A proposed structural approach to improve cow-claw health on Dutch dairy farms

Despite extensive research leading to an improved understanding of the risk factors and pathogenesis of infectious and non-infectious disorders, claw health has not structurally improved in recent decades. Several studies have shown that claw disorders harm milk production, fertility and longevity of the dairy cows and job satisfaction of the farmer. This is enough reason to structurally improve claw health on dairy farms. The focus should be on a rapid curative intervention when lameness occurs and above all the prevention of claw problems. Most claw disorder diagnoses are nowadays made during regular claw trimming by the professional trimmer or the dairy farmer. Registration of the detected disorders during claw trimming is not always done consistently, so the estimated prevalence (number of cows with a claw disorder) is in most cases an underestimation of the real prevalence. The quality of these records often makes it difficult for consultants to formulate appropriate claw health advice. To be able to give good advice on claw health, insight into the prevalence of the various hoof disorders on a farm is a key condition. However, good quality advice alone is not a guarantee for an improved claw health situation on a farm. Research has shown that in addition to high quality substantiated advice, the communication style between the consultant and the dairy farmer is essential for the interpretation and motivation of the dairy farmer to implement the advice. In this paper a 7-point plan is presented as a guidance for herd advisors who want to support dairy farmers to improve claw health.

Parental Support for Speech Delay in Early Childhood in Kalisari Village, Natar District, South Lampung Regency

This study was aims to explore, describe, and analyze parent support for the speech delay early childhood. This study used to the qualitative method of the research subject is both parents of children who experience speech delay in Kalisari village. This study was used to three methods of data collection, namely observation, interviews, and documentation. The data analyze used to descriptive qualitative. Based on the results of the discussion that has been described it can be concluded that parent support that has been given to children who experience speech delay is informational support, assessment support, instrumental support, emotional social support, and real support. Of the five supports, the researchers concluded that the support often used by subjects was informational support, namely parents provided support through the provision of good advice and advice, giving instructions by installing pictures in the refrigerator so that the twins could understand the food taken and want to say food they took, and provided information by taking the twins for a walk to get a new vocabulary.

Beburughen Becce’ dalam Saloka Madura Sebagai Nasehat bagi Auditor

Every ethnicity and culture is unique and contains good ethics for society. Various advice and advice from parents, teachers, and tribal leaders can be conveyed in unique ways such as through the typical proverb of the culture itself. This paper explores how beburghen becce' (good advice) contained in saloka Madura can be advice for auditors in carrying out the audit process so that accounting scandals such as Arthur Andersen and Enron do not recur. The research method used is the study of literature obtained from various sources. This paper explains that beburughen becce' (good advice) contained in saloka Madura such as pakoh ngenneng ka kaju (nails stuck to wood), lakona lakone kennengnganna kennengnge (employees work on the place they live in), mon kerras paakerres (if it is hard it must be crispy), oreng jhujhur mate ngonjhur (honest people die long), and sweet jhe' dhuli kalodhu' pae' jhe' dhuli paloa (sweet, don't swallow bitter, don't immediately spit it out) can provide advice for auditors to carry out audits with independence, responsibility, objectivity, integrity, and skeptical.

Policy invariant explicit shaping: an efficient alternative to reward shaping

Reinforcement learning (RL) is a powerful learning paradigm in which agents can learn to maximize sparse and delayed reward signals. Although RL has had many impressive successes in complex domains, learning can take hours, days, or even years of training data. A major challenge of contemporary RL research is to discover how to learn with less data. Previous work has shown that domain information can be successfully used to shape the reward; by adding additional reward information, the agent can learn with much less data. Furthermore, if the reward is constructed from a potential function, the optimal policy is guaranteed to be unaltered. While such potential-based reward shaping (PBRS) holds promise, it is limited by the need for a well-defined potential function. Ideally, we would like to be able to take arbitrary advice from a human or other agent and improve performance without affecting the optimal policy. The recently introduced dynamic potential-based advice (DPBA) was proposed to tackle this challenge by predicting the potential function values as part of the learning process. However, this article demonstrates theoretically and empirically that, while DPBA can facilitate learning with good advice, it does in fact alter the optimal policy. We further show that when adding the correction term to “fix” DPBA it no longer shows effective shaping with good advice. We then present a simple method called policy invariant explicit shaping (PIES) and show theoretically and empirically that PIES can use arbitrary advice, speed-up learning, and leave the optimal policy unchanged.

