Code Mixing Used in Masterchef Indonesia Season 5

The study of language in society is known as sociolinguistics. People have varied communication techniques in society since they come from different origins and ethnicities. Because of these distinctions, they are able to blend their languages during an interaction, a process known as code-mixing. Nowadays, code-mixing has become a craze, with people using it all around the world, including on television shows. One of the television shows where the speakers conduct code-mixing throughout their discussion is MasterChef Indonesia season 5. The goal of this study was to identify the different types of code-mixing and to investigate the elements that influence people's decision to code mix throughout their contact with that television show. The study's data consisted of Indonesian-English code-mixing during discussions. The authors employed a descriptive method in their work, and they analyzed the different types of code-mixing using Muysken's (2000) theory. Beardsmore's idea (1982) was also utilized to investigate the causes that led to people mixing codes. Based on the data analysis, the insertion kind of code-mixing was found to be the most common in this program, and vocabulary was shown to be the most influential factor in persons who code mixed.

IS ANYBODY KEEPING THE CODE IN BULGARIA? A STUDY TO EXPLORE LOCAL PARENTS' AWARENESS REGARDING THE INTERNATIONAL CODE FOR THE MARKETING OF BREAST-MILK SUBSTITUTES.

This paper reviews Bulgarian parents’ awareness concerning the existence of the WHO Code for the marketing of breast-milk substitutes and how it can help them optimize their breastfeeding journey. Frequently occurring problems and breaches of the Code in Bulgaria are discussed, and their context explained. We focus on parental attitudes and investigate whether they acknowledge the significant necessity for a Code-compliant prenatal education and postnatal care. We also explore their viewpoints on the implementation of the Code and maximizing compliance with it on a local level. The research findings are presented graphically, and we present tendencies showcased by respondents’ opinions they have expressed in the survey. OBJECTIVES: Purposes of this research are: (1) to explore parents’ awareness about the WHO Code and their encounter with local prenatal classes in this regard (2) to assess their viewpoints on implementing the Code and if they see it as a significant step towards an optimal breastfeeding experience. METHODS: The methods we applied include an online-based cross-sectional semi-quantitative questionnaire with closed-ended and open-ended questions, aiming to explore parents’ current knowledge and viewpoints in regard to the Code and its implementation in Bulgaria. The research has been carried out via social media, and it samples parents from a local parent peer support group. Acquired data from closed-ended questions is presented, demonstrating percentages and tendencies. RESULTS: A total of 463 respondents are included CONCLUSION: It is a common practice in Bulgaria for prenatal classes not to comply with the WHO Code. Disregarding recommendations and evidence-based medicine, both some experts and companies under the scope of the Code breach its main points. Code-compliant prenatal education is practically almost non-existent with the lack of midwife-led care and classes, predominantly in the private sector, where they are almost entirely, sponsored by those companies. Nearly all parents included in this survey are more than willing and motivated to have access to Code-compliant prenatal education and postnatal care. The lack of such leaves almost no choice for Bulgarian parents actually to have access to code-compliant education and care. This inevitably influences their decision making, attitudes and behavior, potentially leading to lower breastfeeding rates and suboptimal breastfeeding satisfaction and success. Adequate measures must be reinforced to ensure implementation and proper legislation, providing monitoring and enforcement, protecting parents and their babies when they are most vulnerable.

