Eksperyment somatyczno-dramaturgiczny. Haptyczna wizualność i deziluzyjna dramaturgia w filmie Czarny Łabędź Darrena Aronofsky’ego

Based on the example of Darren Aronofsky’s film Black Swan, the article explores the disillusive potential of interfering with the classic model of film dramaturgy. Referring to the traditional paradigm developed by Syd Field, the author indicates deviations from the conventional narrative that occur in Aronofsky’s film. The text seeks to confirm the thesis that contemporary cinematography exemplifies the trend of abandoning the attempts to create a seemingly referential world. By questioning the fundamental structure of the film’s dramaturgy, Black Swan provides additional interpretive possibilities. However, displaying the constituent elements of a work, for example, by transaccentuating their meaning or changing their place or length of occurrence, is not the most obvious disillusionment strategy. It may in fact remain hidden until the moment of careful analysis.

Intuitionistic fuzzy incidence graphs

Connectivity parameters have a crucial role in the study of different networks in the physical world. The notion of connectivity plays a key role in both theory and application of different graphs. In this article, a prime idea of connectivity concepts in intuitionistic fuzzy incidence graphs (IFIGs) with various examples is examined. IFIGs are essential in interconnection networks with influenced flows. Therefore, it is of paramount significance to inspect their connectivity characteristics. IFIGs is an extended structure of fuzzy incidence graphs (FIGs). Depending on the strength of a pair, this paper classifies three different types of pairs such as an α - strong, β - strong, and δ-pair. The benefit of this kind of stratification is that it helps to comprehend the fundamental structure of an IFIG thoroughly. The existence of a strong intuitionistic fuzzy incidence path among vertex, edge, and pair of an IFIG is established. Intuitionistic fuzzy incidence cut pairs (IFICPs) and intuitionistic fuzzy incidence trees (IFIT) are characterized using the idea of strong pairs (SPs). Complete IFIG is defined, and various other structural properties of IFIGs are also investigated. The proof that complete IFIG does not contain any δ-pair is also provided. A real-life application of these concepts related to the network of different computers is also provided.

Priority in post-earthquake intervention

The paper first examines the three components that summarize the fundamental structure of seismic risk: hazard, exposure, vulnerability (and urban vulnerability). Based on the three components considered, the study highlights the positive elements and strategic errors committed and to explains the paradigm shift necessary to overcome the prevailing focus of interventions on the installation of new temporary wooden houses. With reference to the negative and positive aspects found in experiences, the aim of the study is the proposal of improvement solutions and new rules to guide the post-earthquake phase. The research findings identify the need to plan the postearthquake phase in advance and to consider it a priority over the emergency phase.

The experience of moral interaction of students with other people: a pedagogical aspect

The paper actualizes the problem of a persons formation as a moral person with virtues. The directions of moral education, contributing to the formation of a moral personality, are indicated, and the need to highlight the formation of the experience of moral interaction with other people among university students as an aspect of moral education is argued. It is substantiated that the experience of moral interaction of students with other people is the result of the implementation of a special type of relationship in which moral values are actualized, taking the form of motives of actions and actions of students in relation to other people, which in such an experience reflecting moral practice as a set of real actions of a student, the world of morality and its inherent values is being realized. The methodological grounds for identifying the structure of the experience of moral interaction of students with other people are revealed: scientific provisions on the reflection in the fundamental structure of experience of the fundamental structure of the world; scientific provisions on individual morality, mediating the relationship between external factors that determine the behavior of a person and its internal (social, moral) meaning. The structural components of the experience of moral interaction of students with other people are highlighted: cognitive, motivational-value, communicative and behavioral components and the possibilities of identifying these components are argued. It is substantiated that the allocation of the cognitive component is based on the idea of the correspondence of behavior to knowledge; the allocation of a motivational-value component - on the position of the guiding role in human activity of motives, the form of which values take; highlighting the communicative component - on the interpretation of communication as one of the types of interaction that has a moral component; the allocation of the behavioral component - on the provisions of moral practice.

Thinking about Spacetime

Several different quantum gravity research programmes suggest, for various reasons, that spacetime is not part of the fundamental ontology of physics. This gives rise to the problem of empirical coherence, which I frame in terms of entailment: how could a non-spatiotemporal fundamental theory entail spatiotemporal evidence propositions? Solutions to this puzzle can be classified as realist or antirealist, depending on whether or not they posit a non-fundamental spacetime structure grounded in or caused by the fundamental structure. These approaches place different constraints on our everyday concepts of space and time. Applying lessons from the philosophy of mind, I argue that only realism is both conceptually plausible and suitable for addressing the problem at hand. I suggest a role-functionalist version of realism, which is consistent with both grounding and causation, and according to which our everyday concepts reveal something of the true nature of emergent spacetime.

Introduction

Quantum gravity offers a fertile ground for philosophical work, particularly through its suggestion that spacetime may not be fundamental but merely a derivative structure. As such, theories of quantum gravity stand in a long tradition of physical theories with deep implications for the nature of space and time, and indeed the fundamental structure of our material world. This Introduction summarizes the contributions to this collection by structuring them around three themes. The first group of chapters analyses various aspects of the search of lost spacetime in quantum gravity. The second group studies metaphysical and epistemological aspects of the emergence in play in quantum gravity. The third group widens the investigations to several key methodological challenges arising in the context of quantum gravity.

Emergency Remote Early Childhood Teaching: A Temporary Setting or Contemporary Necessity?

The COVID-19 pandemic and the protection of social distance between educators and learners have impacted all levels of education – significantly, early childhood. It has hindered activities carried out in a direct meeting and has forced education in the 2020-2021 school year to continue through emergency remote teaching. The study determined the fundamental structure of the views of early childhood educators on emergency remote teaching to reveal how they are thinking forward regarding their teaching skillset for either the continuity or change of education in the next school year. A phenomenological design of qualitative research was employed, and a local sample of 10 educators voluntarily informed the study. Through the interviews, five theme clusters emerged that reflected their 88 significant statements. The results evidenced to the extent that early childhood educators view emergency remote teaching as beyond being a temporary solution to learning when a pandemic threatens physical classes, but its potential to become a contemporary necessity is premature and highly dependent on how families will respond and how schools will proceed as a result of their response. Thus, further exploration of professional development topics is needed to support early childhood educators to teach in any situation moving forward.

THE DEFECTS OF A REIGNING THEORY

Contemporary theoretical musicology, and especially its anglophone section, has been heavily influenced by the ideas and analytical methods of Heinrich Schenker (1868-1935) who was an Austrian. Schenkerian-inspired theory, once imported in the United States from Austria, spread widely on American soil, where it was “enriched” conceptually, and was then re-exported to Canada, Great Britain, Australia, and other English speaking countries. The old American school of harmony that stemmed from the best German, French, and Russian traditions, found itself pushed to the wall by the ever growing Schenkerian school of thought which was erecting a cult of his creator. A “new order” in harmony and analysis was gradually established that regarded tonality as a business between tonic and dominant alone, the rest of the chords being of peripheral importance. This mentality shut the door to diversity and freedom in functional thinking, and opened the door to highly biased harmonic and formal analyses which erased harmonic cadences, presented tonality in black and white, breached syntactical units to create a new way of hearing music (the so-called "distance hearing" or "structural hearing”), and inevitably ended up with the same fundamental structure in melody and harmony, named “Ursatz”. This essay discusses major defects of Schenkerian theory and their negative impact on traditional harmony and analysis.