Symbolic Concepts Research Articles

The Essence of the Right to Property under Art 1 of Protocol 1 to the echr: An Inviolable Core or a Purely Symbolic Concept? Cases from Central and Eastern Europe revisited

Abstract It is inherent to the fundamental right to property that far from being absolute, the owners’ rights may be limited in the general interest. As exemplified recently by unprecedented closures of restaurants and other businesses due to the covid-19 pandemic, also large-scale and far-reaching limitations are broadly deemed justified. The outer boundary of these limitations appears to be the essence of the right, which may not be impinged upon. Yet, both this very term and its scope are fiercely contested. This article, thus, revisits the “essence” of a fundamental right in the context of the European Convention on Human Rights. Drawing on the example of the right to property under Art 1 of Protocol 1 (P1-1) to the echr, this contribution expounds the prevailing approaches to the essence of fundamental rights and highlights the discrepancies between the formally adopted absolute approach to the essence as a purportedly inviolable core and the relative understanding of this concept which sees it as part of the fair-balance test. As the ECtHR case law makes room for virtually any interference with P1-1 including expropriation without any compensation, it will be argued that an untouchable or pre-established essence is not a concept attributable to the right to property under the Convention. It is maintained, however, that the limited scope of the essence is consistent with the underlying principles of the Convention as well as the intrinsic social function of private property.

Linguistic Country Studies Semantization of Troika and Bogatyr Symbolic Concepts in Russian Language and Literature Lessons

This paper describes the process of teaching the Russian language in classes with the Kyrgyz language of instruction, where the development of effective teaching methods taking into account the latest achievement of linguistic science plays an important role. In this regard, this study sets the goal of identifying mental-linguistic differences and semantization of culturally- marked concepts, taking into account the national and cultural characteristics of the linguistic consciousness of Kyrgyz schoolchildren.

Symbolic and non-symbolic representations of numerical zero in the human brain

Representing the quantity zero as a symbolic concept is considered a unique achievement of abstract human thought.1,2 To conceptualize zero, one must abstract away from the (absence of) sensory evidence to construct a representation of numerical absence: creating "something" out of "nothing."2,3,4 Previous investigations of the neural representation of natural numbers reveal distinct numerosity-selective neural populations that overlap in their tuning curves with adjacent numerosities.5,6 Importantly, a component of this neural code is thought to be invariant across non-symbolic and symbolic numerical formats.7,8,9,10,11 Although behavioral evidence indicates that zero occupies a place at the beginning of this mental number line,12,13,14 in humans zero is also associated with unique behavioral and developmental profiles compared to natural numbers,4,15,16,17 suggestive of a distinct neural basis for zero. We characterized the neural representation of zero in the human brain by employing two qualitatively different numerical tasks18,19 in concert with magnetoencephalography (MEG) recordings. We assay both neural representations of non-symbolic numerosities (dot patterns), including zero (empty sets), and symbolic numerals, including symbolic zero. Our results reveal that neural representations of zero are situated along a graded neural number line shared with other natural numbers. Notably, symbolic representations of zero generalized to predict non-symbolic empty sets. We go on to localize abstract representations of numerical zero to posterior association cortex, extending the purview of parietal cortex in human numerical cognition to encompass representations of zero.10,20.

دراسة فقهية تحليلية :(NFT) الاستثمار في الرموز غير قابلة للاستبدال Non-Fungible Tokens (NFT) Investment: A Juristic and Analytical Study

Non-fungible tokens (NFT) are considered unique digital assets recorded on the blockchain whose ownership and authenticity cannot be duplicated, exchanged, or divided but can be transferred by the owner, allowing the selling and trading of NFT through the blockchain. This study addresses the issues relating to the extent of NFT compliance with Islamic law. It sheds light on the concept of symbols that are not replaceable and presents the opinions of contemporary jurists in dealings with NFT based on a juristic adaptation of these transactions.The study is qualitatively based and using an inductive approach to collect library information and analytical approach to clarify the issue and present the opinions of the jurists. The study found that investing in non-fungible tokens is legally permissible, but the principles of Shariah must be adhered to when dealing with them because they are among the things that were not prevented except by legal evidence. NFTs should be items of legal value that benefit people, and are free from illegal activities such as usury, fraud, and gambling. The study recommends an urgent need for Shariah scholars and technology experts to create an NFT platform that is compatible with Islamic Shariah, and allowing Muslims to participate in it.

