50 CFR 18.89 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Oral and written arguments. 18.89 Section... and written arguments. (a) The presiding officer may, in his discretion, provide for oral argument by... presiding officer proposed findings and conclusions and written arguments or briefs, which are based upon...

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

PubMed

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

2013-02-01

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

Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach

NASA Astrophysics Data System (ADS)

Chitnork, Amporn; Yuenyong, Chokchai

2018-01-01

The research aimed to enhance Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach. The participants included 45 Grade 10 students who were studying in a school in Nongsonghong, Khon Kaen, Thailand. Methodology regarded interpretive paradigm. The intervention was the force unit which was provided based on Yuenyong (2006) STS approach. Students learned about the STS electric field unit for 4 weeks. The students' scientific argumentation was interpreted based on Toulmin's argument pattern or TAP. The TAP provided six components of argumentation including data, claim, warrants, qualifiers, rebuttals and backing. Tools of interpretation included students' activity sheets, conversation, journal writing, classroom observation and interview. The findings revealed that students held the different pattern of argumentation. Then, they change pattern of argumentation close to the TAP. It indicates that the intervention of STS electric field unit enhance students to develop scientific argumentation. This finding may has implication of further enhancing scientific argumentation in Thailand.

In Support of the Medical Apology: The Nonlegal Arguments.

PubMed

Heaton, Heather A; Campbell, Ronna L; Thompson, Kristine M; Sadosty, Annie T

2016-11-01

More than 30 million people are affected annually by medical errors. Apologies can heal patients, families, and providers and, if deployed and structured appropriately, can enrich clinical encounters-yet they rarely occur. This article will address the nonlegal arguments in favor of the medical apology and discuss a structure for delivering a meaningful apology. In addition, we will review reasons why some providers feel compelled to apologize while others faced with similar circumstances do not. Medical apologies bring value to both patients and providers. Apologies can preserve therapeutic relationships and save careers for professionals by restoring their self-respect and dignity. The four R's of the ideal apology-recognition, responsibility, regret, and remedy-provide a framework to help providers apologize for unintended outcomes. When deployed and structured appropriately, apologies can heal patients, families, and providers and can enrich clinical encounters. For providers, forgiving one's self is key to professional wellbeing and continued effective practice. For patients, apologies are desirable and also serve as a conduit for often wanted emotional support from their physician. Copyright © 2016 Elsevier Inc. All rights reserved.

Reflections on writing hydrologic reports

USGS Publications Warehouse

Olcott, Perry G.

1987-01-01

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

Argumentative Writing in Pre-Adolescents: The Role of Verbal Reasoning

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Ward-Lonergan, Jeannene M.

2010-01-01

Argumentative writing is a challenging communication task that calls upon sophisticated cognitive and linguistic abilities. Pre-adolescents (n = 80; mean age = 11;10; range = 10;6-13:5) were asked to write an argumentative essay on the controversial topic of training animals to perform in circuses. Additionally, they were asked to solve a set of…

Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

NASA Astrophysics Data System (ADS)

Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

2018-02-01

We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Mindfulness and an Argument for Tier 1, Whole School Support

ERIC Educational Resources Information Center

Stuart, Shannon K.; Collins, James; Toms, Ozalle; Gwalla-Ogisi, Nomsa

2017-01-01

This article provides an argument for implementing mindfulness supports within a school that adheres to the principles of whole schooling. First, the authors synthesize the research related to the use of mindfulness-based activities in schools. Next, they provide an argument for implementing mindfulness supports within a school that adheres to the…

The Cognitive Context of Argument.

ERIC Educational Resources Information Center

Hample, Dale

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

A Taxonomy of Fallacies in System Safety Arguments

NASA Technical Reports Server (NTRS)

Greenwell, William S.; Knight, John C.; Holloway, C. Michael; Pease, Jacob J.

2006-01-01

Safety cases are gaining acceptance as assurance vehicles for safety-related systems. A safety case documents the evidence and argument that a system is safe to operate; however, logical fallacies in the underlying argument may undermine a system s safety claims. Removing these fallacies is essential to reduce the risk of safety-related system failure. We present a taxonomy of common fallacies in safety arguments that is intended to assist safety professionals in avoiding and detecting fallacious reasoning in the arguments they develop and review. The taxonomy derives from a survey of general argument fallacies and a separate survey of fallacies in real-world safety arguments. Our taxonomy is specific to safety argumentation, and it is targeted at professionals who work with safety arguments but may lack formal training in logic or argumentation. We discuss the rationale for the selection and categorization of fallacies in the taxonomy. In addition to its applications to the development and review of safety cases, our taxonomy could also support the analysis of system failures and promote the development of more robust safety case patterns.

Reconciling Educational Adequacy and Equity Arguments through a Rawlsian Lens

ERIC Educational Resources Information Center

Pijanowski, John

2015-01-01

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

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

ERIC Educational Resources Information Center

Hazen, Michael David

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

The flaws and human harms of animal experimentation.

PubMed

Akhtar, Aysha

2015-10-01

Nonhuman animal ("animal") experimentation is typically defended by arguments that it is reliable, that animals provide sufficiently good models of human biology and diseases to yield relevant information, and that, consequently, its use provides major human health benefits. I demonstrate that a growing body of scientific literature critically assessing the validity of animal experimentation generally (and animal modeling specifically) raises important concerns about its reliability and predictive value for human outcomes and for understanding human physiology. The unreliability of animal experimentation across a wide range of areas undermines scientific arguments in favor of the practice. Additionally, I show how animal experimentation often significantly harms humans through misleading safety studies, potential abandonment of effective therapeutics, and direction of resources away from more effective testing methods. The resulting evidence suggests that the collective harms and costs to humans from animal experimentation outweigh potential benefits and that resources would be better invested in developing human-based testing methods.

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

PubMed

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

2001-06-01

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

Dialectical Features of Students' Argumentation: A Critical Review of Argumentation Studies in Science Education

NASA Astrophysics Data System (ADS)

Nielsen, Jan Alexis

2013-02-01

This paper explores the challenges of using the Toulmin model to analyze students' dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students' argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students' discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

ERIC Educational Resources Information Center

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-01-01

One of the goals of science education is to provide students with the ability to construct arguments--reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research…

Validation of Automated Scoring for a Formative Assessment That Employs Scientific Argumentation

ERIC Educational Resources Information Center

Mao, Liyang; Liu, Ou Lydia; Roohr, Katrina; Belur, Vinetha; Mulholland, Matthew; Lee, Hee-Sun; Pallant, Amy

2018-01-01

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students' construction and revision of scientific arguments. The assessment is built upon automated scoring of students' arguments and provides feedback to students and teachers.…

Implementation of Web-Based Argumentation in Facilitating Elementary School Students to Learn Environmental Issues

ERIC Educational Resources Information Center

Wang, T. H.

2014-01-01

This research develops a Web-based argumentation system named the Web-based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi-experimental…

Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

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

An Argumentation Framework based on Paraconsistent Logic

NASA Astrophysics Data System (ADS)

Umeda, Yuichi; Takahashi, Takehisa; Sawamura, Hajime

Argumentation is the most representative of intelligent activities of humans. Therefore, it is natural to think that it could have many implications for artificial intelligence and computer science as well. Specifically, argumentation may be considered a most primitive capability for interaction among computational agents. In this paper we present an argumentation framework based on the four-valued paraconsistent logic. Tolerance and acceptance of inconsistency that this logic has as its logical feature allow for arguments on inconsistent knowledge bases with which we are often confronted. We introduce various concepts for argumentation, such as arguments, attack relations, argument justification, preferential criteria of arguments based on social norms, and so on, in a way proper to the four-valued paraconsistent logic. Then, we provide the fixpoint semantics and dialectical proof theory for our argumentation framework. We also give the proofs of the soundness and completeness.

Improving Critical Thinking Using Web Based Argument Mapping Exercises with Automated Feedback

ERIC Educational Resources Information Center

Butchart, Sam; Forster, Daniella; Gold, Ian; Bigelow, John; Korb, Kevin; Oppy, Graham; Serrenti, Alexandra

2009-01-01

In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework…

Notes and comments "High and dry?" The Public Readiness and Emergency Preparedness Act and liability protection for pharmaceutical manufacturers.

PubMed

Copper, B Kurt

2007-01-01

In an era filled with fears of bioterrorism, Congress approved the Public Readiness and Emergency Preparedness Act (PREPA) to encourage development of vaccines and other countermeasures. By providing pharmaceutical manufacturers with protection from liability for potential side effects, Congress has attempted to motivate manufacturers to produce a national stockpile of countermeasures. As part of PREPA, the government established a compensatory system intended to provide compensation to persons injured by countermeasures used during a public health emergency. Although the Act provides for a compensation fund, it fails to allocate monies for that fund. Thus, in the absence of further congressional action, PREPA will not provide compensation to those injured by countermeasures. Failing to assure the American public of a compensation program constitutes bad public policy and risks inspiring potential vaccinees to refuse necessary drugs. Additionally, arguments as to the constitutionality of the Act exist should Congress fail to adequately fund the program, and the existence of those arguments undermines the purpose of the Act--namely to assure pharmaceutical manufacturers that they will not be sued into oblivion should they attempt to aid national pandemic protection. In addition to detailing both the Act and the statutory precedent for congressional attempts to spur biodefense, this Article addresses important issues of healthcare, tort, and constitutional law that will continue to manifest themselves in this new era of bioterrorism.

Electrophysiological responses to argument structure violations in healthy adults and individuals with agrammatic aphasia

PubMed Central

Kielar, Aneta; Meltzer-Asscher, Aya; Thompson, Cynthia

2012-01-01

Sentence comprehension requires processing of argument structure information associated with verbs, i.e. the number and type of arguments that they select. Many individuals with agrammatic aphasia show impaired production of verbs with greater argument structure density. The extent to which these participants also show argument structure deficits during comprehension, however, is unclear. Some studies find normal access to verb arguments, whereas others report impaired ability. The present study investigated verb argument structure processing in agrammatic aphasia by examining event-related potentials associated with argument structure violations in healthy young and older adults as well as aphasic individuals. A semantic violation condition was included to investigate possible differences in sensitivity to semantic and argument structure information during sentence processing. Results for the healthy control participants showed a negativity followed by a positive shift (N400-P600) in the argument structure violation condition, as found in previous ERP studies (Friederici & Frisch, 2000; Frisch, Hahne, & Friederici, 2004). In contrast, individuals with agrammatic aphasia showed a P600, but no N400, response to argument structure mismatches. Additionally, compared to the control groups, the agrammatic participants showed an attenuated, but relatively preserved, N400 response to semantic violations. These data show that agrammatic individuals do not demonstrate normal real-time sensitivity to verb argument structure requirements during sentence processing. PMID:23022079

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

NASA Astrophysics Data System (ADS)

Seo, Jae Hong

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

The Nature of the Arguments for Creationism, Intelligent Design, and Evolution

NASA Astrophysics Data System (ADS)

Barnes, Ralph M.; Church, Rebecca A.; Draznin-Nagy, Samuel

2017-03-01

Seventy-two Internet documents promoting creationism, intelligent design (I.D.), or evolution were selected for analysis. The primary goal of each of the 72 documents was to present arguments for creationism, I.D., or evolution. We first identified all arguments in these documents. Each argument was then coded in terms of both argument type (appeal to authority, appeal to empirical evidence, appeal to reason, etc.) and argument topic (age of earth, mechanism of descent with modification, etc.). We then provided a quantitative summary of each argument type and topic for each of the three positions. Three clear patterns were revealed by the data. First, websites promoting evolution were characterized by a narrow focus on appeals to empirical evidence, whereas websites promoting creationism and I.D. were quite heterogeneous in regards to argument type. Second, websites promoting evolution relied primarily on a small number of empirical examples (e.g., fossils, biogeography, homology, etc.), while websites promoting creationism and I.D. used a far greater range of arguments. Finally, websites promoting evolution were narrowly focused on the topic of descent with modification. In contrast, websites promoting creationism tackled a broad range of topics, while websites promoting I.D. were narrowly focused on the issue of the existence of God. The current study provides a quantitative summary of a systematic content analysis of argument type and topic across a large number of frequently accessed websites dealing with origins. The analysis we have used may prove fruitful in identifying and understanding argumentation trends in scientific writing and pseudo-scientific writing.

Online debates to enhance critical thinking in pharmacotherapy.

PubMed

Charrois, Theresa L; Appleton, Michelle

2013-10-14

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

Online Debates to Enhance Critical Thinking in Pharmacotherapy

PubMed Central

Appleton, Michelle

2013-01-01

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

Beyond "My Opinion versus Yours"

ERIC Educational Resources Information Center

Chowning, Jeanne Ting; Griswold, Joan

2014-01-01

The "Next Generation Science Standards" (NGSS Lead States 20103) identify evidence-based argumentation as a key practice in science education. This argumentation comes in many forms, each providing a unique theoretical perspective and area of educational research. Argumentation can help model aspects of scientific culture and…

Mittag-Leffler stability of fractional-order neural networks in the presence of generalized piecewise constant arguments.

PubMed

Wu, Ailong; Liu, Ling; Huang, Tingwen; Zeng, Zhigang

2017-01-01

Neurodynamic system is an emerging research field. To understand the essential motivational representations of neural activity, neurodynamics is an important question in cognitive system research. This paper is to investigate Mittag-Leffler stability of a class of fractional-order neural networks in the presence of generalized piecewise constant arguments. To identify neural types of computational principles in mathematical and computational analysis, the existence and uniqueness of the solution of neurodynamic system is the first prerequisite. We prove that the existence and uniqueness of the solution of the network holds when some conditions are satisfied. In addition, self-active neurodynamic system demands stable internal dynamical states (equilibria). The main emphasis will be then on several sufficient conditions to guarantee a unique equilibrium point. Furthermore, to provide deeper explanations of neurodynamic process, Mittag-Leffler stability is studied in detail. The established results are based on the theories of fractional differential equation and differential equation with generalized piecewise constant arguments. The derived criteria improve and extend the existing related results. Copyright © 2016 Elsevier Ltd. All rights reserved.

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

NASA Astrophysics Data System (ADS)

Taneja, Anju

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students' engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation---active learning strategy---significantly increased. Quantitative findings also indicate that teachers' use of multiple methods in teaching science can affect various constructs of students' motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

A shape dynamical approach to holographic renormalization

NASA Astrophysics Data System (ADS)

Gomes, Henrique; Gryb, Sean; Koslowski, Tim; Mercati, Flavio; Smolin, Lee

2015-01-01

We provide a bottom-up argument to derive some known results from holographic renormalization using the classical bulk-bulk equivalence of General Relativity and Shape Dynamics, a theory with spatial conformal (Weyl) invariance. The purpose of this paper is twofold: (1) to advertise the simple classical mechanism, trading off gauge symmetries, that underlies the bulk-bulk equivalence of General Relativity and Shape Dynamics to readers interested in dualities of the type of AdS/conformal field theory (CFT); and (2) to highlight that this mechanism can be used to explain certain results of holographic renormalization, providing an alternative to the AdS/CFT conjecture for these cases. To make contact with the usual semiclassical AdS/CFT correspondence, we provide, in addition, a heuristic argument that makes it plausible that the classical equivalence between General Relativity and Shape Dynamics turns into a duality between radial evolution in gravity and the renormalization group flow of a CFT. We believe that Shape Dynamics provides a new perspective on gravity by giving conformal structure a primary role within the theory. It is hoped that this work provides the first steps toward understanding what this new perspective may be able to teach us about holographic dualities.

Methods for solving reasoning problems in abstract argumentation – A survey

PubMed Central

Charwat, Günther; Dvořák, Wolfgang; Gaggl, Sarah A.; Wallner, Johannes P.; Woltran, Stefan

2015-01-01

Within the last decade, abstract argumentation has emerged as a central field in Artificial Intelligence. Besides providing a core formalism for many advanced argumentation systems, abstract argumentation has also served to capture several non-monotonic logics and other AI related principles. Although the idea of abstract argumentation is appealingly simple, several reasoning problems in this formalism exhibit high computational complexity. This calls for advanced techniques when it comes to implementation issues, a challenge which has been recently faced from different angles. In this survey, we give an overview on different methods for solving reasoning problems in abstract argumentation and compare their particular features. Moreover, we highlight available state-of-the-art systems for abstract argumentation, which put these methods to practice. PMID:25737590

Towards Measurement of Confidence in Safety Cases

NASA Technical Reports Server (NTRS)

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

2011-01-01

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

Student performance on argumentation task in the Swedish National Assessment in science

NASA Astrophysics Data System (ADS)

Jönsson, Anders

2016-07-01

The aim of this study is to investigate the influence of content knowledge on students' socio-scientific argumentation in the Swedish National Assessment in biology, chemistry and physics for 12-year-olds. In Sweden, the assessment of socio-scientific argumentation has been a major part of the National Assessment during three consecutive years and this study utilizes data on student performance to investigate (a) the relationship between tasks primarily addressing argumentation and tasks addressing primarily content knowledge as well as (b) students' performance on argumentation tasks, which differ in relation to content, subject, aspect of argumentation and assessment criteria. Findings suggest a strong and positive relationship between content knowledge and students' performance on argumentation tasks. The analysis also provides some hypotheses about the task difficulty of argumentation tasks that may be pursued in future investigations.

Exploring middle school students' use of inscriptions in project-based science classrooms

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Krajcik, Joseph S.

2006-09-01

This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument.

Setting up Conditions for Negotiation in Science

ERIC Educational Resources Information Center

Yoon, Sae Yeol; Bennett, William; Mendez, Claudia Aguirre; Hand, Brian

2010-01-01

When using an argument based inquiry approach like the Science Writing Heuristic (SWH) approach, argumentation between peers and with a teacher will provide great opportunities for students to experience negotiation of meaning in relation to science content. However, students do not automatically engage in dialogue and argumentation with…

Argumentation through Computer Conferencing in an Academic Context.

ERIC Educational Resources Information Center

Marttunen, Miika

This paper describes a computer conferencing experiment carried out at the University of Jyvaskyla in Finland. The conference provided the students an interactive learning environment appropriate for practicing argumentation and developing their argumentation skills. Participants were 31 undergraduate students. Two tutors, who were top students in…

Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation

ERIC Educational Resources Information Center

Chapelle, Carol A.; Cotos, Elena; Lee, Jooyoung

2015-01-01

Two examples demonstrate an argument-based approach to validation of diagnostic assessment using automated writing evaluation (AWE). "Criterion"®, was developed by Educational Testing Service to analyze students' papers grammatically, providing sentence-level error feedback. An interpretive argument was developed for its use as part of…

Seeking the Trace of Argumentation in Turkish Science Curriculum

ERIC Educational Resources Information Center

Cetin, Pinar Seda; Metin, Duygu; Capkinoglu, Esra; Leblebicioglu, Gulsen

2016-01-01

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…

Heating up the science classroom through global warming: An investigation of argument in earth system science education

NASA Astrophysics Data System (ADS)

Schweizer, Diane Mary

This research investigated how the use of argument within an earth system science perspective offers potential opportunities for students to develop skills of scientific reasoning. Earth system science views Earth as a synergistic system governed by complex interdependencies between physical and biological spheres. Earth system science presents familiar and compelling societal problems about Earth's environment thereby providing a highly motivational vehicle for engaging students in science. Using global warming as an application of earth system science, my research investigated how middle school and undergraduate students use scientific evidence when constructing and assessing arguments. This dissertation includes three related research studies. The first study took in place in three seventh grade science classrooms and investigated student engagement in a global warming debate. This study illustrated students used evidence to support their central argument; to negate the central argument of the opposing side; to present challenges to the opposing side; and to raise new questions. The second research study is a comparative study and investigated how other students under different instructional settings constructed their arguments on the cause of global warming from the same evidence. This study took place in two seventh grade science classrooms. This study demonstrated that when constructing personal arguments on global warming, students developed an earth system perspective as they considered and integrated different pieces of evidence. Students participating in debate where given a particular view to defend and focused on evidence matching this view, thereby displaying singular views of the cause of global warming. The third research study investigated students abilities to scientifically assess arguments. By analyzing students' written evaluations of arguments on the global climate presented during oral debates, this study demonstrated that undergraduates focus on the overall argument presentation with little attention given to the validity of specific argument components. The primary outcome of these studies is the recommendation that students be provided with opportunities to engage in a variety of argumentation practices, including, but not limited to, debate, constructing arguments reflective of personal views and assessing arguments. Closely coupled with this is the recommendation is that explicit instruction in scientific argumentation accompany classroom activities.

TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

NASA Astrophysics Data System (ADS)

Erduran, Sibel; Simon, Shirley; Osborne, Jonathan

2004-11-01

This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle-school science teachers to develop models of instructional activities in an effort to make argumentation a component of instruction. We begin the paper with a brief theoretical justification for why we consider argumentation to be of significance to science education. We then contextualize the use of Toulmin's Argument Pattern in the study of argumentation discourse and provide a justification for the methodological outcomes our approach generates. We illustrate how our work refines and develops research methodologies in argumentation analysis. In particular, we present two methodological approaches to the analysis of argumentation resulting in whole-class as well as small-group student discussions. For each approach, we illustrate our coding scheme and some results as well as how our methodological approach has enabled our inquiry into the quality of argumentation in the classroom. We conclude with some implications for future research in argumentation in science education.

Semiotic and Theoretic Control in Argumentation and Proof Activities

ERIC Educational Resources Information Center

Arzarello, Ferdinando; Sabena, Cristina

2011-01-01

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

50 CFR 228.19 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 50 Wildlife and Fisheries 7 2010-10-01 2010-10-01 false Oral and written arguments. 228.19 Section... Oral and written arguments. (a) The presiding officer may, in his or her discretion, provide for oral... with the presiding officer any written comments on the proposed regulations and waiver, including...

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

ERIC Educational Resources Information Center

Hahn, Ulrike; Oaksford, Mike

2007-01-01

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

Science in Writing: Learning Scientific Argument in Principle and Practice

ERIC Educational Resources Information Center

Cope, Bill; Kalantzis, Mary; Abd-El-Khalick, Fouad; Bagley, Elizabeth

2013-01-01

This article explores the processes of writing in science and in particular the "complex performance" of writing a scientific argument. The article explores in general terms the nature of scientific argumentation in which the author-scientist makes claims, provides evidence to support these claims, and develops chains of scientific…

An Analysis and Rejection of Arguments for Religious Accommodation

ERIC Educational Resources Information Center

Kline, Lisa Anne

2009-01-01

This dissertation provides a comprehensive critical analysis of six main arguments for religious accommodation, with a specific focus on fundamentalist religious groups and the accommodation of their practices within liberal democratic societies. This analysis reveals that the types of practices that these arguments aim to accommodate primarily…

Reaching Agreement: The Structure & Pragmatics of Critical Care Nurses' Informal Argument

ERIC Educational Resources Information Center

Hagler, Debra A.; Brem, Sarah K.

2008-01-01

The hospital critical care unit provides an authentic, high-stakes setting for studying reasoning, argumentation, and discourse. In particular, it allows examination of structural and pragmatic features of informal collaborative argument created while participants are engaged in familiar, meaningful activities central to their work. The nursing…

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

NASA Astrophysics Data System (ADS)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.

Argument Strength and the Persuasiveness of Stories

PubMed Central

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

2017-01-01

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

Towards a Formal Basis for Modular Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen; Pai, Ganesh

2015-01-01

Safety assurance using argument-based safety cases is an accepted best-practice in many safety-critical sectors. Goal Structuring Notation (GSN), which is widely used for presenting safety arguments graphically, provides a notion of modular arguments to support the goal of incremental certification. Despite the efforts at standardization, GSN remains an informal notation whereas the GSN standard contains appreciable ambiguity especially concerning modular extensions. This, in turn, presents challenges when developing tools and methods to intelligently manipulate modular GSN arguments. This paper develops the elements of a theory of modular safety cases, leveraging our previous work on formalizing GSN arguments. Using example argument structures we highlight some ambiguities arising through the existing guidance, present the intuition underlying the theory, clarify syntax, and address modular arguments, contracts, well-formedness and well-scopedness of modules. Based on this theory, we have a preliminary implementation of modular arguments in our toolset, AdvoCATE.

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

PubMed Central

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-01-01

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

Genome editing and assisted reproduction: curing embryos, society or prospective parents?

PubMed

Cavaliere, Giulia

2018-06-01

This paper explores the ethics of introducing genome-editing technologies as a new reproductive option. In particular, it focuses on whether genome editing can be considered a morally valuable alternative to preimplantation genetic diagnosis (PGD). Two arguments against the use of genome editing in reproduction are analysed, namely safety concerns and germline modification. These arguments are then contrasted with arguments in favour of genome editing, in particular with the argument of the child's welfare and the argument of parental reproductive autonomy. In addition to these two arguments, genome editing could be considered as a worthy alternative to PGD as it may not be subjected to some of the moral critiques moved against this technology. Even if these arguments offer sound reasons in favour of introducing genome editing as a new reproductive option, I conclude that these benefits should be balanced against other considerations. More specifically, I maintain that concerns regarding the equality of access to assisted reproduction and the allocation of scarce resources should be addressed prior to the adoption of genome editing as a new reproductive option.

Enhancing the quality of argumentation in school science

NASA Astrophysics Data System (ADS)

Osborne, Jonathan; Erduran, Sibel; Simon, Shirley

2004-12-01

The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field.

Examining causal components and a mediating process underlying self-generated health arguments for exercise and smoking cessation.

PubMed

Baldwin, Austin S; Rothman, Alexander J; Vander Weg, Mark W; Christensen, Alan J

2013-12-01

Self-persuasion-generating one's own arguments for engaging in a specific behavior-can be an effective strategy to promote health behavior change, yet the causal processes that explain why it is effective are not well-specified. We sought to elucidate specific causal components and a mediating process of self-persuasion in two health behavior domains: physical activity and smoking. In two experiments, participants were randomized to write or read arguments about regular exercise (Study 1: N = 76; college students) or smoking cessation (Study 2: N = 107; daily smokers). In Study 2, we also manipulated the argument content (matched vs. mismatched participants' own concerns about smoking) to isolate its effect from the effect of argument source (self vs. other). Study outcomes included participants' reports of argument ratings, attitudes, behavioral intentions (Studies 1 & 2), and cessation attempts at 1 month (Study 2). In Study 1, self-generated arguments about exercise were evaluated more positively than other arguments (p = .01, d = .63), and this biased processing mediated the self-generated argument effect on attitudes toward exercise (β = .08, 95% CI = .01, .18). In Study 2, the findings suggested that biased processing occurs because self-generated argument content matches people's own health concerns and not because of the argument source (self vs. other). In addition, self-generated arguments indirectly led to greater behavior change intentions (Studies 1 & 2) and a greater likelihood of a smoking cessation attempt (Study 2). The findings elucidate a causal component and a mediating process that explain why self-persuasion and related behavior change interventions, such as motivational interviewing, are effective. Findings also suggest that self-generated arguments may be an efficient way to deliver message interventions aimed at changing health behaviors.

