Re-naming D Double Prime

NASA Technical Reports Server (NTRS)

Chao, Benjamin F.

1999-01-01

"Knowledge about the dynamics of the D double prime region is a key to unlock some fundamental mysteries of the Earth heat engine which governs a wide range of global geophysical processes from tectonics to geodynamo." This benign sentence makes complete sense to many geophysicists. But for many others, it makes sense all except the odd nomenclature "D double prime". One knows about the crust, upper and lower mantle, outer and inner core, but where is the D double prime region? What meaning does it try to convey? Where is D prime region, or D, or A, B, C regions for that matter, and are there higher-order primes? How does such an odd name come about anyway? D double prime, or more "simply" D", is a generic designation given to the thin shell, about 200 km thick, of the lowermost mantle just above the core-mantle boundary inside the Earth. Incidentally, whether D" is "simpler" than "D double prime" depends on whether you are pronouncing it or writing/typing it; and D" can be confusing to readers in distinguishing quotation marks (such as in the above sentences) and second derivatives, and to word processors in spelling check and indexing.

Finding the way forward for forensic science in the US-A commentary on the PCAST report.

PubMed

Evett, I W; Berger, C E H; Buckleton, J S; Champod, C; Jackson, G

2017-09-01

A recent report by the US President's Council of Advisors on Science and Technology (PCAST), (2016) has made a number of recommendations for the future development of forensic science. Whereas we all agree that there is much need for change, we find that the PCAST report recommendations are founded on serious misunderstandings. We explain the traditional forensic paradigms of match and identification and the more recent foundation of the logical approach to evidence evaluation. This forms the groundwork for exposing many sources of confusion in the PCAST report. We explain how the notion of treating the scientist as a black box and the assignment of evidential weight through error rates is overly restrictive and misconceived. Our own view sees inferential logic, the development of calibrated knowledge and understanding of scientists as the core of the advance of the profession. Copyright © 2017 Elsevier B.V. All rights reserved.

Africa and China Higher Education Cooperation: Establishing Knowledge Sharing Partnership between Students

ERIC Educational Resources Information Center

Gonondo, Jean

2017-01-01

Knowledge sharing should not be confused neither with data sharing nor with information sharing; the knowledge sharing includes data and information sharing, skills and expertise communication, ideas exchange. Since the fourth FOCAC held in Egypt in 2009, many policies have been added to reinforce Africa and China educational cooperation,…

Nail care feature gets to the heart of core nursing skills.

PubMed

Lindsay, Margot

2009-07-07

Thank you for drawing attention to the importance of personal hygiene in nail care (art&science June 17). Authors Bridget Malkin and Pat Berridge discuss the subject in depth and address the confusion over who should perform nail care for patients.

Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

ERIC Educational Resources Information Center

Colvin, Julien C.; Tomayko, Ming C.

2015-01-01

Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are…

An Interactive Multimedia Dichotomous Key for Teaching Plant Identification

ERIC Educational Resources Information Center

Jacquemart, Anne-Laure; Lhoir, Pierre; Binard, Fabian; Descamps, Charlotte

2016-01-01

Teaching plant identification includes demonstrating how to use dichotomous keys; this requires knowledge of numerous botanical terms and can be challenging, confusing and frustrating for students. Here, we developed a multimedia tool to help students (1) learn botanical terms, (2) practice, train and test their knowledge of plant identification…

Disciplinary Literacy: Just the FAQs

ERIC Educational Resources Information Center

Shanahan, Timothy; Shanahan, Cynthia

2017-01-01

One of the most misunderstood parts of the Common Core State Standards is the section on literacy standards for history/social studies, science, and technical subjects. To help reduce some of the lingering confusion about these disciplinary literacy standards, Timothy and Cynthia Shanahan offer responses to a number of Frequently Asked Questions.…

Emanuel Miller Lecture: Confusions and Controversies about Asperger Syndrome

ERIC Educational Resources Information Center

Frith, Uta

2004-01-01

Background: Hans Asperger drew attention to individuals who show the core symptoms of autism in the presence of high verbal intelligence. Methods: A review of the literature explores current issues concerning the diagnosis and nature of Asperger syndrome. Results: The behavioural and neurophysiological evidence to date suggests that Asperger…

Revitalizing Battle Staff Training

DTIC Science & Technology

1999-12-01

be confused with true conditional text as implemented in FrameMaker or Ventura. • PageMaker’s® core composition engine has not been upgraded. You...is a little worn around the edges. For the most part, PageMaker® leaves document-wide functions to its sibling program, FrameMaker . • Without an

Coding, Constant Comparisons, and Core Categories: A Worked Example for Novice Constructivist Grounded Theorists.

PubMed

Giles, Tracey M; de Lacey, Sheryl; Muir-Cochrane, Eimear

2016-01-01

Grounded theory method has been described extensively in the literature. Yet, the varying processes portrayed can be confusing for novice grounded theorists. This article provides a worked example of the data analysis phase of a constructivist grounded theory study that examined family presence during resuscitation in acute health care settings. Core grounded theory methods are exemplified, including initial and focused coding, constant comparative analysis, memo writing, theoretical sampling, and theoretical saturation. The article traces the construction of the core category "Conditional Permission" from initial and focused codes, subcategories, and properties, through to its position in the final substantive grounded theory.

Minimizing Confusion and Disorientation: Cognitive Support Work in Informal Dementia Caregiving

PubMed Central

Berry, Brandon

2015-01-01

Drawing from ethnographic fieldwork and in-depth interviews, I explain how informal dementia caregivers attempt to reduce the affected individual’s moments of confusion and disorientation through cognitive support work. I identify three stages through which such support takes shape and then gradually declines in usage. In a first stage, family members collaborate with affected individuals to first identify and then to avoid “triggers” that elicit sudden bouts of confusion. In a second stage, caregivers lose the effective collaboration of the affected individual and begin unilateral attempts to minimize confused states through pre-emptive conversational techniques, third-party interactional support, and social-environment shifts. In a third stage, caregivers learn that the affected individual has reached a level of impairment that does not respond well to efforts at reduction and begin abandoning strategies. I identify the motivations driving cognitive support work and discuss the role of lay health knowledge in dementia caregiving. I conclude by considering the utility of cognitive support as a concept within dementia caregiving. PMID:24984915

Building Knowledge through Portfolio Learning in Prior Learning Assessment and Recognition

ERIC Educational Resources Information Center

Conrad, Dianne

2008-01-01

It is important for academic credibility that the process of prior learning assessment and recognition (PLAR) keeps learning and knowledge as its foundational tenets. Doing so ensures PLAR's recognition as a fertile ground for learners' cognitive and personal growth. In many postsecondary venues, PLAR is often misunderstood and confused with…

Can Man Control His Biological Evolution? A Symposium on Genetic Engineering. Genetic Engineering

ERIC Educational Resources Information Center

Ramsey, Paul

1972-01-01

Presented are issues related to genetic engineering. Increased knowledge of techniques to manipulate genes are apt to create confusion about moral values in relation to unborn babies and other living organisms on earth. Human beings may use this knowledge to disturb the balance maintained by nature. (PS)

The Knowledge of Third Trimester Pregnant Women about Postpartum and Newborn Infants Care

ERIC Educational Resources Information Center

Rahayuningsih, Faizah Betty

2015-01-01

Introduction: Postpartum period is a transition period but it is being neglected aspect from women health care. Mother's knowledge and education before childbirth is important to be prepared for postpartum. Misinformation about traditions/customs in society are considered irrational, causing confusion in puerperal women, especially for mothers who…

The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning

ERIC Educational Resources Information Center

Koedinger, Kenneth R.; Corbett, Albert T.; Perfetti, Charles

2012-01-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of…

Science Questions for the Post-SIRTF and Herschel Era

NASA Technical Reports Server (NTRS)

Werner, Michael

2004-01-01

The contents include the following: 1. SIRTF. Long wavelength surveys planned for SIRTF. Galaxy Discovery Rates for Future Missions. Impact of SIRTF s Improved Resolution at 160um: Resolving the Background. 2. Polarimetry. Submillimeter Polarimetry - The State of Play. Magnetic Vectors Across the Orion Molecular Cloud Core. Neutral and Ionized Molecular Spectral Lines. Variation of Polarization With Wavelength. The Polarization Spectrum. Submillimeter Polarimetry - Looking Ahead. 3.Confusion. Confusion at 500, 600 micron. 4. Extragalactic Science. Do Massive Black Holes and Galaxy Bulges form Together? 5. Galactic Science. Can We See the First Generations of Stars and Metal Formation? The Birth of Planets and the Origins of Life. Spatial Resolution at 100 microns. Far-ir/Sub-mm Transitions of Linear Carbon Clusters. Predicted Spectra of Glycine.

Joined-Up Reflections: Part 2

ERIC Educational Resources Information Center

Mason, John

2008-01-01

The author drew the 2008 Easter conference to a close. During the final address, the author chose to focus on the domain of perimeter and area both because it is a topic accessible to teachers of all ages and because learners display considerable confusion between them. The core difficulty seems to lie in the necessity to attend either to the…

Preservice Elementary Teachers' Ideas About Scientific Practices

NASA Astrophysics Data System (ADS)

Ricketts, Amy

2014-10-01

With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.

From Flavr Savr Tomatoes to Stem Cell Therapy: Young People's Understandings of Gene Technology, 15 Years on

NASA Astrophysics Data System (ADS)

Lewis, Jenny

2014-02-01

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a `science for all' National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14-16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short `news' items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a `science for all' curriculum are considered.

[Turnover Experience of Male Nurses].

PubMed

Kim, Hyunsu; Lee, Jeongseop

2017-02-01

The aim of this study was to identify turnover experiences of men in nursing and to derive a substantive theory on the turnover experience of men who are nurses. Data were collected through in-depth interviews with 13 men who had worked as a nurse for 1 year or more, and had a turnover experience during that period. Collected data were analyzed on the basis of Strauss and Corbin's grounded theory. The core category in the turnover experiences of the respondents was 'seeking a stable place for me'. In the analysis of the core category, types of 'contentment', 'seeking', 'survival' and 'confusion' were identified. The sequential stages of these nurses' turnover experience were 'confrontation', 'incertitude', 'retrying' and 'realization'. However, when a problem arose in the process, they returned to the stage of confusion. Thus, these stages could occur in a circular fashion. These findings provide a deep understanding of the turnover experience of men in nursing and offers new information about how they adapt to nursing practice. The findings should be useful as foundational data for men who hope to become nurses and also for managers responsible for nurses who are men. © 2017 Korean Society of Nursing Science

Thinking Frames.

ERIC Educational Resources Information Center

Perkins, D. N.

1986-01-01

Sifts through confusing intelligence theories, arguing that intelligence is a combination of influences involving power, tactics, and content. Good thinking is an unnatural act demanding evenhanded reasoning, problem finding (versus solving), and knowledge as invention. Discusses thinking frames guiding thought processes and the implications for…

Angular momentum of the N2H+ cores in the Orion A cloud

NASA Astrophysics Data System (ADS)

Tatematsu, Ken'ichi; Ohashi, Satoshi; Sanhueza, Patricio; Nguyen Luong, Quang; Umemoto, Tomofumi; Mizuno, Norikazu

2016-04-01

We have analyzed the angular momentum of the molecular cloud cores in the Orion A giant molecular cloud observed in the N2H+ J = 1-0 line with the Nobeyama 45 m radio telescope. We have measured the velocity gradient using position-velocity diagrams passing through core centers, and made sinusoidal fits against the position angle. Twenty-seven out of 34 N2H+ cores allowed us to measure the velocity gradient without serious confusion. The derived velocity gradient ranges from 0.5 to 7.8 km s-1 pc-1. We marginally found that the specific angular momentum J/M (against the core radius R) of the Orion N2H+ cores tends to be systematically larger than that of molecular cloud cores in cold dark clouds obtained by Goodman et al., in the J/M-R relation. The ratio β of rotational to gravitational energy is derived to be β = 10-2.3±0.7, and is similar to that obtained for cold dark cloud cores in a consistent definition. The large-scale rotation of the ∫-shaped filament of the Orion A giant molecular cloud does not likely govern the core rotation at smaller scales.

The Process Is Just Messy: A Historical Perspective on Adoption of Innovations

ERIC Educational Resources Information Center

Orrill, Chandra Hawley

2016-01-01

Suppose you were an alien trying to understand how people in the United States feel about the Common Core School Standards for Mathematics (CCSSM). You could look at the Internet, mass media, YouTube and all of the other venues available. Walking away from them, you would be very confused about whether the U.S. loves or hates the CCSSM, whether…

Seven propositions of the science of improvement: exploring foundations.