The Transition from Alchemical to Modern Chemical Symbolism: from Bergman and Guiton de Morveau to Hassenfratz and Adet, Higgins, Richter, Dalton, and Berzelius.

The alchemical concepts of chemical symbolism, nomenclature, and affinity underwent fundamental changes between the 1770s and the 1820s, roughly simultaneously with the Chemical Revolution (ca. 1772-89), i. e. the replacement of the phlogiston theory with Lavoisier's New Chemistry. Using the old, alchemical symbols, Bergman devised a system of formulas to describe virtually all known inorganic chemistry, and he influenced Guiton de Morveau's Mémoire sur les Dénominations Chimiques, and the subsequent Méthode de nomenclature. Hassenfratz and Adet devised a new artificial sign language which, however, was too complicated and unintuitive to gain widespread acceptance. Bergman refined the concept of affinity, but his belief in phlogiston rapidly made the system obsolete. Wenzel realized that the dissolution of metals in acids is not just a question of affinity but rather of concentration, and he and Berthollet separately formulated early versions of the Law of Mass Action thereby making attempts to quantify affinity redundant. Richter formulated a principle that became known as the Law of Equivalent Proportions, describing acid-base reactions and double decompositions of salts, but continuing to use Bergman-style alchemical formulas. Only John Dalton's atomic theory with little globules denoting atoms and their combination into molecules made a definite break with the alchemical symbols.

Learning to Learn in Interactive Constraint Acquisition

Constraint Programming (CP) has been successfully used to model and solve complex combinatorial problems. However, modeling is often not trivial and requires expertise, which is a bottleneck to wider adoption. In Constraint Acquisition (CA), the goal is to assist the user by automatically learning the model. In (inter)active CA, this is done by interactively posting queries to the user, e.g. does this partial solution satisfy your (unspecified) constraints or not. While interactive CA methods learn the constraints, the learning is related to symbolic concept learning, as the goal is to learn an exact representation. However, a large number of queries is required to learn the model, which is a major limitation. In this paper, we aim to alleviate this limitation by tightening the connection of CA and Machine Learning (ML), by, for the first time in interactive CA, exploiting statistical ML methods. We propose to use probabilistic classification models to guide interactive CA queries to the most promising parts. We discuss how to train classifiers to predict whether a candidate expression from the bias is a constraint of the problem or not, using both relation-based and scope-based features. We then show how the predictions can be used in all layers of interactive CA: the query generation, the scope finding, and the lowest-level constraint finding. We experimentally evaluate our proposed methods using different classifiers and show that our methods greatly outperform the state of the art, decreasing the number of queries needed to converge by up to 72%.

Conjunctive block coding for hyperdimensional graph representation

Knowledge Graphs (KGs) have become a pivotal knowledge representation tool in machine learning, not only providing access to existing knowledge but also enabling the discovery of new knowledge through advanced applications. Among the scalable reasoning methods used for such applications, distributed graph embedding approaches, particularly GNNs, have become popular for large-scale graph-related tasks. However, many of these methods have limitations in their interpretability and fail to take into account structural similarity in their representation. Hyperdimensional Computing (HDC), also known as Vector Symbolic Architecture (VSA), addresses this issue by using well-defined cognitive operations on distributed representations of symbolic concepts. This work proposes and evaluates a new vector symbolic graph representation, CLOG, that preserves approximate structural similarity beyond edge correspondence and fundamentally differs from previous methods. The model's effectiveness in graph representation is evaluated through theoretical analysis, graph reconstruction experiments, and link prediction task, highlighting its efficiency and accuracy. This approach significantly advances the field by enhancing the capabilities of HDC in graph representation, representing a notable improvement over existing methods.

Symbolic access: medical students’ awareness of institutional culture and its influence on learning, a phenomenographic study