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer.

PubMed

Cedillos-Whynott, Elizabeth M; Wolfe, Christopher R; Widmer, Colin L; Brust-Renck, Priscila G; Weil, Audrey; Reyna, Valerie F

2016-09-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings.

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer

PubMed Central

Cedillos-Whynott, Elizabeth M.; Wolfe, Christopher R.; Widmer, Colin L.; Brust-Renck, Priscila G.; Weil, Audrey; Reyna, Valerie F.

2017-01-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings. PMID:26511370

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

NASA Technical Reports Server (NTRS)

Heavner, Emily; Holloway, C. Michael

2017-01-01

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

Visual Literacy, Creativity and the Teaching of Argument

ERIC Educational Resources Information Center

Shivers, James; Levenson, Cyra; Tan, Mei

2017-01-01

A vibrant theory of change capable of fueling critical practice may be an indispensable feature of teaching argument in secondary education. According to the PIE model (Perception, Interpretation, Expression), layers of experience build a cognitive scaffold to support the development of critical skills. In addition, incorporating works of art and…

Matrix differentiation formulas

NASA Technical Reports Server (NTRS)

Usikov, D. A.; Tkhabisimov, D. K.

1983-01-01

A compact differentiation technique (without using indexes) is developed for scalar functions that depend on complex matrix arguments which are combined by operations of complex conjugation, transposition, addition, multiplication, matrix inversion and taking the direct product. The differentiation apparatus is developed in order to simplify the solution of extremum problems of scalar functions of matrix arguments.

Socioscientific Argumentation of Pre-Service Teachers about Genetically Modified Organisms

NASA Astrophysics Data System (ADS)

Herawati, D.; Ardianto, D.

2017-09-01

This study aims to investigate socioscientific argumentation of pre-service teachers of science and non-science major regarding Genetically Modified Organisms (GMOs) issue. We used descriptive study and involved second-year pre-service teachers from two major, 28 pre-service science teachers (PSTs) and 28 pre-service non-science teachers (PNSTs) as participants. Paper and pencil test was administered in order to obtain the data of PSTs’ and PNSTs’ argument about GMOs. All of the data were analyzed by descriptive analysis. We applied Toulmin Argumentation Pattern (TAP) as a basic framework to identify the argumentation component. The result showed that both PSTs and PNSTs were able to propose an argument with a claim, data, and/or warrant.. Most of their argument contain data which provided in the text, without any further reasoning or relevant scientific knowledge. So, the coherency between argumentation component in both PSTs and PNSTs was limited. However, PSTs are more able to propose coherent arguments than PNSTs. These findings indicated that educational background and learning experiences may influence to pre-service teacher argumentation in the context of GMOs. Beside that, teaching and learning process which focused on the socioscientific issues is necessary to develop pre-service teachers’ argumentation

A Philosopher's War on Poverty of the Stimulus Arguments: A Review of Fiona Cowie's What's Within? Nativism Reconsidered.

PubMed

Schoneberger, Ted

2005-01-01

In What's Within? Nativism Reconsidered 1999 Fiona Cowie addresses three questions: (1) What is nativism? (2) What is meant by calling some trait "innate"? and (3) What types of evidence should be offered when claiming innateness? This review concentrates on these questions as they pertain to Chomsky's faculties-based account of language acquisition. In particular, this review focuses on Cowie's critique of three versions of the poverty of the stimulus argument (POSA): (1) the a posteriori POSA, (2) the logical problem POSA, and (3) the iterated POSA. In addition, counter arguments to her critique, and Cowie's response, in turn, to some of those counter arguments, are also reviewed.

Training in Information Management for Army Brigade and Battalion Staff: Methods and Preliminary Findings

DTIC Science & Technology

1997-11-01

studies of business, law, management, the arts and ethics also focus on the nature and use of argument ( Toulmin , Rieke, & Janik, 1984). They provide...another definition of argument and a graphical representation (see Figure 3). Toulmin conceives of arguments as a linked structure of claims (or conclusions...conditions I conceptual or strategic knowledge L analyses-- Figure 3. Toulmin’s representation of argument. We have taken prior work by Kuhn and Toulmin

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

NASA Astrophysics Data System (ADS)

Ohl, Ricky

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

Assisting Students with Argumentation Plans when Solving Problems in CSCL

ERIC Educational Resources Information Center

Monteserin, Ariel; Schiaffino, Silvia; Amandi, Analia

2010-01-01

In CSCL systems, students who are solving problems in group have to negotiate with each other by exchanging proposals and arguments in order to resolve the conflicts and generate a shared solution. In this context, argument construction assistance is necessary to facilitate reaching to a consensus. This assistance is usually provided with isolated…

Teaching and Learning the Elements of Argumentation

NASA Astrophysics Data System (ADS)

Untereiner, Brian

Kim, Department of Curriculum and Instruction Departmental Member iii Abstract Supervisory Committee Dr. Robert Anthony, Department of Curriculum and Instruction Supervisor Dr. Mijung Kim, Department of Curriculum and Instruction Departmental Member In this study I investigated the interactions of 25 Grade 8 science students as they learned how to construct oral arguments using the Toulmin Argumentation Pattern framework. I collected the data during three recorded small group discussion sessions during a five week Earth Science unit between February and March of 2011. The first session recorded the students' discussions prior to receiving either argumentation instruction or the science concept instruction. The second session recorded their discussions after receiving an introduction to argumentation and a scaffold, but not concept instruction. During the three weeks preceding the third session, the students received additional argumentation instruction and completed one-third of the Earth Science unit. The results showed the students collectively made more arguments during each subsequent session. The students' individual arguments showed a correspondence between their purportedly most familiar topics and the most discussed topics. I also found that when students made counter arguments and/or invited or challenged group members to participate, their discussions contained comparatively more argument elements (claims, data and warrants) than discussions containing predominantly collaborative assertions. The key outcome of this study for developing students' use of the elements of argumentation during classroom discussions was to recognize and incorporate opportunities for the students to tap into their prior-knowledge. To engage students in this process, the results indicate the importance of creating time for discussions relevant to the curriculum and to the students.

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer

NASA Astrophysics Data System (ADS)

Khishfe, Rola

2014-04-01

The purpose of the study was two-fold: to (a) investigate the influence of explicit nature of science (NOS) and explicit argumentation instruction in the context of a socioscientific issue on the argumentation skills and NOS understandings of students, and (b) explore the transfer of students' NOS understandings and argumentation skills learned in one socioscientific context into other similar contexts (familiar and unfamiliar). Participants were a total of 121 seventh grade students from two schools. The treatment involved an eight-week unit about the water usage and safety, which was taught by two teachers for two intact groups (Treatments I and II). Explicit NOS instruction was integrated for all groups. However, only the Treatment I groups had the additional explicit argumentation instruction. Participants were pre- and post-tested using an open-ended questionnaire and interviews about two socioscientific issues to assess their learning and transfer of argumentation skills and NOS understandings. Results showed improvements in the learning of argumentation practice and NOS understandings for Treatment I group participants. Similarly, there were improvements in the learning and transfer of NOS understandings for Treatment II group participants with only some improvements for the argumentation practice. Further, some of the Treatment I group participants made connections to argumentation when explicating their NOS understandings by the end of the study. Findings were discussed in light of classroom practice that utilizes an explicit approach, contextual approach, as well as an approach that integrates NOS and argumentation simultaneously.

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

DOEpatents

Janssen, Terry

2000-01-01

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

Can't see the woods for the trees: exploring the range and connection of tobacco industry argumentation in the 2012 UK standardised packaging consultation.

PubMed

Lie, Jessamina Lih Yan; Fooks, Gary; de Vries, Nanne K; Heijndijk, Suzanne M; Willemsen, Marc C

2017-07-25

Transnational tobacco company (TTC) submissions to the 2012 UK standardised packaging consultation are studied to examine TTC argumentation in the context of Better Regulation practices. A content analysis was conducted of Philip Morris International and British American Tobacco submissions to the 2012 UK consultation. Industry arguments concerning expected costs and (contested) benefits of the policy were categorised into themes and frames. The inter-relationship between frames through linked arguments was mapped to analyse central arguments using an argumentation network. 173 arguments were identified. Arguments fell into one of five frames: ineffectiveness, negative economic consequences, harm to public health, increased crime or legal ramifications. Arguments highlighted high costs to a wide range of groups, including government, general public and other businesses. Arguments also questioned the public health benefits of standardised packaging and highlighted the potential benefits to undeserving groups. An increase in illicit trade was the most central argument and linked to the greatest variety of arguments. In policy-making systems characterised by mandatory impact assessments and public consultations, the wide range of cost (and contested benefits) based arguments highlights the risk of TTCs overloading policy actors and causing delays in policy adoption. Illicit trade related arguments are central to providing a rationale for these arguments, which include the claim that standardised packaging will increase health risks. The strategic importance of illicit trade arguments to industry argumentation in public consultations underlines the risks of relying on industry data relating to the scale of the illicit trade. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

[Textual pragmatics in adolescents with attention deficit hyperactivity disorder: argument].

PubMed

Gallardo-Paúls, B; Gimeno-Martínez, M; Moreno-Campos, V

2010-03-03

Clinical linguistics involves a study of linguistic deficits which focuses on a series of aspects that range from strictly formal, grammatical points to the effective and contextualised use of language. Thus, it is also inevitably concerned with the cognitive, i.e. mental, correlate of such language use, whose basic textual dimensions are narration and argument. To describe the argumentative skills in adolescents with attention deficit hyperactivity disorder (ADHD) and to examine their relationship with academic achievement and sociability. We analysed 79 argumentative texts written by adolescents with ADHD, using a methodology from cognitive linguistics and from theories of argumentation with a dialogical foundation. Adolescents with ADHD provided a greater number of arguments than those in the control group, but with a higher predominance of emotional and negative sanction strategies compared with a greater use of fallacious or circular arguments in those in the control group; the difference between the use of rational arguments in the two groups is not significant.

Using climate change scenarios to assess high school students' argumentation skills

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Carson, Katherine

2017-01-01

Background: Many international science curriculum documents mandate that students should be able to participate in argument, debate and decision-making about contemporary science issues affecting society. Termed socioscientific issues, these topics provide students with opportunities to use their scientific knowledge to discuss, debate and defend their decisions and to evaluate the arguments of their peers.

Dialogism: Feminist Revision of Argumentative Writing Instruction

ERIC Educational Resources Information Center

Kerkhoff, Shea N.

2015-01-01

According to the Common Core State Standards (CCSS), to be college and career ready students must be able to construct logical arguments using facts and reason. A feminist perspective provides an alternative point of view on the value of argumentation. The purpose of this study was to question the theories that frame the current CCSS 9-12 English…

From the Anticipatory Corpse to the Participatory Body.

PubMed

Lysaught, M Therese

2016-12-01

Jeffrey Bishop's The Anticipatory Corpse demonstrates how death is present in and cloaked by contemporary practices of end-of-life care. A key to Bishop's argument is that for modern medicine the cadaver has become epistemologically normative and that a metaphysics shorn of formal and final causes now shapes contemporary healthcare practices. The essays of this symposium laud and interrogate Bishop's argument in three ways. First, they raise critical methodological challenges from the perspectives of human rights, Charles Taylor's concept of social imaginaries, and economics. Second, they demonstrate the analytical power of his argument by detailing how it might be extended to additional issues beyond simply end-of-life care and how it might be brought into conversation with sociology. Third, they engage the constructive turn Bishop takes at the end of the book. Bishop himself also updates readers on the reception of The Anticipatory Corpse, as well as the way his thinking has evolved over the past 5 years since its publication. He also engages the questions, challenges, and openings provided by our authors. © The Author 2016. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A sociocultural historical examination of youth argumentation across the settings of their lives: Implications for science education

NASA Astrophysics Data System (ADS)

Bricker, Leah A.

In this dissertation, I examine youth argumentative practices as employed over time and across settings. Specifically, I examine youth perspective on argumentation and their own argumentative practices, the relationship between argumentation and learning, and the relationship between argumentation and youth, family, and community cultures. The theoretical framework I employ enables me to analyze argumentation as a set of practices employed in situated activity systems and framed by culturally-influenced ways of understanding activity associated with argumentative practice. I utilize data from a long-term team ethnography of youth science and technology learning across settings and time. Research fieldwork was conducted across dozens of social settings over the course of three years. Data includes approximately 700 hours of participant observations and interviews with thirteen upper elementary and middle school young people, as well as 128 of their parents, extended family members, peers, and teachers. Findings highlight the multitude of meanings youth associate with argumentation as it occurs in their lives (e.g., at home, in classrooms, in neighborhoods), as well as the detailed accounts of their argumentative practices and how these practices are differentially used across the social settings youth frequent. Additionally, findings highlight how historically rooted cultural practices help to frame youth perspectives on argumentation and their argumentative practices. Findings also include details about the specific communicative features of youth argumentation (e.g., linguistic elements such as discourse markers, evidentials, and indexicals, as well as non-verbal gestures) and how communicative features relate to youth learning across settings and over time. I use this dissertation in part to dialogue with the science education community, which currently argues that youth in science classrooms should learn how to argue scientifically. Designs of learning environments meant to accomplish that goal have to date not attended to the argumentation practices of youth. I argue that significant progress with respect to this goal is unlikely unless the field deeply attends to the specific details of existing argumentative practices youth employ across the settings of their lives. I use this dissertation to detail their argumentative practices in order to add to the literature in this area.

The scientific argumentation profile of physics teacher candidate in Surabaya

NASA Astrophysics Data System (ADS)

Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry

ERIC Educational Resources Information Center

Moon, A.; Stanford, C.; Cole, R.; Towns, M.

2016-01-01

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…

Agreeing on Validity Arguments

ERIC Educational Resources Information Center

Sireci, Stephen G.

2013-01-01

Kane (this issue) presents a comprehensive review of validity theory and reminds us that the focus of validation is on test score interpretations and use. In reacting to his article, I support the argument-based approach to validity and all of the major points regarding validation made by Dr. Kane. In addition, I call for a simpler, three-step…

Dialogical argumentation in elementary science classrooms

NASA Astrophysics Data System (ADS)

Kim, Mijung; Roth, Wolff-Michael

2018-02-01

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

Distributed Object Oriented Programming

DTIC Science & Technology

1990-02-01

of the object oriented model of computation. Therefore, object oriented programming can provide the programmer with good conceptual tools to divide his...LABOR SALES-COMMISSION). The symbol + refers to the addition function and takes any number of numeric arguments. The third subtype of list forms is the...2) ’(:SEND-DONE) (SEWF (AREF OBJECT-i1-MESSAGES-SENT 2) ’(PROGN (FORMAT T "-s methd completely executed instr-ptr -s-V NAME %INSTR-PTR%) (INCF

Promoting and Scaffolding Elementary School Students' Attitudes Toward Science and Argumentation Through a Science and Society Intervention

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yang, Kuay-Keng

2013-07-01

This study investigated the effects of a science and society intervention on elementary school students' argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students' arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science.

Argumentation in Science Education: A Model-based Framework

NASA Astrophysics Data System (ADS)

Böttcher, Florian; Meisert, Anke

2011-02-01

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

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

PubMed

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-09-01

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

The pedagogy of argumentation in science education: science teachers' instructional practices

NASA Astrophysics Data System (ADS)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

A Philosopher's War on Poverty of the Stimulus Arguments: A Review of Fiona Cowie's What's Within? Nativism Reconsidered

PubMed Central

Schoneberger, Ted

2005-01-01

In What's Within? Nativism Reconsidered 1999 Fiona Cowie addresses three questions: (1) What is nativism? (2) What is meant by calling some trait “innate”? and (3) What types of evidence should be offered when claiming innateness? This review concentrates on these questions as they pertain to Chomsky's faculties-based account of language acquisition. In particular, this review focuses on Cowie's critique of three versions of the poverty of the stimulus argument (POSA): (1) the a posteriori POSA, (2) the logical problem POSA, and (3) the iterated POSA. In addition, counter arguments to her critique, and Cowie's response, in turn, to some of those counter arguments, are also reviewed. PMID:22477325

Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation

NASA Astrophysics Data System (ADS)

Shemwell, Jonathan T.; Gwarjanski, Kalee R.; Capps, Daniel K.; Avargil, Shirly; Meyer, Joanna L.

2015-03-01

In scientific arguments, claims must have meaning that extends beyond the immediate circumstances of an investigation. That is, claims must be generalised in some way. Therefore, teachers facilitating classroom argumentation must be prepared to support students' efforts to construct or criticise generalised claims. However, widely used argumentation support tools, for instance, the claim-evidence-reasoning (CER) framework, tend not to address generalisation. Accordingly, teachers using these kinds of tools may not be prepared to help their students negotiate issues of generalisation in arguments. We investigated this possibility in a study of professional development activities of 18 middle school teachers using CER. We compared the teachers' approach to generalisation when using a published version of CER to their approach when using an alternate form of CER that increased support for generalisation. In several different sessions, the teachers: (1) responded to survey questions when using CER, (2) critiqued student arguments, (3) used both CER and alternate CER to construct arguments, and (4) discussed the experience of using CER and alternate CER. When using the standard CER, the teachers did not explicitly attend to generalisation in student arguments or in their own arguments. With alternate CER, the teachers generalised their own arguments, and they acknowledged the need for generalisation in student arguments. We concluded that teachers using frameworks for supporting scientific argumentation could benefit from more explicit support for generalisation than CER provides. More broadly, we concluded that generalisation deserves increased attention as a pedagogical challenge within classroom scientific argumentation.

Argumentation in undergraduate chemistry laboratories

NASA Astrophysics Data System (ADS)

Walker, Joi Phelps

To address the need for reform in undergraduate science education a new instructional model called Argument-Driven Inquiry (ADI) was developed and then implemented in a undergraduate chemistry course at a community college in the southeastern United States (Sampson, Walker, & Grooms, 2009; Walker, Sampson, & Zimmerman, in press). The ADI instructional model is designed to give a more central place to argumentation and the role of argument in the social construction of scientific knowledge. This research investigated the growth in the quality of the student generated arguments and the scientific argumentation that took place over the course of a semester. Students enrolled in two sections of General Chemistry I laboratory at the community college participated in this study. The students worked in collaborative groups of three or four. The students were given a variation of the same performance task three times during the semester in order to measure individual ability to use evidence and justify their choice of evidence with appropriate rationale. Five ADI investigations took place during the semester and the laboratory reports for each were collected from each student and the argument section of each report was scored. All the student groups were video recorded five times during the semester as they generated and evaluated arguments and the quality of the group argumentation was assessed using an instrument called the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. As time was the independent variable in this study a repeated measure ANOVA was used to evaluate the significance of student improvement in each area (argumentation, written argument and performance task) over the course of the semester (Trochim, 1999). In addition, a multiple regression analysis was conducted to evaluate how well the ASAC scores predicted individual scores on both the performance task and the written arguments (Green & Salkind, 2005). There was significant growth over the course of the semester in all three measures, performance-based assessment, written argument and oral argumentation. There also was a significant correlation between written and oral arguments that was used to generate a linear model using oral argumentation as a predictor of written argument. The results of this suggest that the use of an integrated instructional model such as ADI can have a positive impact on the quality of the arguments students include in their investigation reports, the argumentation they engage in during lab activities, and their overall performance on tasks that require them to develop and support a valid conclusion with genuine evidence.

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

ERIC Educational Resources Information Center

Venville, Grady J.; Dawson, Vaille M.

2010-01-01

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

Animal suffering should not trump environmental stewardship.

PubMed

Vantassel, Stephen M

2010-01-01

Andrew Linzey contends that our treatment of children should act as a model for our treatment of animals: just as we use our power to prevent the suffering of children, so should we restrict our behavior to protect animals from human-originated suffering. While not ignoring the role theology and emotion play in his ethical view, Linzey endeavors to provide a rational argument for the moral consideration of animals. In addition, Linzey explains how humans have created institutions to help them justify the continuance of animal suffering, followed by a plan to replace those institutions with animal-friendly ones. Linzey then applies his thinking to three contemporary institutions he believes cause animal suffering in an unjustifiable manner, namely hunting with dogs, fur farming, and commercial sealing. This review offers a detailed account of several significant weaknesses of Linzey's argument, ranging from the theological to the scientific, that should be considered before adopting his views.

Argumentation for coordinating shared activities

NASA Technical Reports Server (NTRS)

Clement, Bradley J.; Barrett, Anthony C.; Schaffer, Steven R.

2004-01-01

an increasing need for space missions to be able to collaboratively (and competitively) develop plans both within and across missions. In addition, interacting spacecraft that interleave onboard planning and execution must reach consensus on their commitments to each other prior to execution. In domains where missions have varying degrees of interaction and different constraints on communication and computation, the missions will require different coordination protocols in order to efficiently reach consensus with in their imposed deadlines. We describe a Shared Activity Coordination (SHAC) framework that provides a decentralized algorithm for negotiating the scheduling of shared activities over the lifetimes of multiple agents and a foundation for customizing protocols for negotiating planner interactions. We investigate variations of a few simple protocols based on argumentation and distributed constraints satisfaction techniques and evaluate their abilities to reach consistent solutions according to computation, time, and communication costs in an abstract domain where spacecraft propose joint measurements.

7 CFR 47.22 - Argument before Secretary.

Code of Federal Regulations, 2012 CFR

2012-01-01

... other than as provided in § 47.15(h). (b) Briefs. The Secretary will consider any proposed findings of fact, conclusions, and orders, statements of objections, and briefs filed as provided in § 47.19(b... 7 Agriculture 2 2012-01-01 2012-01-01 false Argument before Secretary. 47.22 Section 47.22...

Promoting prevention with economic arguments – The case of Finnish occupational health services

PubMed Central

Kankaanpää, Eila; Suhonen, Aki; Valtonen, Hannu

2008-01-01

Background Both social and ethical arguments have been used to support preventive occupational health services (OHS). During the 1990s it became more common to support political argumentation for occupational health and safety by converting the consequences of ill health at work into monetary units. In addition, OHS has been promoted as a profitable investment for companies, and this aspect has been used by OHS providers in their marketing. Our intention was to study whether preventive occupational health services positively influence a company's economic performance. Methods We combined the financial statements provided by Statistics Finland and employers' reimbursement applications for occupational health services (OHS) costs to the Social Insurance Institution. The data covered the years 1997, 1999 and 2001 and over 6000 companies. We applied linear regression analysis to assess whether preventive OHS had had a positive influence on the companies' economic performance after two or four years. Results Resources invested in preventive OHS were not positively related to a company's economic performance. In fact, the total cost of preventive OHS per turnover was negatively correlated to economic performance. Conclusion Even if OHS has no effect on the economic performance of companies, it may have other effects more specific to OHS. Therefore, we recommend that the evaluation of prevention in OHS should move towards outcome measures, such as sickness absence, disability pension and productivity, when applicable, both in occupational health service research and in practice at workplaces. PMID:18430218

An Argument for Consolidation: The ANZUS Carrier Task Force

DTIC Science & Technology

2012-06-05

the USN, assisting U.S. and NATO forces in Operation SLIPPER 18 by providing MSO (including counter piracy and counter-terrorism) as part of the...continues to be a key foreign policy objective of AUS.” 33 At AUSMIN 2010 (AUS-US Ministerial Consultations), the principal forum for bilateral...force tailored specifically to meet the concerns of the IP at a shared price and draw up a force-structure framework. In addition to the CVN, a

Have we been ignoring the elephant in the room? Seven arguments for considering the cerebellum as part of addiction circuitry.

PubMed

Miquel, Marta; Vazquez-Sanroman, Dolores; Carbo-Gas, María; Gil-Miravet, Isis; Sanchis-Segura, Carla; Carulli, Daniela; Manzo, Jorge; Coria-Avila, Genaro A

2016-01-01

Addiction involves alterations in multiple brain regions that are associated with functions such as memory, motivation and executive control. Indeed, it is now well accepted that addictive drugs produce long-lasting molecular and structural plasticity changes in corticostriatal-limbic loops. However, there are brain regions that might be relevant to addiction other than the prefrontal cortex, amygdala, hippocampus and basal ganglia. In addition to these circuits, a growing amount of data suggests the involvement of the cerebellum in many of the brain functions affected in addicts, though this region has been overlooked, traditionally, in the addiction field. Therefore, in the present review we provide seven arguments as to why we should consider the cerebellum in drug addiction. We present and discuss compelling evidence about the effects of drugs of abuse on cerebellar plasticity, the involvement of the cerebellum in drug-induced cue-related memories, and several findings showing that the instrumental memory and executive functions also recruit the cerebellar circuitry. In addition, a hypothetical model of the cerebellum's role relative to other areas within corticostriatal-limbic networks is also provided. Our goal is not to review animal and human studies exhaustively but to support the inclusion of cerebellar alterations as a part of the physiopathology of addiction disorder. Copyright © 2015 Elsevier Ltd. All rights reserved.

Concerns for the worse off: fair innings versus severity.

PubMed

Nord, Erik

2005-01-01

The original fair innings argument is about claims on length of life. Alan Williams has suggested that the argument also should apply to quality of life. His 'generalised fair innings approach' on the one hand, and the severity approach on the other, are two ways of incorporating concerns for fairness in economic evaluation of health care. They are based on different ethical arguments and therefore partly lead to different results. Both approaches incorporate concerns for current and future severity. There is strong support for this in formal theories of justice and government guidelines, and a number of public surveys even indicate the strength of these concerns. The generalised fair innings approach additionally incorporates concerns for past suffering. Intuitively, this is not unreasonable, but there is at this point little ethical theory or empirical evidence to suggest the strength of such concerns. The fair innings argument can be decomposed in an 'equal innings argument' and a 'sufficient innings argument'. When the fair innings argument is applied to quality of life, its sufficient innings component implies that young people should have priority over old people when it comes to functional improvements and symptom relief for non-fatal conditions. This runs counter to both moral intuitions and official goverment guidelines in Norway and Sweden.