CONTEMPLATING HEALTH ECONOMICS, CODING AND REIMBURSEMENT IN ORTHOTICS, PROSTHETICS AND PEDORTHICS

Reimbursement to U.S. healthcare service providers is largely transitioning from fee for service to fee for value for those clinicians who code using current procedural terminology and through their coding, describe their professional services. The Orthotic, Prosthetic and Pedorthic profession (O&P), currently codes using a system that describes the devices they evaluate for, fabricate, fit and maintain and their professional services are incorporated into their codes. These O&P codes, in contrast to those for other healthcare disciplines, are predominantly product based rather than service based, focusing on product features and function more than clinical service. This editorial manuscript provides a brief overview of the system the US O&P profession uses currently, particularly in the context of other healthcare professions transitioning to value based coding and reimbursement and culminates in a call to action for the profession to academically consider the strengths and weaknesses of the current system relative to alternative systems. Article PDF Link: https://jps.library.utoronto.ca/index.php/cpoj/article/view/36125/28316 How To Cite: Highsmith MJ, Fantini CM, Smith DG. Contemplating health economics, coding and reimbursement in orthotics, prosthetics and pedorthics. Canadian Prosthetics & Orthotics Journal. 2021; Volume 4, Issue 2, No.5. https://doi.org/10.33137/cpoj.v4i2.36125 Corresponding Author: M. Jason Highsmith, PhD, DPT, CP, FAAOPSchool of Physical Therapy & Rehabilitation Sciences, Morsani College of Medicine, University of South Florida. Florida, USA.E-Mail: [email protected] ID: https://orcid.org/0000-0001-8361-7345

Teaching Python for Data Science: Collaborative development of a modular & interactive curriculum

We are bioinformatics trainees at the University of Michigan who started a local chapter of Girls Who Code to provide a fun and supportive environment for high school women to learn the power of coding. Our goal was to cover basic coding topics and data science concepts through live coding and hands-on practice. However, we could not find a resource that exactly met our needs. Therefore, over the past three years, we have developed a curriculum and instructional format using Jupyter notebooks to effectively teach introductory Python for data science. This method, inspired by The Carpentries organization, uses bite-sized lessons followed by independent practice time to reinforce coding concepts, and culminates in a data science capstone project using real-world data. We believe our open curriculum is a valuable resource to the wider education community and hope that educators will use and improve our lessons, practice problems, and teaching best practices. Anyone can contribute to our educational material on GitHub (https://github.com/GWC-DCMB).

Code-Switching and Language Proficiency in Bilingual Children With and Without Developmental Language Disorder

Purpose This study examined the frequency of code-switching by Spanish–English-speaking children as a function of language proficiency in each language and diagnosis (developmental language disorder [DLD] or typical language development [TLD]). Method Sixty-two Spanish–English-speaking children, 5–7 years of age, participated in this study (24 with DLD and 38 with TLD). Language samples were used to determine the level of language proficiency in each language as a continuum of performance. Correlational analyses were conducted to evaluate the relationship between Spanish and English language proficiency and the frequency of code-switching considering the total number of code-switched words, intrasentential code-switching (i.e., number of sentences/C-units with code-switched parts), and intersentential code-switching (i.e., code-switched sentences/C-units). Negative binomial and zero-inflated Poisson regressions were conducted to evaluate whether the frequency of code-switched words, code-switched parts, and code-switched sentences is different across children with DLD and their peers with TLD, controlling for Spanish and English proficiency. Results When Spanish was the target language, lower proficiency in Spanish was associated with higher frequency of code-switches to English for the group with DLD, but not for their peers with TLD who code-switched to English regardless of their Spanish and English proficiency. There were no statistically significant effects of diagnosis on the frequency of code-switches. Conclusion Results indicate that code-switching occurs similarly across children with DLD and their peers with TLD; therefore, the frequency and type of code-switches should not be used as an indicator of DLD.

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Modern societies are increasingly based on digital technologies thus the gender gap is an important social problem for creating a fair, equal, and prosperous societies in the digital age. One of the first steps toward closing gender gap is about encouraging girls to receive education. Although there are positive developments in the closure of gender gap in the education field, the inadequate representation of women in ICT jobs has continued, and the figure of participation of women in this field have not been improving significantly. This chapter focuses on users' reactions for the activities on Girls Who Code, Girls Develop It, and Black Girls Code, Facebook pages as a support mechanism to improve their abilities and motivations on coding area to provide a better perception of possible selves. The results show that these activities attracted users and provided a chance to improve abilities and positive motivation for possible selves.