Koncepcje składniowe naszych mistrzów

The article presents a brief overview of the syntactic theories of the Professors of the Pedagogical University in Kraków: Tadeusz Milewski (a structural-typological concept), Stanisław Jodłowski (a functional-cursory concept) and Stanisław Karolak (a semantic concept) in the context of other directions of syntactic research, which may be referred to as functional, stylistic, psychological, logical and textual-discursive syntax.

Interpretable Visualization of Scientific Hypotheses in Literature-based Discovery

In this paper we present an approach for interpretable visualization of scientific hypotheses that is based on the idea of semantic concept interconnectivity, network-based and topic modeling methods. Our visualization approach has numerous adjustable parameters which provides the domain experts with additional flexibility in their decision making process. We also make use of the Unified Medical Language System metadata by integrating it directly into the resulting topics, and adding the variability into hypotheses resolution. To demonstrate the proposed approach in action, we deployed end-to-end hypothesis generation pipeline AGATHA, which was evaluated by BioCreative VII experts with COVID-19-related queries.

Agitative pauses, intentional moorings: Stasis as resistance

Stasis has reemerged in recent accounts of resistance. In this paper that draws from ethnographic research with a youth antiauthoritarian community in Cyprus and their long-term occupation of a city square, I provide a broader theorization of this multi-semantic concept that has hitherto been missing from accounts on stasis commonly found in literature on the squares movement(s). I argue that stasis constitutes a key form of resistance to modern forms of power by pausing the circulation of capitalism and scheduled time and subverting the production of subjectivities that support such circulation. By drawing on Nicole Loraux’s interpretation of stasis as “movement at rest,” I overturn the negative connotations often associated with stasis as (unwanted) immobility by showing how stasis can be a desired political action that includes forms of mobility and circulation within it. Developing this theorization further, I analyze stasis as a threshold to critical political subjectivization, as productive of ipostasis (existence) that enables the subjects under stasis to appear in political terms and exercise their right to politics. I thus contribute to recent literature on the political potential and existential necessity of occupying practices that allow for a politicizing of the urban everyday.

The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders

This study aimed to examine the effectiveness of the semantic concept map method in teaching the family concepts of life studies lessons to students with Autism Spectrum Disorder. A multiple probe model with probe phase between subjects, one of the single-subject research methods, was used. The subjects of the study are 10-year-old three boys diagnosed with ASD. Inter-observer reliability and implementation reliability data were also collected in the study. Graphical analysis of the obtained data was made. As a result of the research, it was revealed that the semantic concept map method was effective in teaching the concepts within the theme of our family to students with Autism Spectrum Disorder.

The Aesthetics of Rupture: Deconstructing Rasa

Semantic fixity is a transcendental signified. One of the touted aims of literary theory was to topple it. The Indian semantic concept of Vyañjana attempted to do this millennia before. But canonical theories of Rasa established Rasananda as an attainment of absolute coherence and harmony. What this paper calls trans-epistemic praxis is a viable methodology to reclaim the long-lost rupturality (if structurality is resisted, rupturality must be embraced, at least as a neologism) inherent to aesthetics. This is done in a Post-theory context. “Bhanga” (rupturing) leads to “bhangi”, aesthetic charm. It is an aporetic textual disruption that leads to the most fertile indeterminacy of meaning. Modern literary theory set out on a debunking and destabilizing mission of liberal humanist tenets, but got hardened into “doxa”, crystallized structures and hierarchies. This necessitated a theorizing of theory itself. The chronotope of Post-theory gets foregrounded. A crossing of spatio-temporal boundaries gives us the freedom to site Rasa Theory and Indian Poetics as Post-theoretical. Inter-spaces and inter-times are engendered. Deconstruction and Rasa become heterodoxic knowledges to each other, subverting each other honouring the alterity of the other. This exercise liberates Theory from becoming sclerotic. Orthodoxics and monologisms get flouted. Theory is a story. Story is built on the figurality of language. The tropology of language is built on a never-ending desire for signification. This desire never meets with satiation. The concept of “Rati” can be seen as this interminable desire of language. Post-theory is a call to wake up from amnesia, the terrible oblivion regarding the fact that Deconstruction and Rasa are ceaseless streams of reading processes and not rigid and straitjacketed end products. This ruptural aesthetics leads to the rapture of poeisis, the indeterminate significatory process.

Impact of Teaching Cohesive Devices to Iranian EFL learners: Case of IELTS writing task 2 examination

The notion of “textuality” encouraged Halliday and Hasan in 1976 to present their model of discourse analysis through raising questions about whether “cohesion” was a semantic concept or a structural relation, whether a text was a structural unit or not or even if there were semantic or structural relationships within a text. Cohesion was like the glue that unified the meaning within a text through binding the textual elements. Tackling relations of meaning and references in a text was often related to cohesion. A text can be cohesive if its units were bound together with explicit or implicit relations. Cohesion was often defined as the network of lexical, grammatical, and other relations which provide links between various parts of a text. The units of a cohesive text were not just a random set of sentences. Writing section on IELTS was commonly considered one of the most difficult parts of test. The test takers cannot even understand what to do with the tasks provided. They eventually wrote without knowing the expected direction. Therefore, there should be a fast way to equip students well to successfully cope with such hindrances. This research was an action research report of 10 students to make them better understand and answer writing tasks on IELTS test by employing probing techniques as one of test taking strategies. As the result, teaching material about cohesive devices, according to criteria and references to IELTS writing task 2, could help students to understand of their logic on writing proper materials.