Classical BI: Its Semantics and Proof Theory

We present Classical BI (CBI), a new addition to the family of bunched logics which originates in O'Hearn and Pym's logic of bunched implications BI. CBI differs from existing bunched logics in that its multiplicative connectives behave classically rather than intuitionistically (including in particular a multiplicative version of classical negation). At the semantic level, CBI-formulas have the normal bunched logic reading as declarative statements about resources, but its resource models necessarily feature more structure than those for other bunched logics; principally, they satisfy the requirement that every resource has a unique dual. At the proof-theoretic level, a very natural formalism for CBI is provided by a display calculus \`a la Belnap, which can be seen as a generalisation of the bunched sequent calculus for BI. In this paper we formulate the aforementioned model theory and proof theory for CBI, and prove some fundamental results about the logic, most notably completeness of the proof theory with respect to the semantics.Comment: 42 pages, 8 figure

The Life and Death of a Metaphor, or the Metaphysics of Metaphor

This paper addresses two issues: (1) what it is for a metaphor to be either alive or dead and (2) what a metaphor must be in order to be either alive or dead. Both issues, in turn, bear on the contemporary debate whether metaphor is a pragmatic or semantic phenomenon and on the dispute between Contextualists and Literalists. In the first part of the paper, I survey examples of what I take to be live metaphors and dead metaphors in order to establish that there is a phenomenon here to be explained. I then propose an explanation of metaphorical vitality (and by implication of metaphorical death) in terms of the dependence of the interpretation of a metaphor on a family or network of expressions specific to its context of utterance. I then argue that only a Literalist account of metaphor — one that posits metaphorical expressions (a la Stern (2000))—and not Contextualist and Gricean approaches can accommodate this explanation. Finally, I discuss some objections to my Literalist account and sketch an explanation of types to counter Platonistic objections to my metaphorical expression types

Knowledge practices and student access and success in General Chemistry at a Large South African University

This dissertation reports on an investigation into the structuring principles of the General Chemistry curriculum at a Large South African University (LSAU). Student learning in the introductory modules of General Chemistry is critical for access to a range of fields since it is a requisite course for a variety of degree programmes. However, there is ample evidence that success in this subject remains a major challenge, particularly for black students. My quest in this study was to explore how the curriculum could enable greater epistemic access and thus include more students in science programmes at the LSAU. I investigated the organising principles underlying the curriculum practices of the General Chemistry module and explored the effects of the curriculum structure on student learning. Theoretically and conceptually, the study was underpinned by a social realist approach which holds that knowledge is stratified, differentiated, and has real emergent properties, powers and effects. The research question that I attempted to answer in this study was: How do knowledge practices privileged in the General Chemistry curriculum at the LSAU enable or constrain student learning? I adopted an intensive research design approach to conduct a qualitative case study using social realism and LCT as theoretical and analytical lenses. I used empirical data such as curriculum documents and interviews with lecturers to uncover the underlying generative mechanisms of the curriculum. I adopted a multi-layered data analysis process to make visible the underlying organising principles informing knowledge practices in the curriculum so that I could explain their potential effects on student learning. The first level of analysis explored the context of the curriculum and associated knowledge practices, and examined the pedagogic discourse evident in the curriculum. The second level of analysis revealed the inner logic structuring the curriculum and the associated knowledge practices. I used Maton’s Legitimation Code Theory (LCT): Specialisation to identify the specialisation codes, gazes and insights generated by the curriculum. For the third level of analysis, LCT: Semantics was used to generate the semantic profiles of learning activities to determine the extent to which the curriculum structure made cumulative learning possible. From the findings, it is evident that the verticality of knowledge in General Chemistry points to a recontextualising principle that prescribes the selection and arrangement of knowledge, and the special relationship of actors and discourses. As a result, the strong framing of the instructional discourse of General Chemistry curriculum structure is likely to constrain epistemological access for large numbers of students. In order to improve epistemological access to the field, weaker framing of the instructional discourse in introductory science is necessary. Weaker framing of the General Chemistry curriculum would require, in particular, changes to pacing, and that the evaluative criteria are made explicit. This is especially necessary when certain abstract and complex curricular content is taught, especially in the first semester. The findings also indicate that the nature of the organising principles in the curriculum are significant for improving epistemological access to knowledge. In terms of LCT: Specialisation, the General Chemistry curriculum generated a knowledge code and downplayed differences among social categories of students, thus positioning all equally in relation to the knowledge and practices of the field. Therefore, the structuring of the curriculum emphasises and legitimates students who have attained specialist knowledge without considering the nature of the new student coming into the educational setting. Simply, what is privileged is both the object of study (theoretical knowledge) and how it is studied (procedural knowledge). This finding is in line with the general outcomes of Chemistry education. In addition, the purist insight generated by the curriculum further attests to where the emphasis is placed in the curriculum. I argue that the lack of social relations in the curriculum poses a challenge for the holistic development of students as science knowers. The analysis of the learning activities shows rapid code shifts that indicate changes in cognitive demand and modes of thinking required of students. I argue that signposting the changes in complexity of knowledge and in the mode of thinking required could make learning, and thus epistemological access, more possible. Given the imperative of access to powerful knowledge, I contend that the curriculum should be reshaped to enable epistemological access for more students