PubMed

Perla, Rocco J; Provost, Lloyd P; Parry, Gareth J

2013-01-01

The phrase "Science of Improvement" or "Improvement Science" is commonly used today by a range of people and professions to mean different things, creating confusion to those trying to learn about improvement. In this article, we briefly define the concepts of improvement and science, and review the history of the consideration of "improvement" as a science. We trace key concepts and ideas in improvement to their philosophical and theoretical foundation with a focus on Deming's System of Profound Knowledge. We suggest that Deming's system has a firm association with many contemporary and historic philosophic and scientific debates and concepts. With reference to these debates and concepts, we identify 7 propositions that provide the scientific and philosophical foundation for the science of improvement. A standard view of the science of improvement does not presently exist that is grounded in the philosophical and theoretical basis of the field. The 7 propositions outlined here demonstrate the value of examining the underpinnings of improvement. This is needed to both advance the field and minimize confusion about what the phrase "science of improvement" represents. We argue that advanced scientists of improvement are those who like Deming and Shewhart can integrate ideas, concepts, and models between scientific disciplines for the purpose of developing more robust improvement models, tools, and techniques with a focus on application and problem solving in real world contexts. The epistemological foundations and theoretical basis of the science of improvement and its reasoning methods need to be critically examined to ensure its continued development and relevance. If improvement efforts and projects in health care are to be characterized under the canon of science, then health care professionals engaged in quality improvement work would benefit from a standard set of core principles, a standard lexicon, and an understanding of the evolution of the science of improvement.

Safety incidents involving confused and forgetful older patients in a specialised care setting--analysis of the safety incidents reported to the HaiPro reporting system.

PubMed

Kinnunen-Luovi, Kaisa; Saarnio, Reetta; Isola, Arja

2014-09-01

To describe the safety incidents involving confused and forgetful older patients in a specialised care setting entered in the HaiPro reporting system. About 10% of patients experience a safety incident during hospitalisation, which causes or could cause them harm. The possibility of a safety incident during hospitalisation increases significantly with age. A mild or moderate memory disorder and acute confusion are often present in the safety incidents originating with an older patient. The design of the study was action research with this study using findings from one of the first-phase studies, which included qualitative and quantitative analysed data. Data were collected from the reporting system for safety incidents (HaiPro) in a university hospital in Finland. There were 672 reported safety incidents from four acute medical wards during the years 2009-2011, which were scrutinised. Seventy-five of them were linked to a confused patient and were analysed. The majority of the safety incidents analysed involved patient-related accidents. In addition to challenging behaviour, contributing factors included ward routines, shortage of nursing staff, environmental factors and staff knowledge and skills. Nurses tried to secure the patient safety in many different ways, but the modes of actions were insufficient. Nursing staff need evidence-based information on how to assess the cognitive status of a confused patient and how to encounter such patients. The number of nursing staff and ward routines should be examined critically and put in proportion to the care intensity demands caused by the patient's confused state. The findings can be used as a starting point in the prevention of safety incidents and in improving the care of older patients. © 2013 John Wiley & Sons Ltd.

The perirhinal cortex and conceptual processing: Effects of feature-based statistics following damage to the anterior temporal lobes.

PubMed

Wright, Paul; Randall, Billi; Clarke, Alex; Tyler, Lorraine K

2015-09-01

The anterior temporal lobe (ATL) plays a prominent role in models of semantic knowledge, although it remains unclear how the specific subregions within the ATL contribute to semantic memory. Patients with neurodegenerative diseases, like semantic dementia, have widespread damage to the ATL thus making inferences about the relationship between anatomy and cognition problematic. Here we take a detailed anatomical approach to ask which substructures within the ATL contribute to conceptual processing, with the prediction that the perirhinal cortex (PRc) will play a critical role for concepts that are more semantically confusable. We tested two patient groups, those with and without damage to the PRc, across two behavioural experiments - picture naming and word-picture matching. For both tasks, we manipulated the degree of semantic confusability of the concepts. By contrasting the performance of the two groups, along with healthy controls, we show that damage to the PRc results in worse performance in processing concepts with higher semantic confusability across both experiments. Further by correlating the degree of damage across anatomically defined regions of interest with performance, we find that PRc damage is related to performance for concepts with increased semantic confusability. Our results show that the PRc supports a necessary and crucial neurocognitve function that enables fine-grained conceptual processes to take place through the resolution of semantic confusability. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Stereotype Deduction About Bisexual Women.

PubMed

Zivony, Alon; Saguy, Tamar

Bisexuals are an invisible sexual minority. However, at the same time, bisexuals are stereotypically associated with confusion and promiscuity. Stereotype learning theories suggest that individuals who are unfamiliar with a social group are less likely to have stereotypical beliefs about its members. In contrast, it has been recently hypothesized that stereotypes about bisexuality are not necessarily learned but rather deduced based on common conceptualizations of sexuality. Because stereotypes are suppressed only if they are recognized as offensive, lack of knowledge regarding bisexual stereotypes should actually enhance their adoption. To assess the strength of the two competing accounts, we examined the relationship between explicit knowledge of bisexual stereotypes and stereotypical evaluation of bisexual individuals. Heterosexual participants (N = 261) read a description of two characters on a date and evaluated one of them. Bisexual women were evaluated as more confused and promiscuous relative to nonbisexual women. Moreover, the stereotypical evaluations of bisexual women were inversely related to knowledge about these stereotypes. The findings support the notion that bisexual stereotypes are not learned but rather deduced from shared assumptions about sexuality. Consequently, public invisibility not only exists alongside bisexual stereotypes but might also exacerbate their uninhibited adoption.

Cognitive Neuroscience and Education: Unravelling the Confusion

ERIC Educational Resources Information Center

Purdy, Noel; Morrison, Hugh

2009-01-01

This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in…

Comparing the symptoms and mechanisms of "dissociation" in dissociative identity disorder and borderline personality disorder.

PubMed

Laddis, Andreas; Dell, Paul F; Korzekwa, Marilyn

2017-01-01

A total of 75 patients were diagnosed with the Structured Clinical Interview for DSM-IV Dissociative Disorders-Revised as having dissociative identity disorder (DID), and 100 patients were diagnosed with the Structured Interview for DSM-IV Personality as having borderline personality disorder (BPD). Both groups were administered the Multidimensional Inventory of Dissociation (MID). DID patients had significantly higher MID scores than BPD patients, different distributions of MID scores, and different MID subscale profiles in 3 ranges of MID scores (0-15, 15-30, 30-45). The core MID symptoms-exhibited at all ranges of MID scores-for DID patients (the presence of alters, identity confusion, and memory problems) and BPD patients (flashbacks, identity confusion, and memory problems) were ostensibly similar but were considered to be mostly produced by different underlying processes. Multiple regression analyses showed that the core MID symptoms of DID patients had different predictors than did the core MID symptoms of BPD patients. Alter identities seemed to generate most-but not all-dissociative phenomena in DID patients, whereas only the 24% highest scoring BPD patients (MID ≥45) seemed to manifest alter-driven dissociative experiences. Most BPD dissociative experiences appeared to be due to 5 other mechanisms: (a) BPD-specific, stress-driven, rapid shifts of self-state; (b and c) nondefensive disruptions of the framework of perceptual organization with or without an accompanying BPD-specific, dissociation-like disintegration of affective/neurocognitive functioning; (d) a defensive distancing or detachment from distress (i.e., simple depersonalization); and (e) Allen, Console, and Lewis's (1999) severe absorptive detachment.

Soy la Otra

ERIC Educational Resources Information Center

McBrien, J. Lynn

2009-01-01

Cognitive knowledge about the experiences of refugee and immigrant children and families is helpful in creating teacher empathy, but it's not a substitute for experiencing firsthand the confusion, fear, and emotions of being the outsider. In this article, the author relates her experience in a foreign environment. This experience has taught her…

Teacher Competency: A Public Farce!

ERIC Educational Resources Information Center

Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Dispelling confusion about traumatic dissociative amnesia.

PubMed

McNally, Richard J

2007-09-01

How survivors of trauma remember--or forget--their most terrifying experiences lies at the core of one of the most bitter controversies in psychiatry and psychology: the debate regarding repressed memories of childhood sexual abuse. Most experts hold that traumatic events--those experienced as overwhelmingly terrifying and often life-threatening--are remembered very well; however, traumatic dissociative amnesia theorists disagree. Although acknowledging that traumatic events are usually memorable, these theorists nevertheless claim that a sizable minority of survivors are incapable of remembering their trauma. That is, the memory is stored but dissociated (or "repressed") from awareness. However, the evidence that these theorists adduce in support of the concept of traumatic dissociative amnesia is subject to other, more plausible interpretations. The purpose of this review is to dispel confusion regarding the controversial notion of dissociated (or repressed) memory for trauma and to show how people can recall memories of long-forgotten sexual abuse without these memories first having been repressed.

Spoken Word Recognition Errors in Speech Audiometry: A Measure of Hearing Performance?

PubMed Central

Coene, Martine; van der Lee, Anneke; Govaerts, Paul J.

2015-01-01

This report provides a detailed analysis of incorrect responses from an open-set spoken word-repetition task which is part of a Dutch speech audiometric test battery. Single-consonant confusions were analyzed from 230 normal hearing participants in terms of the probability of choice of a particular response on the basis of acoustic-phonetic, lexical, and frequency variables. The results indicate that consonant confusions are better predicted by lexical knowledge than by acoustic properties of the stimulus word. A detailed analysis of the transmission of phonetic features indicates that “voicing” is best preserved whereas “manner of articulation” yields most perception errors. As consonant confusion matrices are often used to determine the degree and type of a patient's hearing impairment, to predict a patient's gain in hearing performance with hearing devices and to optimize the device settings in view of maximum output, the observed findings are highly relevant for the audiological practice. Based on our findings, speech audiometric outcomes provide a combined auditory-linguistic profile of the patient. The use of confusion matrices might therefore not be the method best suited to measure hearing performance. Ideally, they should be complemented by other listening task types that are known to have less linguistic bias, such as phonemic discrimination. PMID:26557717

Relationships between core factors of knowledge management in hospital nursing organisations and outcomes of nursing performance.

PubMed

Lee, Eun Ju; Kim, Hong Soon; Kim, Hye Young

2014-12-01

The study was conducted to investigate the levels of implementation of knowledge management and outcomes of nursing performance, to examine the relationships between core knowledge management factors and nursing performance outcomes and to identify core knowledge management factors affecting these outcomes. Effective knowledge management is very important to achieve strong organisational performance. The success or failure of knowledge management depends on how effectively an organisation's members share and use their knowledge. Because knowledge management plays a key role in enhancing nursing performance, identifying the core factors and investigating the level of knowledge management in a given hospital are priorities to ensure a high quality of nursing for patients. The study employed a descriptive research procedure. The study sample consisted of 192 nurses registered in three large healthcare organisations in South Korea. The variables demographic characteristics, implementation of core knowledge management factors and outcomes of nursing performance were examined and analysed in this study. The relationships between the core knowledge management factors and outcomes of nursing performance as well as the factors affecting the performance outcomes were investigated. A knowledge-sharing culture and organisational learning were found to be core factors affecting nursing performance. The study results provide basic data that can be used to formulate effective knowledge management strategies for enhancing nursing performance in hospital nursing organisations. In particular, prioritising the adoption of a knowledge-sharing culture and organisational learning in knowledge management systems might be one method for organisations to more effectively manage their knowledge resources and thus to enhance the outcomes of nursing performance and achieve greater business competitiveness. The study results can contribute to the development of effective and efficient knowledge management systems and strategies for enhancing knowledge-sharing culture and organisational learning that can improve both the productivity and competitiveness of healthcare organisations. © 2014 John Wiley & Sons Ltd.

Getting on the Same Page: Expanding Student Support Services to Increase Candidate Success and Educator Accountability

ERIC Educational Resources Information Center

Gallavan, Nancy P.; Benson, Tammy R.

2014-01-01

Today's teacher candidates frequently exhibit confusion and express discouragement while navigating the expectations of their educational journeys and career goals. Characteristically, many candidates tend to be first-generation college students limited in universal knowledge, global travels, diverse experiences, and multiple perspectives.…

Middle School Science: Working in a Confused Context.

ERIC Educational Resources Information Center

Berns, Barbara Brauner; Swanson, Judy

This paper presents the stories of two urban middle school science teachers, both identified as leaders in their districts. Both bring substantial expertise to science education, though neither has experienced optimal conditions for flourishing as teacher leaders. One teacher has strong content knowledge and a deep understanding of standards. The…

ATP: A Coherent View for School Advanced Level Studies in Biology.

