between World War I and World War II. Trawling through the Bulgarian archival documents on Roma in this time period, a reader cannot help but begin to form a certain image about the Tsigani, the term with which Roma have been popularly referred to in the archives. Unsurprisingly, this image does not seem to differ much from the one of today - hat of the uneducated, dirty, foreign, and that pose a threat not only to the prosperity and well-being of the Bulgarian population and culture at large but also to the state and the economy. The research is based on archived files, letters of complaints from Bulgarian citizens and other documents sourced from Bulgarian state archives. The article analyses the words and language employed in the archived documents, the connotations they bear and the images they build. It also tries to show how, in the interwar period, this dominant language was utilised by Roma individuals and leaders in order to react, counter and protect their image and future. More importantly, they sought ways to build a better integrated Roma society through the establishment of own organisations and associations. Understanding this historical narrative from the interwar period is essential in advancing knowledge of many major issues surrounding the Roma today, such as housing, health and their social inclusion.

AbstractWe show that linguistic numeral structures affect consumers' comparative evaluations of numbers, prices, and alphanumeric brand names. For example, 80 (eighty) in English is perceived as 4 × 20 (quatre‐vingts or four twenties) in French and as 8 × 10 (ba‐shi or eight tens) in Chinese. Thus, the difference between 80 and 20 is expressed with different degrees of numerosity, the number of units into which a stimulus is divided: (a) 2 × 10 versus 8 × 10 in Chinese, (b) 20 versus 4 × 20 in French, or (c) simply 20 versus 80 in English. In four studies involving a total of 732 bilinguals who speak two of these three languages, we examine how different linguistic properties can lead to differences in comparison of numerical values and inferences made about product attributes. We demonstrate the mediating role of numerosity induced by certain linguistic structures while ruling out alternative explanations for this phenomenon such as cultural differences, processing fluency, and numeracy. Our research contributes to literatures on number cognition, numerosity, branding, and linguistics while providing insights for international marketers by encouraging practitioners to use different numbers in their marketing, branding, and pricing efforts in ways that best fit the linguistic structure of the country in which they sell a product.

The article presents a reconstruction of the dynamic conception of the social in the philosophy of Cornelius Castoriadis. A meticulous study of the philosopher's most important works reveals, on the basis of various ideas about society and politics, the original version of his integral conception of the social. The reconstruction of this conception required a four-step study: (1) an analysis of his critique of "naïve realism" in the perception of social life; (2) an analysis of the method of revealing a symbolic component of social "things" in the interpretation of social institutions as functional-symbolic networks; (3) a study of the thematization of the virtual dimension of social life (Castoriadis's construction of the metaphoric ontology of the "magma" of social imaginary significations, his perception of society as a dynamic ("social-historic") formation, an elucidation of the duality of establishing and established); (4) an analysis of the way of a justification of a political project of autonomy. Our reconstruction demonstrates that the idea of autonomy is not a consequence but a cause of Castoriadis's dynamic conception of the social. Nevertheless, in the context of the notion of "multiple modernities", the idea of autonomy, being a key characteristic of "modernity", can be understood not as universal content but as a universal form. The regulatory horizon of "politics" (of the project of autonomy) is determined from the reverse — depending on what is identified as heteronomy in a given set of concrete circumstances. The interpretation we propose will allow us to proceed more consistently from the principle of the diversity of "modernities". It seems, also, that Castoriadis's position itself is characterized by two "defects": first, his conception of the social-historical world is based on the metaphoric ontology of the "magma", and, second, the "philosophy of autonomy" is dualistic.

