Reasonable Question Research Articles

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentials and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

GEUKE: A geographic entities uniformly explicit knowledge embedding model

AbstractKnowledge embedding for geographic knowledge graphs can effectively improve computational efficiency and provide support for knowledge reasoning, knowledge answering and other applications of knowledge graphs. To maintain a more comprehensive understanding of spatial features through knowledge embedding, it is crucial to integrate the representation and computation of various entity types, encompassing points, lines, and polygons. This article proposes a geographic entities uniformly explicit knowledge embedding model (GEUKE). In GEUKE, spatial data of point, line, and polygon‐type geographic entities are expressed in the form of subgraphs, and space embedding is generated using a SubGNN‐based uniform spatial feature encoder. GEUKE improves the energy function in TransE to train spatial feature‐based embedding and structural‐based embedding of geographic entities into a unified vector space. Experimental results show that GEUKE has higher performance than TransE, TransH, TransD, and TransE‐GDR on link prediction and triple classification task. Within the spatial feature embedding process, GEUKE effectively preserves the inherent features of entities, encompassing location, neighborhood, and structural attributes, while simultaneously ensuring a coherent spatial data representation across all three entity types: points, lines, and polygons. By maintaining the spatial features of geographic entities and their interrelations, this capability unleashes the full potential of applications such as knowledge reasoning and geospatial question answering in a manner that is conducive to diverse geospatial scenarios.

Individual-centralized seeding strategy for influence maximization in information-limited networks.

Peer effects can directly or indirectly rely on interaction networks to drive people to follow ideas or behaviours triggered by a few individuals, and such effects can be largely improved by targeting the so-called influential individuals. In this article, we study the current most promising seeding strategy used in field experiments, the one-hop strategy, where the underlying interaction networks are generally too impractical or prohibitively expensive to be obtained, and propose an individual-centralized seeding approach to target influential seeds in information-limited networks. The presented strategy works by reasonable follow-up questions to respondents, such as Who do you think has more connections/friends?, and constructs the seeding set by those nodes with the most nominations. In this manner, the proposed method could acquire more information about the studied interaction network from the inference of respondents without surveying additional individuals. We evaluate our strategy on networks from various experimental datasets. Results show that the obtained seeds are much more influential compared to the one-hop strategy and other methods. We also show how the proposed approach could be implemented in field studies and potentially provide better interventions in real scenarios.

Non-subjective artificial intelligence in the system of subject-object relations

Expansion of functional capabilities of artificial intelligence systems actualizes the question of the possibility of their autonomous activity aimed at cognition and creation of the world. A significant factor determining the properties of artificial intelligence is its subjectiveness. If the world is deterministic, its subjectiveness is not necessary to ensure the functionality of artificial intelligence. Subjectiveness, however, is necessary for the initialization of cognitive or creative activity. A reasonable question arises regarding the ability of non-subjective artificial intelligence to act as a subject of cognition. Studies show that two main forms of participation of non-subject artificial intelligence in the system of subject-object relations are possible: as part of an integrated subject of cognition, in which a human being-operator plays the leading role, or fully autonomous functioning of artificial intelligence initialized (formalized or non-formalized) by the tasks of satisfying human being's needs. The analysis of the properties of cognition by means of artificial intelligence and other cognitive systems shows that the ability to act as a subject of cognition is formed not at the formation of subjectness, but at a lower level - the level of formation of self-consciousness, available to relatively uncomplicated cognitive systems, both natural and artificial. The conclusion about the direct connection between self-consciousness and the ability to cognize follows from the definition of cognition in the logic of subject-object opposition, corresponding to the epistemological interpretation of subject-object relations. However, an alternative ontological interpretation is also possible, which identifies being and consciousness. Such an idealistic understanding of the world corresponds to the philosophy of irrationalism, in the framework of which a reliable answer to the question of the necessity of subjectiveness for solving intellectual problems cannot be obtained.

