Online debates to enhance critical thinking in pharmacotherapy.

PubMed

Charrois, Theresa L; Appleton, Michelle

2013-10-14

To assess the impact of teaching strategies on the complexity and structure of students' arguments and type of informal reasoning used in arguments. Students were given an introduction to argumentation followed by 2 formal debates, with feedback provided in between. Four debate groups were randomly selected for evaluation. In debate 1, all groups posted 1 argument, and all 4 arguments were rationalistic and ranked as high-level arguments. In debate 2, members of the 4 groups posted a total of 33 arguments, which were evaluated and received an overall median ranking lower than that for debate 1. All debates were categorized as rationalistic. Students were able to formulate rationalistic arguments to therapeutic controversies; however, their level of argumentation decreased over the course of the study. Changes planned for the future include conducting the debates in the context of patient scenarios to increase practical applicability.

Online Debates to Enhance Critical Thinking in Pharmacotherapy

PubMed Central

Appleton, Michelle

2013-01-01

Objectives. To assess the impact of teaching strategies on the complexity and structure of students’ arguments and type of informal reasoning used in arguments. Design. Students were given an introduction to argumentation followed by 2 formal debates, with feedback provided in between. Assessment. Four debate groups were randomly selected for evaluation. In debate 1, all groups posted 1 argument, and all 4 arguments were rationalistic and ranked as high-level arguments. In debate 2, members of the 4 groups posted a total of 33 arguments, which were evaluated and received an overall median ranking lower than that for debate 1. All debates were categorized as rationalistic. Conclusion. Students were able to formulate rationalistic arguments to therapeutic controversies; however, their level of argumentation decreased over the course of the study. Changes planned for the future include conducting the debates in the context of patient scenarios to increase practical applicability. PMID:24159211

Looking for a Location: Dissociated Effects of Event-Related Plausibility and Verb–Argument Information on Predictive Processing in Aphasia

PubMed Central

Dickey, Michael Walsh; Warren, Tessa

2016-01-01

Purpose This study examined the influence of verb–argument information and event-related plausibility on prediction of upcoming event locations in people with aphasia, as well as older and younger, neurotypical adults. It investigated how these types of information interact during anticipatory processing and how the ability to take advantage of the different types of information is affected by aphasia. Method This study used a modified visual-world task to examine eye movements and offline photo selection. Twelve adults with aphasia (aged 54–82 years) as well as 44 young adults (aged 18–31 years) and 18 older adults (aged 50–71 years) participated. Results Neurotypical adults used verb argument status and plausibility information to guide both eye gaze (a measure of anticipatory processing) and image selection (a measure of ultimate interpretation). Argument status did not affect the behavior of people with aphasia in either measure. There was only limited evidence of interaction between these 2 factors in eye gaze data. Conclusions Both event-related plausibility and verb-based argument status contributed to anticipatory processing of upcoming event locations among younger and older neurotypical adults. However, event-related likelihood had a much larger role in the performance of people with aphasia than did verb-based knowledge regarding argument structure. PMID:27997951

Information Structure and the Licensing of English Subjects

ERIC Educational Resources Information Center

Mack, Jennifer Elaine

2010-01-01

Most approaches to argument realization in English are grounded in lexical semantic structure. While it is widely acknowledged that there is an intimate relationship between information structure and grammatical relations such as "subject," there have been few attempts to formalize this observation. This dissertation proposes an "interface model…

A Robust Geometric Model for Argument Classification

NASA Astrophysics Data System (ADS)

Giannone, Cristina; Croce, Danilo; Basili, Roberto; de Cao, Diego

Argument classification is the task of assigning semantic roles to syntactic structures in natural language sentences. Supervised learning techniques for frame semantics have been recently shown to benefit from rich sets of syntactic features. However argument classification is also highly dependent on the semantics of the involved lexicals. Empirical studies have shown that domain dependence of lexical information causes large performance drops in outside domain tests. In this paper a distributional approach is proposed to improve the robustness of the learning model against out-of-domain lexical phenomena.

Reply to David Kemmerer's "a critique of Mark D. Allen's 'the preservation of verb subcategory knowledge in a spoken language comprehension deficit'".

PubMed

Allen, Mark D; Owens, Tyler E

2008-07-01

Allen [Allen, M. D. (2005). The preservation of verb subcategory knowledge in a spoken language comprehension deficit. Brain and Language, 95, 255-264] presents evidence from a single patient, WBN, to motivate a theory of lexical processing and representation in which syntactic information may be encoded and retrieved independently of semantic information. In his critique, Kemmerer argues that because Allen depended entirely on preposition-based verb subcategory violations to test WBN's knowledge of correct argument structure, his results, at best, address a "strawman" theory. This argument rests on the assumption that preposition subcategory options are superficial syntactic phenomena which are not represented by argument structure proper. We demonstrate that preposition subcategory is in fact treated as semantically determined argument structure in the theories that Allen evaluated, and thus far from irrelevant. In further discussion of grammatically relevant versus irrelevant semantic features, Kemmerer offers a review of his own studies. However, due to an important design shortcoming in these experiments, we remain unconvinced. Reemphasizing the fact the Allen (2005) never claimed to rule out all semantic contributions to syntax, we propose an improvement in Kemmerer's approach that might provide more satisfactory evidence on the distinction between the kinds of relevant versus irrelevant features his studies have addressed.

Argument structure hierarchy system and method for facilitating analysis and decision-making processes

DOEpatents

Janssen, Terry

2000-01-01

A system and method for facilitating decision-making comprising a computer program causing linkage of data representing a plurality of argument structure units into a hierarchical argument structure. Each argument structure unit comprises data corresponding to a hypothesis and its corresponding counter-hypothesis, data corresponding to grounds that provide a basis for inference of the hypothesis or its corresponding counter-hypothesis, data corresponding to a warrant linking the grounds to the hypothesis or its corresponding counter-hypothesis, and data corresponding to backing that certifies the warrant. The hierarchical argument structure comprises a top level argument structure unit and a plurality of subordinate level argument structure units. Each of the plurality of subordinate argument structure units comprises at least a portion of the grounds of the argument structure unit to which it is subordinate. Program code located on each of a plurality of remote computers accepts input from one of a plurality of contributors. Each input comprises data corresponding to an argument structure unit in the hierarchical argument structure and supports the hypothesis or its corresponding counter-hypothesis. A second programming code is adapted to combine the inputs into a single hierarchical argument structure. A third computer program code is responsive to the second computer program code and is adapted to represent a degree of support for the hypothesis and its corresponding counter-hypothesis in the single hierarchical argument structure.

Argument structure and the representation of abstract semantics.

PubMed

Rodríguez-Ferreiro, Javier; Andreu, Llorenç; Sanz-Torrent, Mònica

2014-01-01

According to the dual coding theory, differences in the ease of retrieval between concrete and abstract words are related to the exclusive dependence of abstract semantics on linguistic information. Argument structure can be considered a measure of the complexity of the linguistic contexts that accompany a verb. If the retrieval of abstract verbs relies more on the linguistic codes they are associated to, we could expect a larger effect of argument structure for the processing of abstract verbs. In this study, sets of length- and frequency-matched verbs including 40 intransitive verbs, 40 transitive verbs taking simple complements, and 40 transitive verbs taking sentential complements were presented in separate lexical and grammatical decision tasks. Half of the verbs were concrete and half were abstract. Similar results were obtained in the two tasks, with significant effects of imageability and transitivity. However, the interaction between these two variables was not significant. These results conflict with hypotheses assuming a stronger reliance of abstract semantics on linguistic codes. In contrast, our data are in line with theories that link the ease of retrieval with availability and robustness of semantic information.

Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?

PubMed

Schmidt, Hiemke K; Rothgangel, Martin; Grube, Dietmar

2017-12-01

Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using Instruments to Understand Argument Structure: Evidence for Gradient Representation

PubMed Central

Rissman, Lilia; Rawlins, Kyle; Landau, Barbara

2015-01-01

The arguments of a verb are commonly assumed to correspond to the event participants specified by the verb. That is, drink has two arguments because drink specifies two participants: someone who drinks and something that gets drunk. This correspondence does not appear to hold, however, in the case of instrumental participants, e.g. John drank the soda with a straw. Verbs such as slice and write have been argued to specify an instrumental participant, even though instruments do not pattern like arguments given other criteria. In this paper, we investigated how instrumental verbs are represented, testing the hypothesis that verbs such as slice encode three participants in the same way that dative verbs such as lend encode three participants. In two experiments English-speakers reported their judgments about the number of participants specified by a verb, e.g. that drink specifies two participants. These judgments indicate that slice does not encode three distinct arguments. Nonetheless, some verbs were systematically more likely to elicit the judgment that the instrument is specified by the verb, a pattern that held across individual subjects. To account for these findings, we propose that instruments are not independent verbal arguments but are represented in a gradient away: an instrument may be a more or less salient part of the force exerted by an agent. These results inform our understanding of the relationship between argument structure and event representation, raising questions concerning the role of arguments in language processing and learning. PMID:26057832

Training verb argument structure production in agrammatic aphasia: Behavioral and neural recovery patterns

PubMed Central

Thompson, Cynthia K.; Riley, Ellyn A.; den Ouden, Dirk-Bart; Meltzer-Asscher, Aya; Lukic, Sladjana

2013-01-01

Introduction Neuroimaging and lesion studies indicate a left hemisphere network for verb and verb argument structure processing, involving both frontal and temporoparietal brain regions. Although their verb comprehension is generally unimpaired, it is well known that individuals with agrammatic aphasia often present with verb production deficits, characterized by an argument structure complexity hierarchy, indicating faulty access to argument structure representations for production and integration into syntactic contexts. Recovery of verb processing in agrammatism, however, has received little attention and no studies have examined the neural mechanisms associated with improved verb and argument structure processing. In the present study we trained agrammatic individuals on verbs with complex argument structure in sentence contexts and examined generalization to verbs with less complex argument structure. The neural substrates of improved verb production were examined using functional magnetic resonance imaging (fMRI). Methods Eight individuals with chronic agrammatic aphasia participated in the study (four experimental and four control participants). Production of three-argument verbs in active sentences was trained using a sentence generation task emphasizing the verb’s argument structure and the thematic roles of sentential noun phrases. Before and after training, production of trained and untrained verbs was tested in naming and sentence production and fMRI scans were obtained, using an action naming task. Results Significant pre- to post-training improvement in trained and untrained (one- and two-argument) verbs was found for treated, but not control, participants, with between-group differences found for verb naming, production of verbs in sentences, and production of argument structure. fMRI activation derived from post-treatment compared to pre-treatment scans revealed upregulation in cortical regions implicated for verb and argument structure processing in healthy controls. Conclusions Training verb deficits emphasizing argument structure and thematic role mapping is effective for improving verb and sentence production and results in recruitment of neural networks engaged for verb and argument structure processing in healthy individuals. PMID:23514929

Predicate Argument Structure Frames for Modeling Information in Operative Notes

PubMed Central

Wang, Yan; Pakhomov, Serguei; Melton, Genevieve B.

2015-01-01

The rich information about surgical procedures contained in operative notes is a valuable data source for improving the clinical evidence base and clinical research. In this study, we propose a set of Predicate Argument Structure (PAS) frames for surgical action verbs to assist in the creation of an information extraction (IE) system to automatically extract details about the techniques, equipment, and operative steps from operative notes. We created PropBank style PAS frames for the 30 top surgical action verbs based on examination of randomly selected sample sentences from 3,000 Laparoscopic Cholecystectomy notes. To assess completeness of the PAS frames to represent usage of same action verbs, we evaluated the PAS frames created on sample sentences from operative notes of 6 other gastrointestinal surgical procedures. Our results showed that the PAS frames created with one type of surgery can successfully denote the usage of the same verbs in operative notes of broader surgical categories. PMID:23920664

[Argumentation and construction of validity in Carlos Matus' situational strategic planning].

PubMed

Rivera, Francisco Javier Uribe

2011-09-01

This study analyzes the process of producing a situational plan according to a benchmark from the philosophy of language and argumentation theory. The basic approach used in the analysis was developed by Carlos Matus. Specifically, the study seeks to identify the inherent argumentative structure and patterns in the situational explanation and regulatory design in a plan's operations, taking argumentative approaches from pragma-dialectics and informal logic as the analytical parameters. The explanation of a health problem is used to illustrate the study. Methodologically, the study is based on the existing literature on the subject and case analyses. The study concludes with the proposition that the use of the specific references means introducing greater rigor into both the analysis of the validity of causal arguments and the design of proposals for interventions, in order for them to be more conclusive in achieving a plan's objectives.

Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments.

PubMed

Soares, Julia S; Storm, Benjamin C

2017-10-01

Retrieval-induced forgetting is observed when the retrieval of target information causes the forgetting of nontarget information. The present study investigated whether similar dynamics occur in the context of generating arguments in the process of explanation. Participants studied arguments associated with several issues before attempting to think of new arguments pertaining to a subset of those issues. When given a later memory test, participants were less likely to recall the studied arguments if they had attempted to think of new arguments than if they had not. This argument-induced forgetting effect was observed regardless of whether participants attempted to generate arguments that either agreed or disagreed with the position of the arguments they studied. The effect was significantly reduced, however, and even numerically reversed, when participants generated arguments that were highly related to the studied arguments. This finding fits well with previous research on retrieval-induced forgetting, which has shown that the retrieval or generation of new information fails to cause the forgetting of old information when the two types of information are well integrated or semantically associated.

Icelandic Morphosyntax and Argument Structure

ERIC Educational Resources Information Center

Wood, Jim

2012-01-01

This dissertation is about the elements that build verbs, the elements that introduce arguments, and how these elements interact to determine the interpretation of arguments and events. A theory of argument structure is a theory how arguments are introduced syntactically, interpreted semantically, and marked morphologically, and how this…

Why relevant chemical information cannot be exchanged without disclosing structures

NASA Astrophysics Data System (ADS)

Filimonov, Dmitry; Poroikov, Vladimir

2005-09-01

Both society and industry are interested in increasing the safety of pharmaceuticals. Potentially dangerous compounds could be filtered out at early stages of R&D by computer prediction of biological activity and ADMET characteristics. Accuracy of such predictions strongly depends on the quality & quantity of information contained in a training set. Suggestion that some relevant chemical information can be added to such training sets without disclosing chemical structures was generated at the recent ACS Symposium. We presented arguments that such safety exchange of relevant chemical information is impossible. Any relevant information about chemical structures can be used for search of either a particular compound itself or its close analogues. Risk of identifying such structures is enough to prevent pharma industry from relevant chemical information exchange.

Information Status and Word Order in Croatian Sign Language

ERIC Educational Resources Information Center

Milkovic, Marina; Bradaric-Joncic, Sandra; Wilbur, Ronnie B.

2007-01-01

This paper presents the results of research on information structure and word order in narrative sentences taken from signed short stories in Croatian Sign Language (HZJ). The basic word order in HZJ is SVO. Factors that result in other word orders include: reversible arguments, verb categories, locative constructions, contrastive focus, and prior…

Reflections on writing hydrologic reports

USGS Publications Warehouse

Olcott, Perry G.

1987-01-01

Reporting of scientific work should be characterized by a logical argument that is developed through presentation of the problem, tabulation and display of data pertinent to the problem , and testing and interpretation of the data to prove hypotheses that address the problem. Organization of the report is vital to developing this logical argument: it provides structure, continuity, logic, and emphasis to the presentation. Each part of the report serves a specific function and each is linked by a connecting logic, the logical argument of the report. Each scientific report normally has a title, table of contents, abstract, introduction, body (of the report), and summary and/or conclusions. Organization of sections within the body of the report is exactly parallel to overall organization; subjects presented in the section title are developed by logical subdivisions and pertinent discussion. The summary and/or conclusions section culminates the logical argument of the report by drawing together and quantitatively reiterating the principal conclusions developed in the discussion. Supplemental information on report content, background of the study, additional data or details on procedures, and other information of interest to the reader is presented in the foreward or preface, list of illustrations or tables, glossaries, and appendixes. (Lantz-PTT)

Social Argumentation in Online Synchronous Communication

ERIC Educational Resources Information Center

Alagoz, Esra

2013-01-01

The ability to argue well is a valuable skill for students in both formal and informal learning environments. While many studies have explored the argumentative practices in formal environments and some researchers have developed tools to enhance the argumentative skills, the social argumentation that is occurring in informal spaces has yet to be…

CUHK Papers in Linguistics, Number 4.

ERIC Educational Resources Information Center

Tang, Gladys, Ed.

1993-01-01

Papers in this issue include the following: "Code-Mixing in Hongkong Cantonese-English Bilinguals: Constraints and Processes" (Brian Chan Hok-shing); "Information on Quantifiers and Argument Structure in English Learner's Dictionaries" (Thomas Hun-tak Lee); "Systematic Variability: In Search of a Linguistic…

40 CFR 142.43 - Disposition of a variance request.

Code of Federal Regulations, 2010 CFR

2010-07-01

... information or argument to the Administrator. The Administrator shall make a final determination on the request within 30 days after receiving any such additional information or argument. If no additional information or argument is submitted by the applicant the application shall be denied. (b) If the...

Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

ERIC Educational Resources Information Center

Midgette, Ekaterina; Haria, Priti

2016-01-01

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

Discussion. How Far Does a Construction Grammar Approach to Argument Structure Take Us in Understanding Children's Language Development?

ERIC Educational Resources Information Center

Journal of Child Language, 1998

1998-01-01

Presents the responses of 12 authors to Michael Tomasello's essay, which comments on Adele Goldberg's recent book, "Constructions: A Construction Grammar Approach to Argument Structure." Goldberg's book develops the theory of construction grammar for a set of problems associated with verb-argument structure. (SM)

Patterns in Students' Argumentation Confronted with a Risk-focused Socio-scientific Issue

NASA Astrophysics Data System (ADS)

Kolstø, Stein Dankert

2006-11-01

This paper reports a qualitative study on students’ informal reasoning on a controversial socio-scientific issue. Twenty-two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision-making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non-scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio-scientific issues.

An Empirical Study on Information Prominence Reflected in Sentence Structures of Chinese College EFL Argumentative Writing

ERIC Educational Resources Information Center

Ningling, Wei

2015-01-01

Prominence, as an important dimension of cognitive construal, refers to the capacity to evoke a certain substructure as the focus of attention, which can be materialized in a variety of semantic and grammatical expressions (Langacker, 1987). Subject of a sentence (Zhang, 2011) and specific sentence structures (Lin, 2013) can bring a substructure…

Formal Foundations for Hierarchical Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen; Pai, Ganesh; Whiteside, Iain

2015-01-01

Safety cases are increasingly being required in many safety-critical domains to assure, using structured argumentation and evidence, that a system is acceptably safe. However, comprehensive system-wide safety arguments present appreciable challenges to develop, understand, evaluate, and manage, partly due to the volume of information that they aggregate, such as the results of hazard analysis, requirements analysis, testing, formal verification, and other engineering activities. Previously, we have proposed hierarchical safety cases, hicases, to aid the comprehension of safety case argument structures. In this paper, we build on a formal notion of safety case to formalise the use of hierarchy as a structuring technique, and show that hicases satisfy several desirable properties. Our aim is to provide a formal, theoretical foundation for safety cases. In particular, we believe that tools for high assurance systems should be granted similar assurance to the systems to which they are applied. To this end, we formally specify and prove the correctness of key operations for constructing and managing hicases, which gives the specification for implementing hicases in AdvoCATE, our toolset for safety case automation. We motivate and explain the theory with the help of a simple running example, extracted from a real safety case and developed using AdvoCATE.

The Acquisition of Verb Argument Structure in Basilectal Jakarta Indonesian

ERIC Educational Resources Information Center

Hidajat, Lanny

2010-01-01

This dissertation studies the acquisition of verb argument structure in the basilectal subvariety of Jakarta Indonesian (henceforth, bJI). There are two characteristics of bJI that potentially affect the acquisition of verb argument structure. First, bJI sentences can surface not only in the full frame but also in truncated frames. Second, the…

Effect of Verb Argument Structure on Picture Naming in Children with and without Specific Language Impairment (SLI)

ERIC Educational Resources Information Center

Andreu, Llorenc; Sanz-Torrent, Monica; Legaz, Lucia Buil; MacWhinney, Brian

2012-01-01

Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods…

Effects of Pre-Structuring Discussion Threads on Group Interaction and Group Performance in Computer-Supported Collaborative Argumentation

ERIC Educational Resources Information Center

Brooks, C. Darren; Jeong, Allan

2006-01-01

This study examined the effects of pre-structuring discussion threads on group performance in computer-supported collaborative argumentation where students labeled their messages as arguments, challenges, supporting evidence, and explanations on a threaded discussion board. In the pre-structured group students were required to post supporting and…

Verb Argument Structure in Children with SLI: Evidence from Eye-Tracking

ERIC Educational Resources Information Center

Andreu, Llorenc

2011-01-01

Despite the problems found in relation to verbs, to date there have been few studies on the online processing of verb argument structure in children with Specific Language Impairment (SLI). This work explores the role of verb semantics and specifically verb argument structure in language comprehension and language production. To carry out the…

Language-General and Language-Specific Influences on Children's Acquisition of Argument Structure: A Comparison of French and English

ERIC Educational Resources Information Center

Naigles, Letitia R.; Lehrer, Nadine

2002-01-01

This research investigates language-general and language-specific properties of the acquisition of argument structure. Ten French preschoolers enacted forty sentences containing motion verbs; sixteen sentences were ungrammatical in that the syntactic frame was incompatible with the standard argument structure for the verb (e.g. *"Le tigre va le…

The rabbit in the hat: dubious argumentation and the persuasive effects of prescription drug advertising (DTCA).

PubMed

Rubinelli, Sara; Nakamoto, Kent; Schulz, Peter J

2008-01-01

There is an ongoing global debate over the potential benefits and risks of allowing direct-to-consumer advertising of prescription medicines (DTCA). The core of this debate concerns the identification of DTCA either as a beneficial procedure to be promoted or as a damaging procedure to be abolished. Economic data on DTCA suggest that this form of advertising has an impact on consumers. Based on this premise, we explore the use of argumentation theory to inquire into the reasons for this success. In particular, by combining perspectives from argumentation theory and marketing research this paper aims to test the hypothesis of whether DTCA presents information framed in potentially misleading, but persuasive, argumentative structures. We highlight and discuss the results of two studies designed to assess whether readers perceive DTCA as argumentative and, if so, which explicit and implicit elements provide groundings for the inference that consumers draw from the ads. The analysis highlights the presence in DTCA of dubious arguments (fallacies and distracting claims) that may go unnoticed. Also, it illustrates the nature of readers' wrong assumptions that arise independently from the contents of the ads. These factors seem to influence the level of the self-perceived persuasiveness of DTCA.

Scaffolding Online Argumentation during Problem Solving

ERIC Educational Resources Information Center

Oh, S.; Jonassen, D. H.

2007-01-01

In this study, constraint-based argumentation scaffolding was proposed to facilitate online argumentation performance and ill-structured problem solving during online discussions. In addition, epistemological beliefs were presumed to play a role in solving ill-structured diagnosis-solution problems. Constraint-based discussion boards were…

Argument-Counterargument Structure in Indonesian EFL Learners' English Argumentative Essays: A Dialogic Concept of Writing

ERIC Educational Resources Information Center

Rusfandi

2015-01-01

This study investigates the potential use of the argument-counterargument structure in English L2 essays written by Indonesian EFL learners. It examines whether L2 proficiency affects the use of opposing views in their essays, and measures whether there is a correlation between the use of the rhetorical structure and the participants' overall…

Perceptions of entitativity and attitude change.

PubMed

Rydell, Robert J; McConnell, Allen R

2005-01-01

The current work explored the properties of groups that lead them to be persuasive and the processes through which such persuasion occurs. Because more entitative groups induce greater levels of information processing, their arguments should receive greater elaboration, leading to persuasion when members of groups present strong (vs. weak) counter attitudinal arguments. Experiment 1 explored these hypotheses by examining if idiosyncratic perceptions of group entitativity and manipulations of argument strength affect attitude change and argument elaboration. Experiment 2 experimentally manipulated group entitativity and argument strength independently to examine the causal relationship between entitativity, attitude change, and argument elaboration. In both experiments, it was found that groups greater in entitativity were more persuasive when presenting strong (vs. weak) arguments and induced greater argument elaboration. Implications for our understanding of entitativity, persuasion, and information processing about social groups are discussed.

Combining conceptual graphs and argumentation for aiding in the teleexpertise.

PubMed

Doumbouya, Mamadou Bilo; Kamsu-Foguem, Bernard; Kenfack, Hugues; Foguem, Clovis

2015-08-01

Current medical information systems are too complex to be meaningfully exploited. Hence there is a need to develop new strategies for maximising the exploitation of medical data to the benefit of medical professionals. It is against this backdrop that we want to propose a tangible contribution by providing a tool which combines conceptual graphs and Dung׳s argumentation system in order to assist medical professionals in their decision making process. The proposed tool allows medical professionals to easily manipulate and visualise queries and answers for making decisions during the practice of teleexpertise. The knowledge modelling is made using an open application programming interface (API) called CoGui, which offers the means for building structured knowledge bases with the dedicated functionalities of graph-based reasoning via retrieved data from different institutions (hospitals, national security centre, and nursing homes). The tool that we have described in this study supports a formal traceable structure of the reasoning with acceptable arguments to elucidate some ethical problems that occur very often in the telemedicine domain. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Toulmin's Argument Pattern in the Evaluation of Argumentation in School Science

ERIC Educational Resources Information Center

Simon, Shirley

2008-01-01

Toulmin's model of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation in school science. An adaptation of Toulmin's Argument Pattern (TAP) has also informed a professional development programme for teachers. Research on the impact of the programme…

Differences in Student Reasoning about Belief-Relevant Arguments: A Mixed Methods Study

ERIC Educational Resources Information Center

McCrudden, Matthew T.; Barnes, Ashleigh

2016-01-01

This mixed methods study investigated high school students' evaluations of scientific arguments. Myside bias occurs when individuals evaluate belief-consistent information more favorably than belief-inconsistent information. In the quantitative phase, participants (n = 72 males) rated belief-consistent arguments more favorably than…

19 CFR 351.309 - Written argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 3 2010-04-01 2010-04-01 false Written argument. 351.309 Section 351.309 Customs... Information and Argument § 351.309 Written argument. (a) Introduction. Written argument may be submitted... these documents. (b) Written argument—(1) In general. In making the final determination in a...

The Use of Subject-Verb Agreement and Verb Argument Structure in Monolingual and Bilingual Children with Specific Language Impairment

ERIC Educational Resources Information Center

Spoelman, Marianne; Bol, Gerard W.

2012-01-01

This study investigates the use of subject-verb agreement and verb argument structure in the spoken Dutch of monolingual Dutch children with specific language impairment (SLI) and bilingual Frisian-Dutch children with SLI. Both SLI groups appeared to be less efficient in their use of subject-verb agreement and verb argument structure than the…

Argumentation in Secondary School Students' Structured and Unstructured Chat Discussions

ERIC Educational Resources Information Center

Salminen, Timo; Marttunen, Miika; Laurinen, Leena

2012-01-01

Joint construction of new knowledge demands that persons can express their statements in a convincing way and explore other people's arguments constructively. For this reason, more knowledge on different means to support collaborative argumentation is needed. This study clarifies whether structured interaction supports students' critical and…

Awareness of Verb Subcategorization Probabilities with Polysemous Verbs: The Second Language Situation

ERIC Educational Resources Information Center

Uckun, Berrin

2012-01-01

Different meanings of a verb are associated with different argument structures (subcategorization), which in this study are sentential complements (SC) and direct object (DO) arguments. Interaction between verbal meaning and argument structure is investigated at the production level using polysemous verbs in the absence (Norming Experiment) and…

Omitted Arguments and Complexity of Predication

ERIC Educational Resources Information Center

Port, Martin

2010-01-01

This work focuses on the licensing conditions and logical structure of understood-argument constructions, or complement-drop constructions, in English. There are two main types of such arguments: Indefinite Understood Arguments (IUA) and Definite Understood Arguments (DUA). IUA readings occur in such cases in "He ate, He cooked". In such cases,…

The Rationality of Informal Argumentation: A Bayesian Approach to Reasoning Fallacies

ERIC Educational Resources Information Center

Hahn, Ulrike; Oaksford, Mike

2007-01-01

Classical informal reasoning "fallacies," for example, begging the question or arguing from ignorance, while ubiquitous in everyday argumentation, have been subject to little systematic investigation in cognitive psychology. In this article it is argued that these "fallacies" provide a rich taxonomy of argument forms that can be differentially…

The Effects of Unstructured Group Discussion on Ethical Judgment

ERIC Educational Resources Information Center

Richards, Clinton H.; Alder, G. Stoney

2014-01-01

The authors examine the effects of shared information and group discussion on ethical judgment when no structure is imposed on the discussion to encourage ethical considerations. Discussants were asked to identify arguments for and against a variety of business behaviors with ethical implications. A group moderator solicited and recorded arguments…

Using Writing Tasks to Elicit Adolescents' Historical Reasoning

ERIC Educational Resources Information Center

Monte-Sano, Chauncey; De La Paz, Susan

2012-01-01

One path to improving adolescents' literacy skills is to integrate reading and writing into the content areas in which such work occurs. Although argumentative writing has been found to help students understand historical content and transform information, scholars do not know the influence of specific task structures on students' writing or…

Telecommunications Law Reform. 1980, 96th Congress, 2nd Session.

ERIC Educational Resources Information Center

American Enterprise Inst. for Public Policy Research, Washington, DC.

Arguments for and against the major legislative proposals pertaining to the reform of the nonbroadcast part of the nation's telecommunications law which are pending before the 96th Congress are analyzed. Background information is given regarding (1) the structure of the domestic telecommunications industry, (2) the regulatory authority which…

Assurance Arguments for the Non-Graphically-Inclined: Two Approaches

NASA Technical Reports Server (NTRS)

Heavner, Emily; Holloway, C. Michael

2017-01-01

We introduce and discuss two approaches to presenting assurance arguments. One approach is based on a monograph structure, while the other is based on a tabular structure. In today's research and academic setting, assurance cases often use a graphical notation; however for people who are not graphically inclined, these notations can be difficult to read. This document proposes, outlines, explains, and presents examples of two non-graphical assurance argument notations that may be appropriate for non-graphically-inclined readers and also provide argument writers with freedom to add details and manipulate an argument in multiple ways.

The formulation of argument structure in SLI: an eye-movement study

PubMed Central

ANDREU, LLORENÇ; SANZ-TORRENT, MÒNICA; OLMOS, JOAN GUÀRDIA; MACWHINNEY, BRIAN

2014-01-01

This study investigated the formulation of verb argument structure in Catalan- and Spanish-speaking children with specific language impairment (SLI) and typically developing age-matched controls. We compared how language production can be guided by conceptual factors, such as the organization of the entities participating in an event and knowledge regarding argument structure. Eleven children with SLI (aged 3;8 to 6;6) and eleven control children participated in an eye-tracking experiment in which participants had to describe events with different argument structure in the presence of visual scenes. Picture descriptions, latency time and eye movements were recorded and analyzed. The picture description results showed that the percentage of responses in which children with SLI substituted a non-target verb for the target verb was significantly different from that for the control group. Children with SLI made more omissions of obligatory arguments, especially of themes, as the verb argument complexity increased. Moreover, when the number of arguments of the verb increased, the children took more time to begin their descriptions, but no differences between groups were found. For verb type latency, all children were significantly faster to start describing one-argument events than two- and three-argument events. No differences in latency time were found between two- and three-argument events. There were no significant differences between the groups. Eye-movement showed that children with SLI looked less at the event zone than the age-matched controls during the first two seconds. These differences between the groups were significant for three-argument verbs, and only marginally significant for one- and two-argument verbs. Children with SLI also spent significantly less time looking at the theme zones than their age-matched controls. We suggest that both processing limitations and deficits in the semantic representation of verbs may play a role in these difficulties. PMID:23294226

Study on Web-Based Tool for Regional Agriculture Industry Structure Optimization Using Ajax

NASA Astrophysics Data System (ADS)

Huang, Xiaodong; Zhu, Yeping

According to the research status of regional agriculture industry structure adjustment information system and the current development of information technology, this paper takes web-based regional agriculture industry structure optimization tool as research target. This paper introduces Ajax technology and related application frameworks to build an auxiliary toolkit of decision support system for agricultural policy maker and economy researcher. The toolkit includes a “one page” style component of regional agriculture industry structure optimization which provides agile arguments setting method that enables applying sensitivity analysis and usage of data and comparative advantage analysis result, and a component that can solve the linear programming model and its dual problem by simplex method.

Belief in the Claim of an Argument Increases Perceived Argument Soundness

ERIC Educational Resources Information Center

Wolfe, Michael B.; Kurby, Christopher A.

2017-01-01

We examined subjects' ability to judge the soundness of informal arguments. The argument claims matched or did not match subject beliefs. In all experiments subjects indicated beliefs about spanking and television violence in a prescreening. Subjects read one-sentence arguments consisting of a claim followed by a reason and then judged the…

Evolution as represented through argumentation: A qualitative study on reasoning and argumentation in high school biology teaching practices

NASA Astrophysics Data System (ADS)

Yalcinoglu, Pelin

This study aimed to explore high school biology teachers' epistemological criteria and their attention to reasoning and argumentation within their instructional practices. This study investigated: (1) what epistemological criteria do high school biology teachers use when justifying the validity of conclusions, (2) what is the frequency of the explicit use of reasoning and argumentation, if any, in high school biology teachers' instructional practices, and to what extend are reasoning and argumentation skills reflected, if at all, in high school biology teachers' modes of assessment. Three different data collection methods were employed in this study; face-to-face interviews, classroom observations, and document collections. Teachers' epistemological criteria were investigated to provide insight about their reasoning structures. This investigation was made possible by having teachers provide an argument about the validity of hypothetical conclusions drawn by the students based on two different scenarios related to evolution. Toulmin's Argument Pattern used to create rubric to analyze high school biology teachers' levels of reasoning through argumentation. Results of the data analysis suggested following findings. First, high school biology teachers participated in this study presented variety of epistemological criteria which were presented as high, moderate and low levels of reasoning through the argumentations. Second, elements of Toulmin's Argument Pattern were visible in the participants teaching practices, however students were not explicitly introduced to a well structured argument in those classrooms. High level of reasoning was not evident in the instructional practices of the observed teachers. High school biology classrooms which were observed in this study do not provide opportunities for students to practice high level of reasoning or improve their argumentation skills. Third, Interview Protocols designed for this study were found useful to identify the epistemological criteria and level of reasoning individuals presented through argumentation. Toulmin's Argument Pattern provides a practical method to analyze the structure of arguments. Results of this study suggest the following implications for improving science education. These implications might be helpful in increasing teacher awareness of the importance of explicit teaching of reasoning and argumentation in science classrooms. Toulmin's Argument Model should be introduced to teachers through teacher education or professional development programs to increase the use of reasoning and argumentation skills in instructional practices. Toulmin's Argument Pattern may be used to design lessons or unit plans which present science as argumentation. Therefore, by engaging students in argumentation, teachers may help students to improve their content knowledge along with reasoning and argumentation skills in science classrooms. The results of this study suggest that use of Toulmin's Argument Pattern to evaluate high school biology teachers' presented levels of reasoning is a promising approach to understanding the structure of reasoning and argumentation that biology teachers use when providing judgments about the validity of hypothetical conclusions. The interview protocols and the rubrics used in this study should be tested in different subject areas in order to enhance and validate the use of Toulmin's Argument Pattern in measuring individuals' epistemological criteria and level of reasoning.

The Evaluation of Argument Mapping as a Learning Tool: Comparing the Effects of Map Reading versus Text Reading on Comprehension and Recall of Arguments

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

2010-01-01

The current study compared the effects on comprehension and memory of learning via text versus learning via argument map. Argument mapping is a method of diagrammatic representation of arguments designed to simplify the reading of an argument structure and allow for easy assimilation of core propositions and relations. In the current study, 400…

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry , is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.

I Am Sure There May Be a Planet There: Student Articulation of Uncertainty in Argumentation Tasks

ERIC Educational Resources Information Center

Buck, Zoë E.; Lee, Hee-Sun; Flores, Joanna

2014-01-01

We investigated how students articulate uncertainty when they are engaged in structured scientific argumentation tasks where they generate, examine, and interpret data to determine the existence of exoplanets. In this study, 302 high school students completed 4 structured scientific arguments that followed a series of computer-model-based…

Incidental findings of uncertain significance: To know or not to know--that is not the question.

PubMed

Hofmann, Bjørn

2016-02-13

Although the "right not to know" is well established in international regulations, it has been heavily debated. Ubiquitous results from extended exome and genome analysis have challenged the right not to know. American College of Medical Genetics and Genomics (ACMG) Recommendations urge to inform about incidental findings that pretend to be accurate and actionable. However, ample clinical cases raise the question whether these criteria are met. Many incidental findings are of uncertain significance (IFUS). The eager to feedback information appears to enter the field of IFUS and thereby threaten the right not to know. This makes it imperative to investigate the arguments for and against a right not to know for IFUS. This article investigates how the various arguments for and against a right not to know hold for IFUS. The main investigated arguments are: hypothetical utilitarianism, the right-based argument, the feasibility argument, the value of knowledge argument, the argument from lost significance, the empirical argument, the duty to disclose argument, the avoiding harm argument; the argument from principle, from autonomy, from privacy, as well as the argument from the right to an open future. The analysis shows that both sides in the debate have exaggerated the importance of incidental findings. Opponents of a right not to know have exaggerated the importance of IFUS, while proponents have exaggerated the need to be protected from something that is not knowledge. Hence, to know or not to know is not the question. The question is whether we should be able to stay ignorant of incidental findings of uncertain significance, if we want to. The answer is yes: As long as the information is not accurate and/or actionable: ignorance is bliss. When answering questions that are not asked, we need to think twice.

Lakatos' Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio-Scientific Issues

ERIC Educational Resources Information Center

Chang, Shu-Nu; Chiu, Mei-Hung

2008-01-01

The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis…

Postmodern Educational Capitalism, Global Information Systems and New Media Networks

ERIC Educational Resources Information Center

Peters, Michael A.

2012-01-01

This article reinterprets Lyotard's argument in "The Postmodern Condition" as a basis for a radical political economy approach to knowledge capitalism focusing on post-industrialism in order to put the case that education and knowledge are increasingly becoming part of a globally integrated world capitalism (IWC) that is structured through…

ERP Evidence for Telicity Effects on Syntactic Processing in Garden-Path Sentences

ERIC Educational Resources Information Center

Malaia, Evguenia; Wilbur, Ronnie B.; Weber-Fox, Christine

2009-01-01

Verbs contain multifaceted information about both the semantics of an action, and potential argument structures. Linguistic theory classifies verbs according to whether the denoted action has an inherent (telic) end-point ("fall," "awaken"), or whether it is considered homogenous, or atelic ("read," "worship"). The aim of our study was to examine…

The role of prominence in Spanish sentence comprehension: An ERP study.

PubMed

Gattei, Carolina A; Tabullo, Ángel; París, Luis; Wainselboim, Alejandro J

2015-11-01

Prominence is the hierarchical relation among arguments that allows us to understand 'Who did what to whom' in a sentence. The present study aimed to provide evidence about the role of prominence information for the incremental interpretation of arguments in Spanish. We investigated the time course of neural correlates associated to the comprehension of sentences that require a reversal of argument prominence hierarchization. We also studied how the amount of available prominence information may affect the incremental build-up of verbal expectations. Results of the ERP data revealed that at the disambiguating verb region, object-initial sentences (only one argument available) elicited a centro-parietal negativity with a peak at 400 ms post-onset. Subject-initial sentences (two arguments available) yielded a broadly distributed positivity at around 650 ms. This dissociation suggests that argument interpretation may depend on their morphosyntactic features, and also on the amount of prominence information available before the verb is encountered. Copyright © 2015 Elsevier Inc. All rights reserved.

PISA — Pooling Information from Several Agents: Multiplayer Argumentation from Experience

NASA Astrophysics Data System (ADS)

Wardeh, Maya; Bench-Capon, Trevor; Coenen, Frans

In this paper a framework, PISA (Pooling Information from Several Agents), to facilitate multiplayer (three or more protagonists), "argumentation from experience" is described. Multiplayer argumentation is a form of dialogue game involving three or more players. The PISA framework is founded on a two player argumentation framework, PADUA (Protocol for Argumentation Dialogue Using Association Rules), also developed by the authors. One of the main advantages of both PISA and PADUA is that they avoid the resource intensive need to predefine a knowledge base, instead data mining techniques are used to facilitate the provision of "just in time" information. Many of the issues associated with multiplayer dialogue games do not present a significant challenge in the two player game. The main original contributions of this paper are the mechanisms whereby the PISA framework addresses these challenges.

Inviting Argument by Analogy: Analogical-Mapping-Based Comparison Activities as a Scaffold for Small-Group Argumentation

ERIC Educational Resources Information Center

Emig, Brandon R.; McDonald, Scott; Zembal-Saul, Carla; Strauss, Susan G.

2014-01-01

This study invited small groups to make several arguments by analogy about simple machines. Groups were first provided training on analogical (structure) mapping and were then invited to use analogical mapping as a scaffold to make arguments. In making these arguments, groups were asked to consider three simple machines: two machines that they had…

The Cognitive Context of Argument.

ERIC Educational Resources Information Center

Hample, Dale

A study focusing on argument as a receiver-contained phenomenon assessed the differential importance of (new) arguments stimulated by a message, as opposed to (old) arguments previously integrated. Data were collected from 207 college students in a pretest, posttest, and delayed posttest design. The subjects provided information on their attitudes…

Introducing High School Biology Students to Argumentation about Socioscientific Issues

ERIC Educational Resources Information Center

Dawson, Vaille; Venville, Grady

2013-01-01

The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific…

Cool horizons lead to information loss

NASA Astrophysics Data System (ADS)

Chowdhury, Borun D.

