Ethnic Conflict in Nagornyi Karabakh - A Historical Perspective

This article provides a historical perspective on the violent conflict in Nagornyi Karabakh. It focuses on three distinctive periods that are important for our understanding of the complexity of the current conflict. The first period considers political and economic relations in Karabakh during the 18th and 19th centuries, when they were evolving in the context of the social change brought about by Russian colonial rule. The way these evolving socio-economic relations shaped the identities of the local populations explains why their relatively peaceful co-existence turned into violent conflict between two communities toward the end of the 19th century. The period of the Russian Civil War is critically important for understanding the political organization of the Caucasus under Soviet rule. It was at this time that the foundations of the future conflict were laid. The Soviet period provides the context for understanding the development of the identities that became instrumental for the outbreak of conflict in the late 1980s

IMPROVING STUDENT PARTICIPATION IN CLASS BY STRENGTHENING TEACHER-STUDENT INTERACTION (An Action Research at the Tenth Grade Students of SMA Negeri Sragen Bilingual Boarding School in 2012/2013 Academic Year)

This research focuses on the implementation of strengthening teacher-student interaction in improving students’ participation in class, of X “B” class of SBBS (Sragen Bilingual Boarding School). The goals of this research are, (1) describing whether and to what extent teacher-student interaction improves the student participation in class, (2) to identify the advantages and difficulties in implementing this strategy in this research. I adopted Action Research which requires four steps, namely planning, implementing, observing, and reflecting. Various types of activities, including extracurricular activities and game-like actions are conducted during the research. The participants of the study are the tenth year students of SBBS which consists of 23 students. The methods of data collection are observation, interview, diary, photograph, pre-test, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) for qualitative data, (2) descriptive statistic technique for quantitative data. After analyzing the data, I found out that the change in participation in class was seen clearly and all the responses from the students were positive. From the results it can be indicated that there was an improvement in students` participation in class after I strengthened teacher-student interaction in class (sometimes out of class). Moreover the average speaking score of students’ pre-test was 62.77 and the average speaking score of students’ post-test was 84.51. Summarizing the abstract, I have found that strengthening the interaction between the teacher and the students not only has improved the participation of the students in class, but it also has helped the teacher to manage the class better, become the students` best friend, and have more joyful lesson with the full attendance of active and encouraged students. Keywords: Interaction, participation, activity, A

Psychological Features of the Formation of the Personality of the Teacher of the Karakapak School

For the effective implementation of the educational process in higher education, there should be a continuous interaction between students and teachers. This influence differs from the relationship between a secondary school teacher and a student, or between a lyceum and college teacher and a student, which, on the one hand, depends on the age characteristics between them, depending on their socio-legal status, in the classroom in the form of "teacher-teacher" and "student-listener", outside the classroom, friendly, brotherly, and even "parent-child" It is expedient. However, to date, the psychology of higher education, the psychological environment between students and teachers in it has not been thoroughly analyzed

INVESTMENT DISPUTES AND JURISDICTION OF THE INTERNATIONAL CENTER FOR SETTLEMENT OF INVESTMENT DISPUTES (ICSID)

This thesis will analyze one of the ways in which disputes arising from developed countries\u27 investment activities in the developing countries are decided. The issues of investment and disputes are of great importance to the developed countries as well as to developing countries. The scope of the issues gives rise to a multitude of questions of national and international law in an interdependent world economy. International investment attracts the close attention of international law because it brings the movement of people and financial resources from one country to another and such movement gives rise to a potential risk for conflict between the countries. Whereas disputes arising from trade and financial transactions are mainly settled by means of domestic courts, the tools of international law are often required in case of foreign investment disputes.\u27 The International Centre for Settlement of Investment Disputes (ICSID or the Centre) created by the Convention on the Settlement of Investment Disputes between States and Nationals of other States has unique dispute settlement mechanism. The jurisdiction of the Convention is limited to disputes between the Contracting States and nationals of other Contracting States. Therefore, the increasing number of the States that have ratified the Convention expand this limitation of the ICSID\u27 s jurisdiction and clearly contribute to the growth of ICSID as an investment disputes settlement institution. The jurisdiction of the Convention is also limited by the consent of the parties to submit a dispute to ICSID conciliation and arbitration and the subject matter of a dispute. The experience of ICSID in the settlement of disputes involving the issues of the jurisdiction of the Convention is a particularly important part of this thesis

Language Models Are Greedy Reasoners: A Systematic Formal Analysis of Chain-of-Thought

Large language models (LLMs) have shown remarkable reasoning capabilities given chain-of-thought prompts (examples with intermediate reasoning steps). Existing benchmarks measure reasoning ability indirectly, by evaluating accuracy on downstream tasks such as mathematical reasoning. However, it is unclear how these models obtain the answers and whether they rely on simple heuristics rather than the generated chain-of-thought. To enable systematic exploration of the reasoning ability of LLMs, we present a new synthetic question-answering dataset called PrOntoQA, where each example is generated from a synthetic world model represented in first-order logic. This allows us to parse the generated chain-of-thought into symbolic proofs for formal analysis. Our analysis on InstructGPT and GPT-3 shows that LLMs are quite capable of making correct individual deduction steps, and so are generally capable of reasoning, even in fictional contexts. However, they have difficulty with proof planning: When multiple valid deduction steps are available, they are not able to systematically explore the different options

Undeca­europium hexa­zinc dodeca­arsenide

The title compound, Eu11Zn6As12, crystallizes with the Sr11Cd6Sb12 structure type (Pearson’s symbol mC58). The complex monoclinic structure of the first arsenide to form with this type features chains made of corner-sharing ZnAs4 tetra­hedra, separated by Eu atoms. There are a total of 15 unique positions in the asymmetric unit. Except for one Eu atom with site symmetry 2/m, all atoms are located on mirror planes. An usual aspect of the structure are some Zn—As distances, which are much longer than the sum of the covalent radii, indicating weaker inter­actions

Penta­europium dicadmium penta­anti­monide oxide, Eu5Cd2Sb5O

The title compound, Eu5Cd2Sb5O adopts the Ba5Cd2Sb5F-type structure (Pearson symbol oC52), which contains nine crystallographically unique sites in the asymmetric unit, all on special positions. One Eu, two Sb, and the Cd atom have site symmetry m..; two other Eu, the third Sb and the O atom have site symmetry m2m; the remaining Eu atom has 2/m.. symmetry. Eu atoms fill penta­gonal channels built from corner-sharing CdSb4 tetra­hedra. The isolated O atom, i.e., an oxide ion O2−, is located in a distorted tetra­hedral cavity formed by four Eu cations