SMALL CLAIM COURT : PRINCIPLE CONCRETIZATION IN LAWSUIT SETTLEMENT

The purpose of this research is to examine the provisions of civil procedural law in settling a lawsuit, to know the form of simple, fast, and low-cost concretization in simple lawsuit settlement. The research method uses the research object of simple, fast, and low-cost concretization in the settlement of a simple claim, normative juridical approach, the type of data used in this study is secondary data, which is sourced from the literature. Secondary data consists of primary legal materials, secondary legal materials, legal material collection techniques carried out by literature and the internet, while the data analysis method is analyzed descriptively qualitatively. The results show that the provisions of civil procedural law in resolving claims in court so far have been using the basis of HIR, which do not differentiate between complicated and simple case examinations so that the time for settlement is the same. The process starting from submitting/registering a lawsuit, determining the day of trial by the head of the panel of judges, the parties being summoned appropriately, the trial, evidence to the verdict took a long time, namely 6 months (SUPREME COURT CIRCULAR No. 6 of 1992), so the Supreme Court issued SUPREME COURT CIRCULAR No. 2 of 2014 which provides a time limit for completing the case of five (5) months. The simple, fast, and low-cost principles of concretizing a small claim court can be seen in the settlement stage. Settlement of a simple lawsuit is divided into 4 (four) stages, namely: 1), preliminary stage, 2) stage of case examination, 3). The objection request stage and 4), the simple action decision stage. This simple lawsuit settlement process should take a maximum of 25 (twenty-five) days. The simple principle is embodied in the shortened settlement process mechanism, the fast principle is realized within 25 days of completion, a peace that does not use the provisions of Supreme Court rules No.1 of 2016, while the principle of low cost is realized from a simple settlement mechanism, will be affected by the cost of the case.

Theoretical Perspective on an Ideomotor Brain-Computer Interface: Toward a Naturalistic and Non-invasive Brain-Computer Interface Paradigm Based on Action-Effect Representation

Recent years have been marked by the fulgurant expansion of non-invasive Brain-Computer Interface (BCI) devices and applications in various contexts (medical, industrial etc.). This technology allows agents “to directly act with thoughts,” bypassing the peripheral motor system. Interestingly, it is worth noting that typical non-invasive BCI paradigms remain distant from neuroscientific models of human voluntary action. Notably, bidirectional links between action and perception are constantly ignored in BCI experiments. In the current perspective article, we proposed an innovative BCI paradigm that is directly inspired by the ideomotor principle, which postulates that voluntary actions are driven by the anticipated representation of forthcoming perceptual effects. We believe that (1) adapting BCI paradigms could allow simple action-effect bindings and consequently action-effect predictions and (2) using neural underpinnings of those action-effect predictions as features of interest in AI methods, could lead to more accurate and naturalistic BCI-mediated actions.

Cognitive & motor skill transfer across speeds: A video game study

We examined the detailed behavioral characteristics of transfer of skill and the ability of the adaptive control of thought rational (ACT-R) architecture to account for this with its new Controller module. We employed a simple action video game called Auto Orbit and investigated the control tuning of timing skills across speed perturbations of the environment. In Auto Orbit, players needed to learn to alternate turn and shot actions to blow and burst balloons under time constraints imposed by balloon resets and deflations. Cognitive and motor skill transfer was assessed both in terms of game performance and in terms of the details of their motor actions. We found that skill transfer across speeds necessitated the recalibration of action timing skills. In addition, we found that acquiring skill in Auto Orbit involved a progressive decrease in variability of behavior. Finally, we found that players with higher skill levels tended to be less variable in terms of action chunking and action timing. These findings further shed light on the complex cognitive and motor mechanisms of skill transfer across speeds in complex task environments.