ERIC Educational Resources Information Center

Gayford, Chris

1986-01-01

Discusses how instruction of biological concepts as ATP cellular energetics is related to fundamental physical science understandings. Reviews areas of common misconceptions and confusions. Summarizes results of a study which investigated students' knowledge and perception of difficulty associated with the topic of energy and ATP. (ML)

Weighing the Evidence: From Chaos to Consilience

ERIC Educational Resources Information Center

Brendtro, Larry K.; Mitchell, Martin L.

2010-01-01

A flood of contradictory publications claim widely different methods to be "evidence-based." What then are the key principles for success with challenging youth? Amidst all the confusion, how do we identify powerful universal truths? The answer lies in a "consilience," which involves drawing information from multiple fields of knowledge.…

Translating Neuroscience, Psychology and Education: An Abstracted Conceptual Framework for the Learning Sciences

ERIC Educational Resources Information Center

Donoghue, Gregory M.; Horvath, Jared C.

2016-01-01

Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between…

The Cost of Copyright Confusion for Media Literacy

ERIC Educational Resources Information Center

Hobbs, Renee; Jaszi, Peter; Aufderheide, Patricia

2007-01-01

Purpose: Media literacy educators in K-12, higher education, and after-school programs depend on the ability to make use of copyright materials (print, visual, film, video and online) in their teaching. This study investigated the knowledge, attitudes and experiences of media literacy educators regarding copyright and fair use. Methodology:…

Applied Nutrition in Dental Education; Issues and Challenges.

ERIC Educational Resources Information Center

Palmer, Carole A.

1990-01-01

The status of nutrition programs in dental education and practice is reviewed, problems are analyzed, and solutions are offered. Problems include lack of well-defined policy guidelines, confusion over the state of scientific knowledge, and the scope of nutrition counseling. Among conclusions and recommendations are the need to emphasize clinical…

Tipping into the Abyss: With More than a Virtual Parachute?

ERIC Educational Resources Information Center

Tompsett, Chris

2007-01-01

Any application of information and communication technology in education (ICTE) sits, at times uncomfortably, at the intersection of three key disciplines: technology, education and sociology (including reflexivity). To confuse matters, any specific study may need to take account of specific knowledge within subdisciplines, such as organisational…

The confusing tale of depression and distress in patients with diabetes: a call for greater clarity and precision

PubMed Central

Fisher, L.; Gonzalez, J. S.; Polonsky, W. H.

2014-01-01

Studies have identified significant linkages between depression and diabetes, with depression associated with poor self-management behaviour, poor clinical outcomes and high rates of mortality. However, findings are not consistent across studies, yielding confusing and contradictory results about these relationships. We suggest that there has been a failure to define and measure ‘depression’ in a consistent manner. Because the diagnosis of depression is symptom-based only, without reference to source or content, the context that diabetes is not considered when addressing the emotional distress experienced by individuals struggling with diabetes. To reduce this confusion, we suggest that an underlying construct of ‘emotional distress’ be considered as a core construct to link diabetes-related distress, subclinical depression, elevated depression symptoms and major depressive disorder. We view emotional distress as a single, continuous dimension that has two primary characteristics: content and severity; that the primary content of emotional distress among these individuals include diabetes and its management, other life stresses and other contributors; and that both the content and severity of distress be addressed directly in clinical care. We suggest further that all patients, even those whose emotional distress rises to the level of major depressive disorder or anxiety disorders, can benefit from consideration of the content of distress to direct care effectively, and we suggest strategies for integrating the emotional side of diabetes into regular diabetes care. This approach can reduce confusion between depression and distress so that appropriate and targeted patient-centred interventions can occur. PMID:24606397

Influence of PBL with open-book tests on knowledge retention measured with progress tests.

PubMed

Heijne-Penninga, M; Kuks, J B M; Hofman, W H A; Muijtjens, A M M; Cohen-Schotanus, J

2013-08-01

The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were analyzed. Two schools had PBL driven curricula, and the third one had a traditional curriculum (TC). One of the PBL schools (PBLob) used a combination of open-book (assessing backup knowledge) and closed-book tests (assessing core knowledge); the other two schools (TC and PBLcb) only used closed-book tests. The items of the progress tests were divided into core and backup knowledge. T tests (with Bonferroni correction) were used to analyze differences between curricula. PBL students performed significantly better than TC students on core knowledge (average effect size (av ES) = 0.37-0.74) and PBL students tested with open-book tests scored somewhat higher than PBL students tested without such tests (av ES = 0.23-0.30). Concerning backup knowledge, no differences were found between the scores of the three curricula. Students of the two PBL curricula showed a substantially better long-term knowledge retention than TC students. PBLob students performed somewhat better on core knowledge than PBLcb students. These outcomes suggest that a problem-based instructional approach in particular can stimulate long-term knowledge retention. Distinguishing knowledge into core and backup knowledge and using open-book tests alongside closed-book tests could enhance long-term core knowledge retention.

Disciplinary Knowledge Revisited: The Social Construction of Sociology

ERIC Educational Resources Information Center

Cole, Stephen

2006-01-01

In "Making Science" (1992) I make the distinction between two types of knowledge: research frontier knowledge and core knowledge. Core knowledge is the small body of knowledge for which the entire scientific community treats as indisputable facts. The research frontier is all new knowledge which makes claim to being facts but in practice there is…

Re-evaluation of the taxonomy of the Mitis group of the genus Streptococcus based on whole genome phylogenetic analyses, and proposed reclassification of Streptococcus dentisani as Streptococcus oralis subsp. dentisani comb. nov., Streptococcus tigurinus as Streptococcus oralis subsp. tigurinus comb. nov., and Streptococcus oligofermentans as a later synonym of Streptococcus cristatus.

PubMed

Jensen, Anders; Scholz, Christian F P; Kilian, Mogens

2016-11-01

The Mitis group of the genus Streptococcus currently comprises 20 species with validly published names, including the pathogen S. pneumoniae. They have been the subject of much taxonomic confusion, due to phenotypic overlap and genetic heterogeneity, which has hampered a full appreciation of their clinical significance. The purpose of this study was to critically re-examine the taxonomy of the Mitis group using 195 publicly available genomes, including designated type strains for phylogenetic analyses based on core genomes, multilocus sequences and 16S rRNA gene sequences, combined with estimates of average nucleotide identity (ANI) and in silico and in vitro analyses of specific phenotypic characteristics. Our core genomic phylogenetic analyses revealed distinct clades that, to some extent, and from the clustering of type strains represent known species. However, many of the genomes have been incorrectly identified adding to the current confusion. Furthermore, our data show that 16S rRNA gene sequences and ANI are unsuitable for identifying and circumscribing new species of the Mitis group of the genus Streptococci. Based on the clustering patterns resulting from core genome phylogenetic analysis, we conclude that S. oligofermentans is a later synonym of S. cristatus. The recently described strains of the species Streptococcus dentisani includes one previously referred to as 'S. mitis biovar 2'. Together with S. oralis, S. dentisani and S. tigurinus form subclusters within a coherent phylogenetic clade. We propose that the species S. oralis consists of three subspecies: S. oralis subsp. oralis subsp. nov., S. oralis subsp. tigurinus comb. nov., and S. oralis subsp. dentisani comb. nov.

New Structural Interpretation of the Central Confusion Range, Western Utah, Based On Balanced Cross Sections

NASA Astrophysics Data System (ADS)

Yezerski, D.; Greene, D. C.

2009-12-01

The Confusion Range is a topographically low mountain range in the Basin and Range of west-central Utah, located east of and in the hanging wall of the Snake Range core complex. Previous workers have used a gravity sliding model to interpret the Confusion Range as a large structural trough or synclinorium (e.g. Hose, 1977). Based on existing mapping (Hose, 1965; Hintze, 1974) and new field data, we use balanced and restored cross sections to reinterpret the structure of the Confusion Range as an east-vergent fold-and-thrust belt formed during the Sevier Orogeny. The Confusion Range consists of Cambro-Ordovician through Triassic strata, with predominantly thick-bedded, competent carbonate rocks in the lower Paleozoic (lPz) section and incompetent shales and thin-bedded carbonates in the upper Paleozoic (uPz) section. The contrasting mechanical behavior of these stratigraphic sections results in faulted folds within uPz carbonates above detachments in shale-rich units, deforming in response to ramp-flat thrust faulting of the underlying lPz units. East of the axis of the Conger Mountain (Mtn) syncline, we attribute the increase in structural elevation of lPz rocks to a subsurface thrust sheet consisting of lPz strata that advanced eastward via a high-angle ramp from a lower detachment in the Kanosh Shale to an upper detachment in the Pilot Shale. The doubling of lPz strata that resulted continues through the eastern Confusion Range where a series of small-displacement thrust faults comprising the Kings Canyon thrust system gently tilt strata to the west. In the Conger Range, west of the Conger Mtn syncline, our analysis focuses on reinterpreting the geometrically unlikely folding depicted in previous cross sections as more admissible, fault-cored, asymmetric, detached folding. In our interpretation, resistance created by a steeply-dipping thrust ramp in the lPz section west of Conger Mtn resulted in folding of uPz strata into an east-vergent anticline. Continued east-vergent contraction against the ramp resulted in the west-dipping limb of the anticline, consisting of Ely Limestone, developing into an overturned, west-vergent, synclinal backfold detached in the Chainman Shale. Further contraction exceeded the fold capacity of the detachment fold and resulted in the formation of the Browns Wash fault as an east-vergent thrust fault. The Browns Wash fault is a key component in the development of the present structural geometry, emplacing a west-vergent overturned syncline (detachment fold) in the hanging wall against an east-vergent overturned syncline (footwall syncline) in the footwall. Further west, underlying the western Conger Range and Buckskin Hills, lPz strata are exposed in what we interpret to be a ramp anticline overlying a subsurface thrust ramp. This interpretation implies a lateral ramp separating lPz rocks in the Buckskin Hills from uPz rocks exposed in the Knoll Hill anticline to the north. UPz and Mesozoic strata exposed to the west on the edge of Snake Valley were emplaced by a Tertiary west-dipping normal fault that truncated the west limb of the ramp anticline.

Changes in the Former Soviet Union: Debating U.S. Aid. Choices for the 21st Century. Alternatives for Public Debate and Policy Development.

ERIC Educational Resources Information Center

Brown Univ., Providence, RI. Center for Foreign Policy Development.

This unit of study allows students and teachers to step back from the confusing media reports of the day-to-day turmoil in the former Soviet Union (FSU) and to examine it from a more thoughtful vantage point. The unit focuses on the most important instrument of U.S. policy toward the FSU--economic assistance. At the core of the unit are four…

Exploring Tree Age & Diameter to Illustrate Sample Design & Inference in Observational Ecology

ERIC Educational Resources Information Center

Casady, Grant M.

2015-01-01

Undergraduate biology labs often explore the techniques of data collection but neglect the statistical framework necessary to express findings. Students can be confused about how to use their statistical knowledge to address specific biological questions. Growth in the area of observational ecology requires that students gain experience in…

Close Encounters: Truth, Experience, and Interpretation in Multicultural Teacher Education.

ERIC Educational Resources Information Center

Lesko, Nancy; Bloom, Rebecca Leslie

1998-01-01

Examines the contradictory effects of teaching multicultural education in two U.S. white women's university classrooms. Uses discourse analysis of the course, readings, and a field trip to understand the confusing results of teaching about difference. Concludes with ideas for a post-positivist approach to knowledge and experience that emphasizes…

Students' Role Confusion when Working with Older Adults: The Voices of Foundation Students

ERIC Educational Resources Information Center

Smith, Judith R.

2013-01-01

A qualitative research project was carried out to investigate how first-year graduate students integrated their field work learning with their classroom leaning ("N"?=?17). The study reveals the students' difficulty in integrating their practical learning with theoretical classroom knowledge. Using grounded theory analysis, two…

The Information Professions: Knowledge, Memory, Heritage

ERIC Educational Resources Information Center

Bates, Marcia

2015-01-01

Introduction: Along with leading to growth in the numbers of people doing information work, the increasing role of information in our contemporary society has led to an explosion of new information professions as well. The labels for these fields can be confusing and overlapping, and what does and does not constitute an information profession has…

Parent Involvement in Children's Education: A Critical Assessment of the Knowledge Base.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Soden, Laura M.

While most practitioners and researchers support the recent policy direction for increased parent involvement in their children's education, little consensus exists about what constitutes effective parent involvement. A major source of this confusion is the lack of scientific rigor in the research upon which practice and policy is based. This…

Young Adolescents and Middle Level Education: A Review of Current Issues, Concerns, and Recommendations.

