Ethical Representation of Speech while Communicating in the Short Film “Pemean”

This study analyzes the ethics of one of the characters in the film "Pemean" through the speech and language he uses based on sociolinguistic studies. Background: this research departs from ethical problems in the use of speech used by the community when communicating in terms of the dialogues in the conversation of the film "Pemean". Objective: This study aims to provide understanding and skills in the use of speech and ethics that can be implemented properly in everyday life. Question: The question of this research is what is the relationship between speech and language through conversation used by the characters in the short film “Pemean”, which is based on people's reactions. Method: In this study, the researcher uses a qualitative method with a descriptive narrative approach, where the researcher analyzes the short film "Pemean" from the language side of the character's dialogue and relates the dialogue to the prevailing ethics in Indonesia, especially in the Java based on the results of questionnaires and interviews. Respondents are Javanese people aged between 15-30 years and understand the context of conversation and language use in the short film "Pemean". Research data: results of questionnaires and interviews as well as dialogues of the characters in the film "Pemean". Results: the analysis of this study resulted, 1) A person's speech reflects that person's behavior; 2) Most people choose to remain silent or ignore them when they find a figure like Mbak Sum's character. Recommendation: for further research, we hope that researchers can find out how a person's speech can reflect his behavior and the reason why people prefer silence in dealing with someone like Mbak Sum. Limitation: on the relationship between a person's speech and language with his behavior and attitudes taken by society in responding to similar problems as in the movie.

How Was Nature Able to Discover Its Own Laws—Twice?

The central thesis of the modern scientific revolution is that nature is objective. Yet, somehow, out of that objective reality, projective systems emerged—cognitive and purposeful. More remarkably, through nature’s objective laws, chemical systems emerged and evolved to take advantage of those laws. Even more inexplicably, nature uncovered those laws twice—once unconsciously, once consciously. Accordingly, one could rephrase the origin of life question as follows: how was nature able to become self-aware and discover its own laws? What is the law of nature that enabled nature to discover its own laws? Addressing these challenging questions in physical-chemical terms may be possible through the newly emergent field of systems chemistry.

Transcultural adaptation and validation of the questionnaire “Urgency, Weak stream, Incomplete emptying and Nocturia (UWIN)” for the Brazilian Portuguese

Lower urinary tract symptoms (LUTS) are common complaints in the adult male population and have a negative affect in the quality of life and represent an economic burden for the healthcare system worldwide. The International Prostatism Symptom Score (IPSS) is a validated tool for assessing these symptoms, but patients with low literacy may have difficulties comprehending and completing it accurately. The Urgency, Weak Stream, Incomplete Emptying, and Nocturia (UWIN) questionnaire was developed as a shorter tool in the assessment of LUTS to improve accuracy and minimize error. This study aimed at performing cross-cultural adaptation to Brazilian Portuguese and validation of UWIN questionnaire for patients with LUTS. The cross-cultural adaptation followed the steps of conceptual, item, semantic, operational, and pre-test equivalence to obtain the UWIN-Br version. The IPSS (gold standard) and UWIN-Br were coadministered, and information regarding the uroflowmetry examination was also recorded. We evaluated 306 men, median age 59 [52-66] years. There was a positive correlation r = 0.804 (p < 0.001) between the total IPSS score and the total UWIN-Br score, as well as the quality of life question (r = 0.761) (p < 0.001). The Bland-Altman plot showed good agreement between. Also, we observed that the maximum flow values decreased with the severity of the LUTS. UWIN-Br demonstrated excellent diagnostic accuracy in detecting the most severe cases. The area under the ROC curve was 89% [81–97%] 95% CI. 280 (91.5%) subjects completed the questionnaires without help, while 26 (8.5%) did so through an interview. The response time was 1.2 [1.0–1.5] min for UWIN-Br and 2.8 [2.2–3.4] min for IPSS (p < 0.001). UWIN-Br presents satisfactory and similar psychometric properties to the IPSS in the evaluation of LUTS and quality of life and is suitable for use in both clinical practice and research in our country.

