Zeitschriftenartikel zum Thema „Russell`s theory“

Magnetic reconnection (Parker, 1957; Sweet, 1958; Petschek, 1964; Yamada et al., 2010; Biskamp, 2000; Tsuneta, 1996; Kivelson and Russell, 1995; Yamada, 2007; Birn et al., 2001; Drake et al., 2003) is considered important to many astrophysical phenomena including stellar flares, magnetospheric disruptions of magnetars, and dynamics of galactic lobes. Research on magnetic reconnection started with observations in solar coronae and in the Earths magnetosphere, and a classical theory was developed based on MHD. Recent progress has been made by understanding the two-fluid physics of reconnection, through space and astrophysical observations (Tsuneta, 1996; Kivelson and Russell, 1995), laboratory experiments (Yamada, 2007), and theory and numerical simulations (Birn et al., 2001; Daughton et al., 2006; Uzdensky and Kulsrud, 2006). Laboratory experiments dedicated to the study of the fundamental reconnection physics have tested the physics mechanisms and their required conditions, and have provided a much needed bridge between observations and theory. For example, the Magnetic Reconnection Experiment (MRX) experiment (http://mrx.pppl.gov) has rigorously cross-checked the leading theories though quantitative comparisons of the numerical simulations and space astrophysical observations (Mozer et al., 2002). Extensive data have been accumulated in a wide plasma parameter regime with Lundquist numbers of S = 100 − 3000, where S is a ratio of the magnetic diffusion time to the Alfven transit time.

Purpose – The cornerstone of Modern Portfolio Theory with implications for many aspects of corporate finance is that reduced correlation among assets and reduced standard deviation are key elements in portfolio risk reduction. The purpose of this paper is to analyze the conditional correlation and standard deviation of a broad set of indices with the S & P 500 conditioned on market performance. Design/methodology/approach – The authors examined volatility and correlation for a set of indices for a 19-year period based on weekly data from July 2, 1993 to June 30, 2012. These included the NASDAQ, MSCI EAFE, Russell 1000, Russell 2000, Russell 3000, Russell 1000 Growth, Russell 1000 Value, Gold, MSCI EM and Dow Jones UBS Commodity. The data for the Wilshire US REIT, Barclays Multiverse, Multiverse 1-3, Multiverse 3-5 and Multiverse 10+ became available starting July 2, 2002. For these indices the authors used weekly data from July 1, 2002 through June 30, 2012. For the iBarclays TIPS, the authors used weekly data from the time of availability, namely, for the period December 12, 2003 through June 29, 2012. Findings – The findings demonstrate that both the conditional correlations and standard deviations vary as a function of market performance. Moreover, the authors obtain a U-shape distribution of correlations conditioned on market performance for equity indices, such as NASDAQ, as well as for the Wilshire REIT. Namely, correlations tend to be high when market returns are at low or high extremes. For more typical market performance, correlations tend to be low. A modified U-shape is found for bond indices and the Dow Jones UBS Commodity Index. Interestingly, the correlation between gold and the S & P 500 is unrelated to the return on the S & P. Originality/value – While it has been observed that asset classes move together, this paper is the first to systematically analyze the nature of these asset class correlations.

Webs are certain planar diagrams embedded in disks. They index and describe bases of tensor products of representations of s l 2 \mathfrak {sl}_2 and s l 3 \mathfrak {sl}_3 . There are explicit bijections between webs and certain rectangular tableaux. Work of Petersen–Pylyavskyy–Rhoades (2009) and Russell (2013) shows that these bijections relate web rotation to tableau promotion. We describe the analogous relation between web reflection and tableau evacuation.

The Stimulus-Organism-Response (S-O-R) paradigm developed by Mehrabian and Russell in 1974 is a guiding principle of environmental psychology theory and transferred from consumer behavior to organizational behavior and leadership studies. The S-O-R model suggests that an organism’s internal feelings or Behavior (person) are caused by the external environment (stimuli). This internal processing of the activation can be conscious or unconscious and includes perceptions and environmental interpretations that influence someone’s feelings. This influence further triggers an emotion that leads to a response and decision-making. The S-O-R paradigm is a leading concept in multiple global management theories and is, therefore, a model mainly developed and used in various research fields. This paper presents an analysis in the form of a scoping literature review of prior and current research dimensions of the S-O-R model in branding and consumer behavior theory. It compares the usage of the model in branding theory to the usage in organizational Behavior and leadership theory. Besides a summary of similarities of the same model used in both research fields, three main differencing correlations and characteristics have been developed and described. The main differencing factors are the motivation and aim of usage of the model itself, the process and relation of the stimuli-organism-reaction stages, and certain moderating variables and influencing factors throughout the decision-making process, such as marketing, branding on the one hand or leadership and organizational culture on the other hand.

Social neuroscience studies the “social brain,” conceived as the set of brain structures and functions supporting the perception and evaluation of the social environment. This article provides an overview of the field, using the book Social Neuroscience: Brain, Mind, and Society (Russell K. Schutt, Larry J. Seidman, and Matcheri S. Keshavan, editors) as a starting point. Topics include the evolution of the social brain, the concept of “theory of mind,” the relevant brain networks, and documented failures of the social brain. I argue that social neuroscience and economics can greatly benefit from each other because the social brain underlies interpersonal decision making, as studied in economics. (JEL D11, D71, D87, Z13)

Abstract: Peirce's "Lesson in Elocution" (written ca. 1892) provides insight into his ideas on continuity and community through his knowledge of performance cultures such as theatre, elocution, rhetoric, and declamation. This unpublished manuscript constitutes the extant part of an application Peirce drafted to the Episcopal Church's General Theological Seminary for the position of elocution instructor. Continuing Henry C. Johnson, Jr.'s account (published in Transactions [2006] vol. 42, no. 4) of the Lesson as evidence of Peirce's religious practices, this article explores the Lesson as demonstration of his performance knowledge and experience. What would Peirce have brought as philosopher and scientist to the teaching of elocution? Conversely, what did his performance knowledge bring to his work on continuity and community? Outlining significant differences between Peirce's semiotic approach and that of the Seminary's then-current instructor, Francis Thayer Russell, the article argues, employing selected performance theory concepts, that performance often operates in semiosis itself, as Peirce defined it.

Abstract: Peirce's "Lesson in Elocution" (written ca. 1892) provides insight into his ideas on continuity and community through his knowledge of performance cultures such as theatre, elocution, rhetoric, and declamation. This unpublished manuscript constitutes the extant part of an application Peirce drafted to the Episcopal Church's General Theological Seminary for the position of elocution instructor. Continuing Henry C. Johnson, Jr.'s account (published in Transactions [2006] vol. 42, no. 4) of the Lesson as evidence of Peirce's religious practices, this article explores the Lesson as demonstration of his performance knowledge and experience. What would Peirce have brought as philosopher and scientist to the teaching of elocution? Conversely, what did his performance knowledge bring to his work on continuity and community? Outlining significant differences between Peirce's semiotic approach and that of the Seminary's then-current instructor, Francis Thayer Russell, the article argues, employing selected performance theory concepts, that performance often operates in semiosis itself, as Peirce defined it.

