HO- and OH-, Reason and Tradition

Writing OH- is so widespread that one hardly notices that there no logical reason, apart from being accustomed to so, not to write HO- instead. Scientists should be educated to spot irregularities, since often they mean something. Chemistry professors, in particularly at graduate level, when teaching pH, should make their students notice such discrepancy. Albeit pH is not a complex topic it is intriguing the number of misconceptions, and even plain errors, associated. For example, the limits of the pH scale, it is not uncommon to find students (and not just undergrads) believing pH values cannot be lower than 1 or higher than 14, or that negative pH values do not exist. Herein, it is addressed the odd exception of writing OH- instead of the most logical form of HO-. It is fascinating that chemists are so accustomed to see OH- that they do not longer find it to be an oddity. First, it is important to highlight why it is a nomenclature exception, i.e., the lack of reason to write OH-.

ARCH-COMP20 Category Report:Hybrid Systems Theorem Proving

This paper reports on the Hybrid Systems Theorem Proving (HSTP) category in the ARCH-COMP Friendly Competition 2020. The characteristic features of the HSTP category remain as in the previous editions [MST+18, MST+19]: i) The flexibility of pro- gramming languages as structuring principles for hybrid systems, ii) The unambiguity and precision of program semantics, and iii) The mathematical rigor of logical reason- ing principles. The HSTP category especially features many nonlinear and parametric continuous and hybrid systems. Owing to the nature of theorem proving, HSTP again accommodates three modes: A) Automatic in which the entire verification is performed fully automatically without any additional input beyond the original hybrid system and its safety specification. H) Hints in which select proof hints are provided as part of the input problem specification, allowing users to communicate specific advice about the sys- tem such as loop invariants. S) Scripted in which a significant part of the verification is done with dedicated proof scripts or problem-specific proof tactics. This threefold split makes it possible to better identify the sources of scalability and efficiency bottlenecks in hybrid systems theorem proving. The existence of all three categories also makes it easier for new tools with a different focus to participate in the competition, wherever they focus on in the spectrum from fast proof checking all the way to full automation. The types of benchmarks considered and experimental findings with the participating theorem provers KeYmaera, KeYmaera X 4.6.3, KeYmaera X 4.8.0, Isabelle/HOL/Hybrid-Systems-VCs, and HHL Prover are described in this paper as well.

AREL TO ENHANCE STUDENTS’ SPEAKING SKILLS IN DEBATING

Speaking skill is believed as an essential part of language instruction at every level because it supports learning in multiple ways. Debate is considered as the best method to enhance students‟ speaking skills that used to construct the argument, create the logic idea, work in group, sharing knowledge and arrange the information to be delivered in debating. This is a qualitative research focuses on AREL to enhance the students‟ speaking skills in debating. The aims of this research are finding out the implementation of AREL in debating; investigating how AREL reflected on students speaking performance and revealing the obstacles faced by teacher and students in applying AREL. The research was conducted in a senior high school and involved tenth-grade students who became a delegation in each class as the candidates to compete in the debate competition in Cianjur. The instruments used for this research were observation, questionnaire, and interview. Moreover, there were stages in implementing AREL included: introducing debate of WSDC, implementing AREL (Assertion, Evidence, Reason, and Link-back), giving a stimulant, and constructing the argument. By using AREL in debating, the students became confident to speak English and got a lot of benefits from the debate not only for their speaking skills but also advancing their critical thinking. They showed their ability to explore the argument by giving a logical reason and strong evidence in order to elaborate on their argument. It was also reflected in the students speaking performance including conversational discourse, pronunciation, accuracy and fluency, affective factors, and the interaction effect. However, AREL is difficult to apply for students with insufficient ability in reading information and constructing or arranging their speech. In addition, the students were still in tenth grade and it was also such an obstacle because their speaking skill is still low. Furthermore, the students have more obstacles in their speaking skills such as memorization, anxiety, less vocabularies, and grammatical error.

Uma Aplicação do Hexágono Lógico: organizando sistematicamente os conceitos de razão e causalidade [An application of the logical hexagon: a systematic organization of the concepts of reason and causality]

Este trabalho tem como objetivo fornecer uma aplicação do hexágono lógico aos conceitos metafísicos de razão e de causalidade. Após uma breve apresentação da abordagem de Blanché, passa-se à construção das estruturas geométricas. Primeiramente, são apresentadas duas tríades – razão lógica, acaso, causa; razão, não-causa, non sequitur. Em seguida, apresenta-se o hexágono lógico como a díade das duas primeiras estruturas. Conclui-se que o hexágono lógico é uma estrutura capaz de organizar sistematicamente os conceitos de razão e de causalidade. [This paper aims to show an application of the logical hexagon to the metaphysical concepts of reason and causality. After a brief presentation of Blanché’s approach, we proceed to build the geometrical structures. First, we show two triads – logical reason, chance, cause; reason, non-cause, non sequitur. Then we present the logical hexagon as a dyad built out of the first two structures. We conclude that the logical hexagon is able to organize the concepts of reason and causality in a systematic way.]

