Reviewerly/exHarmony huggingface dataset:
Inferring attack relations for gradual semantics

A gradual semantics takes a weighted argumentation framework as input and outputs a final acceptability degree for each argument, with different semantics performing the computation in different manners. In this work, we consider the problem of attack inference. That is, given a gradual semantics, a set of arguments with associated initial weights, and the final desirable acceptability degrees associated with each argument, we seek to determine whether there is a set of attacks on those arguments such that we can obtain these acceptability degrees. The main contribution of our work is to demonstrate that the associated decision problem, i.e., whether a set of attacks can exist which allows the final acceptability degrees to occur for given initial weights, is NP-complete for the weighted h-categoriser and card-based semantics, and is polynomial for the weighted max-based semantics, even for the complete version of the problem (where all initial weights and final acceptability degrees are known). We then briefly discuss how this decision problem can be modified to find the attacks themselves and conclude by examining the partial problem where not all initial weights or final acceptability degrees may be known.
A DEBIASING VARIATIONAL AUTOENCODER FOR DEFORESTATION MAPPING

Abstract. Deep Learning (DL) algorithms provide numerous benefits in different applications, and they usually yield successful results in scenarios with enough labeled training data and similar class proportions. However, the labeling procedure is a cost and time-consuming task. Furthermore, numerous real-world classification problems present a high level of class imbalance, as the number of samples from the classes of interest differ significantly. In various cases, such conditions tend to promote the creation of biased systems, which negatively impact their performance. Designing unbiased systems has been an active research topic, and recently some DL-based techniques have demonstrated encouraging results in that regard. In this work, we introduce an extension of the Debiasing Variational Autoencoder (DB-VAE) for semantic segmentation. The approach is based on an end-to-end DL scheme and employs the learned latent variables to adjust the individual sampling probabilities of data points during the training process. For that purpose, we adapted the original DB-VAE architecture for dense labeling in the context of deforestation mapping. Experiments were carried out on a region of the Brazilian Amazon, using Sentinel-2 data and the deforestation map from the PRODES project. The reported results show that the proposed DB-VAE approach is able to learn and identify under-represented samples, and select them more frequently in the training batches, consequently delivering superior classification metrics.
Impartial Hypergraph Games

We study two building games and two removing games played on a finite hypergraph. In each game two players take turns selecting vertices of the hypergraph until the set of jointly selected vertices satisfies a condition related to the edges of the hypergraph. The winner is the last player able to move. The building achievement game ends as soon as the set of selected vertices contains an edge. In the building avoidance game the players are not allowed to select a set that contains an edge. The removing achievement game ends as soon as the complement of the set of selected vertices no longer contains an edge. In the removing avoidance game the players are not allowed to select a set whose complement does not contain an edge. We develop some generic tools for finding the nim-value of these games and show that the nim-value can be an arbitrary nonnegative integer. The outcome of many of these games were previously determined for several special cases in algebraic and combinatorial settings. We provide several examples and show how our tools can be used to refine these results by finding nim-values.
Features of Self-regulated Learning of Male and Female Students

The effectiveness of activity depends on the ability to achieve the set goals, to realize personal potential, and to maintain a high level of motivation. The research relevance is determined by the differential psychological features of self-regulated learning, in particular the gender characteristics of this process. The paper aims to identify the gender characteristics of self-regulated learning among the students of mathematical specialties. We have put forward a hypothesis that male and female students differ in the degree of self-regulating behavior. Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the research. The different questionnaires were used to obtain the data. The findings revealed that the female students with a high level of self-regulation demonstrate the abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning and modeling. The young men with a high level of self-regulation demonstrate such abilities as evaluation of results, modeling, and planning. The participants differed significantly on the scale of self-esteem motivation. The girls scored higher than boys. The students of both genders had average scores for the indicators of individual components of self-attitude, as well as the “behavior” indicator. The reliability of differences in the diagnosed indicators was not detected. It is shown that the core components of self-regulated learning for girls include: planning, modeling, a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility, a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The obtained results will help to differentiate the training of male and female students majoring in mathematics, taking into account the components of self-regulated learning.
The Practice of Ginger Writer Application to Improve Students Descriptive Text