Intertemporal Disagreement and Empirical Slippery Slope Arguments

PubMed Central

DOUGLAS, THOMAS

2011-01-01

One prevalent type of slippery slope argument has the following form: (1) by doing some initial act now, we will bring it about that we subsequently do some more extreme version of this act, and (2) we should not bring it about that we do this further act, therefore (3) we should not do the initial act. Such arguments are frequently regarded as mistaken, often on the grounds that they rely on speculative or insufficiently strong empirical premises. In this article I point out another location at which these arguments may go wrong: I argue that, in their standard form, the truth of their empirical premises constitutes evidence for the falsity of their normative premises. If we will, as predicted, do the further act in the future, this gives us at least a prima facie reason to believe that the performance of this further act would be good, and thus something we should try to bring about. I end by briefly assessing the dialectic implications of my argument. I delineate a subset of slippery slope arguments against which my objection may be decisive, consider how the proponents of such arguments may evade my objection by adding further premises, and examine the likely plausibility of these additional premises. PMID:21516214

Realistic training for effective crew performance

NASA Technical Reports Server (NTRS)

Foushee, H. C.

1985-01-01

Evaluation of incident and accident statistics reveals that most problems occur not because of a lack of proficiency in pilot training, but because of the inability to coordinate skills into effective courses of action. Line-Oriented Flight Training (LOFT) and Cockpit Resource Management (CRM) programs provide training which will develop both individual crew member skills, as well as those associated with effective group function. A study conducted by NASA at the request of the U.S. Congress supports the argument for training that enhances crew performance in addition to providing individual technical skills, and is described in detail.

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

PubMed

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

2015-05-19

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

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

PubMed Central

Assadollahi, Ramin; Rockstroh, Brigitte S

2008-01-01

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

The influence of power and reason on young Maya children's endorsement of testimony.

PubMed

Castelain, Thomas; Bernard, Stéphane; Van der Henst, Jean-Baptiste; Mercier, Hugo

2016-11-01

Two important parenting strategies are to impose one's power and to use reasoning. The effect of these strategies on children's evaluation of testimony has received very little attention. Using the epistemic vigilance framework, we predict that when the reasoning cue is strong enough it should overcome the power cue. We test this prediction in a population for which anthropological data suggest that power is the prominent strategy while reasoning is rarely relied on in the interactions with children. In Experiment 1, 4- to 6-year-old children from a traditional Maya population are shown to endorse the testimony supported by a strong argument over that supported by a weak argument. In Experiment 2, the same participants are shown to follow the testimony of a dominant over that of a subordinate. The participants are then shown to endorse the testimony of a subordinate who provides a strong argument over that of a dominant who provides either a weak argument (Experiment 3) or no argument (Experiment 4). Thus, when the power and reasoning cues conflict, reasoning completely trumps power. © 2015 John Wiley & Sons Ltd.

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

NASA Astrophysics Data System (ADS)

Walsh, Elizabeth Mary; McGowan, Veronica Cassone

2017-01-01

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

Neural Correlates of Verb Argument Structure Processing

PubMed Central

Thompson, Cynthia K.; Bonakdarpour, Borna; Fix, Stephen C.; Blumenfeld, Henrike K.; Parrish, Todd B.; Gitelman, Darren R.; Mesulam, M.-Marsel

2008-01-01

Neuroimaging and lesion studies suggest that processing of word classes, such as verbs and nouns, is associated with distinct neural mechanisms. Such studies also suggest that subcategories within these broad word class categories are differentially processed in the brain. Within the class of verbs, argument structure provides one linguistic dimension that distinguishes among verb exemplars, with some requiring more complex argument structure entries than others. This study examined the neural instantiation of verbs by argument structure complexity: one-, two-, and three-argument verbs. Stimuli of each type, along with nouns and pseudowords, were presented for lexical decision using an event-related functional magnetic resonance imaging design. Results for 14 young normal participants indicated largely overlapping activation maps for verbs and nouns, with no areas of significant activation for verbs compared to nouns, or vice versa. Pseudowords also engaged neural tissue overlapping with that for both word classes, with more widespread activation noted in visual, motor, and peri-sylvian regions. Examination of verbs by argument structure revealed activation of the supramarginal and angular gyri, limited to the left hemisphere only when verbs with two obligatory arguments were compared to verbs with a single argument. However, bilateral activation was noted when both two- and three-argument verbs were compared to one-argument verbs. These findings suggest that posterior peri-sylvian regions are engaged for processing argument structure information associated with verbs, with increasing neural tissue in the inferior parietal region associated with increasing argument structure complexity. These findings are consistent with processing accounts, which suggest that these regions are crucial for semantic integration. PMID:17958479

Children's reasoning with peers in cooperative and competitive contexts.

PubMed

Domberg, Andreas; Köymen, Bahar; Tomasello, Michael

2018-03-01

We report two studies that demonstrate how five- and seven-year-olds adapt their production of arguments to either a cooperative or a competitive context. Two games elicited agreements from peer dyads about placing animals on either of two halves of a playing field owned by either child. Children had to produce arguments to justify these decisions. Played in a competitive context that encouraged placing animals on one's own half, children's arguments showed a bias that was the result of withholding known arguments. In a cooperative context, children produced not only more arguments, but also more 'two-sided' arguments. Also, seven-year-olds demonstrated a more frequent and strategic use of arguments that specifically refuted decisions that would favour their peers. The results suggest that cooperative contexts provide a more motivating context for children to produce arguments. Statement of contribution What is already known on this subject? Reasoning is a social skill that allows people to reach joint decisions. Preschoolers give reasons for their proposals in their peer conversations. By adolescence, children use sophisticated arguments (e.g., refutations and rebuttals). What the present study adds? Cooperation offers a more motivating context for children's argument production. Seven-year-olds are more strategic than five-year-olds in their reasoning with peers. Children's reasoning with others becomes more sophisticated after preschool years. © 2017 The British Psychological Society.

Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Carson, Katherine

2018-03-01

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p < .001) with a large effect size. There was also a significant increase (p < .05) in the number of categories provided in written arguments about a climate change issue. Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students' argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Students' meaning making in classroom discussions: the importance of peer interaction

NASA Astrophysics Data System (ADS)

Rudsberg, Karin; Östman, Leif; Aaro Östman, Elisabeth

2017-09-01

The aim is to investigate how encounters with peers affect an individual's meaning making in argumentation about socio-scientific issues, and how the individual's meaning making influences the argumentation at the collective level. The analysis is conducted using the analytical method "transactional argumentation analysis" (TAA) which enables in situ studies. TAA combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy with an argument analysis based on Toulmin's argument pattern. Here TAA is developed further to enable analysis that in detail clarifies the dynamic interplay between the individual and the collective—the intra- and the inter-personal dimensions—and the result of this interplay in terms of meaning making and learning. The empirical material in this study consists of a video-recorded lesson in a Swedish upper secondary school. The results show that the analysed student is influenced by peers when construing arguments, and thereby acts on others' reasoning when making meaning. Further, the results show that most of the additions made by the analysed student are taken further by peers in the subsequent discussion. This study shows how an individual's earlier experiences, knowledge and thinking contribute to the collective meaning making in the classroom.

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

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

NASA Astrophysics Data System (ADS)

Heglund, Brian

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

21 CFR 12.125 - Appeal from or review of initial decision.

Code of Federal Regulations, 2010 CFR

2010-04-01

... the findings of fact or conclusions of law in the initial decision, and provide supporting citations... present oral argument on the matter. The time for filing briefs or presenting oral argument will be...

Reconsidering Kantian arguments against organ selling.

PubMed

Alpinar-Şencan, Zümrüt

2016-03-01

Referring to Kant's arguments addressing the moral relationship between our bodies and ourselves is quite common in contemporary debate about organ selling, although he does not provide us with any specific arguments related to this debate. It is widely argued that the most promising way to show the moral impermissibility of organ selling is to mount an argument on Kantian grounds. This paper asks whether it is possible to argue coherently against organ selling in a Kantian framework. It will be shown that by mounting the argument on Kantian grounds no compelling argument can be given against sale of organs, either because the arguments apply to donation of organs, too, or the arguments are not convincing for other independent reasons. In the first section, it will be argued that donation and selling are not distinguishable in a Kantian framework, since the concern about commodification of the body and its parts shall be raised by both actions. In the second section, some contemporary accounts inspired by Kant will be presented and discussed separately. It will be argued that the reasons for promoting organ donation while arguing against selling clash with each other in an unconvincing way.

When a Spoonful of Fallacies Helps the Sweetener Go Down: The Corn Refiner Association's Use of Straw-Person Arguments in Health Debates Surrounding High-Fructose Corn Syrup.

PubMed

Heiss, Sarah N; Bates, Benjamin R

2016-08-01

The American public is increasingly concerned about risks associated with food additives like high-fructose corn syrup (HFCS). To promote its product as safe, the Corn Refiners Association (CRA) employed two forms of straw-person arguments. First, the CRA opportunistically misrepresented HFCS opposition as inept. Second, the CRA strategically chose to refute claims that were easier to defeat while remaining ambiguous about more complex points of contention. We argue that CRA's discursive contributions represented unreasonable yet sustainable use of straw-person arguments in debates surrounding health and risk.

Argument Diagramming: The Araucaria Project

NASA Astrophysics Data System (ADS)

Rowe, Glenn; Reed, Chris

Formal arguments, such as those used in science, medicine and law to establish a conclusion by providing supporting evidence, are frequently represented by diagrams such as trees and graphs. We describe the software package Araucaria which allows textual arguments to be marked up and represented as standard, Toulmin or Wigmore diagrams. Since each of these diagramming techniques was devised for a particular domain or argumentation, we discuss some of the issues involved in translating between diagrams. The exercise of translating between different diagramming types illustrates that any one diagramming system often cannot capture all of the nuances inherent in an argument. Finally, we describe some areas, such as critical thinking courses in colleges and universities and the analysis of evidence in court cases, where Araucaria has been put to practical use.

Negotiation as a form of persuasion: arguments in first offers.

PubMed

Maaravi, Yossi; Ganzach, Yoav; Pazy, Asya

2011-08-01

In this article we examined aspects of negotiation within a persuasion framework. Specifically, we investigated how the provision of arguments that justified the first offer in a negotiation affected the behavior of the parties, namely, how it influenced counteroffers and settlement prices. In a series of 4 experiments and 2 pilot studies, we demonstrated that when the generation of counterarguments was easy, negotiators who did not add arguments to their first offers achieved superior results compared with negotiators who used arguments to justify their first offer. We hypothesized and provided evidence that adding arguments to a first offer was likely to cause the responding party to search for counterarguments, and this, in turn, led him or her to present counteroffers that were further away from the first offer.

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

PubMed

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

2017-06-01

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

Progression in Ethical Reasoning When Addressing Socio-scientific Issues in Biotechnology

NASA Astrophysics Data System (ADS)

Berne, Birgitta

2014-11-01

This article reports on the outcomes of an intervention in a Swedish school in which the author, a teacher-researcher, sought to develop students' (14-15 years old) ethical reasoning in science through the use of peer discussions about socio-scientific issues. Prior to the student discussions various prompts were used to highlight different aspects of the issues. In addition, students were given time to search for further information themselves. Analysis of students' written arguments, from the beginning of the intervention and afterwards, suggests that many students seem to be moving away from their use of everyday language towards using scientific concepts in their arguments. In addition, they moved from considering cloning and 'designer babies' solely in terms of the present to considering them in terms of the future. Furthermore, the students started to approach the issues in additional ways using not only consequentialism but also the approaches of virtue ethics, and rights and duties. Students' progression in ethical reasoning could be related to the characteristics of the interactions in peer discussions as students who critically and constructively argued with each other's ideas, and challenged each other's claims, made progress in more aspects of ethical reasoning than students merely using cumulative talk. As such, the work provides valuable indications for the importance of introducing peer discussions and debates about SSIs in connection to biotechnology into the teaching of science in schools.

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

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

Koffman, Bess G.; Kreutz, Karl J.; Trenbath, Kim

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to helpmore » students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.« less

Is prostitution harmful?

PubMed

Moen, Ole Martin

2014-02-01

A common argument against prostitution states that selling sex is harmful because it involves selling something deeply personal and emotional. More and more of us, however, believe that sexual encounters need not be deeply personal and emotional in order to be acceptable--we believe in the acceptability of casual sex. In this paper I argue that if casual sex is acceptable, then we have few or no reasons to reject prostitution. I do so by first examining nine influential arguments to the contrary. These arguments purport to pin down the alleged additional harm brought about by prostitution (compared to just casual sex) by appealing to various aspects of its practice, such as its psychology, physiology, economics and social meaning. For each argument I explain why it is unconvincing. I then weight the costs against the benefits of prostitution, and argue that, in sum, prostitution is no more harmful than a long line of occupations that we commonly accept without hesitation.

The macrostructure of informal arguments: a proposed model and analysis.

PubMed

Ricco, Robert B

2003-08-01

Theories of informal reasoning and critical thinking often maintain that everyday, informal arguments can be classified into types based on the specific organization that the premises or reasons enter into in their support for the conclusion (Snoeck Henkemans, 2000; Vorobej, 1995b). Three general types are identified: convergent, coordinately linked, and subordinately linked arguments. There has been no empirical research, however, to determine whether these structural distinctions have any psychological reality. In the first two of four experiments, college students were presented with premise pairs from larger, informal arguments and were asked to judge the nature of the relationship between the premises in a pair. The judgments involved applying "tests" of linkage, subordination, and so on, that have been proposed in the theoretical literature on argument analysis (e.g., Walton, 1996a; Yanal, 1991). Results suggest that adults can effectively distinguish between linked (interdependent) and convergent relationships and can further distinguish between interdependencies that are full and those that are merely partial. Adults also distinguished between subordinate and nonsubordinate relations. Experiments 3 and 4 provide evidence that adults make use of information about argument structure in evaluating argument strength and in categorizing arguments. Experiment 4 further suggests that facility with macrostructure is only modestly related to deductive reasoning competence. Findings are framed in terms of a speculative account of how argument structure is identified and mentally represented.

Starting SOLO: A multi-pronged scaffolding approach for developing critical climate literacies

NASA Astrophysics Data System (ADS)

Hartman, K.; Goodkin, N.

2016-12-01

As part of Nanyang Technological University's general education requirement, all science and math students must complete a multidisciplinary environmental sustainability course during the spring term. In addition to foundational earth sciences material, the course of 600 students heavily emphasizes the development of multidisciplinary problem solving and communication strategies. Assessments conducted with previous iterations of the course found students had greater facility recalling facts and summarizing the course materials than they did evaluating climate change arguments, critically reasoning through sustainability issues, or thinking scientifically. To address this shortfall, we introduced the use of a rubric for peer review as one would treat acquiring expertise with any scientific tool—provide learners multiple opportunities for use in different contexts while providing interpretable and actionable feedback. In the most recent version of the course, we introduced a common rubric based on Biggs' (2014) SOLO taxonomy. We used the taxonomy to place the components of student learning along continuums signifying increasing levels of complexity. Our particular rubric highlighted five areas of importance when evaluating any written argument: clarity, argument structure, contextualization, use of evidence, and evidence sourcing. More important than the rubric itself was the iterative cycle of rubric use and expert feedback students received. For eight weeks, students used the rubric to evaluate articles on sustainability and were given feedback about how well their evaluations agreed with an "expert panel." As the semester progressed, the level of agreement between the students and the panel improved. Students used the rubric as a base for evaluating their peers' work at the end of the semester. We coded how constructive the comments students gave each other were and analyzed the weekly reading evaluations. Students whose evaluations aligned with the panel during the second half of the semester also provided more constructive feedback to their peers. The relationship did not hold for the first half of the semester—implying learning occurred. Overall, students from the most recent iteration of the course provided more constructive feedback than the previous semester.

Evidence and argument in policymaking: development of workplace smoking legislation

PubMed Central

Apollonio, Dorie E; Bero, Lisa A

2009-01-01

Background We sought to identify factors that affect the passage of public health legislation by examining the use of arguments, particularly arguments presenting research evidence, in legislative debates regarding workplace smoking restrictions. Methods We conducted a case-study based content analysis of legislative materials used in the development of six state workplace smoking laws, including written and spoken testimony and the text of proposed and passed bills and amendments. We coded testimony given before legislators for arguments used, and identified the institutional affiliations of presenters and their position on the legislation. We compared patterns in the arguments made in testimony to the relative strength of each state's final legislation. Results Greater discussion of scientific evidence within testimony given was associated with the passage of workplace smoking legislation that provided greater protection for public health, regardless of whether supporters outnumbered opponents or vice versa. Conclusion Our findings suggest that an emphasis on scientific discourse, relative to other arguments made in legislative testimony, might help produce political outcomes that favor public health. PMID:19534777

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

PubMed

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

2015-11-01

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

Social values and the corruption argument against financial incentives for healthy behaviour

PubMed Central

Brown, Rebecca C H

2017-01-01

Financial incentives may provide a way of reducing the burden of chronic diseases by motivating people to adopt healthy behaviours. While it is still uncertain how effective such incentives could be for promoting health, some argue that, even if effective, there are ethical objections that preclude their use. One such argument is made by Michael Sandel, who suggests that monetary transactions can have a corrupting effect on the norms and values that ordinarily regulate exchange and behaviour in previously non-monetised contexts. In this paper, I outline Sandel's corruption argument and consider its validity in the context of health incentives. I distinguish between two forms of corruption that are implied by Sandel's argument: efficiency corruption and value corruption. While Sandel's thought-provoking discussion provides a valuable contribution to debates about health policies generally and health incentives specifically, I suggest the force of his criticism of health incentives is limited: further empirical evidence and theoretical reasoning are required to support the suggestion that health incentives are an inappropriate tool for promoting health. While I do not find Sandel's corruption argument compelling, this only constitutes a partial defence of health incentives, since other criticisms relating to their use may prove more successful. PMID:27738254

Organ sales and moral distress.

PubMed

Rivera-Lopez, Eduardo

2006-01-01

The possibility that organ sales by living adults might be made legal is morally distressing to many of us. However, powerful arguments have been provided recently supporting legalisation (I consider two of those arguments: the Consequentialist Argument and the Autonomy Argument). Is our instinctive reaction against a market of organs irrational then? The aim of this paper is not to prove that legalization would be immoral, all things considered, but rather to show, first, that there are some kinds of arguments, offered in favour of legalisation, that are, in an important sense, illegitimate, and second, that even if legalisation might not be wrong all things considered, there are good reasons for our negative moral intuitions. Moreover, identifying these reasons will help highlight some features of moral decisions in non-ideal situations, which in turn might be relevant to some other moral or policy choices.

An Efficient Framework for Development of Task-Oriented Dialog Systems in a Smart Home Environment.

PubMed

Park, Youngmin; Kang, Sangwoo; Seo, Jungyun

2018-05-16

In recent times, with the increasing interest in conversational agents for smart homes, task-oriented dialog systems are being actively researched. However, most of these studies are focused on the individual modules of such a system, and there is an evident lack of research on a dialog framework that can integrate and manage the entire dialog system. Therefore, in this study, we propose a framework that enables the user to effectively develop an intelligent dialog system. The proposed framework ontologically expresses the knowledge required for the task-oriented dialog system's process and can build a dialog system by editing the dialog knowledge. In addition, the framework provides a module router that can indirectly run externally developed modules. Further, it enables a more intelligent conversation by providing a hierarchical argument structure (HAS) to manage the various argument representations included in natural language sentences. To verify the practicality of the framework, an experiment was conducted in which developers without any previous experience in developing a dialog system developed task-oriented dialog systems using the proposed framework. The experimental results show that even beginner dialog system developers can develop a high-level task-oriented dialog system.

An Efficient Framework for Development of Task-Oriented Dialog Systems in a Smart Home Environment

PubMed Central

Park, Youngmin; Kang, Sangwoo; Seo, Jungyun

2018-01-01

In recent times, with the increasing interest in conversational agents for smart homes, task-oriented dialog systems are being actively researched. However, most of these studies are focused on the individual modules of such a system, and there is an evident lack of research on a dialog framework that can integrate and manage the entire dialog system. Therefore, in this study, we propose a framework that enables the user to effectively develop an intelligent dialog system. The proposed framework ontologically expresses the knowledge required for the task-oriented dialog system’s process and can build a dialog system by editing the dialog knowledge. In addition, the framework provides a module router that can indirectly run externally developed modules. Further, it enables a more intelligent conversation by providing a hierarchical argument structure (HAS) to manage the various argument representations included in natural language sentences. To verify the practicality of the framework, an experiment was conducted in which developers without any previous experience in developing a dialog system developed task-oriented dialog systems using the proposed framework. The experimental results show that even beginner dialog system developers can develop a high-level task-oriented dialog system. PMID:29772668

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

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

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

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

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

NASA Astrophysics Data System (ADS)

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

2014-06-01

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

Assisted death and the slippery slope—finding clarity amid advocacy, convergence, and complexity

PubMed Central

Shariff, M.J.

2012-01-01

This paper unpacks the slippery slope argument as it pertains to assisted death. The assisted-death regimes of the Netherlands, Belgium, Luxembourg, Switzerland, and the states of Washington and Oregon are discussed and examined with respect to the slippery slope analytical rubric. In addition to providing a preliminary explanation of how the slippery slope argument has been academically defined and constructed, the paper examines assisted-death models from the perspective of considering what might exist at the top and at the bottom of the slippery slope. It also explores the nature and scope of safeguards implemented to avoid slippage, and shows that what lies at the top and bottom of the slippery slope may be different from jurisdiction to jurisdiction. After identifying some of the recent concerns that have arisen within each of the jurisdictions (concerns that might be viewed by some as evidence of slide), the paper concludes by making note of certain critical issues in the current assisted-death debate that merit deeper examination. PMID:22670093

Assisted death and the slippery slope-finding clarity amid advocacy, convergence, and complexity.

PubMed

Shariff, M J

2012-06-01

This paper unpacks the slippery slope argument as it pertains to assisted death.The assisted-death regimes of the Netherlands, Belgium, Luxembourg, Switzerland, and the states of Washington and Oregon are discussed and examined with respect to the slippery slope analytical rubric. In addition to providing a preliminary explanation of how the slippery slope argument has been academically defined and constructed, the paper examines assisted-death models from the perspective of considering what might exist at the top and at the bottom of the slippery slope. It also explores the nature and scope of safeguards implemented to avoid slippage, and shows that what lies at the top and bottom of the slippery slope may be different from jurisdiction to jurisdiction. After identifying some of the recent concerns that have arisen within each of the jurisdictions (concerns that might be viewed by some as evidence of slide), the paper concludes by making note of certain critical issues in the current assisted-death debate that merit deeper examination.

Cognitive and Pedagogical Benefits of Argument Mapping: L.A.M.P. Guides the Way to Better Thinking

NASA Astrophysics Data System (ADS)

Rider, Yanna; Thomason, Neil

Experimental evidence shows that in dedicated Critical Thinking courses “Lots of Argument Mapping Practice” (LAMP) using a software tool like Rationale considerably improves students’ critical thinking skills. We believe that teaching with LAMP has additional cognitive and pedagogical benefits, even outside dedicated Critical Thinking subjects. Students learn to better understand and critique arguments, improve in their reading and writing, become clearer in their thinking and, perhaps, even gain meta-cognitive skills that ultimately make them better learners. We discuss some of the evidence for these claims, explain how, as we believe, LAMP confers these benefits, and call for proper experimental and educational research.

Textbook Forum: Who is Anti-Markovnikov?

ERIC Educational Resources Information Center

Tedder, J. M.

1984-01-01

Discusses factors which control rate and orientation of free radical addition to alkenes. Although based primarily on results involving behavior of alkyl radicals, arguments developed apply to addition of atoms and hetero-radicals to olefins. (JN)

Ethical issues in transgenics.

PubMed

Sherlock, R; Morrey, J D

2000-01-01

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

Providing Opportunities for Argumentation in Science Exam Settings

ERIC Educational Resources Information Center

Swanson, Lauren; Solorza, Ruben; Fissore, Cinzia

2018-01-01

This article explores undergraduates' efforts to engage in scientific argumentation during exam settings. Thirteen undergraduate students enrolled in an environmental science course completed exams with questions linked around a central theme. Three types of questions were used, including those that prompted students to construct scientific…

Toulmin's argument pattern as a "horizon of possibilities" in the study of argumentation in science education

NASA Astrophysics Data System (ADS)

Erduran, Sibel

2018-01-01

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children's argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin's Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin's framework can contribute to (a) the study of "social relations", and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström's Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin's framework intended for other purposes for use in science education research.

COHORT CHANGE, DIFFUSION, AND SUPPORT FOR ENVIRONMENTAL SPENDING IN THE UNITED STATES.

PubMed

Pampel, Fred C; Hunter, Lori M

2012-09-01

The long-standing and sometimes heated debates over the direction and size of the effect of socioeconomic status (SES) on environmental concern contrast post-materialist and affluence arguments, suggesting a positive relationship in high-income nations, with counter arguments for a negative or near zero relationship. A diffusion-of-innovations approach adapts parts of both arguments by predicting that high SES groups first adopt pro-environmental views, which produces a positive relationship. Like other innovations, however, environmentalism diffuses over time to other SES groups, which subsequently weakens the association. We test this argument using the General Social Survey from 1973 to 2008 to compare support for environmental spending across 83 cohorts born from around 1900 to 1982. In developing attitudes before, during, and after the emergence of environmentalism, varying cohorts provide the contrast needed to identify long-term changes in environmental concern. Multilevel age, period, and cohort models support diffusion arguments by demonstrating the effects, across cohorts, of three common indicators of SES - education, income and occupational prestige - first strengthen and then weaken. This finding suggests that diffusion of environmental concern first produces positive relationships consistent with postmaterialism arguments and later produces null or negative relationships consistent with global environmentalism arguments.