2013-10-01

There are two evidences for information loss during black hole evaporation: (i) a pure state evolves to a mixed state and (ii) the map from the initial state to final state is non-invertible. Any proposed resolution of the information paradox must address both these issues. The firewall argument focuses only on the first and this leads to order one deviations from the Unruh vacuum for maximally entangled black holes. The nature of the argument does not extend to black holes in pure states. It was shown by Avery, Puhm and the author that requiring the initial state to final state map to be invertible mandates structure at the horizon even for pure states. The proof works if black holes can be formed in generic states and in this paper we show that this is indeed the case. We also demonstrate how models proposed by Susskind, Papadodimas et al. and Maldacena et al. end up making the initial to final state map non-invertible and thus make the horizon "cool" at the cost of unitarity.

The Impact of a Classroom Intervention on Grade 10 Students' Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science

ERIC Educational Resources Information Center

Venville, Grady J.; Dawson, Vaille M.

2010-01-01

The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio-scientific issues and whether this process improves their conceptual understanding of science. The purpose of this research was to explore the impact of classroom-based argumentation on…

Promoting Argumentation in Primary Science Contexts: An Analysis of Students' Interactions in Formal and Informal Learning Environments

ERIC Educational Resources Information Center

Simon, S.; Johnson, S; Cavell, S.; Parsons, T.

2012-01-01

The paper reports on the outcomes of a study that utilized a graphical tool, Digalo, to stimulate argumentative interactions in both school and informal learning settings. Digalo was developed in a European study to explore argumentation in a range of learning environments. The focus here is on the potential for using Digalo in promoting…

ALES: An Innovative Argument-Learning Environment

ERIC Educational Resources Information Center

Abbas, Safia; Sawamura, Hajime

2010-01-01

This paper presents the development of an Argument-Learning System (ALES). The idea is based on the AIF (argumentation interchange format) ontology using "Walton theory". ALES uses different mining techniques to manage a highly structured arguments repository. This repository was designed, developed and implemented by the authors. The aim is to…

Reconciling Educational Adequacy and Equity Arguments through a Rawlsian Lens

ERIC Educational Resources Information Center

Pijanowski, John

2015-01-01

A theory of educational opportunity that combines adequacy and equity arguments is informed by examining two popular philosophies of resource distribution. Amy Gutmann's democratic threshold theory provides an adequacy argument that mirrors in several ways arguments that have held favor in educational policy. Similarly, the distributive justice…

Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry

NASA Astrophysics Data System (ADS)

Gray, Ron E.

The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed by teachers differed based on the mode of inquiry underlying the topic. Specifically, how did the structure and content of arguments differ between experimentally and historically based topics? In addition, what factors mediate these differences? Four highly experienced high school science teachers were observed daily during instructional units for both experimental and historical science topics. Data sources include classroom observations, field notes, reflective memos, classroom artifacts, a nature of science survey, and teacher interviews. The arguments were analyzed for structure and content using Toulmin's argumentation pattern and Walton's schemes for presumptive reasoning revealing specific patterns of use between the two modes of inquiry. Interview data was analyzed to determine possible factors mediating these patterns. The results of this study reveal that highly experienced teachers present arguments to their students that, while simple in structure, reveal authentic images of science based on experimental and historical modes of inquiry. Structural analysis of the data revealed a common trend toward a greater amount of scientific data used to evidence knowledge claims in the historical science units. The presumptive reasoning analysis revealed that, while some presumptive reasoning schemes remained stable across the two units (e.g. 'causal inferences' and 'sign' schemes), others revealed different patterns of use including the 'analogy', 'evidence to hypothesis', 'example', and 'expert opinion' schemes. Finally, examination of the interview and survey data revealed five specific factors mediating the arguments constructed by the teachers: view of the nature of science, nature of the topic, teacher personal factors, view of students, and pedagogical decisions. These factors influenced both the structure and use of presumptive reasoning in the arguments. The results have implications for classroom practice, teacher education, and further research.

Verbal Semantics Drives Early Anticipatory Eye Movements during the Comprehension of Verb-Initial Sentences.

PubMed

Sauppe, Sebastian

2016-01-01

Studies on anticipatory processes during sentence comprehension often focus on the prediction of postverbal direct objects. In subject-initial languages (the target of most studies so far), however, the position in the sentence, the syntactic function, and the semantic role of arguments are often conflated. For example, in the sentence "The frog will eat the fly" the syntactic object ("fly") is at the same time also the last word and the patient argument of the verb. It is therefore not apparent which kind of information listeners orient to for predictive processing during sentence comprehension. A visual world eye tracking study on the verb-initial language Tagalog (Austronesian) tested what kind of information listeners use to anticipate upcoming postverbal linguistic input. The grammatical structure of Tagalog allows to test whether listeners' anticipatory gaze behavior is guided by predictions of the linear order of words, by syntactic functions (e.g., subject/object), or by semantic roles (agent/patient). Participants heard sentences of the type "Eat frog fly" or "Eat fly frog" (both meaning "The frog will eat the fly") while looking at displays containing an agent referent ("frog"), a patient referent ("fly") and a distractor. The verb carried morphological marking that allowed the order and syntactic function of agent and patient to be inferred. After having heard the verb, listeners fixated on the agent irrespective of its syntactic function or position in the sentence. While hearing the first-mentioned argument, listeners fixated on the corresponding referent in the display accordingly and then initiated saccades to the last-mentioned referent before it was encountered. The results indicate that listeners used verbal semantics to identify referents and their semantic roles early; information about word order or syntactic functions did not influence anticipatory gaze behavior directly after the verb was heard. In this verb-initial language, event semantics takes early precedence during the comprehension of sentences, while arguments are anticipated temporally more local to when they are encountered. The current experiment thus helps to better understand anticipation during language processing by employing linguistic structures not available in previously studied subject-initial languages.

Toulmin and the Ethics of Argument Fields: Teaching Writing and Argument.

ERIC Educational Resources Information Center

Stygall, Gail

Writing instructors who teach argument are familiar with the dilemma of conflicting metaphors: those who teach writing with a process approach may structure their teaching through a growth or benevolent nature metaphor, but cannot deny the tenacity of the "argument as war" metaphor. Breaking this war metaphor requires that ethics become…

Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

This study seeks to obtain argumentation models, which represent argumentative processes and an assessment structure in secondary school debatable issues in the social sciences. The argumentation model was developed based on mixed methods, a combination of both theory-driven and data-driven methods. The coding system provided a combing point by…

Teacher Argumentation in the Secondary Science Classroom: Images of Two Modes of Scientific Inquiry

ERIC Educational Resources Information Center

Gray, Ron E.

2009-01-01

The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed by teachers differed based on the mode of inquiry underlying the topic. Specifically, how did the structure and content of arguments differ between experimentally…

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

ERIC Educational Resources Information Center

Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

2014-01-01

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

Constructing Arguments: Investigating Pre-Service Science Teachers' Argumentation Skills in a Socio-Scientific Context

ERIC Educational Resources Information Center

Robertshaw, Brooke; Campbell, Todd

2013-01-01

As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students' abilities and understandings of scientific argumentation in the classroom. This study…

Effects of argument quality, source credibility and self-reported diabetes knowledge on message attitudes: an experiment using diabetes related messages.

PubMed

Lin, Tung-Cheng; Hwang, Lih-Lian; Lai, Yung-Jye

2017-05-17

Previous studies have reported that credibility and content (argument quality) are the most critical factors affecting the quality of health information and its acceptance and use; however, this causal relationship merits further investigation in the context of health education. Moreover, message recipients' prior knowledge may moderate these relationships. This study used the elaboration likelihood model to determine the main effects of argument quality, source credibility and the moderating effect of self-reported diabetes knowledge on message attitudes. A between-subjects experimental design using an educational message concerning diabetes for manipulation was applied to validate the effects empirically. A total of 181 participants without diabetes were recruited from the Department of Health, Taipei City Government. Four group messages were manipulated in terms of argument quality (high and low) × source credibility (high and low). Argument quality and source credibility of health information significantly influenced the attitude of message recipients. The participants with high self-reported knowledge participants exhibited significant disapproval for messages with low argument quality. Effective health information should provide objective descriptions and cite reliable sources; in addition, it should provide accurate, customised messages for recipients who have high background knowledge level and ability to discern message quality. © 2017 Health Libraries Group Health Information & Libraries Journal.

It is there whether you hear it or not: syntactic representation of missing arguments.

PubMed

Cai, Zhenguang G; Pickering, Martin J; Wang, Ruiming; Branigan, Holly P

2015-03-01

Many languages allow arguments to be omitted when they are recoverable from the context, but how do people comprehend sentences with a missing argument? We contrast a syntactically-represented account whereby people postulate a syntactic representation for the missing argument, with a syntactically-non-represented account whereby people do not postulate any syntactic representation for it. We report two structural priming experiments in Mandarin Chinese that showed that comprehension of a dative sentence with a missing direct-object argument primed the production of a full-form dative sentence (relative to an intransitive) and that it behaved similarly to a corresponding full-form dative sentence. The results suggest that people construct the same constituent structure for missing-argument sentences and full-form sentences, in accord with the syntactically-represented account. We discuss the implications for syntactic representations in language processing. Copyright © 2014 Elsevier B.V. All rights reserved.

Representation of the verb's argument-structure in the human brain

PubMed Central

Assadollahi, Ramin; Rockstroh, Brigitte S

2008-01-01

Background A verb's argument structure defines the number and relationships of participants needed for a complete event. One-argument (intransitive) verbs require only a subject to make a complete sentence, while two- and three-argument verbs (transitives and ditransitives) normally take direct and indirect objects. Cortical responses to verbs embedded into sentences (correct or with syntactic violations) indicate the processing of the verb's argument structure in the human brain. The two experiments of the present study examined whether and how this processing is reflected in distinct spatio-temporal cortical response patterns to isolated verbs and/or verbs presented in minimal context. Results The magnetoencephalogram was recorded while 22 native German-speaking adults saw 130 German verbs, presented one at a time for 150 ms each in experiment 1. Verb-evoked electromagnetic responses at 250 – 300 ms after stimulus onset, analyzed in source space, were higher in the left middle temporal gyrus for verbs that take only one argument, relative to two- and three-argument verbs. In experiment 2, the same verbs (presented in different order) were preceded by a proper name specifying the subject of the verb. This produced additional activation between 350 and 450 ms in or near the left inferior frontal gyrus, activity being larger and peaking earlier for one-argument verbs that required no further arguments to form a complete sentence. Conclusion Localization of sources of activity suggests that the activation in temporal and frontal regions varies with the degree by which representations of an event as a part of the verbs' semantics are completed during parsing. PMID:18644141

`Does it answer the question or is it French fries?': an exploration of language supports for scientific argumentation

NASA Astrophysics Data System (ADS)

González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick

2017-03-01

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students' engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher's language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

NASA Astrophysics Data System (ADS)

Jiménez-Aleixandre, María Pilar; Federico-Agraso, Marta

2009-05-01

We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669-1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.

Assessment of Uncertainty-Infused Scientific Argumentation

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia; Pallant, Amy; Roohr, Katrina Crotts; Pryputniewicz, Sarah; Buck, Zoë E.

2014-01-01

Though addressing sources of uncertainty is an important part of doing science, it has largely been neglected in assessing students' scientific argumentation. In this study, we initially defined a scientific argumentation construct in four structural elements consisting of claim, justification, uncertainty qualifier, and uncertainty…

Brain responses to filled gaps.

PubMed

Hestvik, Arild; Maxfield, Nathan; Schwartz, Richard G; Shafer, Valerie

2007-03-01

An unresolved issue in the study of sentence comprehension is whether the process of gap-filling is mediated by the construction of empty categories (traces), or whether the parser relates fillers directly to the associated verb's argument structure. We conducted an event-related potentials (ERP) study that used the violation paradigm to examine the time course and spatial distribution of brain responses to ungrammatically filled gaps. The results indicate that the earliest brain response to the violation is an early left anterior negativity (eLAN). This ERP indexes an early phase of pure syntactic structure building, temporally preceding ERPs that reflect semantic integration and argument structure satisfaction. The finding is interpreted as evidence that gap-filling is mediated by structurally predicted empty categories, rather than directly by argument structure operations.

Rethinking the Argumentative Essay

ERIC Educational Resources Information Center

Schneer, David

2014-01-01

This article investigates the construction of the argumentative essay as it is commonly presented in academic writing textbooks and classrooms for English language learners. The author first examines the traditional three-stage structure (thesis-argument-conclusion) and then problematizes it within a genre-based approach to academic writing. He…

Verbs and attention to relational roles in English and Tamil*

PubMed Central

SETHURAMAN, NITYA; SMITH, LINDA B.

2013-01-01

English-learning children have been shown to reliably use cues from argument structure in learning verbs. However, languages pair overtly expressed arguments with verbs to varying extents, raising the question of whether children learning all languages expect the same, universal mapping between arguments and relational roles. Three experiments examined this question by asking how strongly early-learned verbs by themselves, without their corresponding explicitly expressed arguments, point to ‘conceptual arguments’ – the relational roles in a scene. Children aged two to four years and adult speakers of two languages that differ structurally in terms of whether the arguments of a verb are explicitly expressed more (English) or less (Tamil) frequently were compared in their mapping of verbs, presented without any overtly expressed arguments, to a range of scenes. The results suggest different developmental trajectories for language learners, as well as different patterns of adult interpretation, and offer new ways of thinking about the nature of verbs cross-linguistically. PMID:22289295

Towards Measurement of Confidence in Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen; Paim Ganesh J.; Habli, Ibrahim

2011-01-01

Arguments in safety cases are predominantly qualitative. This is partly attributed to the lack of sufficient design and operational data necessary to measure the achievement of high-dependability targets, particularly for safety-critical functions implemented in software. The subjective nature of many forms of evidence, such as expert judgment and process maturity, also contributes to the overwhelming dependence on qualitative arguments. However, where data for quantitative measurements is systematically collected, quantitative arguments provide far more benefits over qualitative arguments, in assessing confidence in the safety case. In this paper, we propose a basis for developing and evaluating integrated qualitative and quantitative safety arguments based on the Goal Structuring Notation (GSN) and Bayesian Networks (BN). The approach we propose identifies structures within GSN-based arguments where uncertainties can be quantified. BN are then used to provide a means to reason about confidence in a probabilistic way. We illustrate our approach using a fragment of a safety case for an unmanned aerial system and conclude with some preliminary observations

Structural elements in achieving legislative tobacco control in NSW, 1955-95: political reflections and implications.

PubMed

Hooker, Claire; Chapman, Simon

2006-02-01

To analyse structural factors revealed by politicians that shaped legislation on tobacco control in New South Wales, 1955-95. Parliamentary debates and other records were collected. Open-ended interviews were conducted with 17 Members of Parliament (MPs) who were significantly involved, and then analysed for structural elements. Tobacco industry lobbying had a significant but limited influence on policy making, being exerted largely through social interactions with executives and based on concerns about the economic impact on third parties. MPs saw health advocates' chief functions as (1) generating community concern about the issue and support for control measures, and (2) bringing any new information to political attention, providing pro-control arguments and data through the media. Factors that delayed tobacco control policies included: the conservative stance of Premiers and major parties, commitments to unanimous federal action, and rivalry between parties. Factors that facilitated control policies included: reforms that gave the Legislative Council increased power, the use of parliamentary committees, and backbencher and grass roots support. Tobacco control policy and legislation has been the product of political structures that gave power to those MPs in the least powerful positions--minor parties, Members of the Legislative Council (MLCs), backbenchers, women and party rank and file--rather than to major parties and their executives. Advocates should make the most of their access points to the political process, providing information, arguments and support and demonstrating public opinion in favour of further control.

Rough Set Approach to Incomplete Multiscale Information System

PubMed Central

Yang, Xibei; Qi, Yong; Yu, Dongjun; Yu, Hualong; Song, Xiaoning; Yang, Jingyu

2014-01-01

Multiscale information system is a new knowledge representation system for expressing the knowledge with different levels of granulations. In this paper, by considering the unknown values, which can be seen everywhere in real world applications, the incomplete multiscale information system is firstly investigated. The descriptor technique is employed to construct rough sets at different scales for analyzing the hierarchically structured data. The problem of unravelling decision rules at different scales is also addressed. Finally, the reduct descriptors are formulated to simplify decision rules, which can be derived from different scales. Some numerical examples are employed to substantiate the conceptual arguments. PMID:25276852

Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach.

PubMed

Hoffmann, Michael; Borenstein, Jason

2014-03-01

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.

Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

NASA Astrophysics Data System (ADS)

Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

2017-12-01

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs.

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments

PubMed Central

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people’s behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation. PMID:25566112

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments.

PubMed

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people's behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation.

Evaluating science arguments: evidence, uncertainty, and argument strength.

PubMed

Corner, Adam; Hahn, Ulrike

2009-09-01

Public debates about socioscientific issues are increasingly prevalent, but the public response to messages about, for example, climate change, does not always seem to match the seriousness of the problem identified by scientists. Is there anything unique about appeals based on scientific evidence-do people evaluate science and nonscience arguments differently? In an attempt to apply a systematic framework to people's evaluation of science arguments, the authors draw on the Bayesian approach to informal argumentation. The Bayesian approach permits questions about how people evaluate science arguments to be posed and comparisons to be made between the evaluation of science and nonscience arguments. In an experiment involving three separate argument evaluation tasks, the authors investigated whether people's evaluations of science and nonscience arguments differed in any meaningful way. Although some differences were observed in the relative strength of science and nonscience arguments, the evaluation of science arguments was determined by the same factors as nonscience arguments. Our results suggest that science communicators wishing to construct a successful appeal can make use of the Bayesian framework to distinguish strong and weak arguments. 2009 APA, all rights reserved

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

ERIC Educational Resources Information Center

Clark, Douglas B; Sampson, Victor; Weinberger, Armin; Erkens, Gijsbert

2007-01-01

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3)…

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.

Using informed consent to save trust.

PubMed

Eyal, Nir

2014-07-01

Increasingly, bioethicists defend informed consent as a safeguard for trust in caretakers and medical institutions.This paper discusses an ‘ideal type’ of that move. What I call the trust-promotion argument for informed consent states:1. Social trust, especially trust in caretakers and medical institutions, is necessary so that, for example,people seek medical advice, comply with it, and participate in medical research.2. Therefore, it is usually wrong to jeopardise that trust.3. Coercion, deception, manipulation and other violations of standard informed consent requirements seriously jeopardise that trust.4. Thus, standard informed consent requirements are justified.This article describes the initial promise of this argument, then identifies challenges to it. As I show, the value of trust fails to account for some common sense intuitions about informed consent. We should revise the argument, common sense morality, or both.

Verbs and Attention to Relational Roles in English and Tamil

ERIC Educational Resources Information Center

Sethuraman, Nitya; Smith, Linda B.

2013-01-01

English-learning children have been shown to reliably use cues from argument structure in learning verbs. However, languages pair overtly expressed arguments with verbs to varying extents, raising the question of whether children learning all languages expect the same, universal mapping between arguments and relational roles. Three experiments…

Semiotic and Theoretic Control in Argumentation and Proof Activities

ERIC Educational Resources Information Center

Arzarello, Ferdinando; Sabena, Cristina

2011-01-01

We present a model to analyze the students' activities of argumentation and proof in the graphical context of Elementary Calculus. The theoretical background is provided by the integration of Toulmin's structural description of arguments, Peirce's notions of sign, diagrammatic reasoning and abduction, and Habermas' model for rational behavior.…

An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

ERIC Educational Resources Information Center

Kim, Sungho; Hand, Brian

2015-01-01

This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: "Structure of teacher and student argumentation,"…

A Group Intelligence-Based Asynchronous Argumentation Learning-Assistance Platform

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Chang, Shun-Chih; Chen, Heng-Ming; Tseng, Jhe-Hao; Chien, Sheng-Yuan

2016-01-01

Structured argumentation support environments have been built and used in scientific discourse in the literature. However, to the best our knowledge, there is no research work in the literature examining whether student's knowledge has grown during learning activities with asynchronous argumentation. In this work, an intelligent computer-supported…

Argumentation and Decision Making in Professional Practice

ERIC Educational Resources Information Center

Gainsburg, Julie; Fox, John; Solan, Lawrence M.

2016-01-01

How is argumentation used in professional practice? As schools aim to ensure that students are college-and-career ready, classroom practices might be informed by argumentation in the professions. An analysis of evidence-based reasoning in 3 professions--engineering, law, and medicine--offers out-of-school perspectives on the practices and purposes…

Argument Structure of Tsou: Simplex and Complex Predicates

ERIC Educational Resources Information Center

Lin, Gujing

2010-01-01

This thesis investigates the argument structure of Tsou, a Formosan language within the Austronesian family. The investigation studies both simplex and complex predicates as well as describes the valency groupings and alignment patterns emerging from various clausal configurations. Assuming the stance that language description should respect…

14 CFR 139.111 - Exemptions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... information, views, or arguments that demonstrate that the requirements of §§ 139.317 or 139.319 would be unreasonably costly, burdensome, or impractical. (2) Information, views, or arguments provided under paragraph... passenger enplanement data for the previous 12 calendar months; (v) The type and frequency of air carrier...

Cohort Changes in the Socio-demographic Determinants of Gender Egalitarianism

PubMed Central

Pampel, Fred

2011-01-01

Arguments about the spread of gender egalitarian values through the population highlight several sources of change. First, structural arguments point to increases in the proportion of women with high education, jobs with good pay, commitment to careers outside the family, and direct interests in gender equality. Second, value shift arguments contend that gender norms change with social and economic development among women and men in diverse positions – traditional and non-traditional alike. Third, diffusion arguments suggest that structural change leads to adoption of new ideas and values supportive of gender equality by non-traditional and innovative groups in society, but that the new ideas later diffuse to other groups through cultural processes. Using the General Social Survey from 1977 to 2006 and comparing the determinants of gender egalitarianism across 86 cohorts born from roughly 1900 through 1985, multilevel models support the diffusion arguments. PMID:21869848

Social argumentation in online synchronous communication

NASA Astrophysics Data System (ADS)

Angiono, Ivan

In education, argumentation has an increasing importance because it can be used to foster learning in various fields including philosophy, history, sciences, and mathematics. Argumentation is also at the heart of scientific inquiry. Many educational technology researchers have been interested in finding out how technologies can be employed to improve students' learning of argumentation. Therefore, many computer-based tools or argumentation systems have been developed to assist students in their acquisition of argumentation skills. While the argumentation systems incorporating online debating tools present a good resource in formal settings, there is limited research revealing what argumentative skills students are portraying in informal online settings without the presence of a moderator. This dissertation investigates the nature of argumentative practices in a massively multiplayer online game where the system successfully incorporates the authentic use of online synchronous communication tools and the patterns that emerge from the interplay between a number of contextual variables including synchronicity, interest, authenticity, and topical knowledge.

Parsimonious or Profligate: How Many and Which Discourse Structure Relations?

DTIC Science & Technology

1992-08-01

argument structure (the development and reasoning underlying the argument) [ Toulmin 58, Birnbaum et al. 80, Sycara 87]; affective structure (also...sub- fields, various researchers have produced lists of intersegment relations - from philosophers (e.g., [ Toulmin 58]) to linguists (e.g., [Quirk...SSN:Exception Exception SSN:Opposition Antithesis SSN:Enumeration Joint, Pres-Sequence SSN:Concession Concession ST: [ Toulmin 58] ST:Claim

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

PubMed Central

Andreu, Llorenç; Sanz-Torrent, Mònica; Legaz, Lucia Buil; MacWhinney, Brian

2014-01-01

Background This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods & Procedures Twenty-four children with SLI (ages 5;3–8;2 [years;months]), 24 age-matched controls (ages 5;3–8;2), 24 MLU-w controls (ages 3;3–7;1 years), and 31 adults participated in a picture-naming study. Outcomes & Results The results show all groups produced more correct responses and were faster for nouns than all verbs together. As regards verb type accuracy, there were no differences between groups in naming one-argument verbs. However, for both two- and three-argument verbs, children with SLI were less accurate than adults and age-matched controls, but similar to the MLU-matched controls. For verb type latency, children with SLI were slower than both the age-matched controls and adults for one- and two-argument verbs, while no differences were found in three-argument verbs. No differences were found between children with SLI and MLU-matched controls for any verb type. Conclusions & Implications It has been shown that the naming of verbs is delayed in Spanish children with SLI. It is suggested that children with SLI may have problems encoding semantic representations. PMID:23121524

The influence of affective and cognitive arguments on message judgement and attitude change: The moderating effects of meta-bases and structural bases.

PubMed

Keer, Mario; van den Putte, Bas; Neijens, Peter; de Wit, John

2013-01-01

This study investigated whether the efficacy of affective vs. cognitive persuasive messages was moderated by (1) individuals' subjective assessments of whether their attitudes were based on affect or cognition (i.e. meta-bases) and (2) the degree individuals' attitudes were correlated with affect and cognition (i.e. structural bases). Participants (N = 97) were randomly exposed to a message containing either affective or cognitive arguments discouraging binge drinking. The results demonstrated that meta-bases and not structural bases moderated the influence of argument type on message judgement. Affective (cognitive) messages were judged more positively when individuals' meta-bases were more affective (cognitive). In contrast, structural bases and not meta-bases moderated the influence of argument type on attitude and intention change following exposure to the message. Surprisingly, change was greater among individuals who read a message that mismatched their structural attitude base. Affective messages were more effective as attitudes were more cognition-based, and vice versa. Thus, although individuals prefer messages that match their meta-base, attitude and intention change regarding binge drinking are best established by mismatching their structural base.

Morphosyntax of Complex Predicates in South Caucasian Languages

ERIC Educational Resources Information Center

Lomashvili, Leila

2010-01-01

The argument structure of complex predicates such as causatives and applicatives is closely associated with the functional heads that introduce core and non-core arguments: Voice, causative and applicative. These elements merge in a sentence structure at various cycles of derivation and take complements whose "size" accounts for the meaning and…

Test Fairness and Toulmin's Argument Structure

ERIC Educational Resources Information Center

Kunnan, Antony John

2010-01-01

This paper presents the author's response to Xiaoming Xi's article titled "How do we go about investigating test fairness?" In this response, the author focuses on test fairness and Toulmin's model of argument structure, Xi's proposal, and the challenges the proposal brings. Xi proposes an approach to investigating test fairness to guide…

Consensus Knowledge Acquisition

DTIC Science & Technology

1989-12-01

ex- plicit the logical structure of their positions. Structured frameworks for analyzing 3 SOME USEFUL IDEAS 3 arguments ( Toulmin , 1958; Fogelin, 1982...358-87, 1987. Stefik M, et al., Beyond the chalkboard, CACM, 30:1, Jan 1987, pp. 32-47. Toulmin , S. The Uses of Argument. Cambridge, England: Cambridge University Press, 1958. 01

Acquiring and Processing Verb Argument Structure: Distributional Learning in a Miniature Language

ERIC Educational Resources Information Center

Wonnacott, Elizabeth; Newport, Elissa L.; Tanenhaus, Michael K.

2008-01-01

Adult knowledge of a language involves correctly balancing lexically-based and more language-general patterns. For example, verb argument structures may sometimes readily generalize to new verbs, yet with particular verbs may resist generalization. From the perspective of acquisition, this creates significant learnability problems, with some…

Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example

ERIC Educational Resources Information Center

Chen, Ying-Chih; Lin, Jia-Ling; Chen, Yen-Ting

2014-01-01

Argumentation is one of the central practices in science learning and helps deepen students' conceptual understanding. Students should learn how to communicate ideas including procedure tests, data interpretations, and investigation outcomes in verbal and written forms through argument structure. This article presents a negotiation model to…

Research on Three-Part Argumentative Writings for English Majors in China

ERIC Educational Resources Information Center

Mingli, Luo

2012-01-01

Writing is a kind of creative thinking activity. The teaching of three-part argumentative writing is crucial in college English instruction. Many English majors that fail to write well lack sufficient input of English argumentative reading materials, use Chinese thinking and structure to express their ideas, and lack frequent and sufficient…

Argumentative Discourse in a High School Chemistry Classroom

ERIC Educational Resources Information Center

Abi-El-Mona, Issam; Abd-El-Khalick, Fouad

2006-01-01

This study aimed to identify the types of arguments promoted in various contexts common to a high school chemistry classroom, including lecture-discussion and laboratory activities. The study was guided by the following research question: What types of argument structures and schemes, if any, are promoted and engaged by students within various…

Understanding Students' Reasoning: Argumentation Schemes as an Interpretation Method in Science Education

NASA Astrophysics Data System (ADS)

Konstantinidou, Aikaterini; Macagno, Fabrizio

2013-05-01

The purpose of this paper is to investigate the argumentative structure of students' arguments using argumentation schemes as an instrument for reconstructing the missing premises underlying their reasoning. Building on the recent literature in science education, in order for an explanation to be persuasive and achieve a conceptual change it needs to proceed from the interlocutor's background knowledge to the analysis of the unknown or wrongly interpreted phenomena. Argumentation schemes represent the abstract forms of the most used and common forms of human reasoning, combining logical principles with semantic concepts. By identifying the argument structure it is possible to retrieve the missing premises and the crucial concepts and definition on which the conclusion is based. This method of analysis will be shown to provide the teacher with an instrument to improve his or her explanations by taking into consideration the students' intuitions and deep background knowledge on a specific issue. In this fashion the teacher can advance counterarguments or propose new perspectives on the subject matter in order to persuade the students to accept new scientific concepts.

NNS Students' Arguments in English: Observations in Formal and Informal Contexts

ERIC Educational Resources Information Center

Chandrasegaran, Antonia

2008-01-01

The ability to construct supported arguments in English is important for academic success in educational contexts where English is the language of instruction and student assessment is mediated through the academic essay. Starting from the hypothesis that students schooled in an English-medium education system do engage in friendly argument in…

Argument, Ideology, and Databases: On the Corporatization of Academic Debate.

ERIC Educational Resources Information Center

Tucker, Robert E.

1995-01-01

Argues that a deleterious effect of increased use of online databases in academic debate is the change in the nature of information available to debaters and corresponding changes in ideological assumptions in argumentation. Examines the link between debate training and argumentative proficiency in a democracy. Foresees the likely consequences of…

78 FR 64290 - Intermountain Power Agency v. Union Pacific Railroad Company-Oral Argument

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-28

... argument. A video broadcast of the oral argument will be available via the Board's Web site at http://www.stb.dot.gov , under ``Information Center''/``Webcast''/``Live Video'' on the home page. Instructions... room, but no provision will be made for connecting personal computers to the Internet. Cellular...

The Meta-Nudge - A Response to the Claim That the Use of Nudges During the Informed Consent Process is Unavoidable.

PubMed

Gelfand, Scott D

2016-10-01

Richard Thaler and Cass Sunstein, in Nudge: Improving Decisions About Health, Wealth, and Happiness, assert that rejecting the use nudges is 'pointless' because '[i]n many cases, some kind of nudge is inevitable'. Schlomo Cohen makes a similar claim. He asserts that in certain situations surgeons cannot avoid nudging patients either toward or away from consenting to surgical interventions. Cohen concludes that in these situations (assuming surgeons believe that surgery is the best option for their patients), nudging patients toward consenting to surgical interventions is (at the very least) uncriticizable or morally permissible. I call this argument: The Unavoidability Argument. In this essay, I will respond to Cohen's use of the unavoidability argument in support of using nudges during the process of informed consent. Specifically, I argue that many so-called 'unavoidable nudges' are, in fact, avoidable. Although my argument is directed toward Cohen's use of the unavoidability argument, it is applicable to the unavoidability argument more generally. © 2016 John Wiley & Sons Ltd.

ERP evidence for telicity effects on syntactic processing in garden-path sentences

PubMed Central

Malaia, Evguenia; Wilbur, Ronnie B.; Weber-Fox, Christine

2009-01-01

Verbs contain multifaceted information about both the semantics of an action, and potential argument structures. Linguistic theory classifies verbs according to whether the denoted action has an inherent (telic) end-point (fall, awaken), or whether it is considered homogenous, or atelic (read, worship). The aim of our study was to examine how this distinction influences online sentence processing, investigating the effects of verbal telicity on the ease of syntactic re-analysis of Object reduced relative clauses. Event-related brain potentials (ERPs) were recorded from 22 English speakers as they read sentences in which the main verb was either telic or atelic, e.g., “The actress awakened/worshippedby the writer left in a hurry”. ERPs elicited by telic and atelic verbs, the preposition “by” introducing the second argument (Agent), and the second argument itself, e.g., “writer”, were compared. Additionally, participants were grouped according to receptive syntactic proficiency: normal (NP) or high (HP). ERPs from the NP group first diverged at the second argument, with the atelic condition eliciting larger amplitude negativity at the N100, and continuing to the P200 interval. In contrast, ERPs from the HP group first diverged earlier in the sentence, on the word “by”. ERPs elicited by “by” in the atelic condition were also characterized by increased negativity, in this case significant at P200 and Anterior Negativity between 320-500ms post stimulus onset. Our results support the postulated conceptual/semantic distinction underlying the two verb categories, and demonstrate that world-knowledge about actions designated by verbs and syntactic proficiency are reflected in on-line processing of sentence structure. PMID:18945484

Multi-level computational methods for interdisciplinary research in the HathiTrust Digital Library

PubMed Central

Allen, Colin; Börner, Katy; Light, Robert; McAlister, Simon; Ravenscroft, Andrew; Rose, Robert; Rose, Doori; Otsuka, Jun; Bourget, David; Lawrence, John; Reed, Chris

2017-01-01

We show how faceted search using a combination of traditional classification systems and mixed-membership topic models can go beyond keyword search to inform resource discovery, hypothesis formulation, and argument extraction for interdisciplinary research. Our test domain is the history and philosophy of scientific work on animal mind and cognition. The methods can be generalized to other research areas and ultimately support a system for semi-automatic identification of argument structures. We provide a case study for the application of the methods to the problem of identifying and extracting arguments about anthropomorphism during a critical period in the development of comparative psychology. We show how a combination of classification systems and mixed-membership models trained over large digital libraries can inform resource discovery in this domain. Through a novel approach of “drill-down” topic modeling—simultaneously reducing both the size of the corpus and the unit of analysis—we are able to reduce a large collection of fulltext volumes to a much smaller set of pages within six focal volumes containing arguments of interest to historians and philosophers of comparative psychology. The volumes identified in this way did not appear among the first ten results of the keyword search in the HathiTrust digital library and the pages bear the kind of “close reading” needed to generate original interpretations that is the heart of scholarly work in the humanities. Zooming back out, we provide a way to place the books onto a map of science originally constructed from very different data and for different purposes. The multilevel approach advances understanding of the intellectual and societal contexts in which writings are interpreted. PMID:28922416

Multi-level computational methods for interdisciplinary research in the HathiTrust Digital Library.

PubMed

Murdock, Jaimie; Allen, Colin; Börner, Katy; Light, Robert; McAlister, Simon; Ravenscroft, Andrew; Rose, Robert; Rose, Doori; Otsuka, Jun; Bourget, David; Lawrence, John; Reed, Chris

2017-01-01

We show how faceted search using a combination of traditional classification systems and mixed-membership topic models can go beyond keyword search to inform resource discovery, hypothesis formulation, and argument extraction for interdisciplinary research. Our test domain is the history and philosophy of scientific work on animal mind and cognition. The methods can be generalized to other research areas and ultimately support a system for semi-automatic identification of argument structures. We provide a case study for the application of the methods to the problem of identifying and extracting arguments about anthropomorphism during a critical period in the development of comparative psychology. We show how a combination of classification systems and mixed-membership models trained over large digital libraries can inform resource discovery in this domain. Through a novel approach of "drill-down" topic modeling-simultaneously reducing both the size of the corpus and the unit of analysis-we are able to reduce a large collection of fulltext volumes to a much smaller set of pages within six focal volumes containing arguments of interest to historians and philosophers of comparative psychology. The volumes identified in this way did not appear among the first ten results of the keyword search in the HathiTrust digital library and the pages bear the kind of "close reading" needed to generate original interpretations that is the heart of scholarly work in the humanities. Zooming back out, we provide a way to place the books onto a map of science originally constructed from very different data and for different purposes. The multilevel approach advances understanding of the intellectual and societal contexts in which writings are interpreted.

Information loss.

PubMed

Unruh, William G; Wald, Robert M

2017-09-01

The complete gravitational collapse of a body in general relativity will result in the formation of a black hole. Although the black hole is classically stable, quantum particle creation processes will result in the emission of Hawking radiation to infinity and corresponding mass loss of the black hole, eventually resulting in the complete evaporation of the black hole. Semiclassical arguments strongly suggest that, in the process of black hole formation and evaporation, a pure quantum state will evolve to a mixed state, i.e. there will be 'information loss'. There has been considerable controversy over this issue for more than 40 years. In this review, we present the arguments in favor of information loss, and analyze some of the counter-arguments and alternative possibilities.

Information loss

NASA Astrophysics Data System (ADS)

Unruh, William G.; Wald, Robert M.

2017-09-01

The complete gravitational collapse of a body in general relativity will result in the formation of a black hole. Although the black hole is classically stable, quantum particle creation processes will result in the emission of Hawking radiation to infinity and corresponding mass loss of the black hole, eventually resulting in the complete evaporation of the black hole. Semiclassical arguments strongly suggest that, in the process of black hole formation and evaporation, a pure quantum state will evolve to a mixed state, i.e. there will be ‘information loss’. There has been considerable controversy over this issue for more than 40 years. In this review, we present the arguments in favor of information loss, and analyze some of the counter-arguments and alternative possibilities.

Argument Strength and the Persuasiveness of Stories

PubMed Central

Schreiner, Constanze; Appel, Markus; Isberner, Maj-Britt; Richter, Tobias

2017-01-01

ABSTRACT Stories are a powerful means to change people’s attitudes and beliefs. The aim of the current work was to shed light on the role of argument strength (argument quality) in narrative persuasion. The present study examined the influence of strong versus weak arguments on attitudes in a low or high narrative context. Moreover, baseline attitudes, interindividual differences in working memory capacity, and recipients’ transportation were examined. Stories with strong arguments were more persuasive than stories with weak arguments. This main effect was qualified by a two-way interaction with baseline attitude, revealing that argument strength had a greater impact on individuals who initially were particularly doubtful toward the story claim. Furthermore, we identified a three-way interaction showing that argument strength mattered most for recipients who were deeply transported into the story world in stories that followed a typical narrative structure. These findings provide an important specification of narrative persuasion theory. PMID:29805322

Structural Blockage: A Cross-national Study of Economic Dependency, State Efficacy, and Underdevelopment.

ERIC Educational Resources Information Center

Delacroix, Jacques; Ragin, Charles C.

1981-01-01

Presents a statistical analysis of dependency of developing nations on more highly developed and industrialized nations and relates this dependency to various degrees of economic development. The analysis is based on the structural blockage argument (one of several dependency arguments contained in many versions of dependency theory). Emphasizes…

The Formulation of Argument Structure in SLI: An Eye-Movement Study

ERIC Educational Resources Information Center

Andreu, Llorenc; Sanz-Torrent, Monica; Olmos, Joan Guardia; MacWhinney, Brian

2013-01-01

This study investigated the formulation of verb argument structure in Catalan- and Spanish-speaking children with specific language impairment (SLI) and typically developing age-matched controls. We compared how language production can be guided by conceptual factors, such as the organization of the entities participating in an event and knowledge…

Argument Structure, Speech Acts, and Roles in Child-Adult Dispute Episodes.

ERIC Educational Resources Information Center

Prescott, Barbara L.

A study identified discourse patterns in potential disputes, deflected disputes, incomplete, and completed disputes from a one-hour conversation involving two 3-year-old female children and one female adult. These varied dispute episodes were identified, coded, and analyzed using a pragmatic model of adult argumentation focusing on the structures,…

Arguments, Contradictions, Resistances, and Conceptual Change in Students' Understanding of Atomic Structure.

ERIC Educational Resources Information Center

Niaz, Mansoor; Aguilera, Damarys; Maza, Arelys; Liendo, Gustavo

2002-01-01

Reports on a study aimed at facilitating freshman general chemistry students' understanding of atomic structure based on the work of Thomson, Rutherford, and Bohr. Hypothesizes that classroom discussions based on arguments/counterarguments of the heuristic principles on which these scientists based their atomic models can facilitate students'…

Rules and Construction Effects in Learning the Argument Structure of Verbs

ERIC Educational Resources Information Center

Demuth, Katherine; Machobane, 'Malillo; Moloi, Francina

2003-01-01

Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like…

Intervention for Verb Argument Structure in Children with Persistent SLI: A Randomized Control Trial

ERIC Educational Resources Information Center

Ebbels, Susan H.; van der Lely, Heather K. J.; Dockrell, Julie E.

2007-01-01

Purpose: The authors aimed to establish whether 2 theoretically motivated interventions could improve use of verb argument structure in pupils with persistent specific language impairment (SLI). Method: Twenty-seven pupils with SLI (ages 11;0-16;1) participated in this randomized controlled trial with "blind" assessment. Participants were randomly…

Effects of Text Content and Beliefs on Informal Argument Evaluation

ERIC Educational Resources Information Center

Wolfe, Michael B.; Williams, Todd J.

2017-01-01

We examined the influence of reading a one-sided text on informal argument evaluation. After reporting initial beliefs in a separate online prescreening, subjects with polarized beliefs read a belief-consistent or -inconsistent text about the benefits of spanking children as a means of discipline. After reading, subjects reported their beliefs and…

Evidence, Argument and Social Responsibility: First-Year Students' Experiences of Information Literacy when Researching an Essay

ERIC Educational Resources Information Center

Lupton, Mandy

2008-01-01

This paper describes a phenomenographic study of undergraduates' experiences of information literacy when researching an essay in a first-year environmental studies course. Three hierarchical categories were identified that represented students' experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social…

The disasters of war in Darfur, 1950-2004.

PubMed

Reyna, Stephen P

2010-01-01

This article investigates the conflict that had been developing since the 1950s in Darfur and which in 2003 and 2004 burst into intense warfare. A 'complex-structuring of violence' standpoint explains the warfare. The argument is organised in two parts. The first section formulates the position by introducing Darfur, next evaluating the prevailing barbarisation perspective's attempts to explicate Darfur warring and, finally, formally presenting the complex structuring standpoint. The second section offers evidence bearing upon this standpoint. This involves information showing that four interrelated structural realms form a causal complex producing the violence. The article ends with discussion of the US government's role in Darfurian disasters of war.