In the article, the author substantiates the thesis that the development of artificial intelligence technology is closely related not only to discoveries in the field of natural science, anthropology and medicine, but also achievements in the field of philosophy of knowledge and cognitive sciences. The author conducted a philosophico-epistemological analysis of the problems of improving the neural network as the core of modern artificial intelligence led to the conclusion that the principles of functioning of the neural network corresponding to such principles of the cognitive process discovered and studied in the philosophical concepts of New Time, such as J. Locke’s apriorism, I. Kant’s apriorism other. The results of the comparative study allowed the author to come to the following conclusion: the improvement of the abilities of the neural network studied by S. Haikin, S. Russell, P. Norvig (“evidence of the answer”, “classification of images” and “reliability of the decision”) is possible when relying on the epistemological ideas of J. Locke, using Kant’s principles (“synthetic unity of apperception”, “I think”) and searching for the algorithm of neural network formation of the ability to create antinomies in artificial intelligence. Further development of artificial intelligence based on the neural network can also be based on the theory of cognition of T. Hobbes, R. Descartes, B. Spinoza, G. V. F. Hegel and the results of modern cognitive sciences.

The article considers the semantics of proper names in the context of analytical philosophy. The author classifies and analyzes the existing approaches to the issue of proper names reference (the descriptive theory of reference and the direct reference theory) and also reveals the points of their mutual intersection. After briefly defining the main theses of descriptive theory, the author proposes to distinguish its strong version from the weak one. According to the strong version, presented primarily by the works of G. Frege and B. Russell, the name, in fact, is a disguised description (or conjunction of descriptions), while, according to the weak version, dating back to the works of J. Searle, a name is associated with a complex disjunction of descriptions. In both the first and second cases, it is the descriptions that specify the denotation of the name; in other words, the name indicates the object only indirectly. However, this approach, at least, does not take into account the possibility of naming an object using a ‘false’ description, that is, a description that specifies the characteristic(s) to which the object does not correspond. The semantics of proper names is interpreted in a fundamentally different way in direct reference theory, according to which names are labels for objects. The reference of the name in this case is determined either with the help of a causal chain of communication (S. Kripke), or with the help of a historical explanation of the relationship between the one who uses the name and the singular object that is designated by that name (K. Donnellan). The name itself is understood as a rigid designator, directly and strictly pointing to the same object in any factual or counterfactual situation. This approach allows us to show how, for example, it is possible to use an incorrect description to refer to a certain subject. The comparative study of these theories made it possible to discover the presence of causal aspects in the descriptive theory of reference and the significance of descriptive characteristics in the direct reference theory, and thereby more accurately describe the semantics of proper names.

Are T. S. Eliot’s notes on The Waste Land a scholarly resource or a literary hoax? This oft-repeated question gets to the heart of the poem, which thrives on its allusions, whether seriously or cynically. However, scholars have largely passed over the notes’ (and the poem’s) numberings, despite their complexity and superabundance—a panoply of quantitative relations running alongside the qualitative references. These numberings, with startling frequency, do not compute, which poses a philosophical dilemma greater than arithmetical errors would seem to imply. As a graduate student at Harvard, Eliot took course notes on mathematical logic and number theory that show him grappling again and again with a concept of numerical irrationality, a dilemma that, for him, seems to threaten the coherence of the world itself, the failures of enumeration auguring broader pandemonium. Under the tutelage of Bertrand Russell, Eliot turns to logic in an attempt to discern a coherent system for numbers (and therefore life), but he grows disenchanted with how logic’s paradoxes of self-reference undermines that very possibility. In turn, these paradoxes inform The Waste Land as an irrational subtext, as small miscalculations in the poem and the notes herald impending physical disasters, psychological hazards, and metaphysical perils. In the end, how we count its numbers turns out to have important implications for how we account for The Waste Land’s puzzling and even deadly subjects.

The subject of this interdisciplinary article is a literary, journalistic and historiographic tradition of Lenin’s perception in Great Britain since early 1920-s up to our time. The main trajectory of this tradition is seen as a movement from myth, impressions, illusions of B. Russell, H. Wells, Gareth Jones, poets W.H. Auden and Hugh MacDiarmid to the revelations of Pamela Travers, Malcolm Muggeridge and later - to contemporary historians and writers Robert Conquest, Robert Service, Orlando Figes, Helen Rappaport, Simon Sebag Montefiore, Catherine Merridale, who base their works on archival research and explore the ambivalent phenomenon of Lenin’s personality: his rationalism, coldness, ruthlessness, cynicism, focus on theory, lack of interest in life, power hunger and propensity to repressions. British scholars convincingly show that this outstanding politician negatively influenced the course of history, he did incredible harm to Russia, which, in their opinion, he didn’t like. And he ended tragically like the majority of dictators: the revolution he spawned consumed him - being ill, he was isolated by his “successor” Stalin in a country house Gorky near Moscow. And then, against his will, he was not interred in Volkovo cemetery, next to his mother, but was doomed, like a vampire, to “eternal immortality” and the remains of his body are still tortured by regular mummification.

1. In the paper "Distinguished Desires”, Mark Platts examines three basic, widely spread opinions about desires: (i) Desires are not susceptible of a reasonable evaluation nor can be a product of reason. (ii) Desires are active powers, internal forces which prompt the agents to act. (iii) Desires are not propositional attitudes. 2. Adopting the first opinion has carried along several consequences in all realms of our life, particularly in the socio-political one. But Platts fights that conception of desire as something immune to reasonings: he thinks that there are ways of reasonably supporting judgements about desires. Take the desire of power for example; we can come to notice that in order to satisfy such a desire it is necessary to adopt a "political way of life”, and that this in turn seems to require a lack of sensibility towards genuine moral concerns and a disposition to give up one’sown convictions. These considerations, Platts suggests, might be taken as a support —and indeed a reasonable one— for some judgement about the desire of power. A reasonable evaluation about the desire of power can thus take place. Whether thoseconsiderations could possibly have some bearing on the actions of a person who has the desire is another matter. 3. In order to combat the extended view of desires as active powers, Platts endorses Thomas Reid’s critique of several ideas related to this conception in its philosophical expression. First, Reid notices that one who adopts the view that every intentional action is prompted by a desire —a motive, in Reid’s terms—, and that when there are "contrary motives” the strongest must be the one which determines the agent to act, is comparing motives and actions with ordinary causes and effects. A seriousdifficulty with such a comparison is that, on Reid’s own words, "nothing is left to the agent, but to be acted upon by the motives”. Secondly, he sees that this model of human action is in need of some notion of the comparative intensity of desires,in the light of which the thesis that "when there are contrary motives, the strongest must prevail” is either trivial or empirically false. Thirdly, Reid detects a difficulty with those cases in which there is no motive on the other side and the only one available must dictate the action: this, he claims, would lead us to deny "such thing as willfulness, caprice or obstinacy among mankind”. 4. Platts examines the rejection of the thesis that holds that desires are propositional attitudes. Hume is traditionally interpreted (Kenny is the best example) as maintaining this third conception of desires, for he writes that a passion or desire is "an original existence” which "contains not any representativequality”, and that this is why passions cannot be opposed by reason, since the objects of reason are "ideas, consider’d as copies, with those objects, which they represent”. The targets of our desires, on the other hand, are not any "real relations of ideas” nor "real existences”. As Platts reads Hume, this is so because our desires are directed to the world of realities, even though they do not purport to represent it but to modify it. Nevertheless, Platts does not conclude, as Kenny does, that Hume denies the propositional character of desires. Rather, in Hume’s theory, the object of the attitude of desire shall be, indeed, some "idea” or proposition, whereas the objective of the state of desire shall never be some "real existence”. It may now be inferred (although not in a straightforward way) that Hume should agree with the thesis that desires are isolated from reason. "Given Hume’s ideas on causal relations and rational relations —Platts writes— Hume cannot have any coherent idea of reasonable causation (of the relation of giving rise to).” It will be impossible for him to reconcile the causal role of mental states with the rationalization role of the propositional contents of those states. Thus, Hume has to render as senseless the idea of a process of reasoning taking place within the natural world; consequently, for him there cannot be a process of reasoning directed to evaluate or modify the desires, "original existences”, one happens to have. 5. The last philosopher that Platts takes into consideration is the Bertrand Russell of The Analysis of Mind, who does maintain a non-propositional theory of desires. First of all, Platts considers it convenient to take a look at Russell’s ideas on beliefs. In his analysis, a belief has three elements: the attitude of believing, "an actual experienced feeling”; the content of the belief, which consists in "present occurrences in the believer”; and the objective of the belief, "the particular fact that makes a given belief true or false”. Now, the contents of the beliefs, Russell claims, might be identified with propositions, although from this he does not derive that the objects of desires are not propositions. His argument against the conception of desires as propositional attitudes (which he supposes to be a "common sense” opinion) is of another kind: he invokes the existence of two phenomena which challenge that conception, to wit, the frequency with which human beings act upon unconscious desires, on the one hand, and, on the other, the fact that non-human animals act from mere "impulsion[s] from behind”, not from "attraction[s] from the future”; and if non-human animals do not have purposes, why should we believe, in spite of Darwin, that human beings do have them? Russell thinks that our faith in rationality is inspired by the fact that humans usually have beliefs about their own desires, about which objects would satisfy such desires. He then sketches a theory that tries to prove that attributing a desire does not require attributing beliefs about that same desire (unconscious desires are, by definition, desires lacking any kinds of beliefs about them). Those beliefs are to be separated from the desire itself, which therefore proves to be non-propositional. Even though beliefs about desires do not seem to represent a problem for Russell’s theory, Platts finds that practical deliberation poses a serious difficulty for it. Take the concepts of a reason to act and of an intentional action: if desires do not have objects, the contents of an agent’s belief could never link with the inexistent contents of that agent’s desires. A belief could not give rise to an intentional action directed to satisfy some given desire in the absence of another specific desire with some specific content, i.e., the desire to have the first desire satisfied. Russell is cautious and avoids the use of such problematic concepts, but the truth is that the concept of intentional action is not so easily dispensable. [Laura Lecuona]