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

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

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

Enhancing and Evaluating Scientific Argumentation in the Inquiryoriented College Chemistry Classroom

NASA Astrophysics Data System (ADS)

D'Souza, Annabel Nica

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

The Nature of Pre-service Science Teachers' Argumentation in Inquiry-oriented Laboratory Context

NASA Astrophysics Data System (ADS)

Ozdem, Yasemin; Ertepinar, Hamide; Cakiroglu, Jale; Erduran, Sibel

2013-10-01

The aim of this study was to investigate the kinds of argumentation schemes generated by pre-service elementary science teachers (PSTs) as they perform inquiry-oriented laboratory tasks, and to explore how argumentation schemes vary by task as well as by experimentation and discussion sessions. The model of argumentative and scientific inquiry was used as a design framework in the present study. According to the model, the inquiry of scientific topics was employed by groups of participants through experimentation and critical discussion sessions. The participants of the study were 35 PSTs, who teach middle school science to sixth through eighth grade students after graduation. The data were collected through video- and audio-recordings of the discussions made by PSTs in six inquiry-oriented laboratory sessions. For the analysis of data, pre-determined argumentation schemes by Walton were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources to ground their claims or to argue for a case or an action. It is also worthy of notice that the construction and evaluation of scientific knowledge claims resulted in different numbers and kinds of arguments. Results of this study suggest that designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Moreover, PSTs can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.

Assessment of Evidence in University Students' Scientific Writing.

ERIC Educational Resources Information Center

Takao, Allison Y.; Kelly, Gregory J.

2003-01-01

Examines uses of evidence in university students' writing of scientific argument in an introductory-level oceanography course. Provides students with an interactive CD-ROM entitled 'Our Dynamic Planet' to write a scientific technical paper. Discusses ways of teaching students the construction of argument in scientific writing. (KHR)

Implications of Evidence-Centered Design for Educational Testing

ERIC Educational Resources Information Center

Mislevy, Robert J.; Haertel, Geneva D.

2006-01-01

Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for…

14 CFR 139.111 - Exemptions.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

Nurturing Argumentation and Reasoning with Pentominoes

ERIC Educational Resources Information Center

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

2017-01-01

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

Consequentialism, complacency, and slippery slope arguments.

PubMed

Oakley, Justin; Cocking, Dean

2005-01-01

The standard problem with many slippery slope arguments is that they fail to provide us with the necessary evidence to warrant our believing that the significantly morally worse circumstances they predict will in fact come about. As such these arguments have widely been criticised as 'scare-mongering'. Consequentialists have traditionally been at the forefront of such criticisms, demanding that we get serious about guiding our prescriptions for right action by a comprehensive appreciation of the empirical facts. This is not surprising, since consequentialism has traditionally been committed to the idea that right action be driven by empirical realities, and this hard-headed approach has been an especially notable feature of Australian consequentialism. But this apparent empirical hard-headedness is very selective. While consequentialists have understood their moral outlook and commitments as guided by a partnership with empirical science - most explicitly in their replies to the arguments of their detractors - some consequentialists have been remarkably complacent about providing empirical support for their own prescriptions. Our key example here is the consequentialist claim that our current practises of partiality in fact maximise the good, impartially conceived. This claim has invariably been made without compelling support for the large empirical claims upon which it rests, and so, like the speculative empirical hand-waving of weak slippery slope arguments, it seems similarly to be undermined. While these arguments have presented us with 'wishful thinking' rather than 'scare-mongering', we argue in this paper that their complacency in meeting the relevant empirical justificatory burden remains much the same.

An analysis of the arguments for intelligent design creationism to be taught in science classes, in the public education system of the United States

NASA Astrophysics Data System (ADS)

Godden, Paul

Teaching creationism, also called creation science, intelligent design (ID), and evidence against evolution--a religious doctrine, holding that life and the universe were created by a supernatural actor out of nothing--contravenes the First Amendment of the U.S. Constitution, and is illegal in U.S. public science classes. Nevertheless many U.S. high school science teachers continue to teach creationist doctrine as part of an undocumented, or hidden, curriculum. The arguments advanced in this study propose that creationism--as opposed to evolution--cannot be defined as science, and seeks to answer the following questions: (1) What arguments have been put forward by advocates of creationism, to make the case for creationist ideology in U.S. public school science classes? (2) What impact have the arguments of proponents of intelligent design creationism had, on American public education policy and the law? Data has been collected from precedent-setting U.S. Supreme Court rulings and associated texts, e.g., expert witness testimony under oath, cross-examination, and published works referred to in the proceedings. Testimony was analysed for its content--content analytic--to address specific creationist arguments with regard to scientific rigour, honesty and empirical reasoning. Judicial opinion proved to be more relevant in terms of commentary--context analytic. Judges as decision makers have given clear accounts of how creationist arguments have swayed their ruling, and thus U.S. law and government education policy, thereby directly addressing this study's second research question. In addressing these questions, this research has provided a summative analysis of the arguments presented for ID to be taught in the science classrooms of U.S. public schools, and the counter arguments which have convinced U.S. Supreme Court Judges to deny consistent attempts to include its doctrine in science curricula. In doing so, this study provides a detailed baseline to which future arguments can be compared to highlight new--or simply recycled--points in the debate, and to identify any potential strategies for alleviating this on-going and costly dispute.

Passing in Command Line Arguments and Parallel Cluster/Multicore Batching in R with batch.

PubMed

Hoffmann, Thomas J

2011-03-01

It is often useful to rerun a command line R script with some slight change in the parameters used to run it - a new set of parameters for a simulation, a different dataset to process, etc. The R package batch provides a means to pass in multiple command line options, including vectors of values in the usual R format, easily into R. The same script can be setup to run things in parallel via different command line arguments. The R package batch also provides a means to simplify this parallel batching by allowing one to use R and an R-like syntax for arguments to spread a script across a cluster or local multicore/multiprocessor computer, with automated syntax for several popular cluster types. Finally it provides a means to aggregate the results together of multiple processes run on a cluster.

Using History and Philosophy of Science to Promote Students' Argumentation

NASA Astrophysics Data System (ADS)

Archila, Pablo Antonio

2015-11-01

This article describes the effect of a teaching-learning sequence (TLS) based on the discovery of oxygen in promoting students' argumentation. It examines the written and oral arguments produced by 63 high school students (24 females and 39 males, 16-17 years old) in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students' written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and philosophy of science and argumentation could increase students' awareness of the relevance of experimentation and communication to scientific progress. The second goal was to assess the effectiveness of the TLS to engage students in argumentative classroom interactions (such as debates) relating to the discovery of oxygen at the end of the 18th century. The findings show that this historical case can be useful for promoting students' argumentation and is also appropriate for high school students. Future research should include students of other ages, other historical episodes and experiences in other parts of the world.

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

NASA Astrophysics Data System (ADS)

Konstantinidou, Aikaterini; Macagno, Fabrizio

2013-05-01

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

Constructing Arguments with 3-D Printed Models

ERIC Educational Resources Information Center

McConnell, William; Dickerson, Daniel

2017-01-01

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

Using Climate Change Scenarios to Assess High School Students' Argumentation Skills

ERIC Educational Resources Information Center

Dawson, Vaille; Carson, Katherine

2017-01-01

Background: Many international science curriculum documents mandate that students should be able to participate in argument, debate and decision-making about contemporary science issues affecting society. Termed socioscientific issues, these topics provide students with opportunities to use their scientific knowledge to discuss, debate and defend…

Teaching Argumentative Writing through Film.

ERIC Educational Resources Information Center

Fluitt-Dupuy, Jan

2001-01-01

Discusses how watching and discussing feature films and writing reviews of these films in the English-as-a-Second/Foreign-Language classroom can be instrumental in teaching the principles of good argumentative writing within the confines of the simple movie review. Six steps for teaching a film review unit are provided. (Author/VWL)

The 1980 Presidential Debates. Special Issue.

ERIC Educational Resources Information Center

Ritter, Kurt W., Ed.

1981-01-01

Prepared by educators and researchers involved in argumentation and debate, the articles in this special journal issue are based upon the assumptions that presidential debates are important, are likely to continue, and are of unique interest to students, scholars, and practitioners of argument. The first two articles in the issue provide overviews…

The Heuristics of Statistical Argumentation: Scaffolding at the Postsecondary Level

ERIC Educational Resources Information Center

Pardue, Teneal Messer

2017-01-01

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

Complexity of Secondary Scientific Data Sources and Students' Argumentative Discourse

ERIC Educational Resources Information Center

Kerlin, Steven C.; McDonald, Scott P.; Kelly, Gregory J.

2010-01-01

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these…

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

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

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

Co-payments in the NHS: an analysis of the normative arguments.

PubMed

Weale, Albert; Clark, Sarah

2010-04-01

During 2008, some forms of patient co-payments - in particular, patients paying privately for additional medicines as part of an episode of care in the National Health Service - became controversial in political and policy terms in the UK. In response, the UK Government published a report, the Richards' Review, examining the issues. Richards offered a particular policy solution, but also touched on fundamental principles of social value. Using the methods of normative policy analysis, we seek to understand these principles of social value, accepting the Richards' framework according to which the relevant arguments can be grouped under the broad headings of equity and autonomy. None of the arguments on either side are decisive, and, in part, the policy decision turns on uncertain empirical conjectures.

Mild aphasia: is this the place for an argument?

PubMed

Armstrong, Elizabeth; Fox, Sarah; Wilkinson, Ray

2013-05-01

Individuals with mild aphasia often report significant disruption to their communication despite seemingly minor impairment. This study explored this phenomenon through examining conversations of a person with mild aphasia engaging in argumentation--a skill she felt had significantly deteriorated after her stroke. A person with mild aphasia and her husband recorded 4 conversations involving topical issues. The discourse dynamics and lexical-grammatical content were analyzed using systemic functional linguistic (Halliday & Matthiessen, 2004) and conversation analysis (Sacks, Schegloff, & Jefferson, 1974) frameworks. The couple demonstrated similarities in the types of conversational moves, but the language of the person with aphasia was more nonspecific and simplified, manifesting in difficulties developing a logical argument and responding to the partner's line of argument. In addition, the nonaphasic speaker recurrently overlapped the aphasic speaker in order to request clarification of particular points, highlighting the types of behaviors that can occur in this form of higher level language activity. The complex argument task and the multilevel and multi-approach analysis are useful tools for examining persons with mild aphasia, revealing aspects that are often overlooked in standard tests. Treatment could incorporate more complex notions such as evaluative language and the role of overlap in complex conversations.

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

NASA Astrophysics Data System (ADS)

Gray, Ron E.

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

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

NASA Astrophysics Data System (ADS)

Hamid, H.

2018-01-01

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

AdvoCATE - User Guide

NASA Technical Reports Server (NTRS)

Denney, Ewen W.

2015-01-01

The basic vision of AdvoCATE is to automate the creation, manipulation, and management of large-scale assurance cases based on a formal theory of argument structures. Its main purposes are for creating and manipulating argument structures for safety assurance cases using the Goal Structuring Notation (GSN), and as a test bed and proof-of-concept for the formal theory of argument structures. AdvoCATE is available for Windows 7, Macintosh OSX, and Linux. Eventually, AdvoCATE will serve as a dashboard for safety related information and provide an infrastructure for safety decisions and management.

[Humans or material? Three levels of the discourse about the stem cell research from theological-ethical view].

PubMed

Ernst, Stephan

2004-01-01

In the debate on the ethical evaluation of the stem cell research three levels can be differentiated. The first level of argumentation is that of weighing up goods: The possible therapeutical success for thousands of humans seems to justify the consumption of a few embryos. It is show, that this, however, already presupposes - on a second argumentation level - a judgement on the moral status of the embryo. Different moments of time, when human dignity and life protection are ascribe to the embryo, have already been discussed, but in spite of all rationality of the arguments a consensus has not been reached. On this third level of argumentation two fundamental meanings of reality can be differentiated. The empirical-observing and the communicative-participating view. These lead to a different moral evaluation of the embryo. This contribution votes for the priority of the communicative-participating view. It receives addition support by theology and Christian faith.

Assessing quality of pre-service physics teachers' written arguments

NASA Astrophysics Data System (ADS)

Aydeniz, Mehmet; Gürçay, Deniz

2013-11-01

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

COHORT CHANGE, DIFFUSION, AND SUPPORT FOR ENVIRONMENTAL SPENDING IN THE UNITED STATES

PubMed Central

Pampel, Fred C.; Hunter, Lori M.

2013-01-01

The long-standing and sometimes heated debates over the direction and size of the effect of socioeconomic status (SES) on environmental concern contrast post-materialist and affluence arguments, suggesting a positive relationship in high-income nations, with counter arguments for a negative or near zero relationship. A diffusion-of-innovations approach adapts parts of both arguments by predicting that high SES groups first adopt pro-environmental views, which produces a positive relationship. Like other innovations, however, environmentalism diffuses over time to other SES groups, which subsequently weakens the association. We test this argument using the General Social Survey from 1973 to 2008 to compare support for environmental spending across 83 cohorts born from around 1900 to 1982. In developing attitudes before, during, and after the emergence of environmentalism, varying cohorts provide the contrast needed to identify long-term changes in environmental concern. Multilevel age, period, and cohort models support diffusion arguments by demonstrating the effects, across cohorts, of three common indicators of SES – education, income and occupational prestige – first strengthen and then weaken. This finding suggests that diffusion of environmental concern first produces positive relationships consistent with postmaterialism arguments and later produces null or negative relationships consistent with global environmentalism arguments. PMID:24639591

Using Toulmin analysis to analyse an instructor's proof presentation in abstract algebra

NASA Astrophysics Data System (ADS)

Fukawa-connelly, Timothy

2014-01-01

This paper provides a method for analysing undergraduate teaching of proof-based courses using Toulmin's model (1969) of argumentation. It presents a case study of one instructor's presentation of proofs. The analysis shows that the instructor presents different levels of detail in different proofs; thus, the students have an inconsistent set of written models for their work. Similarly, the analysis shows that the details the instructor says aloud differ from what she writes down. Although her verbal commentary provides additional detail and appears to have pedagogical value, for instance, by modelling thinking that supports proof writing, this value might be better realized if she were to change her teaching practices.

Educational Leadership in the Spiritual Way: "Whatever Will Be, Will Be"

ERIC Educational Resources Information Center

Thom, Douglas J.; Ma, Qi; Ho, Kwok Keung

2005-01-01

Background: The article provides a broad, concise overview with the intent to provoke scholarly argument and debate on an illusive, yet majestic, theme. Purpose: In this article, the authors make the case for educational leaders who are spiritual. Argument: The contemporary postmodern world society is very cosmopolitan and pluralistic. The…

Ten Myths about Spanking Children.

ERIC Educational Resources Information Center

Straus, Murray A.

One of a series of studies on corporal punishment of children, this paper argues that the reasons provided for the strong support of spanking are myths. Ten myths about spanking children are discussed by offering arguments that support the action and by quoting findings from studies that refute the arguments. The ten myths are: (1) spanking works…

Using Tutors to Improve Educational Games: A Cognitive Game for Policy Argument

ERIC Educational Resources Information Center

Easterday, Matthew W.; Aleven, Vincent; Scheines, Richard; Carver, Sharon M.

2017-01-01

How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version…

Fueling a Crisis: Public Argument and the 1988 Yellowstone Fire Debate.

ERIC Educational Resources Information Center

Hardy-Short, Dayle; Short, C. Brant

Debate surrounding the 1988 Yellowstone National Park fires provides material for a case study into the relationship between a crisis and public argument. Studies like this reflect the importance of a recent trend in higher education, namely, the analysis of environmental issues from different academic perspectives. In this case, analysis of…

The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments--A Forum

ERIC Educational Resources Information Center

Bérubé, Michael; Ruth, Jennifer

2016-01-01

In this article, the authors discuss the aim of their book, "The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments" (2015). The authors provide an account of the dire employment conditions that have weakened North American universities as professional institutions of teaching and learning. They believe that…

Advertising, Social Epistemic, and Argumentation in the Composition Class.

ERIC Educational Resources Information Center

Turner, Brian

1998-01-01

Makes a case for using advertising as the common subject matter in a composition course, and for analyzing advertisements as a means of teaching argumentation. Discusses seeking a social-epistemic curriculum in the heterogeneous writing class. Shows why the close analysis of print advertisements provides an ideal opportunity to discuss questions…

The land of no milk and no honey: force feeding in Israel.

PubMed

Lederman, Zohar; Lederman, Shmuel

2017-11-01

In 2015, the Israeli Knesset passed the force-feeding act that permits the director of the Israeli prison authority to appeal to the district court with a request to force-feed a prisoner against his expressed will. A recent position paper by top Israeli clinicians and bioethicists, published in Hebrew, advocates for force-feeding by medical professionals and presents several arguments that this would be appropriate. Here, we first posit three interrelated questions: 1. Do prisoners have a right to hunger-strike? 2. Should governing institutions force-feed prisoners and/or is it ethical to force-feed prisoners? 3. Should healthcare professionals force-feed prisoners? We then focus on the first and third questions. We first briefly provide several arguments to support the right of prisoners to refuse treatment. Next, we critically review the arguments presented in the Israeli position paper, demonstrating that they are all misguided at best. Lastly, we briefly present arguments against force-feeding by medical professionals. We conclude that healthcare providers should not participate in the force-feeding of prisoners.

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

NASA Astrophysics Data System (ADS)

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

2014-08-01

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

Does the non-identity problem block a class of arguments against cloning?

PubMed

Green, Richard

2004-01-01

One class of argument against cloning human beings in the contemporary literature focuses on the bad consequences that will befall the clone or "later-twin." In this paper I consider whether this line of argumentation can be blocked by invoking Parfit's non-identity problem. I canvass two general strategies for solving the non-identity problem: a consequentialist strategy and non-consequentialist, rights based strategy. I argue that while each general strategy offers a plausible solution to the non-identity problem as applied to the cases most frequently discussed in the non-identity problem literature, neither provides a reason for putting aside the non-identity problem when applied to cloning. I conclude (roughly) that the non-identity problem does serve to block this class of argument against cloning.

Tracing the Rationale Behind UML Model Change Through Argumentation

NASA Astrophysics Data System (ADS)

Jureta, Ivan J.; Faulkner, Stéphane

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

Non-faith-based arguments against physician-assisted suicide and euthanasia.

PubMed

Sulmasy, Daniel P; Travaline, John M; Mitchell, Louise A; Ely, E Wesley

2016-08-01

This article is a complement to "A Template for Non-Religious-Based Discussions Against Euthanasia" by Melissa Harintho, Nathaniel Bloodworth, and E. Wesley Ely which appeared in the February 2015 Linacre Quarterly . Herein we build upon Daniel Sulmasy's opening and closing arguments from the 2014 Intelligence Squared debate on legalizing assisted suicide, supplemented by other non-faith-based arguments and thoughts, providing four nontheistic arguments against physician-assisted suicide and euthanasia: (1) "it offends me"; (2) slippery slope; (3) "pain can be alleviated"; (4) physician integrity and patient trust. Lay Summary: Presented here are four non-religious, reasonable arguments against physician-assisted suicide and euthanasia: (1) "it offends me," suicide devalues human life; (2) slippery slope, the limits on euthanasia gradually erode; (3) "pain can be alleviated," palliative care and modern therapeutics more and more adequately manage pain; (4) physician integrity and patient trust, participating in suicide violates the integrity of the physician and undermines the trust patients place in physicians to heal and not to harm.

12 CFR 747.613 - Further proceedings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... and Procedures Applicable to Recovery of Attorneys Fees and Other Expenses Under the Equal Access to... argument, additional written submissions or an evidentiary hearing. Such further proceedings shall be held... the disputed issues and shall explain why the additional proceedings are necessary to resolve the...

12 CFR 747.613 - Further proceedings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... and Procedures Applicable to Recovery of Attorneys Fees and Other Expenses Under the Equal Access to... argument, additional written submissions or an evidentiary hearing. Such further proceedings shall be held... the disputed issues and shall explain why the additional proceedings are necessary to resolve the...

12 CFR 747.613 - Further proceedings.

Code of Federal Regulations, 2013 CFR

2013-01-01

... and Procedures Applicable to Recovery of Attorneys Fees and Other Expenses Under the Equal Access to... argument, additional written submissions or an evidentiary hearing. Such further proceedings shall be held... the disputed issues and shall explain why the additional proceedings are necessary to resolve the...

12 CFR 925.5 - Appeals.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

Cerebral toxoplasmosis in Acquired Immunodeficiency Syndrome (AIDS) patients also provides unifying pathophysiologic hypotheses for Holmes tremor.

PubMed

Lekoubou, Alain; Njouoguep, Rodrigue; Kuate, Callixte; Kengne, André Pascal

2010-06-03

Holmes tremor is a rare symptomatic movement disorder. Currently suggested pathophysiological mechanisms of the disease are mostly derived from stroke cases. Although rare, cerebral toxoplasmosis may strengthen the pathophysiologic mechanism of disease. A case of Holmes tremor secondary to cerebral toxoplasmosis in an AIDS patient is presented. A relevant literature search was performed, using pubmed and several entries for Holmes tremor as labelled in the literature. The unifying feature of our case and those of the literature is the involvement of either the cerebello-thalamo-cortical and/or the dentato-rubro-olivary pathways. The abscess or the extension of surrounding edema beyond these two circuits may account for the superimposed dysfunction of the nigrostriatal system in some but not all cases. The short delay observed in our observation and the dramatic response to treatment may indirectly support the secondary neuronal degeneration theory in the mechanism of Holmes tremor. Cases of cerebral toxoplasmosis in AIDS patients also provide arguments for the role of the thalamo-cortical and/or the dentato-rubro-olivary pathways dysfunction in the pathogenesis of Holmes tremor. Involvement of the nigro-striatal pathway may not be crucial in the development of this syndrome. Our case also brings additional indirect arguments for the role of secondary neuronal degeneration in the mechanism of Holmes tremor.

Process of Argumentation in High School Biology Class: A Qualitative Analysis

NASA Astrophysics Data System (ADS)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

Social values and the corruption argument against financial incentives for healthy behaviour.

PubMed

Brown, Rebecca C H

2017-03-01

Financial incentives may provide a way of reducing the burden of chronic diseases by motivating people to adopt healthy behaviours. While it is still uncertain how effective such incentives could be for promoting health, some argue that, even if effective, there are ethical objections that preclude their use. One such argument is made by Michael Sandel, who suggests that monetary transactions can have a corrupting effect on the norms and values that ordinarily regulate exchange and behaviour in previously non-monetised contexts. In this paper, I outline Sandel's corruption argument and consider its validity in the context of health incentives. I distinguish between two forms of corruption that are implied by Sandel's argument: efficiency corruption and value corruption While Sandel's thought-provoking discussion provides a valuable contribution to debates about health policies generally and health incentives specifically, I suggest the force of his criticism of health incentives is limited: further empirical evidence and theoretical reasoning are required to support the suggestion that health incentives are an inappropriate tool for promoting health. While I do not find Sandel's corruption argument compelling, this only constitutes a partial defence of health incentives, since other criticisms relating to their use may prove more successful. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

12 CFR 926.6 - Appeals.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

Rebuttal to "On the distribution of the modulus of Gabor wavelet coefficients and the upper bound of the dimensionless smoothness index in the case of additive Gaussian noises: Revisited" by Dong Wang, Qiang Zhou, and Kwok-Leung Tsui

NASA Astrophysics Data System (ADS)

Soltani Bozchalooi, Iman; Liang, Ming

2018-04-01

A discussion paper entitled "On the distribution of the modulus of Gabor wavelet coefficients and the upper bound of the dimensionless smoothness index in the case of additive Gaussian noises: revisited" by Dong Wang, Qiang Zhou, Kwok-Leung Tsui has been brought to our attention recently. This discussion paper (hereafter called Wang et al. paper) is based on arguments that are fundamentally incorrect and which we rebut within this commentary. However, as the flaws in the arguments proposed by Wang et al. are clear, we will keep this rebuttal as brief as possible.

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

PubMed

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

2013-09-01

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

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-09-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

A New Parallel Corpus Approach to Japanese Learners' English, Using Their Corrected Essays

ERIC Educational Resources Information Center

Miki, Nozomi

2010-01-01

This research introduces unique parallel corpora to uncover linguistic behaviors in L2 argumentative writing in the exact correspondence to their appropriate forms provided by English native speakers (NSs). The current paper targets at the mysterious behavior of I think in argumentative prose. I think is regarded as arguably problematic and…

A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

ERIC Educational Resources Information Center

Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

2015-01-01

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in "International Journal of Science Education," 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need…

How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters

ERIC Educational Resources Information Center

Schwaighofer, Matthias; Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Terwedow, Ilka; Ottinger, Sarah; Reiss, Kristina; Fischer, Frank

2017-01-01

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners…

Authentic leadership: application to women leaders

PubMed Central

Hopkins, Margaret M.; O’Neil, Deborah A.

2015-01-01

The purpose of this perspective article is to present the argument that authentic leadership is a gendered representation of leadership. We first provide a brief history of leadership theories and definitions of authentic leadership. We then critique authentic leadership and offer arguments to support the premise that authentic leadership is not gender-neutral and is especially challenging for women. PMID:26236254

Authentic leadership: application to women leaders.

PubMed

Hopkins, Margaret M; O'Neil, Deborah A

2015-01-01

The purpose of this perspective article is to present the argument that authentic leadership is a gendered representation of leadership. We first provide a brief history of leadership theories and definitions of authentic leadership. We then critique authentic leadership and offer arguments to support the premise that authentic leadership is not gender-neutral and is especially challenging for women.

"Mathematics Is Just 1 + 1 = 2, What Is There to Argue About?": Developing a Framework for Argument-Based Mathematical Inquiry

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2016-01-01

One potential means to develop students' contextual and conceptual understanding of mathematics is through Inquiry Learning. However, introducing a problem context can distract from mathematical content. Incorporating argumentation practices into Inquiry may address this through providing a stronger reliance on mathematical evidence and reasoning.…

Toward accommodating physicians' conscientious objections: an argument for public disclosure.

PubMed

Harter, Thomas D

2015-03-01

This paper aims to demonstrate how public disclosure can be used to balance physicians' conscientious objections with their professional obligations to patients--specifically respect for patient autonomy and informed consent. It is argued here that physicians should be permitted to exercise conscientious objections, but that they have a professional obligation to provide advance notification to patients about those objections. It is further argued here that public disclosure is an appropriate and ethically justifiable limit to the principle of advance notification. The argument for publicly disclosing physicians' conscientious objections is made in this paper by discussing three practical benefits of public disclosure in medicine, and then addressing how publicly disclosing physicians' conscientious objections is not an undue invasion of privacy. Three additional concerns with public disclosure of physicians' conscientious objections are briefly addressed--potential harassment of physicians, workplace discrimination, and mischaracterising physicians' professional aptitude--concluding that each of these concerns requires further deliberation in the realm of business ethics. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Is sex-selective abortion morally justified and should it be prohibited?

