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AbstractStudies on sentence processing have shown that, as with all A‐bar dependencies, content questions involvingwh movement display a subject advantage. Very little is known, however, aboutwh‐in‐situ questions. The aim of this article is to fill this gap and explore whether a subject advantage can be found inwh‐in‐situ questions. We report the results of a sentence‐to‐picture matching task using in‐situwh questions in French Sign Language. Three adult populations with different ages of exposure to sign language were studied. Results show that comprehension ofwh‐in‐situ questions in French Sign Language does display a subject advantage. We argue that this is relevant for the analysis ofwh in situ, supporting a covert‐movement analysis against alternatives involving some form of (unselective) binding. Moreover, comparison of our three populations shows that delayed exposure to language has an impact on the comprehension ofwh questions, confirming that early language deprivation affects language competence in adulthood.

Student's listening comprehension could be affected by several factors, one of the factors is student's cultural intelligence. It is an ability to grasp and reason correctly any problem as education, government, business, and academic research. This study aimed to find out the correlation between students' cultural intelligence and their listening comprehension at first semester students of English Department Universitas Riau Kepulauan in the academic year of 2020/2021. The data of the research were students' cultural intelligence scores derived from cultural intelligence scale and student's listening comprehension from IELTS listening tests. The population of the research were 28 students of first semester of English Department of Universitas Riau Kepulauan. Before testing the hypothesis, a normality test was conducted by using saphiro wilk to ensure that the data were in normal distribution. The data of cultural intelligence had a significance value of 0.397 and 0.372 for listening comprehension which is bigger than 0.05 with the degree of freedom 28. Therefore, it can be concluded that the data of listening comprehension and cultural intelligence were normal. After conducting the hypothesis, it was found out that rcalculated(0.217) is lower than rtable(0.374). The finding of the study concluded that there was no significant correlation between students' cultural intelligence and students' listening comprehension. However, the positive correlation implied that possessing higher cultural intelligence might be beneficial for student's listening comprehension.

The present work considers the complicated question about the formation of a conceptualization of business in the sociological-theoretic knowledge in the mainstream of its crisis-gnoseological situation, the intensification of its methodological-theoretic searches, and the institutionalization of "business" as a notion-categorial sociological element. It is attempted to set the vector and to determine a scenario of the ordering of the concept of business in the sociological-theoretic knowledge system.

Conducting fieldwork in areas affected by violent conflict presents a particular, yet context specific, range of challenges and opportunities for researchers. Researchers may be caught in a dilemma, between apprehension and comprehension. While they are compelled to seek an ever-deeper level of understanding, their apprehension of the perceived risks may hold them back from seeking it. The paper argues that the constraints produced by the basic dilemma of immersion are contingent on a host of variables outside researchers' control and that while they may be very difficult to overcome, they can be mitigated by the adoption of a flexible and pragmatic research strategy based on local knowledge. However, highlighting issues related to the politics of truth, competition over the rents of the research, and trust, it also shows that although this approach may mitigate dilemmas of 'immersion' in conflict settings it produces new, context specific challenges.

In this probing exploration of what it means to be deaf, Brenda Brueggemann goes beyond any simple notion of identity politics to explore the very nature of identity itself. Looking at a variety of cultural texts, she brings her fascination with borders and between-places to expose and enrich our understanding of how deafness embodies itself in the world, in the visual, and in language. Taking on the creation of the modern deaf subject, Brueggemann ranges from the intersections of gender and deafness in the work of photographers Mary and Frances Allen at the turn of the last century, to the state of the field of Deaf Studies at the beginning of our new century. She explores the power and potential of American Sign Language—wedged, as she sees it, between letter-bound language and visual ways of learning—and argues for a rhetorical approach and digital future for ASL literature. The narration of deaf lives through writing becomes a pivot around which to imagine how digital media and documentary can be used to convey deaf life stories. Finally, she expands our notion of diversity within the deaf identity itself, takes on the complex relationship between deaf and hearing people, and offers compelling illustrations of the intertwined, and sometimes knotted, nature of individual and collective identities within Deaf culture.

Frontmatter -- Contents -- Acknowledgments -- Introduction -- 1. Between: -- 2. American Sign Language and the Academy -- 3. Approaching American Sign Language Literature -- 4. Narrating Deaf Lives -- 5. Deaf Eyes -- 6. Posting Mabel -- 7. Economics, Euthanasia, Eugenics -- Notes -- Works Cited -- Index -- About the Author

This article describes two types of comprehension: objective or the knowledge comprehension and between-subjects or the human contact comprehension. It's stated clearly how both of them are consubstantial to the teaching of citizenship. It's stated how, nowadays, we have too much and too quick information but we have a lack of something essential: the comprehension of the others. This comprehension is possible starting from the participation mediation of the feelings, the empathy, the identity, and the extrapolation or collective and individual vision, where the whole person is appointed from the affective and emotional dimensions, from the inner part, making possible the consent for a meaningful dialogue. There is dialogue not only with words, but with silence, gestures, attitudes; the true dialogue begins with the recognition of the other, then, the vicious circle of the meaningless words is closed, so that the one of the recognition is opened to the between-subjects comprehension for the coexistence and the full sense of the citizenship. The article contributes a questionnaire applied to undergraduate students in the Education Faculty of the University of Antioquia, Colombia. ; El artículo describe dos tipos de comprensión: objetiva o del conocimiento e intersubjetiva o de la convivencia humana. Se precisa como las dos son consustánciales a la formación ciudadana. Se expresa como al día de hoy tenemos demasiada información y rápida pero nos falta algo fundamental, la comprensión del otro. Lo que es posible desde la participación mediación de los sentimientos, la empatía, la identidad y la proyección o visión individual y colectiva, en donde se compromete la totalidad de la persona desde su dimensión afectiva y emocional desde su interior lo que hace que sea posible el consentimiento para un diálogo con sentido. Se dialoga no sólo con la palabra, también con el silencio, el gesto, la actitud, el verdadero diálogo comienza con el reconocimiento del otro, es aquí en donde se cierra el círculo vicioso de las palabras sin sentido, para que se abra el del reconocimiento, a la comprensión intersubjetiva para la convivencia y el sentido pleno de la ciudadanía. El artículo aporta un cuestionario aplicado a estudiantes de pregrado de la Facultad de Educación de la Universidad de Antioquia, Colombia.