Transmural-pressure (ΔP)-driven plasma advection carries macromolecules into the vessel wall, the earliest prelesion atherosclerotic event. The wall's hydraulic conductivity, LP, the water flux-to-ΔP ratio, is high at low pressures, rapidly decreases, and remains flat to high pressures (Baldwin AL, Wilson LM. Am J Physiol Heart Circ Physiol 264: H26–H32, 1993; Nguyen T, Toussaint, Xue JD, Raval Y, Cancel CB, Russell LM, Shou S, Sedes Y, Sun O, Yakobov Y, Tarbell JM, Jan KM, Rumschitzki DS. Am J Physiol Heart Circ Physiol 308: H1051–H1064, 2015; Tedgui A, Lever MJ. Am J Physiol Heart Circ Physiol. 247: H784–H791, 1984. Shou Y, Jan KM, Rumschitzki DS. Am J Physiol Heart Circ Physiol 291: H2758–H2771, 2006) due to pressure-induced subendothelial intima (SI) compression that causes endothelial cells to partially block internal elastic laminar fenestrae. Nguyen et al. showed that rat and bovine aortic endothelial cells express the membrane protein aquaporin-1 (AQP1) and transmural water transport is both transcellular and paracellular. They found that LP lowering by AQP1 blocking was perplexingly ΔP dependent. We hypothesize that AQP1 blocking lowers average SI pressure; therefore, a lower ΔP achieves the critical force/area on the endothelium to partially block fenestrae. To test this hypothesis, we improve the approximate model of Huang et al. (Huang Y, Rumschitzki D, Chien S, Weinbaum SS. Am J Physiol Heart Circ Physiol 272: H2023–H2039, 1997) and extend it by including transcellular AQP1 water flow. Results confirm the observation by Nguyen et al.: wall LP and water transport decrease with AQP1 disabling. The model predicts 1) low-pressure LP experiments correctly; 2) AQP1s contribute 30–40% to both the phenomenological endothelial + SI and intrinsic endothelial LP; 3) the force on the endothelium for partial SI decompression with functioning AQP1s at 60 mmHg equals that on the endothelium at ∼43 mmHg with inactive AQP1s; and 4) increasing endothelial AQP1 expression increases wall LP and shifts the ΔP regime where LP drops to significantly higher ΔP than in Huang et al. Thus AQP1 upregulation (elevated wall LP) might dilute and slow low-density lipoprotein binding to SI extracellular matrix, which may be beneficial for early atherogenesis.

Abstract Loessification is a process by which a body of non-loess ground is transformed into a body of loess ground. The history of loessification is one of controversy and confrontation, largely because of mutual misunderstandings between geologists and pedologists. Lev S. Berg is the ‘only begetter’ of the theory, first proposed in 1916, and propagated throughout his life. R.J. Russell proposed the same approach to the loess in the Lower Mississippi valley in his famous 1944 paper, which contributed enormously to the study of loess in North America. As understanding of the various processes involved in the formation of loess deposits has developed, a compromise position on loess formation has become possible. The major intrinsic features of loess deposits are the open structure and the collapsibility. It appears that the open structure is caused by aeolian depositional processes and the collapsibility is caused by loessification processes. The compromise was initiated by Marton Pécsi in 1990, He endeavoured to retain a loessification aspect in the study of loess deposits, as the subject appeared to be overwhelmed by the aeolian idea system promoted by geologists; it has been mostly a Central European endeavour. The history of the concept of loessification largely involves (1) its development in Russia, (2) its dissemination and discussion – and attempts at refutation and modification – in the wider world.

Marx has always been considered a pure materialist; there has never been any doubt about this point. However, in the first chapter of Das Kapital, ‘‘work’’ is a strange substance, different from the material nature of things, hidden in goods, called by Marx “ghost matter, gelatinious matter, almost no matter at all”. So, in goods there are, together, two kinds of substances: the matter of the objects, and the ghost matter, put there by the work that became itself a matter, and that remains even when you take off all the matter with which goods are made. The ontological monism of Marx -all things are matter-, stands postulating a very suspicious gelatinious matter. Why does Marx behave in this way? Mainly, to lay the foundations of the theoretical concept of “value”, essential to his economic theory. He makes a substantialistic foundation of “value”, thinking, with all the scientists of his time, that theoretical constructs have a substantial base. Even the image “gelatinous” is taken from physics: we might remember that the ether was equally gelatinous. This problem is solved by Diederich and Fulda´s formal reconstruction of value law, in which is no needed to say anything about the kind of substance value is. Let us see how they do it: (Value Law) z ★ v ★ p z is the time of work that is needed to make one product v is the value p is the price of that product ★ is a function that determines the value once the time is known, and then determines the price. The Value Law says that if one knows the time needed to make one product, there is a function that determines the value, and once that the value is determined, there is a function that determines the price. The substantial quality of value is eliminated. But, in this reconstruction, value itself is eliminable because it is possible to put a composit function ★★, and take off the formula the “value”, in this way: VL) z ★★ p And this is possible because in Diederich and Fulda´s reconstruction, even when “value” appears in the formula as a result of a function between “time” and “price”, there is no numerical value of “value”; there is only scales of “time” and “price”. If it is so, Marx´s theory is changed so deeply in this reconstruction, that Marx would not have accepted it. “Value” is a construct that can not be dismissed from the theory without eliminating the theory itself. Let us see first how Marx states the problem. Surprinsingly, he does not try to define “value”, but “equal value”, as it appears when two goods are exchanged in the market. The problem he tries to explain, is how is it possible that: 1 quarter of wheat = 1 quintal of iron Marx answers, followin Aristotle, that they must have something in common: a common substance, a substance created by human work, the value. Mach does the same when he defines first “equal mass” in his reconstruction of classic mechanics, and then defines “mass”, showing that the way Marx goes is legitimate, and that in this direction no common substance is needed. Some years later, Frege and Russell, trying to define “number”, stated that sets have “equal number” when it is possible to put their elements in biunivocal correspondance. “Number” is the set of all sets that have "equal number". In the same way, the symbol (=) (equal) that is put between two products when they are exchanged, needs no common substance. The only thing we need is to state a relationship of biunivocal correspondence between the elements of these two sets. From that point on, we can stand that there is a function in real numbers that goes from the set of time to the set of products, a different function for each kind of product and that this function determines the quantity of a certain product that is related to t hours of work; these functions change, as Marx said, with the development of the productive forces. The time socially necesary to produce an object is the measure of its value. In a formal way: M = fM (tM) N = fN (tN) M has the same value as N if and only if tM = tN. And the claim is that “value” is the set of all sets that have the same value, in a form that resembles the Frege-Russell solution to “number”. The set definition of “value” is possible, instead of defining it by means of an obscure metaphysical substance. Marx´s methodologic problem is solved.