Students' Strengths and Weaknesses in Evaluating Technical Arguments as Revealed through Implementing Calibrated Peer Review™ in a Bioengineering Laboratory

ERIC Educational Resources Information Center

Volz, Tracy; Saterbak, Ann

2009-01-01

In engineering fields, students are expected to construct technical arguments that demonstrate a discipline's expected use of logic, evidence, and conventions. Many undergraduate bioengineering students struggle to enact the appropriate argument structures when they produce technical posters. To address this problem we implemented Calibrated Peer…

Do Cases Teach Themselves? A Comparison of Case Library Prompts in Supporting Problem-Solving during Argumentation

ERIC Educational Resources Information Center

Tawfik, Andrew A.

2017-01-01

Theorists have argued instructional strategies that emphasize ill-structured problem solving are an effective means to support higher order learning skills such as argumentation. However, argumentation is often difficult because novices lack the expertise or experience needed to solve contextualized problems. One way to supplement this lack of…

How Can the Relationship between Argumentation and Proof Be Analysed?

ERIC Educational Resources Information Center

Pedemonte, Bettina

2007-01-01

The paper presents a characterisation about argumentation and proof in mathematics. On the basis of contemporary linguistic theories, the hypothesis that proof is a special case of argumentation is put forward and Toulmin's model is proposed as a methodological tool to compare them. This model can be used to detect and analyse the structure of an…

Pre-Service Physics Teachers' Argumentation in a Model Rocketry Physics Experience

ERIC Educational Resources Information Center

Gürel, Cem; Süzük, Erol

2017-01-01

This study investigates the quality of argumentation developed by a group of pre-service physics teachers' (PSPT) as an indicator of subject matter knowledge on model rocketry physics. The structure of arguments and scientific credibility model was used as a design framework in the study. The inquiry of model rocketry physics was employed in…

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of Experimental and Historical Science Topics

ERIC Educational Resources Information Center

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during…

An Antisymmetry Account of the Syntactic Positions of Nominal Arguments in Turkish: Implications for Clausal Architecture

ERIC Educational Resources Information Center

Nagai, Miho

2013-01-01

This dissertation examines the syntactic positions of nominal arguments in Turkish, looking at Turkish clausal structure based on Aktionsart (aspectual) properties (e.g. Vendler 1967) of (dynamic) predicates from the perspective of Antisymmetry (Kayne 1994). It has been argued that indefinite/non-specific arguments appear syntactically in lower…

Perceptions of the Nature and 'Goodness' of Argument among College Students, Science Teachers, and Scientists

NASA Astrophysics Data System (ADS)

Abi-El-Mona, Issam; Abd-El-Khalick, Fouad

2011-03-01

This study aimed to elucidate college freshmen science students, secondary science teachers, and scientists' perceptions of 'scientific' argument; to compare participants' perceptions with Stephen Toulmin's analytical framework of argument; and to characterize the criteria that participants deployed when assessing the 'quality' or 'goodness' of arguments. Thirty students, teachers, and scientists-with 10 members in each group-participated in two semi-structured individual interviews. During the first interview, participants generated an argument in response to a socioscientific issue. In the second interview, each participant 'evaluated' three arguments generated by a member from each participant group without being privy to the arguer's group membership. Interview transcripts were qualitatively analyzed. The findings point to both similarities and differences between participants' conceptions of argument and those based on Toulmin's analytical framework. Participants used an array of common and idiosyncratic criteria to judge the quality or goodness of argument. Finally, contrary to expectations, participants independently agreed that the 'best' arguments were those generated by participant science teachers.

Tracing the Rationale Behind UML Model Change Through Argumentation

NASA Astrophysics Data System (ADS)

Jureta, Ivan J.; Faulkner, Stéphane

Neglecting traceability—i.e., the ability to describe and follow the life of a requirement—is known to entail misunderstanding and miscommunication, leading to the engineering of poor quality systems. Following the simple principles that (a) changes to UML model instances ought be justified to the stakeholders, (b) justification should proceed in a structured manner to ensure rigor in discussions, critique, and revisions of model instances, and (c) the concept of argument instantiated in a justification process ought to be well defined and understood, the present paper introduces the UML Traceability through Argumentation Method (UML-TAM) to enable the traceability of design rationale in UML while allowing the appropriateness of model changes to be checked by analysis of the structure of the arguments provided to justify such changes.

Distraction Effects of Smoking Cues in Antismoking Messages: Examining Resource Allocation to Message Processing as a Function of Smoking Cues and Argument Strength

PubMed Central

Lee, Sungkyoung; Cappella, Joseph N.

2014-01-01

Findings from previous studies on smoking cues and argument strength in antismoking messages have shown that the presence of smoking cues undermines the persuasiveness of antismoking public service announcements (PSAs) with weak arguments. This study conceptualized smoking cues (i.e., scenes showing smoking-related objects and behaviors) as stimuli motivationally relevant to the former smoker population and examined how smoking cues influence former smokers’ processing of antismoking PSAs. Specifically, by defining smoking cues and the strength of antismoking arguments in terms of resource allocation, this study examined former smokers’ recognition accuracy, memory strength, and memory judgment of visual (i.e., scenes excluding smoking cues) and audio information from antismoking PSAs. In line with previous findings, the results of the study showed that the presence of smoking cues undermined former smokers’ encoding of antismoking arguments, which includes the visual and audio information that compose the main content of antismoking messages. PMID:25477766

Querying Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen W.; Naylor, Dwight; Pai, Ganesh

2014-01-01

Querying a safety case to show how the various stakeholders' concerns about system safety are addressed has been put forth as one of the benefits of argument-based assurance (in a recent study by the Health Foundation, UK, which reviewed the use of safety cases in safety-critical industries). However, neither the literature nor current practice offer much guidance on querying mechanisms appropriate for, or available within, a safety case paradigm. This paper presents a preliminary approach that uses a formal basis for querying safety cases, specifically Goal Structuring Notation (GSN) argument structures. Our approach semantically enriches GSN arguments with domain-specific metadata that the query language leverages, along with its inherent structure, to produce views. We have implemented the approach in our toolset AdvoCATE, and illustrate it by application to a fragment of the safety argument for an Unmanned Aircraft System (UAS) being developed at NASA Ames. We also discuss the potential practical utility of our query mechanism within the context of the existing framework for UAS safety assurance.

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

NASA Astrophysics Data System (ADS)

Choi, Aeran; Notebaert, Andrew; Diaz, Juan; Hand, Brian

2010-03-01

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.

The persuasion network is modulated by drug-use risk and predicts anti-drug message effectiveness

PubMed Central

Mangus, J Michael; Turner, Benjamin O

2017-01-01

Abstract While a persuasion network has been proposed, little is known about how network connections between brain regions contribute to attitude change. Two possible mechanisms have been advanced. One hypothesis predicts that attitude change results from increased connectivity between structures implicated in affective and executive processing in response to increases in argument strength. A second functional perspective suggests that highly arousing messages reduce connectivity between structures implicated in the encoding of sensory information, which disrupts message processing and thereby inhibits attitude change. However, persuasion is a multi-determined construct that results from both message features and audience characteristics. Therefore, persuasive messages should lead to specific functional connectivity patterns among a priori defined structures within the persuasion network. The present study exposed 28 subjects to anti-drug public service announcements where arousal, argument strength, and subject drug-use risk were systematically varied. Psychophysiological interaction analyses provide support for the affective-executive hypothesis but not for the encoding-disruption hypothesis. Secondary analyses show that video-level connectivity patterns among structures within the persuasion network predict audience responses in independent samples (one college-aged, one nationally representative). We propose that persuasion neuroscience research is best advanced by considering network-level effects while accounting for interactions between message features and target audience characteristics. PMID:29140500

Representations of spacetime: Formalism and ontological commitment

NASA Astrophysics Data System (ADS)

Bain, Jonathan Stanley

This dissertation consists of two parts. The first is on the relation between formalism and ontological commitment in the context of theories of spacetime, and the second is on scientific realism. The first part begins with a look at how the substantivalist/relationist debate over the ontological status of spacetime has been influenced by a particular mathematical formalism, that of tensor analysis on differential manifolds (TADM). This formalism has motivated the substantivalist position known as manifold substantivalism. Chapter 1 focuses on the hole argument which maintains that manifold substantivalism is incompatible with determinism. I claim that the realist motivations underlying manifold substantivalism can be upheld, and the hole argument avoided, by adopting structural realism with respect to spacetime. In this context, this is the claim that it is the structure that spacetime points enter into that warrants belief and not the points themselves. In Chapter 2, an elimination principle is defined by means of which a distinction can be made between surplus structure and essential structure with respect to formulations of a theory in two distinct mathematical formulations and some prior ontological commitments. This principle is then used to demonstrate that manifold points may be considered surplus structure in the formulation of field theories. This suggests that, if we are disposed to read field theories literally, then, at most, it should be the essential structure common to all alternative formulations of such theories that should be taken literally. I also investigate how the adoption of alternative formalisms informs other issues in the philosophy of spacetime. Chapter 3 offers a realist position which takes a semantic moral from the preceding investigation and an epistemic moral from work done on reliability. The semantic moral advises us to read only the essential structure of our theories literally. The epistemic moral shows us that such structure is robust under theory change, given an adequate reliabilist notion of epistemic warrant. I call the realist position that subscribes to these morals structural realism and attempt to demonstrate that it is immune to the semantic and epistemic versions of the underdetermination argument posed by the anti-realist.

Universal and Language-Specific Patterns in the Acquisition of Verb Argument Structures in German

ERIC Educational Resources Information Center

Leischner, Franziska N.; Weissenborn, Jürgen; Naigles, Letitia R.

2016-01-01

The study investigated the influence of universal and language-specific morpho-syntactic properties (i.e., flexible word order, case) on the acquisition of verb argument structures in German compared with English. To this end, 65 three- to nine-year-old German learning children and adults were asked to act out grammatical ("The sheep…

Teaching Argumentation through the Visual Models in a Resource-Based Learning Environment

ERIC Educational Resources Information Center

Chang, Shu-Nu

2007-01-01

Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information.…

The Roles of Formalisation Artefacts in Students' Formalisation Processes

ERIC Educational Resources Information Center

Zazkis, Dov; Mills, Melissa

2017-01-01

Translating an informal mathematical argument into a proof which conforms to the norms of the mathematical community in which it is situated is a non-trivial task. Here we discuss several types of products, other than the initial informal argument and its direct formalisation, which we observed students generating in a master's level analysis…

Modal and Temporal Argumentation Networks

NASA Astrophysics Data System (ADS)

Barringer, Howard; Gabbay, Dov M.

The traditional Dung networks depict arguments as atomic and studies the relationships of attack between them. This can be generalised in two ways. One is to consider, for example, various forms of attack, support and feedback. Another is to add content to nodes and put there not just atomic arguments but more structure, for example, proofs in some logic or simply just formulas from a richer language. This paper offers to use temporal and modal language formulas to represent arguments in the nodes of a network. The suitable semantics for such networks is Kripke semantics. We also introduce a new key concept of usability of an argument.

Research and Teaching: Use of Toulmin's Argumentation Scheme for Student Discourse to Gain Insight about Guided Inquiry Activities in College Chemistry

ERIC Educational Resources Information Center

Kulatunga, Ushiri; Moog, Richard S.; Lewis, Jennifer E.

2014-01-01

Although student production of arguments in group learning environments has been shown to promote scientific reasoning and understanding of science concepts, little previous work has examined the relationship of the structure of curricular materials to the production of argumentation. In this study, we examined this relationship for a collection…

An Analysis of the Use and Structure of Logic in Japanese Argument.

ERIC Educational Resources Information Center

Hazen, Michael David

A study was conducted to determine if the Japanese use logic and argument in different ways than do Westerners. The study analyzed sample rebuttal speeches (in English) of 14 Japanese debaters using the Toulmin model of argument. In addition, it made comparisons with a sample of speeches made by 5 American high school debaters. Audiotapes of the…

Using the SEE-SEP Model to Analyze Upper Secondary Students' Use of Supporting Reasons in Arguing Socioscientific Issues

ERIC Educational Resources Information Center

Christenson, Nina; Chang Rundgren, Shu-Nu; Hoglund, Hans-Olof

2012-01-01

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on…

Supporting middle school students' construction of evidence-based arguments: Impact of and student interactions with computer-based argumentation scaffolds

NASA Astrophysics Data System (ADS)

Belland, Brian Robert

Middle school students have difficulty creating evidence-based arguments (EBAs) during problem-based learning (PBL) units due to challenges (a) adequately representing the unit's central problem (Ge & Land, 2004; Liu & Bera, 2005), (b) determining and obtaining the most relevant evidence (Pedersen & Liu, 2002-2003), and (c) synthesizing gathered information to construct a sound argument (Cho & Jonassen, 2002). I designed and developed the Connection Log to support middle school students in this process. This study addressed (1) the Connection Log's impact on (a) argument evaluation ability, and (b) group argument quality and (2) how and why middle school science students used the Connection Log. Four sections of a 7th-grade science class participated. Student groups selected a stakeholder position related to the Human Genome Project (HGP) and needed to decide on and promote a plan to use $3 million to further their position as pertains to the HGP. I randomly assigned one higher-achieving and one lower-achieving class to Connection Log or no Connection Log conditions. Students completed an argument evaluation test, and impact on argument evaluation ability was determined using nested ANOVA. Two graduate students, blind to treatment conditions, rated group arguments, and impact on group argument quality was determined using nested MANOVA. To determine how and why students used the Connection Log, I videotaped and interviewed one small group from each class in the experimental condition. I coded transcripts and generated themes, triangulating the two data sources with informal observations during all class sessions and what students wrote in the Connection Log. I detected no significant differences on claim, evidence, or connection of claim to evidence ratings of debate performances. However, students used the Connection Log to counter different difficulties, and I found a significant main effect of the Connection Log on argument evaluation ability, as well as a significant simple main effect of the Connection Log on argument evaluation ability of lower-achieving students. Implications include the Connection Log's potential to facilitate the creation of evidence-based arguments and the importance of (a) supporting English as a New Language students' efforts and (b) redundancy in communication.

How is quantum information localized in gravity?

NASA Astrophysics Data System (ADS)

Donnelly, William; Giddings, Steven B.

2017-10-01

A notion of localization of information within quantum subsystems plays a key role in describing the physics of quantum systems, and in particular is a prerequisite for discussing important concepts such as entanglement and information transfer. While subsystems can be readily defined for finite quantum systems and in local quantum field theory, a corresponding definition for gravitational systems is significantly complicated by the apparent nonlocality arising due to gauge invariance, enforced by the constraints. A related question is whether "soft hair" encodes otherwise localized information, and the question of such localization also remains an important puzzle for proposals that gravity emerges from another structure such as a boundary field theory as in AdS/CFT. This paper describes different approaches to defining local subsystem structure, and shows that at least classically, perturbative gravity has localized subsystems based on a split structure, generalizing the split property of quantum field theory. This, and related arguments for QED, give simple explanations that in these theories there is localized information that is independent of fields outside a region, in particular so that there is no role for "soft hair" in encoding such information. Additional subtleties appear in quantum gravity. We argue that localized information exists in perturbative quantum gravity in the presence of global symmetries, but that nonperturbative dynamics is likely tied to a modification of such structure.

Reconstruction from limited single-particle diffraction data via simultaneous determination of state, orientation, intensity, and phase

DOE Office of Scientific and Technical Information (OSTI.GOV)

Donatelli, Jeffrey J.; Sethian, James A.; Zwart, Peter H.

Free-electron lasers now have the ability to collect X-ray diffraction patterns from individual molecules; however, each sample is delivered at unknown orientation and may be in one of several conformational states, each with a different molecular structure. Hit rates are often low, typically around 0.1%, limiting the number of useful images that can be collected. Determining accurate structural information requires classifying and orienting each image, accurately assembling them into a 3D diffraction intensity function, and determining missing phase information. Additionally, single particles typically scatter very few photons, leading to high image noise levels. We develop a multitiered iterative phasing algorithmmore » to reconstruct structural information from singleparticle diffraction data by simultaneously determining the states, orientations, intensities, phases, and underlying structure in a single iterative procedure. We leverage real-space constraints on the structure to help guide optimization and reconstruct underlying structure from very few images with excellent global convergence properties. We show that this approach can determine structural resolution beyond what is suggested by standard Shannon sampling arguments for ideal images and is also robust to noise.« less

Reconstruction from limited single-particle diffraction data via simultaneous determination of state, orientation, intensity, and phase

DOE PAGES

Donatelli, Jeffrey J.; Sethian, James A.; Zwart, Peter H.

2017-06-26

Free-electron lasers now have the ability to collect X-ray diffraction patterns from individual molecules; however, each sample is delivered at unknown orientation and may be in one of several conformational states, each with a different molecular structure. Hit rates are often low, typically around 0.1%, limiting the number of useful images that can be collected. Determining accurate structural information requires classifying and orienting each image, accurately assembling them into a 3D diffraction intensity function, and determining missing phase information. Additionally, single particles typically scatter very few photons, leading to high image noise levels. We develop a multitiered iterative phasing algorithmmore » to reconstruct structural information from singleparticle diffraction data by simultaneously determining the states, orientations, intensities, phases, and underlying structure in a single iterative procedure. We leverage real-space constraints on the structure to help guide optimization and reconstruct underlying structure from very few images with excellent global convergence properties. We show that this approach can determine structural resolution beyond what is suggested by standard Shannon sampling arguments for ideal images and is also robust to noise.« less

Rules and construction effects in learning the argument structure of verbs.

PubMed

Demuth, Katherine; Machobane, Malillo; Moloi, Francina

2003-11-01

Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb semantics, especially in learning which verbs undergo dative-shift alternation in languages like English. The learning problem is somewhat simplified in Bantu double object constructions, where all applicative verbs show the same order of postverbal objects. However, Bantu languages differ as to what that order is, some placing the benefactive argument first, and others placing the animate argument first. Learning the language-specific word-order restrictions on Bantu double object applicative constructions is therefore more akin to setting a parameter (cf. Hyams, 1986). This study examined 100 three- to eight-year-old children's knowledge of word order restrictions in Sesotho double object applicatives. Performance on forced choice elicited production tasks found that four-year-olds showed evidence of rule learning, although eight-year-olds had not yet attained adult levels of performance. Further investigation found lexical construction effects for three-year-olds. These findings suggest that learning the argument structure of verbs, even when lexical semantics is not involved, may be more sensitive to lexical construction effects than previously thought.

The Populist Chameleon: The People's Party, Huey Long, George Wallace, and the Populist Argumentative Frame

ERIC Educational Resources Information Center

Lee, Michael J.

2006-01-01

This essay argues that a sustained form can be located in the complicated history of populist rhetoric. Despite its chameleonic qualities, the advancement of populism is constituted by alterations in the focus and content, not the structure, of populist activism. This structure, or what I term its argumentative frame, positions a virtuous people…

The Role of Argument Structure in Me'phaa Verbal Agreement

ERIC Educational Resources Information Center

Duncan, Philip T.

2017-01-01

This dissertation explores aspects of Me'phaa morphosyntax, from verb roots to verb-initial word orders. I argue that patterns of agreement map directly onto the syntax of argument structure, which in turn feed the language's unique manifestation of ergativity. Me'phaa agreement morphology is richly complex, and I show that this is due, in part,…

Beyond Popular Cultural and Structural Arguments: Imagining a Compass to Guide Burgeoning Urban Achievement Gap Scholars

ERIC Educational Resources Information Center

Hughes, Sherick A.; North, Connie E.

2012-01-01

This manuscript begins by distinguishing the common structural and cultural arguments that tend to guide popular urban achievement gap research. It highlights Jencks and Phillips, and Payne, as two cases of popular texts followed by critical responses to them. It concludes by imagining a compass to guide burgeoning scholars toward reading into…

Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors

ERIC Educational Resources Information Center

Ambridge, Ben; Bannard, Colin; Jackson, Georgina H.

2015-01-01

Children with Autism Spectrum Disorder (ASD) aged 11-13 (N = 16) and an IQ-matched typically developing (TD) group aged 7-12 (N = 16) completed a graded grammaticality judgment task, as well as a standardized test of cognitive function. In a departure from previous studies, the judgment task involved verb argument structure overgeneralization…

Constructing a Validity Argument for the Objective Structured Assessment of Technical Skills (OSATS): A Systematic Review of Validity Evidence

ERIC Educational Resources Information Center

Hatala, Rose; Cook, David A.; Brydges, Ryan; Hawkins, Richard

2015-01-01

In order to construct and evaluate the validity argument for the Objective Structured Assessment of Technical Skills (OSATS), based on Kane's framework, we conducted a systematic review. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus, and selected reference lists through February 2013. Working in duplicate, we selected…

Argument and Visual Structuring in the 1984 Mondale-Reagan Debates: The Medium's Influence on the Perception of Clash.

ERIC Educational Resources Information Center

Morello, John T.

1988-01-01

Analyzes the visual and verbal content of the 1984 televised debates between Walter Mondale and Ronald Reagan. Asserts that the televised depiction of the debates visually structured portions of them in a manner inconsistent with their verbal content. Focuses on clash, when candidates engaged in arguments of attack or defense. (MS)

Dialogical argumentation in elementary science classrooms

NASA Astrophysics Data System (ADS)

Kim, Mijung; Roth, Wolff-Michael

2018-02-01

To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K-3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students' argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children's argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students' capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children's favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher's role provide further insights about discussions on pedagogical approaches to children's reasoning and argumentation.

Experimental economics' inconsistent ban on deception.

PubMed

Hersch, Gil

2015-08-01

According to what I call the 'argument from public bads', if a researcher deceived subjects in the past, there is a chance that subjects will discount the information that a subsequent researcher provides, thus compromising the validity of the subsequent researcher's experiment. While this argument is taken to justify an existing informal ban on explicit deception in experimental economics, it can also apply to implicit deception, yet implicit deception is not banned and is sometimes used in experimental economics. Thus, experimental economists are being inconsistent when they appeal to the argument from public bads to justify banning explicit deception but not implicit deception. Copyright © 2015 Elsevier Ltd. All rights reserved.

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach. The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.

The thematic hierarchy in sentence comprehension: A study on the interaction between verb class and word order in Spanish.

PubMed

Gattei, Carolina A; Dickey, Michael W; Wainselboim, Alejandro J; París, Luis

2015-01-01

Linking is the theory that captures the mapping of the semantic roles of lexical arguments to the syntactic functions of the phrases that realize them. At the sentence level, linking allows us to understand "who did what to whom" in an event. In Spanish, linking has been shown to interact with word order, verb class, and case marking. The current study aims to provide the first piece of experimental evidence about the interplay between word order and verb type in Spanish. We achieve this by adopting role and reference grammar and the extended argument dependency model. Two different types of clauses were examined in a self-paced reading task: clauses with object-experiencer psychological verbs and activity verbs. These types of verbs differ in the way that their syntactic and semantic structures are linked, and thus they provide interesting evidence on how information that belongs to the syntax-semantics interface might influence the predictive and integrative processes of sentence comprehension with alternative word orders. Results indicate that in Spanish, comprehension and processing speed is enhanced when the order of the constituents in the sentence mirrors their ranking on a semantic hierarchy that encodes a verb's lexical semantics. Moreover, results show that during online comprehension, predictive mechanisms based on argument hierarchization are used rapidly to inform the processing system. Our findings corroborate already existing cross-linguistic evidence on the issue and are briefly discussed in the light of other sentence-processing models.

Political, policy and social barriers to health system interoperability: emerging opportunities of Web 2.0 and 3.0.

PubMed

Juzwishin, Donald W M

2009-01-01

Achieving effective health informatics interoperability in a fragmented and uncoordinated health system is by definition not possible. Interoperability requires the simultaneous integration of health care processes and information across different types and levels of care (systems thinking). The fundamental argument of this paper is that information system interoperability will remain an unfulfilled hope until health reforms effectively address the governance (accountability), structural and process barriers to interoperability of health care delivery. The ascendency of Web 2.0 and 3.0, although still unproven, signals the opportunity to accelerate patients' access to health information and their health record. Policy suggestions for simultaneously advancing health system delivery and information system interoperability are posited.

Smoking as an 'informed choice': implications for endgame strategies.

PubMed

Hoek, Janet; Ball, Jude; Gray, Rebecca; Tautolo, El-Shadan

2017-11-01

Tobacco companies often assert that adults should be free to make an 'informed choice' about smoking; this argument influences public perceptions and shapes public health policy agendas by promoting educative interventions ahead of regulation. Critically analysing 'informed choice' claims is pivotal in countries that have set endgame goals and require new, more effective policies to achieve their smoke-free aims. In-depth interviews with 15 New Zealand politicians, policy analysts and tobacco control advocates examined how they interpreted 'informed choice' arguments. We used a thematic analysis approach to review and explicate interview transcripts. Participants thought 'informed choice' implied that people make an active decision to smoke, knowing and accepting the risks they face; they rejected this assumption and saw it as a cynical self-justification by tobacco companies. Some believed this rhetoric had countered calls for stronger policies and thought governments used 'informed choice' arguments to support inaction. Several called on the government to stop allowing a lethal product to be widely sold while simultaneously advising people not to use it. 'Informed choice' arguments allow the ubiquitous availability of tobacco to go unquestioned and create a tension between endgame goals and the strategies used to achieve these. Reducing tobacco availability would address this anomaly by aligning government's actions with its advice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

16 CFR 1052.3 - Conduct of oral presentation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... the Commission of relevant data, views and arguments. (b) The oral presentation, which shall be taped or transcribed, shall be an informal, non-adversarial legislative-type proceeding at which there will... presentation of data, views or arguments. ...

Learning to Teach Argumentation: Research and development in the science classroom

NASA Astrophysics Data System (ADS)

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-02-01

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin’s argument pattern were developed and applied to classroom transcripts. Teachers’ use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers’ oral contributions that facilitated and supported argumentation. All teachers attempted to encourage a variety of processes involved in argumentation; teachers whose lessons included the highest quality of argumentation (Toulmin’s argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers’ facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.

The Effect of Task Instructions on Students' Use of Repetition in Argumentative Discourse

NASA Astrophysics Data System (ADS)

Gilabert, Sandra; Garcia-Mila, Merce; Felton, Mark K.

2013-11-01

The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD = 0.4) from a public school in a mid-sized urban environment took part in the study. The students were asked to either argue to convince an opposing partner or argue to reach consensus with an opposing partner on three dilemmas that dealt with energy sources. Data were gathered according to a between-groups design that included one independent variable (argumentative goal: to convince vs. to reach consensus) and one dependent variable (the degree of argumentative repetitions). We predicted that in the condition to convince their partner, the students would use the repetition strategy more often in their attempts to be persuasive. Our findings show that the mean number of argumentative repetitions was significantly higher for the persuasion group for both of the most frequent argumentative structures (claim and claim data). The mean percentage of repeated claims for the persuasion condition was 86.2 vs. 69.0 for the consensus condition. For the claim data, the mean percentage for the persuasion group was 35.2 vs. 24.3 for the consensus group. Also, students in the persuasion group tended to repeat one idea many times rather than repeating many ideas a few times within the same argumentative structure. The results of our study support the hypothesis that the goal of the argumentative task mediates argumentative discourse and, more concretely, the rate of repetitions and the conceptual diversity of the statements. These differences in rates of repetition and conceptual diversity are related to the amount of learning produced by the instructional goal. We apply Mercer's idea that not all classroom argumentation tasks promote learning equally.

The Effect of Verb Semantic Class and Verb Frequency (Entrenchment) on Children's and Adults' Graded Judgements of Argument-Structure Overgeneralization Errors

ERIC Educational Resources Information Center

Ambridge, Ben; Pine, Julian M.; Rowland, Caroline F.; Young, Chris R.

2008-01-01

Participants (aged 5-6 yrs, 9-10 yrs and adults) rated (using a five-point scale) grammatical (intransitive) and overgeneralized (transitive causative) uses of a high frequency, low frequency and novel intransitive verb from each of three semantic classes [Pinker, S. (1989a). "Learnability and cognition: the acquisition of argument structure."…

An Introduction to Artificial Intelligence and Its Potential Use in Space Systems.

DTIC Science & Technology

1986-06-01

Argument from Continuity in the Nervous System 8) Argument from Informality of Behavior and 9) The Argument from Extrasensory Perception (Ref. 5:pp. 14-24...considerable progress in recent years, our understanding of the principles underlying visual perception remains primitive. Attempts to construct computer...which is autonomy through advances in computa- tional power, and AI which will integrate perception , reasoning, and manipulation. Harrison and

Lessons of Researcher-Teacher Co-design of an Environmental Health Afterschool Club Curriculum

NASA Astrophysics Data System (ADS)

Hundal, Savreen; Levin, Daniel M.; Keselman, Alla

2014-06-01

This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1) students' understanding of environmental health, (2) use of electronic resources, and (3) argumentation skills. The process included researcher-led sessions emphasizing the importance of argumentation to science and teacher-led curriculum design sessions. The qualitative analysis of the meetings and teacher interview transcripts suggests that while teachers viewed argumentation as important, its practice was relegated to the background by the focus on student engagement and perceived logistical and systemic constraints. The paper concludes that in addition to stressing relevance of argumentation to science learning, researchers involved in co-design need to emphasize the potential of argumentation to engage students and to fit into science curriculum. The analysis also reveals teacher-participants' views of environmental health as an important area of middle school education, relevant to students' lives, linkable to the existing curriculum, essential for informed citizenship, and capable of inspiring interest in science. These findings underscore the importance of integrating environmental health into science education and advocating for its inclusion in informal and formal educational settings.

Swiss residents' arguments for and against a career in medicine.

PubMed

Buddeberg-Fischer, Barbara; Dietz, Claudia; Klaghofer, Richard; Buddeberg, Claus

2006-08-14

In some Western countries, the medical profession is continuously losing prestige, doctors are claiming of high demands, low rewards, and difficult structural working conditions. This study aimed to investigate the arguments given by Swiss residents for and against a career in medicine. As part of a prospective cohort study of Swiss medical school graduates on career development, 567 fourth-year residents were asked to answer the free-response item of what arguments there still were in favour of or against a career in medicine. They also indicated whether they would choose the medical profession all over again (yes/no). The statements were transcribed, content categories inductively formulated, and their descriptions written down in a code manual. Arguments were encoded according to the code manual and assigned to eight content categories (Mayring's content analysis). Frequency distributions were given for categories and tested with Chi2-tests for differences in gender, speciality fields, and whether or not the respondent would again choose a career in medicine. The 567 participants made 1,640 statements in favour of and 1,703 statements against a career in medicine. The content analysis of the residents' answers yielded eight categories with arguments both for and against a career in medicine. Of all "statements for" responses, 70% fell into the two top-ranking categories of Personal experiences in day-to-day working life (41.2%) and Interpersonal experiences in professional relationships (28.8%). The top-ranking category of the "statements against" arguments was General work-related structural conditions (32%), followed by Social prestige and health-policy aspects (21%). Main arguments in favour of a career in medicine were interdisciplinary challenge, combination of basic sciences and interpersonal concerns, helping suffering people, guarantee of a secure job; arguments against comprised high workload, time pressure, emotional stress, poorly structured continuing education, increasing bureaucracy, work-life imbalance, low income, and decreasing social prestige. The statements revealed few differences depending on gender, medical field, and attitude towards choosing the medical profession again; one out of five young doctors would not do so. Residents' chief complaint is deteriorating structural working conditions, including unfavourable work-life balance. Making medicine an attractive profession again will require sustainable changes in health-policy framework and social reward.

Swiss residents' arguments for and against a career in medicine

PubMed Central

Buddeberg-Fischer, Barbara; Dietz, Claudia; Klaghofer, Richard; Buddeberg, Claus

2006-01-01

Background In some Western countries, the medical profession is continuously losing prestige, doctors are claiming of high demands, low rewards, and difficult structural working conditions. This study aimed to investigate the arguments given by Swiss residents for and against a career in medicine. Methods As part of a prospective cohort study of Swiss medical school graduates on career development, 567 fourth-year residents were asked to answer the free-response item of what arguments there still were in favour of or against a career in medicine. They also indicated whether they would choose the medical profession all over again (yes/no). The statements were transcribed, content categories inductively formulated, and their descriptions written down in a code manual. Arguments were encoded according to the code manual and assigned to eight content categories (Mayring's content analysis). Frequency distributions were given for categories and tested with Chi2-tests for differences in gender, speciality fields, and whether or not the respondent would again choose a career in medicine. Results The 567 participants made 1,640 statements in favour of and 1,703 statements against a career in medicine. The content analysis of the residents' answers yielded eight categories with arguments both for and against a career in medicine. Of all "statements for" responses, 70% fell into the two top-ranking categories of Personal experiences in day-to-day working life (41.2%) and Interpersonal experiences in professional relationships (28.8%). The top-ranking category of the "statements against" arguments was General work-related structural conditions (32%), followed by Social prestige and health-policy aspects (21%). Main arguments in favour of a career in medicine were interdisciplinary challenge, combination of basic sciences and interpersonal concerns, helping suffering people, guarantee of a secure job; arguments against comprised high workload, time pressure, emotional stress, poorly structured continuing education, increasing bureaucracy, work-life imbalance, low income, and decreasing social prestige. The statements revealed few differences depending on gender, medical field, and attitude towards choosing the medical profession again; one out of five young doctors would not do so. Conclusion Residents' chief complaint is deteriorating structural working conditions, including unfavourable work-life balance. Making medicine an attractive profession again will require sustainable changes in health-policy framework and social reward. PMID:16907981

Why is the World four-dimensional? Hermann Weyl’s 1955 argument and the topology of causation

NASA Astrophysics Data System (ADS)

De Bianchi, Silvia

2017-08-01

This paper approaches the question of space dimensionality by discussing a neglected argument proposed by Hermann Weyl in 1955. In Why is the World Four-Dimensional? (1955), Weyl offered a different argument from the one generally attributed to him and presented in Raum-Zeit-Materie. In the first sections of the paper, this new argument and its features are spelled-out, and in the last section, I shall develop some useful remarks on the concept of topology of causation that can still inform our reflection on the dimensionality of the world.

The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy; Hand, Brian M.; Norton-Meier, Lori

2010-03-01

This case study aimed to determine the nature of student interactions in small groups in an elementary classroom utilizing the Science Writing Heuristic approach. Fifth grade students were audio-recorded over four units of study while working in small groups to generate knowledge claims after conducting student-directed investigations. Analysis consisted of (1) identifying amount of on/off task talk, (2) categorizing on-task talk as generative (talk associated with generating an argument) or representational (talk associated with representing an argument in a final written form), (3) characterizing the generative components of argument, and (4) determining the functions of language used. Results indicate that students were on task 98% of the time. Students engaged in generative talk an average of 25% of the time and representational talk an average of 71% of the time. Students engaged in components of Toulmin's model of argument, but challenging of each other's ideas was not commonplace. Talk was dominated by the informative function (representing one's ideas) of language as it was found 78.3% of the time and to a lesser extent (11.7%) the heuristic function (inquiring through questions). These functions appear to be intimately tied to the task of generating knowledge claims in small groups. The results suggest that both talking and writing are critical to using science discourse as an embedded strategy to learning science. Further, nature and structure of the task are important pedagogical considerations when moving students toward participation in science discourse.

Between meaning and duty - leaders' uses and misuses of ethical arguments in generating engagement.

PubMed

Bøgeskov, Benjamin Olivares; Rasmussen, Lise Dam; Weinreich, Elvi

2017-03-01

To identify, record and determine from the perspective of an argumentation theory whether and how nurse leaders use or possibly misuse ethical arguments to motivate and engage their staff when daily practice is affected by reforms. In some cases, health reforms based on New Public Management theories have met resistance, especially when perceived as contrary to nurses' professional and personal ethical values, creating a motivational challenge for nurse leaders. Qualitative thematic analysis and argumentation analysis based on personal interviews, focus group interviews and observations of nurse leaders and nurses in two different wards in a Danish hospital that has undergone structural and management reforms. Nurse leaders use ethical arguments to engage their staff, either by trying to make the reforms ethically meaningful or by appealing to duty when no meaning can be found. Occasionally, these ethical arguments are fallacious and inconclusive from an argumentation theory perspective. Using ethical arguments can motivate and engage staff, but it may also escalate conflicts. Managers and leaders must be aware that, if the argument is flawed, appealing to higher ethical values is not always beneficial. © 2016 John Wiley & Sons Ltd.

The persuasion network is modulated by drug-use risk and predicts anti-drug message effectiveness.

PubMed

Huskey, Richard; Mangus, J Michael; Turner, Benjamin O; Weber, René

2017-12-01

While a persuasion network has been proposed, little is known about how network connections between brain regions contribute to attitude change. Two possible mechanisms have been advanced. One hypothesis predicts that attitude change results from increased connectivity between structures implicated in affective and executive processing in response to increases in argument strength. A second functional perspective suggests that highly arousing messages reduce connectivity between structures implicated in the encoding of sensory information, which disrupts message processing and thereby inhibits attitude change. However, persuasion is a multi-determined construct that results from both message features and audience characteristics. Therefore, persuasive messages should lead to specific functional connectivity patterns among a priori defined structures within the persuasion network. The present study exposed 28 subjects to anti-drug public service announcements where arousal, argument strength, and subject drug-use risk were systematically varied. Psychophysiological interaction analyses provide support for the affective-executive hypothesis but not for the encoding-disruption hypothesis. Secondary analyses show that video-level connectivity patterns among structures within the persuasion network predict audience responses in independent samples (one college-aged, one nationally representative). We propose that persuasion neuroscience research is best advanced by considering network-level effects while accounting for interactions between message features and target audience characteristics. © The Author (2017). Published by Oxford University Press.

Nonviolent unitarization: basic postulates to soft quantum structure of black holes

NASA Astrophysics Data System (ADS)

Giddings, Steven B.

2017-12-01

A first-principles approach to the unitarity problem for black holes is systematically explored, based on the postulates of 1) quantum mechanics 2) the ability to approximately locally divide quantum gravitational systems into subsystems 3) correspondence with quantum field theory predictions for appropriate observers and (optionally) 4) universality of new gravitational effects. Unitarity requires interactions between the internal state of a black hole and its surroundings that have not been identified in the field theory description; correspondence with field theory indicates that these are soft. A conjectured information-theoretic result for information transfer between subsystems, partly motivated by a perturbative argument, then constrains the minimum coupling size of these interactions of the quantum atmosphere of a black hole. While large couplings are potentially astronomically observable, given this conjecture one finds that the new couplings can be exponentially small in the black hole entropy, yet achieve the information transfer rate needed for unitarization, due to the large number of black hole internal states. This provides a new possible alternative to arguments for large effects near the horizon. If universality is assumed, these couplings can be described as small, soft, state-dependent fluctuations of the metric near the black hole. Open questions include that of the more fundamental basis for such an effective picture.

Reading About the Flu Online: How Health-Protective Behavioral Intentions Are Influenced by Media Multitasking, Polychronicity, and Strength of Health-Related Arguments.

PubMed

Kononova, Anastasia; Yuan, Shupei; Joo, Eunsin

2017-06-01

As health organizations increasingly use the Internet to communicate medical information and advice (Shortliffe et al., 2000; World Health Organization, 2013), studying factors that affect health information processing and health-protective behaviors becomes extremely important. The present research applied the elaboration likelihood model of persuasion to explore the effects of media multitasking, polychronicity (preference for multitasking), and strength of health-related arguments on health-protective behavioral intentions. Participants read an online article about influenza that included strong and weak suggestions to engage in flu-preventive behaviors. In one condition, participants read the article and checked Facebook; in another condition, they were exposed only to the article. Participants expressed greater health-protective behavioral intentions in the media multitasking condition than in the control condition. Strong arguments were found to elicit more positive behavioral intentions than weak arguments. Moderate and high polychronics showed greater behavioral intentions than low polychronics when they read the article in the multitasking condition. The difference in intentions to follow strong and weak arguments decreased for moderate and high polychronics. The results of the present study suggest that health communication practitioners should account for not only media use situations in which individuals typically read about health online but also individual differences in information processing, which puts more emphasis on the strength of health-protective suggestions when targeting light multitaskers.

Short Round Sub-Linear Zero-Knowledge Argument for Linear Algebraic Relations

NASA Astrophysics Data System (ADS)

Seo, Jae Hong

Zero-knowledge arguments allows one party to prove that a statement is true, without leaking any other information than the truth of the statement. In many applications such as verifiable shuffle (as a practical application) and circuit satisfiability (as a theoretical application), zero-knowledge arguments for mathematical statements related to linear algebra are essentially used. Groth proposed (at CRYPTO 2009) an elegant methodology for zero-knowledge arguments for linear algebraic relations over finite fields. He obtained zero-knowledge arguments of the sub-linear size for linear algebra using reductions from linear algebraic relations to equations of the form z = x *' y, where x, y ∈ Fnp are committed vectors, z ∈ Fp is a committed element, and *' : Fnp × Fnp → Fp is a bilinear map. These reductions impose additional rounds on zero-knowledge arguments of the sub-linear size. The round complexity of interactive zero-knowledge arguments is an important measure along with communication and computational complexities. We focus on minimizing the round complexity of sub-linear zero-knowledge arguments for linear algebra. To reduce round complexity, we propose a general transformation from a t-round zero-knowledge argument, satisfying mild conditions, to a (t - 2)-round zero-knowledge argument; this transformation is of independent interest.

Building bridges between doctors and patients: the design and pilot evaluation of a training session in argumentation for chronic pain experts.