Primary school teachers’ views on language-responsive physical education

Language-responsive teaching aims to promote pupils’ participation opportunities by enabling them to acquire general academic language skills. It is assumed that the acquisition of academic language competencies must be accompanied and supported by the entire school and all school subjects. Yet, the idea of language-responsive Physical Education (PE) seems to be taken up only reluctantly in the current subject didactic and academic discourse. Thus, it is the aim of this article to contribute to bringing this topic into focus. The possibilities and limitations of language-responsive teaching in PE are examined from the teachers’ point of view. Special attention is paid to pupils facing language-barriers, as it is essential for this group to receive extra support to avoid educational disadvantages. Language education in PE has been a rather marginalized topic – much in contrast to the more recent discourse on general education and its crucial role for long-term academic and socio-economic success. It has been argued that the potential for language-building in PE has not been exploited satisfactorily. The observation that the idea of language-responsive PE has received little attention, despite its promising potential, begs the question of possible reasons. The following inquiry therefore investigates the perspectives of PE teachers on language-responsive teaching. The study consisted of 26 qualitative interviews with primary school teachers and aimed to generate insights into the importance attached to language teaching in PE in general (a), and its relevance for pupils’ participation in PE as well as for creating equal educational opportunities (b). Moreover, the study explores subject-specific potentialities and challenges for language-responsive teaching faced by teachers with respect to pupils with special needs in language and communication or non-native speakers who have difficulties in understanding the language of instruction (c).

On the Question of Circumstances, Reasons and Date of Tigranes the Great Extradition as Hostage to the Parthians. A Revised Armenian Chronology of the Period 215-96 BC

This article re-examines the circumstances, reasons and date of taking Tigranes II the Great into hostage by the Parthians from a new perspective. In the light of in-formation from late Babylonian cuneiform, Greco-Roman, ancient Armenian and ancient Georgian sources, the prevailing scholarly opinion that the surrender of Prince Tigranes as a hostage was due to the demands of the Parthian side following the Armenian military defeat by Parthian King Mithridates II is challenged and refuted. A new interpretation of events logically connects the accounts of Justin [25:322] and Strabo [42:336-340] regarding taking Tigranes II the Great hostage, which is confirmed by the late Babylonian cuneiform tablet, with information from Strabo [43:224-225] of successful Armenian resistance against repeated Parthian aggression. Պատմական աղբյուրներում պարթևների Միհրդատ II և հայոց Արտավազդ արքաների միջև տեղի ունեցած պատերազմի մասին առկա տեղեկությունների և արքայազն Տիգրանի երկարատև պատանդառության փաստը հիմք ընդունելով՝ պատմաբանների կողմից վերականգնվել է մի իրավիճակ, իբր հայերը պարտություն են կրել պատերազմում և որպես իրենց ստանձնած պարտավորությունների կատարման երաշխիք ստիպված են եղել Տիգրանին պատանդ տալ պարթևներին։ Ընդհանրացնելով իր և նախորդ ուսումնասիրողների ստացած արդյունքները՝ Ռ. Լ. Մանասերյանը վերոնշյալ դեպքերն առաջարկել է թվագրել Ք.ա. 115-111 թվականների միջակայքում՝ Միհրդատ II Մեծի կողմից «արքայից արքա» տիտղոսի ստանձնման նախընթաց շրջանում։ Սակայն նման հետևությունը հակասության մեջ է մտնում Ստրաբոնի հաղորդած այն տեղեկության հետ, որ հայերը բազմիցս հաջողությամբ դիմագրավել են պաթևների հարձակումներին ու չեն նվաճվել նրանց կողմից: Հայ-պարթևական պատերազմի ընթացքն ու ելքը պատմական աղբյուրներում չի լուսաբանվում։ Դատելով Պոմպեոս Տրոգոսի «Փիլիպպոսի պատմությունը» երկի Հուստինոսի համառոտ վերաշարադրանքից և անհայտ հեղինակի նախերգանքներից՝ հեղինակը հնարավոր է համարում, որ պատերազմը տեղի ունե-ցած լինի Միհրդատ I և Արտավազդ I արքաների գահակալման շրջանում։ Ամեն դեպքում Միհրդատ II-ը չէր կարող պատերազմել Արտավազդ I-ի հետ։ Հեղինակը, հենվելով աղբյուրների վրա, ցույց է տալիս, որ հաշտություն կնքելու դեպքերից բացի, գոյություն են ունեցել պատանդ տալու այլ իրողություններ ևս, և նման իրավիճակը չի բացառվում արքայազն Տիգրանի պարագայում։

