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Text descriptions of buildings using onomatopoeic words are a form of communication frequently used by Japanese architects to express their design intent. The onomatopoeic word describes a building vividly and sensually as if it has life and expresses connotative architectural meanings imbued through building posture and gestures, as depicted by the architect. This paper investigates the materiality of architecture through a text analysis of onomatopoeic expressions used to describe architectural works in the Japanese architecture magazine Shinkenchiku (新建築), identifies 24 aspects of architectural materiality reflected in the onomatopoeia used by architects, and typifies their views of architecture as a physical object.

In common parlance, regulation is treated as a noun. It is thought of as a fixed set of rules contained in a rule book. Even regulators and regulatory scholars typically treat regulation as a “tool” used to solve problems. Much effort is devoted to finding the right tool to apply—that is, what words to record on paper telling regulated entities what to do or what not to do. Recently, researchers have even started to exploit the power of digital computing to count and categorize the words in rule books as measures of regulation. Although these various manifestations of regulation as a noun are not entirely false—regulations are, after all, rules—a static, noun-based approach to regulation ultimately carries shortcomings that can contribute to regulatory failure. This article, which comprises an edited version of a keynote address delivered at an international meeting of the Council on Licensure, Enforcement and Regulation, explains why, rather than treating regulation a noun, regulators should approach it as a verb. That is, regulation is better conceived as a dynamic, ongoing process of action. The article begins by explaining the importance of regulation to society, including by way of reference to the licensure of certain professionals. Then, drawing on examples of regulatory failure from other contexts—including building-code reform in New Zealand and the deregulation of energy markets in Australia—the article illustrates the dangers of conceiving of regulation as a static noun. It further explains the importance of treating regulation as a verb by generalizing five critical types of changing conditions that regulators predictably confront in practice: changes in the world, in societal goals and values, in scientific knowledge, in regulated firms’ behavior, and in the tools and tactics available to regulators. To respond effectively in the face of these dynamic sources of change, regulators must adopt an equally dynamic, “verb-based” conception of regulation. In other words, regulators should think in terms of regulating, not regulation. The article concludes by offering key steps for regulators to take to assume a “regulation-is-a-verb” mindset and foster the continual learning and forward momentum needed to pursue excellence in any realm of regulatory practice.

Definition of waste in the EU legal regulations is very vague. Therefore, the Court of Justice of the EU and the European Commission (by its guidance) try to help to the national courts with the interpretation of the concept of waste. There are many judgements that offer examples and circumstances that should be considered when defining a substance as waste. However, the fact that the concept of waste depends on the verb ‘discard’ which should be interpreted according to the relevant circumstances in the particular cases causes that the concept of waste remains still very vague. The situation is also complicated by the fact that the concept of waste does not have the same meaning with other relevant international documents. The aim of the paper is to collect the last development of the concept of waste in the judgements of the Court of Justice of the EU. In the paper, there are pointed out how the relevant circumstances of the word ‘discard’ should be considered in the present view of the Court of Justice of the EU. In conclusions, we try to summary the main categories of waste regarding the interpretation of the verb ‘discard’.

The development of information and communication technologies has created limitless prospects for using augmented reality (AR) in various fields. Unfortunately, the multitasking nature of AR systems prevents learners from successfully reflecting and retaining knowledge. This study developed and designed a learning analytics dashboard (LAD) with three components: personal learning data, social comparison, and visualization of the learning process, to promote knowledge acquisition and metacognitive awareness among AR learners. A total of 31 intermediate-level Japanese learners participated in an experiment involving pre-tests, post-tests, and a delayed test to assess the LAD. Learners engaged with the AR learning system for Japanese compound verb learning and utilized the LAD to monitor and reflect on their AR learning activities. Behavioral data were analyzed using Lag Sequential Analysis (LSA), while learning performance was evaluated through one-way repeated-measures ANOVA tests. The findings indicate that the use of the LAD significantly improves learning outcomes and metacognitive processes, such as knowledge of cognition and regulation of cognition. Additionally, there were different usage patterns of the dashboard among learners, which corresponded to significant differences in their learning outcomes and changes in metacognitive awareness. Learners who primarily focused on the learning process and social comparison components of the dashboard demonstrated improved knowledge retention. Conversely, those who mainly concentrated on personal learning data experienced the most significant gains in metacognitive awareness. This study also provides crucial design insights on the integration of dashboard components with cognitive efforts to maximize learning outcomes. Plain language summary Improving Language Learning Through a Dashboard: A Study on Japanese Learners Using Augmented Reality This study examined the effectiveness of a learning analytics dashboard (LAD) with three components (personal learning data, social comparison, and visualization of the learning process) in promoting the knowledge acquisition and metacognitive awareness of 31 non-native learners of Japanese in learning Japanese compound verbs. The results indicated that the use of LAD significantly improves learning outcomes and metacognitive processes, such as knowledge of cognition and regulation of cognition, and second, that students who concentrated on the learning process and social comparison showed the most improved performance in knowledge retention, while those who concentrated on personal learning data showed greater improvements in metacognitive awareness. This study contributes significantly to the field of LA by providing evidence that the integration of LAD into AR learning environments can meet the multifaceted challenges posed by concurrent multitasking, thus facilitating a more monitored and reflective learning experience. The research also highlights the benefits of combining dashboard components with cognitive efforts to ensure that metacognitive awareness is effectively harnessed to improve learning.

Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.

Although essential for psychology, introspective self-talk has rarely been studied with respect to its effects on behavior. Nevertheless, the interrogative compared with the declarative form of introspective talk may elicit more intrinsically motivated reasons for action, resulting in goal-directed behavior. In Experiment I, participants were more likely to solve anagrams if they prepared for the task by asking themselves whether they would work on anagrams as opposed to declaring that they would. In the next three experiments, merely writing Will I as opposed to I will as part of an ostensibly unrelated handwriting task produced better anagram-solving performance and stronger intentions to exercise, which suggests that priming the interrogative structure of self-talk is enough to motivate goal-directed behavior. This effect was found to be mediated by the intrinsic motivation for action and moderated by the salience of the word order of the primes.

This study is motivated by the difficulty of laypeople to understand the language of law. The study aims to analyze the high complexity of the Indonesian legal language and to generate alternatives that are more effective and easier for the general public. This study has tried to offer a simpler legal language formula, especially in the controversial articles of the Job Creation Law. The data in this study are in the form of text obtained through the official website of the State Secretariat, namely: https://jdih.setneg.go.id/Produk. This study uses a text analysis framework developed by Bivins (2008) as the framework used to apply plain language to legal language. This study shows that the application of plain language in controversial articles of the Job Creation Law is quite effective, especially in the components of sentences, cross-references, voice, and word choice.

This study aims to reveal the phenomenon of cyberbullying in Indonesia targeted group of people and its legal impact based on pragmatics analysis. It mainly focused on issues that are related with ethnicity, religion, race, and intergroup on social media activities. The lingual data are the expressions by defendants on social media. They were collected from the copies of six court verdicts for such cases that have been settled between 2018 and 2020. The study employed a qualitative method with a forensic linguistic approach as a framework to reveal, trace, and show the phenomenon of cyberbullying on social media and the legal impact caused by the action. The results show that cyberbullying on social media in Indonesia not only targets individuals but it also targets certain group of people. Based on the pragmatics analysis, the illocutionary speech acts by defendants includes expressive, directive, assertive, and commissive. The utterances of cyberbullying aim to insult, humiliate, harass, slander, threaten/warn, accuse, and spread hatred on certain groups of community based on Ethnicity, Religious, Racial, and Primordial issues. The legal implication of cyberbullying is that the defendants can be charged based on the Law of the Republic of Indonesia, Article 28 paragraph (2) in conjunction with Article 45A paragraph (2) Law Number 19 of 2016 on Information and Electronic Transactions.

The aim of this paper is to offer a version of the so-called conversational hypothesis of the ontogenetic connection between language and mindreading (Harris 1996, 2005; Van Cleave and Gauker 2010; Hughes et al. 2006). After arguing against a particular way of understanding the hypothesis (the communicative view), I will start from the justificatory view in philosophy of social cognition (Andrews 2012; Hutto 2004; Zawidzki 2013) to make the case for the idea that the primary function of belief and desire attributions is to justify and normalize deviant patterns of behaviour. Following this framework, I elaborate upon the idea that development of folk psychological skills requires the subjects to engage in conversationally mediated joint and cooperative activities in order to acquire the conceptual capacity of ascribing propositional attitudes. After presenting the general version of the hypothesis, I present several testable sub-hypotheses and some psychological studies that give empirical plausibility to the hypothesis. El objetivo de este artículo es ofrecer una versión de la hipótesis conversacional sobre conexión ontogenética entre lenguaje y lectura de mentes (Harris 1996, 2005; Van Cleave and Gauker 2010; Hughes et al. 2006). Después de argumentar contra una versión particular de dicha hipótesis (Versión Comunicativa), partiré de la visión justificativa de la cognición social (Andrews 2012; Hutto 2004; Zawidzki 2013) para defender que la función primaria de la adscripción de creencias y deseos es la de justificar y normalizar patrones de comportamiento anormales. Tomando en consideración este marco teórico, argumentaré que el desarrollo de las habilidades de lectura de mentes requiere que los sujetos participen en actividades cooperativas y conjuntas mediadas conversacionalmente gracias a las cuales pueden adquirir la capacidad conceptual de adscribir actitudes proposicionales. Después de presentar la versión general de la hipótesis, se presentan diferentes sub-hipótesis susceptibles de ser testadas y estudios empíricos que las refuerzan.

Our aim was to examine the regulatory function that item familiarity has for the impact of physical properties on the enactment effect. We also evaluated the relation between motor and imagery encoding. In 2 experiments controlling for the familiarity of nouns in action phrases, free recall data showed that the presence of physical properties improved memory performance under verbal task-encoding conditions, regardless of item familiarity. In the subject-performed task-encoding condition, physical properties played a positive role in memorizing familiar items but not in unfamiliar items. These findings revealed the correlation between motor encoding and imagery encoding. The regulatory function of item familiarity was demonstrated, because the presence of physical properties had no impact on the enactment effect of familiar items but determined whether the enactment effect of unfamiliar items was significant. These findings provide empirical support for both the multimodal theory and the motor encoding theory of subject-performed tasks. We summarized the “item character view” to analyze the divergent conclusions about the enactment effect from the perspective of research methods and to promote the standardized development of action memory.