PubMed

Zanini, Claudia; Sarzi-Puttini, Piercarlo; Atzeni, Fabiola; Di Franco, Manuela; Rubinelli, Sara

2015-05-19

Shared decision-making requires doctors to be competent in exchanging views with patients to identify the appropriate course of action. In this paper we focus on the potential of a course in argumentation as a promising way to empower doctors in presenting their viewpoints and addressing those of patients. Argumentation is the communication process in which the speaker, through the use of reasons, aims to convince the interlocutor of the acceptability of a viewpoint. The value of argumentation skills for doctors has been addressed in the literature. Yet, there is no research on what a course on argumentation might look like. In this paper, we present the content and format of a training session in argumentation for doctors and discuss some insights gained from a pilot study that examined doctors' perceived strengths and limitations vis-à-vis this training. The training session (eight hours) combined different aspects from prominent theories of argumentation and was designed to strengthen doctors' argumentative discussion skills. A convenient, self-selected sample of 17 doctors who were experts in the field of chronic pain participated in the training and evaluated it via a feedback form and semi-structured interviews. The participants found that the training session gave a structure to types of communication they use to interact with their patients, and taught them techniques that can increase their effectiveness. Moreover, it provided tools to help address some of the challenges of modern doctor-patient interactions, including dealing with patients' unrealistic expectations and medically inaccurate beliefs, and reaching agreement when there are differences of opinion. This study enriches the research in the field of medical education. In line with the findings of studies that explore the value of argumentation in different fields, argumentative discussion skills can be applied by doctors to express their views and to account for the views of patients without patronizing the interaction. In this paper, we provide a basis to reflect on the value of argumentation in enhancing patients' right to autonomy and self-determination in interactions with their doctors.

The adventures of climate science in the sweet land of idle arguments

NASA Astrophysics Data System (ADS)

Winsberg, Eric; Goodwin, William Mark

2016-05-01

In a recent series of papers Roman Frigg, Leonard Smith, and several coauthors have developed a general epistemological argument designed to cast doubt on the capacity of a broad range of mathematical models to generate "decision relevant predictions." The presumptive targets of their argument are at least some of the modeling projects undertaken in contemporary climate science. In this paper, we trace and contrast two very different readings of the scope of their argument. We do this by considering the very different implications for climate science that these interpretations would have. Then, we lay out the structure of their argument-an argument by analogy-with an eye to identifying points at which certain epistemically significant distinctions might limit the force of the analogy. Finally, some of these epistemically significant distinctions are introduced and defended as relevant to a great many of the predictive mathematical modeling projects employed in contemporary climate science.

PASBio: predicate-argument structures for event extraction in molecular biology

PubMed Central

Wattarujeekrit, Tuangthong; Shah, Parantu K; Collier, Nigel

2004-01-01

Background The exploitation of information extraction (IE), a technology aiming to provide instances of structured representations from free-form text, has been rapidly growing within the molecular biology (MB) research community to keep track of the latest results reported in literature. IE systems have traditionally used shallow syntactic patterns for matching facts in sentences but such approaches appear inadequate to achieve high accuracy in MB event extraction due to complex sentence structure. A consensus in the IE community is emerging on the necessity for exploiting deeper knowledge structures such as through the relations between a verb and its arguments shown by predicate-argument structure (PAS). PAS is of interest as structures typically correspond to events of interest and their participating entities. For this to be realized within IE a key knowledge component is the definition of PAS frames. PAS frames for non-technical domains such as newswire are already being constructed in several projects such as PropBank, VerbNet, and FrameNet. Knowledge from PAS should enable more accurate applications in several areas where sentence understanding is required like machine translation and text summarization. In this article, we explore the need to adapt PAS for the MB domain and specify PAS frames to support IE, as well as outlining the major issues that require consideration in their construction. Results We introduce PASBio by extending a model based on PropBank to the MB domain. The hypothesis we explore is that PAS holds the key for understanding relationships describing the roles of genes and gene products in mediating their biological functions. We chose predicates describing gene expression, molecular interactions and signal transduction events with the aim of covering a number of research areas in MB. Analysis was performed on sentences containing a set of verbal predicates from MEDLINE and full text journals. Results confirm the necessity to analyze PAS specifically for MB domain. Conclusions At present PASBio contains the analyzed PAS of over 30 verbs, publicly available on the Internet for use in advanced applications. In the future we aim to expand the knowledge base to cover more verbs and the nominal form of each predicate. PMID:15494078

Shanahan on symbolization.

PubMed

Lassègue, Jean

2008-03-01

In his article 'A New View of Language, Emotion and the Brain,' Dan Shanahan claims that the post-war Cognitive Turn focused mainly on information processing and that little attention was paid to the dramatic role played by emotion in human cognition. One key argument in his defence of a more comprehensive view of human cognition rests upon the idea that the process of symbolization--a unique capacity only developed by humans--combines, right from the start, information processing and feelings. The author argues that any theory ignoring this fact would miss the whole point, just as mainstream cognitive science has done since Noam Chomsky published Syntactic Structures, exactly 50 years ago.

An Argument for Formative Assessment with Science Learning Progressions

ERIC Educational Resources Information Center

Alonzo, Alicia C.

2018-01-01

Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

NASA Astrophysics Data System (ADS)

Namdar, Bahadir; Shen, Ji

2016-05-01

Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often non-mediated and drawn from personal experience.

Study of Discussion Record Analysis Using Temporal Data Crystallization and Its Application to TV Scene Analysis

DTIC Science & Technology

2015-03-31

analysis. For scene analysis, we use Temporal Data Crystallization (TDC), and for logical analysis, we use Speech Act theory and Toulmin Argumentation...utterance in the discussion record. (i) An utterance ID, and a speaker ID (ii) Speech acts (iii) Argument structure Speech act denotes...mediator is expected to use more OQs than CQs. When the speech act of an utterance is an argument, furthermore, we recognize the conclusion part

Cultural circumcision in EU public hospitals--an ethical discussion.

PubMed

Brusa, Margherita; Barilan, Y Michael

2009-10-01

The paper explores the ethical aspects of introducing cultural circumcision of children into the EU public health system. We reject commonplace arguments against circumcision: considerations of good medical practice, justice, bodily integrity, autonomy and the analogy from female genital mutilation. From the unique structure of patient-medicine interaction, we argue that the incorporation of cultural circumcision into EU public health services is a kind of medicalization, which does not fit the ethos of universal healthcare. However, we support a utilitarian argument that finds hospital based circumcision safer than non-medicalized alternatives. The argument concerning medicalization and the utilitarian argument both rely on preliminary empirical data, which depend on future validation

Does benefit justify research with children?

PubMed

Binik, Ariella

2018-01-01

The inclusion of children in research gives rise to a difficult ethical question: What justifies children's research participation and exposure to research risks when they cannot provide informed consent? This question arises out of the tension between the moral requirement to obtain a subject's informed consent for research participation, on the one hand, and the limited capacity of most children to provide informed consent, on the other. Most agree that children's participation in clinical research can be justified. But the ethical justification for exposing children to research risks in the absence of consent remains unclear. One prevalent group of arguments aims to justify children's risk exposure by appealing to the concept of benefit. I call these 'benefit arguments'. Prominent versions of this argument defend the idea that broadening our understanding of the notion of benefit to include non-medical benefits (such as the benefit of a moral education) helps to justify children's research participation. I argue that existing benefit arguments are not persuasive and raise problems with the strategy of appealing to broader notions of benefit to justify children's exposure to research risk. © 2017 The Authors. Bioethics Published by John Wiley & Sons Ltd.

The development rubrics skill argued as alternative assessment floating and sinking materials

NASA Astrophysics Data System (ADS)

Viyanti; Cari; Sunarno, Widha; Prasetyo, Zuhdan Kun

2017-11-01

The quality of arguing to learners of floating and sinking material can be assessed by using the rubric of an argumentation assessment skill as an alternative assessment. The quality of the argument is measured by the ability of learners to express the claim in a structured manner in order to maintain the claim with supporting data. The purpose of this study was to develop an argument skill rubric based on the preliminary study results which showed a gap between demands and reality related to the students ‘floating and sinking students’ argument skills. This research was conducted in one of State Senior High School Bandar Lampung. The study population is all students of senior high scholl class XI. Research sample was taken by randomly obtained by 20 students. The research used descriptive survey method. Data were obtained through a multiple choice test both grounded and interview. The results were analyzed based on the level of students’ argumentation skills that had met the criteria which developed in the assessment rubric. The results of the data analysis found that the learners are in the range of levels 1 through 3. Based on the data the average learner is at the level of quality argument “high” for component I and the quality of “low” argument for component 2. This indicates learners experience difficulty which making alternative statement supported by reference in accordance with the initial statement submitted. This fact is supported by interviews that learners need a structured strategy to design alternative statements from shared reading sources to support the preliminary statements presented.

Acquiring and processing verb argument structure: distributional learning in a miniature language.

PubMed

Wonnacott, Elizabeth; Newport, Elissa L; Tanenhaus, Michael K

2008-05-01

Adult knowledge of a language involves correctly balancing lexically-based and more language-general patterns. For example, verb argument structures may sometimes readily generalize to new verbs, yet with particular verbs may resist generalization. From the perspective of acquisition, this creates significant learnability problems, with some researchers claiming a crucial role for verb semantics in the determination of when generalization may and may not occur. Similarly, there has been debate regarding how verb-specific and more generalized constraints interact in sentence processing and on the role of semantics in this process. The current work explores these issues using artificial language learning. In three experiments using languages without semantic cues to verb distribution, we demonstrate that learners can acquire both verb-specific and verb-general patterns, based on distributional information in the linguistic input regarding each of the verbs as well as across the language as a whole. As with natural languages, these factors are shown to affect production, judgments and real-time processing. We demonstrate that learners apply a rational procedure in determining their usage of these different input statistics and conclude by suggesting that a Bayesian perspective on statistical learning may be an appropriate framework for capturing our findings.

Students' understandings of nature of science and their arguments in the context of four socio-scientific issues

NASA Astrophysics Data System (ADS)

Khishfe, Rola; Alshaya, Fahad S.; BouJaoude, Saouma; Mansour, Nasser; Alrudiyan, Khalid I.

2017-02-01

The purpose of this study was to examine students understandings about nature of science (NOS) and their arguments in context of controversial socio-scientific issue (SSI). A total of 74 11th graders in six schools in Saudi Arabia participated in the study. The instrument used was a questionnaire consisting of four scenarios addressing SSI about global warming, genetically modified food, acid rain, and human cloning. The scenarios were followed by questions relating to argumentation and NOS. Quantitative and qualitative measures were employed to analyze the data related to participants understandings of three NOS aspects (subjective, tentative, and empirical) and their arguments components (argument, counterargument, and rebuttal). Results showed no significant correlations between argument components and the NOS aspects. On the other hand, qualitative data showed that participants who generated well-developed arguments across the four SSI also exhibited more informed understandings of the NOS aspects, especially for female participants. Further, the chi-square analyses did not show significant differences in participants arguments and NOS understandings across the four scenarios. Again, the qualitative data from questionnaires showed differences in participants responses to the different scenarios. The results were interpreted along contextual factors, emotional factors, and cultural factors. Implications for the teaching of NOS and arguments were discussed.

Perceptions of Prospective Biology Teachers on Scientific Argumentation in Microbiology Inquiry Lab Activities

NASA Astrophysics Data System (ADS)

Roviati, E.; Widodo, A.; Purwianingsih, W.; Riandi, R.

2017-09-01

Inquiry laboratory activity and scientific argumentation in science education should be promoted and explicitly experienced by prospective biology teacher students in classes, including in microbiology courses. The goal of this study is to get information about perceptions of prospective biology teachers on scientific argumentation in microbiology inquiry lab activities. This study reported the result of a survey research to prospective biology teachers about how their perception about microbiology lab classes and their perception about inquiry and argumentation in microbiology lab activities should be. The participants of this study were 100 students of biology education department from an institute in Cirebon, West Java taking microbiology lecture during the fifth semester. The data were collected using questionnaire to explore the perceptions and knowledge of prospective biology teachers about microbiology, inquiry lab activities and argumentation. The result showed that students thought that the difficulties of microbiology as a subject were the lack of references and the way lecturer teaching. The students’ perception was that argumentation and inquiry should be implemented in microbiology courses and lab activities. Based on the data from questionnaire, It showed that prospective biology teacher students had very little knowledge about scientific argumentation and its implementation in science education. When the participants made arguments based on the problems given, they showed low quality of arguments.

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar

2014-01-01

Background: Argumentation is accepted by many science educators as a major component of science education. Many studies have investigated students' conceptual understanding and their engagement in argumentative activities. However, studies conducted in the subject of chemistry are very rare. Purpose: The present study aimed to investigate the effects of argumentation-based chemistry lessons on pre-service science teachers' understanding of reaction rate concepts, their quality of argumentation, and their consideration of specific reaction rate concepts in constructing an argument. Moreover, students' perceptions of argumentation lessons were explored. Sample: There were 116 participants (21 male and 95 female), who were pre-service first-grade science teachers from a public university. The participants were recruited from the two intact classes of a General Chemistry II course, both of which were taught by the same instructor. Design and methods: In the present study, non-equivalent control group design was used as a part of quasi-experimental design. The experimental group was taught using explicit argumentation activities, and the control group was instructed using traditional instruction. The data were collected using a reaction rate concept test, a pre-service teachers' survey, and the participants' perceptions of the argumentation lessons questionnaire. For the data analysis, the Wilcoxon Signed Rank Test, the Mann-Whitney U-test and qualitative techniques were used. Results: The results of the study indicated that an argumentation-based intervention caused significantly better acquisition of scientific reaction rate-related concepts and positively impacted the structure and complexity of pre-service teachers' argumentation. Moreover, the majority of the participants reported positive feelings toward argumentation activities. Conclusions: As students are encouraged to state and support their view in the chemistry classroom when studying reaction rate, it was observed that their understanding increased in terms of both the context and the quality of the argumentation that they produced. In light of the findings, it is suggested that argumentation activities should be developed to promote students' science content knowledge and argumentation skills.

Investigating the impact of automated feedback on students' scientific argumentation

NASA Astrophysics Data System (ADS)

Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy

2017-08-01

This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students' revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.

Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

NASA Astrophysics Data System (ADS)

Dawson, Vaille Maree; Venville, Grady

2010-03-01

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin’s argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In this case study, an Australian science teacher participated in a one-on-one professional learning session on argumentation before explicitly teaching argumentation skills to two year 10 classes studying genetics. Over two lessons, the teacher used whole class discussion and writing frames of two socioscientific issues to teach students about argumentation. An analysis of classroom observation field notes, audiotaped lesson transcripts, writing frames and student interviews indicate that four factors promoted student argumentation. The factors are: the role of the teacher in facilitating whole class discussion; the use of writing frames; the context of the socioscientific issue; and the role of the students. It is recommended that professional learning to promote student argumentation may need to be tailored to individual teachers and that extensive classroom based research is required to determine the impact of classroom factors on students’ argumentation.

Rhetoric and the law, or the law of rhetoric: How countries oppose novel tobacco control measures at the World Trade Organization

PubMed Central

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-01-01

The tobacco industry has developed an extensive array of strategies and arguments to prevent or weaken government regulation. These strategies and arguments are well documented at the domestic level. However, there remains a need to examine how these arguments are reflected in the challenges waged by governments within the World Trade Organization (WTO). Decisions made at the WTO have the potential to shape how countries govern. Our analysis was conducted on two novel tobacco control measures: tobacco additives bans (Canada, United States and Brazil) and plain, standardized packaging of tobacco products (Australia, New Zealand, Ireland, EU and UK). We analyzed WTO documents (i.e. meeting minutes and submissions) (n=62) in order to identify patterns of argumentation and compare these patterns with well-documented industry arguments. The pattern of these arguments reveal that despite the unique institutional structure of the WTO, country representatives opposing novel tobacco control measures use the same non-technical arguments as those that the tobacco industry continues to use to oppose these measures at the domestic level. PMID:27475056

Ethical issues in transgenics.

PubMed

Sherlock, R; Morrey, J D

2000-01-01

The arguments of critics and concerns of the public on generating transgenic cloned animals are analyzed for the absence or presence of logical structure. Critics' arguments are symbolically compared with "genetic trespassing," "genetic speeding," or "going the wrong way," and responses are provided to these arguments. Scientists will be empowered to participate in the public discussion and to engage the critics on these issues as they consider thoughtful, plausible responses to their concerns. Temporary moratoriums are recognized as a plausible approach to dealing with possible concerns of new scientific advancements.

Structure du Raisonnement Dductif et Apprentissage de la Dmonstration.

ERIC Educational Resources Information Center

Duval, Raymond

1991-01-01

Beginning geometry students misunderstand the requirements of formal proof because of confusion between deductive reasoning and argumentation. Presented is a cognitive analysis of deductive organization versus argumentative organization of reasoning and the applications of this analysis to learning. Implications of a study analyzing students'…

Identification of Unexpressed Premises and Argumentation Schemes by Students in Secondary School.

ERIC Educational Resources Information Center

van Eemeren, Frans H.; And Others

1995-01-01

Reports on exploratory empirical investigations on the performances of Dutch secondary education students in identifying unexpressed premises and argumentation schemes. Finds that, in the absence of any disambiguating contextual information, unexpressed major premises and non-syllogistic premises are more often correctly identified that…

Nurturing Argumentation and Reasoning with Pentominoes

ERIC Educational Resources Information Center

Edwards, Michael Todd; Meagher, Michael S.; Özgün-Koca, S. Asli

2017-01-01

Middle school students need opportunities to craft informal mathematical arguments beyond justification of steps in an algorithm. Pentominoes provide an excellent vehicle for such activity. In this article, the authors describe an exploration with pentominoes that engaged a group of ninth-grade students in proportional reasoning, dilation, and…

Common Topics and Commonplaces of Environmental Rhetoric

ERIC Educational Resources Information Center

Ross, Derek G.

2013-01-01

Common topics are words or phrases used to develop argument, and commonplaces aid memory or catalyze frames of understanding. When used in argumentation, each may help interested parties more effectively communicate valuable scientific and environment-related information. This article describes 12 modern topics of environmental rhetoric,…

On a variational approach to some parameter estimation problems

NASA Technical Reports Server (NTRS)

Banks, H. T.

1985-01-01

Examples (1-D seismic, large flexible structures, bioturbation, nonlinear population dispersal) in which a variation setting can provide a convenient framework for convergence and stability arguments in parameter estimation problems are considered. Some of these examples are 1-D seismic, large flexible structures, bioturbation, and nonlinear population dispersal. Arguments for convergence and stability via a variational approach of least squares formulations of parameter estimation problems for partial differential equations is one aspect of the problem considered.

Modeling the Theory of Planned Behavior from Survey Data for Action Choice in Social Simulations

DTIC Science & Technology

2010-03-01

develop an argument for the benefits of informing action choice models such as TPB from representative survey data. 1. Introduction Icek Ajzen’s...matter expert (SME) input, such as the development of narrative ethnographies, and quantitative survey and polling data, such as the U.S. General...societies, a full description of the TPB implementation within an artificial society, and develop an argument for the benefits of informing action choice

Improving students’ mathematical critical thinking through rigorous teaching and learning model with informal argument

NASA Astrophysics Data System (ADS)

Hamid, H.

2018-01-01

The purpose of this study is to analyze an improvement of students’ mathematical critical thinking (CT) ability in Real Analysis course by using Rigorous Teaching and Learning (RTL) model with informal argument. In addition, this research also attempted to understand students’ CT on their initial mathematical ability (IMA). This study was conducted at a private university in academic year 2015/2016. The study employed the quasi-experimental method with pretest-posttest control group design. The participants of the study were 83 students in which 43 students were in the experimental group and 40 students were in the control group. The finding of the study showed that students in experimental group outperformed students in control group on mathematical CT ability based on their IMA (high, medium, low) in learning Real Analysis. In addition, based on medium IMA the improvement of mathematical CT ability of students who were exposed to RTL model with informal argument was greater than that of students who were exposed to CI (conventional instruction). There was also no effect of interaction between RTL model and CI model with both (high, medium, and low) IMA increased mathematical CT ability. Finally, based on (high, medium, and low) IMA there was a significant improvement in the achievement of all indicators of mathematical CT ability of students who were exposed to RTL model with informal argument than that of students who were exposed to CI.

Advocacy Coalitions involved in California’s Menu Labeling Policy Debate: Exploring Coalition Structure, Policy Beliefs, Resources, and Strategies

PubMed Central

Payán, Denise D.; Lewis, LaVonna B.; Cousineau, Michael R.; Nichol, Michael B.

2017-01-01

Advocacy coalitions often play an important role in the state health policymaking process, yet little is known about their structure, composition, and behavior. In 2008, California became the first state to enact a menu labeling law. Using the advocacy coalition framework, we examine different facets of the coalitions involved in California’s menu labeling policy debate. We use a qualitative research approach to identify coalition members and explore their expressed beliefs and policy arguments, resources, and strategies by analyzing legislative documents (n=87) and newspaper articles (n=78) produced between 1999 and 2009. Between 2003 and 2008, six menu labeling bills were introduced in the state’s legislature. We found the issue received increasing media attention during this period. We identified two advocacy coalitions involved in the debate—a public health (PH) coalition and an industry coalition. State organizations acted as coalition leaders and participated for a longer duration than elected officials. The structure and composition of each coalition varied. PH coalition leadership and membership notably increased compared to the industry coalition. The PH coalition, led by nonprofit PH and health organizations, promoted a clear and consistent message around informed decision making. The industry coalition, led by a state restaurant association, responded with cost and implementation arguments. Each coalition used various resources and strategies to advance desired outcomes. PH coalition leaders were particularly effective at using resources and employing advocacy strategies, which included engaging state legislators as coalition members, using public opinion polls and information, and leveraging media resources to garner support. Policy precedence and a local policy push emerged as important policymaking strategies. Areas for future research on the state health policymaking process are discussed. PMID:28161674

Advocacy coalitions involved in California's menu labeling policy debate: Exploring coalition structure, policy beliefs, resources, and strategies.

PubMed

Payán, Denise D; Lewis, LaVonna B; Cousineau, Michael R; Nichol, Michael B

2017-03-01

Advocacy coalitions often play an important role in the state health policymaking process, yet little is known about their structure, composition, and behavior. In 2008, California became the first state to enact a menu labeling law. Using the advocacy coalition framework, we examine different facets of the coalitions involved in California's menu labeling policy debate. We use a qualitative research approach to identify coalition members and explore their expressed beliefs and policy arguments, resources, and strategies by analyzing legislative documents (n = 87) and newspaper articles (n = 78) produced between 1999 and 2009. Between 2003 and 2008, six menu labeling bills were introduced in the state's legislature. We found the issue received increasing media attention during this period. We identified two advocacy coalitions involved in the debate-a public health (PH) coalition and an industry coalition. State organizations acted as coalition leaders and participated for a longer duration than elected officials. The structure and composition of each coalition varied. PH coalition leadership and membership notably increased compared to the industry coalition. The PH coalition, led by nonprofit PH and health organizations, promoted a clear and consistent message around informed decision making. The industry coalition, led by a state restaurant association, responded with cost and implementation arguments. Each coalition used various resources and strategies to advance desired outcomes. PH coalition leaders were particularly effective at using resources and employing advocacy strategies, which included engaging state legislators as coalition members, using public opinion polls and information, and leveraging media resources to garner support. Policy precedence and a local policy push emerged as important policymaking strategies. Areas for future research on the state health policymaking process are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

SEE: structured representation of scientific evidence in the biomedical domain using Semantic Web techniques

PubMed Central

2014-01-01

Background Accounts of evidence are vital to evaluate and reproduce scientific findings and integrate data on an informed basis. Currently, such accounts are often inadequate, unstandardized and inaccessible for computational knowledge engineering even though computational technologies, among them those of the semantic web, are ever more employed to represent, disseminate and integrate biomedical data and knowledge. Results We present SEE (Semantic EvidencE), an RDF/OWL based approach for detailed representation of evidence in terms of the argumentative structure of the supporting background for claims even in complex settings. We derive design principles and identify minimal components for the representation of evidence. We specify the Reasoning and Discourse Ontology (RDO), an OWL representation of the model of scientific claims, their subjects, their provenance and their argumentative relations underlying the SEE approach. We demonstrate the application of SEE and illustrate its design patterns in a case study by providing an expressive account of the evidence for certain claims regarding the isolation of the enzyme glutamine synthetase. Conclusions SEE is suited to provide coherent and computationally accessible representations of evidence-related information such as the materials, methods, assumptions, reasoning and information sources used to establish a scientific finding by adopting a consistently claim-based perspective on scientific results and their evidence. SEE allows for extensible evidence representations, in which the level of detail can be adjusted and which can be extended as needed. It supports representation of arbitrary many consecutive layers of interpretation and attribution and different evaluations of the same data. SEE and its underlying model could be a valuable component in a variety of use cases that require careful representation or examination of evidence for data presented on the semantic web or in other formats. PMID:25093070

SEE: structured representation of scientific evidence in the biomedical domain using Semantic Web techniques.

PubMed

Bölling, Christian; Weidlich, Michael; Holzhütter, Hermann-Georg

2014-01-01

Accounts of evidence are vital to evaluate and reproduce scientific findings and integrate data on an informed basis. Currently, such accounts are often inadequate, unstandardized and inaccessible for computational knowledge engineering even though computational technologies, among them those of the semantic web, are ever more employed to represent, disseminate and integrate biomedical data and knowledge. We present SEE (Semantic EvidencE), an RDF/OWL based approach for detailed representation of evidence in terms of the argumentative structure of the supporting background for claims even in complex settings. We derive design principles and identify minimal components for the representation of evidence. We specify the Reasoning and Discourse Ontology (RDO), an OWL representation of the model of scientific claims, their subjects, their provenance and their argumentative relations underlying the SEE approach. We demonstrate the application of SEE and illustrate its design patterns in a case study by providing an expressive account of the evidence for certain claims regarding the isolation of the enzyme glutamine synthetase. SEE is suited to provide coherent and computationally accessible representations of evidence-related information such as the materials, methods, assumptions, reasoning and information sources used to establish a scientific finding by adopting a consistently claim-based perspective on scientific results and their evidence. SEE allows for extensible evidence representations, in which the level of detail can be adjusted and which can be extended as needed. It supports representation of arbitrary many consecutive layers of interpretation and attribution and different evaluations of the same data. SEE and its underlying model could be a valuable component in a variety of use cases that require careful representation or examination of evidence for data presented on the semantic web or in other formats.

Performance Evaluation of an Online Argumentation Learning Assistance Agent

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Wang, Yu-Wu; Huang, Tz-Hau; Chen, Ying-Chen; Chen, Heng-Ming; Chang, Shun-Chih

2011-01-01

Recent research indicated that students' ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the…

Constructing Arguments with 3-D Printed Models

ERIC Educational Resources Information Center

McConnell, William; Dickerson, Daniel

2017-01-01

In this article, the authors describe a fourth-grade lesson where 3-D printing technologies were not only a stimulus for engagement but also served as a modeling tool providing meaningful learning opportunities. Specifically, fourth-grade students construct an argument that animals' external structures function to support survival in a particular…

Investigating Instruction for Improving Revision of Argumentative Essays

ERIC Educational Resources Information Center

Butler, Jodie A.; Britt, M. Anne

2011-01-01

Students are expected to come into the current college classroom already possessing certain skills including the ability to write at the appropriate academic level regardless of discipline and the ability to create well-structured arguments. Research indicates, however, that most students entering college are underprepared in both areas. One…

The Heuristics of Statistical Argumentation: Scaffolding at the Postsecondary Level

ERIC Educational Resources Information Center

Pardue, Teneal Messer

2017-01-01

Language plays a key role in statistics and, by extension, in statistics education. Enculturating students into the practice of statistics requires preparing them to communicate results of data analysis. Statistical argumentation is one way of providing structure to facilitate discourse in the statistics classroom. In this study, a teaching…

10 CFR 501.34 - Public hearing.

Code of Federal Regulations, 2011 CFR

2011-01-01

... opportunity to present oral or written data, views and arguments at a public hearing on any proposed... present oral or written data, views and arguments. (3) A request for a public hearing may be withdrawn by... interested person to be asked of those making presentations or submitting information, data, analyses or...

Does Advertising Pervert Higher Education? Is There a Case for Resistance?

ERIC Educational Resources Information Center

Gibbs, Paul

2007-01-01

My argument is that when marketing-particularly advertising-may, under certain circumstances, work against the goals of autonomous, liberal higher education by undermining critical thinking and independent actions. This argument requires that advertising has a primary intent to persuade rather than inform; that by being intrusive, invasive and…

Valuing Informal Arguments and Empirical Investigations during Collective Argumentation

ERIC Educational Resources Information Center

Yopp, David A.

2012-01-01

Considerable literature has documented both the pros and cons of students' use of empirical evidence during proving activities. This article presents an analysis of a classroom episode involving in-service middle school, high school, and college teachers that demonstrates that learners need not be steered away from empirical investigations during…

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

NASA Astrophysics Data System (ADS)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument evaluation and low perceived value of the learning task, respectively. The discussion presents implications for practice and research, such as introducing motivation scaffolds to support appreciation of task value, and addressing major differences between the design of this study and similar published studies, respectively. This work provides contributions in that it tested the effect of Computer-Assisted Argumentation Mapping on the critical thinking skills of twelfth-grade students within the context of evaluating physics arguments, a previously unexplored age group and domain.

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.

PubMed

Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

2017-06-01

Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.

Utility assessment of a map-based online geo-collaboration tool.

PubMed

Sidlar, Christopher L; Rinner, Claus

2009-05-01

Spatial group decision-making processes often include both informal and analytical components. Discussions among stakeholders or planning experts are an example of an informal component. When participants discuss spatial planning projects they typically express concerns and comments by pointing to places on a map. The Argumentation Map model provides a conceptual basis for collaborative tools that enable explicit linkages of arguments to the places to which they refer. These tools allow for the input of explicitly geo-referenced arguments as well as the visual access to arguments through a map interface. In this paper, we will review previous utility studies in geo-collaboration and evaluate a case study of a Web-based Argumentation Map application. The case study was conducted in the summer of 2005 when student participants discussed planning issues on the University of Toronto St. George campus. During a one-week unmoderated discussion phase, 11 participants wrote 60 comments on issues such as safety, facilities, parking, and building aesthetics. By measuring the participants' use of geographic references, we draw conclusions on how well the software tool supported the potential of the underlying concept. This research aims to contribute to a scientific approach to geo-collaboration in which the engineering of novel spatial decision support methods is complemented by a critical assessment of their utility in controlled, realistic experiments.

From interaction to interaction: Exploring shared resources constructed through and mediating classroom science learning

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrom, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.

Enhancing Interoperability Through Standard Procedures for Recording and Communicating Information on V&V Planning, Implementation and Results

DTIC Science & Technology

2003-11-01

are used in the ITOP [8], these are a “V&V cases” concept, a “claim-argument-evidence” structure, and a “ levels ” concept for the classification of M&S...obtained from the V&V effort. A levels concept assists in communication and understanding between parties in discussion. It also provides a convenient...piece of evidence obtained from the V&V effort. 13-9 Concepts behind the V&V ITOP document • A levels concept assists in communication and understanding

Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management

NASA Astrophysics Data System (ADS)

JiméNez-Aleixandre, Maria-Pilar

2002-11-01

This paper describes a case study involving decision making and argumentation, in the context of wetland environmental management, by 11th-grade students (16-17 years old). The purpose was to study the components of knowledge and skills needed to reach a decision in socio-scientific contexts and to identify them in classroom discourse. The following dimensions of decision making were explored: the use of relevant knowledge to understand and make decisions about the problem; and the critical processing of sources of information and authority and the development of criteria for evaluating possible solutions to the problem. Students' conversations were recorded and analysed using Toulmin's (1958) and Walton's (1996) argument schemes. The students' arguments and warrants were compared with the argument of an external 'official' expert. Issues such as expert status, that is, who can be considered as a source of knowledge and authority and the participation of citizens in scientific practice are also discussed.

Validation of educational assessments: a primer for simulation and beyond.

PubMed

Cook, David A; Hatala, Rose

2016-01-01

Simulation plays a vital role in health professions assessment. This review provides a primer on assessment validation for educators and education researchers. We focus on simulation-based assessment of health professionals, but the principles apply broadly to other assessment approaches and topics. Validation refers to the process of collecting validity evidence to evaluate the appropriateness of the interpretations, uses, and decisions based on assessment results. Contemporary frameworks view validity as a hypothesis, and validity evidence is collected to support or refute the validity hypothesis (i.e., that the proposed interpretations and decisions are defensible). In validation, the educator or researcher defines the proposed interpretations and decisions, identifies and prioritizes the most questionable assumptions in making these interpretations and decisions (the "interpretation-use argument"), empirically tests those assumptions using existing or newly-collected evidence, and then summarizes the evidence as a coherent "validity argument." A framework proposed by Messick identifies potential evidence sources: content, response process, internal structure, relationships with other variables, and consequences. Another framework proposed by Kane identifies key inferences in generating useful interpretations: scoring, generalization, extrapolation, and implications/decision. We propose an eight-step approach to validation that applies to either framework: Define the construct and proposed interpretation, make explicit the intended decision(s), define the interpretation-use argument and prioritize needed validity evidence, identify candidate instruments and/or create/adapt a new instrument, appraise existing evidence and collect new evidence as needed, keep track of practical issues, formulate the validity argument, and make a judgment: does the evidence support the intended use? Rigorous validation first prioritizes and then empirically evaluates key assumptions in the interpretation and use of assessment scores. Validation science would be improved by more explicit articulation and prioritization of the interpretation-use argument, greater use of formal validation frameworks, and more evidence informing the consequences and implications of assessment.

Effects of planning strategies on writing dynamics and final texts.

PubMed

Limpo, Teresa; Alves, Rui A

2018-06-12

Expert writing involves the interaction among three cognitively demanding processes: planning, translating, and revising. To manage the cognitive load brought on by these processes, writers frequently use strategies. Here, we examined the effects of planning strategies on writing dynamics and final texts. Before writing an argumentative text with the triple-task technique, 63 undergraduates were asked either to elaborate an outline with the argumentative structure embedded (structure-based planning condition), to provide a written list of ideas for the text (list-based planning condition), or to do a non-writing-related filler task (no planning condition). Planning showed no effects on the length of the pre-writing pause and cognitive effort, but influenced writing processes occurrences. Compared to participants in the no-planning condition, those in the planning conditions showed a later activation of revising. Moreover, participants in the structure-based condition were mainly focused on translating in the beginning and middle of composition, whereas their peers tended to distribute their attention among all processes. Planning ahead of writing also resulted in texts with longer words, produced at a higher rate. Only the structure-based planning strategy led to an increase in the number of argumentation elements as well as in essays' persuasiveness and overall quality. There was, however, no indication that these improvements in final texts were associated with changes in the dynamics of writing. Overall, the use of structure-based plans seems to be an effective and efficient way of improving undergraduates' argumentative writing. Copyright © 2018 Elsevier B.V. All rights reserved.

Increasing mental health literacy via narrative advertising.

PubMed

Chang, Chingching

2008-01-01

This research explored the effectiveness of narrative advertising and argument advertising in increasing mental illness (depression) literacy. Results showed that narrative advertising was more effective than argument advertising at engaging participants in experiential immersion, resulting in greater sympathy toward those suffering from depression. In addition, narrative advertising better involved participants in issue elaboration and increased willingness to seek professional help. Finally, in comparison with argument advertising, narrative advertisements were rated higher in providing vivid information, resulting in an increase in participants' perceived efficacy in recognizing friends or family suffering from depression.

Cohort Changes in the Socio-Demographic Determinants of Gender Egalitarianism

ERIC Educational Resources Information Center

Pampel, Fred

2011-01-01

Arguments about the spread of gender egalitarian values through the population highlight several sources of change. First, structural arguments point to increases in the proportion of women with high education, jobs with good pay, commitment to careers outside the family, and direct interests in gender equality. Second, value shift arguments…

Identifying Core Elements of Argument-Based Inquiry in Primary Mathematics Learning

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2015-01-01

Having students address mathematical inquiry problems that are ill-structured and ambiguous offers potential for them to develop a focus on mathematical evidence and reasoning. However, students may not necessarily focus on these aspects when responding to such problems. Argument-Based Inquiry is one way to guide students in this direction. This…

Argumentation in a Multi Party Asynchronous Computer Mediated Conference: A Generic Analysis

ERIC Educational Resources Information Center

Coffin, Caroline; Painter, Clare; Hewings, Ann

2005-01-01

This paper draws on systemic functional linguistic genre analysis to illuminate the way in which post graduate applied linguistics students structure their argumentation within a multi party asynchronous computer mediated conference. Two conference discussions within the same postgraduate course are compared in order to reveal the way in which…

Political Reform and the Historical Trajectories of U.S. Social Movements in the Twentieth Century

ERIC Educational Resources Information Center

Amenta, Edwin; Caren, Neal; Stobaugh, James E.

2012-01-01

We propose a political reform theory, a political and historical institutionalist argument that holds that shifts in political structures, partisan regimes and policy greatly influence movements. We appraise this argument, along with resource mobilization, political opportunity and media alternatives, by analyzing 600,000 articles in the "New York…

The Effect of Sociocognitive Conflict on Students' Dialogic Argumentation about Floating and Sinking

ERIC Educational Resources Information Center

Skoumios, Michael

2009-01-01

Sociocognitive conflict has been used as a teaching strategy which may contribute to change students' conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science teaching sequence that have been designed to change their conceptions…

Investigating Argumentation in Reading Groups: Combining Manual Qualitative Coding and Automated Corpus Analysis Tools

ERIC Educational Resources Information Center

O'Halloran, Kieran

2011-01-01

This article makes a contribution to understanding informal argumentation by focusing on the discourse of reading groups. Reading groups, an important cultural phenomenon in Britain and other countries, regularly meet in members' houses, in pubs or restaurants, in bookshops, workplaces, schools or prisons to share their experiences of reading…

Hyperproperties

DTIC Science & Technology

2016-01-14

hyperproperty and a liveness hyperproperty. A verification technique for safety hyperproperties is given and is shown to generalize prior tech- niques for...liveness properties are affiliated with specific verification methods. An analogous theory for security policies would be appealing. The fact that security...verified by using invariance arguments. Our verification methodology generalizes prior work on using invariance arguments to verify information-flow

Enhancing Retrieval with Hyperlinks: A General Model Based on Propositional Argumentation Systems.

ERIC Educational Resources Information Center

Picard, Justin; Savoy, Jacques

2003-01-01

Discusses the use of hyperlinks for improving information retrieval on the World Wide Web and proposes a general model for using hyperlinks based on Probabilistic Argumentation Systems. Topics include propositional logic, knowledge, and uncertainty; assumptions; using hyperlinks to modify document score and rank; and estimating the popularity of a…

Argumentation in Science Education: A Model-based Framework

NASA Astrophysics Data System (ADS)

Böttcher, Florian; Meisert, Anke

2011-02-01

The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily, the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated how common methodological and theoretical problems in the context of Toulmin's framework can be overcome through a model-based perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical scheme to give a broader impression of its potential in practical use.

Rhetoric and the law, or the law of rhetoric: How countries oppose novel tobacco control measures at the World Trade Organization.

PubMed

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-09-01

The tobacco industry has developed an extensive array of strategies and arguments to prevent or weaken government regulation. These strategies and arguments are well documented at the domestic level. However, there remains a need to examine how these arguments are reflected in the challenges waged by governments within the World Trade Organization (WTO). Decisions made at the WTO have the potential to shape how countries govern. Our analysis was conducted on two novel tobacco control measures: tobacco additives bans (Canada, United States and Brazil) and plain, standardized packaging of tobacco products (Australia, New Zealand, Ireland, EU and UK). We analyzed WTO documents (i.e. meeting minutes and submissions) (n = 62) in order to identify patterns of argumentation and compare these patterns with well-documented industry arguments. The pattern of these arguments reveal that despite the unique institutional structure of the WTO, country representatives opposing novel tobacco control measures use the same non-technical arguments as those that the tobacco industry continues to use to oppose these measures at the domestic level. Copyright © 2016 Elsevier Ltd. All rights reserved.

Logical Fallacies and the Abuse of Climate Science: Fire, Water, and Ice

NASA Astrophysics Data System (ADS)

Gleick, P. H.

2012-12-01

Good policy without good science and analysis is unlikely. Good policy with bad science is even more unlikely. Unfortunately, there is a long history of abuse or misuse of science in fields with ideological, religious, or economically controversial policy implications, such as planetary physics during the time of Galileo, the evolution debate, or climate change. Common to these controversies are what are known as "logical fallacies" -- patterns of reasoning that are always -- or at least commonly -- wrong due to a flaw in the structure of the argument that renders the argument invalid. All scientists should understand the nature of logical fallacies in order to (1) avoid making mistakes and reaching unsupported conclusion, (2) help them understand and refute the flaws in arguments made by others, and (3) aid in communicating science to the public. This talk will present a series of logical fallacies often made in the climate science debate, including "arguments from ignorance," "arguments from error," "arguments from misinterpretation," and "cherry picking." Specific examples will be presented in the area of temperature analysis, water resources, and ice dynamics, with a focus on selective use or misuse of data.; "Argument from Error" - an amusing example of a logical fallacy.

Rational hypocrisy: a Bayesian analysis based on informal argumentation and slippery slopes.

PubMed

Rai, Tage S; Holyoak, Keith J

2014-01-01

Moral hypocrisy is typically viewed as an ethical accusation: Someone is applying different moral standards to essentially identical cases, dishonestly claiming that one action is acceptable while otherwise equivalent actions are not. We suggest that in some instances the apparent logical inconsistency stems from different evaluations of a weak argument, rather than dishonesty per se. Extending Corner, Hahn, and Oaksford's (2006) analysis of slippery slope arguments, we develop a Bayesian framework in which accusations of hypocrisy depend on inferences of shared category membership between proposed actions and previous standards, based on prior probabilities that inform the strength of competing hypotheses. Across three experiments, we demonstrate that inferences of hypocrisy increase as perceptions of the likelihood of shared category membership between precedent cases and current cases increase, that these inferences follow established principles of category induction, and that the presence of self-serving motives increases inferences of hypocrisy independent of changes in the actions themselves. Taken together, these results demonstrate that Bayesian analyses of weak arguments may have implications for assessing moral reasoning. © 2014 Cognitive Science Society, Inc.