Nowdays students still face problems in improving their writing skills, including grammatical arrangements, lack of known vocabulary, use of inappropriate punctuation marks and setting capital letters in sentences. The purpose of this study was to analyze the improvement of students’ writing skills and respond to use of the Ginger Writer application. The subject of this study is students in class VIII of junior high school. In this study, the researcher used a writing test to see the students’ writing ability and distributed a questionnaire consisting of 16 statements in paper form. From the results of data analysis showed that the students’ writing ability increased. This is indicated by the mean score of pre-test is 52.84 and post test is 85.4. After calculating the t-test, the researcher found that (H0) was rejected and (H1) was accepted. This means that the Ginger Writer application was able to improve the ability to write descriptive texts of students. Then the results of the questionnaire also showed that most of the students gave positive responses after learning to use the Ginger Writer application in writing descriptive text.
Reading as a Need of Today's Students and the Ways of Meeting it

This article analyzes psychological, pedagogical, and literary aspects of reading needs development. A survey was conducted to identify the ways, means, conditions, goals, and content of reading as a need of today's students. The survey was aimed to find out what ways of obtaining information the students prefer: with the help of gadgets or printed editions, the students’ reading rituals, reading habits (skimming, fractal reading), reading preferences (classical, academic, periodical literature), to determine the main motives that make them read. Special attention was paid to participation in reading clubs, marathons, forums, and visiting libraries.The results of the study showed that students prefer to read paper books, although all use gadgets to find, read and process information; reading as a form of leisure is relevant to most of the surveyed students, it prevails over video games / watching videos, almost all have certain reading rituals; most students do not have such reading habits as fractal reading, skimming, notes, etc. This all shows the necessity for further popularization of reading, visiting libraries as the center of culture, development of positive reading habits and techniques, and involving students participate in reading clubs, forums, and meetings.
Main Trends in Electronic Resources of Public Libraries

The purpose of the paper is to analyse the main trends in electronic resources of modern public libraries. The research methodology is based on the use of general scientific methods of studying social phenomena and processes (analysis, synthesis, classification, abstraction, generalisation, as well as methods of systemic and structural-functional analysis), which allows to determine the main trends in electronic resources of public libraries. The scientific novelty of the paper is the determination of the main trends in public libraries based on modern technological approaches to information and communication support. Conclusions. The capabilities of information and communication technologies have enabled realising a digital breakthrough in librarianship, expanding its boundaries and technical capabilities to provide services to a large number of users. Society needs further expansion of library opportunities, as remote access, augmented reality, and a significant number of social networks emerge, which requires a complex system of resource management, filling the electronic library collection, indexing sources, and informing users on the web. The areas of development of electronic resources of public libraries may include: digitisation of manuscripts and printed books, media sources, photos, films, videos; adding virtual copies of works of art, cultural, and historical heritage; copying computer programs and other replicated materials that have the right to be distributed; interactive means of educational, cultural, and cognitive communication (augmented reality, virtual tours, exhibitions, scientific, and educational activities); expanding direct access in libraries to electronic sources and external collections with high network bandwidth; organiszing trainings and exercises of various professional orientations; creating indexing systems and databases; protecting information from cybercriminals and destroying electronic sources.&#x0D; Key words: public library, electronic resources, information and communication support, information services.
Teaching Strategies Employed by the English Teacher during the Onsite Transitional Period

The government again start new regulations in the education field, which open the school and start onsite learning. This is considered an onsite transitional period since this is the first time that onsite learning is conducted again after being temporarily suspended due to the Covid-19 pandemic. Teachers need to adapt and adjust the teaching strategies during the onsite transitional period. The aim of this study is to analyses English teachers’ teaching strategies during the onsite transition period. This study applied the descriptive qualitative method. The data collection methods are classroom observation and interviews. The findings of the study were interpreted through data reduction, data display, and conclusion. The results of the study found that English teacher has implemented several strategies starting from pre-activity, main-activity, and post-activity. The strategies are reviewing, discussion, question &amp; answer, elicitation, brainstorming, ice breaker, reading activity, cooperative learning, lecturing, exercise, drawing the conclusion, self-reflection, and quiz. Moreover, the teaching strategies also align with the I2M3 standard process. The present study is conducted due to the urgency of empirical data, some previous studies have researched teaching strategy, nevertheless, the study about teaching strategy during the onsite transitional period remains unclear.
Exploring The Use of Language Learning Strategies Through Reciprocal Determinism