ERIC Educational Resources Information Center

Whisler, Jo Sue

The ages between 10 and 14 years represent a period of transition between childhood and adolescence when feelings of confusion, anxiety, excitement, and frustration are widely experienced. During this period, early adolescents undergo major developmental changes. Educators working with these young people need accurate knowledge of early…

A Study of Pupils' Conceptions and Reasoning in Connection with "Microbes", as a Contribution To Research in Biotechnology Education.

ERIC Educational Resources Information Center

Simonneaux, Laurence

2000-01-01

Students' conceptions about "microbes" tend to condition their understanding of biotechnology. Explores connections between the status given to diseases, a hygiene-oriented culture, layman's versus school knowledge, personal experience, socio-cultural mediation, linguistic confusions, and students' conceptions. (Contains 21 references.)…

Inhibitory Control Interacts with Core Knowledge in Toddlers' Manual Search for an Occluded Object

ERIC Educational Resources Information Center

Baker, Sara T.; Gjersoe, Nathalia L.; Sibielska-Woch, Kasia; Leslie, Alan M.; Hood, Bruce M.

2011-01-01

Core knowledge theories advocate the primacy of fundamental principles that constrain cognitive development from early infancy. However, there is concern that core knowledge of object properties does not constrain older preschoolers' reasoning during manual search. Here we address in detail both failure and success on two well-established search…

Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core

ERIC Educational Resources Information Center

Finn, Chester E., Jr., Ed.; Petrilli, Michael J., Ed.

2014-01-01

Children cannot be truly literate without knowing about history, science, art, music, literature, civics, geography, and more. Indeed, they cannot satisfactorily comprehend what they read unless they possess the background knowledge that makes such comprehension possible. Yet most American primary schools have been marching in the opposite…

Reanalyzing the "far medial" (transcondylar-transtubercular) approach based on three anatomical vectors: the ventral posterolateral corridor.

PubMed

Chakravarthi, Srikant; Monroy-Sosa, Alejandro; Gonen, Lior; Fukui, Melanie; Rovin, Richard; Kojis, Nathaniel; Lindsay, Mark; Khalili, Sammy; Celix, Juanita; Corsten, Martin; Kassam, Amin B

2018-06-01

Endoscopic endonasal access to the jugular foramen and occipital condyle - the transcondylar-transtubercular approach - is anatomically complex and requires detailed knowledge of the relative position of critical neurovascular structures, in order to avoid inadvertent injury and resultant complications. However, access to this region can be confusing as the orientation and relationships of osseous, vascular, and neural structures are very much different from traditional dorsal approaches. This review aims at providing an organizational construct for a more understandable framework in accessing the transcondylar-transtubercular window. The region can be conceptualized using a three-vector coordinate system: vector 1 represents a dorsal or ventral corridor, vector 2 represents the outer and inner circumferential anatomical limits; in an "onion-skin" fashion, key osseous, vascular, and neural landmarks are organized based on a 360-degree skull base model, and vector 3 represents the final core or target of the surgical corridor. The creation of an organized "global-positioning system" may better guide the surgeon in accessing the far-medial transcondylar-transtubercular region, and related pathologies, and help understand the surgical limits to the occipital condyle and jugular foramen - the ventral posterolateral corridor - via the endoscopic endonasal approach.

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

Educational Intervention on Delirium Assessment Using Confusion Assessment Method-ICU (CAM-ICU) in a General Intensive Care Unit.

PubMed

Ramoo, Vimala; Abu, Harlinna; Rai, Vineya; Surat Singh, Surindar Kaur; Baharudin, Ayuni Asma'; Danaee, Mahmoud; Thinagaran, Raveena Rajalachimi R

2018-05-18

The primary objective was to assess intensive care unit nurses' knowledge of intensive care unit delirium and delirium assessment before and after an educational intervention. In addition, nurses' perception on the usefulness of a delirium assessment tool and barriers against delirium assessment were assessed as secondary objectives. Early identification of delirium in intensive care units is crucial for patient care. Hence, nurses require adequate knowledge to enable appropriate evaluation of delirium using standardised practice and assessment tools. This study, performed in Malaysia, used a single group pretest-posttest study design to assess the effect of educational interventions and hands-on practices on nurses' knowledge of intensive care unit delirium and delirium assessment. Sixty-one nurses participated in educational intervention sessions, including classroom learning, demonstrations, and hands-on practices on the Confusion Assessment Method-Intensive Care Unit. Data were collected using self-administered questionnaires for the pre- and post-intervention assessments. Analysis to determine the effect of the educational intervention consisted of the repeated-measures analysis of covariance. There were significant differences in the knowledge scores pre- and post-intervention, after controlling for demographic characteristics. The two most common perceived barriers to the adoption of the intensive care unit delirium assessment tool were "physicians did not use nurses' delirium assessment in decision making" and "difficult to interpret delirium in intubated patients". Educational intervention and hands-on practices increased nurses' knowledge of delirium assessment. Teaching and inter-professional involvements are essential for a successful implementation of intensive care unit delirium assessment practice. This study supports existing evidences, indicating that education and training could increase nurses' knowledge of delirium and delirium assessment. Improving nurses' knowledge could potentially lead to better delirium management practice and improve ICU patient care. Thus, continuous efforts to improve and sustain nurses' knowledge become relevant in ICU settings. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Preparation to care for confused older patients in general hospitals: a study of UK health professionals.

PubMed

Griffiths, Amanda; Knight, Alec; Harwood, Rowan; Gladman, John R F

2014-07-01

in the UK, two-thirds of patients in general hospitals are older than 70, of whom half have dementia or delirium or both. Our objective was to explore doctors, nurses and allied health professionals' perceptions of their preparation to care for confused older patients on general hospital wards. : using a quota sampling strategy across 11 medical, geriatric and orthopaedic wards in a British teaching hospital, we conducted 60 semi-structured interviews with doctors, nurses and allied healthcare professionals and analysed the data using the Consensual Qualitative Research approach. : there was consensus among participants that education, induction and in-service training left them inadequately prepared and under-confident to care for confused older patients. Many doctors reported initial assessments of confused older patients as difficult. They admitted inadequate knowledge of mental health disorders, including the diagnostic features of delirium and dementia. Handling agitation and aggression were considered top priorities for training, particularly for nurses. Multidisciplinary team meetings were highly valued but were reported as too infrequent. Participants valued specialist input but reported difficulties gaining such support. Communication with confused patients was regarded as particularly challenging, both in terms of patients making their needs known, and staff conveying information to patients. Participants reported emotional and behavioural responses including frustration, stress, empathy, avoidance and low job satisfaction. : our findings indicate that a revision of training across healthcare professions in the UK is required, and that increased specialist support should be provided, so that the workforce is properly prepared to care for older patients with cognitive problems. © The Author 2013. Published by Oxford University Press on behalf of the British Geriatrics Society.

Student perceptions of a spiral curriculum.

PubMed

Coelho, C S; Moles, D R

2016-08-01

The aim of this study was evaluation of constructive alignment of student perceptions to a spiral curriculum, as a pre-requisite to successful learning. A survey was undertaken to evaluate student thoughts and experiences of a spiral curriculum, by participation in an anonymous voluntary questionnaire. Students were asked to rate their thoughts on their understanding, perceived benefit of and confusion with their spiral curriculum at the current time and retrospectively during previous years, and to answer free-text questions on the impact, effects on learning and future suggestions for their spiral curriculum. Sixty (86%) students completed the questionnaire. Understanding the spiral curriculum worked enhanced with time, with the benefit of the spiral curriculum being felt more conclusively in the latter years, and the majority of students not being confused by the spiral curriculum. Those students who were most confused by the spiral curriculum were the ones who were least likely to appreciate its benefits. The opportunity for consolidation of previously visited knowledge was a perceived predominant advantage, with re-visitation of topics helping to deepen understanding and learning. Clarity on the depth of knowledge at each stage prevents information overload. A spiral curriculum must spiral and not be a repetition of previously delivered topics. This study provided insights into students' perceptions of an integrated spiral curriculum, and whilst predominantly positive, there are challenges to enhance the student experience. The spiral curriculum provides an opportunity to revisit and consolidate learning to the apparent benefit of the student. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Biological consequences of environmental control through housing.

PubMed Central

Lee, D H

1975-01-01

Housing was originally devised as a control of the thermal environment, but numerous other functions have been added with resulting competition and confusion. Current design gives insufficient attention to thermal factors and relies upon supplementary heating and cooling to compensate for faults. These are wasteful of energy, and the exhaust from air conditioners adds to the heat island conditions in city cores. The impact of consumerism on domestic space and the importance of personal space and privacy are reviewed. PMID:1157791

How Do We Know This Works? An Overview of Research on Core Knowledge

ERIC Educational Resources Information Center

Core Knowledge Foundation, 2004

2004-01-01

Teachers, principals and parents often ask about the effectiveness of Core Knowledge. This article is meant to answer that question, by providing a brief overview of some of the most recent and most relevant research on Core Knowledge. This document has been divided into two sections. The first section treats direct evidence; the second looks at…

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed Central

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Context Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Objective Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Design Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Main Outcome Measures Knowledge of ACGME core competencies. Results Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1–10 vs > 10), and number of rotations taught per year (1–6 vs 7–12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10–12 rotations per year) were more likely to provide competency-based teaching. Conclusion Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies. PMID:27768565

Knowledge Economy Core Journals: Identification through LISTA Database Analysis.

PubMed

Nouri, Rasool; Karimi, Saeed; Ashrafi-rizi, Hassan; Nouri, Azadeh

2013-03-01

Knowledge economy has become increasingly broad over the years and identification of core journals in this field can be useful for librarians in journal selection process and also for researchers to select their studies and finding Appropriate Journal for publishing their articles. Present research attempts to determine core journals of Knowledge Economy indexed in LISTA (Library and Information Science and Technology). The research method was bibliometric and research population include the journals indexed in LISTA (From the start until the beginning of 2011) with at least one article a bout "knowledge economy". For data collection, keywords about "knowledge economy"-were extracted from the literature in this area-have searched in LISTA by using title, keyword and abstract fields and also taking advantage of LISTA thesaurus. By using this search strategy, 1608 articles from 390 journals were retrieved. The retrieved records import in to the excel sheet and after that the journals were grouped and the Bradford's coefficient was measured for each group. Finally the average of the Bradford's coefficients were calculated and core journals with subject area of "Knowledge economy" were determined by using Bradford's formula. By using Bradford's scattering law, 15 journals with the highest publication rates were identified as "Knowledge economy" core journals indexed in LISTA. In this list "Library and Information update" with 64 articles was at the top. "ASLIB Proceedings" and "Serials" with 51 and 40 articles are next in rank. Also 41 journals were identified as beyond core that "Library Hi Tech" with 20 articles was at the top. Increased importance of knowledge economy has led to growth of production of articles in this subject area. So the evaluation of journals for ranking these journals becomes a very challenging task for librarians and generating core journal list can provide a useful tool for journal selection and also quick and easy access to information. Core journal list and beyond core journal list obtained from this study can be used by librarians and researchers in this field.

Mineral and Lithology Mapping of Drill Core Pulps Using Visible and Infrared Spectrometry

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

Taylor, G. R., E-mail: G.Taylor@unsw.edu.au

2000-12-15

A novel approach for using field spectrometry for determining both the mineralogy and the lithology of drill core pulps (powders) is developed and evaluated. The methodology is developed using material from a single drillhole through a mineralized sequence of rocks from central New South Wales. Mineral library spectra are used in linear unmixing routines to determine the mineral abundances in drill core pulps that represent between 1 m and 3 m of core. Comparison with X-Ray Diffraction (XRD) analyses shows that for most major constituents, spectrometry provides an estimate of quantitative mineralogy that is as reliable as that provided bymore » XRD. Confusion between the absorption features of calcite and those of chlorite causes the calcite contents determined by spectrometry to be unreliable. Convex geometry is used to recognize the spectra of those samples that are extreme and are representative of unique lithologies. Linear unmixing is used to determine the abundance of these lithologies in each drillhole sample and these abundances are used to interpret the geology of the drillhole. The interpreted geology agrees well with conventional drillhole logs of the visible geology and photographs of the split core. The methods developed provide a quick and cost-effective way of determining the lithology and alteration mineralogy of drill core pulps.« less

Student Understanding of Climate Change: Influences of College Major and Environmental Group Membership on Undergraduate Knowledge and Mental Models

ERIC Educational Resources Information Center

Huxster, Joanna

2013-01-01

A consensus has been reached within the scientific community concerning the occurrence of climate change and its anthropogenic causes. Outside of this community, however, there continues to be considerable debate and confusion surrounding the topic. The government mitigation strategies and political leadership needed for this issue will require…

From Isolation and Stagnation to "Modern" Mathematics in Iceland: A Reform or Confusion?