Razum u okviru određenja čovjeka kod Platona, Aristotela i Dekarta

The paper addresses the problem of reason in antiquity (Plato and Aristotle) and in modernity (Descartes). The first section introduces the question of reason as man's vocation; the second section deals with the question of rationality in Plato and Aristotle; the third section discusses the problem of reason in modern philosophy with Descartes, while the final section considers a possible step forward from modern metaphysics to anthropology. The discussion of philosophical anthropology's foundations permeates throughout the entire paper.

Association of Anti-Ro/SSA and Anti-La/SSB Autoantibodies With Pregnancy Outcome in the General Population.

Autoimmune diseases encompass a diverse array of disorders that disturb the optimal functioning of the immune system, which is to eliminate the 'foreign or/and dangerous' to mistakenly target the body's own tissues. The aim of this research is to evaluate the most effective approach to managing autoimmune diseases within the framework of pregnancy. The exact causes and etiologies of these diseases are multifactorial and mostly still unclear. Ro/SSA autoantibodies and La/SSB, could be found in Sjögren's disease (SJ), systemic lupus (SLE) and other autoimmune disorders. Smoking, stress, UV exposure, vitamin D deficiency, and other genetic and environmental factors have been identified as risk factors for rheumatic diseases. Over the years, an ever-increasing incidence of these diseases has been observed in the general population, with the female sex being at increased risk for their occurrence. This fact raises the question of what should be the management of these pathological entities during pregnancy. Taking into account the very significant impact on the quality of paitients'daily life and the seemingly augmented prevalence of autoimmune diseases, as well as their preference in the female population, the reasonable question arises as to what should be the optimal management of these diseases in the context of pregnancy. Given the limited data of the global medical community regarding the etiological factors and mechanisms that trigger the onset of rheumatic diseases, the management of pregnant women is a complex conundrum that health professionals are challenged to face and solve.

Sentiment analysis of prospective mathematics teacher on reasoning and proof questions using Naïve-Bayes classification

Reasoning and proof is the ability to arrange patterns, make conjectures, test conjectures, and carry out logical proof, which can be seen as negative or positive for students when solving proof problems requiring reasoning skills. Prospective mathematics teachers in the Mathematics Education Study Program of FKIP Universitas Sriwijaya became the subject of this study. As the research instrument, the questionnaire was designed to explore students' opinions and responses to problems with significant logical difficulty. Sentiment analysis was used to analyze the opinions of prospective mathematics teachers on reasoning and proof questions by grouping positive and negative opinions. The technique used in this study uses the Naïve Bayes algorithm. The classification results in this study were 58.2% positive and 41.86.7% negative, with a total of 70 data. The final result achieved an accuracy value of 53.33%, signifying the reliability of the Naïve Bayes algorithm in understanding and classifying the complex spectrum of sentiments expressed by students. The implications of these findings go beyond sentiment analysis, providing valuable insights for educators, curriculum developers, and policymakers in designing learning strategies and educational policies that can improve mathematics students' reasoning and proof abilities.