BackgroundThe discussion of access in medical education has its focus largely on physical and epistemological access, leaving a qualitative gap regarding sociocultural factors which enable access in this context. This study introduces and defines symbolic access, a concept with a specific lens on sociocultural inclusion, and the influence it has on student learning within the South African medical education landscape.MethodsA phenomenographic design was used to explore students’ conceptions of symbolic access and its impact on learning. One-on-one exploratory interviews were conducted with fifteen final year medical students at the University of Witwatersrand in Johannesburg. Interviews were analysed using Sjöström and Dahlgren‘s seven-step phenomenography model.ResultsFour categories of description were induced, which described students’ understanding of symbolic access, these were rejection, disregard, invalidation, and actualization. Four dimensions of variation were discovered expressing the diversity of events which informed the collectives’ understanding of the phenomenon. These dimensions were; interactions with educators, peer relationships, educational environment, and race. Categories of description and dimensions of variation formed the Outcome Space, a visual representation of the student experience of symbolic access. The outcome space had a double narrative related to symbolic access; exclusion (major) and actualization (minor). Medical student’s chief experience within the medical community was exclusion, however clinical immersion, meaningful participation, peer-relationships, and clinical skills lessons facilitated community enculturation, and impacted learning.ConclusionDespite deeply exclusionary experiences throughout their programme, medical students articulated a paradox of both awareness and no awareness of symbolic access. The awareness of symbolic access was predominantly influenced by clinical experiences and clinical immersion during the pre-clinical and clinical years of study. Further, descriptions of valuable learning experiences were connected to clinical events and the involvement with patient care. This study suggests that the actualization of symbolic access and description of meaningful learning experiences are linked. Medical educationalists should design undergraduate curricula with early clinical immersion at the fore and explore symbolic concepts pertaining to access, as they are linked to transformative learning experiences for the medical student.

Поэтика цвета как инструмент анализа художественного текста

The paper discusses methodological approaches to the study of the poetics of color in literary texts. To identify the methodology, the study consistently examines the process of the formation of ideas about color, takes into account and systematizes existing approaches to its analysis, in particular, those based on the peculiarities of the existence of color in culture and the semantics of color terms. The starting points for the analysis of the functions and role of color in a literary text are the frequency of use, color or color-light cores, and the grouping of color terms according to their symbolic or metaphorical meanings. Much attention is paid in the paper not only to literary works but also to works on the theory of color and color perception. The mechanisms of perceiving and associating color are of particular interest, since they make it possible to assess the universality of colored images in art. A study of the poetics of color must not be guided solely by interpretation of color meanings or personal associations. Significantly, the semantics of color, due to its cultural existence, does not limit the functions of color in a literary text, but complements the contextual meaning and role of color. In an analysis of a literary text, it is important to remember that the functions of color can be manifested on all the levels of the text. For a study of the poetics of color to be complete and systematic, it is necessary to take into account all the methods of observing color, and one of the tasks of the present research is to identify these methods. It is proposed to distinguish between the concepts of symbol and detail in relation to color. Color should be considered separately in relation to motifs, spatial and temporal organization, and subjective structure. Distinguishing the individual roles of color allows us to consider it as a significant element of the artistic world, complementing it and providing additional ways of understanding and interpreting.

Symbolic concepts in modern Linguoculturology

Symbolic concepts in modern Linguoculturology

Weighing the anchor: Lotmanian perspectives on the Fighting Poland symbol

Simple symbols occupy a unique position within the semiosphere, constituting the symbolic core of culture with their ability to condense cultural memory into nimble, economic forms. This simplicity facilitates persistence, allowing these elementary symbols to recur diachronically, penetrating multiple layers of cultural strata to emerge and flourish in new contexts and variations. A novel example of a symbol which illustrates these attributes is Znak Polski Walczącej – the Fighting Poland symbol. Created in 1942 by the Polish Underground State as a propaganda tool, this straightforward monogram, consisting of interconnected letters P and W, became the official hallmark of Polish resistance and is now a controversial de facto national symbol. This article employs the symbol as a case study to explore two Lotmanian symbolic concepts: the vast semantic capacity of simple symbols, and their dual nature as invariable/variable entities. Born out of a utilitarian need for simplicity in Nazi-occupied Warsaw, the efficient form of the Fighting Poland symbol was a pragmatic matter of life or death. However, further examination of its simple design also reveals an underlying archaic depth. This article argues that the Fighting Poland symbol, metonymically known as the kotwica (‘anchor’) owing to its distinct shape, can also be viewed as an “emissary” from earlier cultural epochs, namely ante-Nicene Christianity, which made use of anchor symbology during an era of persecution and upheaval. Ultimately, this article provides a new semiotic perspective on a historically active yet understudied symbol with past and present relevance.