Early sensitivity of left perisylvian cortex to relationality in nouns and verbs.

PubMed

Williams, Adina; Reddigari, Samir; Pylkkänen, Liina

2017-06-01

The ability to track the relationality of concepts, i.e., their capacity to encode a relationship between entities, is one of the core semantic abilities humans possess. In language processing, we systematically leverage this ability when computing verbal argument structure, in order to link participants to the events they participate in. Previous work has converged on a large region of left posterior perisylvian cortex as a locus for such processing, but the wide range of experimental stimuli and manipulations has yielded an unclear picture of the region's exact role(s). Importantly, there is a tendency for effects of relationality in single-word studies to localize to posterior temporo-parietal cortex, while argument structure effects in sentences appear in left superior temporal cortex. To characterize these sensitivities, we designed two MEG experiments that cross the factors relationality and eventivity. The first used minimal noun phrases and tested for an effect of semantic composition, while the second employed full sentences and a manipulation of grammatical category. The former identified a region of the left inferior parietal lobe sensitive to relationality, but not eventivity or combination, beginning at 170ms. The latter revealed a similarly-timed effect of relationality in left mid-superior temporal cortex, independent of eventivity and category. The results suggest that i) multiple sub-regions of perisylvian cortex are sensitive to the relationality carried by concepts even in the absence of arguments, ii) linguistic context modulates the locus of this sensitivity, consistent with prior studies, and iii) relationality information is accessed early - before 200ms - regardless of the concept's event status or syntactic category. Copyright © 2017 Elsevier Ltd. All rights reserved.

Alcohol-use disorders and suicide: Results from a psychological autopsy study in Australia.

PubMed

Kõlves, Kairi; Draper, Brian M; Snowdon, John; De Leo, Diego

2017-11-01

People who die by suicide have a higher risk of an alcohol-use disorder (AUD) at the time of death. The present study aims to compare 1) suicide cases with and without AUD, and 2) suicide and sudden-death controls with AUD. The psychological autopsy method was utilized to investigate suicide and sudden death in Australia (QLD and NSW). Initial information was gathered from coroners' offices. Potential informants were approached and semi-structured interviews were conducted. Univariate and multivariate logistic regression were applied. People with AUD who died by suicide were significantly more likely to have another substance-use disorder, history of suicide attempt, recent serious arguments with spouse/partner and other family members, been unfaithful to partner/spouse, be victims of a crime, and were less likely to be from a non-English speaking background. They were also younger and had higher levels of aggression compared to non-AUD suicides. AUD suicides were more likely to have mood disorders, previous suicide attempt, expressing hopelessness, higher scores in aggression towards self, romantic relationship breakup, and serious arguments with other family members than AUD sudden deaths. Aggressive behavior, having another substance-use disorder, and history of serious arguments with family members remained significant in the final model comparing suicides with and without AUD. Our findings support that aggressive behavior, comorbidity with other psychiatric disorders as predisposing factors, and recent interpersonal conflicts such as breakup and family conflicts can trigger suicide in people with AUD. There is a need for proper diagnosis, risk assessment, and treatment in suicidal people with AUD. Copyright © 2017 Elsevier Inc. All rights reserved.

Enhancing and Evaluating Scientific Argumentation in the Inquiryoriented College Chemistry Classroom

NASA Astrophysics Data System (ADS)

D'Souza, Annabel Nica

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom. Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jimenez-Aleixandre et al., 2000; Jimenez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas, language, and practices. However, supporting argumentation can be challenging for instructors, particularly in designing leaning environments that facilitate and evaluate both the process and the product during student discussions (Duschl & Osborne, 2002). Fostering argumentation is complex and requires explicit modeling and multiple opportunities for dialogic interactions. This dissertation will examine how several facets influence argumentation in order to support instructors in implementing and improving argumentation in their inquiry-oriented classrooms. These facets include access to language and use of discursive moves, classroom design, curriculum and instructional activities, and interactional dynamics and power negotiation. The data set for this dissertation is a transcript generated from the audio- and video capture of a 7-minute student discussion around a mechanism in the TCA (TriCarboxylic Acid) cycle, as well as student writing, and course documents from student portfolios. This dissertation, organized using the manuscript style structure, will present three standalone chapters, each with a specific focus related to the central theme of supporting argumentation, which is the connecting thread. Chapter 2 will discuss how power is negotiated during the argumentation process and how interaction dynamics can support or inhibit the quality of argumentation. Chapter 3 will provide assessment and evaluation support to instructors who want to guide their students in meeting high quality levels in both the process and product of argumentation. Finally, chapter 4 will explore the influence of pedagogical, and instructional resources and tools on the quality of argumentation. This includes a discussion of the influence of classroom talk, particularly discursive moves and interactional dynamics, as well the curriculum and instructional activities, and the design features of the learning environment. Each chapter will conclude with instructional implications that provide practical guidance in the form of pedagogical activities to instructors. Partial funding for this dissertation was received from a PSC-CUNY Cycle 44 Research Award (66799-00 44). Findings suggest that the classroom design can support collaboration and the dialogic nature of argumentation, and the curriculum and activities can act as resources for students to share and negotiate multiple perspectives, but that instructors can also influence the process of argumentation by utilizing specific discursive moves, such as telling and revoicing, to promote or inhibit argumentation. The results, specifically from chapter 4, also propose that instructors model and share the expected criteria for high quality components of argumentation. The need for instructors to be aware of the criteria for high levels of quality for each of the argumentation components is a critical implication of this research. The criterion is presented in this dissertation and is derived from a review of multiple findings by researchers of argumentation, as well the scientific community at large. Creating structures and implementing targeted pedagogical strategies that support argumentation can lead students to use the process of argumentation as an empowerment tool to enact agency and negotiate power. This has the potential to sustain the success of science students, create a community of practice, and increase equity and access for all.

15 CFR 400.53 - Information.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 15 Commerce and Foreign Trade 2 2012-01-01 2012-01-01 false Information. 400.53 Section 400.53..., Record and Information § 400.53 Information. (a) Request for information. The Board may request submission of any information, including business proprietary information, and written argument necessary or...

15 CFR 400.53 - Information.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 15 Commerce and Foreign Trade 2 2011-01-01 2011-01-01 false Information. 400.53 Section 400.53..., Record and Information § 400.53 Information. (a) Request for information. The Board may request submission of any information, including business proprietary information, and written argument necessary or...

15 CFR 400.53 - Information.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 15 Commerce and Foreign Trade 2 2010-01-01 2010-01-01 false Information. 400.53 Section 400.53..., Record and Information § 400.53 Information. (a) Request for information. The Board may request submission of any information, including business proprietary information, and written argument necessary or...

Using Language Sampling in Clinical Assessments with Bilingual Children: Challenges and Future Directions

PubMed Central

Gutiérrez-Clellen, Vera F.; Simon-Cereijido, Gabriela

2012-01-01

Current language tests designed to assess Spanish-English-speaking children have limited clinical accuracy and do not provide sufficient information to plan language intervention. In contrast, spontaneous language samples obtained in the two languages can help identify language impairment with higher accuracy. In this article, we describe several diagnostic indicators that can be used in language assessments based on spontaneous language samples. First, based on previous research with monolingual and bilingual English speakers, we show that a verb morphology composite measure in combination with a measure of mean length of utterance (MLU) can provide valuable diagnostic information for English development in bilingual children. Dialectal considerations are discussed. Second, we discuss the available research with bilingual Spanish speakers and show a series of procedures to be used for the analysis of Spanish samples: (a) limited MLU and proportional use of ungrammatical utterances; (b) limited grammatical accuracy on articles, verbs, and clitic pronouns; and (c) limited MLU, omission of theme arguments, and limited use of ditransitive verbs. Third, we illustrate the analysis of verb argument structure using a rubric as an assessment tool. Estimated scores on morphological and syntactic measures are expected to increase the sensitivity of clinical assessments with young bilingual children. Further research using other measures of language will be needed for older school-age children. PMID:19851951

Deconstructing climate misinformation to identify reasoning errors

NASA Astrophysics Data System (ADS)

Cook, John; Ellerton, Peter; Kinkead, David

2018-02-01

Misinformation can have significant societal consequences. For example, misinformation about climate change has confused the public and stalled support for mitigation policies. When people lack the expertise and skill to evaluate the science behind a claim, they typically rely on heuristics such as substituting judgment about something complex (i.e. climate science) with judgment about something simple (i.e. the character of people who speak about climate science) and are therefore vulnerable to misleading information. Inoculation theory offers one approach to effectively neutralize the influence of misinformation. Typically, inoculations convey resistance by providing people with information that counters misinformation. In contrast, we propose inoculating against misinformation by explaining the fallacious reasoning within misleading denialist claims. We offer a strategy based on critical thinking methods to analyse and detect poor reasoning within denialist claims. This strategy includes detailing argument structure, determining the truth of the premises, and checking for validity, hidden premises, or ambiguous language. Focusing on argument structure also facilitates the identification of reasoning fallacies by locating them in the reasoning process. Because this reason-based form of inoculation is based on general critical thinking methods, it offers the distinct advantage of being accessible to those who lack expertise in climate science. We applied this approach to 42 common denialist claims and find that they all demonstrate fallacious reasoning and fail to refute the scientific consensus regarding anthropogenic global warming. This comprehensive deconstruction and refutation of the most common denialist claims about climate change is designed to act as a resource for communicators and educators who teach climate science and/or critical thinking.

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

ERIC Educational Resources Information Center

Jimenez-Aleixandre, Maria Pilar; Federico-Agraso, Marta

2009-01-01

We examine the argumentative structure of Hwang et al.'s (2004) paper about human somatic cell nuclear transfer (SCNT, or "therapeutic cloning"), contrasted with four Journalistic Reported Versions (JRV) of it, and with students' summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation…

A General Structure for Legal Arguments about Evidence Using Bayesian Networks

ERIC Educational Resources Information Center

Fenton, Norman; Neil, Martin; Lagnado, David A.

2013-01-01

A Bayesian network (BN) is a graphical model of uncertainty that is especially well suited to legal arguments. It enables us to visualize and model dependencies between different hypotheses and pieces of evidence and to calculate the revised probability beliefs about all uncertain factors when any piece of new evidence is presented. Although BNs…

Becoming Legible: Helping Students Navigate Promotional Genres of Self-Narration

ERIC Educational Resources Information Center

Vander Zee, Anton

2017-01-01

The five-paragraph essay is a hard genre to love. Its inverted-triangle intro has enlightened us with too many "dawns" of some monolithic "man." It reduces arguments, which tend to be rather subtle creatures, to the confines of a single-sentence thesis. It confects arguments in bland triplicate structure, as if any claim could…

U.S. Competitiveness in Science and Technology

ERIC Educational Resources Information Center

Galama, Titus; Hosek, James

2008-01-01

The purpose of this report is to present and consider information related to whether the United States is losing its edge in science and technology (S&T). The report cites arguments made to support the contention of a creeping S&T crisis in the United States, contrasts the arguments with relevant data, and considers them from additional…

Science and Non-Science Undergraduate Students' Critical Thinking and Argumentation Performance in Reading a Science News Report

ERIC Educational Resources Information Center

Lin, Shu-Sheng

2014-01-01

A scientifically literate person should be able to engage and critique science news reports about socioscientific issues from a variety of information sources. Such engagement involves critical thinking and argumentation skills to determine if claims made are justified by evidence and explained by reasonable explanations. This study explored…

Teaching Strategies for Developing Students' Argumentation Skills about Socioscientific Issues in High School Genetics

ERIC Educational Resources Information Center

Dawson, Vaille Maree; Venville, Grady

2010-01-01

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin's argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In…

The Role of Floor Control and of Ontology in Argumentative Activities with Discussion-Based Tools

ERIC Educational Resources Information Center

Schwarz, Baruch B.; Glassner, Amnon

2007-01-01

Argumentative activity has been found beneficial for construction of knowledge and evaluation of information in some conditions. Many theorists in CSCL and some empiricists have suggested that graphical representations may help in this endeavor. In the present study, we examine effects of type of ontology and of synchronicity in students that…

Patterns in Students' Argumentation Confronted with a Risk-Focused Socio-Scientific Issue

ERIC Educational Resources Information Center

Kolsto, Stein Dankert

2006-01-01

This paper reports a qualitative study on students' informal reasoning on a controversial socio-scientific issue. Twenty-two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students…

Intersection of Argumentation and the Use of Multiple Representations in the Context of Socioscientific Issues

ERIC Educational Resources Information Center

Namdar, Bahadir; Shen, Ji

2016-01-01

Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based…

Public funding of abortions and abortion counseling for poor women.

PubMed

Edwards, R B

1997-01-01

This essay seeks to reveal the weakness in arguments against public funding of abortions and abortion counseling in the US based on economic, ethico-religious, anti-racist, and logical-consistency objections and to show that public funding of abortion is strongly supported by appeals to basic human rights, to freedom of speech, to informed consent, to protection from great harm, to justice, and to equal protection under the law. The first part of the article presents the case against public funding with detailed considerations of the economic argument, the ethico/religious argument, the argument that such funding supports racist genocide or eugenic quality control, and arguments that a logical inconsistency exists between the principles used to justify the legalization of abortions and arguments for public funding. The second part of the article presents the case for public funding by discussing the spending of public funds on morally offensive programs, arguments for public funding of abortion counseling for the poor, and arguments for public funding of abortions for the poor. It is concluded that it is morally unacceptable and rationally unjustifiable to refuse to expend public funds for abortions for low income women, because after all most money for legal abortions for the poor comes from welfare payments made to women. If conservative forces want to insure that no public funds pay for abortions, they must stop all welfare payments to pregnant women.

Using Structured e-Forum to Support the Legislation Formation Process

NASA Astrophysics Data System (ADS)

Xenakis, Alexandros; Loukis, Euripides

Many public policy problems are 'wicked', being characterised by high complexity, many heterogeneous views and conflicts among various stakeholders, and also lack of mathematically 'optimal' solutions and predefined algorithms for calculating them. The best approach for addressing such problems is through consultation and argumentation among stakeholders. The e-participation research has investigated and suggested several ICT tools for this purpose, such as e-forum, e-petition and e-community tools. This paper investigates the use of an advanced ICT tool, the structured e-forum, for addressing such wicked problems associated with the legislation formation. For this purpose we designed, implemented and evaluated two pilot e-consultations on legislation under formation in the Parliaments of Austria and Greece using a structured e-forum tool based on the Issue Based Information Systems (IBIS) framework. The conclusions drawn reveal the advantages offered by the structured e-forum, but also its difficulties as well.

12 CFR 926.6 - Appeals.

Code of Federal Regulations, 2010 CFR

2010-01-01

... the appeal with sufficient facts, information, analysis, and explanation to support the applicant's... Board may request additional information or further supporting arguments from the applicant, the Bank...

A Formal Basis for Safety Case Patterns

NASA Technical Reports Server (NTRS)

Denney, Ewen; Pai, Ganesh

2013-01-01

By capturing common structures of successful arguments, safety case patterns provide an approach for reusing strategies for reasoning about safety. In the current state of the practice, patterns exist as descriptive specifications with informal semantics, which not only offer little opportunity for more sophisticated usage such as automated instantiation, composition and manipulation, but also impede standardization efforts and tool interoperability. To address these concerns, this paper gives (i) a formal definition for safety case patterns, clarifying both restrictions on the usage of multiplicity and well-founded recursion in structural abstraction, (ii) formal semantics to patterns, and (iii) a generic data model and algorithm for pattern instantiation. We illustrate our contributions by application to a new pattern, the requirements breakdown pattern, which builds upon our previous work

Assessing quality of pre-service physics teachers' written arguments

NASA Astrophysics Data System (ADS)

Aydeniz, Mehmet; Gürçay, Deniz

2013-11-01

Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government's decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants' knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework. Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants. Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge.

The relationship of character structure to persuasive communication in advertising.

PubMed

Chatterjee, Anindya; Hunt, James M

2005-02-01

The persuasive effect of character structure--defined as a person's organized set of drives, dispositions, and satisfactions with which they approach the world--was assessed in the context of printed advertising. Subjects were exposed to one of two levels of argument strength (strong versus weak) and one of two levels of message spokesperson (celebrity versus noncelebrity) in a printed-advertising task. Subjects classified as Other-directed, individuals who possess a strong need to get along with others, exhibited greater attitudinal responsiveness to the test advertisement as measured on a composite attitude scale than did those classified as Inner-directed, needing to get ahead, or succeed. Other-directed subjects' attitude scores were more responsive to the message source than were the comparable scores of Inner-directed subjects. Results regarding argument strength were not significant but suggest that Other-directed attitudes are influenced by a combination of textual arguments and social cues.

An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

NASA Astrophysics Data System (ADS)

Kim, Sungho; Hand, Brian

2015-04-01

This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.

Poverty of the stimulus revisited.

PubMed

Berwick, Robert C; Pietroski, Paul; Yankama, Beracah; Chomsky, Noam

2011-01-01

A central goal of modern generative grammar has been to discover invariant properties of human languages that reflect "the innate schematism of mind that is applied to the data of experience" and that "might reasonably be attributed to the organism itself as its contribution to the task of the acquisition of knowledge" (Chomsky, 1971). Candidates for such invariances include the structure dependence of grammatical rules, and in particular, certain constraints on question formation. Various "poverty of stimulus" (POS) arguments suggest that these invariances reflect an innate human endowment, as opposed to common experience: Such experience warrants selection of the grammars acquired only if humans assume, a priori, that selectable grammars respect substantive constraints. Recently, several researchers have tried to rebut these POS arguments. In response, we illustrate why POS arguments remain an important source of support for appeal to a priori structure-dependent constraints on the grammars that humans naturally acquire. Copyright © 2011 Cognitive Science Society, Inc.

The representation of lexical-syntactic information: evidence from syntactic and lexical retrieval impairments in aphasia.

PubMed

Biran, Michal; Friedmann, Naama

2012-10-01

This study explored lexical-syntactic information - syntactic information that is stored in the lexicon - and its relation to syntactic and lexical impairments in aphasia. We focused on two types of lexical-syntactic information: predicate argument structure (PAS) of verbs (the number and types of arguments the verb selects) and grammatical gender of nouns. The participants were 17 Hebrew-speaking individuals with aphasia who had a syntactic deficit (agrammatism) or a lexical retrieval deficit (anomia) located at the semantic lexicon, the phonological output lexicon, or the phonological output buffer. After testing the participants' syntactic and lexical retrieval abilities and establishing the functional loci of their deficits, we assessed their PAS and grammatical gender knowledge. This assessment included sentence completion, sentence production, sentence repetition, and grammaticality judgment tasks. The participants' performance on these tests yielded several important dissociations. Three agrammatic participants had impaired syntax but unimpaired PAS knowledge. Three agrammatic participants had impaired syntax but unimpaired grammatical gender knowledge. This indicates that lexical-syntactic information is represented separately from syntax, and can be spared even when syntax at the sentence level, such as embedding and movement are impaired. All 5 individuals with phonological output buffer impairment and all 3 individuals with phonological output lexicon impairment had preserved lexical-syntactic knowledge. These selective impairments indicate that lexical-syntactic information is represented at a lexical stage prior to the phonological lexicon and the phonological buffer. Three participants with impaired PAS (aPASia) and impaired grammatical gender who showed intact lexical-semantic knowledge indicate that the lexical-syntactic information is represented separately from the semantic lexicon. This led us to conclude that lexical-syntactic information is stored in a separate syntactic lexicon. A double dissociation between PAS and grammatical gender impairments indicated that different types of lexical-syntactic information are represented separately in this syntactic lexicon. Copyright © 2011 Elsevier Srl. All rights reserved.

Modeling the effects of argument length and validity on inductive and deductive reasoning.

PubMed

Rotello, Caren M; Heit, Evan

2009-09-01

In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were observed: Induction judgments were more affected by argument length, and deduction judgments were more affected by validity. In Experiment 2, fluency was manipulated by displaying the materials in a low-contrast font, leading to increased sensitivity to logical validity. Several variants of 1-process and 2-process models of reasoning were assessed against the results. A 1-process model that assumed the same scale of argument strength underlies induction and deduction was not successful. A 2-process model that assumed separate, continuous informational dimensions of apparent deductive validity and associative strength gave the more successful account. (c) 2009 APA, all rights reserved.

Rhetorical Use of Inscriptions in Students' Written Arguments About Socioscientific Issues

NASA Astrophysics Data System (ADS)

Xiao, Sihan

2018-05-01

Educators expect that students be able to make informed decisions about science-related problems in their everyday lives. Engaging science in such problems often entails evaluating available evidence for given arguments. This study explores how students use inscriptions as evidence to argue about socioscientific issues. Fifth- and sixth-grade students (N = 102) in two intact classrooms completed written argument tasks in which they were asked to cite given inscriptions to support their decisions about energy use or genetically modified organisms. Qualitative content analyses of these written arguments, which focused on the coordination between inscriptions and claims, show three patterns of rhetorical use of inscriptions: seeing is believing, believing is seeing, and asserting is inferring. What counts as evidence was not the inscriptions per se, but the rhetorical functions they performed in particular arguments. These findings suggest that justifying socioscientific decisions is functionally different from explaining scientific phenomena. Linking these two activities in school may help students more productively engage with science in their everyday lives.

The forgotten grammatical category: Adjective use in agrammatic aphasia

PubMed Central

Meltzer-Asscher, Aya; Thompson, Cynthia K.

2014-01-01

Background In contrast to nouns and verbs, the use of adjectives in agrammatic aphasia has not been systematically studied. However, because of the linguistic and psycholinguistic attributes of adjectives, some of which overlap with nouns and some with verbs, analysis of adjective production is important for testing theories of word class production deficits in agrammatism. Aims The objective of the current study was to compare adjective use in agrammatic and healthy individuals, focusing on three factors: overall adjective production rate, production of predicative and attributive adjectives, and production of adjectives with complex argument structure. Method & Procedures Narratives elicited from 14 agrammatic and 14 control participants were coded for open class grammatical category production (i.e., nouns, verbs, adjectives), with each adjective also coded for its syntactic environment (attributive/predicative) and argument structure. Outcomes & Results Overall, agrammatic speakers used adjectives in proportions similar to that of cognitively healthy speakers. However, they exhibited a greater proportion of predicative adjectives and a lesser proportion of attributive adjectives, compared to controls. Additionally, agrammatic participants produced adjectives with less complex argument structure than controls. Conclusions The overall normal-like frequency of adjectives produced by agrammatic speakers suggests that agrammatism does not involve an inherent difficulty with adjectives as a word class or with predication, or that it entails a deficit in processing low imageability words. However, agrammatic individuals’ reduced production of attributive adjectives and adjectives with complements extends previous findings of an adjunction deficit and of impairment in complex argument structure processing, respectively, to the adjectival domain. The results suggest that these deficits are not tied to a specific grammatical category. PMID:24882945

The forgotten grammatical category: Adjective use in agrammatic aphasia.

PubMed

Meltzer-Asscher, Aya; Thompson, Cynthia K

2014-07-01

In contrast to nouns and verbs, the use of adjectives in agrammatic aphasia has not been systematically studied. However, because of the linguistic and psycholinguistic attributes of adjectives, some of which overlap with nouns and some with verbs, analysis of adjective production is important for testing theories of word class production deficits in agrammatism. The objective of the current study was to compare adjective use in agrammatic and healthy individuals, focusing on three factors: overall adjective production rate, production of predicative and attributive adjectives, and production of adjectives with complex argument structure. Narratives elicited from 14 agrammatic and 14 control participants were coded for open class grammatical category production (i.e., nouns, verbs, adjectives), with each adjective also coded for its syntactic environment (attributive/predicative) and argument structure. Overall, agrammatic speakers used adjectives in proportions similar to that of cognitively healthy speakers. However, they exhibited a greater proportion of predicative adjectives and a lesser proportion of attributive adjectives, compared to controls. Additionally, agrammatic participants produced adjectives with less complex argument structure than controls. The overall normal-like frequency of adjectives produced by agrammatic speakers suggests that agrammatism does not involve an inherent difficulty with adjectives as a word class or with predication, or that it entails a deficit in processing low imageability words. However, agrammatic individuals' reduced production of attributive adjectives and adjectives with complements extends previous findings of an adjunction deficit and of impairment in complex argument structure processing, respectively, to the adjectival domain. The results suggest that these deficits are not tied to a specific grammatical category.

The effect of DTC advertisement content on belief tenacity: a study of appeals and argument types.

PubMed

Jalnawala, Nekshan; Wilkin, Noel E

2007-03-01

Direct-to-consumer advertising (DTCA) has an influence on patients' perceptions, awareness, and behaviors. Inoculation theory and the model of belief processing provide insights into cognition that stand to increase our understanding of how patients process the information presented in these advertisements and form beliefs about medications. This study was conducted to evaluate the effect of sidedness of appeals and argument types in understanding beliefs that are formed after exposure to advertisements. DTCA and negative experiences were used to study these constructs. A 2 (1-sided vs 2-sided appeals) x 2 (causal vs authoritative arguments) factorial study design was used. A total of 263 undergraduate students were assigned to view 1 of the 4 mock flu-medication advertisements and complete a questionnaire. Subjects were then presented with a negative scenario and were asked to fill out a questionnaire based on the information in the ad and in the negative scenario. The dependent measures included belief change, change in intent to inquire, and standardized price change. Data were analyzed using 2-way analysis of variance. Subjects exposed to 2-sided appeals showed lower belief change, standardized price change, and change in intent to inquire following a negative experience than subjects exposed to 1-sided appeals (P<.05). No significant difference was found between subjects who received causal arguments and those who received authoritative arguments. A significant interaction effect was observed between sidedness of appeal and argument type on initial belief and initial intent to inquire. Some support for aspects of inoculation theory and theory of belief formation was found. The findings suggest that complying with the "fair-balance" requirement may be beneficial to pharmaceutical marketers as 2-sided appeals increase the tenacity of consumers' beliefs. Higher initial belief and intent to inquire when causal arguments are used in 2-sided promotional messages suggest that use of data to substantiate claims in advertisements may result in enhanced beliefs about the merits of advertised medication.

Improving Systematic Constraint-driven Analysis Using Incremental and Parallel Techniques

DTIC Science & Technology

2012-05-01

and modeling latency of a cloud based subsystem. Members of my research group provided useful comments and ideas on my work in group meetings and...122 5.7.1 One structurally complex argument . . . . . . . . . . . . . . 122 5.7.2 Multiple independent arguments...Subject Tools . . . . . . . . . . . . . . . . . 131 6.1.1.1 JPF — Model Checker . . . . . . . . . . . . . . . . 131 6.1.1.2 Alloy — Using a SAT

Preschool Children's Interpretation of Object-Initial Sentences: Neural Correlates of Their Behavioral Performance

ERIC Educational Resources Information Center

Schipke, Christine S.; Knoll, Lisa J.; Friederici, Angela D.; Oberecker, Regine

2012-01-01

The acquisition of the function of case-marking is a key step in the development of sentence processing for German-speaking children since case-marking reveals the relations between sentential arguments. In this study, we investigated the development of the processing of case-marking and argument structures in children at 3, 4;6 and 6 years of…

Extending the Human Life Span: An Exploratory Study of Pro- and Anti-Longevity Attitudes

ERIC Educational Resources Information Center

Kogan, Nathan; Tucker, Jennifer; Porter, Matthew

2011-01-01

Successful efforts by biologists to substantially increase the life span of non-human animals has raised the possibility of extrapolation to humans, which in turn has given rise to bioethical argumentation, pro and con. The present study converts these arguments into pro- and anti-longevity items on a questionnaire and examines the structure and…

Text-Based Argumentation with Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science

ERIC Educational Resources Information Center

Litman, Cindy; Marple, Stacy; Greenleaf, Cynthia; Charney-Sirott, Irisa; Bolz, Michael J.; Richardson, Lisa K.; Hall, Allison H.; George, MariAnne; Goldman, Susan R.

2017-01-01

This study presents a descriptive analysis of 71 videotaped lessons taught by 34 highly regarded secondary English language arts, history, and science teachers, collected to inform an intervention focused on evidence-based argumentation from multiple text sources. Studying the practices of highly regarded teachers is valuable for identifying…

Conflicts in language processing: a new perspective on the N400-P600 distinction.

PubMed

Frenzel, Sabine; Schlesewsky, Matthias; Bornkessel-Schlesewsky, Ina

2011-02-01

Conflicts in language processing often correlate with late positive event-related brain potentials (ERPs), particularly when they are induced by inconsistencies between different information types (e.g. syntactic and thematic/plausibility information). However, under certain circumstances, similar sentence-level interpretation conflicts (inanimate subjects) engender negativity effects (N400s) instead. The present ERP study was designed to shed light on this inconsistency. In previous studies showing monophasic positivities (P600s), the conflict was irresolvable and induced via a verb, whereas N400s were elicited by resolvable, argument-induced conflicts. Here, we therefore examined irresolvable argument-induced conflicts (pronoun case violations) in simple English sentences. Conflict strength was manipulated via the animacy of the first argument and the agreement status of the verb. Processing conflicts engendered a biphasic N400-late positivity pattern, with only the N400 sensitive to conflict strength (animacy). These results suggest that argument-induced conflicts engender N400 effects, (which we interpret in terms of increased competition for the Actor role) whereas irresolvable conflicts elicit late positivities (which we interpret as reflecting well-formedness categorisation). Copyright © 2010 Elsevier Ltd. All rights reserved.

Does benefit justify research with children?

PubMed Central

2017-01-01

Abstract The inclusion of children in research gives rise to a difficult ethical question: What justifies children's research participation and exposure to research risks when they cannot provide informed consent? This question arises out of the tension between the moral requirement to obtain a subject's informed consent for research participation, on the one hand, and the limited capacity of most children to provide informed consent, on the other. Most agree that children's participation in clinical research can be justified. But the ethical justification for exposing children to research risks in the absence of consent remains unclear. One prevalent group of arguments aims to justify children's risk exposure by appealing to the concept of benefit. I call these ‘benefit arguments’. Prominent versions of this argument defend the idea that broadening our understanding of the notion of benefit to include non‐medical benefits (such as the benefit of a moral education) helps to justify children's research participation. I argue that existing benefit arguments are not persuasive and raise problems with the strategy of appealing to broader notions of benefit to justify children's exposure to research risk. PMID:28885727

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Arity Raising in Manticore

NASA Astrophysics Data System (ADS)

Bergstrom, Lars; Reppy, John

Compilers for polymorphic languages are required to treat values in programs in an abstract and generic way at the source level. The challenges of optimizing the boxing of raw values, flattening of argument tuples, and raising the arity of functions that handle complex structures to reduce memory usage are old ones, but take on newfound import with processors that have twice as many registers. We present a novel strategy that uses both control-flow and type information to provide an arity raising implementation addressing these problems. This strategy is conservative - no matter the execution path, the transformed program will not perform extra operations.

Sexuality in institutionalized elderly persons: a systematic review of argument-based ethics literature.

PubMed

Mahieu, Lieslot; Gastmans, Chris

2012-03-01

Admission to a nursing home might challenge the way in which individuals experience their own sexuality, but it does not automatically diminish their need and desire for sexual fulfillment. Despite the fact that sexuality proves to be an intrinsic part of human existence, the sexual expression of geriatric residents remains a sensitive subject for many caregivers and family members. It evokes a variety of ethical issues and concerns, especially when dementia patients are involved. The overall objective of this review was to examine the ethical arguments and concepts about the debate on sexuality within a nursing home environment. We conducted a systematic search for argument-based ethics literature focusing on sexuality in institutionalized elderly people. Twenty-five appropriate studies were identified. A thematic analysis of the included literature led us to distinguish two major groups of ethical arguments: (i) principles and (ii) care. Ethics arguments on sexuality in institutionalized elderly are particularly guided by the principle of respect for autonomy and the concomitant notion of informed consent. Arguments related to care were also apparent within the research literature although they received considerably less attention than the arguments related to the principles of respect for autonomy, beneficence, nonmaleficence and justice. The lack of clarity in the conceptualization of the arguments referred to in the research literature indicates that there is a pressing need for a better defined, more fundamental philosophical-ethical analysis of the values at stake.

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., information, analysis and explanation to support the applicant's position. Send appeals to the Deputy Director... additional information or further supporting arguments from the applicant, the Bank, or any other party that...

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., information, analysis and explanation to support the applicant's position. Send appeals to the Deputy Director... additional information or further supporting arguments from the applicant, the Bank, or any other party that...

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., information, analysis and explanation to support the applicant's position. Send appeals to the Deputy Director... additional information or further supporting arguments from the applicant, the Bank, or any other party that...

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., information, analysis and explanation to support the applicant's position. Send appeals to the Deputy Director... additional information or further supporting arguments from the applicant, the Bank, or any other party that...

Polarization of perceived Procedural Justice.

PubMed

Flint, Douglas H; Hernandez-Marrero, Pablo; Wielemaker, Martin

2006-02-01

This study examined polarization of perceptions of Procedural Justice. Two polarization mechanisms are examined, Persuasive Arguments and Social Comparisons. Participants were students enrolled in a first-year introductory business class. There were 216 participants in the Persuasive Arguments study, 429 in the Social Comparisons study. The average age of all participants was 22.3 yr. (SD = 2.1); 56% were women. Fields of study represented were business, engineering, information technology, and sports. Analysis showed under conditions of low Procedural Justice, polarization effects were only found with the Persuasive Arguments mechanism. Under conditions of high Procedural Justice, polarization effects were only found with Social Comparisons. Implications for group polarization and Procedural Justice theories are considered.

Agent-Based Negotiation in Uncertain Environments

NASA Astrophysics Data System (ADS)

Debenham, John; Sierra, Carles

An agent aims to secure his projected needs by attempting to build a set of (business) relationships with other agents. A relationship is built by exchanging private information, and is characterised by its intimacy — degree of closeness — and balance — degree of fairness. Each argumentative interaction between two agents then has two goals: to satisfy some immediate need, and to do so in a way that develops the relationship in a desired direction. An agent's desire to develop each relationship in a particular way then places constraints on the argumentative utterances. The form of negotiation described is argumentative interaction constrained by a desire to develop such relationships.

Working on the "Write" Path: Improving EFL Students' Argumentative-Writing Performance through L1-Mediated Structural Cognitive Modification

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2016-01-01

Based on their scores on a proficiency test, the 894 participants in this study were grouped into three experimental groups (EG) and three control groups (CG). They attempted an argumentative writing task and the Cornell Critical Thinking Test, Form Z (CCTT-Form Z) as the pre-test. While CG participants received no treatment or placebo, EG…

Verb and sentence production and comprehension in aphasia: Northwestern Assessment of Verbs and Sentences (NAVS)

PubMed Central

Cho-Reyes, Soojin; Thompson, Cynthia K.

2015-01-01

Background Verbs and sentences are often impaired in individuals with aphasia, and differential impairment patterns are associated with different types of aphasia. With currently available test batteries, however, it is challenging to provide a comprehensive profile of aphasic language impairments because they do not examine syntactically important properties of verbs and sentences. Aims This study presents data derived from the Northwestern Assessment of Verbs and Sentences (NAVS; Thompson, 2011), a new test battery designed to examine syntactic deficits in aphasia. The NAVS includes tests for verb naming and comprehension, and production of verb argument structure in simple active sentences, with each examining the effects of the number and optionality of arguments. The NAVS also tests production and comprehension of canonical and non-canonical sentences. Methods & Procedures A total of 59 aphasic participants (35 agrammatic and 24 anomic) were tested using a set of action pictures. Participants produced verbs or sentences for the production subtests and identified pictures corresponding to auditorily provided verbs or sentences for the comprehension subtests. Outcomes & Results The agrammatic group, compared to the anomic group, performed significantly more poorly on all subtests except verb comprehension, and for both groups comprehension was less impaired than production. On verb naming and argument structure production tests both groups exhibited difficulty with three-argument verbs, affected by the number and optionality of arguments. However, production of sentences using three-argument verbs was more impaired in the agrammatic, compared to the anomic, group. On sentence production and comprehension tests, the agrammatic group showed impairments in all types of non-canonical sentences, whereas the anomic group exhibited difficulty primarily with the most difficult, object relative, structures. Conclusions Results show that verb and sentence deficits seen in individuals with agrammatic aphasia are largely influenced by syntactic complexity; however, individuals with anomic aphasia appear to exhibit these impairments only for the most complex forms of verbs and sentences. The present data indicate that the NAVS is useful for characterising verb and sentence deficits in people with aphasia. PMID:26379358

Using argumentation to retrieve articles with similar citations: an inquiry into improving related articles search in the MEDLINE digital library.

PubMed

Tbahriti, Imad; Chichester, Christine; Lisacek, Frédérique; Ruch, Patrick

2006-06-01

The aim of this study is to investigate the relationships between citations and the scientific argumentation found abstracts. We design a related article search task and observe how the argumentation can affect the search results. We extracted citation lists from a set of 3200 full-text papers originating from a narrow domain. In parallel, we recovered the corresponding MEDLINE records for analysis of the argumentative moves. Our argumentative model is founded on four classes: PURPOSE, METHODS, RESULTS and CONCLUSION. A Bayesian classifier trained on explicitly structured MEDLINE abstracts generates these argumentative categories. The categories are used to generate four different argumentative indexes. A fifth index contains the complete abstract, together with the title and the list of Medical Subject Headings (MeSH) terms. To appraise the relationship of the moves to the citations, the citation lists were used as the criteria for determining relatedness of articles, establishing a benchmark; it means that two articles are considered as "related" if they share a significant set of co-citations. Our results show that the average precision of queries with the PURPOSE and CONCLUSION features is the highest, while the precision of the RESULTS and METHODS features was relatively low. A linear weighting combination of the moves is proposed, which significantly improves retrieval of related articles.

Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

NASA Astrophysics Data System (ADS)

Rebello, Carina M.

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics. Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007). This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.

Fuzzy-Set Case Studies

ERIC Educational Resources Information Center

Mikkelsen, Kim Sass

2017-01-01

Contemporary case studies rely on verbal arguments and set theory to build or evaluate theoretical claims. While existing procedures excel in the use of qualitative information (information about kind), they ignore quantitative information (information about degree) at central points of the analysis. Effectively, contemporary case studies rely on…

Personal, Anticipated Information Need

ERIC Educational Resources Information Center

Bruce, Harry

2005-01-01

Background: The role of personal information collections is a well known feature of personal information management. The World Wide Web has introduced to such collections ideas such as filing Web pages or noting their existence in "Bookmarks" and "Favourites". Argument: It is suggested that personal information collections are…

Structural Case Assignment in Korean

ERIC Educational Resources Information Center

Koak, Heeshin

2012-01-01

In this dissertation, I aim to provide a theory on the distribution of structural Case in Korean. I propose the following Structural Case Assignment Hypothesis (SCAH) regarding the assignment of structural Case: "Structural Case is assigned by phase heads (C: nominative; v: accusative) to every argument in the c-command domain of the phase…

Hyper-active gap filling

PubMed Central

Omaki, Akira; Lau, Ellen F.; Davidson White, Imogen; Dakan, Myles L.; Apple, Aaron; Phillips, Colin

2015-01-01

Much work has demonstrated that speakers of verb-final languages are able to construct rich syntactic representations in advance of verb information. This may reflect general architectural properties of the language processor, or it may only reflect a language-specific adaptation to the demands of verb-finality. The present study addresses this issue by examining whether speakers of a verb-medial language (English) wait to consult verb transitivity information before constructing filler-gap dependencies, where internal arguments are fronted and hence precede the verb. This configuration makes it possible to investigate whether the parser actively makes representational commitments on the gap position before verb transitivity information becomes available. A key prediction of the view that rich pre-verbal structure building is a general architectural property is that speakers of verb-medial languages should predictively construct dependencies in advance of verb transitivity information, and therefore that disruption should be observed when the verb has intransitive subcategorization frames that are incompatible with the predicted structure. In three reading experiments (self-paced and eye-tracking) that manipulated verb transitivity, we found evidence for reading disruption when the verb was intransitive, although no such reading difficulty was observed when the critical verb was embedded inside a syntactic island structure, which blocks filler-gap dependency completion. These results are consistent with the hypothesis that in English, as in verb-final languages, information from preverbal noun phrases is sufficient to trigger active dependency completion without having access to verb transitivity information. PMID:25914658

Hyper-active gap filling.

PubMed

Omaki, Akira; Lau, Ellen F; Davidson White, Imogen; Dakan, Myles L; Apple, Aaron; Phillips, Colin

2015-01-01

Much work has demonstrated that speakers of verb-final languages are able to construct rich syntactic representations in advance of verb information. This may reflect general architectural properties of the language processor, or it may only reflect a language-specific adaptation to the demands of verb-finality. The present study addresses this issue by examining whether speakers of a verb-medial language (English) wait to consult verb transitivity information before constructing filler-gap dependencies, where internal arguments are fronted and hence precede the verb. This configuration makes it possible to investigate whether the parser actively makes representational commitments on the gap position before verb transitivity information becomes available. A key prediction of the view that rich pre-verbal structure building is a general architectural property is that speakers of verb-medial languages should predictively construct dependencies in advance of verb transitivity information, and therefore that disruption should be observed when the verb has intransitive subcategorization frames that are incompatible with the predicted structure. In three reading experiments (self-paced and eye-tracking) that manipulated verb transitivity, we found evidence for reading disruption when the verb was intransitive, although no such reading difficulty was observed when the critical verb was embedded inside a syntactic island structure, which blocks filler-gap dependency completion. These results are consistent with the hypothesis that in English, as in verb-final languages, information from preverbal noun phrases is sufficient to trigger active dependency completion without having access to verb transitivity information.

The Best of Both Worlds

PubMed Central

Ter Wal, Anne L.J.; Alexy, Oliver; Block, Jörn; Sandner, Philipp G.