PubMed

Rogers, Wendy; Ballantyne, Angela; Draper, Heather

2007-11-01

In this paper we argue that sex-selective abortion (SSA) cannot be morally justified and that it should be prohibited. We present two main arguments against SSA. First, we present reasons why the decision for a woman to seek SSA in cultures with strong son-preference cannot be regarded as autonomous on either a narrow or a broad account of autonomy. Second, we identify serious harms associated with SSA including perpetuation of discrimination against women, disruption to social and familial networks, and increased violence against women. For these reasons, SSA should be prohibited by law, and such laws should be enforced. Finally, we describe additional strategies for decreasing son-preference. Some of these strategies rely upon highlighting the disadvantages of women becoming scarce, such as lack of brides and daughters-in-law to care for elderly parents. We should, however, be cautious not to perpetuate the view that the purpose of women is to be the consorts for, and carers of, men, and the providers of children. Arguments against SSA should be located within a concerted effort to ensure greater, deeper social and cultural equality between the sexes.

Assumptions at the philosophical and programmatic levels in evaluation.

PubMed

Mertens, Donna M

2016-12-01

Stakeholders and evaluators hold a variety of levels of assumptions at the philosophical, methodological, and programmatic levels. The use of a transformative philosophical framework is presented as a way for evaluators to become more aware of the implications of various assumptions made by themselves and program stakeholders. The argument is examined and demonstrated that evaluators who are aware of the assumptions that underlie their evaluation choices are able to provide useful support for stakeholders in the examination of the assumptions they hold with regard to the nature of the problem being addressed, the program designed to solve the problem, and the approach to evaluation that is appropriate in that context. Such an informed approach has the potential for development of more appropriate and culturally responsive programs being implemented in ways that lead to the desired impacts, as well as to lead to evaluation approaches that support effective solutions to intransigent social problems. These arguments are illustrated through examples of evaluations from multiple sectors; additional challenges are also identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

Designing Agent Collectives For Systems With Markovian Dynamics

NASA Technical Reports Server (NTRS)

Wolpert, David H.; Lawson, John W.; Clancy, Daniel (Technical Monitor)

2001-01-01

The "Collective Intelligence" (COIN) framework concerns the design of collectives of agents so that as those agents strive to maximize their individual utility functions, their interaction causes a provided "world" utility function concerning the entire collective to be also maximized. Here we show how to extend that framework to scenarios having Markovian dynamics when no re-evolution of the system from counter-factual initial conditions (an often expensive calculation) is permitted. Our approach transforms the (time-extended) argument of each agent's utility function before evaluating that function. This transformation has benefits in scenarios not involving Markovian dynamics, in particular scenarios where not all of the arguments of an agent's utility function are observable. We investigate this transformation in simulations involving both linear and quadratic (nonlinear) dynamics. In addition, we find that a certain subset of these transformations, which result in utilities that have low "opacity (analogous to having high signal to noise) but are not "factored" (analogous to not being incentive compatible), reliably improve performance over that arising with factored utilities. We also present a Taylor Series method for the fully general nonlinear case.

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

12 CFR 308.180 - Further proceedings.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

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

NASA Astrophysics Data System (ADS)

Rebello, Carina M.

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

Adding justice to the clinical and public health ethics arguments for mandatory seasonal influenza immunisation for healthcare workers.

PubMed

Lee, Lisa M

2015-08-01

Ethical considerations from both the clinical and public health perspectives have been used to examine whether it is ethically permissible to mandate the seasonal influenza vaccine for healthcare workers (HCWs). Both frameworks have resulted in arguments for and against the requirement. Neither perspective resolves the question fully. By adding components of justice to the argument, I seek to provide a more fulsome ethical defence for requiring seasonal influenza immunisation for HCWs. Two critical components of a just society support requiring vaccination: fairness of opportunity and the obligation to follow democratically formulated rules. The fairness of opportunity is informed by Rawls' two principles of justice. The obligation to follow democratically formulated rules allows us to focus simultaneously on freedom, plurality and solidarity. Justice requires equitable participation in and benefit from cooperative schemes to gain or profit socially as individuals and as a community. And to be just, HCW immunisation exemptions should be limited to medical contraindications only. In addition to the HCWs fiduciary duty to do what is best for the patient and the public health duty to protect the community with effective and minimally intrusive interventions, HCWs are members of a just society in which all members have an obligation to participate equitably in order to partake in the benefits of membership. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The unethical use of ethical rhetoric: the case of flibanserin and pharmacologisation of female sexual desire.

PubMed

Chańska, Weronika; Grunt-Mejer, Katarzyna

2016-06-08

The current debate around sexual dysfunctions focuses mostly on the pharmacological regulation of lowered sexual desire in women. The Food and Drug Administration approval of the first drug-Addyi-to treat this condition was preceded by a campaign, in which ethically saturated arguments were used to lobby policy makers. This article provides a critical evaluation of these arguments. In particular, we focus our attention on deceitful and unethical use of moral arguments and concepts. First, we present the context in which hypoactive sexual desire disorder is defined as a serious medical condition, showing how non-medical and non-scientific influences shaped the understanding of the problem. Further, we demonstrate how in current discussions regarding lower sexual interest attention has been shifted from psychosocial to pharmacological solutions and we trace the ethical consequences of such a change. We argue that, in addition to typical detrimental effects of overmedicalisation, there are new serious perils. In particular, we demonstrate that it is highly probable that pharmacologisation of female desire-contrary to the emancipatory declarations of the drug proponents-exerts pressure on women and narrows the range of potential choices they can make. As a result, it is inconsistent with the very idea of free choice. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

In defense of the passive voice in medical writing.

PubMed

Minton, Timothy D

2015-01-01

Few medical journals specifically instruct authors to use the active voice and avoid the passive voice, but advice to that effect is common in the large number of stylebooks and blogs aimed at medical and scientific writers. Such advice typically revolves around arguments that the passive voice is less clear, less direct, and less concise than the active voice, that it conceals the identity of the person(s) performing the action(s) described, that it obscures meaning, that it is pompous, and that the high rate of passive-voice usage in scientific writing is a result of conformity to an established and old-fashioned style of writing. Some of these arguments are valid with respect to specific examples of passive-voice misuse by some medical (and other) writers, but as arguments for avoiding passive-voice use in general, they are seriously flawed. In addition, many of the examples that stylebook writers give of inappropriate use are actually much more appropriate in certain contexts than the active-voice alternatives they provide. In this review, I examine the advice offered by anti-passive writers, along with some of their examples of "inappropriate" use, and argue that the key factor in voice selection is sentence word order as determined by the natural tendency in English for the topic of discourse ("old" information) to take subject position and for "new" information to come later. Authors who submit to this natural tendency will not have to worry much about voice selection, because it will usually be automatic.

CCSDS Mission Operations Action Service Core Capabilities

NASA Technical Reports Server (NTRS)

Reynolds, Walter F.; Lucord, Steven A.; Stevens, John E.

2009-01-01

This slide presentation reviews the operations concepts of the command (action) services. Since the consequences of sending the wrong command are unacceptable, the command system provides a collaborative and distributed work environment for flight controllers and operators. The system prescribes a review and approval process where each command is viewed by other individuals before being sent to the vehicle. The action service needs additional capabilities to support he operations concepts of manned space flight. These are : (1) Action Service methods (2) Action attributes (3) Action parameter/argument attributes (4 ) Support for dynamically maintained action data. (5) Publish subscri be capabilities.

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments.

"It is merely a paper tiger." Battle for increased tobacco advertising regulation in Indonesia: content analysis of news articles.

PubMed

Astuti, Putu Ayu Swandewi; Freeman, Becky

2017-09-01

At the end of 2012, the Indonesian government enacted tobacco control regulation (PP 109/2012) that included stricter tobacco advertising, promotion and sponsorship (TAPS) controls. The PP did not ban all forms of TAPS and generated a great deal of media interest from both supporters and detractors. This study aims to analyse stakeholder arguments regarding the adoption and implementation of the regulation as presented through news media converge. Content analysis of 213 news articles reporting on TAPS and the PP that were available from the Factiva database and the Google News search engine. Indonesia, 24 December 2012-29 February 2016. Arguments presented in the news article about the adoption and implementation of the PP were coded into 10 supportive and 9 opposed categories. The news actors presenting the arguments were also recorded. Kappa statistic were calculated for intercoder reliability. Of the 213 relevant news articles, 202 included stakeholder arguments, with a total of 436 arguments coded across the articles. More than two-thirds, 69% (301) of arguments were in support of the regulation, and of those, 32.6% (98) agreed that the implementation should be enhanced. Of 135 opposed arguments, the three most common were the potential decrease in government revenue at 26.7% (36), disadvantage to the tobacco industry at 18.5% (25) and concern for tobacco farmers and workers welfare at 11.1% (15). The majority of the in support arguments were made by national government, tobacco control advocates and journalists, while the tobacco industry made most opposing arguments. Analysing the arguments and news actors provides a mapping of support and opposition to an essential tobacco control policy instrument. Advocates, especially in a fragmented and expansive geographic area like Indonesia, can use these findings to enhance local tobacco control efforts. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

“It is merely a paper tiger.” Battle for increased tobacco advertising regulation in Indonesia: content analysis of news articles

PubMed Central

Astuti, Putu Ayu Swandewi; Freeman, Becky

2017-01-01

Objective At the end of 2012, the Indonesian government enacted tobacco control regulation (PP 109/2012) that included stricter tobacco advertising, promotion and sponsorship (TAPS) controls. The PP did not ban all forms of TAPS and generated a great deal of media interest from both supporters and detractors. This study aims to analyse stakeholder arguments regarding the adoption and implementation of the regulation as presented through news media converge. Design Content analysis of 213 news articles reporting on TAPS and the PP that were available from the Factiva database and the Google News search engine. Setting Indonesia, 24 December 2012–29 February 2016. Methods Arguments presented in the news article about the adoption and implementation of the PP were coded into 10 supportive and 9 opposed categories. The news actors presenting the arguments were also recorded. Kappa statistic were calculated for intercoder reliability. Results Of the 213 relevant news articles, 202 included stakeholder arguments, with a total of 436 arguments coded across the articles. More than two-thirds, 69% (301) of arguments were in support of the regulation, and of those, 32.6% (98) agreed that the implementation should be enhanced. Of 135 opposed arguments, the three most common were the potential decrease in government revenue at 26.7% (36), disadvantage to the tobacco industry at 18.5% (25) and concern for tobacco farmers and workers welfare at 11.1% (15). The majority of the in support arguments were made by national government, tobacco control advocates and journalists, while the tobacco industry made most opposing arguments. Conclusions Analysing the arguments and news actors provides a mapping of support and opposition to an essential tobacco control policy instrument. Advocates, especially in a fragmented and expansive geographic area like Indonesia, can use these findings to enhance local tobacco control efforts. PMID:28864704

Andreas Acrivos Dissertation Prize Lecture: Stability of inviscid flows from bifurcation diagrams exploiting a variational argument

NASA Astrophysics Data System (ADS)

Luzzatto-Fegiz, Paolo

2011-11-01

Steady fluid solutions play a special role in the dynamics of a flow: stable states may be realized in practice, while unstable ones may act as attractors. Unfortunately, determining stability is often a process far more laborious than finding steady states; indeed, even for simple vortex or wave flows, stability properties have often been the subject of debate. We consider here a stability idea originating with Lord Kelvin (1876), which involves using the second variation of the energy, δ2 E , to establish bounds on a perturbation. However, for numerically obtained flows, computing δ2 E explicitly is often not feasible. To circumvent this issue, Saffman & Szeto (1980) proposed an argument linking changes in δ2 E to turning points in a bifurcation diagram, for families of steady flows. Later work has shown that this argument is unreliable; the two key issues are associated with the absence of a formal turning-point theory, and with the inability to detect bifurcations (Dritschel 1995, and references therein). In this work, we build on ideas from bifurcation theory, and link turning points in a velocity-impulse diagram to changes in δ2 E ; in addition, this diagram delivers the direction of the change of δ2 E , thereby providing information as to whether stability is gained or lost. To detect hidden solution branches, we introduce to these fluid problems concepts from imperfection theory. The resulting approach, involving ``imperfect velocity-impulse'' diagrams, leads us to new and surprising results for a wide range of fundamental vortex and wave flows; we mention here the calculation of the first steady vortices without any symmetry, and the uncovering of the complete solution structure for vortex pairs. In addition, we find precise agreement with available results from linear stability analysis. Doctoral work advised by C.H.K. Williamson at Cornell University.

Argumentation in the Canadian House of Commons on the Issue of Nuclear Weapons for Canada.

ERIC Educational Resources Information Center

Jones, John Alfred

The Cuban missile crisis of October 1962 forced the Canadian House of Commons to consider whether Canadian forces in NORAD and NATO were effective without nuclear warheads on special weapons systems. This paper provides an overview of the debates and their milieu, identifies the issues involved, and analyzes the effects of the argumentation. The…

A Campus Handicap? Disabled Students and the Right to Higher Education--Southeastern Community College v Davis.

ERIC Educational Resources Information Center

Hauben, Ronald Bruce

1979-01-01

In the context of an analysis of the Davis case, an expansion of the law regulating rights of the handicapped to higher education is encouraged. Constitutional arguments are applied. The burden of providing reasonable access is placed on institutions. Equal protection and due process arguments may be used as theories of relief. (MSE)

Improving Systematic Constraint-driven Analysis Using Incremental and Parallel Techniques

DTIC Science & Technology

2012-05-01

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

The Nature of Arguments Provided by College Geometry Students with Access to Technology while Solving Problems

ERIC Educational Resources Information Center

Hollebrands, Karen F.; Conner, AnnaMarie; Smith, Ryan C.

2010-01-01

Prior research on students' uses of technology in the context of Euclidean geometry has suggested that it can be used to support students' development of formal justifications and proofs. This study examined the ways in which students used a dynamic geometry tool, NonEuclid, as they constructed arguments about geometric objects and relationships…

What's So Funny about Stephen Toulmin?: Using Cartoons to Teach the Toulmin Analysis

ERIC Educational Resources Information Center

Brunk-Chavez, Beth L.

2004-01-01

The Toulmin model of argument was introduced in 1958 by British philosopher Stephen Toulmin in "The Uses of Argument" and adapted by compositionists in the late 1970s and early 1980s. Consisting of six parts--claim, support, warrant, backing, rebuttal, and qualifiers--the model provides a means for composition students "to describe the process by…

Supporting Communication and Argumentation in Urban Science Education: Hip-Hop, the Battle, and the Cypher

ERIC Educational Resources Information Center

Emdin, Christopher

2011-01-01

This paper is based on an exploration of communication and argumentation in urban science classrooms, and provides a description of the role that Hip-hop based education plays in supporting these major components of science education. The paper is intended to both support, and critique conventional uses of hip-hop based education, and provide…

Synergy between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena

ERIC Educational Resources Information Center

McNeill, Katherine L.; Krajcik, Joseph

2009-01-01

We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints…

The Effect of Communication Centers on College Student Retention: An Argument

ERIC Educational Resources Information Center

Yook, Eunkyong Lee

2013-01-01

One of the most urgent issues facing institutions of higher learning in the United States today is the problem of college student retention. The purpose of this article is to provide a theoretically and empirically supported argument for stating that there is one potent force for retention of college students that has been as yet largely unmined:…

Examining the Integration of Talk and Writing for Student Knowledge Construction through Argumentation

ERIC Educational Resources Information Center

Chen, Ying-Chih

2011-01-01

The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as to explore how talk and writing can best support students' construction of scientific knowledge. Most current studies have examined discourse patterns over a short interval of only a few class periods…

Does benefit justify research with children?

PubMed

Binik, Ariella

2018-01-01

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

Limitations on personhood arguments for abortion and 'after-birth abortion'.

PubMed

Wrigley, Anthony

2013-05-01

Two notable limitations exist on the use of personhood arguments in establishing moral status. Firstly, although the attribution of personhood may give us sufficient reason to grant something moral status, it is not a necessary condition. Secondly, even if a person is that which has the 'highest' moral status, this does not mean that any interests of a person are justifiable grounds to kill something that has a 'lower' moral status. Additional justification is needed to overcome a basic wrongness associated with killing something possessing moral status. There are clear arguments already available in this regard in the case of a foetus that are not available in the case of a newborn infant. Hence, there is scope to consistently hold that abortion may be permissible but that after-birth abortion may not be permissible.

Improved associative recall of binary data in volume holographic memories

NASA Astrophysics Data System (ADS)

Betzos, George A.; Laisné, Alexandre; Mitkas, Pericles A.

1999-11-01

A new technique is presented that improves the results of associative recall in a volume holographic memory system. A background is added to the normal search argument to increase the amount of optical power that is used to reconstruct the reference beams in the crystal. This is combined with post-processing of the captured image of the reference beams. The use of both the background and post-processing greatly improves the results by allowing associative recall using small arguments. In addition, the number of false hits is reduced and misses are virtually eliminated.

By design: James Clerk Maxwell and the evangelical unification of science.

PubMed

Stanley, Matthew

2012-03-01

James Clerk Maxwell's electromagnetic theory famously unified many of the Victorian laws of physics. This essay argues that Maxwell saw a deep theological significance in the unification of physical laws. He postulated a variation on the design argument that focused on the unity of phenomena rather than Paley's emphasis on complexity. This argument of Maxwell's is shown to be connected to his particular evangelical religious views. His evangelical perspective provided encouragement for him to pursue a unified physics that supplemented his other philosophical, technical and social influences. Maxwell's version of the argument from design is also contrasted with modern 'intelligent-design' theory.

Experimental economics' inconsistent ban on deception.

PubMed

Hersch, Gil

2015-08-01

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

lIlness as argumentation: a prolegomenon to the rhetorical study of contestable complaints.

PubMed

Segal, Judy Z

2007-04-01

The resources of rhetorical theory, the classical theory of persuasion, can be marshaled to help physicians evaluate patient complaints for which there is no corresponding objective evidence and which rely, therefore, on the persuasiveness of patients to be taken seriously (contestable complaints). An appropriate focus for the evaluation of such complaints is argumentation itself: what, in the absence of objective evidence of disease, counts as a good argument for a patient to be eligible for medical attention? How do patients convince physicians that they are ill and in need of care - and, conversely, how do physicians convince patients, when the need arises, that they are well and not good candidates for medical intervention? Two rhetorical concepts are especially productive for the analysis of argumentation. One is kairos, the Sophistic notion of contingency, and the other is pisteis, the Aristotelian catalogue of persuasive appeals. A focus on types of arguments directs attention away from types of patients (difficult, suspect, malingering and so on), and provides a more neutral means of judging claims to illness.

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Non-faith-based arguments against physician-assisted suicide and euthanasia

PubMed Central

Sulmasy, Daniel P.; Travaline, John M.; Mitchell, Louise A.; Ely, E. Wesley

2016-01-01

This article is a complement to “A Template for Non-Religious-Based Discussions Against Euthanasia” by Melissa Harintho, Nathaniel Bloodworth, and E. Wesley Ely which appeared in the February 2015 Linacre Quarterly. Herein we build upon Daniel Sulmasy's opening and closing arguments from the 2014 Intelligence Squared debate on legalizing assisted suicide, supplemented by other non-faith-based arguments and thoughts, providing four nontheistic arguments against physician-assisted suicide and euthanasia: (1) “it offends me”; (2) slippery slope; (3) “pain can be alleviated”; (4) physician integrity and patient trust. Lay Summary: Presented here are four non-religious, reasonable arguments against physician-assisted suicide and euthanasia: (1) “it offends me,” suicide devalues human life; (2) slippery slope, the limits on euthanasia gradually erode; (3) “pain can be alleviated,” palliative care and modern therapeutics more and more adequately manage pain; (4) physician integrity and patient trust, participating in suicide violates the integrity of the physician and undermines the trust patients place in physicians to heal and not to harm. PMID:27833206

A Global Public Goods Approach to the Health of Migrants

PubMed Central

Widdows, Heather; Marway, Herjeet

2015-01-01

This paper explores a global public goods approach to the health of migrants. It suggests that this approach establishes that there are a number of health goods which must be provided to migrants not because these are theirs by right (although this may independently be the case), but because these goods are primary goods which fit the threefold criteria of global public goods. There are two key advantages to this approach: first, it is non-confrontational and non-oppositional, and second, it provides self-interested arguments to provide at least some health goods to migrants and thus appeals to those little moved by rights-based arguments. PMID:26180550

A Global Public Goods Approach to the Health of Migrants.

PubMed

Widdows, Heather; Marway, Herjeet

2015-07-01

This paper explores a global public goods approach to the health of migrants. It suggests that this approach establishes that there are a number of health goods which must be provided to migrants not because these are theirs by right (although this may independently be the case), but because these goods are primary goods which fit the threefold criteria of global public goods. There are two key advantages to this approach: first, it is non-confrontational and non-oppositional, and second, it provides self-interested arguments to provide at least some health goods to migrants and thus appeals to those little moved by rights-based arguments.

14 CFR 1240.108 - Reconsideration.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Scientific and Technical Contributions § 1240.108 Reconsideration. (a) In those cases where the Board does... setting forth the issues, points, authorities, arguments, and any additional material on which it relies...

14 CFR 1240.108 - Reconsideration.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Scientific and Technical Contributions § 1240.108 Reconsideration. (a) In those cases where the Board does... setting forth the issues, points, authorities, arguments, and any additional material on which it relies...

14 CFR 1240.108 - Reconsideration.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Scientific and Technical Contributions § 1240.108 Reconsideration. (a) In those cases where the Board does... setting forth the issues, points, authorities, arguments, and any additional material on which it relies...

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

12 CFR 1264.6 - Appeals.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

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

PubMed

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

2008-01-01

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

Argumentation Key to Communicating Climate Change to the Public

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2012-12-01

Argumentation plays an important role in how we communicate climate change science to the public and is a key component integrated throughout the Next Generation Science Standards. A scientific argument can be described as a disagreement between explanations with data being used to justify each position. Argumentation is social process where two or more individuals construct and critique arguments (Kuhn & Udell, 2003; Nussbaum, 1997). Sampson, Grooms, and Walker's (2011) developed a framework for understanding the components of a scientific argument. The three components start with a claim (a conjecture, conclusion, explanation, or an answer to a research question). This claim must fit the evidence (observations that show trends over time, relationships between variables or difference between groups). The evidence must be justified with reasoning (explains how the evidence supports the explanation and whey it should count as support). In a scientific argument, or debate, the controversy focuses on how data were collected, what data can or should be included, and what inferences can be made based on a set of evidence. Toulmin's model (1969) also includes rebutting or presenting an alternative explanation supported by counter evidence and reasoning of why the alternative is not the appropriate explanation for the question of the problem. The process of scientific argumentation should involve the construction and critique of scientific arguments, one that involves the consideration of alternative hypotheses (Lawson, 2003). Scientific literacy depends as much on the ability to refute and recognize poor scientific arguments as much as it does on the ability to present an effective argument based on good scientific data (Osborne, 2010). Argument is, therefore, a core feature of science. When students learn to construct a sound scientific argument, they demonstrate critical thinking and a mastery of the science being taught. To present a convincing argument in support of climate change, students must have a sound foundation in the science underlying it. One place to lay this foundation is in the high school science classroom. For students to gain a good conceptual understanding of climate change science, teachers need a sound understanding of climate change and effective resources to teach it to students. Teacher professional development opportunities are required to provide this background as well as establish collaborative curriculum planning opportunities on the school site (Shulman, 2007). Various strategies for and challenges of implementing argumentation with preservice and practicing teachers will be discussed in this session, as well as ways that argumentation skills can help the broader public evaluate claims of climate skeptics. In the field of argumentation theory, Goodwin (2010) has designed a strategy for developing the ability to make effective scientific arguments. The goal is to establish trust even when there is strong disagreement. At the core, a student fully acknowledges the uncertainty involved in the complex science underlying climate change. This has the effect of establishing some degree of trust. In other words, teachers or students trying to explain climate change to others might be perceived as more trustworthy if they openly declare that there are degrees of uncertainty in different aspects of climate change science (American Meteorological Society, 2011).

Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues

NASA Astrophysics Data System (ADS)

Grooms, Jonathon A.

This quasi-experimental study assesses the extent to which the Argument-Driven Inquiry (ADI) instructional model enhances undergraduate students' abilities to generate quality arguments supporting their stance in the context of a Socioscientific Issue (SSI) as compared to students experiencing a traditional style of instruction. Enhancing the quality of undergraduate students' arguments in the context of SSI can serve as an indirect measure of their scientific literacy and their ability to make sound decisions on issues that are inherently scientific but also involve social implications. Data collected in this study suggest that the undergraduate students experiencing the ADI instruction more readily provide rationales in their arguments supporting their decisions regarding two SSI-tasks as compared to a group of undergraduate students experiencing traditional instruction. This improvement in argument quality and gain in scientific literacy was achieved despite the overall lower SSI related content knowledge of the ADI students. Furthermore, the gap between the argument quality of those students with high versus low SSI related content knowledge was closed within the ADI group, while the same gap persisted post-intervention within the traditional instruction students. The role of students' epistemological sophistication was also investigated, which showed that neither instructional strategy was effective at shifting students' epistemological sophistication toward an evaluativist stance. However, the multiplists within the ADI group were able to significantly increase the sophistication of their arguments whereas the traditional students were not. There were no differences between the quality of arguments generated by the evaluativist students with either the treatment or comparison groups. Finally, the nature of the justifications used by the students revealed that the students (both comparison and treatment groups) did not invoke science-based justifications when supporting their stance, despite students' self-reports that scientific content knowledge accounted for the greatest influence on their stance, related to the SSI tasks. The results of this study suggest that the scientific habits of mind the students learned in the context of ADI investigations are transferred to the novel SSI contexts. Implications for the use of argument-based instructional models to enhance the generation of socioscientific arguments and to promote the development of scientific literacy are also discussed.