The Puzzle Challenge Analysis Tool. A Tool for Analysing the Cognitive Challenge Level of Puzzles in Video Games

Video games are often designed around puzzles and problem-solving, leading to challenging yet engaging experiences for players. However, it is hard to measure or compare the challenge level of puzzles in video games. This can make designing appropriately challenging puzzles problematic. This study collates previous work to present refined definitions for challenge and difficulty within the context of video games. We present the Puzzle Challenge Analysis tool which can be used to determine the best metrics for analysing the challenge level of puzzles within video games. Previous research has focused on measuring the difficulty of simple action video games, such as Pac-Man, which can be easily modified for research purposes. Existing methods to measure challenge or difficulty include measuring player brain activity, examining game features and player scores. However, some of these approaches cannot be applied to puzzles or puzzle games. For example, approaches relying on game scores will not work for puzzle games with no scoring system, where puzzles are either solved or not. This paper describes the design and development of the Puzzle Challenge Analysis tool using two case studies of commercial video games The Witness and Untitled Goose Game. The tool is also tested for generalisability on a third commercial puzzle video game, Baba Is You. This proposed tool can help game designers and researchers to objectively analyse and compare puzzle challenge and produce more in-depth insights into the player experience. This has implications for designing challenging and engaging games for a range of player abilities.

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students’ willingness to communicate (WTC) through teachers’ immediacy and teacher–student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor–Student Rapport Scale. Pearson product–moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher–student rapport and learners’ willingness to communicate. The findings also demonstrated that teachers’ immediacy and teacher–student rapport were positive predictors of learners’ willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.

Learning-by-Teaching Approach Improves Dengue Knowledge in Children and Parents

There is narrow evidence on which strategies are most effective for disseminating information on dengue prevention. This is particularly relevant because social habits have a great prevention capacity for dengue. We investigated how effective are children as health educators, and how much they learn as they teach. We recruited 142 children and 97 parents in Argentina’s tropical area for two cluster randomized parallel trials. In Study 1, we compared the dynamics of dengue knowledge of 10-year-old children who—after receiving a dengue talk—1) listened to an unrelated topic; 2) read a booklet with information about dengue, 3) taught their parents about dengue, or 4) taught their parents about dengue, using the booklet. In Study 2, we assessed whether the parents’ dengue knowledge changed after interacting with their children, in comparison with parents learning about dengue from an expert or about an unrelated topic. Children that taught their parents what they learned, using a booklet, showed 2.53 more correct responses (95% CI [0.20, 4.85]; P = 0.027) than children who listened to an unrelated topic. This style of teaching also serves to effectively propagate knowledge: parents learned from their children the same as from an expert; and significantly more than parents who learned about an unrelated topic. Parents learned from their children even if they were taught with booklets (1.49, 95% CI [0.01, 2.96]; P = 0.048) or without (1.94, 95% CI [0.44, 3.44]; P = 0.006). Specifically, after being taught by their children, parents showed on average 1.49 (if they were taught with a booklet) and 1.94 (without booklet) more correct responses than parents that learned about an unrelated topic. The simple action of prompting children to teach consolidated their own knowledge and broadcasted it effectively to their parents. This strategy is a potential low to no-cost method for sharing information about dengue prevention.

Towards nearly zero energy building concept – visual comfort and energy efficiency assessments in a classroom

PurposeThis paper aims to raise awareness on how a simple action by the occupant can significantly influence building energy efficiency, cost and CO2 emissions to the environment. Classrooms in schools are the primary energy consumers (45.4%) due to the use of artificial lighting, despite Malaysia's tropical climate being ideal for daylight exploitation. This paper focuses on assessing the workplane daylight distribution quality and quantity in baseline and existing conditions of a typical pre-school classroom in Kuala Lumpur as a model-based exploration strategy towards nearly Zero Energy Buildings.Design/methodology/approachThe adopted method is based on the calculation of average daylight factor (DF), daylight illuminance level (IL) and uniformity ratio (UR) parameters affected by the internal fixed drapes through computational and in situ measurements according to the requirements of the law and respective standards comprising the MS1525:2019, GBI and BREEAM.FindingsThe results show how user behaviour can turn a well-daylit area (Net Lettable Area>90%) into a poor-daylit area (NLA<5%) by sacrificing natural daylight. All the parameters' values were significantly decreased from 10% (UR) up to 88% (ADF). Full dependency on artificial lighting has imposed a total of RM18858.90 and CO2 emissions of 25,362 kg for all pre-schools' classrooms in the country per day.Social implicationsThe paper develops the occupants' awareness on their contribution to climate change and global warming through the information and transparency provided.Originality/valueThe evidence indicates that a simple action by the occupant can significantly influence visual comfort, EE, cost and CO2 emissions to the environment.