A learning strategy is a person's approach to completing a task and it varies according to individual compatibility.In learning Japanese, the use of appropriate strategies plays an important role in the learning process and can improve students' performance.The researchers were inspired and motivated to conduct this study to discover students' views on the strategies used to learn Japanese to achieve optimal learning outcomes.Thus, the objective of this study was to explore learning strategies through reciprocal determinism used by undergraduate students studying Japanese at the main campus of Malaysia's largest public university.This quantitative research employed a survey via Google Form with 5-Likert scales and was administered to 144 participants learning Japanese as a third language course.It contained four sections that engaged a merge of Bandura's (1986) reciprocal determinism and learning strategies by Wenden & Rubin (1987).The instruments were divided into three sections which consisted of 41 items with 19 items on Behaviour, 11 items on Individual Characteristics and 11 items on Environment.Data was analysed using SPSS Frequency Statistics.The findings showed that generally students claimed that they practiced saying the materials to themselves repetitively, memorised key words to be reminded of key concepts and kept studying the materials learned from class.The data also revealed that students were mostly positive on their metacognitive self-regulation.Furthermore, within a good environment, students put in effort in their studying and they sought help when needed.Future studies are encouraged to focus on creating a teaching model based on the language learning strategy found in this research through qualitative research or a combination of both quantitative and qualitative methods between face-to-face and online language learning.
Implementing the Hangman Game in Teaching English Vocabulary to Elementary School Students

Vocabulary is an important part of language, but in fact, students find it difficult in understanding the vocabulary, especially the fifth-grade students. The Hangman game might inspire pupils to study harder and focus more on the lessons being taught. The objective of the research was to analyze the significant effect of the use of the Hangman game as the media to teaching English vocabulary to fifth-grade students. The method of this research was pre-experimental research with one group and the data were collected through the pre-test and the post-test design. The researcher analyzed the data by using SPSS 26.0 version. The result of the study showed a significant increase in vocabulary mastery of the students. The mean score of the pre-test was 32.89 meanwhile the pre-test score was 81.84. Then the improvement of the students' vocabulary was 48,95%. Which means the post-test score mean score was greater than the pre-test mean score. The paired t-test result was able to be concluded that the value of Sig. (2-tailed) is 0.000 indicates that the t-value was lower than the significant alpha (α = 0.05), the null hypothesis (Ho) was rejected. Meanwhile, the alternative hypothesis (Ha) was accepted. Based on the research findings, it able to be concluded that the Hangman game was effective in teaching students’ vocabulary to the fifth-grade students.
PREPARATION OF FUTURE CHEMISTRY TEACHERS FOR THE USE OF WEB TECHNOLOGIES FOR VISUAL MODEL TEACHING OF STUDENTS

The article examines approaches to training future chemistry teachers to use web technologies for visual modeling of students, which are proposed to be used in the methodology of teaching chemistry to students to explain physico-chemical phenomena that are quite difficult to understand, in which verbal description becomes ineffective. The tasks that orient the consideration of visualization in the process of teaching chemistry in connection with the web-technology of learning in the direction of optimal consideration of psychological and neurophysiological regularities of perception, thinking and memory are revealed. The specifics and main content components of visual-model teaching of chemistry as a factor of the integral pedagogical process of the professional training of the future teacher are determined. It is proposed for the future chemistry teacher to form such a competence as a mutual transition from a non-verbal sign-symbolic record of a chemical object (concepts, formulas, laws, etc.) to a verbal (adequate) description.The specifics of the educational activity for the development of chemical knowledge and the specifics of the process of receiving information and its development by students are revealed. The need to optimize the volume of perception and information flow, the significance of the content of information through a certain sign system, and the use of its coding means has been established. The conditions for the optimal transmission of educational information, the importance of web-technologies of learning are revealed: a clear statement of the purpose of communicating new material; justification of the form and means of its communication; assessment of the ability to perceive information regarding its volume, content accessibility; didactic and psychological preparation of students to perceive information in order to transform it into knowledge.&#x0D; Keywords: preparation; future teachers; chemistry; learning; web technologies; visual-model learning; visualization; symbols; schemes; models; students.
PROFESSOR A. YU. TSYNA’S PERSPECTIVE SCIENTIFIC SCHOOL «PERSONAL FOCUS OF LABOUR TRAINING AND STUDY OF PROFESSIONALLY-ORIENTED DISCIPLINES»