2016-01-01

Open networks give actors non-redundant information that is diverse, while closed networks offer redundant information that is easier to interpret. Integrating arguments about network structure and the similarity of actors’ knowledge, we propose two types of network configurations that combine diversity and ease of interpretation. Closed-diverse networks offer diversity in actors’ knowledge domains and shared third-party ties to help in interpreting that knowledge. In open-specialized networks, structural holes offer diversity, while shared interpretive schema and overlap between received information and actors’ prior knowledge help in interpreting new information without the help of third parties. In contrast, actors in open-diverse networks suffer from information overload due to the lack of shared schema or overlapping prior knowledge for the interpretation of diverse information, and actors in closed-specialized networks suffer from overembeddedness because they cannot access diverse information. Using CrunchBase data on early-stage venture capital investments in the U.S. information technology sector, we test the effect of investors’ social capital on the success of their portfolio ventures. We find that ventures have the highest chances of success if their syndicating investors have either open-specialized or closed-diverse networks. These effects are manifested beyond the direct effects of ventures’ or investors’ quality and are robust to controlling for the possibility that certain investors could have chosen more promising ventures at the time of first funding. PMID:27499546

Information and the Origin of Qualia

PubMed Central

Orpwood, Roger

2017-01-01

This article argues that qualia are a likely outcome of the processing of information in local cortical networks. It uses an information-based approach and makes a distinction between information structures (the physical embodiment of information in the brain, primarily patterns of action potentials), and information messages (the meaning of those structures to the brain, and the basis of qualia). It develops formal relationships between these two kinds of information, showing how information structures can represent messages, and how information messages can be identified from structures. The article applies this perspective to basic processing in cortical networks or ensembles, showing how networks can transform between the two kinds of information. The article argues that an input pattern of firing is identified by a network as an information message, and that the output pattern of firing generated is a representation of that message. If a network is encouraged to develop an attractor state through attention or other re-entrant processes, then the message identified each time physical information is cycled through the network becomes “representation of the previous message”. Using an example of olfactory perception, it is shown how this piggy-backing of messages on top of previous messages could lead to olfactory qualia. The message identified on each pass of information could evolve from inner identity, to inner form, to inner likeness or image. The outcome is an olfactory quale. It is shown that the same outcome could result from information cycled through a hierarchy of networks in a resonant state. The argument for qualia generation is applied to other sensory modalities, showing how, through a process of brain-wide constraint satisfaction, a particular state of consciousness could develop at any given moment. Evidence for some of the key predictions of the theory is presented, using ECoG data and studies of gamma oscillations and attractors, together with an outline of what further evidence is needed to provide support for the theory. PMID:28484376

Active learning-based information structure analysis of full scientific articles and two applications for biomedical literature review.

PubMed

Guo, Yufan; Silins, Ilona; Stenius, Ulla; Korhonen, Anna

2013-06-01

Techniques that are capable of automatically analyzing the information structure of scientific articles could be highly useful for improving information access to biomedical literature. However, most existing approaches rely on supervised machine learning (ML) and substantial labeled data that are expensive to develop and apply to different sub-fields of biomedicine. Recent research shows that minimal supervision is sufficient for fairly accurate information structure analysis of biomedical abstracts. However, is it realistic for full articles given their high linguistic and informational complexity? We introduce and release a novel corpus of 50 biomedical articles annotated according to the Argumentative Zoning (AZ) scheme, and investigate active learning with one of the most widely used ML models-Support Vector Machines (SVM)-on this corpus. Additionally, we introduce two novel applications that use AZ to support real-life literature review in biomedicine via question answering and summarization. We show that active learning with SVM trained on 500 labeled sentences (6% of the corpus) performs surprisingly well with the accuracy of 82%, just 2% lower than fully supervised learning. In our question answering task, biomedical researchers find relevant information significantly faster from AZ-annotated than unannotated articles. In the summarization task, sentences extracted from particular zones are significantly more similar to gold standard summaries than those extracted from particular sections of full articles. These results demonstrate that active learning of full articles' information structure is indeed realistic and the accuracy is high enough to support real-life literature review in biomedicine. The annotated corpus, our AZ classifier and the two novel applications are available at http://www.cl.cam.ac.uk/yg244/12bioinfo.html

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

NASA Astrophysics Data System (ADS)

Anisa, A.; Widodo, A.; Riandi, R.

2017-09-01

Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java - Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim - warrant - and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

News Coverage of Sugar-Sweetened Beverage Taxes: Pro- and Antitax Arguments in Public Discourse

PubMed Central

Gollust, Sarah E.; Jarlenski, Marian P.; Nathanson, Ashley M.; Barry, Colleen L.

2013-01-01

Objectives. We examined news coverage of public debates about large taxes on sugar-sweetened beverages (SSBs) to illuminate how the news media frames the debate and to inform future efforts to promote obesity-related public policy. Methods. We conducted a quantitative content analysis in which we assessed how frequently 30 arguments supporting or opposing SSB taxes appeared in national news media and in news outlets serving jurisdictions where SSB taxes were proposed between January 2009 and June 2011. Results. News coverage included more discrete protax than antitax arguments on average. Supportive arguments about the health consequences and financial benefits of SSB taxes appeared most often. The most frequent opposing arguments focused on how SSB taxes would hurt the economy and how they constituted inappropriate governmental intrusion. Conclusions. News outlets that covered the debate on SSB taxes in their jurisdictions framed the issue in largely favorable ways. However, because these proposals have not gained passage, it is critical for SSB tax advocates to reach audiences not yet persuaded about the merits of this obesity prevention policy. PMID:23597354

News coverage of sugar-sweetened beverage taxes: pro- and antitax arguments in public discourse.

PubMed

Niederdeppe, Jeff; Gollust, Sarah E; Jarlenski, Marian P; Nathanson, Ashley M; Barry, Colleen L

2013-06-01

We examined news coverage of public debates about large taxes on sugar-sweetened beverages (SSBs) to illuminate how the news media frames the debate and to inform future efforts to promote obesity-related public policy. We conducted a quantitative content analysis in which we assessed how frequently 30 arguments supporting or opposing SSB taxes appeared in national news media and in news outlets serving jurisdictions where SSB taxes were proposed between January 2009 and June 2011. News coverage included more discrete protax than antitax arguments on average. Supportive arguments about the health consequences and financial benefits of SSB taxes appeared most often. The most frequent opposing arguments focused on how SSB taxes would hurt the economy and how they constituted inappropriate governmental intrusion. News outlets that covered the debate on SSB taxes in their jurisdictions framed the issue in largely favorable ways. However, because these proposals have not gained passage, it is critical for SSB tax advocates to reach audiences not yet persuaded about the merits of this obesity prevention policy.

Analysis of the logic and framing of a tobacco industry campaign opposing standardised packaging legislation in New Zealand.

PubMed

Waa, Andrew Morehu; Hoek, Janet; Edwards, Richard; Maclaurin, James

2017-11-01

The tobacco industry routinely opposes tobacco control policies, often using a standard repertoire of arguments. Following proposals to introduce standardised packaging in New Zealand (NZ), British American Tobacco New Zealand (BATNZ) launched the 'Agree-Disagree' mass media campaign, which coincided with the NZ government's standardised packaging consultations. This study examined the logic of the arguments presented and rhetorical strategies employed in the campaign. We analysed each advertisement to identify key messages, arguments and rhetorical devices, then examined the arguments' structure and assessed their logical soundness and validity. All advertisements attempted to frame BATNZ as reasonable, and each contained flawed arguments that were either unsound or based on logical fallacies. Flawed arguments included misrepresenting the intent of the proposed legislation (straw man), claiming standardised packaging would harm all NZ brands (false dilemma), warning NZ not to adopt standardised packaging because of its Australian origins (an unsound argument) or using vague premises as a basis for claiming negative outcomes (equivocation). BATNZ's Agree-Disagree campaign relied on unsound arguments, logical fallacies and rhetorical devices. Given the industry's frequent recourse to these tactics, we propose strategies based on our study findings that can be used to assist the tobacco control community to counter industry opposition to standardised packaging. Greater recognition of logical fallacies and rhetorical devices employed by the tobacco industry will help maintain focus on the health benefits proposed policies will deliver. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Changes in Pre-service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

NASA Astrophysics Data System (ADS)

Kutluca, A. Y.; Aydın, A.

2017-08-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers' NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers.

Looking forwards and backwards: The real-time processing of Strong and Weak Crossover

PubMed Central

Lidz, Jeffrey; Phillips, Colin

2017-01-01

We investigated the processing of pronouns in Strong and Weak Crossover constructions as a means of probing the extent to which the incremental parser can use syntactic information to guide antecedent retrieval. In Experiment 1 we show that the parser accesses a displaced wh-phrase as an antecedent for a pronoun when no grammatical constraints prohibit binding, but the parser ignores the same wh-phrase when it stands in a Strong Crossover relation to the pronoun. These results are consistent with two possibilities. First, the parser could apply Principle C at antecedent retrieval to exclude the wh-phrase on the basis of the c-command relation between its gap and the pronoun. Alternatively, retrieval might ignore any phrases that do not occupy an Argument position. Experiment 2 distinguished between these two possibilities by testing antecedent retrieval under Weak Crossover. In Weak Crossover binding of the pronoun is ruled out by the argument condition, but not Principle C. The results of Experiment 2 indicate that antecedent retrieval accesses matching wh-phrases in Weak Crossover configurations. On the basis of these findings we conclude that the parser can make rapid use of Principle C and c-command information to constrain retrieval. We discuss how our results support a view of antecedent retrieval that integrates inferences made over unseen syntactic structure into constraints on backward-looking processes like memory retrieval. PMID:28936483

49 CFR 1542.303 - Security Directives and Information Circulars.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Contingency Measures § 1542.303 Security Directives and Information Circulars. (a) TSA may issue an... Security Directive by submitting data, views, or arguments in writing to TSA. TSA may amend the Security...

Power, Professional Naiveté and Environmental Icebergs: Navigating the Bioethics Ecosystem.

PubMed

Valadares, Kevin J

2016-01-01

Doing bioethics in the public arena of healthcare, government, business or academia takes courage and stamina. The effort involved must be greater than just supporting clients through disciplined arguments and an ongoing process of clarification. Beyond the argument, for ethicists to be of value, they must understand the importance of navigating power structures within the bioethics ecosystem and to recognize their own professional naiveté.

Vocal learning, prosody, and basal ganglia: don't underestimate their complexity.

PubMed

Ravignani, Andrea; Martins, Mauricio; Fitch, W Tecumseh

2014-12-01

Ackermann et al.'s arguments in the target article need sharpening and rethinking at both mechanistic and evolutionary levels. First, the authors' evolutionary arguments are inconsistent with recent evidence concerning nonhuman animal rhythmic abilities. Second, prosodic intonation conveys much more complex linguistic information than mere emotional expression. Finally, human adults' basal ganglia have a considerably wider role in speech modulation than Ackermann et al. surmise.

The effects of majority versus minority source status on persuasion: a self-validation analysis.

PubMed

Horcajo, Javier; Petty, Richard E; Briñol, Pablo

2010-09-01

The present research proposes that sources in the numerical majority (vs. minority) can affect persuasion by influencing the confidence with which people hold their thoughts in response to the persuasive message. Participants received a persuasive message composed of either strong or weak arguments that was presented by a majority or a minority source. Consistent with the self-validation hypothesis, we predicted and found that the majority (vs. minority) status of the source increased the confidence with which recipients held their thoughts. As a consequence, majority (vs. minority) sources increased argument quality effects in persuasion when source status information followed message processing (Experiment 1). In contrast, when the information regarding source status preceded (rather than followed) the persuasive message, it validated the perception of the position advocated, reducing message processing. As a consequence of having more confidence in the position advocated before receiving the message, majority (vs. minority) sources reduced argument quality effects in persuasion (Experiment 2). Finally, Experiment 3 isolated the timing of the source status manipulation, revealing that sources in the numerical majority (vs. minority) can increase or decrease persuasion to strong arguments depending on whether source status is introduced before or after processing the message. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

High-Dimensional Brain: A Tool for Encoding and Rapid Learning of Memories by Single Neurons.

PubMed

Tyukin, Ivan; Gorban, Alexander N; Calvo, Carlos; Makarova, Julia; Makarov, Valeri A

2018-03-19

Codifying memories is one of the fundamental problems of modern Neuroscience. The functional mechanisms behind this phenomenon remain largely unknown. Experimental evidence suggests that some of the memory functions are performed by stratified brain structures such as the hippocampus. In this particular case, single neurons in the CA1 region receive a highly multidimensional input from the CA3 area, which is a hub for information processing. We thus assess the implication of the abundance of neuronal signalling routes converging onto single cells on the information processing. We show that single neurons can selectively detect and learn arbitrary information items, given that they operate in high dimensions. The argument is based on stochastic separation theorems and the concentration of measure phenomena. We demonstrate that a simple enough functional neuronal model is capable of explaining: (i) the extreme selectivity of single neurons to the information content, (ii) simultaneous separation of several uncorrelated stimuli or informational items from a large set, and (iii) dynamic learning of new items by associating them with already "known" ones. These results constitute a basis for organization of complex memories in ensembles of single neurons. Moreover, they show that no a priori assumptions on the structural organization of neuronal ensembles are necessary for explaining basic concepts of static and dynamic memories.

Free trade and occupational health policy: an argument for health and safety across the North American workplace.

PubMed

McGuinness, M J

1994-01-01

This article considers the argument that the North American Free Trade Agreement (NAFTA) would encourage US and Canadian industry to relocate their hazardous manufacturing operations to Mexico. Proponents of this view believe that this industrial flight south would worsen working conditions in Mexico as well as lower occupational health and safety standards in the US and Canada. In evaluating this argument, the article examines working conditions in US-owned factories in the Mexican maquiladora zone, reviews the current occupational health and safety regulatory structure in Mexico, and considers those institutions established by the European Community to protect workers against the flight of hazardous industries. The article concludes that the harmonization of labor norms throughout North American and the establishment of a functional North American regulatory structure following the precedents set by the European Community are necessary steps to ensure that NAFTA does not produce the feared flight of hazardous industries to Mexico nor degrade the health of workers in Mexico, Canada, or the US.

`Let your data tell a story:' climate change experts and students navigating disciplinary argumentation in the classroom

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students' development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists' feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.

12 CFR 925.5 - Appeals.

Code of Federal Regulations, 2010 CFR

2010-01-01

... the appeal by the applicant with sufficient facts, information, analysis and explanation to rebut any... Finance Board as any new materials are received. (2) Additional information. The Finance Board may request additional information or further supporting arguments from the appellant, the appellee Bank or any other...

Hydrologic consistency as a basis for assessing complexity of monthly water balance models for the continental United States

NASA Astrophysics Data System (ADS)

Martinez, Guillermo F.; Gupta, Hoshin V.

2011-12-01

Methods to select parsimonious and hydrologically consistent model structures are useful for evaluating dominance of hydrologic processes and representativeness of data. While information criteria (appropriately constrained to obey underlying statistical assumptions) can provide a basis for evaluating appropriate model complexity, it is not sufficient to rely upon the principle of maximum likelihood (ML) alone. We suggest that one must also call upon a "principle of hydrologic consistency," meaning that selected ML structures and parameter estimates must be constrained (as well as possible) to reproduce desired hydrological characteristics of the processes under investigation. This argument is demonstrated in the context of evaluating the suitability of candidate model structures for lumped water balance modeling across the continental United States, using data from 307 snow-free catchments. The models are constrained to satisfy several tests of hydrologic consistency, a flow space transformation is used to ensure better consistency with underlying statistical assumptions, and information criteria are used to evaluate model complexity relative to the data. The results clearly demonstrate that the principle of consistency provides a sensible basis for guiding selection of model structures and indicate strong spatial persistence of certain model structures across the continental United States. Further work to untangle reasons for model structure predominance can help to relate conceptual model structures to physical characteristics of the catchments, facilitating the task of prediction in ungaged basins.

Information and Knowledge: An Evolutionary Framework for Information Science

ERIC Educational Resources Information Center

Bates, Marcia J.

2005-01-01

Background: Many definitions of information, knowledge, and data have been suggested throughout the history of information science. In this article, the objective is to provide definitions that are usable for the physical, biological, and social meanings of the terms, covering the various senses important to our field. Argument: Information 1 is…

19 CFR 351.306 - Use of business proprietary information.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 19 Customs Duties 3 2011-04-01 2011-04-01 false Use of business proprietary information. 351.306 Section 351.306 Customs Duties INTERNATIONAL TRADE ADMINISTRATION, DEPARTMENT OF COMMERCE ANTIDUMPING AND COUNTERVAILING DUTIES Information and Argument § 351.306 Use of business proprietary information. (a) By the...

The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia.

PubMed

Huck, Anneline; Thompson, Robin L; Cruice, Madeline; Marshall, Jane

2017-06-01

Verbs with multiple senses can show varying argument structure frequencies, depending on the underlying sense. When acknowledge is used to mean 'recognise', it takes a direct object (DO), but when it is used to mean 'admit' it prefers a sentence complement (SC). The purpose of this study was to investigate whether people with aphasia (PWA) can exploit such meaning-structure probabilities during the reading of temporarily ambiguous sentences, as demonstrated for neurologically healthy individuals (NHI) in a self-paced reading study (Hare et al., 2003). Eleven people with mild or moderate aphasia and eleven neurologically healthy control participants read sentences while their eyes were tracked. Using adapted materials from the study by Hare et al. target sentences containing an SC structure (e.g. He acknowledged (that) his friends would probably help him a lot) were presented following a context prime that biased either a direct object (DO-bias) or sentence complement (SC-bias) reading of the verbs. Half of the stimuli sentences did not contain that so made the post verbal noun phrase (his friends) structurally ambiguous. Both groups of participants were influenced by structural ambiguity as well as by the context bias, indicating that PWA can, like NHI, use their knowledge of a verb's sense-based argument structure frequency during online sentence reading. However, the individuals with aphasia showed delayed reading patterns and some individual differences in their sensitivity to context and ambiguity cues. These differences compared to the NHI may contribute to difficulties in sentence comprehension in aphasia. Copyright © 2017 Elsevier Ltd. All rights reserved.

"Learning Science Is About Facts and Language Learning Is About Being Discursive"-An Empirical Investigation of Students' Disciplinary Beliefs in the Context of Argumentation.

PubMed

Heitmann, Patricia; Hecht, Martin; Scherer, Ronny; Schwanewedel, Julia

2017-01-01

Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and (first) language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts . Data from 3,258 high school students from 85 German secondary schools were analyzed with multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts . These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed.

“Learning Science Is About Facts and Language Learning Is About Being Discursive”—An Empirical Investigation of Students' Disciplinary Beliefs in the Context of Argumentation

PubMed Central

Heitmann, Patricia; Hecht, Martin; Scherer, Ronny; Schwanewedel, Julia

2017-01-01

Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and (first) language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed. PMID:28642727

48 CFR 9.406-3 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-10-01

... in effect, the decision shall be made within 30 working days after receipt of any information and..., together with any information and argument submitted by the contractor and any other information in the... the timely submission, within 3 working days, and accuracy of the documentation regarding the...

Should Internet Researchers Use Ill-Gotten Information?

PubMed

Douglas, David M

2017-06-26

This paper describes how the ethical problems raised by scientific data obtained through harmful and immoral conduct (which, following Stan Godlovitch, is called ill-gotten information) may also emerge in cases where data is collected from the Internet. It describes the major arguments for and against using ill-gotten information in research, and shows how they may be applied to research that either collects information about the Internet itself or which uses data from questionable or unknown sources on the Internet. Three examples (the Internet Census 2012, the PharmaLeaks study, and research into keylogger dropzones) demonstrate how researchers address the ethical issues raised by the sources of data that they use and how the existing arguments concerning the use of ill-gotten information apply to Internet research. The problems faced by researchers who collect or use data from the Internet are shown to be the same problems faced by researchers in other fields who may obtain or use ill-gotten information.

How Past Loss of Control Accidents May Inform Safety Cases for Advanced Control Systems on Commercial Aircraft

NASA Technical Reports Server (NTRS)

Holloway, C. M.; Johnson, C. W.

2008-01-01

This paper describes five loss of control accidents involving commercial aircraft, and derives from those accidents three principles to consider when developing a potential safety case for an advanced flight control system for commercial aircraft. One, among the foundational evidence needed to support a safety case is the availability to the control system of accurate and timely information about the status and health of relevant systems and components. Two, an essential argument to be sustained in the safety case is that pilots are provided with adequate information about the control system to enable them to understand the capabilities that it provides. Three, another essential argument is that the advanced control system will not perform less safely than a good pilot.

Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

NASA Astrophysics Data System (ADS)

Sezen-Barrie, A.; Wolfson, J.

2015-12-01

An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.

The Making of Style.

ERIC Educational Resources Information Center

Howe, James

This book presents general principles of writing for the writer who wants to write well. It presents examples of argumentation, description, the news story, narrative writings, informational articles, satire, riddles, personal essays, the informal personal essays, letters, and allegory. (CK)

Evoked fear and effects of appeals on attitudes to performing breast self-examination: an information-processing perspective.

PubMed

Ruiter, R A; Kok, G; Verplanken, B; Brug, J

2001-06-01

The effect of fear arousal on attitude toward participating in early detection activities [i.e. breast self-examination (BSE)] was studied from an information-processing perspective. It was hypothesized that fear arousal motivates respondents to more argument-based processing of fear-relevant persuasive information. Respondents first read information about breast cancer in which fear was manipulated. After measuring fear arousal, respondents read a persuasive message about performing BSE. Analyses with reported fear, but not manipulated fear, found support for the hypothesis. Respondents who reported mild fear of breast cancer based their attitude toward BSE more on the arguments provided than respondents who reported low fear of breast cancer. This finding suggests that the use of fear arousal may be an efficient tool in health education practice. However, alternative interpretations are provided, in addition to the suggestion to be careful with using fear arousal in health education messages.

A Model of Moral Stages

ERIC Educational Resources Information Center

Reed, Don Collins

2008-01-01

The argument of this paper focuses on the relationship between cognitive structures and structures of interaction. It contends that there is still a place in moral development theory and research for a concept of moral stages. The thesis, in short, is that moral stages are not structures of thought. They are structures of action encoded in…

Competition, Jobs, and Information Policy: The Case for Private-Sector Information Services: U.S. Patents.

ERIC Educational Resources Information Center

Ebersole, Joseph L.

1994-01-01

Discusses the argument for private-sector involvement in the distribution of government information, using U.S. patents as an example. Highlights include industry competitiveness; jobs creation; public access; identifying users; costs; user fees; existing systems of information dissemination; and implications of the Internet and NREN (National…

Privacy and Information Systems: An Argument and an Implementation.

ERIC Educational Resources Information Center

Hellman, J. J.

The report is presented in two parts. The first examines the social and technical implications of information systems vis a vis the individual's ability to control the dissemination of information about himself. It is argued that information systems must incorporate certain properties in their initial design in order to safeguard man's…

Investigating the Abstractness of Children's Early Knowledge of Argument Structure

ERIC Educational Resources Information Center

McClure, Kathleen; Pine, Julian M.; Lieven, Elena V. M.

2006-01-01

In the current debate about the abstractness of children's early grammatical knowledge, Tomasello & Abbott-Smith (2002) have suggested that children might first develop "weak" or "partial" representations of abstract syntactic structures. This paper attempts to characterize these structures by comparing the development of constructions around…

Informational Text and the CCSS

ERIC Educational Resources Information Center

Aspen Institute, 2012

2012-01-01

What constitutes an informational text covers a broad swath of different types of texts. Biographies & memoirs, speeches, opinion pieces & argumentative essays, and historical, scientific or technical accounts of a non-narrative nature are all included in what the Common Core State Standards (CCSS) envisions as informational text. Also included…

Chinese Language Teaching and Information Technology.

ERIC Educational Resources Information Center

Ho, Man-koon

2000-01-01

Provides an overview of the theoretical arguments and problems encountered in the implementation of information technology in Chinese language teaching. States there is a belief that teaching and learning can be enhanced with the introduction of information technology, explaining that it may increase students' motivation to learn. (CMK)

The Robust Beauty of Ordinary Information

ERIC Educational Resources Information Center

Katsikopoulos, Konstantinos V.; Schooler, Lael J.; Hertwig, Ralph

2010-01-01

Heuristics embodying limited information search and noncompensatory processing of information can yield robust performance relative to computationally more complex models. One criticism raised against heuristics is the argument that complexity is hidden in the calculation of the cue order used to make predictions. We discuss ways to order cues…

Methods for optimizing solutions when considering group arguments by team of experts

NASA Astrophysics Data System (ADS)

Chernyi, Sergei; Budnik, Vlad

2017-11-01

The article is devoted to methods of expert evaluation. The technology of expert evaluation is presented from the standpoint of precedent structures. In this paper, an aspect of the mathematical basis for constructing a component of decision analysis is considered. In fact, this approach leaves out any identification of their knowledge and skills of simulating organizational and manufacturing situations and taking efficient managerial decisions; it doesn't enable any identification and assessment of their knowledge on the basis of multi-informational and least loss-making methods and information technologies. Hence the problem is to research and develop a methodology for systemic identification of professional problem-focused knowledge acquired by employees operating adaptive automated systems of training management (AASTM operators), which shall also further the theory and practice of the intelligence-related aspects thereof.

Getting quality in qualitative research: a short introduction to feminist methodology and methods.

PubMed

Landman, Maeve

2006-11-01

The present paper reflects a practical activity undertaken by the Nutrition Society's qualitative research network in October 2005. It reflects the structure of that exercise. First, there is an introduction to feminist methodology and methods. The informing premise is that feminist methodology is of particular interest to practitioners (professional and/or academic) engaged in occupations numerically dominated by women, such as nutritionists. A critical argument is made for a place for feminist methodology in related areas of social research. The discussion points to the differences that exist between various feminist commentators, although the central aims of feminist research are broadly shared. The paper comprises an overview of organizing concepts, discussion and questions posed to stimulate discussion on the design and process of research informed by feminist methodology. Issues arising from that discussion are summarized.

FEATURES, EVENTS, AND PROCESSES: SYSTEM-LEVEL AND CRITICALITY

DOE Office of Scientific and Technical Information (OSTI.GOV)

D.L. McGregor

The primary purpose of this Analysis/Model Report (AMR) is to identify and document the screening analyses for the features, events, and processes (FEPs) that do not easily fit into the existing Process Model Report (PMR) structure. These FEPs include the 3 1 FEPs designated as System-Level Primary FEPs and the 22 FEPs designated as Criticality Primary FEPs. A list of these FEPs is provided in Section 1.1. This AMR (AN-WIS-MD-000019) documents the Screening Decision and Regulatory Basis, Screening Argument, and Total System Performance Assessment (TSPA) Disposition for each of the subject Primary FEPs. This AMR provides screening information and decisionsmore » for the TSPA-SR report and provides the same information for incorporation into a project-specific FEPs database. This AMR may also assist reviewers during the licensing-review process.« less

Case studies in pathophysiology: The development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation

NASA Astrophysics Data System (ADS)

Titterington, Lynda C.

2007-12-01

This study presents a framework for examining the effects of higher order thinking on the achievement of allied health students enrolled in a pathophysiology course. A series of clinical case studies was developed and published in an enriched online environment that guided students through the process of developing a solution and supporting it through data analysis and interpretation. The series of case study modules scaffolded argumentation through question prompts. The modules began with a simple, direct problem and they became progressively more complex throughout the quarter. A control group was assigned a pencil-and-paper case study based upon recall. The case studies were scored for content accuracy and evidence of higher order thinking skills. Higher order thinking was measured using a rubric based upon the Toulmin argumentation pattern. The results indicated implementing a case study of either online or traditional format was associated with significant gains in achievement. The Web-enhanced case studies were associated with modest gains in knowledge acquisition. The argumentation scores across the series followed two trends: directed case studies were associated with higher levels of argumentation than ill-structured case studies, and there appeared to be an inverse relationship between the students' argumentation and content scores. The protocols developed for this study can serve as a template for a larger, extended investigation into student learning in the online environment.

The Best of Both Worlds: The Benefits of Open-specialized and Closed-diverse Syndication Networks for New Ventures' Success.

PubMed

Ter Wal, Anne L J; Alexy, Oliver; Block, Jörn; Sandner, Philipp G

2016-09-01

Open networks give actors non-redundant information that is diverse, while closed networks offer redundant information that is easier to interpret. Integrating arguments about network structure and the similarity of actors' knowledge, we propose two types of network configurations that combine diversity and ease of interpretation. Closed-diverse networks offer diversity in actors' knowledge domains and shared third-party ties to help in interpreting that knowledge. In open-specialized networks, structural holes offer diversity, while shared interpretive schema and overlap between received information and actors' prior knowledge help in interpreting new information without the help of third parties. In contrast, actors in open-diverse networks suffer from information overload due to the lack of shared schema or overlapping prior knowledge for the interpretation of diverse information, and actors in closed-specialized networks suffer from overembeddedness because they cannot access diverse information. Using CrunchBase data on early-stage venture capital investments in the U.S. information technology sector, we test the effect of investors' social capital on the success of their portfolio ventures. We find that ventures have the highest chances of success if their syndicating investors have either open-specialized or closed-diverse networks. These effects are manifested beyond the direct effects of ventures' or investors' quality and are robust to controlling for the possibility that certain investors could have chosen more promising ventures at the time of first funding.

Tailoring Information Strategies for Developing Countries: Some Latin American Experiences.

ERIC Educational Resources Information Center

Crowther, Warren

This article addresses the conditions of developing countries which must be taken into account in developing information strategies for their public and educational institutions or projects. Its central argument is that newer information science concepts, although they demand technological and conceptual sophistication, can be useful in the…

A New Kind of Currency: Informational Text Literacy in Elementary School

ERIC Educational Resources Information Center

Rowe, Sarah Stebbe

2012-01-01

In the current global economy, skills in the informational text genres are increasingly important for communicating ideas among professionals. The Reading Framework for the 2009 National Assessment of Educational Progress described informational text broadly as a major type of text that includes exposition, argumentation or persuasive text, and…

77 FR 61548 - Airworthiness Directives; The Boeing Company Airplanes

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-10

.... Comments will be available in the AD docket shortly after receipt. FOR FURTHER INFORMATION CONTACT: Ray Mei..., views, or arguments about this proposal. Send your comments to an address listed under the ADDRESSES... office. (j) Related Information (1) For more information about this AD, contact Ray Mei, Aerospace...

Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

NASA Astrophysics Data System (ADS)

Licona, Peter R.

This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

An exploration of chronic pain patients' perceptions of home telerehabilitation services.

PubMed

Cranen, Karlijn; Drossaert, Constance H C; Brinkman, Evelien S; Braakman-Jansen, Annemarie L M; Ijzerman, Maarten J; Vollenbroek-Hutten, Miriam M R

2012-12-01

To explore patients' perceptions regarding prospective telerehabilitation services and the factors that facilitate or impede patients' intentions to use these services. Using semi-structured interviews, patients reflected on the pros and cons of various scenarios of prospective telerehabilitation services. Patients' arguments were first arranged according to the Unified Theory of Acceptance and Use of Technology (UTAUT). Next, using inductive analysis, the data for each UTAUT component were analysed and arranged into subthemes. Twenty-five chronic pain patients were selected from a rehabilitation centre in the Netherlands. Overall, participants considered telerehabilitation helpful as a complementary or follow-up treatment, rather than an autonomous treatment. Arguments mainly related to the UTAUT constructs of 'performance expectancy' and 'facilitating conditions'. Patients valued the benefits such as reduced transportation barriers, flexible exercise hours and the possibility to better integrate skills into daily life. However, many patients feared a loss of treatment motivation and expressed concerns about both reduced fellow sufferer contact and reduced face-to-face therapist contact. Few arguments related to 'social norms' and 'effort expectancy'. The effect of telerehabilitation on healthcare strongly depends on patients' willingness to use. Our study showed that chronic pain patients valued the benefits of telerehabilitation but hesitate to use it as an autonomous treatment. Therefore, future initiatives should maintain traditional care to some degree and focus on patients' attitudes as well. Either by giving information to increase patients' confidence in telerehabilitation or by addressing reported drawbacks into the future design of these services. Further quantitative studies are needed to explore patients' intentions to use telerehabilitation. © 2011 Blackwell Publishing Ltd.

Evaluation of smoking prevention television messages based on the elaboration likelihood model

PubMed Central

Flynn, Brian S.; Worden, John K.; Bunn, Janice Yanushka; Connolly, Scott W.; Dorwaldt, Anne L.

2011-01-01

Progress in reducing youth smoking may depend on developing improved methods to communicate with higher risk youth. This study explored the potential of smoking prevention messages based on the Elaboration Likelihood Model (ELM) to address these needs. Structured evaluations of 12 smoking prevention messages based on three strategies derived from the ELM were conducted in classroom settings among a diverse sample of non-smoking middle school students in three states (n = 1771). Students categorized as likely to have higher involvement in a decision to initiate cigarette smoking reported relatively high ratings on a cognitive processing indicator for messages focused on factual arguments about negative consequences of smoking than for messages with fewer or no direct arguments. Message appeal ratings did not show greater preference for this message type among higher involved versus lower involved students. Ratings from students reporting lower academic achievement suggested difficulty processing factual information presented in these messages. The ELM may provide a useful strategy for reaching adolescents at risk for smoking initiation, but particular attention should be focused on lower academic achievers to ensure that messages are appropriate for them. This approach should be explored further before similar strategies could be recommended for large-scale implementation. PMID:21885672

Evaluation of smoking prevention television messages based on the elaboration likelihood model.

PubMed

Flynn, Brian S; Worden, John K; Bunn, Janice Yanushka; Connolly, Scott W; Dorwaldt, Anne L

2011-12-01

Progress in reducing youth smoking may depend on developing improved methods to communicate with higher risk youth. This study explored the potential of smoking prevention messages based on the Elaboration Likelihood Model (ELM) to address these needs. Structured evaluations of 12 smoking prevention messages based on three strategies derived from the ELM were conducted in classroom settings among a diverse sample of non-smoking middle school students in three states (n = 1771). Students categorized as likely to have higher involvement in a decision to initiate cigarette smoking reported relatively high ratings on a cognitive processing indicator for messages focused on factual arguments about negative consequences of smoking than for messages with fewer or no direct arguments. Message appeal ratings did not show greater preference for this message type among higher involved versus lower involved students. Ratings from students reporting lower academic achievement suggested difficulty processing factual information presented in these messages. The ELM may provide a useful strategy for reaching adolescents at risk for smoking initiation, but particular attention should be focused on lower academic achievers to ensure that messages are appropriate for them. This approach should be explored further before similar strategies could be recommended for large-scale implementation.

The Service Implications of a Rhetorical Approach to Information Literacy

ERIC Educational Resources Information Center

Brannon, Brittany

2017-01-01

Brittany Brannon is an MLIS candidate in the School of Library and Information Science at Kent State University. In this essay, she makes an argument for incorporating a rhetorical approach when assisting students with their information seeking and use. A rhetorical approach focuses on how the student will use the information they seek, and thus…

Do we represent intentional action as recursively embedded? The answer must be empirical. A comment on Vicari and Adenzato (2014).

PubMed

Martins, Mauricio D; Fitch, W Tecumseh

2015-12-15

The relationship between linguistic syntax and action planning is of considerable interest in cognitive science because many researchers suggest that "motor syntax" shares certain key traits with language. In a recent manuscript in this journal, Vicari and Adenzato (henceforth VA) critiqued Hauser, Chomsky and Fitch's 2002 (henceforth HCF's) hypothesis that recursion is language-specific, and that its usage in other domains is parasitic on language resources. VA's main argument is that HCF's hypothesis is falsified by the fact that recursion typifies the structure of intentional action, and recursion in the domain of action is independent of language. Here, we argue that VA's argument is incomplete, and that their formalism can be contrasted with alternative frameworks that are equally consistent with existing data. Therefore their conclusions are premature without further empirical testing and support. In particular, to accept VA's argument it would be necessary to demonstrate both that humans in fact represent self-embedding in the structure of intentional action, and that language is not used to construct these representations. Copyright © 2015 Elsevier Inc. All rights reserved.

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby

2018-03-01

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry - ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.

The 2014 Varsity Medical Ethics Debate: should we allow genetic information to be patented?

PubMed

Metcalfe, Kiloran H M; Worsley, Calum A; Swerner, Casey B; Sinha, Devan; Solanki, Ravi; Ravi, Krithi; Dattani, Raj S

2015-05-20

The 2014 Varsity Medical Ethics debate convened upon the motion: "This house believes that genetic information should not be commoditised". This annual debate between students from the Universities of Oxford and Cambridge, now in its sixth year, provided the starting point for arguments on the subject. The present article brings together and extends many of the arguments put forward during the debate. We explore the circumstances under which genetic material should be considered patentable, the possible effects of this on the research and development of novel therapeutics, and the need for clear guidelines within this rapidly developing field.The Varsity Medical Debate was first held in 2008 with the aim of allowing students to engage in discussion about ethics and policy within healthcare. Two Oxford medical students, Mahiben Maruthappu and Sanjay Budheo founded the event. The event is held annually and it is hoped that this will allow future leaders to voice a perspective on the arguments behind topics that will feature heavily in future healthcare and science policy. This year the Oxford University Medical Society at the Oxford Union hosted the debate.

The use of data mining by private health insurance companies and customers' privacy.

PubMed

Al-Saggaf, Yeslam

2015-07-01

This article examines privacy threats arising from the use of data mining by private Australian health insurance companies. Qualitative interviews were conducted with key experts, and Australian governmental and nongovernmental websites relevant to private health insurance were searched. Using Rationale, a critical thinking tool, the themes and considerations elicited through this empirical approach were developed into an argument about the use of data mining by private health insurance companies. The argument is followed by an ethical analysis guided by classical philosophical theories-utilitarianism, Mill's harm principle, Kant's deontological theory, and Helen Nissenbaum's contextual integrity framework. Both the argument and the ethical analysis find the use of data mining by private health insurance companies in Australia to be unethical. Although private health insurance companies in Australia cannot use data mining for risk rating to cherry-pick customers and cannot use customers' personal information for unintended purposes, this article nonetheless concludes that the secondary use of customers' personal information and the absence of customers' consent still suggest that the use of data mining by private health insurance companies is wrong.

An empirically informed critique of Habermas' argument from human nature.

PubMed

Morar, Nicolae

2015-02-01

In a near-future world of bionics and biotechnology, the main ethical and political issue will be the definition of who we are. Could biomedical enhancements transform us to such an extent that we would be other than human? Habermas argues that any genetic enhancement intervention that could potentially alter 'human nature' should be morally prohibited since it alters the child's nature or the very essence that makes the child who he is. This practice also commits the child to a specific life project or, in any case, it puts specific restrictions on his freedom to choose a life of his own. Ultimately, genetic enhancement jeopardizes the very foundations of moral equality. I contend that Habermas' argument is based either on a series of presuppositions that imply a gross misunderstanding of evolution or the relevant factual information concerning the action we are about to morally assess is not empirically supported. Hence, the argument from human nature is based on a series of false or problematic assumptions, and, as such, it fails to play the normative role intended by Habermas.

Climate Change Concepts and POGIL: Using climate change to teach general chemistry

NASA Astrophysics Data System (ADS)

King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Middlecamp, C.; Moog, R.

2013-12-01

Climate change is a topic that can be used to engage students in a variety of courses and disciplines. Through an NSF-funded project, we have written a set of in-class POGIL (Process Oriented Guided Inquiry Learning) activities that use climate change topics to teach general chemistry concepts. POGIL is a pedagogical approach that uses group activities to teach content and process skills. In these group activities an initial model and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities on their own, with the faculty member as a facilitator of learning, rather than a provider of information. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. While POGIL activities were initially developed for chemistry courses, this approach has now been used to create materials for use in other fields, such as biology, math, engineering and computer science. An additional component of this project is the incorporation of questions that relate to socio-scientific issues, e.g., the economic and social effects of climate change policies. The goal is for students to use evidence-based arguments in situations where opinion-based arguments are common. Key components (i.e., models and the corresponding critical thinking questions) of one activity will be presented. We will also report preliminary feedback based on initial classroom testing of several of the activities.

Before Inflation and after Black Holes

NASA Astrophysics Data System (ADS)

Stoltenberg, Henry

This dissertation covers work from three research projects relating to the physics before the start of inflation and information after the decay of a black hole. For the first project, we analyze the cosmological role of terminal vacua in the string theory landscape, and point out that existing work on this topic makes very strong assumptions about the properties of the terminal vacua. We explore the implications of relaxing these assumptions (by including "arrival" as well as "departure" terminals) and demonstrate that the results in earlier work are highly sensitive to their assumption of no arrival terminals. We use our discussion to make some general points about tuning and initial conditions in cosmology. The second project is a discussion of the black hole information problem. Under certain conditions the black hole information puzzle and the (related) arguments that firewalls are a typical feature of black holes can break down. We first review the arguments of Almheiri, Marolf, Polchinski and Sully (AMPS) favoring firewalls, focusing on entanglements in a simple toy model for a black hole and the Hawking radiation. By introducing a large and inaccessible system entangled with the black hole (representing perhaps a de Sitter stretched horizon or inaccessible part of a landscape) we show complementarity can be restored and firewalls can be avoided throughout the black hole's evolution. Under these conditions black holes do not have an "information problem". We point out flaws in some of our earlier arguments that such entanglement might be generically present in some cosmological scenarios, and call out certain ways our picture may still be realized. The third project also examines the firewall argument. A fundamental limitation on the behavior of quantum entanglement known as "monogamy" plays a key role in the AMPS argument. Our goal is to study and apply many-body entanglement theory to consider the entanglement among different parts of Hawking radiation and black holes. Using the multipartite entanglement measure called negativity, we identify an example which differs from the AMPS accounting of quantum entanglement and might eliminate the need for a firewall. Specifically, we constructed a toy model for black hole decay which has different entanglement behavior than that assumed by AMPS. We discuss the additional steps that would be needed to bring lessons from our toy model to our understanding of realistic black holes.

