The “Vendee” of the Russian Revolution of 1905-1907? The Western Provinces and the Black Hundreds

The western French department of the Vendee has acquired a certain regional identity in the politics of historical memory not only of the French Revolution but also of the Russian Revolution of 1917-1922. The royalist rebellion of the Vendee peasants between 1793-1796 has become a synonym for a region of mass lower-class counter-revolution. Not surprisingly, both supporters and opponents of the Bolsheviks tried to find parallels with the French Revolution to explain the massiveness of anti-Bolshevik opposition in certain regions of the former Russian Empire. Often both Reds and Whites called the Cossack lands, especially the Don, the Vendee of the Russian Revolution. However, it is impossible to place an equal sign between the Vendee peasants, fighting for king and church, and anti-Bolshevik Cossacks and peasants because the Cossacks and peasants were not fighting for the restoration of the monarchy. One can find a Russian equivalent to the Vendee regional concept of mass counter-revolution in the nine western provinces of the Russian Empire in the Revolution of 1905-1907. These provinces, along with six other provinces, comprised the Jewish Pale of Settlement and became bastions of the Union of the Russian People and other Black Hundred organizations. Unlike the interior Russian regions, the western provinces were multiethnic and multireligious. The western provinces had mass protest movements and outbreaks of terrorism where ethnic, religious and social factors intersected. The amorphous populist Black Hundred ideology could attract mass support in the western provinces from all those seeing themselves as victims of all different variations of exploitation and injustices from the hands of different establishments.

Holographic topological defects and local gauge symmetry: clusters of strongly coupled equal-sign vortices

Gauge invariance plays an important role in forming topological defects. In this work, from the AdS/CFT correspondence, we realize the clusters of equal-sign vortices during the course of critical dynamics of a strongly coupled superconductor. This is the first time to achieve the equal-sign vortex clusters in strongly coupled systems. The appearance of clusters of equal-sign vortices is a typical character of flux trapping mechanism, distinct from Kibble-Zurek mechanism which merely presents vortex-antivortex pair distributions resulting from global symmetry breaking. Numerical results of spatial correlations and net fluxes of the equal-sign vortex clusters quantitatively support the positive correlations between vortices. The linear dependence between the vortex number and the amplitude of magnetic field at the ‘trapping’ time demonstrates the flux trapping mechanism very well.

Spectral inference reveals principal cone-integration rules of the zebrafish inner retina

In the vertebrate retina, bipolar cells integrate the signals from different cone types at two main sites: directly, via dendritic inputs in the outer retina, and indirectly, via axonal inputs in the inner retina. Of these, the functional wiring of the indirect route, involving diverse amacrine cell circuits, remains largely uncharted. However, because cone-photoreceptor types differ in their spectral sensitivities, insights into the total functional cone-integration logic of bipolar cell might be gained by linking spectral responses across these two populations of neurons. To explore the feasibility of such a "spectral-circuit-mapping" approach, we here recorded in vivo responses of bipolar cell presynaptic terminals in larval zebrafish to widefield but spectrally resolved flashes of light. We then mapped the results onto the previously established spectral sensitivity functions of the four cones. We find that this approach could explain ~95% of the spectral and temporal variance of bipolar cell responses by way of a simple linear model that combined weighted inputs from the cones with four stereotyped temporal components. This in turn revealed several notable integration rules of the inner retina. Overall, bipolar cells were dominated by red-cone inputs, often alongside equal sign inputs from blue- and green-cones. In contrast, UV-cone inputs were uncorrelated with those of the remaining cones. This led to a new axis of spectral opponency which was mainly set-up by red-/green-/blue-cone "Off" circuits connecting to "natively-On" UV-cone circuits in the outermost fraction of the inner plexiform layer – much as how key colour opponent circuits are established in mammals. Beyond this, and despite substantial temporal diversity that was not present in the cones, bipolar cell spectral tunings were surprisingly simple. They either approximately resembled both opponent and non-opponent spectral motifs already present in the cones or exhibited a stereotyped non-opponent broadband response. In this way, bipolar cells not only preserved the efficient spectral representations in the cones, but also diversified them to set up a total of six dominant spectral motifs which included three axes of spectral opponency. More generally, our results contribute to an emerging understanding of how retinal circuits for colour vision in ancestral cone-tetrachromats such as zebrafish may be linked to those found in mammals.

An examination of third- and fourth-graders’ equivalence knowledge after classroom instruction

The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: those who did not learn from instruction (Never Solvers), those whose performance improved after instruction (Learners), and those who had strong performance before instruction and maintained it throughout the study (Solvers). Learners and Solvers performed similarly on measures of equivalence knowledge after instruction. Both groups demonstrated high retention rates and defined the equal sign relationally, regardless of whether they had learned how to solve equivalence problems before or during instruction. Never Solvers had relatively weak arithmetical (nonsymbolic) equivalence knowledge and provided operational definitions of the equal sign after instruction.

Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

Human education in the historical space virtual world of a computer game

This paper is devoted to computer games as a means of educating people. The paper emphasizes that computer games are firmly embedded in the everyday culture of modern society, while they carry a number of threats. However, in addition to the negative aspects, computer games have some positive features that are reasonable to implement within the framework of educational and educational programs. In a sense, a computer game is compared to a book, the content of which a person gets used to and experiences it. Certainly, we recognize that you can't put an equal sign between a computer game and a book, so this comparison is conditional. Thanks to visualization, a computer game can transmit information in a form that is not available to text or speech. It seems that if you do not study computer games in a pedagogical sense, their strengths will remain unclaimed and the whole essence of these games will be reduced to entertainment. English version of the article on pp. 664-670 is available at URL: https://panor.ru/articles/character-building-and-education-in-the-historical-context-of-the-virtual-world-of-computer-games/70041.html

Tissue outcome prediction in hyperacute ischemic stroke: Comparison of machine learning models

Machine Learning (ML) has been proposed for tissue fate prediction after acute ischemic stroke (AIS), with the aim to help treatment decision and patient management. We compared three different ML models to the clinical method based on diffusion-perfusion thresholding for the voxel-based prediction of final infarct, using a large MRI dataset obtained in a cohort of AIS patients prior to recanalization treatment. Baseline MRI (MRI0), including diffusion-weighted sequence (DWI) and Tmax maps from perfusion-weighted sequence, and 24-hr follow-up MRI (MRI24h) were retrospectively collected in consecutive 394 patients AIS patients (median age = 70 years; final infarct volume = 28mL). Manually segmented DWI24h lesion was considered the final infarct. Gradient Boosting, Random Forests and U-Net were trained using DWI, apparent diffusion coefficient (ADC) and Tmax maps on MRI0 as inputs to predict final infarct. Tissue outcome predictions were compared to final infarct using Dice score. Gradient Boosting had significantly better predictive performance (median [IQR] Dice Score as for median age, maybe you can replace the comma with an equal sign for consistency 0.53 [0.29–0.68]) than U-Net (0.48 [0.18–0.68]), Random Forests (0.51 [0.27–0.66]), and clinical thresholding method (0.45 [0.25–0.62]) ( P < 0.001). In this benchmark of ML models for tissue outcome prediction in AIS, Gradient Boosting outperformed other ML models and clinical thresholding method and is thus promising for future decision-making.

Permutative (al-badal) and Apposition (ʻaṭf al-bayān) in the Arabic Language - Similarities and Differences

This paper examines two secondary elements of a clause in the Arabic language, namely the permutative and the apposition. The permutative is a noun complement that follows the noun as the appositive and tries to additionally explain it or even take its place, which justifes the semantics of the term badal (permutation). Furthermore, the rules say that a non-derived noun can act as the permutative, and owing to the different semantics it creates, four different types of the permutative are defined and they all keep case agreement with the antecedent in all forms. The apposition in the Arabic language is characterised by the function of additional explanation of the antecedent with which it shares the same case inflexion, which brings it closer to the permutative, but what separates them is the fact that the permutative is independent in its semantic content and it can replace the antecedent, while the clause stays syntactically correct. Without an ambition to make a serious comparison and with the sole aim of a better understanding of the apposition in the Arabic language, by comparing terminological solution in two separate language systems, we will try to justify the attitude that an equal sign between the terms apposition in the Arabic language and the apposition in the Bosnian language cannot be put to the fullest extent. The apposition in the Bosnian language additionally explains the antecedent, following its inflexion, but it is a more general term than the latter, as opposed to the apposition in the Arabic language. Formally, they differ by the place they take within a syntagm in relation to the antecedent.

An Analysis of Students Error on Inversely Proportional Question at Grade VIII F SMP Negeri 9 Palu

The purpose of this study was to describe the students error on inversely proportional question at grade VIII F SMP Negeri 9 Palu. This type of research is qualitative research. Data were collected using data collection techniques, namely tests and interviews. The research subjects consisted of 3 people, namely C students, HD students and YYA students. The results of the study based on the students completion showed the mistakes made by the students in solving the comparison questions against the scores that were done. Based on the solution, conceptual and procedural errors were obtained. Conceptual errors include: a) factual errors consisting of: 1) students have not been able to write down the information contained in the questions, 2) students have not been able to understand the use of the equal sign correctly, 3) students have not been able to change the information contained in the questions into a model mathematics and 4) students have not been able to write conclusions correctly. b) Misconceptions consist of: 1) students do not understand the concept of reversing value comparisons, namely students working on comparison questions of turning values ​​using the principle of value comparisons, 2) students have not been able to operate a reversed value comparison and 3) students do not understand the concept of multiplication and division of integers and decimal numbers. Procedural errors consist of: 1) students have not been able to work on questions using the principle of reversing value comparisons, 2) students make mistakes operating multiplication and division and 3) students have not been able to determine the final result correctly.

Primary School Students’ Knowledge of the Equal Sign—the Swedish Case

This case study investigates, at three Swedish schools, primary school students’ knowledge of the equal sign. The schools were chosen as representatives of schools whose students have different socioeconomic backgrounds. The data consist of Grade 3 and 6 students’ responses to an assessment form based on Matthews et al. (JRME, 43(3):316–350, 2012). A comparison between the schools indicates that there are great differences in the students’ knowledge of the equal sign depending on which school they attend. The Swedish students perform better than South Korean students responding to the same assessment form when it comes to knowing that the equal sign does not mean an operation (“the answer to a problem”). We find this interesting to discuss, as South Korea is one of the countries that performs the best on the TIMSS and PISA.