How People Reason: A Grounded Theory Study of Scientific Reasoning about Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu

Scientific reasoning is crucial in both scientific inquiry and everyday life. While the majority of researchers have studied "how people reason" by focusing on their cognitive processes, factors related to the underpinnings of scientific reasoning are still under-researched. The present study aimed to develop a grounded theory that captures not only the cognitive processes during reasoning but also their underpinnings. In particular, the grounded theory and phenomenographic methodologies were integrated to explore how undergraduate students reason about competing theories and evidence on global climate change. Twenty-six undergraduate students were recruited through theoretical sampling. Constant comparative analysis of responses from interviews and written assessments revealed that participants were mostly drawn to the surface features when reasoning about evidence. While prior knowledge might not directly contribute to participants' performance on evidence evaluation, it affected their level of engagement when reading and evaluating competing arguments on climate issues. More importantly, even though all participants acknowledged the relative correctness of multiple perspectives, they predominantly favored arguments that supported their own beliefs with weak scientific reasoning about the opposing arguments. Additionally, factors such as personal interests, religious beliefs, and reading capacity were also found to have bearings on the way participants evaluated evidence and arguments. In all, this work contributes to the current endeavors in exploring the nature of scientific reasoning. Taking a holistic perspective, it provides an in-depth discussion of factors that may affect or relate to scientific reasoning processes. Furthermore, in comparison with traditional methods used in the literature, the methodological approach employed in this work brought an innovative insight into the investigation of scientific reasoning. Last but not least, this research may help initiate further discussion regarding how to bridge cognitive research with science education to promote student learning of complex scientific issues such as global climate change.

To treat or not to treat a newborn child with severe brain damage? A cross-sectional study of physicians' and the general population's perceptions of intentions.

PubMed

Rydvall, Anders; Juth, Niklas; Sandlund, Mikael; Domellöf, Magnus; Lynøe, Niels

2014-02-01

Ethical dilemmas are common in the neonatal intensive care setting. The aim of the present study was to investigate the opinions of Swedish physicians and the general public on treatment decisions regarding a newborn with severe brain damage. We used a vignette-based questionnaire which was sent to a random sample of physicians (n = 628) and the general population (n = 585). Respondents were asked to provide answers as to whether it is acceptable to discontinue ventilator treatment, and when it actually is discontinued whether or not it was acceptable to use drugs which hasten death unintentionally or intentionally. The response rate was 67 % of physicians and 46 % of the general population. A majority of both physicians [56 % (CI 50-62)] and the general population [53 % (CI 49-58)] supported arguments for withdrawing ventilator treatment. A large majority in both groups supported arguments for alleviating the patient's symptoms even if the treatment hastened death, but the two groups display significantly different views on whether or not to provide drugs with the additional intention of hastening death, although the difference disappeared when we compared subgroups of those who were for or against euthanasia-like actions. The study indicated that physicians and the general population have similar opinions regarding discontinuing life-sustaining treatment and providing effective drugs which might unintentionally hasten death but seem to have different views on intentions. The results might be helpful to physicians wanting to examine their own intentions when providing adequate treatment at the end of life.

The Relationship Between Chinese Students' Subject Matter Knowledge and Argumentation Pedagogy

NASA Astrophysics Data System (ADS)

Wang, Jianlan; Buck, Gayle

2015-01-01

Science education in China is Subject Matter Knowledge (SMK) oriented in that SMK understanding is the major benchmark to assess students' achievement in science learning. Such an orientation causes students to overemphasize the memorization of SMK and neglect other indispensable components of science, such as scientific attitudes and research skills. The central government in China launched an educational innovation known as New Curriculum Reform in 2003. Considerable progress has been made in the past 11 years in regard to theoretical understandings and administrative priorities, but little progress has been made in terms of classroom instruction and scientific literacy cultivation at the secondary level. Under the pressure of nationwide standardized exams, any educational innovations are unlikely to be accepted unless there is robust evidence suggesting their efficacy in promoting students' achievements on exams, or even attempted unless teachers are assured such attempts will not negatively impact such achievement. Argumentation-integrated curriculum is one such innovation. Scientific argumentation is an essential scientific activity that leads to the development of an explanation based on empirical evidence. An initial foundation of SMK, in terms of the necessary background knowledge, is considered by many to be a vital component of argumentation and an enhanced SMK is one of the intended products of argumentation. The purpose of this sequential explanatory mixed methods study was to investigate the relationship between Chinese students' SMK levels and argumentation pedagogy and to provide insights into a possible research agenda focused on implementing argumentation in a heavily SMK-oriented context.

Racial Differences in Exposure and Reactivity to Daily Family Stressors

PubMed Central

Cichy, Kelly E.; Stawski, Robert S.; Almeida, David M.

2013-01-01

Using data from the National Study of Daily Experiences (NSDE), this study examined racial differences in exposure and reactivity to daily stressors involving family members. Respondents included African American and European American adults aged 34 to 84 (N = 1,931) who participated in 8 days of daily interviews where they reported on daily stressors, affect, and physical health symptoms. Results revealed racial similarities in family stressor exposure. Both races were also emotionally reactive to family arguments and family network events (i.e., events that happen to a family member), whereas African Americans were more physically reactive to family arguments. For African Americans, reactivity to family arguments endured; the increased negative affect and physical symptoms associated with family arguments lasted into the next day. Findings provide evidence for racial similarities and differences, suggesting that family relationships are universally stressful, whereas the negative effects of family stressors are more enduring among African Americans. PMID:23543937

29 CFR 2570.40 - Conferences.

Code of Federal Regulations, 2010 CFR

2010-07-01

... types of transactions; (2) The Department is considering the applications together as a request for a... applicant may submit to the Department a written record of any additional data, arguments, or precedents...

The Effect of Scaffolding Strategies for Inscriptions and Argumentation in a Science Cyberlearning Environment

NASA Astrophysics Data System (ADS)

Kern, Cindy L.; Crippen, Kent J.

2017-02-01

Scientific inscriptions—graphs, diagrams, and data—and argumentation are integral to learning and communicating science and are common elements in cyberlearning environments—those involving the use of networked learning technologies. However, previous research has indicated that learners struggle to use inscriptions and when they engage in argumentation, the learning of science content becomes secondary to the learning of argumentation skills. The purpose of this study was to evaluate two scaffolding strategies for these elements in a secondary school context: (1) self- explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific arguments. Participants consisted of ninth and tenth grade students (age 13-16 years; N = 245) enrolled in state-mandated biology courses taught by four different teachers. A three-factor mixed model analysis of variance with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre-, post-, delayed posttest) was used to evaluate the effects on the acquisition and retention of domain-specific content knowledge. Results indicated that neither strategy influenced the acquisition and retention of science content in a positive (i.e., learning) or negative (i.e., expertise reversal effect) way. Thus, general prompts were as effective as either of the scaffolding conditions. These unanticipated results suggest that additional research is warranted for learning scaffolds with pre-college populations where the gains were established with college-aged participants.

14 CFR § 1240.108 - Reconsideration.

Code of Federal Regulations, 2014 CFR

2014-01-01

... CONTRIBUTIONS Awards for Scientific and Technical Contributions § 1240.108 Reconsideration. (a) With respect to..., authorities, arguments, and any additional material on which it relies. (c) Upon filing of the reconsideration...

Discovery, innovation and the cyclical nature of the pharmaceutical business.

PubMed

Schmid, Esther F; Smith, Dennis A

2002-05-15

Unlike many recent articles, which paint the future of the pharmaceutical industry in gloomy colours, this article provides an optimistic outlook. It explores the foundations on which the pharmaceutical industry has based its outstanding successes. Case studies of important drug classes underpin the arguments made and provide the basis for the authors' argument that recent technological breakthroughs and the unravelling of the human genome will provide a new wave of high quality targets (substrate) on which the industry can build. The article suggests that in a conducive environment that understands the benefits that pharmaceuticals provide to healthcare, those players who can base their innovation on a sufficient scale and from a large capital base will reshape the industry.

Marquis: a defense of abortion?

PubMed

Gelfand, S D

2001-04-01

This is a reply to Don Marquis' "Why Abortion is Immoral." Marquis, who asserts that abortion is morally wrong, bases his argument on the following premise: Killing a being is morally wrong if that being is the sort of being who has a valuable future. I argue that this premise is false. I then assert that if I am correct about this premise being false, Marquis is faced with a dilemma. If he does not alter the premise in a way that makes it true, his argument is unsound. However, if he does make such an alteration, he must also alter a second premise in his argument, and this second change opens him to the charge of question begging. In addition, I conclude that such an alteration requires Marquis to adopt a position much like that taken by Judith J. Thompson in "A Defense of Abortion," a position he initially states is indefensible.

Abortion, metaphysics and morality: a review of Francis Beckwith's defending life: a moral and legal case against abortion choice.

PubMed

Nobis, Nathan

2011-06-01

In Defending Life: A Moral and Legal Case Against Abortion Choice (2007) and an earlier article in this journal, "Defending Abortion Philosophically"(2006), Francis Beckwith argues that fetuses are, from conception, prima facie wrong to kill. His arguments are based on what he calls a "metaphysics of the human person" known as "The Substance View." I argue that Beckwith's metaphysics does not support his abortion ethic: Moral, not metaphysical, claims that are part of this Substance View are the foundation of the argument, and Beckwith inadequately defends these moral claims. Thus, Beckwith's arguments do not provide strong support for what he calls the "pro-life" view of abortion.

An Ethical Study on the Uses of Enhancement Genetic Engineering

NASA Astrophysics Data System (ADS)

Kawakita, Koji

A variety of biomedical technologies are being developed that can be used for purposes other than treating diseases. Such “enhancement technologies” can be used to improve our own and future generation's life-chances. While these technologies can help people in many ways, their use raises important ethical issues. Some arguments for anti-enhancement as well as pro-enhancement seem to rest, however, on shaky foundation. Both company engineers and the general public had better learn more from technological, economical and philosophical histories. For such subjects may provide engineers with less opportunities of technological misuses and more powers of self-esteem in addition to self-control.

Research of TREETOPS Structural Dynamics Controls Simulation Upgrade

NASA Technical Reports Server (NTRS)

Yates, Rose M.

1996-01-01

Under the provisions of contract number NAS8-40194, which was entitled 'TREETOPS Structural Dynamics and Controls Simulation System Upgrade', Oakwood College contracted to produce an upgrade to the existing TREETOPS suite of analysis tools. This suite includes the main simulation program, TREETOPS, two interactive preprocessors, TREESET and TREEFLX, an interactive post processor, TREEPLOT, and an adjunct program, TREESEL. A 'Software Design Document', which provides descriptions of the argument lists and internal variables for each subroutine in the TREETOPS suite, was established. Additionally, installation guides for both DOS and UNIX platforms were developed. Finally, updated User's Manuals, as well as a Theory Manual, were generated.

[The mark of envy: metaphysics and embryology according to Descartes].

PubMed

Gaudemard, Lynda

2012-01-01

This paper explores the interaction between medicine and metaphysics in modern natural philosophy and especially in Descartes' philosophy. I argue that Descartes hypothetical account of birthmarks in connection with his embryology provides an argumentative proof of the metaphysical necessity of a substantial union between mind and body, which however does not threaten his doctrine of the real distinction between these two substances. It would appear that his argument relies on a temporal conception of alethic modalities and provides a new answer to Henricus Regius who in 1641 claimed that, for Descartes, the human being is an ensper accidens.

5 CFR 470.309 - Public hearing.

Code of Federal Regulations, 2013 CFR

2013-01-01

... be made of the oral evidence. (d) The record shall be left open for 2 weeks after the conclusion of the hearing to receive additional written data, views, and arguments from the parties participating in...

29 CFR 1911.16 - Powers of presiding officer.

Code of Federal Regulations, 2011 CFR

2011-07-01

... discretion, to keep the record open for a reasonable, stated time to receive written recommendations, and supporting reasons, and additional data, views, and arguments from any person who has participated in the...

20 CFR 10.700 - May a claimant designate a representative?

Code of Federal Regulations, 2010 CFR

2010-04-01

... withdraws the authorization of the first individual. In addition, OWCP will recognize only certain types of... includes presenting or eliciting evidence, making arguments on facts or the law, and obtaining information...

The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation. Research Report. ETS RR-15-33

ERIC Educational Resources Information Center

Deane, Paul; Song, Yi

2015-01-01

In this paper, we provide a comprehensive literature review on the development of key argumentation skills to lay a foundation for a framework of the key practice, discuss and debate ideas, which is centrally involved in the expectations for academic reading and writing. Specifically, the framework includes 5 phases of core activities and related…

Planetary science. Europa's ocean--the case strengthens.

PubMed

Stevenson, D

2000-08-25

The possibility of a subsurface ocean on Jupiter's moon Europa has been suggested on the basis of theoretical, geological, and spectroscopic arguments. But, as Stevenson explains in his Perspective, none of these arguments were compelling. In contrast, the magnetic field data obtained by the Galileo spacecraft and presented in the report by Kivelson et al., provide persuasive evidence for a conducting layer--most likely a global water ocean--near Europa's surface.

"Validity" and "liceity" in conjugal acts: A reply to Stephen Napier on the HIV-condom debate.

PubMed

Arias, Joseph

2016-08-01

Stephen Napier has argued against the soundness of what he calls the "Canon-Law argument" against the moral permissibility of a couple employing a condom for the sake of one spouse avoiding the contraction of HIV from the other spouse. Without an attempt to provide a full defense of the Canon-Law argument per se, this paper argues that Napier has not shown that argument to be inadequate. Napier's critique of that argument suffers from unsubstantiated counterexamples and from a failure to take into account analogous senses of "procreative end" in reference to the conjugal act. Using magisterial documents and canonical sources, this paper suggests that the distinction between validity and liceity can be usefully applied to conjugal acts. Lay Summary: Stephen Napier has argued in favor of the claim that there is no plausible argument for thinking that married couples who use a condom in order to prevent HIV transmission are necessarily doing something morally wrong. In responding to Napier by showing that his arguments in favor of his claim are inconclusive, this article introduces a distinction, frequently used in sacramental theology, between validity and liceity (lawfulness) and applies this distinction to marital actions. I argue that some modifications to martial actions make them merely unlawful, whereas other modifications-such as using an intact condom-make them both unlawful and "invalid."

Why the Difference Between Explanation and Argument Matters to Science Education

NASA Astrophysics Data System (ADS)

Brigandt, Ingo

2016-05-01

Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide further reasons for the relevance of not conflating explanations with arguments (and having standards of explanatory adequacy in view). First, what guides the adoption of the particular standards of explanatory adequacy that are relevant in a scientific case is the explanatory aim pursued in this context. Apart from explanatory aims being an important aspect of the nature of science, including explanatory aims in classroom instruction also promotes students seeing explanations as more than facts, and engages them in developing explanations as responses to interesting explanatory problems. Second, it is of relevance to science curricula that science aims at intervening in natural processes, not only for technological applications, but also as part of experimental discovery. Not any argument enables intervention in nature, as successful intervention specifically presupposes causal explanations. Students can fruitfully explore in the classroom how an explanatory account suggests different options for intervention.

Respect for persons permits prioritizing treatment for HIV/AIDS.

PubMed

Metz, Thaddeus

2008-08-01

I defend a certain claim about rationing in the context of HIV/AIDS, namely the 'priority thesis' that the state of a developing country with a high rate of HIV should provide highly active anti-retroviral treatment (HAART) to those who would die without it, even if doing so would require not treating most other life-threatening diseases. More specifically,I defend the priority thesis in a negative way by refuting two influential and important arguments against it inspired by the Kantian principle of respect for persons. The 'equality argument' more or less maintains that prioritizing treatment for HIV/AIDS would objectionably treat those who suffer from it as more important than those who do not. The 'responsibility argument' says, roughly, that to ration life-saving treatment by prioritizing those with HIV would wrongly fail to hold people responsible for their actions, since most people infected with HIV could have avoided the foreseeable harm of infection. While it appears that a Kantian must think that one of these two arguments is sound, I maintain that, in fact, respect for persons grounds neither the equality nor responsibility argument against prioritizing HAART and hence at least permits doing so. If this negative defence of the priority thesis succeeds, then conceptual space is opened up for the possibility that respect for persons requires prioritizing HAART which argument I sketch in the conclusion as something to articulate and defend in future work.

Algorithm for the treatment of type 2 diabetes: a position statement of Brazilian Diabetes Society.

PubMed

Lerario, Antonio C; Chacra, Antonio R; Pimazoni-Netto, Augusto; Malerbi, Domingos; Gross, Jorge L; Oliveira, José Ep; Gomes, Marilia B; Santos, Raul D; Fonseca, Reine Mc; Betti, Roberto; Raduan, Roberto

2010-06-08

The Brazilian Diabetes Society is starting an innovative project of quantitative assessment of medical arguments of and implementing a new way of elaborating SBD Position Statements. The final aim of this particular project is to propose a new Brazilian algorithm for the treatment of type 2 diabetes, based on the opinions of endocrinologists surveyed from a poll conducted on the Brazilian Diabetes Society website regarding the latest algorithm proposed by American Diabetes Association /European Association for the Study of Diabetes, published in January 2009.An additional source used, as a basis for the new algorithm, was to assess the acceptability of controversial arguments published in international literature, through a panel of renowned Brazilian specialists. Thirty controversial arguments in diabetes have been selected with their respective references, where each argument was assessed and scored according to its acceptability level and personal conviction of each member of the evaluation panel.This methodology was adapted using a similar approach to the one adopted in the recent position statement by the American College of Cardiology on coronary revascularization, of which not only cardiologists took part, but also specialists of other related areas.

The motor theory of speech perception revisited.

PubMed

Massaro, Dominic W; Chen, Trevor H

2008-04-01

Galantucci, Fowler, and Turvey (2006) have claimed that perceiving speech is perceiving gestures and that the motor system is recruited for perceiving speech. We make the counter argument that perceiving speech is not perceiving gestures, that the motor system is not recruitedfor perceiving speech, and that speech perception can be adequately described by a prototypical pattern recognition model, the fuzzy logical model of perception (FLMP). Empirical evidence taken as support for gesture and motor theory is reconsidered in more detail and in the framework of the FLMR Additional theoretical and logical arguments are made to challenge gesture and motor theory.

White is green

NASA Astrophysics Data System (ADS)

Glicksman, Hal

1998-12-01

Green is the center of the visible spectrum and the hue to which we are most sensitive. In RGB color, green is 60 percent of white. When we look through a prism at a white square, as Goethe did, we see white between yellow and cyan, just where green appears in the spectrum of Newton. Additional arguments were published previously and appear at www.csulb.edu/-percept, along with the Percept color chart of the hue/value relationships. A new argument, derived from the perception of leaves, is presented here. The Percept color chart transformed into a color wheel is also presented.

Ethical aspects of limiting residents' work hours.

PubMed

Wiesing, Urban

2007-09-01

The regulation of residents' work hours involves several ethical conflicts which need to be systematically analysed and evaluated. ARGUMENTS AND CONCLUSION: The most important ethical principle when regulating work hours is to avoid the harm resulting from the over-work of physicians and from an excessive division of labour. Additionally, other ethical principles have to be taken into account, in particular the principles of nonmaleficence and beneficence for future patients and for physicians. The article presents arguments for balancing the relevant ethical principles and analyses the structural difficulties that occur unavoidably in any regulation of the complex activities of physicians.

Evaluating hospitals' provision of community benefit: an argument for an outcome-based approach to nonprofit hospital tax exemption.

PubMed

Rubin, Daniel B; Singh, Simone Rauscher; Jacobson, Peter D

2013-04-01

Nonprofit hospitals are exempt from federal income taxation if they pass organizational and operational tests, including satisfying the community-benefit standard. Policymakers, however, have questioned the adequacy of the community benefits that nonprofit hospitals provide in exchange for these exemptions. The Internal Revenue Service recently responded to these concerns by redesigning its tax forms for nonprofit hospitals. The new Form 990 Schedule H requires nonprofit hospitals to provide additional information about their community-benefit activities. This new reporting requirement, however, places an undue focus on input-based community-benefit indicators, in particular expenditures. We argue that expanding the current input-based reporting requirement to include not only monetary inputs but also population health outcomes would achieve greater benefit for society.

Evaluating Hospitals’ Provision of Community Benefit: An Argument for an Outcome-Based Approach to Nonprofit Hospital Tax Exemption

PubMed Central

Singh, Simone Rauscher; Jacobson, Peter D.

2013-01-01

Nonprofit hospitals are exempt from federal income taxation if they pass organizational and operational tests, including satisfying the community-benefit standard. Policymakers, however, have questioned the adequacy of the community benefits that nonprofit hospitals provide in exchange for these exemptions. The Internal Revenue Service recently responded to these concerns by redesigning its tax forms for nonprofit hospitals. The new Form 990 Schedule H requires nonprofit hospitals to provide additional information about their community-benefit activities. This new reporting requirement, however, places an undue focus on input-based community-benefit indicators, in particular expenditures. We argue that expanding the current input-based reporting requirement to include not only monetary inputs but also population health outcomes would achieve greater benefit for society. PMID:23409909

Predictive genetic testing in minors for late-onset conditions: a chronological and analytical review of the ethical arguments.

PubMed

Mand, Cara; Gillam, Lynn; Delatycki, Martin B; Duncan, Rony E

2012-09-01

Predictive genetic testing is now routinely offered to asymptomatic adults at risk for genetic disease. However, testing of minors at risk for adult-onset conditions, where no treatment or preventive intervention exists, has evoked greater controversy and inspired a debate spanning two decades. This review aims to provide a detailed longitudinal analysis and concludes by examining the debate's current status and prospects for the future. Fifty-three relevant theoretical papers published between 1990 and December 2010 were identified, and interpretative content analysis was employed to catalogue discrete arguments within these papers. Novel conclusions were drawn from this review. While the debate's first voices were raised in opposition of testing and their arguments have retained currency over many years, arguments in favour of testing, which appeared sporadically at first, have gained momentum more recently. Most arguments on both sides are testable empirical claims, so far untested, rather than abstract ethical or philosophical positions. The dispute, therein, lies not so much in whether minors should be permitted to access predictive genetic testing but whether these empirical claims on the relative benefits or harms of testing should be assessed.

In defense of a regulated system of compensation for living donation.

PubMed

Matas, Arthur J; Hippen, Benjamin; Satel, Sally

2008-08-01

The organ shortage is the major problem in kidney transplantation today. Despite aggressive organ procurement efforts, the supply of donated kidneys, living and deceased, has not matched the growing demand; as a consequence, more and more qualified candidates are suffering on dialysis and then dying before being transplanted. Herein, we provide justification for a regulated system of compensation for donation. The main argument in favor of compensation is simple-financial incentives will increase donation, so fewer transplant candidates will suffer and die while waiting. In addition, development of a regulated system of compensation is the most effective means of crippling the core economic support for transplant tourism. Because dialysis is so much more expensive than a transplant, compensated donation could be cost-neutral to the healthcare system. Importantly, opinion polls suggest that the public would support compensation. As uncompensated kidney donation is widely accepted, persuasive arguments against compensation must explain why such a system would be morally distinguishable from uncompensated donation. We suggest that the potential advantages of a regulated system of compensation for donation far outweigh any potential disadvantages. It is time to advocate for a change in the law so that trials can be done.

Music and Dyslexia: A New Musical Training Method to Improve Reading and Related Disorders

PubMed Central

Habib, Michel; Lardy, Chloé; Desiles, Tristan; Commeiras, Céline; Chobert, Julie; Besson, Mireille

2016-01-01

Numerous arguments in the recent neuroscientific literature support the use of musical training as a therapeutic tool among the arsenal already available to therapists and educators for treating children with dyslexia. In the present study, we tested the efficacy of a specially-designed Cognitivo-Musical Training (CMT) method based upon three principles: (1) music-language analogies: training dyslexics with music could contribute to improve brain circuits which are common to music and language processes; (2) the temporal and rhythmic features of music, which could exert a positive effect on the multiple dimensions of the “temporal deficit” characteristic of some types of dyslexia; and (3) cross-modal integration, based on converging evidence of impaired connectivity between brain regions in dyslexia and related disorders. Accordingly, we developed a series of musical exercises involving jointly and simultaneously sensory (visual, auditory, somatosensory) and motor systems, with special emphasis on rhythmic perception and production in addition to intensive training of various features of the musical auditory signal. Two separate studies were carried out, one in which dyslexic children received intensive musical exercises concentrated over 18 h during 3 consecutive days, and the other in which the 18 h of musical training were spread over 6 weeks. Both studies showed significant improvements in some untrained, linguistic and non-linguistic variables. The first one yielded significant improvement in categorical perception and auditory perception of temporal components of speech. The second study revealed additional improvements in auditory attention, phonological awareness (syllable fusion), reading abilities, and repetition of pseudo-words. Importantly, most improvements persisted after an untrained period of 6 weeks. These results provide new additional arguments for using music as part of systematic therapeutic and instructional practice for dyslexic children. PMID:26834689

The analysis and reconciliation of students' rebuttals in argumentation activities

NASA Astrophysics Data System (ADS)

Lin, Yu-Ren; Hung, Jeng-Fung

2016-01-01

The present study investigated the guidance provided by science teachers to resolve conflicts during socioscientific issue-based argumentation activities. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process. Through the GR and qualitative analysis, we identified three types of dialogue reconciling strategies. The first one consists of teacher management, in which the teacher temporarily maintains the right to speak when students get mired in an emotional rebuttal situation. The second strategy involves the use of qualifiers to identify the strengths and weaknesses of an opposing argument. The third strategy consists of providing students with guidance to keep both parties (i.e. the students taking, respectively, the affirmative and negative positions) on the same discussion topic and can be used to assist teachers with forming broad questions that prompt students to conduct deeper discussions. These reconciling strategies were beneficial in that they helped students to argue in a more reflective way.

On Relevance Weight Estimation and Query Expansion.

ERIC Educational Resources Information Center

Robertson, S. E.

1986-01-01

A Bayesian argument is used to suggest modifications to the Robertson and Jones relevance weighting formula to accommodate the addition to the query of terms taken from the relevant documents identified during the search. (Author)

Social Responsibility and the State's Duty to provide Healthcare: An Islamic Ethico-Legal Perspective.