The computer comprehension of systematic metaphor

Digitisation of this thesis was sponsored by Arcadia Fund, a charitable fund of Lisbet Rausing and Peter Baldwin

Description Logic for Scene Understanding at the Example of Urban Road Intersections

Understanding a natural scene on the basis of external sensors is a task yet to be solved by computer algorithms. The present thesis investigates the suitability of a particular family of explicit, formal representation and reasoning formalisms for this task, which are subsumed under the term Description Logic

Current issues of the Russian language teaching XIV

Collection of papers “Current issues of the Russian language teaching XIV” is devoted to issues of methodology of teaching Russian as a foreign language, to issues of linguistics and literary science and includes papers related to the use of online tools and resources in teaching Russian. This collection of papers is a result of the international scientific conference “Current issues of the Russian language teaching XIV”, which was scheduled for 8–10 May 2020, but due to the pandemic COVID-19 took place remotely

Metaphorical use of language in educational discourse : a theoretical and empirical investigation.

This thesis investigates metaphor used by teachers and textbook writers, and the impact\ud on children. The theoretical investigation clarifies definitions and descriptions of\ud metaphor, to establish a valid, adequate framework for analysis of metaphor in ordinary,\ud contextualised interaction. A "prosaics of metaphor" is developed, including metaphor\ud identification procedures, a set of graded descriptors of metaphor, and interactional units\ud of analysis to investigate metaphor in talk. Theoretical issues of the coherence of the\ud category "prosaic metaphor", and the relation between prosaic and poetic metaphor, are\ud discussed.\ud Two linked empirical investigations are centred around a ten year old child's discourse\ud experience in a U.K. primary classroom. The first analyses transcribed talk, collected\ud across several different lessons, for use of metaphor in relation to teaching/learning\ud goals. Results include information on the frequency, distribution and nature of metaphor\ud in use, and insights into how metaphor is signalled and supported in teacher-pupil\ud interaction. Metaphor use is explained in terms of contextual demands, and the set of\ud graded metaphor descriptors is refined. The second investigation uses a variation of\ud Think Aloud methodology to explore understanding of metaphors in scientific texts.\ud Analysis shows how knowledge brought to a text, selection of metaphors, the place of\ud metaphor in text structure, and peer or adult mediation can influence understanding and\ud learning.\ud The study reveals how metaphor choice can oversimplify concepts and skills which\ud children need to acquire in the middle years of education. Interaction is shown as central\ud in providing access to new ideas through metaphor. These results carry implications for\ud textbook writers, teachers, and others who may mediate content through metaphor. The\ud thesis contributes to the field of metaphor studies through links found between child and\ud adult use of metaphor, and through the development of tools for analysing metaphor in\ud interaction, which can be refined and extended to other discourse contexts