ERIC Educational Resources Information Center

Bjarnadottir, Kristin

2006-01-01

At the beginning of the twentieth century, Iceland was under Danish rule. It was isolated in the middle of the North Atlantic, enjoying only little cultural exchange with other countries. A strong tradition of literacy and nurturing of literature flourished there, while knowledge in mathematics, natural sciences and technical matters was mainly…

Improving the Clarity of the Interprofessional Field: Implications for Research and Continuing Interprofessional Education

ERIC Educational Resources Information Center

Goldman, Joanne; Zwarenstein, Merrick; Bhattacharyya, Onil; Reeves, Scott

2009-01-01

Significant investments are being made around the world to improve interprofessional collaboration, yet limits in our knowledge of this field restrict the ability of decision makers to base their decisions upon evidence. Clarity of the interprofessional field is blurred by a conceptual and semantic confusion that affects our understanding of key…

Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading

ERIC Educational Resources Information Center

Kershaw, Maxine Y.

2017-01-01

There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed…

Relationship to Place: Positioning Aboriginal Knowledge and Perspectives in Classroom Pedagogies

ERIC Educational Resources Information Center

Harrison, Neil; Greenfield, Maxine

2011-01-01

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the…

What Should Schools Teach? Disciplines, Subjects and the Pursuit of Truth

ERIC Educational Resources Information Center

Standish, Alex, Ed.; Cuthbert, Alka Sehgal, Ed.

2017-01-01

The blurring of the distinctions between pedagogy and curriculum, and experience and knowledge, has resulted in a generation of teachers who are confused about the part that each of these plays in the education of children. Schools may still teach through subjects, but there is little consensus about what constitutes a subject and what they are…

Misconceptions and Biases in German Students' Perception of Multiple Energy Sources: Implications for Science Education

ERIC Educational Resources Information Center

Lee, Roh Pin

2016-01-01

Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation's energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way…

Common Core Implementation: A Quantitative Study Measuring the Change of Instructional Practices Due to Common Core

ERIC Educational Resources Information Center

Berg, John Sonje

2017-01-01

The philosophy behind the Common Core State Standards (CCSS) and its tenets of critical thought, creativity, and application of knowledge require a shift from a focus on content knowledge to how that knowledge is applied across the curriculum and why it forms the foundation of education. The problem now facing educators is that CCSS has changed…

Another Nibble at the Core: Student Learning in a Thematically-Focused Introductory Sociology Course

ERIC Educational Resources Information Center

Howard, Jay R.; Novak, Katherine B.; Cline, Krista M. C.; Scott, Marvin B.

2014-01-01

Identifying and assessing core knowledge has been and continues to be a challenge that vexes the discipline of sociology. With the adoption of a thematic approach to courses in the core curriculum at Butler University, faculty teaching Introductory Sociology were presented with the opportunity and challenge of defining the core knowledge and…

Probing features in inflaton potential and reionization history with future CMB space observations

NASA Astrophysics Data System (ADS)

Hazra, Dhiraj Kumar; Paoletti, Daniela; Ballardini, Mario; Finelli, Fabio; Shafieloo, Arman; Smoot, George F.; Starobinsky, Alexei A.

2018-02-01

We consider the prospects of probing features in the primordial power spectrum with future Cosmic Microwave Background (CMB) polarization measurements. In the scope of the inflationary scenario, such features in the spectrum can be produced by local non-smooth pieces in an inflaton potential (smooth and quasi-flat in general) which in turn may originate from fast phase transitions during inflation in other quantum fields interacting with the inflaton. They can fit some outliers in the CMB temperature power spectrum which are unaddressed within the standard inflationary ΛCDM model. We consider Wiggly Whipped Inflation (WWI) as a theoretical framework leading to improvements in the fit to the Planck 2015 temperature and polarization data in comparison with the standard inflationary models, although not at a statistically significant level. We show that some type of features in the potential within the WWI models, leading to oscillations in the primordial power spectrum that extend to intermediate and small scales can be constrained with high confidence (at 3σ or higher confidence level) by an instrument as the Cosmic ORigins Explorer (CORE). In order to investigate the possible confusion between inflationary features and footprints from the reionization era, we consider an extended reionization history with monotonic increase of free electrons with decrease in redshift. We discuss the present constraints on this model of extended reionization and future predictions with CORE. We also project, to what extent, this extended reionization can create confusion in identifying inflationary features in the data.

Why are some languages confused for others? Investigating data from the Great Language Game

PubMed Central

2017-01-01

In this paper we explore the results of a large-scale online game called ‘the Great Language Game’, in which people listen to an audio speech sample and make a forced-choice guess about the identity of the language from 2 or more alternatives. The data include 15 million guesses from 400 audio recordings of 78 languages. We investigate which languages are confused for which in the game, and if this correlates with the similarities that linguists identify between languages. This includes shared lexical items, similar sound inventories and established historical relationships. Our findings are, as expected, that players are more likely to confuse two languages that are objectively more similar. We also investigate factors that may affect players’ ability to accurately select the target language, such as how many people speak the language, how often the language is mentioned in written materials and the economic power of the target language community. We see that non-linguistic factors affect players’ ability to accurately identify the target. For example, languages with wider ‘global reach’ are more often identified correctly. This suggests that both linguistic and cultural knowledge influence the perception and recognition of languages and their similarity. PMID:28379970

Why are some languages confused for others? Investigating data from the Great Language Game.

PubMed

Skirgård, Hedvig; Roberts, Seán G; Yencken, Lars

2017-01-01

In this paper we explore the results of a large-scale online game called 'the Great Language Game', in which people listen to an audio speech sample and make a forced-choice guess about the identity of the language from 2 or more alternatives. The data include 15 million guesses from 400 audio recordings of 78 languages. We investigate which languages are confused for which in the game, and if this correlates with the similarities that linguists identify between languages. This includes shared lexical items, similar sound inventories and established historical relationships. Our findings are, as expected, that players are more likely to confuse two languages that are objectively more similar. We also investigate factors that may affect players' ability to accurately select the target language, such as how many people speak the language, how often the language is mentioned in written materials and the economic power of the target language community. We see that non-linguistic factors affect players' ability to accurately identify the target. For example, languages with wider 'global reach' are more often identified correctly. This suggests that both linguistic and cultural knowledge influence the perception and recognition of languages and their similarity.

Broad fibrovascular cores may not be an exclusively benign feature in papillary lesions of the breast: a cautionary note.

PubMed

Yamaguchi, Rin; Tanaka, Maki; Tse, Gary M; Yamaguchi, Miki; Terasaki, Hiroshi; Nomura, Yoriko; Takenaka, Miki; Naito, Yoshiki; Akiba, Jun; Yano, Hirohisa

2014-03-01

A prominent fibrovascular stromal core is one of the widely accepted histological features of breast papillomas, but some papillary carcinomas also show such broad fibrovascular cores, leading to confusion in diagnosis, particularly in needle biopsy specimens. We investigated the histological characteristics of papillary lesions, focusing on broad fibrovascular cores and their relationship with the architectural patterns. Among 185 cases of needle biopsies of papillomas and papillary carcinomas, the number of cases with broad fibrovascular cores in each group was compared. The broad fibrovascular core density in the subsequently resected specimens was evaluated and compared between papillary predominant pattern (papillary structures >80% of tumours) and mixed pattern (papillary, solid, cribriform and others) within the lesions. Significantly more papillary carcinomas than papillomas and B3 atypical papillary lesions had broad fibrovascular cores (p=0.0091 and p=0.0164, respectively). The papillary predominant pattern was more prominent in carcinomas than in papillomas in the needle biopsies (p=0.048) and showed the same tendency in the resections (p=0.058). The broad fibrovascular core density was significantly lower in the 18 papillomas than in the 37 papillary carcinomas (p=0.0079) and was not significantly different between the papillary predominant and mixed patterns in carcinomas and papillomas. Broad fibrovascular cores in mammary papillary lesions are not specific for papillomas, as they are also present focally in papillary carcinomas. As the frequency of papillary carcinoma with broad fibrovascular cores is relatively high, caution in diagnosis has to be exercised, especially in needle biopsy specimens.

Implementing a Systematic Process for Rapidly Embedding Sustainability within Chemical Engineering Education: A Case Study of James Cook University, Australia

ERIC Educational Resources Information Center

Sheehan, Madoc; Schneider, Phil; Desha, Cheryl

2012-01-01

Sustainability has emerged as a primary context for engineering education in the 21st Century, particularly the sub-discipline of chemical engineering. However, there is confusion over how to go about integrating sustainability knowledge and skills systemically within bachelor degrees. This paper addresses this challenge, using a case study of an…

Northern white-cedar ecology and silviculture in the northeastern United States and southeastern Canada: a synthesis of knowledge

Treesearch

Philip V. Hofmeyer; Laura S. Kenefic; Robert S. Seymour

2009-01-01

Sustainability of the northern white-cedar (Thuja occidentalis L.) resource is a concern in many regions throughout its range because of regeneration failures, difficulty recruiting seedlings into sapling and pole classes, and harvesting levels that exceed growth. Management confusion has resulted from the scarcity of research on northern white-cedar...

“That’s a good question”: University researchers’ views on ownership and retention of human genetic specimens

PubMed Central

Cadigan, R. Jean; Easter, Michele M.; Dobson, Allison W.; Davis, Arlene M.; Rothschild, Barbra B.; Zimmer, Catherine; Sterling, Rene; Henderson, Gail

2012-01-01

Purpose To explore the views of university-based investigators conducting genetic research with human specimens regarding ownership and retention of specimens, and knowledge of related institutional review board and university policies. Methods Data were collected in three phases: a qualitative pilot study of 14 investigators; a web-based survey taken by 80 investigators; and follow-up, in-depth interviews with 12 survey respondents. Results Investigators named a variety of single or multiple owners of human specimens and often expressed confusion regarding specimen ownership. Most associated ownership with rights to control, and responsibilities to maintain, specimens. Investigators viewed specimens as “precious” resources whose value could be increased through long-term or infinite retention, particularly in light of anticipated technological advances in genome science. Their views on ownership and retention were shaped by perceptions of institutional review board policies as immortalized in subject informed consent documents, rather than knowledge of actual policies. Conclusion Long-term retention of human specimens makes confusion about ownership particularly problematic. Given findings that investigators’ views on ownership and retention are largely guided by their perception of university policies, the need for clear, consistent policies at the institution level is urgent. PMID:21659952

Core competencies for scientific editors of biomedical journals: consensus statement.

PubMed

Moher, David; Galipeau, James; Alam, Sabina; Barbour, Virginia; Bartolomeos, Kidist; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly D; Chan, Leighton; Clark, Jocalyn; Deeks, Jonathan; Flanagin, Annette; Garner, Paul; Glenny, Anne-Marie; Groves, Trish; Gurusamy, Kurinchi; Habibzadeh, Farrokh; Jewell-Thomas, Stefanie; Kelsall, Diane; Lapeña, José Florencio; MacLehose, Harriet; Marusic, Ana; McKenzie, Joanne E; Shah, Jay; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Zhaori, Getu

2017-09-11

Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

Applying scientific openmindedness to religion and science education

NASA Astrophysics Data System (ADS)

Settle, Tom

1996-04-01

Mahner's and Bunge's two main theses are nearly correct as social reports but the extent to which they are wrong is philosophically very important. I draw attention to a philosophically superior way of viewing the essential relation between science and religion which can have a humane or benign influence upon how both science and religion are taught. On the one hand, science does not need to fight religion nor try to suppress it. A generous openness of mind, which distinguishes the critical rationality implicit in the advance of science, deserves to be applied without acrimony to any systems of thought that purport to explain the universe. On the other hand, religions have no need to fear the growth of scientific knowledge, provided science is not confused, as Mahner and Bunge confuse it, with its materialistic interpretation.

Use of Remote Sensing and GIS in Search for Lewis and Clark's Rock Fort Camp Site of The Dalles, Oregon

NASA Technical Reports Server (NTRS)

Karsmizki, Ken; Spruce, Joe; Giardino, Marco

2004-01-01

It is assumed that researchers can go to the journals of the expedition to find the precise locations of specific campsites. Of the core group of 33 people on the expedition, scholars know that at least 9 individuals kept journals. The location of three of those journals is unknown, and they may have been destroyed. However, a close examination for the six available journals demonstrates that not everyone described campside locations the same way, which adds to the confusion.