Bateson's "Eurêka" has been his application of Russell and Whitehead's theory of types to the social sciences. They had postulated a discontinuity between the levels of the members of a class and a class of classes and so on. Hence a class may not be a member of itself. The cat scratches and the word "cat" does not bite. Confusion between levels, or the signifier and the signified, or the map and the territory, or the menu and the meal, is a sign of disorder. Having been introduced to Bateson's ecology, Anthony Wilden has formulated a theory of contexts, already present in "System and Structure". In order to avoid simplicity through the flattening of social and organic levels into inorganic levels of matter-energy, the theory of contexts suggest the organisation of constraints, complexites, or levels of reality into levels of logical types, using the rule of extinction. It goes on to suggest the use of the rule of commutation to eliminate spurious similarities and inappropriate symmetries which lead to oppositions and Imaginary "contradictions". It is suggested to use Korzybski and Hayakawa's rule of communication in order to get over conflicts due to misperception. To illustrate all of this, we propose to dismanthe the processes which have led to the misunderstanding behind the first Indochinese war of 1946-1954. From one misunderstanding to another, the VPA (Vietnam People's Army), in the 1980's, mobilised at the Kmer-Siamese border, at the door of Thailand who since 1939 has claimed to be the land of the Thais and heir to the Champa empire which was established in 192 and, soon after 1471, was dissolved by the "gnawing" of the Vietnamese peasants in their "long march" towards the South. The most revolting of working, conjugal and international disputes is that which emerge from misperceptions where each party is convinced of its own good will and of the foul bad will of the other. A mutual consent regarding the context, that of metacommunication, may lead to a common signification (consensus) of beings, events and objects.

Summary A scholarly consensus traces the roots of the ‘Sapir-Whorf hypothesis’ to German language theory of the late 18th to early 19th century, which connects the ‘inner form’ of a language with the potential for cultural achievement of the nation that speaks it. This paper attempts to complexify that genealogy by exploring more immediate sources of the idea that one’s native language determines individual and cultural patterns of thought. In the version of this idea held by Herder and Humboldt, called here the ‘magic key’ view, language is seen as embodying the national mind and unfolding in line with the Romantic (Hegelian) theory of history. But there is another version, here dubbed ‘metaphysical garbage’, which envisions language developing within an evolutionary view of history and introducing obstacles to logical thought. This view was a commonplace of Cambridge analytical philosophy (Whitehead & Russell) and Viennese logical positivism (Carnap). A key Cambridge-Vienna link was C. K. Ogden, whose series included books by the leaders of both groups, and whose own book The Meaning of Meaning (with I. A. Richards, 1923) – the subtitle of which begins The influence of language on thought – synthesizes many of their positions. Sapir’s positive review of this book marks a turning point from his view of language as a cultural product (as in Language, 1921) to a sort of template around which the rest of culture is structured, as in his “The Status of Linguistics as a Science” (1929). This paper, like others of Sapir’s writings from 1923 on, takes up the rhetoric of metaphysical garbage almost exclusively. Whorf, drawn by Sapir to structuralism from originally mystical interests in language, likewise takes up the ‘garbage’ line, interweaving it with ‘magic key’ only in the two years between Sapir’s death and his own. Other influences on Whorf s views are examined, including Korzybski’s General Semantics, to which he has intriguing connections.

The higher education of Taiwan in the last decade has experienced the new wave of rapidly developing intelligent learning environment for providing all users of educational and learning purposes. This study observes that the developed environment provided by intelligent learning technologies brings about the superior functionality and efficiency of message transformation. However, through an observation on H University during the 1996-2012 years, the adoption of intelligent learning environment can not satisfy users’ needs regarding environment architecture. Brown (1998) adopts the technology viewpoint to learning participation; otherwise it would reduce learning efforts and exhaust mental power. In addition, Russell (1999) proposes that the use of too much information technology would not improve learning effectiveness since educational field’s perception and behavior do not always meet the needs of users. This study finds that Orlikowski and Gash (1994)’s technological frame will be different due to various purposes of application of leaders and pioneers. Technological frame is a human made product of society. Therefore, this study suggests that technological frame can be used as the analysis tool for intelligent learning environment architecture. The propositions are three proposed, the main aim is to seek improved methods for the existing intelligent learning environment using case study methodology. The focus groups are utilized as research samples to establish the intelligent learning environment framework. By using the card sorting to establish intelligent learning environmental framework, the study attempts to explore the gap between intelligent learning environmental framework and user needs. Based on the theory of technological frame by Orlikowski and Gash (1994) to analyze the frame, this study proposes the recommendations as advanced references for improving intelligent learning environment framework.

