This article focuses on the manifestations of Islamophobia of Czech politicians and political parties on the social networking service Twitter during the 2015 migration crisis. It utilizes the securitization theory of Copenhagen school as a theoretical framework, and through content analysis of relevant tweets aims to provide more data on what role Islamophobia played in the securitization of incoming migrants. We find that although securitization, and much more politicization, of migrants took place, obvious Islamophobia, similar to the one of the Czech Islamophobic movement, happened only in some cases. A number of those politicians who politicized or migrants and Islam usually raised their voices against radical Islamophobes.
Arbitrariness in the genetic code is one of the main reasons for a linguistic approach to molecular biology: the genetic code is usually understood as an arbitrary relation between amino acids and nucleobases. However, from a semiotic point of view, arbitrariness should not be the only condition for definition of a code, consequently it is not completely correct to talk about "code" in this case. Yet we suppose that there exist a code in the process of protein synthesis, but on a higher level than the nucleic bases chains. Semiotically, a code should be always associated with a function and we propose to define the genetic code not only relationally (in basis of relation between nucleobases and amino acids) but also in terms of function (function of a protein as meaning of the code). Even if the functional definition of meaning in the genetic code has been discussed in the field of biosemiotics, its further implications have not been considered. In fact, if the function of a protein represents the meaning of the genetic code (the sign's object), then it is crucial to reconsider the notion of its expression (the sign) as well. In our contribution, we will show that the actual model of the genetic code is not the only possible and we will propose a more appropriate model from a semiotic point of view.
Over 600 geography teachers answered an online survey containing 30 questions about school world atlases, an integral part of geography education. The study measured the importance and frequency of use of atlases, identified the most frequently used school atlases, and determined the type of tasks solved with atlases and the supplementary teaching aids used. The authors analysed the individual responses of teachers and investigated the relationships between the various responses. To maximise the survey’s information value, many of the questions were open-ended, and teachers responded in the form of plain text. To extract information from these answers, linguistics methods were used. Teachers assessed the importance of atlases as essential. Over 90% of them used atlases in either every lesson or every second lesson. The most important factor in the use of atlases was the experience of the teachers. Those with longer praxis used atlases more often than less experienced teachers. Teachers considered thematic maps as the most problematic part of the atlases. The most frequently solved tasks were the simplest, such as identifying objects on a map. The findings of the survey quantified the importance of atlases in geography education and can assist geography teachers, atlas publishers, and cartographers in general.
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