Business Ethics for Better Behavior

Business Ethics for Better Behavior concisely answers the three most pressing ethical questions business professionals face: 1. What makes business practices right or wrong? 2. Why do normal, decent businesspeople of goodwill sometimes do the wrong thing? 3. How can we use the answer to these questions to get ourselves, our coworkers, our bosses, and our employees to behave better? Bad behavior in business rarely results from bad will. Most people mean well much of the time. But most of us are vulnerable. We all fall into moral traps, usually without even noticing. Business Ethics for Better Behavior teaches business professionals, students, and other readers how to become aware of those traps, how to avoid them, and how to dig their way out if they fall in. It integrates the best work in psychology, economics, management theory, and normative philosophy into a simple action plan for ensuring the best ethical performance at all levels of business practice. This is a book anyone in business, from an entry-level employee to CEO, can use.

Simple action alters attention towards visual features

Recent studies have revealed anaction effect, in which a simple action towards a prime stimulus biases attention in a subsequent visual search in favor of objects that match the prime. However, to date the majority of research on the phenomenon has studied search elements that are exact matches to the prime, and that vary only on the dimension of color, making it unclear how general the phenomenon is. Here, across a series of experiments, we show that action can also prioritize objects that match the shape of the prime. Additionally, action can prioritize attention to objects that match only one of either the color or the shape of the prime, suggesting that action enhances individual visual features present in the acted-on objects. The pattern of results suggests that the effect may be stronger for color matches – prioritization for shape only occurred when attention was not drawn to the color of the prime, whereas prioritization for color occurred regardless. Taken together, the results reveal that a prior action can exert a strong influence on subsequent attention towards features of the acted-on object.

TRAÇADOS DO COTIDIANO DE PEQUENOS SERTANEJOS NA AULA DE GEOGRAFIA EM UMA ESCOLA CAMPONESA NA BAHIA

Este artigo tem como objetivo elucidar a realização de uma prática pedagógica do ensino de Geografia em uma escola camponesa do interior da Bahia no ano de 2018, sendo que os pequenos estudantes camponeses que compunham a turma do 6o ano dessa instituição produziram, na aula da disciplina, desenhos do espaço sertanejo local partindo de suas casas à escola em que estudavam, no intento de refletirem os conteúdos que estavam sendo trabalhados em classe: orientação e localização na produção do espaço agrário. Sendo assim, nos propomos a tecer análises sobre o ensino de Geografia na luta por uma educação do campo ao descrevermos a prática em questão. Entendemos que mesmo sendo uma ação simples desenvolvida em sala de aula, na qual os estudantes camponeses traçaram o cotidiano sertanejo que vivem por meio de ilustrações, a mesma tornou-se significativa a eles na compreensão das transformações que se estabelecem no campo de forma contextualizada, ao estudarem o espaço em que se encontram inseridos tanto naquele momento quanto durante o ano letivo. Diante dessa realidade, é preciso que lutemos em defesa de uma Geografia escolar do campo, pautada pela emancipação humana dos sujeitos sociais camponeses nos seus territórios de vida e de trabalho. PALAVRAS-CHAVE Camponeses, Educação do Campo, Ensino de Geografia. TRACES OF EVERYDAY OF SMALLS BACKCOUNTRY IN THE GEOGRAPHY CLASS AT A PEASANT SCHOOL IN BAHIA ABSTRACT This article aims to elucidate the realization of a pedagogical practice of teaching Geography in a peasant school in the interior of Bahia in the year 2018, being that the small peasant students who made up the 6th grade class at this institution produced, in the discipline class, drawings of the local backcountry space starting from their homes to the school where they studied, in an attempt to reflect the contents that were being worked on in class: orientation and location in the production of the agrarian space. Thus, we propose to analyzes about the teaching of Geography in the struggle for field education by describing the practice in question. We understand that same being a simple action developed in the classroom, in which the peasant students traced the daily life in the backcountry that they live through illustrations, the same became significant to them in understanding the transformations that are established in the field in a contextualized, when studying the space in which they are inserted, so much at that moment how much during the school year. In view of this reality, it is necessary that we fight in defense of a school geography in the field, ruled for the human emancipation of social subjects peasant in their territories of life and of work. KEYWORDS Peasants, Field education, Teaching Geography.