Polityka podatkowa nazistowskich Niemiec — zarys problematyki

Taxes constitute an integral part of the state economic policy, regardless of the political system or dominant ideology. It is therefore not surprising that they were an essential tool for achieving the goals of Nazi Germany, of both fiscal and non-fiscal nature. The purpose of the paper is to examine in scientific terms the issues of (i) the use of taxes by the governments of Nazi Germany to increase budget revenues necessary to achieve political and military goals, as well as (ii) the Nazis’ recognition of public levies as a form of specific economic oppression serving the implementation of the state’s policy towards the Jewish population in Germany.

ADMISSIBILITY OF EVIDENCE AND JUDICIAL ACTIVISM IN THE MODERN PROCESS OF EVIDENCE

In 1988 I was lucky to attend advanced training (4 months) at the department of civil procedure of the Lomonosov Moscow State University, which was headed by Mikhail Konstantinovich Treushnikov, an amazing man: a talented scholar, a former judge, intelligent, calm, who managed to preserve the Volga language and himself as he was – a Person and a Teacher for many generations of lawyers, among which not only Moscow State University graduates. Being already a teacher, I listened to his lectures with pleasure together with my students, and I truly enjoyed the content and the manner in which the material was presented. By the way, I used some examples later in my lectures, they were so colorful and multifaceted. Three decades later I found myself again at the department of civil procedure of Moscow State University, when I was congratulating a successfully defended scholar: the same atmosphere of intelligent staff, kind and very talented scientists, headed by the timeless Mikhail Konstantinovich. Mikhail Konstantinovich’s contribution to procedural science and to the development of procedure law is invaluable. It so happened that in scientific terms I joined a large number of proceduralists working on questions of evidence. And I have always learned from our great Scientist and Person, Mikhail Konstantinovich Treushnikov. Mikhail Konstantinovich was also a talented teacher and organizer. Textbooks, commentaries, practical works of the department are invariably interesting and executed at the highest level. There are already several generations of talented and successful scholars in the department of civil procedure, who themselves became teachers for the next generations – to open the way to the development and success of young people is also a talent of the Head and the Scientist.

EDUKASI SAINS TEKNOLOGI “PERAN NANOTEKNOLOGI DALAM KEHIDUPAN” MELALUI BUKU CERITA BERGAMBAR UNTUK ANAK USIA DINI DI INDONESIA

Scientific literacy is the main key to face challenges in the 21st century to solve problems in everyday life such as water and food, energy, disease, and climate change. Lack of understanding of 'what is nano', the foundation of various disciplines, widely used jargons, and various scientific terms that are difficult to understand, make nanotechnology difficult to be accepted by the wider community. However, this can be overcome by simplifying these complex concepts and presenting them in an interesting way. Media such as story books, infographic posters, interactive videos can be used to explain complex concepts in a simple form. Abroad, there are many story books that raise the concept of nanotechnology and present it in a simple and interesting way. Therefore, the form of picture story books for early childhood and elementary schools can be an effective delivery medium for the concept of nanotechnology.Keywords: education, early children, role of nanotechnology, story books AbstrakLiterasi sains merupakan kunci utama untuk menghadapi berbagai tantangan pada abad 21 untuk memecahkan masalah dalam kehidupan sehari-hari seperti air dan makanan, energi, penyakit, dan perubahan iklim. Hal ini juga berdampak terhadap kurangnya pengetahuan masyarakat Indonesia terhadap teknologi yang berkembang saat ini, salah satunya nanoteknologi. Kurangnya pemahaman tentang ‘apa itu nano’, fondasi dari macam-macam disiplin ilmu, jargon-jargon yang banyak dipergunakan, dan berbagai istilah ilmiah yang sulit dipahami, menyebabkan nanoteknologi sulit diterima oleh masyarakat luas. Namun, hal ini bisa diatasi dengan penyederhanaan konsep-konsep rumit ini dan menyajikannya dengan cara yang menarik. Hal ini sudah banyak dilakukan oleh bidang ilmu lain. Media seperti, buku cerita, poster infografis, video interaktif dapat digunakan untuk menjelaskan konsep rumit dalam bentuk yang sederhana. Di luar negeri sudah banyak buku cerita yang mengangkat konsep nanoteknologi dan menyajikannya secara sederhana dan menarik. Oleh karena itu, bentuk buku cerita bergambar untuk anak usia dini dan sekolah dasar dapat menjadi media penyampaian yang efektif untuk konsep nanoteknologi.Kata kunci: anak usia dini, buku cerita, peran nanoteknologi, pendidikan

Cacoepy (bad pronunciation or mispronunciation) of scientific terms and their effect on learning of secondary level science students

This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers’ views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Mostly science teachers emphasize goals for school science that are directed only toward preparing students for the next academic level (for further formal study of science) and finishing his course within session ignoring the students` pronunciation of scientific terminologies. It is recommended that authors should use simple terms and avoid terms containing more than 7 alphabets. It is important to expose the students of secondary level to such a workload which is appropriate for their studying needs instead of annual books`s revision and insertion of high workload. Teachers should insert few terms into science lessons for practising daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the urdu phonology and meaning of the found terminologies at the start of each chapter.