Implementasi Metode Jarimatika dalam Meningkatkan Kemampuan Berhitung pada Operasi Kabataku

Jarimatics is a simple and fun way of teaching children basic computation according to the principle: start by correctly understanding first the concepts of numbers, number symbols, and basic counting operations, then teaching how to count with the fingers of the hand. The low ability and desire of students in counting on mathematical subjects makes the method of JARIMATIKA suitable introduced to students SDN 02 Pasar Keong as a solution in completion of mathematics as well as improving the ability to count on Operation KABATAKU. The method of implementation performed by the Community Devotion Team is divided into 3 sessions namely: 1) delivery of material about jarimatika method and Operation count using such method, 2) ice breaking in order to arouse the spirit of students during the activity, 3) Applying the material that has been given with the use of staircase snake tools. Thus the student's ability to calculate improved and better than before taught the Jarimatic Method and the student considered counting a pleasant thing.

The role of symbols in higher professional education

The article considers the peculiarities of knowledge translation in modern professional education, reveals the negative sides of scientificity of educational content. In particular, the separation of the subject and object of research characteristic of scientific consciousness can negatively affect the formation of the subject of professional activity in the process of professional education. After all, the subject of scientific research, in order to remain in scientific positions, should not be partial to the studied object, inextricably link his life with it. At the moment, higher school should not only transfer scientific knowledge to future specialists, but also educate them as professionals, linking their lives with their profession, as well as patriots, ready to defend their country. In this regard, since this year a new subject - "Fundamentals of Russian Statehood" - has been included in the curriculum. At the same time, students' mastering the content of this discipline as a purely scientific one may not lead to the formation of their patriotic position. In this regard, the authors of the article suggest that when teaching such disciplines to emphasize not on the scientificity, but on the symbolism of the content taught. In this connection, the article considers the differences between scientific and symbolic content of education, defines the concept of symbol, establishes the role of symbols in human life and education.
 Material and methods. When writing the article we relied on the works of A. F. Losev, in which he unfolds a dialectical understanding of the symbol and its role in people's lives. Following A. F. Losev, we use the dialectical approach to understand human existence and the role of symbols in it. Naturally, the education of people is inextricably linked to their existence, which means that it cannot do without symbols. Relying on the dialectics presented in the works of A. F. Losev, we designate this approach as dialectical-symbolic.
 Results. According to the results of our study, in the process of education it is necessary not only to transfer scientific knowledge to students, but also to familiarize them with appropriate symbols. Such familiarization will allow to form them as patriots of their country and as full-fledged subjects of professional activity.

Simulasi Kegiatan Jual Beli Dan Menabung Bagi Siswa Siswi TK Al Azhar 54 Pekanbaru

Simulation of buying, selling and saving activities motivated by the needs of young children, especially students at Kindergarten Al Azhar 54 Pekanbaru in improving ability to recognize the concept of numbers because currently it is still using the assignment method, books and using general learning media cause young children difficult in understanding concept of numbers and number symbols. Several methods were applied, namely: observation, interviews, counseling and documentation. The PKM activities are simulation of buying and selling activities to provide education on buying and selling activities that are often do in daily life, simulations of saving activities at bank, counseling the benefits of saving at bank and explanations bank products. The expected final result of this PKM activities are Al Azhar 54 Pekanbaru Kindergarten students can improve their ability to recognize numbers and number symbols, know the value of money, understand buying and selling transactions in daily life, increase their knowledge about banks, knowing how to save at bank, motivate to save from an early age to buy favorite items, training discipline in using money according to needs, and teaching not to spend all the money you have so that it is easier to manage your finances.

The Literature Review of Chinese Cultural Symbols on the Effectiveness of Cultural-themed WeChat Official Accounts

This literature review explores the development of Chinese cultural symbols in new media platforms. It mainly starts from the concept, framework, and categorization definition of Chinese cultural symbols to conduct a review of related research. On this basis, the research and problems of new media platforms, especially WeChat official accounts (WOAs), in cultural communication are systematically sorted out. Related studies in the dissemination of Chinese culture through WOAs, especially and the impact of the dissemination effect of WeChat official accounts of cultural themes. The study deeply analyzes the role played by these symbols in communication as well as the current problems of cultural symbols in the process of communication. The study reveals the importance of WOAs, especially cultural WeChat official accounts (CWOAs), in cultural communication, and recognizes them as an important channel for spreading Chinese culture. The paper also highlights the shortcomings of the current research and makes suggestions for future research, aiming to deepen people's understanding of the application of cultural symbols in social media platforms (especially WeChat platform) and their impact on cultural communication. This review can serve as a basis for research on how people can effectively utilize cultural symbols and improve their communication effects.