I Wayan Arka, Malcolm Ross (eds); The many faces of Austronesian voice systems; Some new empirical studies (René van den Berg) H.W. Dick; Surabaya, city of work; A socioeconomic history, 1900-2000 (Peter Boomgaard) Josiane Cauquelin; The aborigines of Taiwan: the Puyuma; From headhunting to the modern world. (Wen-Teh Chen) Mark Turner, Owen Podger (with Maria Sumardjono and Wayan K. Tirthayasa); Decentralisation in Indonesia; Redesigning the state (Dorian Fougères) Jérôme Samuel; Modernisation lexicale et politique terminologique; Le cas de l’Indonésien (Arndt Graf) Nicholas J. White; British business in post-colonial Malaysia, 1957-70: neo-colonialism or disengagement? (Karl Hack) Chin Peng; Alias Chin Peng; My side of history; As told to Ian Ward and Norma Miraflor (Russell Jones) C.C. Chin, Karl Hack (eds); Dialogues with Chin Peng; New light on the Malayan Emergency (Russell Jones) Saw Swee-Hock; Population policies and programmes in Singapore (Santo Koesoebjono) Domenyk Eades; A grammar of Gayo; A language of Aceh, Sumatra (Yuri A. Lander) Derek Johnson, Mark Valencia (eds); Piracy in Southeast Asia; Status, issues, and responses (Carolyn Liss) Niclas Burenhult; A grammar of Jahai (James A. Matisoff) Ann R. Kinney, Marijke J. Klokke, Lydia Kieven (photographs by Rio Helmi); Worshiping Siva and Buddha; The temple art of East Java (Dick van der Meij) Ruben Stoel; Focus in Manado Malay; Grammar, particles, and intonation (Don van Minde) Pamela J. Stewart, Andrew Strathern (eds); Expressive genres and historical change; Indonesia, Papua New Guinea and Taiwan. (Dianne van Oosterhout) Johszua Robert Mansoben; Sistem politik tradisional di Irian Jaya, Indonesia; Studi perbandingan (Anton Ploeg) Timothy B. Barnard (ed.); Contesting Malayness; Malay identities across boundaries (Nathan Porath) Joel Bradshaw, Francisc Czobor (eds); Otto Dempwolff’s grammar of the Jabêm language in New Guinea (Ger Reesink) Jon Fraenkel; The manipulation of custom; From uprising to intervention in the Solomon Islands (Jaap Timmer) Clive Moore; Happy isles in crisis; The historical causes for a failing state in Solomon Islands, 1998-2004 (Jaap Timmer) Peter Burns; The Leiden legacy; Concepts of law in Indonesia (Bryan S. Turner) Terry Crowley; Bislama reference grammar (Kees Versteegh) REVIEW ESSAY Matthew Isaac Cohen; Transnational and postcolonial gamelan Lisa Gold; Music in Bali Margaret J. Kartomi; The Gamelan Digul and the prison camp musician who built it; An Australian link with the Indonesian revolution Marc Perlman; Unplayed melodies; Javanese gamelan and the genesis of music theory Ted Solís (ed.); Performing ethnomusicology; Teaching and representation in world music ensembles Henry Spiller; Gamelan; The traditional sounds of Indonesia Andrew N. Weintraub; Power plays; Wayang golek theater of West Java REVIEW ESSAY Victor T. King; People and nature in Borneo Tim Bending; Penan histories; Contentious narratives in upriver Sarawak Rajindra K. Puri; Deadly dances in the Bornean rainforest; Hunting knowledge of the Penan Benalui, 2005 Reed L. Wadley (ed.); Histories of the Borneo environment; Economic, political and social dimensions of change and continuity In: Bijdragen tot de Taal-, Land- en Volkenkunde no. 162 (2006), no: 4, Leiden

Urgency of the research. One of the typical tasks encountered in the de-signing of intelligent systems is modelling of the multilevel structures for solving various applied problems. Target setting. Consideration the possibilities of the language of artificial intelligence Visual Prolog for the implementation of recursive technology-based on the example of solving a multi-level task of product configuration. Actual scientific researches and issues analysis. Such scientists as Biletsky O. B., Lytvyn V. V., Chery S., Gottlob G., Luger G. F., Russell G.F. made significant contribution to the development of the theory, methodology of artificial intelligence application for solving problems in the field of economics. Uninvestigated parts of general matters defining. At the same time, insufficient scientific works highlight the features of the introduction of modern means of artificial intelligence for solving multilevel economic problems. The research objective. Analyze existing approaches to solving multi-level tasks. To propose an effective tool for solving multilevel tasks using artificial intelligence language Visual Prolog. The statement of basic materials. The problem of modeling of multilevel structures in intellectual systems on the basis of iterative and recursive technologies on the example of the problem of components is considered. The main characteristics of such structures are presented, their complexity is determined and the necessity of finding effective methods for their presentation and processing in the memory of the machine is given. There are two important paradigms in the development of recursive technologies: functional and logical programming. We consider the corresponding languages of artificial intelligence: Lisp and Prolog, their heirs and the most powerful language of Visual Prolog. The classical well-known iterative algorithm and the recursive program on the Prologue of solving the problem of the components of the internal combustion engine, as well as the recursive program on Visual Prolog, developed by the authors of the article, are given. Their comparison is made from the position of using the number of structures for the presentation of the information base, the cost of memory for their preservation, the complexity of developing and debugging the program, the ease of perception of their work. Conclusions. The power of the language Visual Prolog is emphasized, which is especially manifested in the tasks of processing multi-level structures.

This study aims to determine the development of scientific publications, mapping the scope and theme of publications related to obesity in early childhood published in Scopus-indexed journals from 2013-2023. This study uses the Scopus database which is retrieved using the publish or perish application. From the results of data extraction, 200 articles were obtained with keywords in the article titled Childhood Obesity. This research uses keyword co-occurrence analysis to identify and explore the main fields and topics that appear in publications. The application used to analyze the data is Vos Viewer. Based on the results of the analysis, 7 clusters were obtained. This study provides information to researchers, especially researchers in Indonesia about publication trends related to Childhood obesity. It is hoped that this research can be a foundation for further research, scientific development, and implementation in the fields of early childhood, health, and physical education. Keywords: childhood obesity, early childhood education, bibliometrics. References: An, R. (2020). Projecting the impact of the coronavirus disease-2019 pandemic on childhood obesity in the United States: A microsimulation model. Journal of Sport and Health Science, 9(4), 302–312. https://doi.org/10.1016/j.jshs.2020.05.006 Biro, F. M., & Wien, M. (2010). Childhood obesity and adult morbidities. The American Journal of Clinical Nutrition, 91(5), 1499S-1505S. Cunningham, S. A., Kramer, M. R., & Narayan, K. M. V. (2014). Incidence of Childhood Obesity in the United States. New England Journal of Medicine, 370(5), 403–411. https://doi.org/10.1056/nejmoa1309753 Famelia, R., Tsuda, E., Bakhtiar, S., & Goodway, J. D. (2018). Relationships among perceived and actual motor skill competence and physical activity in Indonesian preschoolers. Journal of Motor Learning and Development, 6, S403–S423. https://doi.org/10.1123/jmld.2016-0072 Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106–113. https://doi.org/10.1016/j.jshs.2018.12.001 Genin, P. M., Lambert, C., Larras, B., Pereira, B., Toussaint, J. F., Baker, J. S., Tremblay, A., Thivel, D., & Duclos, M. (2021). How did the COVID-19 confinement period affect our physical activity level and sedentary behaviors? Methodology and first results from the French national ONAPS survey. Journal of Physical Activity and Health, 18(3), 296–303. https://doi.org/10.1123/JPAH.2020-0449 Giles, L. C., Whitrow, M. J., Davies, M. J., Davies, C. E., Rumbold, A. R., & Moore, V. M. (2015). Growth trajectories in early childhood, their relationship with antenatal and postnatal factors, and development of obesity by age 9 years: Results from an Australian birth cohort study. International Journal of Obesity, 39(7), 1049–1056. https://doi.org/10.1038/ijo.2015.42 Huang, S. Y., Hogg, J., Zandieh, S., & Bostwick, S. B. (2012). A ballroom dance classroom program promotes moderate to vigorous physical activity in elementary school children. American Journal of Health Promotion, 26(3), 160–165. https://doi.org/10.4278/ajhp.090625-QUAN-203 Ji, C. Y., & Cheng, T. O. (2008). Prevalence and geographic distribution of childhood obesity in China in 2005. In International journal of cardiology (Vol. 131, Issue 1, pp. 1–8). Elsevier. Jia, P., Xue, H., Zhang, J., & Wang, Y. (2017). Time trend and demographic and geographic disparities in childhood obesity prevalence in China—evidence from twenty years of longitudinal data. International Journal of Environmental Research and Public Health, 14(4). https://doi.org/10.3390/ijerph14040369 Kawuki, J., Ghimire, U., Papabathini, S. S., Obore, N., & Musa, T. H. (2021). A bibliometric analysis of childhood obesity research from China indexed in Web of Science. Journal of Public Health and Emergency, 5(February). https://doi.org/10.21037/jphe-20-95 Kesehatan RI, K. (2021). Epidemi Obesitas. In Epidemi Obesitas (pp. 1–8). Milliken, S., Allen, R. M., & Lamont, R. F. (2019). The role of antimicrobial treatment during pregnancy on the neonatal gut microbiome and the development of atopy, asthma, allergy and obesity in childhood. Expert Opinion on Drug Safety, 18(3), 173–185. Min, J., Fang Yan, A., & Wang, Y. (2018). Mismatch in Children’s Weight Assessment, Ideal Body Image, and Rapidly Increased Obesity Prevalence in China: A 10‐Year, Nationwide, Longitudinal Study. Obesity, 26(11), 1777–1784. Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014a). Prevalence of childhood and adult obesity in the United States, 2011-2012. Jama, 311(8), 806–814. https://doi.org/10.1001/jama.2014.732 Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014b). Prevalence of childhood and adult obesity in the United States, 2011-2012. Jama, 311(8), 806–814. https://doi.org/10.1001/jama.2014.732 Osunsan, O. K., Ijjo, A. T., Mugisha, J. F., Samuel, P., & Muhwezi, M. (2022). Publish or Perish’: A Systematic Review. Journal of Social Sciences and Management, 1. Ranjani, H., Mehreen, T. S., Pradeepa, R., Anjana, R. M., Garg, R., Anand, K., & Mohan, V. (2016). Epidemiology of childhood overweight & obesity in India: A systematic review. In Indian Journal of Medical Research (Vol. 143, Issue FEBRUARY, pp. 160–174). https://doi.org/10.4103/0971-5916.180203 Reyes-Olavarría, D., Latorre-Román, P. Á., Guzmán-Guzmán, I. P., Jerez-Mayorga, D., Caamaño-Navarrete, F., & Delgado-Floody, P. (2020). Positive and negative changes in food habits, physical activity patterns, and weight status during covid-19 confinement: Associated factors in the chilean population. International Journal of Environmental Research and Public Health, 17(15), 1–14. https://doi.org/10.3390/ijerph17155431 Russell, C. G., & Russell, A. (2019). A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research. Obesity Reviews, 20(5), 725–749. Simmonds, M., Llewellyn, A., Owen, C. G., & Woolacott, N. (2016). Predicting adult obesity from childhood obesity: A systematic review and meta-analysis. Obesity Reviews, 17(2), 95–107. https://doi.org/10.1111/obr.12334 World Health Organisation. (2021). WHO releases guidelines to address overweight and obesity in. Zhang, X., Zhang, F., Yang, J., Yang, W., Liu, W., Gao, L., Peng, Z., & Wang, Y. (2018). Prevalence of overweight and obesity among primary school-aged children in Jiangsu Province, China, 2014-2017. PLoS One, 13(8), e0202681. World Health Organisation. (2021). WHO releases guidelines to address overweight and obesity in.