The Implementation of "Problem Chain Teaching" in Ideological Morality and Rule of Law Course

It is the responsibility and mission of the teachers of ideological and political course in the new era to improve the teaching effect and change the teaching measures of ideological and political course. At present, "problem chain teaching" is applied to the ideological and political course teaching in colleges and universities. The teaching method originates from the "problem teaching" theory of Mahmutov, academician of the Academy of Education of the former Soviet Union, but the two are different. In the process of applying the "problem chain teaching", the course of "Ideology, Morality and Rule of Law" adopts scientific and reasonable question design principles, pays attention to the "problem" of the content of the question and attaches importance to the interaction between teachers and students around the problem, which has achieved the purpose of improving the teaching effect of ideological and political courses in colleges and universities and reforming the teaching method, but at the same time there are some shortcomings.

Wallachian Law as a Tool for Colonising Peripheral Areas: Case Study of the Sandomierz Forest in the 15th and 16th Centuries

The uniqueness of Wallachian settlement in the territories of Poland was that it extended beyond its natural mountain and submontane zone. This resulted in the emergence of settlements founded under Wallachian law, including the Sandomierz Forest area. The aim of the article is to examine the economic activity of the residents of these settlements, which was conditioned by the environmental situation. One important problem addressed in this work is the question of reasons for the colonisation backwardness in this region, manifested in the slow pace of the progress of urbanisation, the limited scope of the money economy, and the late development of manorial demesnes, among other factors. These delayed and poorly discernible processes were followed by the evolution of the profile of Wallachian-law settlements, evident in the 16th century. The permeation of elements of Wallachian customs into agricultural settlements was an important adaptation element that has not been properly examined in the literature.

Critical thinking skills of high school students material invertebrates trought guided inquiry assitend mind mapping

The inquiry learning model can help students learn independently in solving problems and providing solutions. The study aims to identify improvements in students' critical thinking skills on invertebrate material through guided inquiry-assisted mind mapping. The type of research used is pre-experimental research with a one-group pretest-postest design. The population in this study was an entire MIA X class, consisting of 16 samples. The test instrument is used as a double-selection test (PG) with 20 reasonable questions about invertebrate material. Sampling is done using probability sampling with saturated sampling. Guided inquiry learning activities assisted by mind mapping are carried out in six stages. 1) presenting questions or problems; 2) making hypotheses; 3) designing experiments; 4) conducting experiments to obtain information; 5) collecting and analyzing data; 6) drawing conclusions. The results of this study show that any critical thinking skill indicator, i.e., focusing questions, analyzing arguments, asking or answering a question, investigating and/or considering observation reports, considering credible sources, taking into account valuable opinions, making and/or considering inductions, identifying assumptions, identifying terms and/or considering definitions, and determining an action, produces a significance of 0.000 < of 0.05, which means there is an influence of the learning model on critical thinking skills.

Philosophy of Body: Emodiment and Spatiality

The issue of human existence is not a question of reason but a matter of one’s relation to one’s body (Leib). Studies on laughing and crying as well as clinical studies reveal human existence is the problem of how being body (Leibsein) and having body are harmonized in certain life situations (Plessner, 1970, 37). They show how human existence is not a question of human reason but a matter of one’s relation to one’s body. For Plessner this indicates a new way of defining reason. Reason would now mean how one relates to one’s body and to one’s environment. The human being consists of the unity of the centric and the eccentric dimensions of human existence. It boils down to the relationship between being body and having body. The phenomena of laughing and crying show how man’s existence consists in the attempt to balance these two existential arts of being and having. Plessner shows that laughing and crying are answers to crises of human behaviour. They are reactions to border situations. Laughing answers to the blockade that one experiences when stimuli to action become irrevocably equivocal. Crying reacts to the behavioural blockade one experiences when one and things no longer relate to each other. When one finds oneself incapable of establishing a relationship to a certain situation because the surrounding things have lost their meaningful links to one another and so no longer make sense to one, one loses one’s ability to act. The human body reacts with laughing and crying to behavioural crises and offers bodily answers to boundary situations. This seems to reveal how our existence could be a matter of our relationship to our body rather than a question of abstract reason. Man, unlike the animal, can withdraw from his embodied, spatial existence and say “I” to himself. This is demonstrative of how his situation in the world is (one of) a mediated immediacy. By means of his Leib, man has immediate contact with the things in his Umwelt (Plessner, 1970, 41). The "immanence of consciousness" carries out its duty of revealing reality through the intertwining activity of receding and residing, engaging and disengaging, remoteness and nearness. Only through the body’s mediateness and only as Leib (lived-body, living body, inner life) can man be with things, seeing and acting. The positional character of man’s life is man’s mode of relating to his surroundings (Plessner, 1970, 42). Man’s possibility of “controlling nature objectively in knowing and doing” has its roots in the Leib’s mediated immediacy. Mediated immediacy in turn comes from our eccentric position, and our eccentric position decides how we relate to our body as positional and situational beings.

