Object Metrics for Green Software

Today, the energy consumption of computers represents a significant part of the overall consump-tion. The purpose of this article is to apply object and architectural metrics to observe the impact on applica-tion consumption. This article focuses on the most common object applications to date, and their architec-tures that are already useful to optimize the reusability, composability or dynamicity of these applications. To do this, consumption must be evaluated and compared according to the variations of object and architec-tural metrics. These observations help to determine how effective these metrics could be.

Social Energy and Trust

Trust is the crucial basis of all interpersonal relationships and is composed of expectation and vulnerability. Its significance within the field of psychology is far-reaching. In 2002, Canavan coined the term social energy to define the distinct psychological phenomenon that occurs when the self (P) and another individual (O) share enthusiasm toward a common object or event (X). In this paper, I investigate the influence of social energy on how individuals rate or rank the trustworthiness of another, as well as the reason for being trusted, in the presence of high and low social energy. The experiment is conducted within a 2X1 ANOVA design by manipulating the different levels of social energy, either high or low. In addition to measuring trust and the reasons for trusting, participants’ feelings and emotions were assessed in three hypothetical situations, measuring whether the trust was warranted. The main finding concludes that participants’ ratings of another individual’s trustworthiness is significantly higher in high social energy conditions, compared to those in low social energy conditions. In addition, the reason for P’s doing so is that “I know in high social energy O thinks in the same way as I do,” which is reinforced by CHI2 Test results. By assessing emotional variables, it is found that gratitude, positive feelings, expectation, and regrets differ significantly with regard to levels of social energy. In addition, the HSE participant liked and believed the other, and was more kindly disposed than the LSE participant, who tended to be more blaming and punitive.

TITIK TEMU SUFISME DAN PSIKOLOGI; KAJIAN ATAS QS. AL-FAJR: 27-30

The problem that this paper would like to answer is whether there are similarities between sufism and psychology in the discussion of soul. So far, sufism is known on the purification of the soul as its material object. To examine the soul, I observe the interpretation of Q.S al-Fajr verses 27-30. The method used is the tahlili method. This means to know how Islam understands the soul then to relate it with the explanation of soul according to psychology. Based on the results of this study, I reveal that there is a meeting point between sufism and psychology. Referring to the poems of Ibn Athailah al-Iskandari, I see similarities between him and secular psychologists such as Aristotle and Plato. I also conclude that considering the soul as their common object material. (Permasalahan yang akan dijawab dalam tulisan ini yaitu apakah terdapat persamaan antara sufisme dan psikologi dalam pembahasan kejiwaan. Selama ini sufisme yang dikenal dengan penyucian diri menjadikan jiwa sebagai obyek materialnya. Untuk mengkaji jiwa, penulis melihat penafsiran Q.S al-Fajr ayat 27 – 30 dengan metode tahlili. Ini dimaksudkan untuk melihat pemahaman Islam terhadap jiwa kemudian mengaitkannya dengan penjabaran dari jiwa menurut ilmu psikologi. Berdasarkan hasil penelitian ini, penulis menemukan bahwa terdapat titik pertemuan antara sufisme dan psikologi. Mengacu kepada Syair-Syair Ibn Athailah al-Iskandari, misalnya, penulis melihat ada persamaan dengan para psikolog umum seperti Aristoteles dan Plato. Dengan demikian, terdapat persamaan antara sufisme dan psikologi karena sama-sama menjelaskan tentang jiwa).

Bilingual children judge moral, social, and language violations as less transgressive than monolingual children

Learning the rules and expectations that govern our social interactions is one of the major challenges of development. The current study examined whether bilingualism is associated with differences in children’s developing social knowledge. We presented 54 four- to six-year-old monolingual and bilingual children with vignettes of moral (e.g., hitting), social (e.g., wearing pants on one's head), and language (e.g., calling a common object by a nonsense word) transgressions, and asked about their permissibility. In line with previous research findings, results demonstrate that all children evaluated moral violations more harshly than conventional violations. Notably, however, bilingual children were more permissive of violations across moral, social, and language domains than monolingual children. These findings yield new insights into the role of early experience on the development of social knowledge. We propose that bilinguals’ unique linguistic and social experiences influence their understanding of moral and conventional rules.

O różnicach w opisie języka językoznawstwa i glottodydaktyki – przyczynek do dyskusji

The paper attempts to provide some reflections on language and its description in a foreign language lesson, and to examine potential sources of the discrepancies existing in linguistic and didactic approaches to language description. Firstly, the contemporary conception of the relationship between the two disciplines has been outlined, which is crucial for grasping and understanding the sources of these differences in perceiving and describing language as a common object of the research. Then, a discussion concerning the sources of differencesin the language description between linguistics and didactics is presented, including the perspectives of the development of didactics as a science.