Hospitalists' lack of knowledge of the Confusion Assessment Method: a barrier to systematic validated delirium surveillance.

PubMed

Young, Robert S; Hinami, Keiki; Arseven, Adnan; Jain, Bijal; Williams, Mark V

2012-10-01

Delirium is frequently missed by inpatient health care providers despite the existence of a highly sensitive and specific assessment for delirium, the Confusion Assessment Method (CAM). The CAM, due to its test characteristics and ease of use, is an ideal physician instrument for systematic inpatient delirium screening; however, little is known about hospitalists' knowledge of the CAM. A short survey with items assessing respondents' perceptions of delirium detection, familiarity and proficiency with the CAM, and knowledge of the CAM algorithm was administered at a regional hospital medicine conference. Participants included a group of hospital medicine providers comprised of physicians (79.9%), nurse practitioners (7.2%), and physician assistants (12.9%). Results in the form of counts, percentages, and distributions of Likert scale responses and multiple-choice questions were reported. Of 157 surveys distributed, 94% (n = 147) were returned. Approximately 3 of 4 of providers (77%) reported encountering delirium at least once per week, with 45% reporting encountering delirium more than once per week. Yet, 82% had never used or heard of the CAM; only 3 respondents felt proficient with its use. Of the knowledge items, 4 respondents were able to correctly indicate the 4 clinical features of the CAM. Only 1 respondent was able to answer all knowledge items correctly. The respondents also agreed that nurses have an important role in delirium detection (65%), delirium diagnosis is often delayed (68%), and reported that not knowing patients' baseline cognitive status (53%) and having difficulty separating delirium from dementia or psychiatric illnesses (25%) were important challenges to delirium diagnosis. Hospital medicine providers who responded to the survey reported encountering delirium often in their clinical practice; however, they also reported poor familiarity with and demonstrated poor knowledge of the CAM. These results suggest a potential barrier to systematic inpatient delirium screening and support increased delirium education and the use of validated delirium assessments among hospitalists.

Paraneoplastic neurological syndromes

PubMed Central

Leypoldt, F; Wandinger, K-P

2014-01-01

Paraneoplastic neurological syndromes are immune-mediated erroneous attacks on the central or peripheral nervous systems, or both, directed originally against the tumour itself. They have been known for more than 40 years, but recently the discovery of new subgroups of paraneoplastic encephalitis syndromes with a remarkably good response to immune therapy has ignited new clinical and scientific interest. Knowledge of these subgroups and their associated autoantibodies is important in therapeutic decision-making. However, the abundance of new autoantibodies and syndromes can be confusing. This review paper summarizes current knowledge and new developments in the field of paraneoplastic neurological syndromes, their classification, pathophysiology and treatment. PMID:23937626

A Qualitative Study of Confusing Experiences among Japanese Adult Patients with Type 1 Diabetes

PubMed Central

Nishio, Ikuko; Chujo, Masami; Kataoka, Hideyuki

2016-01-01

Background In this study, we investigated the powerlessness of patients with type 1 diabetes (T1D), and described the structure of powerlessness that these individuals experienced. In order for patients to recover from this state, we recommend that they take steps to regain their power. Methods Fifteen Japanese adults with T1D participated in this study. Data were collected from all subjects between July 2013 and March 2014 via in-depth semi-structured interviews. Qualitative data analysis was conducted according to a grounded theory approach. Finally, the core category was identified, which allowed us to build a new powerlessness structure for T1D. Results The results suggested a core category, ‘Wandering a tangled path,’ comprising four categories, eight subcategories, and twenty-six concepts. These four categories were as follows: ‘being burdened by T1D,’ ‘suffering from insulin-related troubles,’ ‘being unable to cope with difficulties in self-management,’ and ‘facing social prejudice.’ In the state of powerlessness, negative emotional experiences snowballed, with patients feeling more and more depressed until they ultimately reached ‘rock bottom.’ Conclusion We found that as negative emotional experiences related to powerlessness increased, negative feelings intensified until the patients reached rock bottom. Powerlessness is like ‘wandering a tangled path,’ a state in which T1D patients struggle to cope with reality on their own when faced with both internal and external events. ‘Wandering a tangled path’ is at the core of powerlessness. A primary characteristic of the structure of powerlessness is suffering from confusing experiences. To help patients cope with T1D without being crushed by powerlessness, nurses must pay attention to signs of powerlessness. Powerlessness is not just an emotional state, but a combination of feelings, perceptions, and thoughts; therefore, it is important to comprehensively understand patients’ narratives. PMID:27046954

Methodological and hermeneutic reduction - a study of Finnish multiple-birth families.

PubMed

Heinonen, Kristiina

2015-07-01

To describe reduction as a method in methodological and hermeneutic reduction and the hermeneutic circle using van Manen's principles, with the empirical example of the lifeworlds of multiple-birth families in Finland. Reduction involves several levels that can be distinguished for their methodological usefulness. Researchers can use reduction in different ways and dimensions for their methodological needs. Open interviews with public health nurses, family care workers and parents of twins. The systematic literature and knowledge review shows there were no articles on multiple-birth families that used van Manen's method. This paper presents reduction as a method that uses the hermeneutic circle. The lifeworlds of multiple-birth families consist of three core themes: 'A state of constant vigilance'; 'Ensuring that they can continue to cope'; and 'Opportunities to share with other people'. Reduction allows us to perform deep phenomenological-hermeneutic research and understand people's lifeworlds. It helps to keep research stages separate but also enables a consolidated view. Social care and healthcare professionals have to hear parents' voices better to comprehensively understand their situation; they also need further tools and training to be able to empower parents of twins. The many variations in adapting reduction mean its use can be very complex and confusing. This paper adds to the discussion of phenomenology, hermeneutic study and reduction.

A comparison of organophosphate degradation genes and bioremediation applications.

PubMed

Iyer, Rupa; Iken, Brian; Damania, Ashish

2013-12-01

Organophosphates (OPs) form the bulk of pesticides that are currently in use around the world accounting for more than 30% of the world market. They also form the core for many nerve-based warfare agents including sarin and soman. The widespread use and the resultant build-up of OP pesticides and chemical nerve agents has led to the development of major health problems due to their extremely toxic interaction with any biological system that encounters them. Growing concern over the accumulation of OP compounds in our food products, in the soils from which they are harvested and in wastewater run-off has fuelled a growing interest in microbial biotechnology that provides cheap, efficient OP detoxification to supplement expensive chemical methods. In this article, we review the current state of knowledge of OP pesticide and chemical agent degradation and attempt to clarify confusion over identification and nomenclature of two major families of OP-degrading enzymes through a comparison of their structure and function. The isolation, characterization, utilization and manipulation of the major detoxifying enzymes and the molecular basis of degradation of OP pesticides and chemical nerve agents are discussed as well as the achievements and technological advancements made towards the bioremediation of such compounds. © 2013 John Wiley & Sons Ltd and Society for Applied Microbiology.

Marketing foods to children through product packaging: prolific, unhealthy and misleading.

PubMed

Mehta, Kaye; Phillips, Clare; Ward, Paul; Coveney, John; Handsley, Elizabeth; Carter, Patricia

2012-09-01

To investigate marketing techniques used on the packaging of child-oriented products sold through supermarkets. Food and beverage products which met criteria for 'marketed to children' were recorded as child-oriented. The products were analysed for food categories, nutritional value, and type and extent of marketing techniques used. A major supermarket chain in Adelaide, South Australia. Child-oriented food and beverage products. One hundred and fifty-seven discrete products were marketed to children via product packaging; most (75·2 %) represented non-core foods, being high in fat or sugar. Many marketing techniques (more than sixteen unique marketing techniques) were used to promote child-oriented food products. Claims about health and nutrition were found on 55·5 % of non-core foods. A median of 6·43 marketing techniques per product was found. The high volume and power of marketing non-core foods to children via product packaging in supermarkets should be of concern to policy makers wanting to improve children's diet for their health and to tackle childhood obesity. Claims about health or nutrition on non-core foods deserve urgent attention owing to their potential to mislead and confuse child and adult consumers.

PERFECTED enhanced recovery (PERFECT-ER) care versus standard acute care for patients admitted to acute settings with hip fracture identified as experiencing confusion: study protocol for a feasibility cluster randomized controlled trial.

PubMed

Hammond, Simon P; Cross, Jane L; Shepstone, Lee; Backhouse, Tamara; Henderson, Catherine; Poland, Fiona; Sims, Erika; MacLullich, Alasdair; Penhale, Bridget; Howard, Robert; Lambert, Nigel; Varley, Anna; Smith, Toby O; Sahota, Opinder; Donell, Simon; Patel, Martyn; Ballard, Clive; Young, John; Knapp, Martin; Jackson, Stephen; Waring, Justin; Leavey, Nick; Howard, Gregory; Fox, Chris

2017-12-04

Health and social care provision for an ageing population is a global priority. Provision for those with dementia and hip fracture has specific and growing importance. Older people who break their hip are recognised as exceptionally vulnerable to experiencing confusion (including but not exclusively, dementia and/or delirium and/or cognitive impairment(s)) before, during or after acute admissions. Older people experiencing hip fracture and confusion risk serious complications, linked to delayed recovery and higher mortality post-operatively. Specific care pathways acknowledging the differences in patient presentation and care needs are proposed to improve clinical and process outcomes. This protocol describes a multi-centre, feasibility, cluster-randomised, controlled trial (CRCT) to be undertaken across ten National Health Service hospital trusts in the UK. The trial will explore the feasibility of undertaking a CRCT comparing the multicomponent PERFECTED enhanced recovery intervention (PERFECT-ER), which acknowledges the differences in care needs of confused older patients experiencing hip fracture, with standard care. The trial will also have an integrated process evaluation to explore how PERFECT-ER is implemented and interacts with the local context. The study will recruit 400 hip fracture patients identified as experiencing confusion and will also recruit "suitable informants" (individuals in regular contact with participants who will complete proxy measures). We will also recruit NHS professionals for the process evaluation. This mixed methods design will produce data to inform a definitive evaluation of the intervention via a large-scale pragmatic randomised controlled trial (RCT). The trial will provide a preliminary estimate of potential efficacy of PERFECT-ER versus standard care; assess service delivery variation, inform primary and secondary outcome selection, generate estimates of recruitment and retention rates, data collection difficulties, and completeness of outcome data and provide an indication of potential economic benefits. The process evaluation will enhance knowledge of implementation delivery and receipt. ISRCTN, 99336264 . Registered on 5 September 2016.

Understanding the Skills in the Common Core State Standards

ERIC Educational Resources Information Center

Blosveren, Kate

2012-01-01

As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the…

Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

Usability Issues in the Design of Novice Programming Systems,

DTIC Science & Technology

1996-08-01

lists this as a design principle for novice programming environments. In traditional compiled languages, beginners are also confused by the need to...programming task external knowledge that might interfere with correct under- standing of the language. Most beginner programming errors can be...language for text editing, but [Curtis 1988] found that a textual pseudocode and graphical flowcharts were both bet- ter than natural language in program

The Age of Confusion. Why So Many Teens Are Getting Pregnant, Turning to Welfare and Ending up Homeless.

ERIC Educational Resources Information Center

Homes for the Homeless, Inc., New York, NY.

This report documents a history of unintended pregnancy, premature motherhood, and failure to plan for the future. Research indicates that most homeless young women are aware of birth control, but few of those who became pregnant were able to translate this knowledge into practice. The failure of homeless mothers to engage in family planning is…

Taste Quality Confusions: Influences of Age, Smoking, PTC Taster Status, and other Subject Characteristics.

PubMed

Doty, Richard L; Chen, Jonathan H; Overend, Jane

2017-01-01

Many persons misidentify the quality of taste stimuli, a phenomenon termed "taste confusion." In this study of 1000 persons, we examined the influences of age, sex, causes of chemosensory disturbances, and genetically determined phenylthiocarbamide (PTC) taster status on taste quality confusions for four tastants (sucrose, citric acid, sodium chloride, caffeine). Overall, sour-bitter confusions were most common (19.3%), followed by bitter-sour (11.4%), salty-bitter (7.3%), salty-sour (7.0%), bitter-salty (3.5%), bitter-sweet (3.4), and sour-salty (2.4%) confusions. Confusions for sweet were <1%. Asymmetries were common (e.g., bitter-sour confusions were less frequent than sour-bitter confusions). Women had fewer salty-bitter confusions than did men (5.7% vs. 11.4%). Overall, PTC tasters had fewer confusions than non-tasters except for salty-bitter confusions. Confusions typically increased monotonically with age. Current smokers exhibited more sour-bitter confusions than never smokers (48.9% vs. 32.2%), whereas past smokers had more bitter-sour confusions than never smokers (23.8% vs. 14.2%). Previous head trauma was associated with higher bitter-salty and salty-bitter confusions relative to those of some other etiologies. This study demonstrates, for the first time, that multiple subject factors influence taste confusions and, along with literature accounts, supports the view that there are both biological and psychological determinants of taste quality confusions.