Morality Plays

The “morality play” is one of the most recognizable medieval European dramatic genres, yet much about this term, including the form’s status and influence, remains contested. While the label morality play is a useful one for modern scholars, its origins lie in 18th-century antiquarianism rather than in medieval categorizations. The idea of a distinct morality play genre or tradition is further challenged by the vast array of staging and dramaturgical conventions and techniques displayed by extant playtexts; in the range of different audiences, occasions, and spaces for which they were designed; and in the extent to which they overlap with other dramatic and performance modes (saints’ plays, biblical plays, sotties, debates, mummings, and interludes, for example). Nevertheless, a distinct collection of plays from premodern Europe share characteristics and conceptual and dramaturgic frameworks, justifying their analysis as a group. What links these plays, whether they are written in Latin or in the vernacular, is their sustained use of personification allegory and the clear exposition of a moral sentence. At the core of any morality play sits a central figure, a personification of, say, a universalized concept of “mankind” (Humanum Genus, Everyman, Mankind), an aspect of human nature (Man’s Desire in Menschen Sin en Verganckeljcke Schoonheit), or a specific stage in life (like Youth or the Child). Such figures often also act as a mirror or an avatar for the audience. French moralités often have two central figures who represent opposing moral paths. The plays’ central figures are accompanied by an array of abstract personifications representing virtues, sins, vices, temptations, moral distractions, bad and good advice, and facts of life. These could be faculties or qualities of humankind, such as Flesh, Raison, Wit, or Ignorance; temptations and forces in the external world, such as New Guise, Custom, or Goods; facts of human existence, such as Life, Death, and Kinship; human behaviors, such as Flattery or Deceit; social groups, such as Nobility and Clergy; personifications of God’s qualities, such as Mercy; as well as supernatural beings, such as God and the Devil or Good and Bad Angels. Every part of the performance is enlisted into the allegory, from staging, props, and costumes to the actions of and between performers. Whether the protagonist is saved at the end of the play varies, but often an alignment is explicit between the life journey of the mankind figure and that of Adam, connecting the life of the individual with the great scheme of cosmic history.

The Bad Thing About Good Advice: Understanding When and How Advice Exacerbates Overconfidence

Much research on advice taking examines how people revise point estimates given input from others. This work has established that people often egocentrically discount advice. If they were to place more weight on advice, their point estimates would be more accurate. Yet the focus on point estimates and accuracy has resulted in a narrow conception of what it means to heed advice. We distinguish between revisions of point estimates and revisions of attendant probability distributions. Point estimates represent a single best guess; distributions represent the probabilities that people assign to all possible answers. A more complete picture of advice taking is provided by considering revisions of distributions, which reflect changes in both confidence and best guesses. We capture this using a new measure of advice utilization: the influence of advice. We observe that, when input from a high-quality advisor largely agrees with a person’s initial opinion, it engenders little change in one’s point estimate and, hence, little change in accuracy yet significantly increases confidence. This pattern suggests more advice taking than generally suspected. However, it is not necessarily beneficial. Because people are typically overconfident to begin with, receiving advice that agrees with their initial opinion can exacerbate overconfidence. In several experiments, we manipulate advisor quality and measure the extent to which advice agrees with a person’s initial opinion. The results allow us to pinpoint circumstances in which heeding advice is beneficial, improving accuracy or reducing overconfidence, as well as circumstances in which it is harmful, hurting accuracy or exacerbating overconfidence. This paper was accepted by Yuval Rottenstreich, judgment and decision making.

The Application of Laswell Communication Model on The Good Message Within Religious Malay Films

The general public perceives film as the factor that encourages negativity in the behaviour of its audience. However, through the perspective of film studies, the film can serve as the means to convey a good message. However, more in-depth reviews need to be done to attest to its capability in doing so. Therefore, using Laswell Communication Model (1948), this study was carried out to examine the good messages from religious Malay films. This study used qualitative content analysis design. by using purposive sampling, the researcher chose four Malay films as the subjects in this film study. The movies were Maut (Death) (2009), Syurga Cinta (Love Heaven) (2009) and Nur Kasih (The Light of Love) The Movie (2011). The films were watched and analysed by inserting all the facts into content analysis forms - the film meaning evaluation form and theme coding form. Narrative and theme analysis were used to analyse the film text data. Overall, the study found that the Malay religious films examined to discuss the concept of good message. There were four themes from the religious Malays films analysis which were promoting the good messages; the plays of emotions, based on the target group, negative reinforcement style and the good advice. However, not all the film samples highlight the idea of good messages in their purest sense as they are inharmonious with the principle of Amar Ma’ruf Nahi Munkar (encouraging good deeds, forbidding bad acts).

KOMPETENSI KEPRIBADIAN GURU DALAM PEMBINAAN AKHLAK SISWA

Teacher's personality competence is the most important factor for student learning success. Teachers become examples and role models in fostering and shaping students' morals. The purpose of this study was to: a description of the teacher's personality competence in moral development, a description of the process of character building for students at MTs Al Ma'arif Brudu Sumobito Jombang. The results showed that: the teacher's personality competence in building student morals, namely by reflecting the teacher's personality includes: a disciplined personality, being a good role model for students, having a good work ethic by carrying out the mandate and responsibilities as a teacher, being able to behave fair to students in the learning process, be assertive, have a consistent attitude in acting according to norms. The process of building student morals is carried out by various methods applied by the teacher, including: first, through exemplary by instilling discipline and student responsibility. Second, through good habituation by getting students accustomed to worshiping, smiling, greeting, greeting, and shaking hands, and helping each other. Third, give good advice or maui'zhah to students. The fourth is to provide punishment with the aim of deterring students from repeating disgraceful acts.