Kannst du das System schlagen? Wetten im Sport als Kontext für die Kombination der Ideen der klassischen, statistischen und subjektivistischen Wahrscheinlichkeit

The motivational value of the context is clearly demonstrated by students in classroom situations posing the title question. This excellent real-life question triggered the design of a special instructional sequence culminating in the addressed problem and aiming to combine different approaches to probability. Considering students’ usual struggle with the field, this attempt may prove valuable. As in the history of Stochastics, investigating the rationality behind the system of odds requires parallel handling of chances and expected value, and can lead to a deeper understanding of complex mathematical models. Recently, Series of Problems have been in the center of attention of the Complex Mathematics Education Research Project in general, as an important characteristic of the Hungarian Guided Discovery approach. Our design roots in this highly problem based tradition and adopts some of Tamás Varga’s ideas in instruction. In our paper, the details and structure of the designed teaching material will be displayed utilizing the tools of this research. Following centuries of tradition, sports betting is flourishing nowadays, particularly benefitting from the opportunities of online forums. Providing entertainment for many, it has great motivational value for students, who often pose the particular question in the title. This question is spot-on: gambling is a highly regulated, nevertheless always lucrative market. From an educational point of view, sports betting gives us a more complex perspective on probability than combinatorial games. History and teaching practice both suggest that the concept of probability bears serious cognitive load, and students often burdened with biases that makes the heart of the concept elude them. Furthermore, instruction sometimes lacks the adequate means to harmonize even the correctly introduced aspects of probability, leaving the students with either fragmented or contradicting ideas. In our paper we will make an attempt to connect the classical (laplacian), statistical (frequentistical) and subjectivistic (bayesian) approaches of probability through a gradually constructed task sequence organized around sports betting. We hypothesize that the investigation of the rationality of odds can foster a more integrated understanding of the concepts probability and expected value. Classification: D40, M10, K50, U30, U40, U60. Keywords: probability, expected value, risk, problem-solving, problem series, modeling, teaching process

Análisis de las variables psicosociales asociadas a la salud mental en los estudiantes de bachillerato de la ciudad de Loja

La salud mental y el consumo problemático de sustancias son considerados como un problema social y su estudio una prioridad. Los últimos avances en Psicología se centran en la necesidad de identificar variables de riesgo o protectoras en salud mental y consumo de sustancias. La investigación tuvo como objetivo analizar la distribución de variables psicosociales como predictores e indicadores de salud mental y consumo de alcohol en adolescentes de educación secundaria de la ciudad de Loja-Ecuador. La investigación tiene un alcance descriptivo que nos permitió explicar y analizar las condiciones psicológicas y sociales que influyen directamente en la salud mental y al mismo tiempo revelar qué sucede con los adolescentes que se encuentran en situaciones de riesgo de consumo problemático de sustancias. Se evaluó una muestra de 118 estudiantes de primero y tercer año de bachillerato, en edades comprendidas entre 14 y 20 años, seleccionados por conveniencia mediante el muestreo casual-accidental (estudio de tipo no probabilístico) pertenecientes a tres instituciones educativas. Para este estudio se utilizó una batería compuesta por nueve test: Perceived Stress Scale (PSS-14), Avoidance and Action Questionnaire (AAQ-7), Type A Behavior Scale, Loneliness Scale Revised (UCLA), Brief Resilence Scale (BRS), Alcohol Use Disorders Identification Test (AUDIT), Patient Health Questionnaire of Depression and Anxiety (PHQ-4), Satisfaction Life Question (LSQ) y un cuestionario sociodemográfico. Los resultados indican que el 91% de los adolescentes, presentan un estrés que fluctúa entre moderado y bajo, y solo el 9% refieren tener estrés alto. Se encontró una relación significativa entre el tipo de institución educativa y estrés percibido, siendo mayor este en instituciones de tipo fiscomisional. Referente a la escolaridad quienes presentan niveles de estrés más alto, son alumnos de primer año de bachillerato en un 8,6%, mientras que los alumnos de tercero de bachillerato en un 0,7%, presentan niveles más bajos de estrés.

