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Epistemic modals are standardly taken to be context-dependent quantifiers over possibilities. Thus sentences containing them get truth-values with respect to both a context and an index. But some insist that this relativization is not relative enough: `might'-claims, they say, only get truth-values with respect to contexts, indices, and-the new wrinkle-points of assessment (hence, ). Here we argue against such \"relativist\" semantics. We begin with a sketch of the motivation for such theories and a generic formulation of them. Then we catalogue central problems that any such theory faces. We end by outlining an alternative story.

A poetry is presented.

Women who have abortions are caught in the crossfire of a heated ideological battle. The prochoice contention is that most women feel relieved after terminating an unwanted pregnancy. The antiabortion camp asserts killing an unborn child psychologically scars the mother. Drawing on in-depth interviews with forty women who have terminated a pregnancy, this study examines how the clashing emotion culture of abortion politics shapes women's feelings about abortion. Findings indicate that women use behavioral and cognitive techniques in an attempt to transform unpleasant physiological reactions, inappropriate expressive gestures, and problematic emotional labels. As they run the gauntlet, women also strategically dodge or deliberately approach hazardous situational cues (e.g., abortion debate rhetoric and demonstrators, pictures of fetal development and the ultrasound, and babies and pregnant women) to achieve a feeling state that is consistent with their ideology.

Scholarship so far has not done justice to a descriptive and intertextual tour de force by the generally under-rated Valerius Flaccus. At 4.17786 he depicts the cave where the gigantic Amycus has killed many men and where he himself will shortly be killed by Pollux in a boxing match, now that the Argonauts have arrived there on their quest for the Golden Fleece.

This article introduces drama pedagogy as an approach with great potential for foreign language acquisition, addressing students' multiple skills and facilitating their communicative and interactional competence. A strong emphasis is placed on social, emotional, and kinesthetic learning that is traditionally neglected in instructional settings. Students enter imaginary worlds that they cooperatively construct, experience, furnish, arrange, and change. Thus, drama situations can liberate and at the same time deeply stimulate and challenge learners' take on communicative situations, grammar, and literary texts. Basic drama pedagogy techniques will be exemplified with practical examples from a drama pedagogy workshop at Indiana University.