Linguistically bounded literatures, such as Telugu or Kannada literature, appear today as entities that have existed as meaningful categories nearly as long as the languages themselves. However, this imagination of literary worlds as coterminus with languages has not always made sense. Using debates over pedagogy and knowledge production sparked by the advent of printing in southern India, this article argues that languages emerged as discrete foundations for the parallel reorganisation of knowledge and practice only during the nineteenth century. Literary production, educational practice, the writing of history, the imagination of genres, and eventually the assertion of socio-political identity and geographical divisions have all been reorganised in relation to vernacular languages in India during the past 150 years. The article demonstrates that the treatment of languages as parallel rather than complementary media marks a new relationship to language that differs from earlier relation-ships to language in southern India. It argues that by the end of the nineteenth-century, practices relating to literacy, pedagogy, administration and bureaucracy, religion, economic exchange, and personal interaction—practices that once moved across multiple languages—began to be governed by the logic of parallel 'mother tongues'.

This conversation explores the relationships between information technologies and education from the perspective of a Frankfurt School philosopher. The first part of the conversation provides a brief insight into distinct features of Andrew Feenberg's philosophy of technology. It looks into lessons from "stabilized" technologies, explores the role of historical examples in contemporary technology studies, and shows that science fiction can be used as a suggestive inspiration for scientific inquiry. Looking at the current state of the art of philosophy of technology, it argues for the need for interdisciplinarity, and places Feenberg's work in the wider context of Science and Technology Studies (STS). In the second part, the conversation moves on to explore the relationships between technology and democracy. Understood in terms of public participation, Feenberg's view of democracy is much wider than standard electoral procedures, and reaches all the way to novel forms of socialism. Based on experiences with Herbert Marcuse in the 1968 May Events in Paris, Feenberg assesses the significance of information and communication technologies in the so-called "Internet revolutions" such as the Arab Spring, and, more generally, the epistemological position of the philosophy of technology. The last part of the conversation looks into the urgent question of the regulation of the Internet. It analyses the false dichotomy between online and offline revolutionary activities. It links Feenberg's philosophy of technology with his engagement in online learning, and assesses its dominant technical codes. It questions what it means to be a radical educator in the age of the Internet, and asks whether illegal activities on the Internet such as downloading can be justified as a form of civil disobedience. Finally, the conversation identifies automating ideology as a constant threat to humanistic education, and calls for a sophisticated evaluation of the relationships between education and digital technologies. ; У даному діалозі мова йде про відносини між інформаційними техноло гіями та освітою з точки зору філософа Франкфуртської школи. Перша час тина бесіди дає коротке уявлення про характерні риси філософії технології Ендрю Фінберга. У ній розглядаються уроки «усталених» технологій, дослі джується роль історичних прикладів в сучасних дослідженнях технології і показується, що наукова фантастика може використовуватися в якості при хованого інспірування наукового дослідження. З урахуванням сучасного стану справ в області філософії технології, в бесіді йдеться про необхідність інтердисциплінарності, а роботи Фінберга поміщаються в більш широкий контекст досліджень науки і технології (STS). У другій частині мова йде про дослідження відносин між технологією і демократією. Погляди Фінберга на демократію, що базуються на її розумінні з точки зору громадської участі, включають не тільки стандартні електоральні процедури, а поширюються на всі способи досягнення нових форм соціалізму. Грунтуючись на досвіді Герберта Маркузе під час подій травня 1968 року в Парижі, Фінберг оцінює значення інформаційних і комунікаційних технологій в так званих «Ін тернет-революціях», таких як Арабська весна і, в більш загальному плані, епістемологічної позиції філософії технології. В останній частині мова йде про актуальні питання регулювання Інтернету. Тут аналізується помилко ва дихотомія між он-лайновою і офф-лайновою революційною діяльністю. Філософія технології Фінберга пов'язується з його участю в он-лайновому навчанні і дається оцінка домінуючим технічним кодам цього навчання. Ставиться питання про те, що означає бути радикальним педагогом в епоху Інтернету, та, чи може незаконна діяльність в Інтернеті, така як завантажен ня контенту, бути виправдана як форма громадянської непокори. Зрештою, йдеться про ідентифікацію ідеології автоматизації як постійної загрози гу маністичній освіті і міститься заклик до більш тонкої оцінки відносин між освітою і цифровими технологіями