Cacoepy (bad pronunciation or mispronunciation) of scientific terms and their effect on learning of secondary level science students

This research investigates cacoepy of science terminology encountered by the secondary level school students of Kohat district. The problem of cacoepy of scientific terms needs investigation due to the assumption that mispronunciations if learned in secondary level were still frequently performed by the advanced level students or may be throughout their life. The current research was designed in order to identify the cacoepy of common science terminologies by secondary school students and to study the science teachers’ views on secondary level science textbooks produced by the Khyber Pakhtunkhwa Textbook board. It was found that majority of the students like science subjects and find the terminologies difficult in which most of the terms contain more than 7 alphabets and were considered as complex terms. Due to this complexity, students feel difficulty in learning of scientific terms. Most of science terms were derived from Greek, Latin and other ancient languages, so students cannot understand their meanings. Almost every chapter of secondary school biology, chemistry and physics is overloaded with difficult terms and students felt difficulty in preparation of those subjects in which mostly difficult terms were found in biology. Mostly science teachers emphasize goals for school science that are directed only toward preparing students for the next academic level (for further formal study of science) and finishing his course within session ignoring the students` pronunciation of scientific terminologies. It is recommended that authors should use simple terms and avoid terms containing more than 7 alphabets. It is important to expose the students of secondary level to such a workload which is appropriate for their studying needs instead of annual books`s revision and insertion of high workload. Teachers should insert few terms into science lessons for practising daily, and it is enough to devote a minute or two to some pronunciation issue so that fluency during lecture is not interrupted a lot. Pointing out a pronunciation problem when it has just arisen in the course is a good way of introducing correct pronunciation into the class. English plays an important part in the development of students because of its present and future as an international language. Real life activities or examples should be associated with important topics. Textbooks should be altered for language of explanation to match the level of students in secondary schools in Khyber Pakhtunkhwa, and some outdated themes should be replaced with new themes to meet the needs of the 21st century. It is suggested that the textbook board in Khyber Pakhtunkhwa should include the urdu phonology and meaning of the found terminologies at the start of each chapter.

THE IMPORTANCE OF THE ETHYMOLOGICAL FACTOR IN THE ENGLISH TEACHING PROCESS OF THE STUDENTS AT A TECHNICAL FORESTRY UNIVERSITY

For a deep understanding of special terminology, it is not enough to find Russian correspondences of terms in the English-Russian dictionary. It is important not only to know what a particular term is called in Russian, but also to understand why it is called that. And for this you need to know what its constituent components are. If you know, for example, the meaning of a suffix or a prefix, then the meaning of not only this term, but also a number of other terms ending with the same suffix or beginning with the same prefix, becomes clearer. The question of the origin of technical or scientific terms is of great importance in the process of teaching a foreign language. Knowing the meaning of morpheme terms in source languages provides a clue to understanding modern terminology, because the languages of ancient Greece and Rome form the basis of Western languages. To explore the structure of a term, it is important to remember the difference between root and stem. The root is the common origin of all words of the same family, and the stem is the direct origin of a part of words, i.e. one branch of a given word family. The root is shorter and less complex than the stem; the root is primary, the base is secondary. The meaning of the roots of the English language should be studied in ancient Greek and Latin, from where a significant part of the components of the structure of English technical terminology is borrowed. The etymological understanding of the peculiarities of the terminological structure is intended to make it easier and more interesting for students to read and translate special texts.

[Knowledge and behaviour of individuals towards sandflies’ vectors of leishmaniasis in Morocco]

Background: Sandflies are active vectors of several diseases, including leishmaniasis, which Morocco hopes to eliminate by 2030. Despite efforts to limit their spread, they still remain a public health problem in the country, as the behaviour of individuals in relation to sandflies plays an important role in the sustainability of the epidemiological cycle. Aims: To explore and determine the knowledge and behaviours related to sandfly diseases. Methods: A quantitative method was adopted using a questionnaire assisted by a personal interview. Based on the epidemiological situation of leishmaniasis cases reported in recent years in Al-Hajeb province, we conducted a field survey among 281 persons in April and May 2019 residing in the communities where the cases of the disease are registered. Results: 61.6% of Moroccans know sandflies by the name “Chniwla”; 44.1% thought that sandflies do not transmit diseases; 41.3% thought they multiplied in contaminated water; 52.7% thought sandfly bites could not be avoided; and 6.4% recognized the role of individuals in the fight against vectors. Conclusions: The need to raise public awareness of the risks of sandflies, using the popular concepts obtained to simplify scientific terms and formulate targeted health education strategies that make the individual an active player in vector control.

“Writing nutritionistically”: A critical discourse analysis of lay people’s digital correspondence with the Swedish Food Agency

This article analyzes lay people’s use of nutritionistic discourse in written correspondence with the Swedish Food Agency, an authority responsible for dietary advice. Examining 60 food related written digital messages, we apply a critical discourse analysis to parse the lexical items and grammar people use when constructing “food” in scientific terms. The findings show how message writers place nutrients at the discursive center. Message writers’ grammatical constructions instrumentalize food and eating. This is reinforced by the message writers’ frequent use of terms that indicate preciseness, such as numbers and amounts. Messages therefore emphasize the what, but not the how, of eating, implying a focus on food as subject to regulation and control. As such, eating is discursively reduced to an act of ingesting nutrients that can be decontextualized and managed in isolation—as entities to increase or avoid separately. These discursive features preclude the conceptualization of food choice and eating as subjective experiences of feelings, taste, and tradition.

THE LANGUAGE OF CRIMINALISTIC DOCTRINE ON THE IMPLEMENTATION OF SPECIAL KNOWLEDGE OUTSIDE FORENSIC EXPERTISE

The article is devoted to the language of the criminalistic doctrine on the implementation of special knowledge outside forensic examination (hereinafter - the Doctrine) by which the author understands - the conceptual apparatus that has been established in the process of its formation and development, embodying the ideal content of the Doctrine in scientific terms and concepts, allowing, within the framework of a single logically verified structure, to achieve unambiguity in terms used in various branches of law related to the implementation of special knowledge outside forensic examination. On the basis of the conducted independent scientific research, the author also proposes the following concepts: «special knowledge», «special experiences» and «specialist».