The article analyzes the process of formation and development of the scientific school of Doctor of Pedagogical Sciences, Professor Tsyna Andrii Yuriiovych. He is the Head of the Department of Theory and Methods of Technological Education of Poltava V. G. Korolenko National Pedagogical University, Member of the All-Ukrainian Association of Scientific and Practical Workers of Technological Education and the Union of Designers of Ukraine. The presented scientific school is promising in the issues of training future teachers of labor training and technology to solve professional tasks related to their personally oriented professional training, theory, and methodology of labor training and technology training. This publication also presents a chronology of Professor A. Yu. Tsyna’s scientific and pedagogical activities and the list of the scholar’s scientific achievements, namely defense of dissertations, certificates for fruitful work, and a significant contribution to the development of theory and methods of labor training and technologies, management of problem groups, and research of winners of the All-Ukrainian competition of student scientific works, etc.&#x0D; It is noted that N. Nahorna and O. Rutkovska defended dissertations for the degree of Candidate of Pedagogical Sciences under the guidance of Professor Andrii Tsyna in 2021. Five scientific studies are carried out within the educational-scientific program «Secondary Education (Labor Training and Technologies)» of the third (educational-scientific) level of higher education. Besides Professor A. Yu. Tsyna’s monograph and textbooks are briefly described.&#x0D; It has been concluded that Professor A. Yu. Tsyna’s scientific school is aimed at ensuring the multifaceted issues of children’s education (labor training, technology, and design training, graduate secondary school, polytechnic education, out-of-school education in labor training and technology, implementation of the principle of the unity of labor and industrial training, etc.) and training of future labor teachers, technologies and the basics of design (search for new forms of development of professional education, formulation of competency requirements for teachers of labor education and technology, clarification of regional features of training of pedagogical workers, formation and reform of labor education and technology as a specific type of social practice, etc.).
DEVELOPING DIGITAL LITERACY OF LEARNING MEDIA INNOVATION BASED ON LOCAL WISDOM FOR ONLINE CLASS TO IMPROVE LISTENING AND WRITING SKILLS

Learning a new language is considered a difficult task because it needs more exercise in various skills. Media plays the important role in increasing the learners’ desire to learn by creating an atmosphere of fun. In this digital era, learning models utilize technology as learning media to provide wider access and opportunities for students in building their own knowledge. The availability of technology in education enables educators to plan and implement innovative and interactive learning models. This research is development research (R&amp;D) which aims to develop the current media for teaching and learning the language in the digital era based on local wisdom for an online class to improve listening and writing skills in the information systems education program at ITB STIKOM Bali. Data was collected by means of documentation, interviews, observations, and questionnaires. The data collected was analyzed quantitatively to determine the average score, where the average score was categorized based on the evaluation table of reference criteria and qualitatively as a description of the score results obtained. The research procedure followed Luther’s model design proposed by Branch (2009) with some modifications. The steps were analyzing the students’ needs and curriculum analysis, designing the blueprint, and developing the first draft of the digital-based listening materials. This research developed digital literacy-based listening and writing materials based on the results of the needs analysis. The data from the needs analysis was analyzed quantitatively that obtained from the experts' judgment were analyzed through descriptive statistics. The digital literacy-based listening and writing materials were appropriate to be implemented as the listening and writing materials that could support the teaching and learning process for the Information Systems education program at ITB STIKOM Bali. This was supported by the result of the experts’ judgment who evaluate the appropriateness of the product in terms of content, language, presentation, and media aspect. The mean score in the experts’ judgment based on the materials evaluation in the aspect of content, language, and presentation was 3,8 which belonged to the very good category. The mean score based on the graphic evaluation was 3,8 which belonged to the very good category. This digital literacy-based listening and writing materials were packed into Google Form that consisted of 3 materials such as Word Processing, Asking and giving for information, and Globalization. Therefore, the written materials of the second draft and the final product of the digital-based listening materials are the same product.