Distance learning at the pre-school level requires evaluation action considering that this form of learning is a new process for most elements of education in early childhood education. The purpose of this study is to evaluate virtual learning, namely planning, implementation, and assessment, as well as revealing the obstacles that occur in online learning in Kendari City Kindergarten. This study uses descriptive quantitative research methods with data collection techniques through surveys. The results showed that planning for online learning had been carried out by coordinating between teachers and parents, as well as drafting a learning plan from home starting from standard learning operations, semester programs, weekly and daily lesson plans. The implementation of learning uses several facilities, including WhatsApp application (62.50%), Zoom meeting application (12.50%), learning videos (12.50%), Google Meet (6.25%), and YouTube (6.25%). Children's learning methods currently include giving assignments (32.26%), performance (25.81%), demonstrations (22.58%) and experiments (19.35%). While the media used are video, picture media and children's worksheets. The assessment used by the teacher is in the form of portfolio assessment (50%), performance (30%) and observation (20%). The obstacles faced by teachers during distance learning are the lack of cooperation from parents when accompanying children to study at home, parents who are often late in collecting their children's assignments (portfolios), and the lack of smart phone facilities owned by parents. In response to this, good communication and collaboration between teachers and parents are needed, and parents must be able to pay attention and motivate children during the distance learning process, especially in the new pandemic era. Keywords: pre-school, distance learning, ECE evaluationReferences: Ariswari, N. K. R., & Tirtayani, L. A. (2021). Survei Kesiapan Orang Tua dalam Mendampingi Proses Pembelajaran Anak Usia Dini Berbasis Daring [Survey on Parental Readiness in Assisting the Online-Based Early Childhood Learning Process]. 5(1), 10. Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66–78. https://doi.org/10.1080/1350293X.2021.1872674 Bassok, D., Michie, M., Cubides-Mateus, D. M., Doromal, J. B., & Kiscaden, S. (2020). The Divergent Experiences of Early Educators in Schools and Child Care Centers during COVID-19: Findings from Virginia. 28. Beckerman, M., van Berkel, S. R., Mesman, J., & Alink, L. R. A. (2017). The role of negative parental attributions in the associations between daily stressors, maltreatment history, and harsh and abusive discipline. Child Abuse & Neglect, 64, 109–116. https://doi.org/10.1016/j.chiabu.2016.12.015 Bigras, N., Lemay, L., Lehrer, J., Charron, A., Duval, S., Robert-Mazaye, C., & Laurin, et I. (2021). Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. Early Childhood Education Journal, 49(5), 775–787. https://doi.org/10.1007/s10643-021-01224-y Bilbokaitė-Skiauterienė, I., & Bilbokaitė, R. (2021). Opportunities of Organizing and Implementing Distance Learning: The Context of Lithuanian Pre-School Teachers’ Opinions. 10115–10122. https://doi.org/10.21125/edulearn.2021.2085 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. 126. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Guilar, J. D., & Loring, A. (2008). Dialogue and Community in Online Learning: Lessons from Royal Roads University. 22. Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1 Malta Campos, M., & Vieira, L. F. (2021). COVID-19 and early childhood in Brazil: Impacts on children’s well-being, education, and care. European Early Childhood Education Research Journal, 29(1), 125–140. https://doi.org/10.1080/1350293X.2021.1872671 Mark Nichols. (2003). A theory for eLearning. Journal of Educational Technology & Society, 6(2), 1–10. JSTOR. McKenna, M., Soto-Boykin, X., Cheng, K., Haynes, E., Osorio, A., & Altshuler, J. (2021). Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers. Early Childhood Education Journal, 49(5), 815–827. https://doi.org/10.1007/s10643-021-01216-y Prime, H., Wade, M., & Browne, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631–643. https://doi.org/10.1037/amp0000660 Reich, J., Buttimer, C. J., Fang, A., Hillaire, G., Hirsch, K., Larke, L. R., Littenberg-Tobias, J., Moussapour, R. M., Napier, A., Thompson, M., & Slama, R. (2020). Remote Learning Guidance from State Education Agencies During the COVID-19 Pandemic: A First Look [Preprint]. EdArXiv. https://doi.org/10.35542/osf.io/437e2 Russell, B. S., Hutchison, M., Tambling, R., Tomkunas, A. J., & Horton, A. L. (2020). Initial Challenges of Caregiving During COVID-19: Caregiver Burden, Mental Health, and the Parent–Child Relationship. Child Psychiatry & Human Development, 51(5), 671–682. https://doi.org/10.1007/s10578-020-01037-x Safi, F., Wenzel, T., & Spalding, L.-A. T. (2020). Remote Learning Community: Supporting Teacher Educators During Unprecedented Times. Journal of Technology and Teacher Education, 28(2), 211–222. Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Tao, S. S., Lau, E. Y. H., & Yiu, H. M. (2019). Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience? Journal of Research in Childhood Education, 33(4), 637–653. https://doi.org/10.1080/02568543.2019.1653409