Hierarchical Reinforcement Learning for Conversational Recommendation With Knowledge Graph Reasoning and Heterogeneous Questions

User interaction history with items is used to infer user preferences in conventional recommendation systems. Among these, conversational recommendation systems (CRSs), which provide effective recommendations based on a framework combining recommendations and conversations with users, have been proposed. However, existing CRS model still have some shortcomings, such as the lack of using dialogue records for recommendations. In this research, a method was proposed to solve multiround conversational recommendations with heterogeneous questions. The model included a hierarchical reinforcement learning framework and introduced methods of effectively incorporating user feedback for online recommender updates. Experiments were conducted on several datasets to verify model effectiveness; the model outperformed the current state-of-the-art method. Finally, the architecture was more realistic than other conversational recommendation scenarios and provided richer explanations.

What does it take to be rich? Asking reasonable survey questions about income inequality

What does it take to be rich? Asking reasonable survey questions about income inequality

A Geriatrician’s Perspective on an Aging Joe Biden

A Geriatrician’s Perspective on an Aging Joe Biden

Research on named entity recognition of adverse drug reactions based on NLP and deep learning.

Introduction: Adverse drug reactions (ADR) are directly related to public health and become the focus of public and media attention. At present, a large number of ADR events have been reported on the Internet, but the mining and utilization of such information resources is insufficient. Named entity recognition (NER) is the basic work of many natural language processing (NLP) tasks, which aims to identify entities with specific meanings from natural language texts. Methods: In order to identify entities from ADR event data resources more effectively, so as to provide valuable health knowledge for people, this paper introduces ALBERT in the input presentation layer on the basis of the classic BiLSTM-CRF model, and proposes a method of ADR named entity recognition based on the ALBERT-BiLSTM-CRF model. The textual information about ADR on the website "Chinese medical information query platform" (https://www.dayi.org.cn) was collected by the crawler and used as research data, and the BIO method was used to label three types of entities: drug name (DRN), drug component (COM), and adverse drug reactions (ADR) to build a corpus. Then, the words were mapped to the word vector by using the ALBERT module to obtain the character level semantic information, the context coding was performed by the BiLSTM module, and the label decoding was using the CRF module to predict the real label. Results: Based on the constructed corpus, experimental comparisons were made with two classical models, namely, BiLSTM-CRF and BERT-BiLSTM-CRF. The experimental results show that the F 1 of our method is 91.19% on the whole, which is 1.5% and 1.37% higher than the other two models respectively, and the performance of recognition of three types of entities is significantly improved, which proves the superiority of this method. Discussion: The method proposed can be used effectively in NER from ADR information on the Internet, which provides a basis for the extraction of drug-related entity relationships and the construction of knowledge graph, thus playing a role in practical health systems such as intelligent diagnosis, risk reasoning and automatic question answering.