The neural ingredients for a language of thought are available.

The classical notion of a 'language of thought' (LoT), advanced prominently by the philosopher Jerry Fodor, is an influential position in cognitive science whereby the mental representations underpinning thought are considered to be compositional and productive, enabling the construction of new complex thoughts from more primitive symbolic concepts. LoT theory has been challenged because a neural implementation has been deemed implausible. We disagree. Examples of critical computational ingredients needed for a neural implementation of a LoT have in fact been demonstrated, in particular in the hippocampal spatial navigation system of rodents. Here, we show that cell types found in spatial navigation (border cells, object cells, head-direction cells, etc.) provide key types of representation and computation required for the LoT, underscoring its neurobiological viability.

Symbolic belief in social cognition

AbstractKeeping track of what others believe is a central part of human social cognition. However, the social relevance of those beliefs can vary a great deal. Some belief attributions mostly tell us about what a person is likely to do next. Other belief attributions tell us more about a person's social identity. In this paper, I argue that we cope with this challenge by employing two distinct concepts of belief in our everyday social interactions. The epistemic concept of belief is primarily used to keep track of what other people take to be true, and this informs how we predict and interpret their behaviors. The symbolic concept of belief, in contrast, is primarily used as a means of signaling one's social identity to other members of one's community. In turn, community members closely monitor each other's symbolic beliefs as a means of enforcing social norms.

National Symbols and Marks in Textbooks on Nature and Society of the First Education Cycle of the Countries of the Western Balkan

The paper presents the results of research conducted with the aim of determining the contribution of textbooks on nature and society of the first cycle of education in the countries of the Western Balkans to the formation of the concept of national symbols and features. In the theoretical part of the paper, a description of the etymology of the official national symbols and features (flag, coat of arms and anthem) of the countries of the Western Balkan region is given. The theoretical analysis method and content analysis method were used. The units of analysis are sentences of the basic textbook content, visual content - pictures, photographs, drawings and questions and assignments in the domain of didactics and methodology instruments. The research included nature and society textbooks for younger elementary school students (N = 23). The results of the research showed that nature and society textbooks insufficiently affect the formation and strengthening of the concept of national symbols and signs, and that there is imbalance in their coverage and development, both as a whole and at the level of individual categories. It has been shown that there is an approximately equal representation of content that promotes national identity, but that the textbooks in the Republic of Croatia have, compared to the others, the most content dedicated to national symbols and signs, while in terms of the representation of basic textual content and their didactic-methodological interpretation, Slovenian textbooks lead the way. The textbooks used in the European Union member states have more content related to national symbols and signs within all analyzed categories. Foreign publishers have proven to be less sensitive to the national narratives of the countries to which they intend the textbook content.

Konsep Simbolisasi Dan Identitas Politik Sebagai Bentuk Propaganda Di Indonesia

<p><em>Politics and identity are closely related to the practice of power in a particular area. In the 2019 election phenomenon in Indonesia, the concept of symbols and identities of parties and election participants were scattered, both directly and in the media frame. The construction of party identity symbols and figures carried by election participants consists of parties and individuals, for example the PDI-Perjuangan, Democrats and Gerindra. While the symbolic figures are Jokowi, Susilo Bambang Yudhoyono, Prabowo, and Sandiaga Uno. By looking at the level of power relations and the relationship between political symbols, it can be identified the concept of political propaganda through these symbols in order to gain power, or lay the foundation of certain ideologies.</em></p>

Long-Horizon Planning and Execution With Functional Object-Oriented Networks

Following work on joint object-action representations, <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">functional object-oriented networks</i> (FOON) were introduced as a knowledge graph representation for robots. A FOON contains symbolic concepts useful to a robot's understanding of tasks and its environment for <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">object-level planning</i> . Prior to this work, little has been done to show how plans acquired from FOON can be executed by a robot, as the concepts in a FOON are too abstract for execution. We thereby introduce the idea of exploiting object-level knowledge as a FOON for task planning and execution. Our approach automatically transforms FOON into PDDL and leverages off-the-shelf planners, action contexts, and robot skills in a hierarchical planning pipeline to generate executable task plans. We demonstrate our entire approach on long-horizon tasks in CoppeliaSim and show how learned action contexts can be extended to never-before-seen scenarios.