Toilet training is one way to train children's independence in clean and healthy living behaviour as a provision for children's life skills in entering the next education level. The research problem is that the child's independence has not yet developed, which is marked by the child not yet being independent in defecating and urinating. The research aims to train children's independence in defecation and urination through demonstration methods and find out whether toilet training activities through demonstration methods can affect children's independence. The research subjects were 50 children. A research approach is quantitative with experimental methods. The data collection technique used pre and post-tests for children's independence with the child's toilet training ability as a measuring tool. The results of data collection were processed by statistical testing the Non-Parametric Wilcoxon Signed Ranks Test. The study found a contrast in toilet training ability before and after being treated with a demonstration technique which has a value of 0.05 with a P value <0.005. The research results conclude that the toilet training demonstration method was effective in increasing children's independence in Kindergarten, Donggala Regency, Central Sulawesi. Keywords: early childhood, toilet training, independence skills References: Baird, D. C., Bybel, M., & Kowalski, A. W. (2019). Toilet Training: Common Questions and Answers. 100(8). Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Cerino, A. (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish Forest school approach. Education 3-13, 1–10. https://doi.org/10.1080/03004279.2021.2000468 Choby, B. A., & George, S. (2005). Toilet training. American Family Physician, 78 9, 1059–1064. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Devries, M. W., & DeVries, M. R. (1977). Cultural relativity of toilet training readiness: A perspective from East Africa. Pediatrics, 60 2, 170–177. Febrianti, A. (2021). Demographic Characteristics of Mothers with Toilet Training Ability in Children. Jurnal Kesehatan Abdurrahman, 10(1), 48–57. https://doi.org/10.55045/jkab.v10i1.122 Hildebrand, V. (1988). Young Children’s Self‐care and Independence Tasks: Applying Self‐Efficacy Theory. Early Child Development and Care, 30(1–4), 199–201. https://doi.org/10.1080/0300443880300116 Hooman, N., Safaii, A., Valavi, E., & Amini-Alavijeh, Z. (2013). Toilet Training in Iranian Children: A Cross-Sectional Study. Iranian Journal of Pediatrics, 23, 154–158. Khoiruzzadi, M., & Fajriyah, N. (2019). Learning Toilet Training in Training Children’s Independence. JECED: Journal of Early Childhood Education and Development, 1(2), 142–154. https://doi.org/10.15642/jeced.v1i2.481 Kiddoo, D. A. (2012). Toilet training children: When to start and how to train. Canadian Medical Association Journal, 184(5), 511. https://doi.org/10.1503/cmaj.110830 Kiftiyah, K., Wardani, R. A., & Rosyidah, N. N. (2018). The Effect of Demonstration Methods About Toilet Training on Improving Toilet Train-ing Learning In Children Aged 3 Years In Paud I Sooko Village, Sooko District, Mojokerto Regency. Nurse and Health: Jurnal Keperawatan, 7(1), 71–79. https://doi.org/10.36720/nhjk.v7i1.35 Klassen, T. P., Kiddoo, D. A., Lang, M. E., Friesen, C., Russell, K., Spooner, C. H., & Vandermeer, B. (2006). The effectiveness of different methods of toilet training for bowel and bladder control. Evidence Report/Technology Assessment, 147, 1–57. Meilisa, A. N., Hasanah, O., & Amir, Y. (2022). Relationship between Toilet Training Initiation Age and Factors Affecting Toilet Training to Toilet Training Achievements. Indonesian Health Scientific Journal, 7(1). Mota, D. M., & Barros, A. J. D. (2008). Toilet training: Methods, parental expectations and associated dysfunctions. Jornal de Pediatria, 84(1), 9–17. https://doi.org/10.2223/JPED.1752 Ngatemi, Purnama, T., & Kasihani, N. N. (2021). Independence of Brushing Teeth to Free-Plaque Score in Preschool Children: A Cross Sectional Study. Indian Journal of Forensic Medicine & Toxicology. https://doi.org/10.37506/ijfmt.v15i3.15875 Polaha, J., Warzak, W. J., & Dittmer-Mcmahon, K. (2002). Toilet training in primary care: Current practice and recommendations from behavioral pediatrics. J Dev Behav Pediatr, 23(6), 424–429. PubMed. https://doi.org/10.1097/00004703-200212000-00005 Rahayu, S. F. (2022). Relationship Pattern of Working Parents To The Independence Of Toilet Training Pre School Children (Literature Study). Healthy-Mu Journal, 4(2), 82–87. https://doi.org/10.35747/hmj.v4i2.27 Schum, T. R., Kolb, T. M., McAuliffe, T. L., Simms, M. D., Underhill, R. L., & Lewis, M. (2002). Sequential acquisition of toilet-training skills: A descriptive study of gender and age differences in normal children. Pediatrics, 109 3, E48. Smeets, P. M., Lancioni, G. E., Ball, T. S., & Oltva, D. S. (1985). Shaping Self-Initiated Toileting in Infants. Journal of Applied Behavior Analysis, 18(4), 303–308. https://doi.org/10.1901/jaba.1985.18-303 Sun, M., & Rugolotto, S. (2004). Assisted Infant Toilet Training in a Western Family Setting. Journal of Developmental & Behavioral Pediatrics, 25(2). https://journals.lww.com/jrnldbp/Fulltext/2004/04000/Assisted_Infant_Toilet_Training_in_a_Western.4.aspx Tarhan, H., Çakmak, Ö., Akarken, I., Ekin, R. G., Ün, S., Uzelli, D., Helvaci, M., Aksu, N., Yavaşcan, Ö., Özsan, F. M., Cun, S., Koç, F., Özkarakaş, Ö., Ilbey, Y. O., & Zorlu, F. (2015). Toilet training age and influencing factors: A multicenter study. The Turkish Journal of Pediatrics, 57 2, 172–176. Vermandel, A., Van Kampen, M., Van Gorp, C., & Wyndaele, J.-J. (2008). How to toilet train healthy children? A review of the literature. Neurourology and Urodynamics, 27(3), 162–166. https://doi.org/10.1002/nau.20490 Yanti, A. F. (2021). The Role of Parents in Discipling Toilet Training for Early Children (Case Study of Chil-dren Aged 2-4 Years in Bakal Dalam Village, Talo Kecil District, Seluma Regency). Al Fitrah: Journal of Early Childhood Islamic Education.

У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

Consumer attitudes towards eWOM on social media are the main information source in determining consumer attitudes. The increasing amount of information on social media makes it difficult for consumers to find trust in eWOM, especially in health products. A higher level of trust is needed for health products (Shah et al., 2019). This research is a development of Mehrabian, Russell's S-O-R (Stimulus, Organims, Response) Theory in 1974. The model shows that the form of response is a back reaction from individuals when receiving stimuli. The focus of the research is a causal influence in the eWOM model to build trust, increase the benefits and value of a product, and establish consumer involvement so that there is a change in behavior attitude on purchase intention. There are three elements in the S-O-R communication model: 1. Stimulus consists of Perceived Trustworthiness of eWOM and Perceived Value 2. Organizations, namely Customer engagement, and 3. Response, namely Purchase intention. The research was conducted on social media users Facebook or Instagram Tik Tok. Sample with purposive sampling, characteristics.