PubMed

Padela, Aasim I

2017-12-01

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Declaration on Bioethics and Human Rights asserts that governments are morally obliged to promote health and to provide access to quality healthcare, essential medicines and adequate nutrition and water to all members of society. According to UNESCO, this obligation is grounded in a moral commitment to promoting fundamental human rights and emerges from the principle of social responsibility. Yet in an era of ethical pluralism and contentions over the universality of human rights conventions, the extent to which the UNESCO Declaration can motivate behaviors and policies rests, at least in part, upon accepting the moral arguments it makes. In this essay I reflect on a state's moral obligation to provide healthcare from the perspective of Islamic moral theology and law. I examine how Islamic ethico-legal conceptual analogues for human rights and communal responsibility, ḥuqūq al-'ibād and farḍ al-kifāyah and other related constructs might be used to advance a moral argument for healthcare provision by the state. Moving from theory to application, I next illustrate how notions of human rights and social responsibility were used by Muslim stakeholders to buttress moral arguments to support American healthcare reform. In this way, the paper advance discourses on a universal bioethics and common morality by bringing into view the concordances and discordances between Islamic ethico-legal constructs and moral arguments advanced by transnational health policy advocates. It also provides insight into applied Islamic bioethics by demonstrating how Islamic ethico-legal values might inform the discursive outputs of Muslim organizations. © 2016 John Wiley & Sons Ltd.

Using Drama to Promote Argumentation in Science Education. The Case of "Should've"

NASA Astrophysics Data System (ADS)

Archila, Pablo Antonio

2017-05-01

The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students (56 females and 35 males, 16-30 years old) in Colombia during a complete teaching-learning sequence (TLS) supervised by the same teacher. The drama used was the play Should've, written by Nobel laureate Roald Hoffmann. The data was derived from students' written responses, audio and video recordings, and written field notes. This investigation provides evidence that an approach combining drama and argumentation could increase students' awareness of the relevance of ethics in science as one of the features of science (FOS). The findings show that the play Should've can be useful for promoting students' argumentation and is also appropriate for medical students. Future studies could include other science disciplines (e.g., astronomy, biology, chemistry, earth science, ecology, physics); students of other ages; and other plays and experiments in other parts of the world.

An Exploration of Linguistic Neo-Colonialism through Educational Language Policy--An Irish Perspective

ERIC Educational Resources Information Center

Dillon, Anna

2016-01-01

In this paper, educational language policy is explored through the lens of linguistic neo-colonialism in Ireland in the case of learners of English as an Additional Language. The perspective of Ireland as a decolonized nation may have an impact on current language policy. Arguments for an additive approach to language and identity, language…

"I Feel if I Say This in My Essay It's Not Going to Be as Strong": Multi-Voicedness, "Oral Rehearsal" and Year 13 Students' Written Arguments

ERIC Educational Resources Information Center

Carroll, James Edward

2017-01-01

Jim Carroll was concerned that A-level textbooks failed to provide his students with a model of the multi-voicedness that characterises written history. In order to show his students that historians constantly engage in argument as they write, Carroll turned to academic scholarship for models of multi-voiced history. Carroll explains here how he…

The COUNSELOR Project: Understanding Legal Argument.

DTIC Science & Technology

1986-01-01

utilize is one presented by Stephen Toulmin [ Toulmin 58]. The Toulmin model is one of the most widely accepted formalizations in existence as it is...provides allows analysis and criticism of propositions to occur at several levels. Argument, as seen by Toulmin , is defined as "movement from...optional pieces of the Toulmin model. It is these features that allow the model a great deal of flexibility and give it advantages over other formalisms

The surgeon's perspective: promoting and discouraging factors for choosing a career in surgery as perceived by surgeons.

PubMed

Seelandt, Julia C; Kaderli, Reto M; Tschan, Franziska; Businger, Adrian P

2014-01-01

The aim of this study was to identify the factors perceived by surgeons that promote surgery as an attractive or unattractive career choice for today's graduates. In addition, it examined whether the perspectives of surgeons in different professional situations converges. The content of work, contextual work conditions, and calling to this job are discussed in the context of choosing surgery as a career. Eight hundred sixty-nine surgeons were asked to answer open-ended questions regarding the factors that promote surgery as an attractive or unattractive career choice for today's graduates. Four hundred ninety-two surgeons participated, and 1,525 statements were analyzed using Mayring's content-analyses method. Chi-square tests were used to analyze the differences among hierarchical positions. With respect to the factors that promote surgery as a profession, 40.8% (209/492) of the surgeons stated that surgery is a calling, 29.1% (149/492) of the surgeons provided at least one argument related to the positive task characteristics, and 12.9% (66/492) of the surgeons provided statements related to the positive contextual factors. With respect to the factors that discourage surgery as a profession, 45.7% (234/492) of the surgeons provided at least one argument related to the discouraging work characteristics, and 67.6% (346/492) of the surgeons provided problematic contextual characteristics. This study emphasizes the importance of the calling to surgery as an important factor for choosing surgery as a career. However, the extensive workload, training, and poor work-family balance have been identified as factors that discourage graduates from choosing surgery as a career. The identified positive factors could be used to attract and maintain graduates in surgical disciplines.

The Surgeon’s Perspective: Promoting and Discouraging Factors for Choosing a Career in Surgery as Perceived by Surgeons

PubMed Central

Seelandt, Julia C.; Kaderli, Reto M.; Tschan, Franziska; Businger, Adrian P.

2014-01-01

Background The aim of this study was to identify the factors perceived by surgeons that promote surgery as an attractive or unattractive career choice for today’s graduates. In addition, it examined whether the perspectives of surgeons in different professional situations converges. The content of work, contextual work conditions, and calling to this job are discussed in the context of choosing surgery as a career. Methods Eight hundred sixty-nine surgeons were asked to answer open-ended questions regarding the factors that promote surgery as an attractive or unattractive career choice for today’s graduates. Four hundred ninety-two surgeons participated, and 1,525 statements were analyzed using Mayring’s content-analyses method. Chi-square tests were used to analyze the differences among hierarchical positions. Results With respect to the factors that promote surgery as a profession, 40.8% (209/492) of the surgeons stated that surgery is a calling, 29.1% (149/492) of the surgeons provided at least one argument related to the positive task characteristics, and 12.9% (66/492) of the surgeons provided statements related to the positive contextual factors. With respect to the factors that discourage surgery as a profession, 45.7% (234/492) of the surgeons provided at least one argument related to the discouraging work characteristics, and 67.6% (346/492) of the surgeons provided problematic contextual characteristics. Conclusion This study emphasizes the importance of the calling to surgery as an important factor for choosing surgery as a career. However, the extensive workload, training, and poor work-family balance have been identified as factors that discourage graduates from choosing surgery as a career. The identified positive factors could be used to attract and maintain graduates in surgical disciplines. PMID:25025428

An elementary argument for the magnetic field outside a solenoid

NASA Astrophysics Data System (ADS)

Pathak, Aritro

2017-01-01

The evaluation of the magnetic field inside and outside a uniform current density infinite solenoid of uniform cross-section is an elementary problem in classical electrodynamics that all undergraduate Physics students study. Symmetry properties of the cylinder and the judicious use of Ampere’s circuital law leads to correct results; however it does not explain why the field is non zero for a finite length solenoid, and why it vanishes as the solenoid becomes infinitely long. An argument is provided in Farley and Price (2001 Am. J. Phys. 69 751), explaining how the magnetic field behaves outside the solenoid and not too far from it, as a function of the length of the solenoid. A calculation is also outlined for obtaining the field just outside the circular cross section solenoid, in the classic text Classical Electrodynamics by Jackson, 3rd edn (John Wiley and Sons, Inc.), problems 5.3-5.5. The purpose of this paper is to provide an elementary argument for why the field becomes negligible as the length of the solenoid is increased. A quantitative analysis is provided for the field outside the solenoid, at radial distances large compared to the linear dimension of the solenoid cross section.

Understanding and Evaluating Assurance Cases

NASA Technical Reports Server (NTRS)

Rushby, John; Xu, Xidong; Rangarajan, Murali; Weaver, Thomas L.

2015-01-01

Assurance cases are a method for providing assurance for a system by giving an argument to justify a claim about the system, based on evidence about its design, development, and tested behavior. In comparison with assurance based on guidelines or standards (which essentially specify only the evidence to be produced), the chief novelty in assurance cases is provision of an explicit argument. In principle, this can allow assurance cases to be more finely tuned to the specific circumstances of the system, and more agile than guidelines in adapting to new techniques and applications. The first part of this report (Sections 1-4) provides an introduction to assurance cases. Although this material should be accessible to all those with an interest in these topics, the examples focus on software for airborne systems, traditionally assured using the DO-178C guidelines and its predecessors. A brief survey of some existing assurance cases is provided in Section 5. The second part (Section 6) considers the criteria, methods, and tools that may be used to evaluate whether an assurance case provides sufficient confidence that a particular system or service is fit for its intended use. An assurance case cannot provide unequivocal "proof" for its claim, so much of the discussion focuses on the interpretation of such less-than-definitive arguments, and on methods to counteract confirmation bias and other fallibilities in human reasoning.

[Orality and writing: argumentation in children with attention deficit hyperactivity disorder].

PubMed

Gallardo-Paúls, Beatriz; Moreno-Campos, Verónica

2014-02-24

This work takes a deeper look at the differences in the linguistic competence of children with attention deficit hyperactivity disorder (ADHD) in terms of both orality and writing. The purpose of this study is to check whether, in oral tasks, these children present the same problems related to inhibition and self-regulation as those pointed out in research working with written data. Likewise it seeks to describe those problems (lack of appropriateness, inappropriate production) as they appear in our oral data. A written and an oral argumentation produced by 25 participants between 9 and 11 years of age were analysed. In the written task, the children wrote their argumentations, and in the oral task their argumentative interaction with a collaborator was videotaped and later the types of arguments used in each case (logical, fallacies, sanctioning or moralist) were analysed. There is an obvious difference between the results in the two tests, which suggests the need to review the verbal evaluation mechanisms and to complete the written results with oral skill tests. The problems normally associated with written tasks do not appear in oral language; participants are able to follow the discursive thread and to provide new arguments related with the topic. The data obtained highlight the added difficulty of a written task for children with ADHD, the reliability of the oral results with regard to linguistic skills, and the need to use both types of data in evaluations.

Family Over Rules? An Ethical Analysis of Allowing Families to Overrule Donation Intentions.

PubMed

Shaw, David; Georgieva, Denie; Haase, Bernadette; Gardiner, Dale; Lewis, Penney; Jansen, Nichon; Wind, Tineke; Samuel, Undine; McDonald, Maryon; Ploeg, Rutger

2017-03-01

Millions of people want to donate their organs after they die for transplantation, and many of them have registered their wish to do so or told their family and friends about their decision. For most of them, however, this wish is unlikely to be fulfilled, as only a small number of deaths (1% in the United Kingdom) occur in circumstances where the opportunity to donate organs is possible. Even for those who do die in the "right" way and have recorded their wishes or live in a jurisdiction with a "presumed consent" system, donation often does not go ahead because of another issue: their families refuse to allow donation to proceed. In some jurisdictions, the rate of "family overrule" is over 10%. In this article, we provide a systematic ethical analysis of the family overrule of donation of solid organs by deceased patients, and examine arguments both in favor of and against allowing relatives to "veto" the potential donor's intentions. First, we provide a brief review of the different consent systems in various European countries, and the ramifications for family overrule. Next, we describe and discuss the arguments in favor of permitting donation intentions to be overruled, and then the arguments against doing so. The "pro" arguments are: overrule minimises family distress and staff stress; families need to cooperate for donation to take place; families might have evidence regarding refusal; and failure to permit overrules could weaken trust in the donation system. The "con" arguments are: overrule violates the patient's wishes; the family is too distressed and will regret the decision; overruling harms other patients; and regulations prohibit overrule. We conclude with a general discussion and recommendations for dealing with families who wish to overrule donation. Overall, overrule should only rarely be permitted.

Analytical Solutions to Backreaction on Cosmic Strings

NASA Astrophysics Data System (ADS)

Wachter, Jeremy M.

2017-08-01

We present analytical studies of gravitational and electromagnetic backreaction on cosmic strings. For oscillating loops of cosmic string, we present a general argument for how kinks must change; additionally, we apply this general argument to the geometrically simple case of the Garfinkle-Vachaspati loop. Our results suggest that the formation of cusps on loops is delayed, and so we should expect fewer cuspy signatures to be seen in gravitational wave observations. Electromagnetic backreaction we show to reduce currents on a string at least as rapidly as necessary to avoid a paradox, and currents induced on a superconducting straight string will be asymptotically reduced to zero.

On a variational approach to some parameter estimation problems

NASA Technical Reports Server (NTRS)

Banks, H. T.

1985-01-01

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

Quasi-additive estimates on the Hamiltonian for the one-dimensional long range Ising model

NASA Astrophysics Data System (ADS)

Littin, Jorge; Picco, Pierre

2017-07-01

In this work, we study the problem of getting quasi-additive bounds for the Hamiltonian of the long range Ising model, when the two-body interaction term decays proportionally to 1/d2 -α , α ∈(0,1 ) . We revisit the paper by Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] where they extend to the case α ∈[0 ,ln3/ln2 -1 ) the result of the existence of a phase transition by using a Peierls argument given by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)] for α =0 . The main arguments of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] are based in a quasi-additive decomposition of the Hamiltonian in terms of hierarchical structures called triangles and contours, which are related to the original definition of contours introduced by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)]. In this work, we study the existence of a quasi-additive decomposition of the Hamiltonian in terms of the contours defined in the work of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)]. The most relevant result obtained is Theorem 4.3 where we show that there is a quasi-additive decomposition for the Hamiltonian in terms of contours when α ∈[0,1 ) but not in terms of triangles. The fact that it cannot be a quasi-additive bound in terms of triangles lead to a very interesting maximization problem whose maximizer is related to a discrete Cantor set. As a consequence of the quasi-additive bounds, we prove that we can generalise the [Cassandro et al., J. Math. Phys. 46, 053305 (2005)] result, that is, a Peierls argument, to the whole interval α ∈[0,1 ) . We also state here the result of Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] about cluster expansions which implies that Theorem 2.4 that concerns interfaces and Theorem 2.5 that concerns n point truncated correlation functions in Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] are valid for all α ∈[0,1 ) instead of only α ∈[0 ,ln3/ln2 -1 ) .

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

PubMed

Sidlar, Christopher L; Rinner, Claus

2009-05-01

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

Identifying organisms

PubMed Central

Napier, Stephen

2017-01-01

Defenders of human, embryonic, destructive stem-cell research and early abortion typically argue for their position by showing that you and I do not come into existence at conception but rather at some point after. Eugene Mills has provided an ingenious argument that you and I could not have come into existence at conception. I argue against Mills’s argument on two counts: first, his argument depends upon a cursory limning of human conception, and when fuller details are considered, a premise in his argument is undercut. Second, Mills’s argument invites us to ask questions about how to identify individual organisms. Given a fuller description of human conception and some plausible metaphysical principles, I argue that Mills should hold instead that you and I do in fact come into being at conception. Summary One way to argue that early abortions are permissible is to argue against the view that you and I come into existence at conception. Most abortion rights defenders argue for this conclusion by noting that in order for you and I to exist, there must be developed psychological capacities. Eugene Mills takes a different route and argues that you and I could not come into existence at conception because that would mean being identical to an egg – which he rightly notes we cannot be. I argue against Mills in this article. PMID:28698707

Scientific reasoning skills development in the introductory biology courses for undergraduates

NASA Astrophysics Data System (ADS)

Schen, Melissa S.

Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and direct hypothetico-deductive reasoning were found through analysis of the LCTSR data. Students were also found to have trouble identifying and rebutting counterarguments, compared to generating initial arguments from scientific data sets. Although no overall improvement was found, a moderate, positive relationship was detected between LCTSR and argumentation scores at each administration, affirming the predicted association. Lastly, no difference was determined between biology majors and other students also enrolled in the courses. Overall, the results found here are similar to those classified in the literature for both hypothetico-deductive reasoning and argumentation, indicating that biology majors may be similar to other populations studied. Also, as no explicit attention was paid to scientific reasoning skills in the two courses, these findings complement those that illustrate a need for direct attention to foster the development of these skills. These results suggest the need to develop direct and explicit methods in order to improve the scientific reasoning skills of future biological scientists early in their undergraduate years.

Text Savvy

ERIC Educational Resources Information Center

Guilford, Jacquelyn; Bustamante, Annette; Mackura, Kelly; Hirsch, Susan; Lyon, Edward; Estrada, Kelly

2017-01-01

Learning science is language intensive. Students might have to interpret the meaning of models, support claims with evidence, communicate arguments, and discuss phenomena and scientific principles. For English Language Learners (ELLs), engaging in scientific and engineering practices includes additional challenges. This article describes a series…

The confounded self-efficacy construct: conceptual analysis and recommendations for future research.

PubMed

Williams, David M; Rhodes, Ryan E

2016-06-01

Self-efficacy is central to health behaviour theories due to its robust predictive capabilities. In this paper, we present and review evidence for a self-efficacy-as-motivation argument in which standard self-efficacy questionnaires - i.e., ratings of whether participants 'can do' the target behaviour - reflect motivation rather than perceived capability. The potential implication is that associations between self-efficacy ratings (particularly those that employ a 'can do' operationalisation) and health-related behaviours simply indicate that people are likely to do what they are motivated to do. There is some empirical evidence for the self-efficacy-as-motivation argument, with three studies demonstrating causal effects of outcome expectancy on subsequent self-efficacy ratings. Three additional studies show that - consistent with the self-efficacy-as-motivation argument - controlling for motivation by adding the phrase 'if you wanted to' to the end of self-efficacy items decreases associations between self-efficacy ratings and motivation. Likewise, a qualitative study using a thought-listing procedure demonstrates that self-efficacy ratings have motivational antecedents. The available evidence suggests that the self-efficacy-as-motivation argument is viable, although more research is needed. Meanwhile, we recommend that researchers look beyond self-efficacy to identify the many and diverse sources of motivation for health-related behaviours.

Promising ethical arguments for product differentiation in the organic food sector. A mixed methods research approach.

PubMed

Zander, Katrin; Stolz, Hanna; Hamm, Ulrich

2013-03-01

Ethical consumerism is a growing trend worldwide. Ethical consumers' expectations are increasing and neither the Fairtrade nor the organic farming concept covers all the ethical concerns of consumers. Against this background the aim of this research is to elicit consumers' preferences regarding organic food with additional ethical attributes and their relevance at the market place. A mixed methods research approach was applied by combining an Information Display Matrix, Focus Group Discussions and Choice Experiments in five European countries. According to the results of the Information Display Matrix, 'higher animal welfare', 'local production' and 'fair producer prices' were preferred in all countries. These three attributes were discussed with Focus Groups in depth, using rather emotive ways of labelling. While the ranking of the attributes was the same, the emotive way of communicating these attributes was, for the most part, disliked by participants. The same attributes were then used in Choice Experiments, but with completely revised communication arguments. According to the results of the Focus Groups, the arguments were presented in a factual manner, using short and concise statements. In this research step, consumers in all countries except Austria gave priority to 'local production'. 'Higher animal welfare' and 'fair producer prices' turned out to be relevant for buying decisions only in Germany and Switzerland. According to our results, there is substantial potential for product differentiation in the organic sector through making use of production standards that exceed existing minimum regulations. The combination of different research methods in a mixed methods approach proved to be very helpful. The results of earlier research steps provided the basis from which to learn - findings could be applied in subsequent steps, and used to adjust and deepen the research design. Copyright © 2012 Elsevier Ltd. All rights reserved.

Safety Assurance in NextGen

NASA Technical Reports Server (NTRS)

HarrisonFleming, Cody; Spencer, Melissa; Leveson, Nancy; Wilkinson, Chris

2012-01-01

The generation of minimum operational, safety, performance, and interoperability requirements is an important aspect of safely integrating new NextGen components into the Communication Navigation Surveillance and Air Traffic Management (CNS/ATM) system. These requirements are used as part of the implementation and approval processes. In addition, they provide guidance to determine the levels of design assurance and performance that are needed for each element of the new NextGen procedures, including aircraft, operator, and Air Navigation and Service Provider. Using the enhanced Airborne Traffic Situational Awareness for InTrail Procedure (ATSA-ITP) as an example, this report describes some limitations of the current process used for generating safety requirements and levels of required design assurance. An alternative process is described, as well as the argument for why the alternative can generate more comprehensive requirements and greater safety assurance than the current approach.

Talking Science: The research evidence on the use of small group discussions in science teaching

NASA Astrophysics Data System (ADS)

Bennett, Judith; Hogarth, Sylvia; Lubben, Fred; Campbell, Bob; Robinson, Alison

2010-01-01

This paper reports the findings of two systematic reviews of the use and effects of small group discussions in high school science teaching. Ninety-four studies were included in an overview (systematic map) of work in the area, and 24 studies formed the basis of the in-depth reviews. The reviews indicate that there is considerable diversity in the topics used to promote small group discussions. They also demonstrate that students often struggle to formulate and express coherent arguments, and demonstrate a low level of engagement with tasks. The reviews suggest that groups function more purposefully, and understanding improves most, when specifically constituted such that differing views are represented, when some form of training is provided for students on effective group work, and when help in structuring discussions is provided in the form of "cues". Single-sex groups function more purposefully than mixed-sex groups, though improvements in understanding are independent of gender composition of groups. Finally, the reviews demonstrate very clearly that, for small group discussions to be effective, teachers and students need to be given explicit teaching in the skills associated with the development of arguments and the characteristics associated with effective group discussions. In addition to the substantive findings, the paper also reports on key features of the methods employed to gather and analyse data. Of particular note are the two contrasting approaches to data analysis, one adopting a grounded theory approach and the other drawing on established methods of discourse analysis.

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

Conroy, Aindriú; Mazumdar, Anupam; Koshelev, Alexey S., E-mail: a.conroy@lancaster.ac.uk, E-mail: alexey@ubi.pt, E-mail: a.mazumdar@lancaster.ac.uk

Einstein's General theory of relativity permits spacetime singularities, where null geodesic congruences focus in the presence of matter, which satisfies an appropriate energy condition. In this paper, we provide a minimal defocusing condition for null congruences without assuming any ansatz -dependent background solution. The two important criteria are: (1) an additional scalar degree of freedom, besides the massless graviton must be introduced into the spacetime; and (2) an infinite derivative theory of gravity is required in order to avoid tachyons or ghosts in the graviton propagator. In this regard, our analysis strengthens earlier arguments for constructing non-singular bouncing cosmologies withinmore » an infinite derivative theory of gravity, without assuming any ansatz to solve the full equations of motion.« less

Cigarette smoking and pulmonary diffusion defects in rheumatoid arthritis.

PubMed

Westedt, M L; Hazes, J M; Breedveld, F C; Sterk, P J; Dijkman, J H

1998-01-01

The pathogenesis of lung disease in rheumatoid arthritis (RA) has still to be defined. Risk factors associated with lung involvement in RA were investigated by means of pulmonary function studies in 40 RA patients without apparent lung disease. A decreased carbon monoxide (CO) diffusion capacity indicative of interstitial lung disease (ILD) was the main pulmonary function defect found in the first 20 patients. The occurrence was associated with current cigarette smoking. This association was confirmed in a case control study performed subsequently. These data suggest that ILD in RA is stimulated by smoking and provide an additional argument that modification of smoking behaviour in RA patients might lead to less severe complications.

Meeting the challenge of interpretation: Hearing the voices of people with intellectual and developmental disability through I-Poems.

PubMed

Corby, Deirdre; Taggart, Laurence; Cousins, Wendy

2018-06-01

Including the inner perspectives of people who have intellectual disability can pose methodological challenges to qualitative researchers. This article explains how the Listening Guide was applied as an additional step in the analysis during a study which used hermeneutic interviews with people with intellectual disability as the sole method of data collection. An argument is made for the systematic application of the guide with a focus on the use of I-Poems. This article advances qualitative methodological approaches and concludes that this method of drawing attention to the participants' own voices provides a unique basis for interpreting interviews and tasks researchers to examine the use of the Listening Guide.

fgui: A Method for Automatically Creating Graphical User Interfaces for Command-Line R Packages

PubMed Central

Hoffmann, Thomas J.; Laird, Nan M.

2009-01-01

The fgui R package is designed for developers of R packages, to help rapidly, and sometimes fully automatically, create a graphical user interface for a command line R package. The interface is built upon the Tcl/Tk graphical interface included in R. The package further facilitates the developer by loading in the help files from the command line functions to provide context sensitive help to the user with no additional effort from the developer. Passing a function as the argument to the routines in the fgui package creates a graphical interface for the function, and further options are available to tweak this interface for those who want more flexibility. PMID:21625291

The existence of aether and the refutation of void in Aristotle: A critical evaluation of the arguments

NASA Astrophysics Data System (ADS)

Decaen, Christopher Alan

1999-10-01

It is commonly thought that Aristotle's aether, an unusual sort of matter filling the heavens, has been shown to be superfluous or even impossible by the advances of modern science. However, this opinion is questionable, and the Aristotelian doctrine is at root not trivial. This dissertation critically examines Aristotle's arguments for the existence of aether, first explaining how these arguments should be taken, and then supplementing them with the implications of his doctrine on light and recent developments in modern science. The first part of the dissertation is subdivided two sections, one on aether, the other on void. The first section is a careful study of the arguments for aether in De Caelo I.2, manifesting that each assumes at least one questionable premise. But the ultimate foundation of the doctrine of aether is not principally in De Caelo I.2; rather, it lies in the refutation of void in Physics IV.6-9. Accordingly, the second section examines and defends certain of the arguments against void, arguing that one who postulates void must maintain a number of physical impossibilities. This section concludes with a consideration of additional argument against void-implicit in Aristotle's metaphysics-proceeding from the nature of accidents. On this reading of the arguments against void the resulting conclusion is that the heavens must be filled with some kind of substance, but not that this substance must be of an unusual nature. To supplement this imperfection in the natural-philosophic argument, there follows the second part of the dissertation, showing a significant compatibility between Aristotle's general idea of aether and the findings of contemporary physics. First, I summarize Aristotle's account of light and the transparent medium in De Anima II.7 and De Sensu et Sensato 3, and their relation to aether. Then I look to twentieth-century treatments of light and energy, arguing that they suggests three candidates for a modern day ``aether'': first, the curved space-time of general relativity; second, the vacuum of quantum electrodynamics; and third, cosmic microwave background radiation. Each of these seems to imply not only the existence of a physical agency that fills every place regarded as empty in Newtonian physics, but also that this sort of ``substance'' is not the matter with which we are most familiar.

The Lenticular Process of the Incus

PubMed Central

Graboyes, Evan M.; Hullar, Timothy E.; Chole, Richard A.