R-linguistics. The Principle of Linguistic Duality

Introduction. R-linguistics uses the axiomatic method in its approach to modeling the world and language [1]. Axioms define the categories of language, their properties and ways of formation. On this basis, when processing the accumulated data in the form of relations, it is possible to form systems of categories and determine the verbs connecting these categories. A reasonable question arises: if categories (to be such) must satisfy certain axioms, does this requirement apply to verbs as well? The purpose of this article is to deal with this issue.Methodology and sources. The results of the previous parts of the series are used as research tools. The axioms and methods of verb categorization formulated earlier are used to develop the necessary mathematical representations of the verb axiomatics.Results and discussion. The article introduces the axiom for the verbs of the language (the axiom of the verbal cross) and shows that this axiom is related to the categorization axiom (the correctness axiom). Although this connection is not identical, it becomes such with the additional use of the axiom of extensiveness. This relationship made it possible to formulate the fundamental principle of linguistics – the principle of duality.Conclusion. The axiomatics of verbs and categories of a language turns out to be connected, and one determines the other, so that by and large it does not matter which of them is the source of the model of the world and the appearance of language. This unity is formulated as the principle of duality in linguistics. The manifestations of the principle of duality in the language are diverse, but this article focuses on the discussion of the appearance in the language of verbs-processes and adverbs. This transition is considered, starting with obtaining the initial data about the world, to the emergence of ideas about processes and adverbs as a feature system of verbs.

Применение фундаментальных и уголовно-правовых принципов при привлечении к спортивной ответственности: краткий очерк

Sports disputes resolution has a private legal nature and therefore per se should not be based on the principles of a branch of public law such as criminal law. At the same time sport sanctions sometimes have a negative effect comparable with administrative law and even criminal law. However, does this lead to the conclusion that it is necessary to extend to sports liability the guarantees provided by criminal law principles? The use of general principles of law in sports jurisprudence, at first view, should not cause the slightest doubt. At the same time, doubts in the said conclusion may suddenly appear by the reflection of certain principles of criminal law of fundamental values. Is this indeed the case, or does the practice of sports dispute resolution (un)intentionally maintain ambiguity and selective recognition of general principles? One can give the example of the principle nulla poena sine culpa, the desire to extend it to any sporting legal order is quite obvious. The heterogeneity of the institute of sports liability demonstrates several variants of such without taking into account the fault of the subject of sport, and raises reasonable questions about the inconsistency of this example with the piety of the general principles of law. Let us turn to the practice of the Court of Arbitration for Sport (CAS), which in this brief review will allow to reveal features of the current sports jurisprudence on a global level and offer some answers to the questions we have mentioned.

The concept of «legal understanding» in the arsenal of scientific categories of general theory and philosophy of law

Purpose. To analyze the peculiarities of approaches to legal understanding through the prism of various criteria, which will make it possible to determine its essence and significance. Legal understanding is a meaningful system, since the answer to the question about the essence of law is also the answer to the question about the content (purpose) of law. Methodology. In this sense, quite reasonable questions arise: how can one create law on the basis of comprehending a huge set of social phenomena without imagining at least the signs of this law, without even basic knowledge about it (here, by the way, one's own life experience should be eliminated as an obstacle to objectivity), how can one find the optimal method by which one can at least come close to understanding the essence of law that one is looking for? Let's assume that before cognizing the subject matter, i.e., law, we managed to identify the means of cognition in the form of scientific methods. Again, the question arises: how are these methods discovered? After all, in order to find them, one needs some other method, and to find the latter, one needs the next, and so on ad infinitum. The only way out of this circle is to identify some "obvious" properties of the subject. The methodological basis of the study is a system of conceptual approaches, general scientific and special legal methods, as well as methods of scientific knowledge: anthropological, idealistic, need-based research, systemic, communicative approaches, and such methods as historical and legal, comparative legal, etc. Results. In the course of the study, the author proves that three things are necessary for the study of the concept of legal understanding: knowledge of law (intellectual element), activity (volitional element), and - undoubtedly - consciousness (spiritual element). After all, only the spiritual identifies the first two. Only the spiritual component fills the "legal light", content, purpose, spirit of the law, legal connection, and guarantees them from turning into a formal scheme at best, and criminal law chaos at worst, and law itself is not law. Practical significance. Without exaggeration, the problem of understanding law can be classified as "eternal". Since the emergence of professional legal activity and up to now, there has not been and probably is not a single lawyer who would not think about the question of what law is and would not try to answer it.