Wonderful Life: Exploring Wonder in Meaningful Moments

In this article, we bring the study of meaning together with the emerging field of study focusing on the emotions of wonder: wonder, enchantment, awe, and being moved. It is in meaningful moments that these two meet, and in our empirical study, we used the emotions of wonder as a lens to investigate meaningful moments. We applied a novel intervention, the Wonderful Life question, to elicit narratives of meaningful moments from 100 participants varying in age, profession, and social status. Using characteristics of wonder retrieved from the wonder literature to qualitatively analyze these narratives, we identified five types of meaningful moments: opening up to life, facing the precarity of life, celebrations, countering the negative, and familiar routines. The study deepens insight in the way meaning is discovered in different types of meaningful moments. It supports the premise that there is potential meaning in any moment in life, and the mind-set of wonder enabling the discovery of meaning. Finally, it pleads for the use of the Wonderful Life question as a means to elicit a wide spectrum of meaningful moments.

Polymorphism and electronic structure of polyimine and its potential significance for prebiotic chemistry on Titan

The chemistry of hydrogen cyanide (HCN) is believed to be central to the origin of life question. Contradictions between Cassini–Huygens mission measurements of the atmosphere and the surface of Saturn’s moon Titan suggest that HCN-based polymers may have formed on the surface from products of atmospheric chemistry. This makes Titan a valuable “natural laboratory” for exploring potential nonterrestrial forms of prebiotic chemistry. We have used theoretical calculations to investigate the chain conformations of polyimine (pI), a polymer identified as one major component of polymerized HCN in laboratory experiments. Thanks to its flexible backbone, the polymer can exist in several different polymorphs, which are relatively close in energy. The electronic and structural variability among them is extraordinary. The band gap changes over a 3-eV range when moving from a planar sheet-like structure to increasingly coiled conformations. The primary photon absorption is predicted to occur in a window of relative transparency in Titan’s atmosphere, indicating that pI could be photochemically active and drive chemistry on the surface. The thermodynamics for adding and removing HCN from pI under Titan conditions suggests that such dynamics is plausible, provided that catalysis or photochemistry is available to sufficiently lower reaction barriers. We speculate that the directionality of pI’s intermolecular and intramolecular =N–H…N hydrogen bonds may drive the formation of partially ordered structures, some of which may synergize with photon absorption and act catalytically. Future detailed studies on proposed mechanisms and the solubility and density of the polymers will aid in the design of future missions to Titan.

Authentic Learning Experience: Subtle But Useful Ways To Provide It In Practice

Authentic learning is conceptualised as anindividualised experience learners undergo fulfilling their uniquepsychological as well as neurological needs. It provides a deep, more lasting experienceand ideally assessed through generic attributes that are related to individuallearners intrinsic characteristics, spanning throughout the life. Question-based lecture delivery, as authoridentified, is a promising methodology to engage learner in an authenticlearning experience. By forming thelecture as a series of questions, it essentially has a dialectic approach toteaching. Further this methodologyprovides a good pace for concept delivery allowing learners to engage inconstructing meaning. Additionally, itallows aligning teaching to assessment tasks more appropriately, improving thereliability of assessment. Another practicethat helps authentic learning, as highlighted in this paper, is onlyelaborating the most important concepts or material related to a study area,within the limited time available, and thereby, in the assessment as well. This contrasts from the notion that teacherhas to mention every single fact in the study area in front of the learners,possibly directing learners to strategic approaches to learning. The time factor in relation to assessmentcomponents is also an important issue, as some learners may be disadvantaged iftime is not allocated with careful thought. The significance of generalised, orhigher-order, learning in an authentic learning framework is presented, as theknowledge gained through this way is likely to last longer in learners memoryand at the same time, more useful to them in a generic way, or in day to daysituations. Such practices alsoinherently motivate learners to engage in a deep learning process. We furtheremphasise on motivating students by relating any study area or material to moregeneric processes we find in daily lives so that students get the notion ofwhat they learn will be useful to them in future in a generic way, but notnecessarily in a specific career. Use of practical work only in support of enhancingunderstanding of an abstract theory presented, but not otherwise, is also highlightedin promoting authentic learning experience.