I try to show here how, when and why Quine’s doctrine of ontological reduction evolved, and also the links which can be traced between that doctrine, Russell’s view of reduction (or construction] as “new knowledge”, and Benacerraf’s ideas. In addition, I discuss some relevant criticisms of Quine' s position, mainly those by Tharp, Chihara and Steiner. After a section trying to unify Quine’s main theses as proceeding from the paraphrastical methods of Russell’s theory of descriptions, I hold that Quine’s evolution towards a deeper sort of ontological reduction was a result of his attempts to clarify the difficulties of his original explanation of mathematical reduction. Thus, the doctrine of mathematical reduction in Word and Object, which was an important source of inspiration to Benacerraf and others, was only a first draft where Quine’s pragmatism shows the diverse reconstructions of the same mathematical concepts to be equivalent and also all correct, despite their possible incompatibility with the only condition to play the relevant roles. The general context then was one of increasing ontological relativity, but the underlying identification of reduction and elimination was —I think so— the main idea. A similar position was held in Set Theory and its Logic, where Quine put the emphasis on the fact that a model for arithmetic is provided simply by introducing a set-theoretical interpretation which would be able to preserve truth. However, in 1964 a turning point appears: now there is a distinction between two different ontological reductions, one attempting only to replace certain entities by constructions playing their roles, the other attempting also to eliminate the original entities as well, by showing their dispensability. The reason was that Quine realized that through the Löwenheim-Skolem theorem we should accept that any theory can be reduced to natural numbers, which seemed to him trivial, but met his previous criterion for acceptable reductions. Then he introduced the need for a “proxy function” admitting as arguments all the objects of the universe of the first theory, taking values in the universe of the second theory, and having to be formulated in a third “inclusive” theory. As this condition is not met by the “reduction” inferred from the Löwenheim-Skolem theorem, it was not a “true” ontological reduction. [Traducción: Gisela Hummell N.]

Riječka književnost na talijanskome jeziku, posebice na njenom narječju, fijumanskome dijalektu, dugo je vremena bila zapostavljana i tek se u posljednjim desetljećima ovo bogato područje riječke kulturne baštine podvrgnulo dubinskom sustavnom izučavanju. Neki su riječki znanstvenici i štovatelji riječke kulture kroz proučavanje i znanstvenu valorizaciju raznorodnih segmenata prisutnih u njenom multikulturalnom ozračju, utrli put fijumanologiji, odnosno fijumanistici, usmjerenoj ka revalorizacije bogate riječke kulturne baštine na talijanskome jeziku i njenom lokalnom izričaju, fijumanskome dijalektu. Namjera nam je nastaviti s analizom riječke književnosti na talijanskome jeziku, slijedeći misao riječkih znanstvenika koji su od osamdesetih i devedesetih godina prošloga stoljeća pa nadalje počeli provoditi intenzivniji istraživački rad na riječkoj multikulturalnosti. Ovim člankom o dijalektalnom segmentu talijanske riječke književnosti želimo doprinijeti proučavanju njenog korpusa u sklopu pogranične književnosti koja je iz povijesnih i drugih razloga predugo bila marginalizirana, te prinijeti pozornosti i sudu naših znanstvenika jedan vrijedan segment riječke književnosti, koja je možda i zbog jezične barijere nedovoljno istražena i vrednovana. Ujedno to smatramo svojim skromnim prinosom u kontekstu hrvatsko – talijanskih kulturno – književnih veza. Dijalektalni pjesnici okupljeni u tzv. „antejskoj konvenciji / tradiciji” mahom potpisuju svoje uratke neobičnim, šaljivim i autoironičnim umjetničkim imenima kao npr. Mario Schittar (Zuane de la Marsecia), Arturo Caffieri (de Rocambole), Gino Antony (Cavaliere di Garbo) i Oscarre Russi (Russeto). Najbitnija odrednica i zajednički nazivnik pjesnikovanja u sklopu konvencije je uporaba ironije, autoironije, humora, satire i persiflaže.

The random first order transition theory (RFOT) describing the transition from a supercooled liquid to an ideal glass has been actively developed over the last twenty years. This theory is formulated in a way that allows a description of the transition from the initial equilibrium state to the final metastable state without considering any kinetic processes. The RFOT and its applications for real molecular systems (multicomponent liquids with various intermolecular potentials, gel systems, etc.) are widely represented in English-language sources. However, these studies are practically not described in any Russian sources. This paper presents an overview of the studies carried out in this field. REFERENCES 1. Sanditov D. S., Ojovan M. I. Relaxation aspectsof the liquid—glass transition. Uspekhi FizicheskihNauk. 2019;189(2): 113–133. DOI: https://doi.org/10.3367/ufnr.2018.04.0383192. Tsydypov Sh. B., Parfenov A. N., Sanditov D. S.,Agrafonov Yu. V., Nesterov A. S. 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Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. 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(2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). 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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Climate change induced sea-level rise (SLR) is on its increase globally. Regionally the lowlands of China, Vietnam, Bangladesh, and islands of the Malaysian, Indonesian and Philippine archipelagos are among the world’s most threatened regions. Sea-level rise has major impacts on the ecosystems and society. It threatens coastal populations, economic activities, and fragile ecosystems as mangroves, coastal salt-marches and wetlands. This paper provides a summary of the current state of knowledge of sea level-rise and its effects on both human and natural ecosystems. The focus is on coastal urban areas and low lying deltas in South-East Asia and Vietnam, as one of the most threatened areas in the world. About 3 mm per year reflects the growing consensus on the average SLR worldwide. The trend speeds up during recent decades. The figures are subject to local, temporal and methodological variation. In Vietnam the average values of 3.3 mm per year during the 1993-2014 period are above the worldwide average. Although a basic conceptual understanding exists that the increasing global frequency of the strongest tropical cyclones is related with the increasing temperature and SLR, this relationship is insufficiently understood. Moreover the precise, complex environmental, economic, social, and health impacts are currently unclear. SLR, storms and changing precipitation patterns increase flood risks, in particular in urban areas. Part of the current scientific debate is on how urban agglomeration can be made more resilient to flood risks. Where originally mainly technical interventions dominated this discussion, it becomes increasingly clear that proactive special planning, flood defense, flood risk mitigation, flood preparation, and flood recovery are important, but costly instruments. Next to the main focus on SLR and its effects on resilience, the paper reviews main SLR associated impacts: Floods and inundation, salinization, shoreline change, and effects on mangroves and wetlands. The hazards of SLR related floods increase fastest in urban areas. This is related with both the increasing surface major cities are expected to occupy during the decades to come and the increasing coastal population. In particular Asia and its megacities in the southern part of the continent are increasingly at risk. The discussion points to complexity, inter-disciplinarity, and the related uncertainty, as core characteristics. An integrated combination of mitigation, adaptation and resilience measures is currently considered as the most indicated way to resist SLR today and in the near future.References Aerts J.C.J.H., Hassan A., Savenije H.H.G., Khan M.F., 2000. Using GIS tools and rapid assessment techniques for determining salt intrusion: Stream a river basin management instrument. 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<p>It is well known that Russell abandoned his multiple-relation theory of judgment, which provided the philosophical foundations for <i>PM</i>'s ramified type-theory, in response to criticisms by Wittgenstein. Their exact nature has remained obscure. An influential interpretation, put forth by Sommerville and Griffin, is that Wittgenstein showed that the theory must appeal to the very hierarchy it is intended to generate and thus collapses into circularity. I argue that this rests on a mistaken interpretation of type-theory and suggest an alternative one to explain Russell's reaction.</p>

Anyone familiar with Russell’s work on the multiple-relation theory of judgment will at some point have puzzled over the map of the five-term understanding complex at the end of Chapter 1, Part II of his Theory of Knowledge (1913). Russell presents the map with the intention of clarifying what goes on when a subject S understands the “proposition” that A and B are similar. But the map raises more questions than it answers. In this paper I present and develop some of the central issues that arise from Russell’s map, and I offer an interpretation of it that reflects his evolving views in the manuscript. I argue that multiple lines in the map are not meant to represent many relations, but rather one comprehensive multiple relation of understanding. And I argue that such a relation relates in a complex way due to the distinctive nature of its relata.