Clinical use of the polymyxins: the tale of the fox and the cat.

PubMed

Wenzler, Eric; Bunnell, Kristen L; Danziger, Larry H

2018-05-01

There is a need to identify practice patterns of polymyxin use, quantify gaps in knowledge, and recognize areas of persistent confusion. A structured electronic survey was distributed to physicians, pharmacists and microbiologists. Demographic information was obtained, along with data regarding availability, stewardship principles, therapeutic usage, dosing, microbiological testing, and knowledge, attitudes and beliefs regarding the polymyxins. In total, there were 420 respondents with a median of 8 (interquartile range 4-15) years of experience in infectious diseases (52.5%) and critical care (35%). Of the respondents who reported that only one polymyxin was available for use, 17.1% used polymyxin B. Over half (52.5%) of the respondents utilized a loading dose very often/always, and 66.8% dosed both polymyxins in milligrams, with the most common doses of colistin and polymyxin B being 2.5 mg/kg twice daily (60.3%) and 1.5 mg/kg twice daily (65%), respectively, for patients with normal renal function. Polymyxins were most often used for respiratory infections (63%) in combination with a carbapenem (63.6%). Approximately 85% of respondents reported their knowledge level to be fair, good or very good, although 34.9% answered two of the three knowledge questions incorrectly. More than 70% of respondents agreed that confusion exists in all surveyed areas of polymyxin use. Almost all respondents (91.2%) agreed that a polymyxin guideline would be a helpful resource. This survey revealed objective and subjective variability in the use and perception of the polymyxins, and identified several areas in which they were being used contrary to the available evidence. The information provided herein lays the framework to harmonize clinical practice, guide future research and shape consensus guidelines. Copyright © 2017 Elsevier B.V. and International Society of Chemotherapy. All rights reserved.

Reexamining the Relationship between Verbal Knowledge Background and Keyword Training for Vocabulary Acquisition

PubMed

Hogben; Lawson

1997-07-01

The literature on keyword training presents a confusing picture of the usefulness of the keyword method for foreign language vocabulary learning by students with strong verbal knowledge backgrounds. This paper reviews research which notes the existence of conflicting sets of findings concerning the verbal background-keyword training relationship and presents the results of analyses which argue against the assertion made by McDaniel and Pressley (1984) that keyword training will have minimal effect on students with high verbal ability. Findings from regression analyses of data from two studies did not show that the relationship between keyword training and immediate recall performance was moderated by verbal knowledge background. The disparate sets of findings related to the keyword training-verbal knowledge relationship and themes emerging from other research suggest that this relationship requires further examination.

Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10-12 Students

NASA Astrophysics Data System (ADS)

Svedholm, Annika M.; Lindeman, Marjaana

2013-03-01

Lay conceptions of energy often conflict with scientific knowledge, hinder science learning and scientific literacy, and provide a basis for ungrounded beliefs. In a sample of Finnish upper secondary school students, energy was attributed with features of living and animate beings and thought of as a mental property. These ontologically confused conceptions (OCC) were associated with trust in complementary and alternative medicine (CAM), and independent of scientifically valid conceptions. Substance-based energy conceptions followed the correlational pattern of OCC, rather than scientific conceptions. OCC and CAM decreased both during the regular school physics curriculum and after a lesson targeted at the ontological confusions. OCC and CAM were slightly less common among students with high actively open-minded thinking, low trust in intuition and high need for cognition. The findings are discussed in relation to the goals of scientific education.

Risks in situations that are experienced as unfamiliar and confusing - the perspective of persons with dementia.

PubMed

Sandberg, Linda; Rosenberg, Lena; Sandman, Per-Olof; Borell, Lena

2017-05-01

An increasing number of people with dementia are ageing at home in Sweden and in other countries. In order to meet the safety requirements, knowledge about how persons with dementia experience risks is required. The aim of the study was to explore and better understand how persons with dementia, living at home, experience risks in their daily life and how they handle these situations. Twelve persons with dementia were interviewed using open-ended questions, and the data were analyzed using a content analysis approach. Findings showed that participants experienced situations fraught with risks in their daily life as unfamiliar and confusing. Previously familiar places became unfamiliar to them, and details did not come together. They were uncertain about what actually had happened. How the participants handled these situations in order to reduce the risks are described.

An Analysis of the Max-Min Texture Measure.

DTIC Science & Technology

1982-01-01

PANC 33 D2 Confusion Matrices for Scene A, IR 34 D3 Confusion Matrices for Scene B, PANC 35 D4 Confusion Matrices for Scene B, IR 36 D5 Confusion...Matrices for Scene C, PANC 37 D6 Confusion Matrices for Scene C, IR 38 D7 Confusion Matrices for Scene E, PANC 39 D8 Confusion Matrices for Scene E, IR 40...D9 Confusion Matrices for Scene H, PANC 41 DIO Confusion Matrices for Scene H, JR 42 3 .D 10CnuinMtie o cn ,IR4 AN ANALYSIS OF THE MAX-MIN TEXTURE

Effects and modeling of phonetic and acoustic confusions in accented speech.

PubMed

Fung, Pascale; Liu, Yi

2005-11-01

Accented speech recognition is more challenging than standard speech recognition due to the effects of phonetic and acoustic confusions. Phonetic confusion in accented speech occurs when an expected phone is pronounced as a different one, which leads to erroneous recognition. Acoustic confusion occurs when the pronounced phone is found to lie acoustically between two baseform models and can be equally recognized as either one. We propose that it is necessary to analyze and model these confusions separately in order to improve accented speech recognition without degrading standard speech recognition. Since low phonetic confusion units in accented speech do not give rise to automatic speech recognition errors, we focus on analyzing and reducing phonetic and acoustic confusability under high phonetic confusion conditions. We propose using likelihood ratio test to measure phonetic confusion, and asymmetric acoustic distance to measure acoustic confusion. Only accent-specific phonetic units with low acoustic confusion are used in an augmented pronunciation dictionary, while phonetic units with high acoustic confusion are reconstructed using decision tree merging. Experimental results show that our approach is effective and superior to methods modeling phonetic confusion or acoustic confusion alone in accented speech, with a significant 5.7% absolute WER reduction, without degrading standard speech recognition.

Anatomy of the sural nerve: cadaver study and literature review.

PubMed

Riedl, Otto; Frey, Manfred

2013-04-01

The sural nerve is commonly used as donor for nerve grafting. Contrary to its constant retromalleolar position, formation and course of the proximal sural nerve show great variability. The coexistence of different and deceptive terminologies contributes to the complexity, and reviewing the international literature is confusing. Because detailed anatomical knowledge is essential for efficient and safe sural nerve harvesting, this study aims to bring clarity. Previous sural nerve reports listed in the PubMed database and established anatomical textbooks were reviewed. Different terminologies were compared and adjusted. Anatomical details and variations were noted. Subtle prospective anatomical dissections and comparison with actual data followed. Two hundred twenty-one relevant reports were identified and worked up going back to the nineteenth century. Fourteen established German and English language anatomical textbooks were reviewed. Thirty lower limbs were dissected. In total, this study pools the information of more than 2500 sural nerves. This study covers all information about the sural nerve anatomy published internationally. The coexistence of different and confusing terminologies is pinpointed and adjusted to allow comparison of previous reports and to gain a coordinated data pool of more than 2500 investigated sural nerves. Detailed features are clearly described and summarized, findings from the authors' own prospective dissections complete these data, and the prior existing anatomical confusion is resolved. Finally, clinical implications are described.

Signaling of noncomprehension in communication breakdowns in fragile X syndrome, Down syndrome, and autism spectrum disorder.

PubMed

Martin, Gary E; Barstein, Jamie; Hornickel, Jane; Matherly, Sara; Durante, Genna; Losh, Molly

The ability to indicate a failure to understand a message is a critical pragmatic (social) language skill for managing communication breakdowns and supporting successful communicative exchanges. The current study examined the ability to signal noncomprehension across different types of confusing message conditions in children and adolescents with fragile X syndrome (FXS), Down syndrome (DS), autism spectrum disorder (ASD), and typical development (TD). Controlling for nonverbal mental age and receptive vocabulary skills, youth with comorbid FXS and ASD and those with DS were less likely than TD controls to signal noncomprehension of confusing messages. Youth with FXS without ASD and those with idiopathic ASD did not differ from controls. No sex differences were detected in any group. Findings contribute to current knowledge of pragmatic profiles in different forms of genetically-based neurodevelopmental disorders associated with intellectual disability, and the role of sex in the expression of such profiles. Upon completion of this article, readers will have learned about: (1) the social-communicative profiles of youth with FXS, DS, and ASD, (2) the importance of signaling noncomprehension in response to a confusing message, and (3) the similarities and differences in noncomprehension signaling in youth with FXS (with and without ASD), DS, idiopathic ASD, and TD. Copyright © 2017 Elsevier Inc. All rights reserved.

Signaling of Noncomprehension in Communication Breakdowns in Fragile X Syndrome, Down Syndrome, and Autism Spectrum Disorder

PubMed Central

Martin, Gary E.; Barstein, Jamie; Hornickel, Jane; Matherly, Sara; Durante, Genna; Losh, Molly

2017-01-01

The ability to indicate a failure to understand a message is a critical pragmatic (social) language skill for managing communication breakdowns and supporting successful communicative exchanges. The current study examined the ability to signal noncomprehension across different types of confusing message conditions in children and adolescents with fragile X syndrome (FXS), Down syndrome (DS), autism spectrum disorder (ASD), and typical development (TD). Controlling for nonverbal mental age and receptive vocabulary skills, youth with comorbid FXS and ASD and those with DS were less likely than TD controls to signal noncomprehension of confusing messages. Youth with FXS without ASD and those with idiopathic ASD did not differ from controls. No sex differences were detected in any group. Findings contribute to current knowledge of pragmatic profiles in different forms of genetically-based neurodevelopmental disorders associated with intellectual disability, and the role of sex in the expression of such profiles. Learning Outcomes Upon completion of this article, readers will have learned about: (1) the social-communicative profiles of youth with FXS, DS, and ASD, (2) the importance of signaling noncomprehension in response to a confusing message, and (3) the similarities and differences in noncomprehension signaling in youth with FXS (with and without ASD), DS, idiopathic ASD, and TD. PMID:28161297

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

PubMed

Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

2012-07-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

An error of self-diagnosis--but what was the real diagnosis?

PubMed

de Carvalho, Mamede; Swash, Michael

2009-10-01

The availability of information on the internet encourages people to explore their own diagnosis. Although more knowledge is usually a good thing, self-diagnosis in this way may not always be correct, and it can even adversely influence the medical diagnosis, as in this patient, where the underlying disorder is still uncertain. The patient illustrates the confusion and difficulty in categorising an usual clinical syndrome.

Tuberculous otitis media with endobronchial tuberculosis.

PubMed

Hwang, Ki-Eun; Kim, So-Young; Chung, Jin-Soo; Lee, Sang-Heon; Choi, Keum-Ha; Park, Do-Sim; Park, Seong-Hoon; Jeong, Eun-Taik; Kim, Hak-Ryul

2012-12-01

Although tuberculosis can affect various organs and tissues, the lung is the site most commonly involved. Extrapulmonary tuberculosis (EPTB) involves relatively inaccessible and variable sites and is consequently often overlooked by clinicians. The ear is a notably very rare site of EPTB, and the diagnosis is difficult because of the variable and confusing signs and symptoms. To our knowledge, this is the first case in which tuberculous otitis media and endobronchial tuberculosis coexisted.

Confidence or Confusion: How Well Are Today's Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?

ERIC Educational Resources Information Center

MacBlain, Sean; Purdy, Noel

2011-01-01

Faced with growing numbers of pupils with special needs, as well as those whose first language is not English, head teachers are increasingly faced with the challenge of employing Newly Qualified Teachers who require not only a different type of skills and knowledge base but the necessary personal qualities to effectively respond to the…

Competition and Counterfactuals without Confusion: Year 10 Play a Game about the Fall of the Tsarist Empire to Improve Their Causal Reasoning

ERIC Educational Resources Information Center

Worth, Paula

2012-01-01

Paula Worth was searching not only for a rigorous question, capable of engendering genuine debate, but also for an engaging and enjoyable activity that would secure GCSE students' substantive knowledge. The answer--or rather the question--lay in counterfactual thinking: a carefully crafted game that she devised, based on the structure of a game by…

Genomics Analogy Model for Educators (GAME): VELCRO® Analogy Model to Enable the Learning of DNA Arrays for Visually Impaired and Blind Students

ERIC Educational Resources Information Center

Bello, Julia; Butler, Charles; Radavich, Rosanne; York, Alan; Oseto, Christian; Orvis, Kathryn; Pittendrigh, Barry R.

