This study analyses the performances of various path controlling strategies for a 3-degrees of freedom wrist exoskeleton, by comparing key indicators, such as rise time, steady-state error, and implementation difficulty. A model was built to describe both system’s kinematics and dynamics, as well as 3 different controllers (PID, PD¸, and a hybrid force/position controller) that were designed to allow each joint to perform smooth motions within anatomic ranges. The corresponding simulation was run and assessed via Matlab (version 2020a). In addition to the performance comparison, remarkable characteristics could be identified among controllers. PD¸ showed higher response speed than the other controllers (about 4 times), and PID was reinforced as the technique with the easiest implementation due to the smallest matrices. The study also allowed to greater potential of the hybrid controller to interact with its environment, i.e., the robotic device.

A textbook of English is one of the tools used by both teachers and students in the process of teaching/learning the language on the lessons of English at Polish (upper) secondary schools. Owing to the big variety of such textbooks on the market every teacher can choose the one that will comply with different criteria and will meet teacher’s and students’ expectations. It is also a fact that the students are not homogenous – the differences appear not only on personality, social, intellectual levels etc. but also on the level of different specifi c diffi culties in the process of learning, often resulting from the students’ special educational needs. All these diverse students use the same (glotto)didactic materials although their perception abilities may be different. That is the reason for asking about the infl uence of the layout of the textbooks and workbooks of English on the way the students work with that type of (glotto)didactic materials. To fi nd the answer to the above problem the eye-tracking methods were used – a textbook and workbook examples were checked on a group of (upper)secondary school students. In the experiments the students represented two groups of (upper)secondary school students – dyslectic and non-dyslectic ones. The aim of the study was to compare the way the students work with the textbook material, show tendencies in their way of doing it and check if there are any signifi cant differences between dyslectic and non-dyslectic students dealing with the particular English textbook examples.

This article deals with the function of proper names in Olga Tokarczuk's novel Anna In w grobowcach świata [ Anna In in the Tombs of the World] and the short story collection Opowiadania bizarne [ Bizarre Stories]. In either case we are confronted with a stunning diversity of imaginary worlds described with erudite care and, by implication, a high level of strategic control. While drawing on a vast pool of well attested names from both Western cultural history and non-European mythologies, she also creates apellatives based on attributes highlighted in the storytelling (the stories themselves are often the product of her magical imagination). Invented or real, all proper names in Tokarczuk's narratives are handled in such a way as to display to the full their semantic, pragmatic and aesthetic qualities. Also, it seems, their placement in the text and their effect on the reader's reactions during the process of reading are carefully planned. what this article tries to demonstrate is that in Tokarczuk's art of fiction the creative transformation of proper names, their reinterpretation and contextualization functions as a complement to the imaginary worlds, rooted in bizarre, meta/genre creativity.