PENINGKATAN KEMAMPUAN MENYIMAK DONGENG DENGAN METODE MIND MAP MELALUI MEDIA ANIMASI AUDIO VISUAL DALAM MATA KULIAH MENYIMAK KARYA SASTRA DI IKIP BUDI UTOMO MALANG

This research aims to (1) describe the implementation of mind map method through audiovisual animation media in improving listening to fairy tale ability, (2) describe the achievement level of mindmap method through audiovisual animation media in defining interesting parts from the fairy tale including (figure, character, and theme), (3) describe achievement level of mind map method through audiovisual animation media in showing interesting parts about the relevance between theme and recent situation, (4) describe achievement level of mind map method through audiovisual animation media in defining interesting parts of a fairy tale using logical reason, (5) describe achievement level of mind map method through audiovisual animation media in improving the ability to conclude the message of a fairy tale. This is a classroom action research (CAR). The data collection applies five techniques such as (1) Observation, (2) Interview, (3) Test, (4) Documentation, dan (5) Field Note. Mind map teaching methodthrough audiovisual animation media can improve ability in listening to fairy tale for the IKIP BUDI UTOMO Students. Based on evaluation result from cycle 1 and cycle 2, it is confirmed that the cumulative score improves; also, each aspect experiences the same improvement – except in the attractiveness of fairy tale relevance. Content comprehension aspect at cycle 1 gets score in percentage of 82% and at cycle 2 makes 90%. Fairy tale attracting parts aspect at cycle 1 reaches score in percentage of 34% and becomes 51% at cycle 2; fairy tale relevance attractiveness aspect at cycle 1 has score in percentage of 62%, and 54% at cycle 2; the aspect of expressing fairy tale interesting parts in logical reason at cycle 1 makes percentage score as many as 74% and becomes 87% at cycle 2, fairy tale conclusion message aspect at cycle 1 makes score of 75%, and 79% at cycle 2; furthermore, the student cumulative score in cycle 1 is 72% and becomes 80% at cycle 2. From the observation result, there also occurs improvement, and generally the teaching and learning atmosphere is quite conducive. The class situation is controllable, students feel favorable to mind map method and fairy tale VCD which are used as the media to listen to the fairy tale. Student interest in following fairy tale listening activity is relatively high. Things to suggest for further research, suppose it explores the implementation of mind map teaching method in the effort of improving student’s affective aspect. For Bahasa Indonesia teacher, suppose he/she applies mind map teaching method through audiovisual animation media as a kind of variation in teaching method tomake student not bored while joining the learning.

PERSUASIVE STRATEGIES OF SAMOSIR PROMOTION IN “Visit Samosir” FACEBOOK PAGE

This study deals with the Persuasive strategies of Samosir promotion in visit samosir facebook page. The objective of the study are to find out the types of persuasive technique of samosir promotion in visit samosir facebook page, and to describe the strategies of persuasive of samosir promotion in visit samosir facebook page. This study was conducted by using Descriptive qualitative method. The data was collected from http://visitsamosir.com. There were 60 status from May of 2016 to May of 2017.The findings found that there are only six from seven types of persuasive technique are used in visit samosir status and they are rationalization (17 status), identification (3 status), suggestion (32 status), compensation (6 status), projection (2 status), and displacement (1 status). And the strategy of persuasive that used in visit samosir facebook page were Logos, Phatos, Ethos. Mostly, the user use the logical reason (Logos). It caused the user need to show the fact or logic reason to get belief from the visitor. So, the visitor become interest to visit the tourism

Reinterpretasi Kontroversi Kepemimpinan non-Muslim dalam Alquran

This article aimed to explore several kinds of understanding and interpretation towards the Qur’anic idea on non-Muslim leadership. Some Muslim scholars’ respond would be a case of study to see their logical reason and their interpretation of the Qur’an on the issue of non-Muslim leadership. The study obtained the following conclusions: first, there are some gaps or perhaps a shifting paradigm between the classical idea of non-Muslim with the modern scholars. Those who lived in the modern times, to some extent, are holding an inclusive idea to allow non-Muslim be a leader in Muslim society. This is because they see that the command of the Qur’an to forbid non-Muslim to hold a leadership is limited to whom they are hostile to Islam and Muslims. Hence the act of banning should not be apllied in general. On the other hand, the historical context of the verse (sabab al-nuzûl) also suggests that the nuance of confrontation between Muslims and non-Muslims is part of the consisting code of conduct at that time, so that the verses above should be put into consideration if the conditions are in peace.

MAKNA REFERENSIAL PADA KRITIKAN DI SITUS NGOMIKMAKSA DAN RELEVANSINYA SEBAGAI BAHAN AJAR DI SMA

This study aimed to describe the referential meaning Ngomikmaksa sites, knowing depiction Ngomikmaksa criticism on the site, and determine the relevance of research results as teaching material in high school learning Indonesian. Collecting data using techniques of documentation and technical notes. The method used to analyze data is unified method intralingual subtype referential with advanced engineering techniques Pilah Element Qualifier (PUP), the second match ekstralingual data analysis with advanced technique appeal something equalizing circuit (HBPS), and the third using constant comparison analysis techniques. According to the research, there are three conclusions: based on the results of research on the meaning refrensial in his criticism on the site Ngomikmaksa there is some form of reference, namely the iconic sinsign, icon argument, iconic legsign, rhematic indexical sinsign, rhematic indexical legsign, dicent indexial legsign, rhematic symbol, dicent symbol , and punctuation symbols. From the analysis, it is known that the reference or the sign of the most widely used is the iconic sinsign. The overall meaning of all the data that has been collected is to discuss the events in Indonesia which is considered very unbalanced or unfair. Through the demonstration of the great figures in Indonesia, namely the president, the founder of the party, ministers, artists, governors, where motorcycles online, and permanent employees. All these figures are figures that became the center of public attention in the nearest period. Relations in learning criticism (text anecdotes) in Indonesian can be concluded that the use of polite language when giving a criticism. This was evidenced by the examples given on the site Ngomikmaksa encourage Shiva understand ethics in providing such criticism, using a logical reason, the language must be polite, and invites the reader to think of a solution.