2007-01-01

Although members of the general public have often heard of the terms "genetic engineering" and, more recently, genomics, they typically have little to no knowledge about these topics, and in some cases are confused about basic concepts in these areas. There is currently a need for teaching models to explain concepts behind genomics.…

Knowledge, perceptions and preferences of elderly regarding protein-enriched functional food.

PubMed

van der Zanden, Lotte D T; van Kleef, Ellen; de Wijk, René A; van Trijp, Hans C M

2014-09-01

Promoting protein consumption in the elderly population may contribute to improving the quality of their later years in life. Our study aimed to explore knowledge, perceptions and preferences of elderly consumers regarding protein-enriched food. We conducted three focus groups with independently living (ID) elderly (N = 24, Mage = 67 years) and three with elderly living in a residential home (RH) (N = 18, Mage = 83 years). Both the ID and RH elderly were predominantly sceptical about functional food in general. Confusion, distrust and a perceived lack of personal relevance were main perceived barriers to purchasing and consuming these products, although a majority of the participants did report occasionally consuming at least one type of functional food. For the ID elderly, medical advice was an important facilitator that could overcome barriers to purchasing and consuming protein-enriched food, indicating the importance of personal relevance for this group. For the RH elderly, in contrast, sensory appeal of protein-enriched foods was a facilitator. Carrier preferences were similar for the two groups; the elderly preferred protein-enriched foods based on healthy products that they consumed frequently. Future studies should explore ways to deal with the confusion and distrust regarding functional food within the heterogeneous population of elderly. Copyright © 2014 Elsevier Ltd. All rights reserved.

Language of CTO interventions - Focus on hardware.

PubMed

Mishra, Sundeep

2016-01-01

The knowledge of variety of chronic total occlusion (CTO) hardware and the ability to use them represents the key to success of any CTO interventions. However, the multiplicity of CTO hardware and their physical character and the terminology used by experts create confusion in the mind of an average interventional cardiologist, particularly a beginner in this field. This knowledge is available but is scattered. We aim to classify and compare the currently used devices based on their properties focusing on how physical character of each device can be utilized in a specific situation, thus clarifying and simplifying the technical discourse. Copyright © 2016. Published by Elsevier B.V.

Physician Opinions about an Anatomy Core Curriculum: A Case for Medical Imaging and Vertical Integration

ERIC Educational Resources Information Center

Orsbon, Courtney P.; Kaiser, Rebecca S.; Ross, Callum F.

2014-01-01

Pre-clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different…

Uncovering Knowledge of Core Syntactic and Semantic Principles in Individuals With Williams Syndrome

PubMed Central

Musolino, Julien; Chunyo, Gitana; Landau, Barbara

2011-01-01

We investigate knowledge of core syntactic and semantic principles in individuals with Williams Syndrome (WS). Our study focuses on the logico-syntactic properties of negation and disjunction (or) and tests knowledge of (a) core syntactic relations (scope and c-command), (b) core semantic relations (entailment relations and DeMorgan’s laws of propositional logic), and (c) the relationship between (a) and (b). We examine the performance of individuals with WS, children matched for mental age (MA), and typical adult native speakers of English. Performance on all conditions suggests that knowledge of (a-c) is present and engaged in all three groups. Results also indicate slightly depressed performance on (c) for the WS group, compared to MA, consistent with limitation in processing resources. Implications of these results for competing accounts of language development in WS, as well as for the relevance of WS to the study of cognitive architecture and development are discussed. PMID:21866219

Probing the inner core's African hemisphere boundary with P'P'

NASA Astrophysics Data System (ADS)

Day, Elizabeth; Ward, James; Bastow, Ian; Irving, Jessica

2017-04-01

Geophysical observations of the inner core today improve our understanding not just of the processes occurring in the core at the present, but also those that occurred in the past. As the inner core freezes it may record clues as to the state of the Earth at the time of growth; the texture in the inner core may also be modified through post-solidification deformation. The seismic structure of the inner core is not simple; the dominant pattern is one of anisotropic and isotropic differences between the Eastern and Western 'hemispheres' of the inner core. Additionally, there is evidence for an innermost inner core, layering of the uppermost inner core, and possibly super-rotation of the inner core relative to the mantle. Most body wave studies of inner core structure use PKP-PKIKP differential travel times to constrain velocity variations within the inner core. However, body wave studies are inherently limited by the geometry of seismic sources and stations, and thus there are some areas of the inner core that are relatively under-sampled, even in today's data-rich world. Here, we examine the differential travel times of the different branches of P'P' (PKIKPPKIKP, or P'P'df, and PKPPKP), comparing the arrival time of inner core turning branch P'P'df with the arrival times of branches that turn in the outer core. By using P'P' we are able to exploit different ray geometries and sample different regions of the inner core to those areas accessible to studies which utilize PKIKP. We use both linear and non-linear stacking methods to make observations of the small amplitude P'P' phases. We identify the three P'P' branches, as well as pre- and post-cursors to the main arrivals, which can cause confusion. To facilitate identifying each P'P' branch we make AxiSEM synthetics, carry out beamforming, and use bootstrapping to access the robustness of our observations, which focus on the inner core's hemisphere boundary beneath Africa. Our measurements match the broad scale hemispherical pattern of anisotropy in the inner core, but also show some small scale variations.

Network security.

PubMed

Chang, Kyle

2006-01-01

As you can see, there are a number of different ways to protect your network with different protocols, all of which can be very confusing to people whose core business process is not technology. This article is only a brief synopsis of the dangers that lurk in the corners of the technology world. Therefore, the best course of action is to do as much research as possible rather than falling into a situation of risk and vulnerability by implementing a system or network that does not work with your business. Remember, the technology is there to support your business; the business should not have to work around the technology.

Dense cores of GMAs in M51

NASA Astrophysics Data System (ADS)

Egusa, Fumi; Koda, J.; Scoville, N. Z.

2010-01-01

We present sensitive and high angular resolution CO(1-0) data obtained by CARMA observations toward the nearby grand-design spiral galaxy M51. From the data, Giant Molecular Associations (GMAs) in a spiral arm are found to be resolved into a few small clumps with mass of 106 Msun and size of 40 pc. As the densities of these clumps are estimated to be larger than 300 cm-3, we regard them as dense cores of GMAs. If GMAs were just confusion of Giant Molecular Clouds (GMCs) whose typical mass and size are almost the same as those of the detected clumps, we should have detected tens or more of them per each GMA considering the sensitivity of our data. However, only one or two cores are found in each GMA, indicating that GMAs are not ensembles of GMCs but are discrete smooth structures. This result is consistent with the conclusion by Koda et al. (2009), who worked on lower resolution CO data of M51. In addition, we have found that these cores are located downstream of the spiral arm. This suggests that the core formation of GMAs and their evolution are triggered by the spiral structure, or density waves. Our high resolution data reveal the inner structure of GMAs and its relationships to the global structure for the first time in grand-design spiral galaxies.

Exploring cosmic origins with CORE: Extragalactic sources in cosmic microwave background maps

NASA Astrophysics Data System (ADS)

De Zotti, G.; González-Nuevo, J.; Lopez-Caniego, M.; Negrello, M.; Greenslade, J.; Hernández-Monteagudo, C.; Delabrouille, J.; Cai, Z.-Y.; Bonato, M.; Achúcarro, A.; Ade, P.; Allison, R.; Ashdown, M.; Ballardini, M.; Banday, A. J.; Banerji, R.; Bartlett, J. G.; Bartolo, N.; Basak, S.; Bersanelli, M.; Biesiada, M.; Bilicki, M.; Bonaldi, A.; Bonavera, L.; Borrill, J.; Bouchet, F.; Boulanger, F.; Brinckmann, T.; Bucher, M.; Burigana, C.; Buzzelli, A.; Calvo, M.; Carvalho, C. S.; Castellano, M. G.; Challinor, A.; Chluba, J.; Clements, D. L.; Clesse, S.; Colafrancesco, S.; Colantoni, I.; Coppolecchia, A.; Crook, M.; D'Alessandro, G.; de Bernardis, P.; de Gasperis, G.; Diego, J. M.; Di Valentino, E.; Errard, J.; Feeney, S. M.; Fernández-Cobos, R.; Ferraro, S.; Finelli, F.; Forastieri, F.; Galli, S.; Génova-Santos, R. T.; Gerbino, M.; Grandis, S.; Hagstotz, S.; Hanany, S.; Handley, W.; Hervias-Caimapo, C.; Hills, M.; Hivon, E.; Kiiveri, K.; Kisner, T.; Kitching, T.; Kunz, M.; Kurki-Suonio, H.; Lagache, G.; Lamagna, L.; Lasenby, A.; Lattanzi, M.; Le Brun, A.; Lesgourgues, J.; Lewis, A.; Liguori, M.; Lindholm, V.; Luzzi, G.; Maffei, B.; Mandolesi, N.; Martinez-Gonzalez, E.; Martins, C. J. A. P.; Masi, S.; Massardi, M.; Matarrese, S.; McCarthy, D.; Melchiorri, A.; Melin, J.-B.; Molinari, D.; Monfardini, A.; Natoli, P.; Notari, A.; Paiella, A.; Paoletti, D.; Partridge, R. B.; Patanchon, G.; Piat, M.; Pisano, G.; Polastri, L.; Polenta, G.; Pollo, A.; Poulin, V.; Quartin, M.; Remazeilles, M.; Roman, M.; Rossi, G.; Roukema, B. F.; Rubiño-Martín, J.-A.; Salvati, L.; Scott, D.; Serjeant, S.; Tartari, A.; Toffolatti, L.; Tomasi, M.; Trappe, N.; Triqueneaux, S.; Trombetti, T.; Tucci, M.; Tucker, C.; Väliviita, J.; van de Weygaert, R.; Van Tent, B.; Vennin, V.; Vielva, P.; Vittorio, N.; Young, K.; Zannoni, M.

2018-04-01

We discuss the potential of a next generation space-borne Cosmic Microwave Background (CMB) experiment for studies of extragalactic sources. Our analysis has particular bearing on the definition of the future space project, CORE, that has been submitted in response to ESA's call for a Medium-size mission opportunity as the successor of the Planck satellite. Even though the effective telescope size will be somewhat smaller than that of Planck, CORE will have a considerably better angular resolution at its highest frequencies, since, in contrast with Planck, it will be diffraction limited at all frequencies. The improved resolution implies a considerable decrease of the source confusion, i.e. substantially fainter detection limits. In particular, CORE will detect thousands of strongly lensed high-z galaxies distributed over the full sky. The extreme brightness of these galaxies will make it possible to study them, via follow-up observations, in extraordinary detail. Also, the CORE resolution matches the typical sizes of high-z galaxy proto-clusters much better than the Planck resolution, resulting in a much higher detection efficiency; these objects will be caught in an evolutionary phase beyond the reach of surveys in other wavebands. Furthermore, CORE will provide unique information on the evolution of the star formation in virialized groups and clusters of galaxies up to the highest possible redshifts. Finally, thanks to its very high sensitivity, CORE will detect the polarized emission of thousands of radio sources and, for the first time, of dusty galaxies, at mm and sub-mm wavelengths, respectively.

Tropical cyclone fullness: A new concept for interpreting storm intensity

NASA Astrophysics Data System (ADS)

Guo, Xi; Tan, Zhe-Min

2017-05-01

Intensity and size are two crucial factors in determining the destructiveness of a tropical cyclone (TC), but little is known about the relationship between them because of a lack of observations. TC fullness, a new concept, is proposed to quantitatively measure the storm wind structure, which is defined as the ratio of the extent of the outer-core wind skirt to the outer-core size of the TC. TC intensity is more strongly correlated with fullness than with other measures comprising just a single size parameter. A scale is introduced to classify TCs into four categories based on TC fullness (FS1 to FS4). Regardless of the specific inner-core and outer-core size, the FS4 fullness structure is necessary for an intense TC's development, while category FS1 and FS2 TCs are generally weak. Most major TCs achieve FS4 fullness structure earlier and more frequently than nonmajor TCs. Rapidly increasing fullness favors the intensification of TC.