The Multi-Intelligence Tools Suite - Supporting Research and Development in Information and Knowledge Exploitation

DTIC Science & Technology

2011-06-01

to build a membership fact. The atom definition also defines the precise order of the pieces. Each argument has a label (D) and a type ( E ). The...list of ato argument). Figure 2 shows the inference rule editor. B. Name E . Rule Premises F. Rule Conclusions Figure 2. Inference rule editor One...created using this specific rule. one premise in the rule premises list ( E ), which represents a list of fact conditions that need to be found in the fact

A New Look at Information Books

ERIC Educational Resources Information Center

Weisman, Kay

2012-01-01

With the widespread adoption of the Common Core State Standards (CCSS), classroom use of information texts is increasing. CCSS mandate an emphasis on the use of these texts so that students become adept at reading and comprehending complex information in order to write compelling arguments. Students are encouraged to read, write, and engage in…

Nano-technology and privacy: on continuous surveillance outside the panopticon.

PubMed

Hoven, Jeroen Van Den; Vermaas, Pieter E

2007-01-01

We argue that nano-technology in the form of invisible tags, sensors, and Radio Frequency Identity Chips (RFIDs) will give rise to privacy issues that are in two ways different from the traditional privacy issues of the last decades. One, they will not exclusively revolve around the idea of centralization of surveillance and concentration of power, as the metaphor of the Panopticon suggests, but will be about constant observation at decentralized levels. Two, privacy concerns may not exclusively be about constraining information flows but also about designing of materials and nano-artifacts such as chips and tags. We begin by presenting a framework for structuring the current debates on privacy, and then present our arguments.

32 CFR 1701.14 - Appeals.

Code of Federal Regulations, 2013 CFR

2013-07-01

... access, amendment, or accounting by submitting a written request for review to the Director, Information Management Office (D/IMO) at the Office of the Director of National Intelligence, Washington, DC 20511. The... statement should focus on information not previously available or legal arguments demonstrating that the...

32 CFR 1701.14 - Appeals.

Code of Federal Regulations, 2011 CFR

2011-07-01

... access, amendment, or accounting by submitting a written request for review to the Director, Information Management Office (D/IMO) at the Office of the Director of National Intelligence, Washington, DC 20511. The... statement should focus on information not previously available or legal arguments demonstrating that the...

Variable selection with stepwise and best subset approaches

PubMed Central

2016-01-01

While purposeful selection is performed partly by software and partly by hand, the stepwise and best subset approaches are automatically performed by software. Two R functions stepAIC() and bestglm() are well designed for stepwise and best subset regression, respectively. The stepAIC() function begins with a full or null model, and methods for stepwise regression can be specified in the direction argument with character values “forward”, “backward” and “both”. The bestglm() function begins with a data frame containing explanatory variables and response variables. The response variable should be in the last column. Varieties of goodness-of-fit criteria can be specified in the IC argument. The Bayesian information criterion (BIC) usually results in more parsimonious model than the Akaike information criterion. PMID:27162786

Towards a richer debate on tissue engineering: a consideration on the basis of NEST-ethics.

PubMed

Oerlemans, A J M; van Hoek, M E C; van Leeuwen, E; van der Burg, S; Dekkers, W J M

2013-09-01

In their 2007 paper, Swierstra and Rip identify characteristic tropes and patterns of moral argumentation in the debate about the ethics of new and emerging science and technologies (or "NEST-ethics"). Taking their NEST-ethics structure as a starting point, we considered the debate about tissue engineering (TE), and argue what aspects we think ought to be a part of a rich and high-quality debate of TE. The debate surrounding TE seems to be predominantly a debate among experts. When considering the NEST-ethics arguments that deal directly with technology, we can generally conclude that consequentialist arguments are by far the most prominently featured in discussions of TE. In addition, many papers discuss principles, rights and duties relevant to aspects of TE, both in a positive and in a critical sense. Justice arguments are only sporadically made, some "good life" arguments are used, others less so (such as the explicit articulation of perceived limits, or the technology as a technological fix for a social problem). Missing topics in the discussion, at least from the perspective of NEST-ethics, are second "level" arguments-those referring to techno-moral change connected to tissue engineering. Currently, the discussion about tissue engineering mostly focuses on its so-called "hard impacts"-quantifiable risks and benefits of the technology. Its "soft impacts"-effects that cannot easily be quantified, such as changes to experience, habits and perceptions, should receive more attention.

Individual decision making in relation to participation in cardiovascular screening: a study of revealed and stated preferences.

PubMed

Søgaard, Rikke; Lindholt, Jes; Gyrd-Hansen, Dorte

2013-02-01

The (cost-)effectiveness of a screening programme may be strongly influenced by the participation rate. The objective of this study was to compare participants' and non-participants' motives for the attendance decision as well as their overall preferences for participation in cardiovascular disease screening. This study sampled 1053 participants and 1006 non-participants from a screening trial and randomly allocated the participants to receive different levels of additional information about the screening programme. An ad hoc survey questionnaire about doubt and arguments in relation to the participation decision was given to participants and non-participants along with a contingent valuation task. Among participants, 5% had doubt about participation and the most frequent argument was that they did not want the test result. Among non-participants, 40% would reconsider their non-participation decision after having received additional information while the remainder 60% stood by their decision and provided explicit arguments for it. After having received additional information the participants still valued the programme significantly higher than non-participants, but the difference was relatively small. Participants and non-participants in cardiovascular screening programmes seem to have different strengths of preferences, which signals that their behavioural choice is founded in rational thinking. Furthermore, it appears that additional information and a second reflection about the participation decision may affect a substantial proportion of non-participants to reverse their decision, a finding that should receive policy interest.

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

NASA Astrophysics Data System (ADS)

Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

Spatiotemporal Dynamics of Argument Retrieval and Reordering: An fMRI and EEG Study on Sentence Processing

PubMed Central

Meyer, Lars; Obleser, Jonas; Kiebel, Stefan J.; Friederici, Angela D.

2012-01-01

In sentence processing, it is still unclear how the neural language network successfully establishes argument–verb dependencies in its spatiotemporal neuronal dynamics. Previous work has suggested that the establishment of subject–verb and object–verb dependencies requires argument retrieval from working memory, and that dependency establishment in object-first sentences additionally necessitates argument reordering. We examine the spatiotemporal neuronal dynamics of the brain regions that subserve these sub-processes by crossing an argument reordering factor (i.e., subject-first versus object-first sentences) with an argument retrieval factor (i.e., short versus long argument–verb dependencies) in German. Using functional magnetic resonance imaging (fMRI), we found that reordering demands focally activate the left pars opercularis (Broca’s area), while storage and retrieval demands activated left temporo-parietal (TP) regions. In addition, when analyzing the time course of fMRI-informed equivalent current dipole sources in the EEG at the subcategorizing verb, we found that activity in the TP-region occurs relatively early (40–180 ms), followed by activity in Broca’s area (300–500 ms). These findings were matched by topographical correlation analyses of fMRI activations in EEG sensor space, showing that, in the scalp potential, TP-region activity surfaces as an early positivity and IFG activity as a later positivity in the scalp potential. These results provide fine-grained evidence for spatiotemporally separable sub-processes of argument retrieval and reordering in sentence processing. PMID:23248607

Quantum information and general relativity

NASA Astrophysics Data System (ADS)

Peres, A.

2004-11-01

The Einstein-Podolsky-Rosen paradox (1935) is reexamined in the light of Shannon's information theory (1948). The EPR argument did not take into account that the observers' information was localized, like any other physical object. General relativity introduces new problems: there are horizons which act as on-way membranes for the propagation of quantum information, in particular black holes which act like sinks.

Information bias in contingent valuation: effects of personal relevance, quality of information, and motivational orientation

Treesearch

Icek Ajzen; Thomas C. Brown; Lori H. Rosenthal

1996-01-01

A laboratory experiment examined the potential for information bias in contingent valuation (CV). Consistent with the view that information about a public or private good can function as a persuasive communication, willingness to pay (WTP) was found to increase with the quality of arguments used to describe the good, especially under conditions of high personal...

Small Worlds, Lifeworlds, and Information: The Ramifications of the Information Behaviour of Social Groups in Public Policy and the Public Sphere

ERIC Educational Resources Information Center

Burnett, Gary; Jaeger, Paul T.

2008-01-01

Introduction: This paper attempts to build bridges between two sets of theoretical concepts related to information behaviour: the macro-level concepts of Jurgen Habermas related to lifeworlds and the micro-level concepts of Elfreda Chatman related to small worlds. Argument: Habermas and Chatman explored similar issues of information behaviour at…

Computer Supported Argument Visualisation: Modelling in Consultative Democracy Around Wicked Problems

NASA Astrophysics Data System (ADS)

Ohl, Ricky

In this case study, computer supported argument visualisation has been applied to the analysis and representation of the draft South East Queensland Regional Plan Consultation discourse, demonstrating how argument mapping can help deliver the transparency and accountability required in participatory democracy. Consultative democracy for regional planning falls into a category of problems known as “wicked problems”. Inherent in this environment is heterogeneous viewpoints, agendas and voices, built on disparate and often contradictory logic. An argument ontology and notation that was designed specifically to deal with consultative urban planning around wicked problems is the Issue Based Information System (IBIS) and IBIS notation (Rittel & Webber, 1984). The software used for argument visualisation in this case was Compendium, a derivative of IBIS. The high volume of stakeholders and discourse heterogeneity in this environment calls for a unique approach to argument mapping. The map design model developed from this research has been titled a “Consultation Map”. The design incorporates the IBIS ontology within a hybrid of mapping approaches, amalgamating elements from concept, dialogue, argument, debate, thematic and tree-mapping. The consultation maps developed from the draft South East Queensland Regional Plan Consultation provide a transparent visual record to give evidence of the themes of citizen issues within the consultation discourse. The consultation maps also link the elicited discourse themes to related policies from the SEQ Regional Plan providing explicit evidence of SEQ Regional Plan policy-decisions matching citizen concerns. The final consultation map in the series provides explicit links between SEQ Regional Plan policy items and monitoring activities reporting on the ongoing implementation of the SEQ Regional Plan. This map provides updatable evidence of and accountability for SEQ Regional Plan policy implementation and developments.

Euthanasia, assisted suicide, and the philosophical anthropology of Karol Wojtyla.

PubMed

Fernandes, Ashley K

2001-12-01

The lack of consensus in American society regarding the permissibility of assisted suicide and euthanasia is due in large part to a failure to address the nature of the human person involved in the ethical act itself. For Karol Wojtyla, philosopher and Pope, ethical action finds meaning only in an authentic understanding of the person; but it is through acting (actus humanus) alone that the human person reveals himself. Knowing what the person ought to be cannot be divorced from what he ought to do; for Wojtyla, the structure of the ethical "do"--the act itself--comes first. The current paper will focus on four arguments used to justify assisted suicide and euthanasia: (1) the argument from autonomy, (2) the argument from compassion, (3) the argument from the evil of suffering, and (4) the argument from the loss of dignity. It will seek to answer each claim from the perspective of Karol Wojtyla's philosophical anthropology. Much of this will come from his defining work in pure philosophy, The Acting Person (1969). The final part of the paper will suggest some positive solutions to the stalemate over the euthanasia debate, again drawn from Wojtyla's idea of human fufillment through participation with the other, and with the community itself.

Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues

NASA Astrophysics Data System (ADS)

Rundgren, Carl-Johan; Eriksson, Martin; Rundgren, Shu-Nu Chang

2016-12-01

This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)—the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.

Polymer translocation under a pulling force: Scaling arguments and threshold forces

NASA Astrophysics Data System (ADS)

Menais, Timothée

2018-02-01

DNA translocation through nanopores is one of the most promising strategies for next-generation sequencing technologies. Most experimental and numerical works have focused on polymer translocation biased by electrophoresis, where a pulling force acts on the polymer within the nanopore. An alternative strategy, however, is emerging, which uses optical or magnetic tweezers. In this case, the pulling force is exerted directly at one end of the polymer, which strongly modifies the translocation process. In this paper, we report numerical simulations of both linear and structured (mimicking DNA) polymer models, simple enough to allow for a statistical treatment of the pore structure effects on the translocation time probability distributions. Based on extremely extended computer simulation data, we (i) propose scaling arguments for an extension of the predicted translocation times τ ˜N2F-1 over the moderate forces range and (ii) analyze the effect of pore size and polymer structuration on translocation times τ .

An extended transfer operator approach to identify separatrices in open flows

NASA Astrophysics Data System (ADS)

Lünsmann, Benedict; Kantz, Holger

2018-05-01

Vortices of coherent fluid volume are considered to have a substantial impact on transport processes in turbulent media. Yet, due to their Lagrangian nature, detecting these structures is highly nontrivial. In this respect, transfer operator approaches have been proven to provide useful tools: Approximating a possibly time-dependent flow as a discrete Markov process in space and time, information about coherent structures is contained in the operator's eigenvectors, which is usually extracted by employing clustering methods. Here, we propose an extended approach that couples surrounding filaments using "mixing boundary conditions" and focuses on the separation of the inner coherent set and embedding outer flow. The approach refrains from using unsupervised machine learning techniques such as clustering and uses physical arguments by maximizing a coherence ratio instead. We show that this technique improves the reconstruction of separatrices in stationary open flows and succeeds in finding almost-invariant sets in periodically perturbed flows.

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2014 CFR

2014-01-01

... PRACTICE AND PROCEDURE Rules and Procedures Relating to the Recovery of Attorney Fees and Other Expenses... further proceedings such as an informal conference, oral argument, additional written submissions, or an... identify the information sought or the issues in dispute and shall explain why additional proceedings are...

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... PRACTICE AND PROCEDURE Rules and Procedures Relating to the Recovery of Attorney Fees and Other Expenses... further proceedings such as an informal conference, oral argument, additional written submissions, or an... identify the information sought or the issues in dispute and shall explain why additional proceedings are...

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2011 CFR

2011-01-01

... PRACTICE AND PROCEDURE Rules and Procedures Relating to the Recovery of Attorney Fees and Other Expenses... further proceedings such as an informal conference, oral argument, additional written submissions, or an... identify the information sought or the issues in dispute and shall explain why additional proceedings are...

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... PRACTICE AND PROCEDURE Rules and Procedures Relating to the Recovery of Attorney Fees and Other Expenses... further proceedings such as an informal conference, oral argument, additional written submissions, or an... identify the information sought or the issues in dispute and shall explain why additional proceedings are...

29 CFR 1902.40 - Informal hearing.

Code of Federal Regulations, 2010 CFR

2010-07-01

... conducted under this section shall be legislative in type. However, fairness may require an opportunity for... informal and legislative in type, this section is intended to provide more than the bare essentials of... written recommendations with supporting reasons and any additional data, views, and arguments from any...

19 CFR 351.304 - Establishing business proprietary treatment of information.

Code of Federal Regulations, 2010 CFR

2010-04-01

... an investigation, the submitting person may enclose business proprietary customer names within double... 19 Customs Duties 3 2010-04-01 2010-04-01 false Establishing business proprietary treatment of... ANTIDUMPING AND COUNTERVAILING DUTIES Information and Argument § 351.304 Establishing business proprietary...

Thermodynamic aspects of information transfer in complex dynamical systems

NASA Astrophysics Data System (ADS)

Cafaro, Carlo; Ali, Sean Alan; Giffin, Adom

2016-02-01

From the Horowitz-Esposito stochastic thermodynamical description of information flows in dynamical systems [J. M. Horowitz and M. Esposito, Phys. Rev. X 4, 031015 (2014), 10.1103/PhysRevX.4.031015], it is known that while the second law of thermodynamics is satisfied by a joint system, the entropic balance for the subsystems is adjusted by a term related to the mutual information exchange rate between the two subsystems. In this article, we present a quantitative discussion of the conceptual link between the Horowitz-Esposito analysis and the Liang-Kleeman work on information transfer between dynamical system components [X. S. Liang and R. Kleeman, Phys. Rev. Lett. 95, 244101 (2005), 10.1103/PhysRevLett.95.244101]. In particular, the entropic balance arguments employed in the two approaches are compared. Notwithstanding all differences between the two formalisms, our work strengthens the Liang-Kleeman heuristic balance reasoning by showing its formal analogy with the recent Horowitz-Esposito thermodynamic balance arguments.

FAST TRACK COMMUNICATION Local randomness in Hardy's correlations: implications from the information causality principle

NASA Astrophysics Data System (ADS)

Rajjak Gazi, MD.; Rai, Ashutosh; Kunkri, Samir; Rahaman, Ramij

2010-11-01

Study of non-local correlations in terms of Hardy's argument has been quite popular in quantum mechanics. Hardy's non-locality argument depends on some kind of asymmetry, but a two-qubit maximally entangled state, being symmetric, does not exhibit this kind of non-locality. Here we ask the following question: can this feature be explained by some principle outside quantum mechanics? The no-signaling condition does not provide a solution. But, interestingly, the information causality principle (Pawlowski et al 2009 Nature 461 1101) offers an explanation. It shows that any generalized probability theory which gives completely random results for local dichotomic observable, cannot provide Hardy's non-local correlation if it is restricted by a necessary condition for respecting the information causality principle. In fact, the applied necessary condition imposes even more restrictions on the local randomness of measured observable. Still, there are some restrictions imposed by quantum mechanics that are not reproduced from the considered information causality condition.

Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

NASA Astrophysics Data System (ADS)

Millstone, Rachel Diana

The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three dimensions also affected the quality of student argumentation, as measured on a five-point rubric developed for analysis. Of the four pathways, one in particular is identified as a model of "best practice," leading to the highest levels of argumentation resulting from opportunities for student resemiotization mediated by teacher "talk moves."

The Poetics of Argumentation: The Relevance of Conversational Repetition for Two Theories of Emergent Mathematical Reasoning

ERIC Educational Resources Information Center

Staats, Susan

2017-01-01

Poetic structures emerge in spoken language when speakers repeat grammatical phrases that were spoken before. They create the potential to amend or comment on previous speech, and to convey meaning through the structure of discourse. This paper considers the ways in which poetic structure analysis contributes to two perspectives on emergent…

Information Seeking Research Needs Extension towards Tasks and Technology

ERIC Educational Resources Information Center

Järvelin, Kalervo; Ingwersen, Peter

2004-01-01

This paper discusses the research into information seeking and its directions at a general level. We approach this topic by analysis and argumentation based on past research in the domain. We begin by presenting a general model of information seeking and retrieval which is used to derive nine broad dimensions that are needed to analyze information…

Material nature versus structural nurture: the embodied carbon of fundamental structural elements.

PubMed

Purnell, P

2012-01-03

The construction industry is under considerable legislative pressure to reduce its CO(2) emissions. The current focus is on operational CO(2) emissions, but as these are compulsorily reduced, the embodied CO(2) of structural components, overwhelmingly attributable to the material from which they are manufactured, will become of greater interest. Choice of structural materials for minimal embodied CO(2) is currently based either on subjective narrative arguments, or values of embodied CO(2) per unit volume or mass. Here we show that such arguments are invalid. We found that structural design parameters (dimensions, section choice, and load capacity) for fundamental structural components (simple beams and columns) are at least as important as material choice with regard to their effect on embodied CO(2) per unit load capacity per unit dimension, which can vary over several decades within and between material choices. This result demonstrates that relying on apparently objective analyses based on embodied CO(2) per unit volume or mass will not lead to minimum carbon solutions; a formal definition of the correct functional unit for embodied CO(2) must be used. In short, there is no such thing as a green structural material.

Structure and topology of three-dimensional hydrocarbon polymers.

PubMed

Kondrin, Mikhail V; Lebed, Yulia B; Brazhkin, Vadim V

2016-08-01

A new family of three-dimensional hydrocarbon polymers which are more energetically favorable than benzene is proposed. Although structurally these polymers are closely related to well known diamond and lonsdaleite carbon structures, using topological arguments we demonstrate that they have no known structural analogs. Topological considerations also give some indication of possible methods of synthesis. Taking into account their exceptional optical, structural and mechanical properties these polymers might have interesting applications.

Proceedings of the 2. MIT international conference on the next generation of nuclear power technology. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1993-12-31

The goal of the conference was to try to attract a variety of points of view from well-informed people to debate issues concerning nuclear power. Hopefully from that process a better understanding of what one should be doing will emerge. In organizing the conference lessons learned from the previous one were applied. A continuous effort was made to see to it that the arguments for the alternatives to nuclear power were given abundant time for presentation. This is ultimately because nuclear power is going to have to compete with all of the energy technologies. Thus, in discussing energy strategy allmore » of the alternatives must be considered in a reasonable fashion. The structure the conference used has seven sessions. The first six led up to the final session which was concerned with what the future nuclear power strategy should be. Each session focused upon a question concerning the future. None of these questions has a unique correct answer. Rather, topics are addressed where reasonable people can disagree. In order to state some of the important arguments for each session`s question, the combination of a keynote paper followed by a respondent was used. The respondent`s paper is not necessarily included to be a rebuttal to the keynote; but rather, it was recognized that two people will look at a complex question with different shadings. Through those two papers the intention was to get out the most important arguments affecting the question for the session. The purpose of the papers was to set the stage for about an hour of discussion. The real product of this conference was that discussion.« less

An exploration of chronic pain patients’ perceptions of home telerehabilitation services

PubMed Central

Cranen, Karlijn; Drossaert, Constance H. C.; Brinkman, Evelien S.; Braakman‐Jansen, Annemarie L. M.; IJzerman, Maarten J.; Vollenbroek‐Hutten, Miriam M. R.

2011-01-01

Abstract Objectives  To explore patients’ perceptions regarding prospective telerehabilitation services and the factors that facilitate or impede patients’ intentions to use these services. Design  Using semi‐structured interviews, patients reflected on the pros and cons of various scenarios of prospective telerehabilitation services. Patients’ arguments were first arranged according to the Unified Theory of Acceptance and Use of Technology (UTAUT). Next, using inductive analysis, the data for each UTAUT component were analysed and arranged into subthemes. Setting and participants  Twenty‐five chronic pain patients were selected from a rehabilitation centre in the Netherlands. Results  Overall, participants considered telerehabilitation helpful as a complementary or follow‐up treatment, rather than an autonomous treatment. Arguments mainly related to the UTAUT constructs of ‘performance expectancy’ and ‘facilitating conditions’. Patients valued the benefits such as reduced transportation barriers, flexible exercise hours and the possibility to better integrate skills into daily life. However, many patients feared a loss of treatment motivation and expressed concerns about both reduced fellow sufferer contact and reduced face‐to‐face therapist contact. Few arguments related to ‘social norms’ and ‘effort expectancy’. Conclusions  The effect of telerehabilitation on healthcare strongly depends on patients’ willingness to use. Our study showed that chronic pain patients valued the benefits of telerehabilitation but hesitate to use it as an autonomous treatment. Therefore, future initiatives should maintain traditional care to some degree and focus on patients’ attitudes as well. Either by giving information to increase patients’ confidence in telerehabilitation or by addressing reported drawbacks into the future design of these services. Further quantitative studies are needed to explore patients’ intentions to use telerehabilitation. PMID:21348905

Changing Conspiracy Beliefs through Rationality and Ridiculing.

PubMed

Orosz, Gábor; Krekó, Péter; Paskuj, Benedek; Tóth-Király, István; Bőthe, Beáta; Roland-Lévy, Christine

2016-01-01

Conspiracy theory (CT) beliefs can be harmful. How is it possible to reduce them effectively? Three reduction strategies were tested in an online experiment using general and well-known CT beliefs on a comprehensive randomly assigned Hungarian sample ( N = 813): exposing rational counter CT arguments, ridiculing those who hold CT beliefs, and empathizing with the targets of CT beliefs. Several relevant individual differences were measured. Rational and ridiculing arguments were effective in reducing CT, whereas empathizing with the targets of CTs had no effect. Individual differences played no role in CT reduction, but the perceived intelligence and competence of the individual who conveyed the CT belief-reduction information contributed to the success of the CT belief reduction. Rational arguments targeting the link between the object of belief and its characteristics appear to be an effective tool in fighting conspiracy theory beliefs.

Preservice teachers' discursive approaches to constructing scientific arguments from evidence to claim

NASA Astrophysics Data System (ADS)

Gilles, Brent David

Scientific argumentation has recently become required in K-12 classrooms, but preservice teachers often do not have prior experiences with this practice. The lack of prior experiences has made engaging in argumentation during inquiry-based content courses a priority for science teacher educators because of its importance in science education. Previous research has not examined how preservice teachers construct arguments in classroom interactions. A discourse analysis of twenty-one preservice teachers was conducted to study how preservice teachers constructed arguments within small group activities. Specifically, I drew upon discursive psychology (Potter & Wetherell, 1987) and conversation analysis (Sacks, 1972) to consider how preservice teachers' talk functioned to build arguments, as well as how their talk evolved over the course of the four targeted activities. Findings indicated that the preservice teachers oriented towards institutional norms in constructing arguments. These norms shaped the ways that arguments were constructed. The construction of arguments also included negotiating epistemic authority. This authority was used by a member of the group to take up a leadership position, which they used to direct the group's actions. However, there were moments that other group members attempted to take up epistemic stances, which created instances where members used various talk moves (e.g., overlapping speech, ignoring, and holding the conversational floor) to implicitly disagree with each other. As the activities progressed the students spontaneously adopted asynchronous online collaborative tools that seemed to shape their discourse by decreasing conceptually rich talk. The transition from talk to text also coincided with an increased reliance on the teacher, which changed from focusing on expectations of the assignment to how evidence should be organized. Overall, the findings demonstrated how preservice teachers used discourse, specifically talk, to construct arguments. The preservice teachers revealed the institutionality within their talk by orienting towards classroom norms. These norms included mentioning the teacher while discussing project needs and justifying claims. The group leaders imitated the role of a teacher within their group by using regulative talk to facilitate their group discussions. While these experiences will likely benefit the group leader when they start planning argumentation activities as inservice teachers, the other group members are not as likely to be benefited by the hierarchal structure of the groups. The spontaneous adoption of online collaborative tools transitioned their talk to becoming text-based over the last two activities. Finally, an implication of adopting asynchronous online collaborative tools is that there needs to be an emphasis placed on scaffolding student facilitated use of these environments so text-based conversations include conceptually rich talk.

Reply to the "Comment on "The May 1 20 (MW 6.1) and 29 (MW 6.0), 2012, Emilia (Po Plain, northern Italy) earthquakes: New seismotectonic implications from subsurface geology and high-quality hypocenter location" by Carannante et al., 2015" by Bonini L., et al.

NASA Astrophysics Data System (ADS)

Argnani, Andrea; Carannante, Simona; Massa, Marco; Lovati, Sara; D'Alema, Ezio

2016-12-01

In their comments Bonini et al. argue that our seismotectonic interpretation of the Emilia 2012 seismic sequence does not agree with observations, and follow three lines of arguments to support their statement. These concern the structural interpretation of seismic reflection profiles, the relationship between seismogenic sources and seismicity patterns, and the fit of inferred fault geometry to InSAR observations. These lines of arguments are mostly repeating what has been previously presented by the same authors, and none of them, as discussed in detail in our reply, presents a strong case against our structural interpretation, that, we are convinced, does not conflict with the available data. The two adjacent rupture surfaces outlined by accurately relocated aftershocks are an indication of the presence of two different active fault planes. Interpretation of seismic profiles supports seismological observation and indicates the occurrence of relevant along-strike changes in structural style. These pieces of information have been integrated to build a new seismotectonic interpretation for the area of the Emilia 2012 seismic sequence. Analysis of geodetic data from the area of the Emilia earthquakes has produced very different models of the fault planes; unlike what has been stated by Bonini et al., who see a difficult fit to InSAR data for the fault planes we have identified, the most recent results are consistent with our interpretation that see a steep fault in the upper 8-10 km under the Mirandola anticline. We point out that the geological structures in the subsurface of the Ferrara Arc do change along strike, and the attempt of Bonini et al. to explain both the May 20 and May 29 sequences using a single cross section is not appropriate.

Confidentiality breach.

PubMed

1997-08-22

A former Pinellas County, FL public health worker, [name removed], is charged with using a government AIDS surveillance database for his own personal dating scheme. He kept the county health department records on his own laptop computer and used the information to screen potential dates for himself and his friends. [Name removed] filed a pretrial free speech argument contending that his First Amendment rights were being violated. The Pinellas County judge dismissed that argument, clearing the way for a September trial. [Name removed] could face a year in prison on a first-degree misdemeanor charge.

Density-functional energy gaps of solids demystified

NASA Astrophysics Data System (ADS)

Perdew, John P.; Ruzsinszky, Adrienn

2018-06-01

The fundamental energy gap of a solid is a ground-state second energy difference. Can one find the fundamental gap from the gap in the band structure of Kohn-Sham density functional theory? An argument of Williams and von Barth (WB), 1983, suggests that one can. In fact, self-consistent band-structure calculations within the local density approximation or the generalized gradient approximation (GGA) yield the fundamental gap within the same approximation for the energy. Such a calculation with the exact density functional would yield a band gap that also underestimates the fundamental gap, because the exact Kohn-Sham potential in a solid jumps up by an additive constant when one electron is added, and the WB argument does not take this effect into account. The WB argument has been extended recently to generalized Kohn-Sham theory, the simplest way to implement meta-GGAs and hybrid functionals self-consistently, with an exchange-correlation potential that is a non-multiplication operator. Since this operator is continuous, the band gap is again the fundamental gap within the same approximation, but, because the approximations are more realistic, so is the band gap. What approximations might be even more realistic?

The Roads to and from the RNA World

NASA Technical Reports Server (NTRS)

Dworkin, Jason P.; Lazcano, Antonio; Miller, Stanley L.

2003-01-01

The historical existence of the RNA world, in which early life used RNA for both genetic information and catalytic ability, is widely accepted. However, there has been little discussion of whether protein synthesis arose before DNA or what preceded the RNA world (i.e. the pre-RNA world). We outline arguments of what route life may have taken out of the RNA world: whether DNA or protein followed. The metabolic arguments favor the possibility that RNA genomes preceded the use of DNA as the informational macromolecule. However, the opposite can also be argued based on the enhanced stability, reactivity, and solubility of 2-deoxyribose as compared to ribose. The possibility that DNA may have come before RNA is discussed, although it is a less parsimonious explanation than DNA following RNA.

Maximum work extraction and implementation costs for nonequilibrium Maxwell's demons.

PubMed

Sandberg, Henrik; Delvenne, Jean-Charles; Newton, Nigel J; Mitter, Sanjoy K

2014-10-01

We determine the maximum amount of work extractable in finite time by a demon performing continuous measurements on a quadratic Hamiltonian system subjected to thermal fluctuations, in terms of the information extracted from the system. The maximum work demon is found to apply a high-gain continuous feedback involving a Kalman-Bucy estimate of the system state and operates in nonequilibrium. A simple and concrete electrical implementation of the feedback protocol is proposed, which allows for analytic expressions of the flows of energy, entropy, and information inside the demon. This let us show that any implementation of the demon must necessarily include an external power source, which we prove both from classical thermodynamics arguments and from a version of Landauer's memory erasure argument extended to nonequilibrium linear systems.

[Evaluation of arguments in research reports].

PubMed

Botes, A

1999-06-01

Some authors on research methodology are of opinion that research reports are based on the logic of reasoning and that such reports communicate with the reader by presenting logical, coherent arguments (Böhme, 1975:206; Mouton, 1996:69). This view implies that researchers draw specific conclusions and that such conclusions are justified by way of reasoning (Doppelt, 1998:105; Giere, 1984:26; Harre, 1965:11; Leherer & Wagner, 1983 & Pitt, 1988:7). The structure of a research report thus consists mainly of conclusions and reasons for such conclusions (Booth, Colomb & Williams, 1995:97). From this it appears that justification by means of reasoning is a standard procedure in research and research reports. Despite the fact that the logic of research is based on reasoning, that the justification of research findings by way of reasoning appears to be standard procedure and that the structure of a research report comprises arguments, the evaluation or assessment of research, as described in most textbooks on research methodology (Burns & Grove, 1993:647; Creswell, 1994:193; LoBiondo-Wood & Haber, 1994:441/481) does not focus on the arguments of research. The evaluation criteria for research reports which are set in these textbooks are related to the way in which the research process is carried out and focus on the measures for internal, external, theoretical, measurement and inferential validity. This means that criteria for the evaluation of research are comprehensive and they should be very specific in respect of each type of research (for example quantitative or qualitative). When the evaluation of research reports is focused on arguments and logic, there could probably be one set of universal standards against which all types of human science research reports can be assessed. Such a universal set of standards could possibly simplify the evaluation of research reports in the human sciences since they can be used to assess all the critical aspects of research reports. As arguments from the basic structure of research reports and are probably also important in the evaluation of research reports in the human sciences, the following questions which I want to answer, are relevant to this paper namely: What are the standards which the reasoning in research reports in the human sciences should meet? How can research reports in the human sciences be assessed or evaluated according to these standards? In answering the first question, the logical demands that are made on reasoning in research are investigated. From these demands the acceptability of the statements, relevance and support of the premises to the conclusion are set as standards for reasoning in research. In answering the second question, a research article is used to demonstrate how the macro- and micro-arguments of research reports can be assessed or evaluated according to these standards. With evaluation it is indicated that the aspects of internal, external, theoretical, measurement and inferential validity can be evaluated according to these standards.

ESCOL '90: Proceedings of the Eastern States Conference on Linguistics (7th, Columbus, Ohio, September 21-23, 1990).

ERIC Educational Resources Information Center

No, Yongkyoon, Ed.; Libucha, Mark, Ed.

Papers include: "Length and Structure Effects in Syntactic Processing"; Nantong Tone Sandhi and Tonal Feature Geometry"; "Event Reference and Property Theory"; "Function-Argument Structure, Category Raising and Bracketing Paradoxes"; "At the Phonetics-Phonology Interface: (Re)Syllabification and English Stop…

Minding the Absent: Arguments for the Full Competence Hypothesis.

ERIC Educational Resources Information Center

Borer, Hagit; Rohrbacher, Bernhard

2002-01-01

Suggests that the systematic omission of functional material by young children, contrary to current beliefs, argues for the presence of functional structure,because in the absence of such structure what is expected is not a systematic omission of functional material but rather its random use. (Author/VWL)

Strategic Arguments and Tactical Battles over Federal Information Policy.

ERIC Educational Resources Information Center

Sherwood, Diane E.

1990-01-01

Examines public agency attempts to disseminate information in ways that satisfy constituencies, Office of Management and Budget (OMB), and the private sector. The Securities and Exchange Commission's release of EDGAR, the Patent and Trademark Office's recent lawsuit, and Department of Defense problems with Fedlog are cited. Statements and policy…

Effects of Interpersonal Goals on Inadvertent Intrapersonal Influence in Computer-Mediated Communication

ERIC Educational Resources Information Center

Walther, Joseph B.; Van Der Heide, Brandon; Tong, Stephanie Tom; Carr, Caleb T.; Atkin, Charles K.

2010-01-01

This research explores a sequence of effects pertaining to the influence of relational goals on online information seeking, the use of information and arguments as relational management strategies in computer-mediated chat, and the intrapersonal attitude change resulting from these processes. Affinity versus disaffinity goals affected…

Identifying Fallacies of Reference in Argumentation

ERIC Educational Resources Information Center

Gough, Jim

2009-01-01

The experience of teaching informal logic (sometimes called practical logic) at the introductory level over the last fifteen years has allowed the author the opportunity to identify some interesting problems. These problems have been encountered by students attempting to understand some of the ideas presented in the informal logic course and by…

The Communicative Function of Ambiguity in Language

ERIC Educational Resources Information Center

Piantadosi, Steven T.; Tily, Harry; Gibson, Edward

2012-01-01

We present a general information-theoretic argument that all efficient communication systems will be ambiguous, assuming that context is informative about meaning. We also argue that ambiguity allows for greater ease of processing by permitting efficient linguistic units to be re-used. We test predictions of this theory in English, German, and…

78 FR 42727 - Airworthiness Directives; the Boeing Company Airplanes

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-17

... available in the AD docket shortly after receipt. FOR FURTHER INFORMATION CONTACT: Ray Mei, Aerospace... . SUPPLEMENTARY INFORMATION: Comments Invited We invite you to send any written relevant data, views, or arguments... about this AD, contact Ray Mei, Aerospace Engineer, Systems and Equipment Branch, ANM-130S, FAA, Seattle...

A Nuclear Power Primer: Issues for Citizens.

ERIC Educational Resources Information Center

Beane, Marjorie

The history, problems, arguments, and controversy concerning power created by nuclear fission are outlined. The purpose of the booklet is to present unbiased information for the layman in understandable language in order to improve the quality of national debate over nuclear power. Information for the booklet was gathered from journals, government…

76 FR 40820 - Pipeline Safety; Enforcement Proceedings Involving an Informal Hearing

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-12

... communications regarding information, facts, and arguments regarding an issue in the case, but not routine... recommended decision to be issued by the Associate Administrator. The restriction on ex parte communications... in accordance with certain procedures designed to ensure a fair and impartial decision on the merits...

An Argument for Disciplinary Information Literacy

ERIC Educational Resources Information Center

Vaughan, Lauri J.; Smith, Sue; Cranston, Meredith

2016-01-01

Teachers become experts in their discipline and its writing conventions after years of study. However, they ask students who switch subjects five or six times a day to change disciplinary lenses every hour or so. This article presents an alternative to the established approach of simply integrating generalized information literacy skills into…

Persuading and Dissuading by Conditional Argument

ERIC Educational Resources Information Center

Thompson, V.A.; Evans, J.St.B.T.; Handley, S.J.

2005-01-01

Informal reasoning typically draws on a wider range of inferential behaviour than is measured by traditional inference tasks. In this paper, we developed several tasks to study informal reasoning with two novel types of conditional statements: Persuasions (e.g., if the Kyoto accord is ratified, greenhouse gas emissions will be reduced) and…

The Relationship of Discipline Background to Upper Secondary Students' Argumentation on Socioscientific Issues

NASA Astrophysics Data System (ADS)

Christenson, Nina; Chang Rundgren, Shu-Nu; Zeidler, Dana L.

2014-08-01

In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students' justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students' argumentation regardless of students' discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2010 CFR

2010-10-01

... represents; and (4) Provide information and arguments that support the proposed action, including relevant technical, scientific or other data as available to the petitioner, and any specific known cases that...

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2014 CFR

2014-10-01

... petitioner represents; and (4) Provide information and arguments that support the proposed action, including relevant technical, scientific or other data as available to the petitioner, and any specific known cases...

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2011 CFR

2011-10-01

... represents; and (4) Provide information and arguments that support the proposed action, including relevant technical, scientific or other data as available to the petitioner, and any specific known cases that...

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2012 CFR

2012-10-01

... represents; and (4) Provide information and arguments that support the proposed action, including relevant technical, scientific or other data as available to the petitioner, and any specific known cases that...

Gravitationally Induced Entanglement between Two Massive Particles is Sufficient Evidence of Quantum Effects in Gravity

NASA Astrophysics Data System (ADS)

Marletto, C.; Vedral, V.

2017-12-01

All existing quantum-gravity proposals are extremely hard to test in practice. Quantum effects in the gravitational field are exceptionally small, unlike those in the electromagnetic field. The fundamental reason is that the gravitational coupling constant is about 43 orders of magnitude smaller than the fine structure constant, which governs light-matter interactions. For example, detecting gravitons—the hypothetical quanta of the gravitational field predicted by certain quantum-gravity proposals—is deemed to be practically impossible. Here we adopt a radically different, quantum-information-theoretic approach to testing quantum gravity. We propose witnessing quantumlike features in the gravitational field, by probing it with two masses each in a superposition of two locations. First, we prove that any system (e.g., a field) mediating entanglement between two quantum systems must be quantum. This argument is general and does not rely on any specific dynamics. Then, we propose an experiment to detect the entanglement generated between two masses via gravitational interaction. By our argument, the degree of entanglement between the masses is a witness of the field quantization. This experiment does not require any quantum control over gravity. It is also closer to realization than detecting gravitons or detecting quantum gravitational vacuum fluctuations.

Gravitationally Induced Entanglement between Two Massive Particles is Sufficient Evidence of Quantum Effects in Gravity.

PubMed

Marletto, C; Vedral, V

2017-12-15

All existing quantum-gravity proposals are extremely hard to test in practice. Quantum effects in the gravitational field are exceptionally small, unlike those in the electromagnetic field. The fundamental reason is that the gravitational coupling constant is about 43 orders of magnitude smaller than the fine structure constant, which governs light-matter interactions. For example, detecting gravitons-the hypothetical quanta of the gravitational field predicted by certain quantum-gravity proposals-is deemed to be practically impossible. Here we adopt a radically different, quantum-information-theoretic approach to testing quantum gravity. We propose witnessing quantumlike features in the gravitational field, by probing it with two masses each in a superposition of two locations. First, we prove that any system (e.g., a field) mediating entanglement between two quantum systems must be quantum. This argument is general and does not rely on any specific dynamics. Then, we propose an experiment to detect the entanglement generated between two masses via gravitational interaction. By our argument, the degree of entanglement between the masses is a witness of the field quantization. This experiment does not require any quantum control over gravity. It is also closer to realization than detecting gravitons or detecting quantum gravitational vacuum fluctuations.

Protecting genetic privacy.

PubMed

Roche, P A; Annas, G J

2001-05-01

This article outlines the arguments for and against new rules to protect genetic privacy. We explain why genetic information is different to other sensitive medical information, why researchers and biotechnology companies have opposed new rules to protect genetic privacy (and favour anti-discrimination laws instead), and discuss what can be done to protect privacy in relation to genetic-sequence information and to DNA samples themselves.

Using the SEE-SEP Model to Analyze Upper Secondary Students' Use of Supporting Reasons in Arguing Socioscientific Issues

NASA Astrophysics Data System (ADS)

Christenson, Nina; Chang Rundgren, Shu-Nu; Höglund, Hans-Olof

2012-06-01

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on four socioscientific issues (SSIs) to explore students' use of supporting reasons and to what extent students used scientific knowledge in their arguments. Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports. The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption. To analyse students' supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed among the SSI topics. Also, some alternative concepts were disclosed in students' arguments. The implications for research and education are discussed.

The ethics of silence: Does conflict of interest explain employee silence?

