Macroscopic ontology in Everettian quantum mechanics

Simon Saunders and David Wallace have proposed an appealing candidate semantics for interpreting linguistic communities embedded in an Everettian multiverse. It provides a charitable interpretation of our ordinary talk about the future, and allows us to retain a principle of bivalence for propositions and to retain the Law of Excluded Middle in the logic of propositions about the future. But difficulties arise when it comes to providing an appropriate account of the metaphysics of macroscopic objects and events. In this paper, I evaluate various metaphysical frameworks which might be combined with the Saunders-Wallace semantics. I conclude that the most appropriate metaphysics to underwrite the semantics renders Everettian quantum mechanics a theory of non-overlapping worlds

Understanding transitions using a sociocultural framework

Transitions have traditionally been characterised as forms of change. These may either be inner changes (new beliefs or developmental growth) or the physical move from one place to another (see Erikson, 1975), such as the move from primary to secondary school. This theoretical paper will argue that transition can be best understood using a sociocultural framework, which links human thought and action to social and cultural situatedness (Zittoun, 2006). Using ideas underpinned by Vygotsky (1978) we will present three frameworks for addressing sociocultural transitions: (i) the notion of consequential transitions (Beach, 1999); (ii) symbolic transitions and identity rupture (Zittoun, 2006); and (iii) Communities of Practice transitions (Wenger, 1998). We will borrow examples from research on educational transitions from primary and secondary school contexts through to Higher Education in order to demonstrate that transitions are about a change in self-identity born out of uncertainty in the social and cultural worlds of the individual. Implications for educational practitioners involved in supporting young people undergoing transitions will be discusse

Crossmodal content binding in information-processing architectures

Operating in a physical context, an intelligent robot faces two fundamental problems. First, it needs to combine information from its different sensors to form a representation of the environment that is more complete than any of its sensors on its own could provide. Second, it needs to combine high-level representations (such as those for planning and dialogue) with its sensory information, to ensure that the interpretations of these symbolic representations are grounded in the situated context. Previous approaches to this problem have used techniques such as (low-level) information fusion, ontological reasoning, and (high-level) concept learning. This paper presents a framework in which these, and other approaches, can be combined to form a shared representation of the current state of the robot in relation to its environment and other agents. Preliminary results from an implemented system are presented to illustrate how the framework supports behaviours commonly required of an intelligent robot

Organizational Ethnography and the Art of Judgment in-the-Moment

This paper responds to the conveners’ call on exploring and advancing Organizational Ethnography (OE) as a paradigm for the organizational sciences. This sub-theme is linked through my empirical study of senior managers in international development organizations and how they make sense of using their judgment ‘in-the-moment’ in the context of their leadership roles and work environments. I adopt an “ethnographic orientation” (Watson, 2011, p.216) and emphasize the need for a highly reflexive approach in an ethnographer’s role as making judgments throughout the challenging processes of doing “fieldwork, headwork and textwork” (Van Maanen, 2011, p.218). Theoretically, this study contributes to the existing judgment and decision making literature from a social constructionist perspective by drawing linkages to judgment as a co-constructed phenomenon. How senior managers understand their judgment-making in situations ‘in-the-moment’ is an understudied area thus far and even scarcer in the context of international development organizations. Methodologically, the ethnographic and radically reflexive approach taken addresses a gap in the literature, builds awareness and raises in importance examining the ‘multiple selves’ (Reinharz, 1997) of the ethnographer. How I influenced my research and was influenced by it as both subject and object were key to my findings. In addition to the sub-theme call, this paper also links to the overarching Colloquium theme, ‘Bridging Continents, Cultures and Worldviews’, by connecting the cultures and co- constructed views of the researcher and practitioners. The collaborative, ethnographic approach taken was a unique way to get ‘up close and personal’ in understanding what judgment meant to senior leaders in the two participating UK-headquartered organizations. With international development missions in African nations, the senior leaders continuously constructed their own bridges across borders in their financing, operations and communications between their team members and external stakeholders located in multiple countries, reliant on virtual offices and mobile and Internet technology to stay connected. My judgment as an ethnographer was necessary to determine how to best embrace this way of ‘working’ during fieldwork and become another type of stakeholder to them. I will begin with a brief theoretical and methodological background of my exploratory study, identifying the gap in the literature and how my study fills it. Then I will outline the methodology, methods, data collection and analysis and findings. Finally, I will conclude with the challenges of ‘doing organizational ethnography’ inside small international development organizations and the contributions made to advance OE as a unique way to study the social phenomenon of judgment ‘in-the moment’

Exploring teacher-writer identities in the classroom: Conceptualising the struggle

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights garnered. It argues that teachers need support in order to develop children's reading for pleasure, which can influence both attainment and achievement and increase young learners' engagement as self- motivated and socially engaged readers

The "Cognitive Turn": A Short Guide for Nervous Drivers.

In this brief primer on the emergent field of cognitive literary criticism, I aim to offer a tentative outline of its more representative lines of research after roughly twenty to twenty five years of activity. One of my main concerns will be to attend to some of the main objections that the field has been charged with in its short life, and to highlight the ways in which cognitive critics have addressed such objections. After a brief sketch of the main fields of activity, I will consider some of the possible future directions, with a focus on the different ways in which cognitive critics have embraced enactive approach-es to embodied and embedded cognition