PubMed

Anderson, James

2018-03-01

Employee silence constitutes a significant threat to organizational success. This article argues that silence is a by-product of a structural Conflict of Interest (COI) between employees and their employers. This argument turns on the claim, also defended here, that employees are in a privileged position vis-à-vis knowledge of their work and that leaders-whether they recognize it or not-are dependent on their employees for reliable information about the work they are doing. Employee voice, therefore, is an organizational necessity. It is also a moral achievement as it involves risking one's personal interests for the sake of the organization. Leaders must take steps to mitigate COI and encourage employee voice; this article provides several strategies for doing exactly that.

Evident or doubtful? How lexical hints in written information influence laypersons' understanding of influenza.

PubMed

Mayweg-Paus, Elisabeth; Jucks, Regina

2015-01-01

There are clear differences in the way written information on health issues presents research findings. In some cases, the source of a piece of information (e.g. "expert professor") is highlighted to emphasize its credibility and relevance. In other cases, the impact of a certain argument is stressed by avoiding hints on tentativeness such as "mostly" or "up to now." This article examines whether and how far such differences influence laypersons' comprehension of the contents provided. In an experimental setting, 157 laypersons were asked to read an online article on a new approach to preventing influenza. The texts manipulated whether there were (a) hints on the source of information and (b) lexical hints on the tentativeness of the information (hedges). After reading the text, participants were asked to write an essay reporting their opinion on the topic. Their argumentation on vaccination was assessed with content analysis and their attitudes toward vaccination were surveyed with a questionnaire. Results indicated that when lexical hints were given, tentativeness led participants to focus more on the actual information in the text. Additionally, decisions more strongly favored the direction implied in the text when the source of the medical information was not reported. Consequences for the way health information should be presented to laypersons are discussed.

What is known about tobacco industry efforts to influence tobacco tax? A systematic review of empirical studies.

PubMed

Smith, Katherine E; Savell, Emily; Gilmore, Anna B

2013-03-01

To systematically review studies of tobacco industry efforts to influence tobacco tax policies. Searches were conducted between 1 October 2009 and 31 March 2010 in 14 databases/websites, in relevant bibliographies and via experts. Studies were included if they focused on industry efforts to influence tobacco tax policies, drew on empirical evidence, were in English and concerned the period 1985-2010. In total, 36 studies met these criteria. Two reviewers undertook data extraction and critical appraisal. A random selection of 15 studies (42%) was subject to second review. Evidence was assessed thematically to identify distinct tobacco industry aims, arguments and tactics. A total of 34 studies examined industry efforts to influence tax levels. They suggest the tobacco industry works hard to prevent significant increases and particularly dislikes taxes 'earmarked' for tobacco control. Key arguments to counter increases are that tobacco taxes are socially regressive, unfair and lead to increased levels of illicit trade and negative economic impacts. For earmarked taxes, the industry also frequently tries to raise concerns about revenue allocation. Assessing industry arguments against established evidence demonstrates most are unsupported. Key industry tactics include: establishing 'front groups', securing credible allies, direct lobbying and publicity campaigns. Only seven studies examined efforts to influence tax structures. They suggest company preferences vary and tactics centre on direct lobbying. The tobacco industry has historically tried to keep tobacco taxes low using consistent tactics and misleading arguments. Further research is required to explore efforts to influence tax structures, excise policies beyond the USA and recent policies.

What is known about tobacco industry efforts to influence tobacco tax? A systematic review of empirical studies

PubMed Central

Smith, K.E.; Savell, E.; Gilmore, A.B.

2013-01-01

Objective To systematically review studies of tobacco industry efforts to influence tax policies. Data sources We conducted searches between 1st October 2009 and 31st March 2010 on 14 databases/websites, in relevant bibliographies and via experts. Study selection We included studies if they: focused on industry efforts to influence tobacco tax policies; drew on empirical evidence; were in English; concerned the period 1985–2010. 36 studies met these criteria. Data extraction Two reviewers undertook data extraction and critical appraisal. A random selection of 15 studies (42%) was subject to second review. Data synthesis We assessed evidence thematically to identify distinct tobacco industry aims, arguments and tactics. 34 studies examined industry efforts to influence tax levels. They suggest industry works hard to prevent significant increases and particularly dislikes taxes ‘earmarked’ for tobacco control. Key arguments to counter increases are that tobacco taxes are socially regressive, unfair and lead to increased levels of illicit trade and negative economic impacts. For earmarked taxes, the industry also frequently tries to raise concerns about revenue allocation. Assessing industry arguments against established evidence demonstrates most are unsupported. Key industry tactics include: establishing ‘front groups’; securing credible allies, direct lobbying; and publicity campaigns. Only seven studies examined efforts to influence tax structures. They suggest company preferences vary and tactics centre on direct lobbying. Conclusions The tobacco industry has historically tried to keep tobacco taxes low using consistent tactics and misleading arguments. Further research is required to explore efforts to influence: tax structures; excise policies beyond the US; recent policies. PMID:22887175

10 CFR 2.348 - Separation of functions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... allocation of agency resources; or (iv) General regulatory, scientific, or engineering principles that are... decision that clearly and concisely sets forth the information or argument relied on to show the contrary...

10 CFR 2.348 - Separation of functions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... allocation of agency resources; or (iv) General regulatory, scientific, or engineering principles that are... decision that clearly and concisely sets forth the information or argument relied on to show the contrary...

Value-Based Argumentation for Justifying Compliance

NASA Astrophysics Data System (ADS)

Burgemeestre, Brigitte; Hulstijn, Joris; Tan, Yao-Hua

Compliance is often achieved 'by design' through a coherent system of controls consisting of information systems and procedures . This system-based control requires a new approach to auditing in which companies must demonstrate to the regulator that they are 'in control'. They must determine the relevance of a regulation for their business, justify which set of control measures they have taken to comply with it, and demonstrate that the control measures are operationally effective. In this paper we show how value-based argumentation theory can be applied to the compliance domain. Corporate values motivate the selection of control measures (actions) which aim to fulfill control objectives, i.e. adopted norms (goals). In particular, we show how to formalize the dialogue in which companies justify their compliance decisions to regulators using value-based argumentation. The approach is illustrated by a case study of the safety and security measures adopted in the context of EU customs regulation.

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System

PubMed Central

Wolfe, Christopher R.; Reyna, Valerie F.; Widmer, Colin L.; Cedillos-Whynott, Elizabeth M.; Brust-Renck, Priscila G; Weil, Audrey M.; Hu, Xiangen

2016-01-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one’s own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist, a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension. PMID:28008216

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System.

PubMed

Wolfe, Christopher R; Reyna, Valerie F; Widmer, Colin L; Cedillos-Whynott, Elizabeth M; Brust-Renck, Priscila G; Weil, Audrey M; Hu, Xiangen

2016-07-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one's own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist , a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension.

32 CFR 746.11 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-07-01

... correspondence should be sent; (4) Nature and type of applicant's business; (5) Source of information concerning... presented evidence and argument which has established that it would not be in the public interest to grant...

19 CFR 207.24 - Hearing.

Code of Federal Regulations, 2011 CFR

2011-04-01

... EXPORTS TO THE UNITED STATES Final Determinations, Short Life Cycle Products § 207.24 Hearing. (a) In... hearing to a summary of the information and arguments contained in its prehearing brief, an analysis of...

The Structure and Climate of Size: Small Scale Schooling in an Urban District

ERIC Educational Resources Information Center

LeChasseur, Kimberly

2009-01-01

This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling "structures" (such as smaller enrollments, schools-within-schools, and smaller class sizes)…

The Effect of Three-Dimensional Simulations on the Understanding of Chemical Structures and Their Properties

ERIC Educational Resources Information Center

Urhahne, Detlef; Nick, Sabine; Schanze, Sascha

2009-01-01

In a series of three experimental studies, the effectiveness of three-dimensional computer simulations to aid the understanding of chemical structures and their properties was investigated. Arguments for the usefulness of three-dimensional simulations were derived from Mayer's generative theory of multimedia learning. Simulations might lead to a…

Connecting the Dots: Social Network Structure, Conflict, and Group Cognitive Complexity

ERIC Educational Resources Information Center

Curseu, Petru L.; Janssen, Steffie E. A.; Raab, Jorg

2012-01-01

The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups' cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between…

Income Tax Reform and Agriculture: A Symposium.

ERIC Educational Resources Information Center

Economic Research Service (USDA), Washington, DC.

Five papers are provided from a symposium organized to present several economic studies relating to income tax structure and reform in agriculture. "Toward an Optimal Income Tax Policy for Southern and U.S. Agriculture" (Harold F. Breimyer) is a structured argument for comprehensive tax reform that increases the equity of the income tax…

Sentence Repetition Accuracy in Adults with Developmental Language Impairment: Interactions of Participant Capacities and Sentence Structures

ERIC Educational Resources Information Center

Poll, Gerard H.; Miller, Carol A.; van Hell, Janet G.

2016-01-01

Purpose: We asked whether sentence repetition accuracy could be explained by interactions of participant processing limitations with the structures of the sentences. We also tested a prediction of the procedural deficit hypothesis (Ullman & Pierpont, 2005) that adjuncts are more difficult than arguments for individuals with developmental…

Post-Structuralism and Ethical Practical Action: Issues of Identity and Power

ERIC Educational Resources Information Center

Walshaw, Margaret

2013-01-01

In an era when familiar categories of identity are breaking down, an argument is made for using post-structuralist vocabulary to talk about ethical practical action in mathematics education. Using aspects of Foucault's post-structuralism, an explanation is offered of how mathematical identifications are tied to the social organization of power. An…

Truth in Urban Legends? Using Snopes.com to Teach Source Evaluation

ERIC Educational Resources Information Center

DeGroot, Jocelyn M.

2011-01-01

Information spreads online at a much faster rate than ever before, often without being confirmed by trustworthy sources. Students must be able to evaluate the online source and the online source's information for accuracy and credibility. In public speaking, argumentation, and persuasion classes (among others), students are taught to use confirmed…

Cultural-Historical Activity Theory and Domain Analysis: Metatheoretical Implications for Information Science

ERIC Educational Resources Information Center

Wang, Lin

2013-01-01

Background: Cultural-historical activity theory is an important theory in modern psychology. In recent years, it has drawn more attention from related disciplines including information science. Argument: This paper argues that activity theory and domain analysis which uses the theory as one of its bases could bring about some important…

Department Level Information Resource Management: A Theoretical Argument for a Decentralized Approach.

ERIC Educational Resources Information Center

Beath, Cynthia Mathis; Straub, Detmar W.

1991-01-01

Explores where the responsibility for information resources management (IRM) can lie, identifying entities which might carry IRM tasks: (1) individuals; (2) departments; (3) institutions; and (4) markets. It is argued that the IRM function should be located at the department level, and that associated departmental costs may be overshadowed by the…

The Information Superhighway and Post-modernity: The Social Promise and the Social Price.

ERIC Educational Resources Information Center

Kenway, Jane

1996-01-01

Examines the social and cultural implications of the converging technologies known as the Information Superhighway. Draws together arguments from key commentators and critics to identify possibilities and potential dangers related to quality of life, social justice, and politics. Aims to help educators move beyond current instrumental perspectives…

Response to Patrick Love's "Informal Theory": A Rejoinder

ERIC Educational Resources Information Center

Evans, Nancy J.; Guido, Florence M.

2012-01-01

This rejoinder to Patrick Love's article, "Informal Theory: The Ignored Link in Theory-to-Practice," which appears earlier in this issue of the "Journal of College Student Development", was written at the invitation of the Editor. In the critique, we point out the weaknesses of many of Love's arguments and propositions. We provide an alternative…

Developing a Reform-Minded Science Teaching Identity: The Role of Informal Science Environments

ERIC Educational Resources Information Center

Avraamidou, Lucy

2014-01-01

Recommendations for reform in science education around the world set high goals for beginning elementary teachers. Concurrently, existing literature indicates a number of challenges that beginning elementary teachers face. In this paper an argument is put forward about the integration of informal science environments in elementary teacher…

Stakeholder Dialogue as Deliberation for Decision Making in Health Policy and Systems: The Approach from Argumentation Theory.

PubMed

Rubinelli, Sara; von Groote, Per Maximilian

2017-02-01

The literature on knowledge translation and dissemination in health care highlights the value of the stakeholder dialogue, namely, a structured process where stakeholders interact to identify the best solution to a given problem. By analyzing the stakeholder dialogue as a form of deliberative argumentation, this article identifies those factors that may hinder or facilitate reaching agreement among stakeholders on options to target problems. Conceptual analysis based on the descriptive and evaluation methods of argumentation theory. When stakeholders have a difference of opinion, confrontation alone does not lead to agreement. A normative model of critical discussion is needed to facilitate stakeholders in reaching this agreement and to prevent barriers to it that can result from personal factors (e.g., attitude and beliefs) or communication moves. This type of dialogue requires a training of stakeholders about the preconditions of argumentation and its different stages. The figure of the moderator is crucial in ensuring that the dialogue fulfills standards of reasonableness. This article offers a reading of the stakeholder dialogue rooted in the tradition of critical thinking. It instructs on how to promote a collaborative exchange among stakeholders as a way to go beyond any expression of views.

Teaching argumentation and scientific discourse using the ribosomal peptidyl transferase reaction.

PubMed

Johnson, R Jeremy

2011-01-01

Argumentation and discourse are two integral parts of scientific investigation that are often overlooked in undergraduate science education. To address this limitation, the story of peptide bond formation by the ribosome can be used to illustrate the importance of evidence, claims, arguments, and counterarguments in scientific discourse. With the determination of the first structure of the large ribosomal subunit bound to a transition state inhibitor came an initial hypothesis about the role of the ribosome in peptide bond formation. This initial hypothesis was based on a few central assumptions about the transition state mimic and acid-base catalysis by serine proteases. The initial proposed mechanism started a flurry of scientific discourse in experimental articles and commentaries that tested the validity of the initial proposed mechanism. Using this civil argumentation as a guide, class discussions, assignments, and a debate were designed that allow students to analyze and question the claims and evidence about the mechanism of peptide bond synthesis. In the end, students develop a sense of critical skepticism, and an understanding of scientific discourse, while learning about the current consensus mechanism for peptide bond synthesis. Biochemistry and Molecular Biology Education Vol. 39, No. 3, pp. 185-190, 2011. Copyright © 2011 Wiley Periodicals, Inc.

[Instrumental, directive, and affective communication in hospital leaflets].

PubMed

Vasconcellos-Silva, Paulo Roberto; Uribe Rivera, Francisco Javier; Castiel, Luis David

2003-01-01

This study focuses on the typical semantic systems extracted from hospital staff communicative resources which attempt to validate information as an "object" to be transferred to patients. We describe the models of textual communication in 58 patient information leaflets from five hospital units in Brazil, gathered from 1996 to 2002. Three categories were identified, based on the theory of speech acts (Austin, Searle, and Habermas): 1) cognitive-instrumental utterances: descriptions by means of technical terms validated by self-referred, incomplete, or inaccessible argumentation, with an implicit educational function; 2) technical-directive utterances: self-referred (to the context of the source domains), with a shifting of everyday acts to a technical terrain with a disciplinary function and impersonal features; and 3) expressive modulations: need for inter-subjective connections to strengthen bonds of trust and a tendency to use childish arguments. We conclude that the three categories displayed: fragmentary sources; assumption of univocal messages and invariable use of information (idealized motivations and interests, apart from individualized perspectives); and assumption of universal interests as generators of knowledge.

20 CFR 10.700 - May a claimant designate a representative?

Code of Federal Regulations, 2010 CFR

2010-04-01

... withdraws the authorization of the first individual. In addition, OWCP will recognize only certain types of... includes presenting or eliciting evidence, making arguments on facts or the law, and obtaining information...

Renyi Entropies in Multiparticle Production

NASA Astrophysics Data System (ADS)

Bialas, A.; Czyz, W.

2000-12-01

Renyi entropies are calculated for some multiparticle systems. Arguments are presented that measurements of Renyi entropies as functions of the average number of particles produced in high energy collisions carry important information on the produced system.

10 CFR 2.348 - Separation of functions.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., scientific, or engineering principles that are useful for an understanding of the issues in a proceeding and... final decision that clearly and concisely sets forth the information or argument relied on to show the...

10 CFR 2.348 - Separation of functions.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., scientific, or engineering principles that are useful for an understanding of the issues in a proceeding and... final decision that clearly and concisely sets forth the information or argument relied on to show the...

Turbulence and Laminar Structures: Can They Co-Exist?

NASA Technical Reports Server (NTRS)

Canuto, V. M.

2000-01-01

Schwarzschild first suggested that the laminar structures observed in the high Reynolds number Re = UL/nu approx. = (10(exp 12)) solar photosphere are the result of turbulence rather than a proof of its absence. He reasoned that since turbulence generates large turbulent viscosities nu(sub t) much greater than nu, the "effective" Reynolds number Re = UL/nu(sub t) approx. = O(1). Schwarzschild's argument is, however, incomplete for it assumes that the entire role of the non-linear interactions is to "enhance" viscosity. While this is not true in general, we present a proof of how and why it may occur, thus completing Schwarzschild's argument. We further discuss the fact that the same model non-local turbulence models have been shown to reproduce LES data for a variety of flows pertaining to astrophysics, geophysics and laboratory situations (at a fraction of the time).

Information Theoretic Approaches to Rapid Discovery of Relationships in Large Climate Data Sets

NASA Technical Reports Server (NTRS)

Knuth, Kevin H.; Rossow, William B.; Clancy, Daniel (Technical Monitor)

2002-01-01

Mutual information as the asymptotic Bayesian measure of independence is an excellent starting point for investigating the existence of possible relationships among climate-relevant variables in large data sets, As mutual information is a nonlinear function of of its arguments, it is not beholden to the assumption of a linear relationship between the variables in question and can reveal features missed in linear correlation analyses. However, as mutual information is symmetric in its arguments, it only has the ability to reveal the probability that two variables are related. it provides no information as to how they are related; specifically, causal interactions or a relation based on a common cause cannot be detected. For this reason we also investigate the utility of a related quantity called the transfer entropy. The transfer entropy can be written as a difference between mutual informations and has the capability to reveal whether and how the variables are causally related. The application of these information theoretic measures is rested on some familiar examples using data from the International Satellite Cloud Climatology Project (ISCCP) to identify relation between global cloud cover and other variables, including equatorial pacific sea surface temperature (SST), over seasonal and El Nino Southern Oscillation (ENSO) cycles.

Whatever? The effect of social exclusion on adopting persuasive messages.

PubMed

Pfundmair, Michaela; Aydin, Nilüfer; Frey, Dieter

2017-01-01

The aversive state of social exclusion can result in a broad range of cognitive deficits. Being unable or unmotivated to process relevant information, we assumed that social exclusion would also affect the success of persuasive attempts. We hypothesized that socially excluded people would adopt attitudes regardless of persuasion quality. In three studies using different manipulations of social exclusion and persuasion, we showed that participants who were socially excluded adopted persuasive messages regardless of argument quality. In contrast, this undifferentiated response was not shown by socially included participants who were more persuaded by high- compared to low-quality arguments. In Study 3, we moreover revealed that this pattern could only be replicated in reliable situations-that is, when the communicator appeared credible. These findings support the assumption that social exclusion can lead to reduced processing of information.

Strategies and arguments of ergonomic design for sustainability.

PubMed

Marano, Antonio; Di Bucchianico, Giuseppe; Rossi, Emilio

2012-01-01

Referring to the discussion recently promoted by the Sub-Technical Committee n°4 "Ergonomics and design for sustainability", in this paper will be shown the early results of a theoretical and methodological study on Ergonomic design for sustainability. In particular, the research is based on the comparison between the common thematic structure characterizing Ergonomics, with the principles of Sustainable Development and with criteria adopted from other disciplines already oriented toward Sustainability. The paper identifies an early logical-interpretative model and describes possible and relevant Strategies of Ergonomic design for sustainability, which are connected in a series of specific Sustainable Arguments.

Ethical aspects of limiting residents' work hours.

PubMed

Wiesing, Urban

2007-09-01

The regulation of residents' work hours involves several ethical conflicts which need to be systematically analysed and evaluated. ARGUMENTS AND CONCLUSION: The most important ethical principle when regulating work hours is to avoid the harm resulting from the over-work of physicians and from an excessive division of labour. Additionally, other ethical principles have to be taken into account, in particular the principles of nonmaleficence and beneficence for future patients and for physicians. The article presents arguments for balancing the relevant ethical principles and analyses the structural difficulties that occur unavoidably in any regulation of the complex activities of physicians.

Trivial constraints on orbital-free kinetic energy density functionals

NASA Astrophysics Data System (ADS)

Luo, Kai; Trickey, S. B.

2018-03-01

Approximate kinetic energy density functionals (KEDFs) are central to orbital-free density functional theory. Limitations on the spatial derivative dependencies of KEDFs have been claimed from differential virial theorems. We identify a central defect in the argument: the relationships are not true for an arbitrary density but hold only for the minimizing density and corresponding chemical potential. Contrary to the claims therefore, the relationships are not constraints and provide no independent information about the spatial derivative dependencies of approximate KEDFs. A simple argument also shows that validity for arbitrary v-representable densities is not restored by appeal to the density-potential bijection.

Kirit C. Shah, M.D. v. Stan Harris and Nancy Harris. "Construction of Legal Arguments, Statutes of Limitations, and Medical Malpractice." Lesson Plans for Secondary Teachers on How Lawyers Prepare Their Arguments. Courts in the Classroom: Curriculum Concepts and Other Information on Indiana's Courts for the K-12 Educator.

ERIC Educational Resources Information Center

Osborn, Elizabeth

Stan and Nancy Harris filed a complaint against Kirit C. Shah, M.D., for misdiagnosing Mr. Harris's illness, charging Dr. Shah with negligence and asking for damages. A medical malpractice action in Indiana is governed by a two year statute of limitations. Because the Harrises failed to bring their action against Dr. Shah within this two year…

Comments to the paper "do we really need new medical information about the Turin Shroud?".

PubMed

Bevilacqua, M; Fanti, G; D'Arienzo, M; De Caro, R

2015-10-01

Following the interesting arguments raised in a recent letter to the editor, about a paper recently published in this journal, the authors are happy to take a cue from them to clarify some facts that have not been sufficiently treated for space. After a description of the methods used, arguments regarding a blunt trauma on the right shoulder with consequent dislocation, the position of the hands on the pubis with brachial plexus injury, and the wrist nailing that caused retracted thumbs are discussed in detail. Copyright © 2015 Elsevier Ltd. All rights reserved.

Managing professional work: three models of control for health organizations.

PubMed Central

Scott, W R

1982-01-01

Three arrangements for structuring the work of professional participants in professional organizations are described, contrasted and evaluated. Arguments are illustrated by application to the organization of physicians within hospitals. The primary rationale, the support structures that have fostered its development, the key structural features and the advantages and disadvantages of each arrangement are described. The effect on these arrangements of structures and forces external to any particular professional organization is emphasized. PMID:6749761

Hydraulic head estimation at unobserved locations: Approximating the distribution of the absolute error based on geologic interpretations

NASA Astrophysics Data System (ADS)

Langousis, Andreas; Kaleris, Vassilios; Xeygeni, Vagia; Magkou, Foteini

2017-04-01

Assessing the availability of groundwater reserves at a regional level, requires accurate and robust hydraulic head estimation at multiple locations of an aquifer. To that extent, one needs groundwater observation networks that can provide sufficient information to estimate the hydraulic head at unobserved locations. The density of such networks is largely influenced by the spatial distribution of the hydraulic conductivity in the aquifer, and it is usually determined through trial-and-error, by solving the groundwater flow based on a properly selected set of alternative but physically plausible geologic structures. In this work, we use: 1) dimensional analysis, and b) a pulse-based stochastic model for simulation of synthetic aquifer structures, to calculate the distribution of the absolute error in hydraulic head estimation as a function of the standardized distance from the nearest measuring locations. The resulting distributions are proved to encompass all possible small-scale structural dependencies, exhibiting characteristics (bounds, multi-modal features etc.) that can be explained using simple geometric arguments. The obtained results are promising, pointing towards the direction of establishing design criteria based on large-scale geologic maps.

Introducing Jus ante Bellum as a cosmopolitan approach to humanitarian intervention

PubMed Central

Brown, Garrett Wallace; Bohm, Alexandra

2015-01-01

Cosmopolitans often argue that the international community has a humanitarian responsibility to intervene militarily in order to protect vulnerable individuals from violent threats and to pursue the establishment of a condition of cosmopolitan justice based on the notion of a ‘global rule of law’. The purpose of this article is to argue that many of these cosmopolitan claims are incomplete and untenable on cosmopolitan grounds because they ignore the systemic and chronic structural factors that underwrite the root causes of these humanitarian threats. By way of examining cosmopolitan arguments for humanitarian military intervention and how systemic problems are further ignored in iterations of the Responsibility to Protect, this article suggests that many contemporary cosmopolitan arguments are guilty of focusing too narrowly on justifying a responsibility to respond to the symptoms of crisis versus demanding a similarly robust justification for a responsibility to alleviate persistent structural causes. Although this article recognizes that immediate principles of humanitarian intervention will, at times, be necessary, the article seeks to draw attention to what we are calling principles of Jus ante Bellum (right before war) and to stress that current cosmopolitan arguments about humanitarian intervention will remain insufficient without the incorporation of robust principles of distributive global justice that can provide secure foundations for a more thoroughgoing cosmopolitan condition of public right. PMID:29708128

Quantum gravity inde Sitter space and anti-de Sitter space

NASA Astrophysics Data System (ADS)

Lippert, Matthew S.

In this thesis, we consider two aspects of quantum gravity---the nature of holography in anti-de Sitter space and string theory models of de Sitter space. Searching for a holographic resolution of the black hole information paradox, we pursue the identity of precursors in the context of AdS/CFT. We consider precursors that encode bulk information causally disconnected from the boundary and whose measurement involves nonlocal bulk processes. Previous arguments that these precursors are large, undecorated Wilson loops are found to be flawed. We construct a toy model of holography which encapsulates the expected properties of precursors and compare it with previous such discussions. The information contained in precursors is argued to be encoded in the high-energy sector of the theory and not observable by low-energy measurements. These considerations lead us to propose a locality bound, which indicates where locality breaks down due to black hole or stringy effects. We apply the locality bound to Hawking's argument for information loss in black hole evaporation. We argue that independence of internal and external Hilbert spaces cannot be established without incorporating strong gravitational effects that undermine locality and invalidate the use of quantum field theory in a semiclassical background geometry. We then turn to the investigation of the landscape of string theory vacua, and investigate a recently constructed de Sitter compactification of IIB string theory, which was shown to be metastable in agreement with general arguments about de Sitter spacetimes in quantum gravity. We describe how discrete flux choices lead to a closely-spaced set of vacua and explore various decay channels. We find that in many situations NS5-brane meditated decays which exchange NSNS 3-form flux for D3-branes are comparatively extremely fast.

Electoral College.

ERIC Educational Resources Information Center

Goldstein, Joel K.

1996-01-01

Examines one of the least understood institutions of U.S. politics, the Electoral College. Discusses the historical circumstances resulting in its creation as well as the current structure and membership. Provides arguments for and against continuation of the Electoral College. (MJP)

Quantum discord is Bohr’s notion of non-mechanical disturbance introduced to counter the Einstein–Podolsky–Rosen argument

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wiseman, Howard M., E-mail: H.Wiseman@Griffith.edu.au

2013-11-15

By rigorously formalizing the Einstein–Podolsky–Rosen (EPR) argument, and Bohr’s reply, one can appreciate that both arguments were technically correct. Their opposed conclusions about the completeness of quantum mechanics hinged upon an explicit difference in their criteria for when a measurement on Alice’s system can be regarded as not disturbing Bob’s system. The EPR criteria allow their conclusion–incompleteness–to be reached by establishing the physical reality of just a single observable q (not of both q and its conjugate observable p), but I show that Bohr’s definition of disturbance prevents the EPR chain of reasoning from establishing even this. Moreover, I showmore » that Bohr’s definition is intimately related to the asymmetric concept of quantum discord from quantum information theory: if and only if the joint state has no Alice-discord, she can measure any observable without disturbing (in Bohr’s sense) Bob’s system. Discord can be present even when systems are unentangled, and this has implications for our understanding of the historical development of notions of quantum nonlocality. -- Highlights: •Both the EPR argument, and Bohr’s reply, were technically correct. •Their opposed conclusions came from different criteria for disturbance. •Bohr’s criterion works against even the simplified (one-variable) EPR argument. •Bohr’s criterion for disturbance is intimately related to quantum discord. •This illuminates the historical development of notions of quantum nonlocality.« less

Structural syntactic prediction measured with ELAN: evidence from ERPs.

PubMed

Fonteneau, Elisabeth

2013-02-08

The current study used event-related potentials (ERPs) to investigate how and when argument structure information is used during the processing of sentences with a filler-gap dependency. We hypothesize that one specific property - animacy (living vs. non-living) - is used by the parser during the building of the syntactic structure. Participants heard sentences that were rated off-line as having an expected noun (Who did the Lion King chase the caravan with?) or an unexpected noun (Who did Lion King chase the animal with?). This prediction is based on the animacy properties relation between the wh-word and the noun in the object position. ERPs from the noun in the unexpected condition (animal) elicited a typical Early Left Anterior Negativity (ELAN)/P600 complex compared to the noun in the expected condition (caravan). Firstly, these results demonstrate that the ELAN reflects not only grammatical category violation but also animacy property expectations in filler-gap dependency. Secondly, our data suggests that the language comprehension system is able to make detailed predictions about aspects of the upcoming words to build up the syntactic structure. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Processing Reflexives in a Second Language: The Timing of Structural and Discourse-Level Constraints

ERIC Educational Resources Information Center

Felser, Claudia; Cunnings, Ian

2012-01-01

We report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent,…

Coming To Know: The Role of the Concept Map--Mirror, Assistant, Master?

ERIC Educational Resources Information Center

McAleese, Ray

This paper explains the process of creating and managing concept maps, using reflection as a focus for its argument. Section 1, What is a Concept Map?, highlights the background and definition of concept mapping, explains how maps signify virtual conceptual structures, looks at structural knowledge, provides an example of a concept map, and…

Feel Free to Change Your Mind. A Response to "The Potential for Deliberative Democratic Civic Education"

ERIC Educational Resources Information Center

Parker, Walter

2011-01-01

Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a…

When Experience Counts: The Effects of Experiential and Structural Similarity on Patterns of Support and Interpersonal Stress.

ERIC Educational Resources Information Center

Suitor, J. Jill; And Others

1995-01-01

Draws upon theories of homophily and reference groups to argue that experiential similarity (similar status transition) is more important than structural similarity (age, gender, and marital status) in determining sources of emotional support and stress following life events. Arguments are supported by longitudinal data on social networks of…

Toward a Phonetic Representation of Signs, I: Sequentiality and Contrast

ERIC Educational Resources Information Center

Johnson, Robert E.; Liddell, Scott K.

2011-01-01

In this paper we examine the theory of the structure of signs that grew from Stokoe's (1965) proposals. We begin by examining argument for the structural simultaneity of signs by examining claims about how signs contrast and how cheremes function. Historically, such discussions have involved three claims: (1) that signs are composed of a single…

The Philosophy and Structure of the Curriculum in University Technical Colleges

ERIC Educational Resources Information Center

Tomlinson, Mike

2014-01-01

Arguments about the content and structure of the curriculum for 14- to 18-year-old students in England continue apace, not least as a consequence of the National Curriculum review and proposed changes to qualifications. However, the majority of initiatives aimed at providing high-quality and rigorous technical pathways from age 14 onwards have…

Preservice Science Teachers' Informal Reasoning about Socioscientific Issues: The Influence of Issue Context

ERIC Educational Resources Information Center

Topcu, Mustafa Sami; Sadler, Troy D.; Yilmaz-Tuzun, Ozgul

2010-01-01

The purpose of the current study is to explicitly test the extent to which issue contexts affect the informal reasoning processes engaged in by individuals. In order to address the research question framing this study, we engaged 39 Turkish preservice science teachers (PSTs) in interviews designed to elicit argumentation related to multiple…

Serendipity in the Stacks: Libraries, Information Architecture, and the Problems of Accidental Discovery

ERIC Educational Resources Information Center

Carr, Patrick L.

2015-01-01

Serendipity in the library stacks is generally regarded as a positive occurrence. While acknowledging its benefits, this essay draws on research in library science, information systems, and other fields to argue that, in two important respects, this form of discovery can be usefully framed as a problem. To make this argument, the essay examines…

Qualitative and Quantitative Measures of Second Language Writing: Potential Outcomes of Informal Target Language Learning Abroad

ERIC Educational Resources Information Center

Brown, N. Anthony; Solovieva, Raissa V.; Eggett, Dennis L.

2011-01-01

This research describes a method applied at a U.S. university in a third-year Russian language course designed to facilitate Advanced and Superior second language writing proficiency through the forum of argumentation and debate. Participants had extensive informal language experience living in a Russian-speaking country but comparatively little…

Leading the Academy or Being Led? Hong Kong Women Academics

ERIC Educational Resources Information Center

Aiston, Sarah Jane

2014-01-01

This paper provides a new gender-based analysis of survey data collected on Hong Kong academics in 2008. First, it illustrates the gender differences that exist in the Hong Kong academy. Second, it discusses possible explanations for these differences as informed by the data. And third, it offers a novel argument, again informed by the data, for…

Comments on papers by Reichert and Wong. [information theory for molecular taxonomy

NASA Technical Reports Server (NTRS)

Gatlin, L. L.

1974-01-01

Papers of Reichert and Wong (1971) and Reichert (1972) are referred to as erroneous in stating that in their work with cytochrome c sequences they demonstrated that vertebrates have achieved a higher organized genetic message with a higher fidelity in the DNA-to-protein information processing channel. Arguments are given to contest that statement.

Using Information and Communication Technologies in Adult Literacy Education: New Practices, New Challenges. An Adult Literacy National Project Report

ERIC Educational Resources Information Center

Snyder, Ilana; Jones, Anne; Lo Bianco, Joseph

2005-01-01

In this report, deliberately used is a range of terms to talk about the use of information and communication technologies. The terms include electronic literacy, digital literacy, technological literacy, technoliteracy, multimodal literacies and multiliteracies. There is no argument that the terms are interchangeable, even though they are often…

Mechanical properties of amyloid-like fibrils defined by secondary structures

NASA Astrophysics Data System (ADS)

Bortolini, C.; Jones, N. C.; Hoffmann, S. V.; Wang, C.; Besenbacher, F.; Dong, M.

2015-04-01

Amyloid and amyloid-like fibrils represent a generic class of highly ordered nanostructures that are implicated in some of the most fatal neurodegenerative diseases. On the other hand, amyloids, by possessing outstanding mechanical robustness, have also been successfully employed as functional biomaterials. For these reasons, physical and chemical factors driving fibril self-assembly and morphology are extensively studied - among these parameters, the secondary structures and the pH have been revealed to be crucial, since a variation in pH changes the fibril morphology and net chirality during protein aggregation. It is important to quantify the mechanical properties of these fibrils in order to help the design of effective strategies for treating diseases related to the presence of amyloid fibrils. In this work, we show that by changing pH the mechanical properties of amyloid-like fibrils vary as well. In particular, we reveal that these mechanical properties are strongly related to the content of secondary structures. We analysed and estimated the Young's modulus (E) by comparing the persistence length (Lp) - measured from the observation of TEM images by using statistical mechanics arguments - with the mechanical information provided by peak force quantitative nanomechanical property mapping (PF-QNM). The secondary structure content and the chirality are investigated by means of synchrotron radiation circular dichroism (SR-CD). Results arising from this study could be fruitfully used as a protocol to investigate other medical or engineering relevant peptide fibrils.Amyloid and amyloid-like fibrils represent a generic class of highly ordered nanostructures that are implicated in some of the most fatal neurodegenerative diseases. On the other hand, amyloids, by possessing outstanding mechanical robustness, have also been successfully employed as functional biomaterials. For these reasons, physical and chemical factors driving fibril self-assembly and morphology are extensively studied - among these parameters, the secondary structures and the pH have been revealed to be crucial, since a variation in pH changes the fibril morphology and net chirality during protein aggregation. It is important to quantify the mechanical properties of these fibrils in order to help the design of effective strategies for treating diseases related to the presence of amyloid fibrils. In this work, we show that by changing pH the mechanical properties of amyloid-like fibrils vary as well. In particular, we reveal that these mechanical properties are strongly related to the content of secondary structures. We analysed and estimated the Young's modulus (E) by comparing the persistence length (Lp) - measured from the observation of TEM images by using statistical mechanics arguments - with the mechanical information provided by peak force quantitative nanomechanical property mapping (PF-QNM). The secondary structure content and the chirality are investigated by means of synchrotron radiation circular dichroism (SR-CD). Results arising from this study could be fruitfully used as a protocol to investigate other medical or engineering relevant peptide fibrils. Electronic supplementary information (ESI) available: A molecular model for the peptide studied and the charge chart associated to it. In addition, an AFM image of pH 4 fibrils is presented. See DOI: 10.1039/c4nr05109b

Advances in Valveless Piezoelectric Pump with Cone-shaped Tubes

NASA Astrophysics Data System (ADS)

Zhang, Jian-Hui; Wang, Ying; Huang, Jun

2017-07-01

This paper reviews the development of valveless piezoelectric pump with cone-shaped tube chronologically, which have widely potential application in biomedicine and micro-electro-mechanical systems because of its novel principles and deduces the research direction in the future. Firstly, the history of valveless piezoelectric pumps with cone-shaped tubes is reviewed and these pumps are classified into the following types: single pump with solid structure or plane structure, and combined pump with parallel structure or series structure. Furthermore, the function of each type of cone-shaped tubes and pump structures are analyzed, and new directions of potential expansion of valveless piezoelectric pumps with cone-shaped tubes are summarized and deduced. The historical argument, which is provided by the literatures, that for a valveless piezoelectric pump with cone-shaped tubes, cone angle determines the flow resistance and the flow resistance determines the flow direction. The argument is discussed in the reviewed pumps one by one, and proved to be convincing. Finally, it is deduced that bionics is pivotal in the development of valveless piezoelectric pump with cone-shaped tubes from the perspective of evolution of biological structure. This paper summarizes the current valveless piezoelectric pumps with cone-shaped tubes and points out the future development, which may provide guidance for the research of piezoelectric actuators.

Informed choice and the nanny state: learning from the tobacco industry.

PubMed

Hoek, Janet

2015-08-01

To examine the 'nanny state' arguments used by tobacco companies, explore the cognitive biases that impede smokers' ability to make fully informed choices, and analyse the implications for those working to limit the harmful effects of other risk products. A critical analysis of the practices engaged in by the tobacco industry, the logic on which they relied, and the extent to which their work has informed approaches used by other industries. The tobacco industry's deliberate strategy of challenging scientific evidence undermines smokers' ability to understand the harms smoking poses and questions arguments that smoking is an informed choice. Cognitive biases predispose smokers to discount risk information, particularly when this evidence is disputed and framed as uncertain. Only state intervention has held the tobacco industry to account and begun ameliorating the effects of their sustained duplicity. Evidence other industries are now adopting similar tactics, particularly use of 'nanny state' claims to oppose proportionate interventions, is concerning. Some marketing strategies have deliberately mis-informed consumers thus directly contributing to many public health problems. Far from removing free choice, government policies that restrain commercial communications and stimuli are prerequisites necessary to promote free choice. Copyright © 2015 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Reinsurance of health insurance for the informal sector.

PubMed Central

Dror, D. M.

2001-01-01

Deficient financing of health services in low-income countries and the absence of universal insurance coverage leaves most of the informal sector in medical indigence, because people cannot assume the financial consequences of illness. The role of communities in solving this problem has been recognized, and many initiatives are under way. However, community financing is rarely structured as health insurance. Communities that pool risks (or offer insurance) have been described as micro-insurance units. The sources of their financial instability and the options for stabilization are explained. Field data from Uganda and the Philippines, as well as simulated situations, are used to examine the arguments. The article focuses on risk transfer from micro-insurance units to reinsurance. The main insight of the study is that when the financial results of micro-insurance units can be estimated, they can enter reinsurance treaties and be stabilized from the first year. The second insight is that the reinsurance pool may require several years of operation before reaching cost neutrality. PMID:11477971

“Ready-to-Recruit” or “Ready-to-Consent” Populations?: Informed Consent and the Limits of Subject Autonomy

PubMed Central

Fisher, Jill A.

2011-01-01

This paper queries the pharmaceutical industry’s concept of “ready-to-recruit” populations by examining its recruitment strategies for clinical trials and the types of human subjects who participate in these drug studies. The argument is that the pharmaceutical industry has profited from a system comprised of what can more aptly be characterized as ready-to-consent populations, meaning populations who do not have better alternatives than participation in clinical trials. Further, through qualitative research, this paper aims to highlight some of the limitations of current U.S. federal regulation and to show how these limits signal problems that are not normally discussed in the medical ethics literature about research on human subjects. It does this by examining the impotence of informed consent – both as a concept and as a practice – in light of recruitment strategies and the structural reasons motivating individuals to participate in clinical trials. PMID:21359125

Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs

PubMed Central

Dautriche, Isabelle; Cristia, Alejandrina; Brusini, Perrine; Yuan, Sylvia; Fisher, Cynthia; Christophe, Anne

2013-01-01

Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning which do not fit this canonical format. Two experiments examined French 28-month-olds’ interpretation of right-dislocated sentences (nouni-verb, nouni) where the presence of clear, language-specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right-dislocated sentences containing well-known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface-to-meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions. PMID:24117408

Advance directives in english and French law: different concepts, different values, different societies.

PubMed

Horn, Ruth Judith

2014-03-01

In Western societies advance directives are widely recognised as important means to extend patient self-determination under circumstances of incapacity. Following other countries, England and France have adopted legislation aiming to clarify the legal status of advance directives. In this paper, I will explore similarities and differences in both sets of legislation, the arguments employed in the respective debates and the socio-political structures on which these differences are based. The comparison highlights how different legislations express different concepts emphasising different values accorded to the duty to respect autonomy and to protect life, and how these differences are informed by different socio-political contexts. Furthermore each country associates different ethical concerns with ADs which raise doubts about whether these directives are a theoretical idea which is hardly applicable in practice.