2011-01-01

17th century anatomists, including Franciscus Sylvius, identified a small bony structure between the distal end of the incus and the stapes that they believed was a separate and thus additional ossicle. The existence of the ossicle at the distal portion of the long process of the incus was controversial for the next two hundred years. In the 19th century, anatomists including Johann Friedrich Blumenbach, Henry Jones Shrapnell, Eduard Hagenbach, and Joseph Hyrtl provided numerous arguments to demonstrate why the so-called additional ossicle was actually attached to the incus by a thin strut, and thus not a separate bone. Since then, the ovoid end of the incus has been referred to as the “lenticular process” of the incus. The best nomenclature for the bony connection between the lenticular process and the rest of the incus remains uncertain, but the term “lenticular process” should not include its connecting pedicle. PMID:21986927

Micropublications: a semantic model for claims, evidence, arguments and annotations in biomedical communications

PubMed Central

2014-01-01

Background Scientific publications are documentary representations of defeasible arguments, supported by data and repeatable methods. They are the essential mediating artifacts in the ecosystem of scientific communications. The institutional “goal” of science is publishing results. The linear document publication format, dating from 1665, has survived transition to the Web. Intractable publication volumes; the difficulty of verifying evidence; and observed problems in evidence and citation chains suggest a need for a web-friendly and machine-tractable model of scientific publications. This model should support: digital summarization, evidence examination, challenge, verification and remix, and incremental adoption. Such a model must be capable of expressing a broad spectrum of representational complexity, ranging from minimal to maximal forms. Results The micropublications semantic model of scientific argument and evidence provides these features. Micropublications support natural language statements; data; methods and materials specifications; discussion and commentary; challenge and disagreement; as well as allowing many kinds of statement formalization. The minimal form of a micropublication is a statement with its attribution. The maximal form is a statement with its complete supporting argument, consisting of all relevant evidence, interpretations, discussion and challenges brought forward in support of or opposition to it. Micropublications may be formalized and serialized in multiple ways, including in RDF. They may be added to publications as stand-off metadata. An OWL 2 vocabulary for micropublications is available at http://purl.org/mp. A discussion of this vocabulary along with RDF examples from the case studies, appears as OWL Vocabulary and RDF Examples in Additional file 1. Conclusion Micropublications, because they model evidence and allow qualified, nuanced assertions, can play essential roles in the scientific communications ecosystem in places where simpler, formalized and purely statement-based models, such as the nanopublications model, will not be sufficient. At the same time they will add significant value to, and are intentionally compatible with, statement-based formalizations. We suggest that micropublications, generated by useful software tools supporting such activities as writing, editing, reviewing, and discussion, will be of great value in improving the quality and tractability of biomedical communications. PMID:26261718

Foundations of Academic Freedom: Making New Sense of Some Aging Arguments

ERIC Educational Resources Information Center

Andreescu, Liviu

2009-01-01

The article distinguishes between the various arguments traditionally offered as justifications for the principle of academic freedom. Four main arguments are identified, three consequentialist in nature (the argument from truth, the democratic argument, the argument from autonomy), and one nonconsequentialist (a variant of the autonomy argument).…

Argumentation Theory. [A Selected Annotated Bibliography].

ERIC Educational Resources Information Center

Benoit, William L.

Materials dealing with aspects of argumentation theory are cited in this annotated bibliography. The 50 citations are organized by topic as follows: (1) argumentation; (2) the nature of argument; (3) traditional perspectives on argument; (4) argument diagrams; (5) Chaim Perelman's theory of rhetoric; (6) the evaluation of argument; (7) argument…

Differential roles of polar orbital prefrontal cortex and parietal lobes in logical reasoning with neutral and negative emotional content.

PubMed

Eimontaite, Iveta; Goel, Vinod; Raymont, Vanessa; Krueger, Frank; Schindler, Igor; Grafman, Jordan

2018-05-14

To answer the question of how brain pathology affects reasoning about negative emotional content, we administered a disjunctive logical reasoning task involving arguments with neutral content (e.g. Either there are tigers or women in NYC, but not both; There are no tigers in NYC; There are women in NYC) and emotionally laden content (e.g. Either there are pedophiles or politicians in Texas, but not both; There are politicians in Texas; There are no pedophiles in Texas) to 92 neurological patients with focal lesions to various parts of the brain. A Voxel Lesion Symptom Mapping (VLSM) analysis identified 16 patients, all with lesions to the orbital polar prefrontal cortex (BA 10 & 11), as being selectively impaired in the emotional reasoning condition. Another 17 patients, all with lesions to the parietal cortex, were identified as being impaired in the neutral content condition. The reasoning scores of these two patient groups, along with 23 matched normal controls, underwent additional analysis to explore the effect of belief bias. This analysis revealed that the differences identified above were largely driven by trials where there was an incongruency between the believability of the conclusion and the validity of the argument (i.e. valid argument /false conclusion or invalid argument /true conclusion). Patients with lesions to polar orbital prefrontal cortex underperformed in incongruent emotional content trials and over performed in incongruent neutral content trials (compared to both normal controls and patients with parietal lobe lesions). Patients with lesions to parietal lobes underperformed normal controls (at a trend level) in neutral trials where there was a congruency between the believability of the conclusion and the validity of the argument (i.e. valid argument/true conclusion or invalid argument/false conclusion). We conclude that lesions to the polar orbital prefrontal cortex (i) prevent these patients from enjoying any emotionally induced cognitive boost, and (ii) block the belief bias processing route in the neutral condition. Lesions to parietal lobes result in a generalized impairment in logical reasoning with neutral content. Copyright © 2018. Published by Elsevier Ltd.

Reply to Marquis: how things stand with the 'future like ours' argument.

PubMed

Strong, Carson

2012-09-01

In an earlier essay in this journal I critiqued Don Marquis's well-known argument against abortion. I distinguished two versions of Marquis's argument, which I refer to as 'the essence argument' and 'the sufficient condition argument'. I presented two counterexamples showing that the essence argument was mistaken, and I argued that the sufficient condition argument should be rejected because Marquis had not adequately responded to an important objection to it. In response to my critique, Marquis put forward in this journal a revised version of his argument. In his modified approach he no longer advocates the essence argument and he offers a new version of the sufficient condition argument. In the current essay, I discuss how Marquis's revised argument deals with my original objections, and I argue that his new sufficient condition argument is unsuccessful.

Reproductive health policy affecting low-income women: historical precedents and current need for social work action.

PubMed

Averitt Taylor, Jessica

2014-01-01

This article provides an overview of the historical arguments surrounding reproductive health policy and current policy initiatives. Because reproductive policy itself is a vast subject matter with sometimes blurry boundaries, the struggle concerning the advent of birth control is used to illustrate the historic complexities of policy affecting such a wide array of individuals. The battle over introduction of the birth control pill is pertinent because the very same arguments are used today in debates over reproductive health policy.

The Errors of Karen Franklin's Pretextuality

PubMed Central

Cantor, James M.

2012-01-01

In her recent article, Hebephilia: Quintessence of Diagnostic Pretextuality (published in Behavioral Sciences and the Law, 2010), Karen Franklin expands on her previous argument that psychologists and psychiatrists should not diagnose as abnormal hebephilia, the sexual preference for early pubescent children. She supports her argument with a series of claims about the contents of the empirical literature and the scientists who produced it. The present document provides fact-checking of those claims, revealing that Franklin's conclusions are based largely on demonstrable falsehoods. PMID:22745581

A Universal Rank-Size Law

PubMed Central

2016-01-01

A mere hyperbolic law, like the Zipf’s law power function, is often inadequate to describe rank-size relationships. An alternative theoretical distribution is proposed based on theoretical physics arguments starting from the Yule-Simon distribution. A modeling is proposed leading to a universal form. A theoretical suggestion for the “best (or optimal) distribution”, is provided through an entropy argument. The ranking of areas through the number of cities in various countries and some sport competition ranking serves for the present illustrations. PMID:27812192

The Rate of Return to Schooling and the Business Cycle: Additional Estimates.

ERIC Educational Resources Information Center

Kniesner, Thomas J.; And Others

1980-01-01

Illustrates that the business cycle does indeed disturb relative Black/White rates of return to schooling. Blacks fare relatively poorly in times of high unemployment. Data tables and formulas are presented to support the argument. (CT)

Analysis of a Teacher's Pedagogical Arguments Using Toulmin's Model and Argumentation Schemes

ERIC Educational Resources Information Center

Metaxas, N.; Potari, D.; Zachariades, T.

2016-01-01

In this article, we elaborate methodologies to study the argumentation speech of a teacher involved in argumentative activities. The standard tool of analysis of teachers' argumentation concerning pedagogical matters is Toulmin's model. The theory of argumentation schemes offers an alternative perspective on the analysis of arguments. We propose…

A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

NASA Astrophysics Data System (ADS)

Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

2015-04-01

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

Does benefit justify research with children?

PubMed Central

2017-01-01

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

Moving from voluntary euthanasia to non-voluntary euthanasia: equality and compassion.

PubMed

Amaraskekara, Kumar; Bagaric, Mirko

2004-09-01

The recent Dutch law legalising active voluntary euthanasia will reignite the euthanasia debate. An illuminating method for evaluating the moral status of a practice is to follow the implications of the practice to its logical conclusion. The argument for compassion is one of the central arguments in favour of voluntary active euthanasia. This argument applies perhaps even more forcefully in relation to incompetent patients. If active voluntary euthanasia is legalised, arguments based on compassion and equality will be directed towards legalising active non-voluntary euthanasia in order to make accelerated termination of death available also to the incompetent. The removal of discrimination against the incompetent has the potential to become as potent a catch-cry as the right to die. However, the legalisation of non-voluntary euthanasia is undesirable. A review of the relevant authorities reveals that there is no coherent and workable "best interests" test which can be invoked to decide whether an incompetent patient is better off dead. This provides a strong reason for not stepping onto the slippery path of permitting active voluntary euthanasia.

The web-rhetoric of companies offering home-based personal health monitoring.

PubMed

Nordgren, Anders

2012-06-01

In this paper I investigate the web-rhetoric of companies offering home-based personal health monitoring to patients and elderly people. Two main rhetorical methods are found, namely a reference to practical benefits and a use of prestige words like "quality of life" and "independence". I interpret the practical benefits in terms of instrumental values and the prestige words in terms of final values. I also reconstruct the arguments on the websites in terms of six different types of argument. Finally, I articulate a general critique of the arguments, namely that the websites neglect the context of use of personal health monitoring technologies. Whether or not a technology is good depends on the use of the technology by a particular individual in a particular context. The technology is not good-or bad-in itself. I support this critique with a number of more specific arguments such as the risk for reduced personal contact. For some elderly people social contact with care providers is more valuable than the independent living made possible by remote monitoring, for others independence is more important.

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

NASA Astrophysics Data System (ADS)

Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

The circumstances of the missing biographer or why Watson didn't narrate these four Sherlock Holmes stories.

PubMed

Caplan, R M

1982-06-01

The author provides arguments to explain why four of Arthur Conan Doyle's sixty stories about Sherlock Holmes were not narrated by Dr. Watson. The arguments relate to logical demands of the plot in the cases of the two stories told by an unidentified narrator. The two told by Holmes seem to demand Watson's absence because the final elucidation requires skill in cutaneous diagnosis; the presence of a medical man would have, or should have, relieved the dramatic tension of the mystery too soon. The Sherlock Holmes stories can provide delightful diversion as well as serve constantly to enhance our appreciation for highly alert and careful physical examination.

Raising the Barriers to Access to Medicines in the Developing World - The Relentless Push for Data Exclusivity.

PubMed

Diependaele, Lisa; Cockbain, Julian; Sterckx, Sigrid

2017-04-01

Since the adoption of the WTO-TRIPS Agreement in 1994, there has been significant controversy over the impact of pharmaceutical patent protection on the access to medicines in the developing world. In addition to the market exclusivity provided by patents, the pharmaceutical industry has also sought to further extend their monopolies by advocating the need for additional 'regulatory' protection for new medicines, known as data exclusivity. Data exclusivity limits the use of clinical trial data that need to be submitted to the regulatory authorities before a new drug can enter the market. For a specified period, generic competitors cannot apply for regulatory approval for equivalent drugs relying on the originator's data. As a consequence, data exclusivity lengthens the monopoly for the original drug, impairing the availability of generic drugs. This article illustrates how the pharmaceutical industry has convinced the US and the EU to impose data exclusivity on their trade partners, many of them developing countries. The key arguments formulated by the pharmaceutical industry in favor of adopting data exclusivity and their underlying ethical assumptions are described in this article, analyzed, and found to be unconvincing. Contrary to industry's arguments, it is unlikely that data exclusivity will promote innovation, especially in developing countries. Moreover, the industry's appeal to a property rights claim over clinical test data and the idea that data exclusivity can prevent the generic competitors from 'free-riding' encounters some important problems: Neither legitimize excluding all others. © 2016 The Authors Developing World Bioethics Published by John Wiley & Sons Ltd.

Statistical mechanics of addition polymerisation. Calculations of the expectation and variance of the average atmosphere in growing self avoiding walks

NASA Astrophysics Data System (ADS)

Taniya, Abraham; Deepthi, Murali; Padmanabhan, Alapat

2018-06-01

Recent calculations on the change in radial dimensions of reacting (growing) polyethylene in the gas phase experiencing Lennard Jones and Kihara type potentials revealed that a single reacting polyethylene molecule does not experience polymer collapse. This implies that a transition that is the converse of what happens when molten polyethylene crystallizes, i.e. it transforms from random coil like structure to folded rigid rod type structure, occurs. The predicted behaviour of growing polyethylene was explained by treating the head of the growing polymer chain as myopic whereas as the whole chain (i.e. when under equilibrium conditions) being treated as having normal vision, i.e. the growing chain does not see the attractive part of the LJ or Kihara Potentials. In this paper we provide further proof for this argument in two ways. Firstly we carry forward the exact enumeration calculations on growing self avoiding walks reported in that paper to larger values of number of steps by using Monte Carlo type calculations. We thereby assign physical significance to the connective constant of self avoiding walks, which until now was treated as a purely abstract mathematical entity. Secondly since a reacting polymer molecule that grows by addition polymerisation sees only one step ahead at a time, we extend this calculation by estimating the average atmosphere for molecules, with repulsive potential only (growing self avoiding walks in two dimensions), that look at two, three, four, five ...steps ahead. Our calculation shows that the arguments used in the previous work are correct.

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

PubMed

Hoffmann, Michael; Borenstein, Jason

2014-03-01

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

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

PubMed Central

Cho-Reyes, Soojin; Thompson, Cynthia K.

2015-01-01

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

The Relation between Thematic Role Computing and Semantic Relatedness Processing during On-Line Sentence Comprehension

PubMed Central

Li, Xiaoqing; Zhao, Haiyan; Lu, Yong

2014-01-01

Sentence comprehension involves timely computing different types of relations between its verbs and noun arguments, such as morphosyntactic, semantic, and thematic relations. Here, we used EEG technique to investigate the potential differences in thematic role computing and lexical-semantic relatedness processing during on-line sentence comprehension, and the interaction between these two types of processes. Mandarin Chinese sentences were used as materials. The basic structure of those sentences is “Noun+Verb+‘le’+a two-character word”, with the Noun being the initial argument. The verb disambiguates the initial argument as an agent or a patient. Meanwhile, the initial argument and the verb are highly or lowly semantically related. The ERPs at the verbs revealed that: relative to the agent condition, the patient condition evoked a larger N400 only when the argument and verb were lowly semantically related; however, relative to the high-relatedness condition, the low-relatedness condition elicited a larger N400 regardless of the thematic relation; although both thematic role variation and semantic relatedness variation elicited N400 effects, the N400 effect elicited by the former was broadly distributed and reached maximum over the frontal electrodes, and the N400 effect elicited by the latter had a posterior distribution. In addition, the brain oscillations results showed that, although thematic role variation (patient vs. agent) induced power decreases around the beta frequency band (15–30 Hz), semantic relatedness variation (low-relatedness vs. high-relatedness) induced power increases in the theta frequency band (4–7 Hz). These results suggested that, in the sentence context, thematic role computing is modulated by the semantic relatedness between the verb and its argument; semantic relatedness processing, however, is in some degree independent from the thematic relations. Moreover, our results indicated that, during on-line sentence comprehension, thematic role computing and semantic relatedness processing are mediated by distinct neural systems. PMID:24755643

Phenomenology and qualitative research: Amedeo Giorgi's hermetic epistemology.

PubMed

Paley, John

2018-04-11

Amedeo Giorgi has published a review article devoted to Phenomenology as Qualitative Research: A Critical Analysis of Meaning Attribution. However, anyone reading this article, but unfamiliar with the book, will get a distorted view of what it is about, whom it is addressed to, what it seeks to achieve and how it goes about presenting its arguments. Not mildly distorted, in need of the odd correction here and there, but systematically misrepresented. The article is a study in misreading. Giorgi misreads the book's mise en scène; he misreads its narrative arc; he misreads individual arguments; he misreads short, simple passages; he misreads the philosophy of the science literature; he misreads his own data; he misreads the title; he misreads the blurb; he misreads the acknowledgements. In addition, there are serious failures of scholarship (ironically, he demonstrates how unacquainted he is with the relevant literature at the very moment he is accusing me of being ill-informed). In this reply, I provide several examples of these errors, but my primary aim is to understand why Giorgi's misreading is as ubiquitous as it is. To this end, I explain his mistakes by reference to the hermetic epistemology within which he is confined. © 2018 John Wiley & Sons Ltd.

Evident or doubtful? How lexical hints in written information influence laypersons' understanding of influenza.

PubMed

Mayweg-Paus, Elisabeth; Jucks, Regina

2015-01-01

There are clear differences in the way written information on health issues presents research findings. In some cases, the source of a piece of information (e.g. "expert professor") is highlighted to emphasize its credibility and relevance. In other cases, the impact of a certain argument is stressed by avoiding hints on tentativeness such as "mostly" or "up to now." This article examines whether and how far such differences influence laypersons' comprehension of the contents provided. In an experimental setting, 157 laypersons were asked to read an online article on a new approach to preventing influenza. The texts manipulated whether there were (a) hints on the source of information and (b) lexical hints on the tentativeness of the information (hedges). After reading the text, participants were asked to write an essay reporting their opinion on the topic. Their argumentation on vaccination was assessed with content analysis and their attitudes toward vaccination were surveyed with a questionnaire. Results indicated that when lexical hints were given, tentativeness led participants to focus more on the actual information in the text. Additionally, decisions more strongly favored the direction implied in the text when the source of the medical information was not reported. Consequences for the way health information should be presented to laypersons are discussed.

What can scientific practice look like in a classroom? Insights from scientists' critique of high school students' climate change argumentation practice

NASA Astrophysics Data System (ADS)

Walsh, E.; McGowan, V. C.

2015-12-01

The Next Generation Science Standards promote a vision in which learners engage in authentic knowledge in practice to tackle personally consequential science problems in the classroom. However, there is not yet a clear understanding amongst researchers and educators of what authentic practice looks like in a classroom and how this can be accomplished. This study explores these questions by examining interactions between scientists and students on a social media platform during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. During this unit, scientists provided feedback to students on infographics, visual representations of scientific information meant to communicate to an audience about climate change. We conceptualize the feedback and student work as boundary objects co-created by students and scientists moving between the school and scientific contexts, and analyze the structure and content of the scientists' feedback. We find that when giving feedback on a particular practice (e.g. argumentation), scientists would provide avenues, critiques and questions that incorporated many other practices (e.g. data analysis, visual communication); thus, scientists encouraged students to participate systemically in practices instead of isolating one particular practice. In addition, scientists drew attention to particular habits of mind that are valued in the scientific community and noted when students' work aligned with scientific values. In this way, scientists positioned students as capable of participating "scientifically." While traditionally, incorporating scientific inquiry in a classroom has emphasized student experimentation and data generation, in this work, we found that engaging with scientists around established scientific texts and data sets provided students with a platform for developing expertise in other important scientific practices during argment construction.

Religion and bioethics.

PubMed

Holm, Soren

2004-01-01

This paper discusses the role of religious arguments in public bioethical debate. It is argued that attempts to rule out religious arguments as valid contributions to the pubic debate fails for a number of reasons. There is no non-arbitrary way of dividing religious arguments from non-religious arguments, and all arguments refer ultimately to a background comprehensive worldview that is never fully consistent or coherent and which is furthermore always contested. There are thus no good arguments for treating religious arguments differently than any other type of argument.

Inoculating against Pro-Plagiarism Justifications: Rational and Affective Strategies

ERIC Educational Resources Information Center

Compton, Josh; Pfau, Michael

2008-01-01

Student plagiarism continues to threaten academic integrity. This investigation assessed whether an inoculation message strategy could combat university plagiarism by protecting student attitudes against pro-plagiarism justification arguments. Additionally, we sought theoretical confirmation of previous findings on involvement and accessibility in…

Constructional and Conceptual Composition

ERIC Educational Resources Information Center

Dodge, Ellen Kirsten

2010-01-01

Goldberg's (1995) recognition that, in addition to various word-level constructions, sentences also instantiate meaningful argument structure constructions enables a non-polysemy-based analysis of various verb 'alternations' (Levin 1993). In such an analysis, meaning variations associated with the use of the same verb in different argument…

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

PubMed Central

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

2014-01-01

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

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

PubMed

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

2014-01-01

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

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

PubMed

Corner, Adam; Hahn, Ulrike

2009-09-01

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

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

Financial incentives to encourage healthy behaviour: an analysis of U.K. media coverage.

PubMed

Parke, Hannah; Ashcroft, Richard; Brown, Rebecca; Marteau, Theresa M; Seale, Clive

2013-09-01

Policies to use financial incentives to encourage healthy behaviour are controversial. Much of this controversy is played out in the mass media, both reflecting and shaping public opinion. To describe U.K. mass media coverage of incentive schemes, comparing schemes targeted at different client groups and assessing the relative prominence of the views of different interest groups. Thematic content analysis. National and local news coverage in newspapers, news media targeted at health-care providers and popular websites between January 2005 and February 2010. U.K. mass media. The study included 210 articles. Fifteen separate arguments favourable towards schemes, and 19 unfavourable, were identified. Overall, coverage was more favourable than unfavourable, although most articles reported a mix of views. Arguments about the prevalence and seriousness of the health problems targeted by incentive schemes were uncontested. Moral and ethical objections to such schemes were common, focused in particular on recipients such as drug users or the overweight who were already stereotyped as morally deficient, and these arguments were largely uncontested. Arguments about the effectiveness of schemes and their potential for benefit or harm were areas of greater contestation. Government, public health and other health-care provider interests dominated favourable coverage; opposition came from rival politicians, taxpayers' representatives, certain charities and from some journalists themselves. Those promoting incentive schemes for people who might be regarded as 'undeserving' should plan a media strategy that anticipates their public reception. © 2011 John Wiley & Sons Ltd.

Financial incentives to encourage healthy behaviour: an analysis of UK media coverage

PubMed Central

Parke, Hannah; Ashcroft, Richard; Brown, Rebecca; Marteau, Theresa M; Seale, Clive

2011-01-01

Abstract Background  Policies to use financial incentives to encourage healthy behaviour are controversial. Much of this controversy is played out in the mass media, both reflecting and shaping public opinion. Objective  To describe UK mass media coverage of incentive schemes, comparing schemes targeted at different client groups and assessing the relative prominence of the views of different interest groups. Design  Thematic content analysis. Subjects  National and local news coverage in newspapers, news media targeted at health‐care providers and popular websites between January 2005 and February 2010. Setting  UK mass media. Results  The study included 210 articles. Fifteen separate arguments favourable towards schemes, and 19 unfavourable, were identified. Overall, coverage was more favourable than unfavourable, although most articles reported a mix of views. Arguments about the prevalence and seriousness of the health problems targeted by incentive schemes were uncontested. Moral and ethical objections to such schemes were common, focused in particular on recipients such as drug users or the overweight who were already stereotyped as morally deficient, and these arguments were largely uncontested. Arguments about the effectiveness of schemes and their potential for benefit or harm were areas of greater contestation. Government, public health and other health‐care provider interests dominated favourable coverage; opposition came from rival politicians, taxpayers’ representatives, certain charities and from some journalists themselves. Conclusions  Those promoting incentive schemes for people who might be regarded as ‘undeserving’ should plan a media strategy that anticipates their public reception. PMID:21771227

Against euthanasia for children: a response to Bovens.

PubMed

Kaczor, Christopher

2016-01-01

If we accept euthanasia for adults, should we also accept voluntary euthanasia for children? In 'Child Euthanasia: Should We Just Not Talk about It?', Luc Bovens answers this question affirmatively. Bovens examines five arguments against extending euthanasia to minors, the arguments being weightiness, capability of discernment, pressure, sensitivity and sufficient palliative care. He rejects each of these arguments. In this paper, I provide a rejoinder for each of his responses. I also critique his view that opponents of euthanasia have extra responsibility to promote palliative care. On the contrary, if euthanasia is legalised, advocates of euthanasia have a special obligation to promote improvements in palliative care. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Evidence Arguments for Using Formal Methods in Software Certification

NASA Technical Reports Server (NTRS)

Denney, Ewen W.; Pai, Ganesh

2013-01-01

We describe a generic approach for automatically integrating the output generated from a formal method/tool into a software safety assurance case, as an evidence argument, by (a) encoding the underlying reasoning as a safety case pattern, and (b) instantiating it using the data produced from the method/tool. We believe this approach not only improves the trustworthiness of the evidence generated from a formal method/tool, by explicitly presenting the reasoning and mechanisms underlying its genesis, but also provides a way to gauge the suitability of the evidence in the context of the wider assurance case. We illustrate our work by application to a real example-an unmanned aircraft system- where we invoke a formal code analysis tool from its autopilot software safety case, automatically transform the verification output into an evidence argument, and then integrate it into the former.

Exploiting abstract possibilities: a critique of the concept and practice of product patenting.

PubMed

Radder, Hans

2004-01-01

Developments in biotechnology and genomics have moved the issue of patenting scientific and technological inventions toward the center of interest. In particular, the patentability of genes of plants, animals, or humans and of genetically modified (parts of) living organisms has been discussed, and questioned, from various normative perspectives. This paper aims to contribute to this debate. For this purpose, it first explains a number of relevant aspects of the theory and practice of patenting. The focus is on a special and increasingly significant type of patents, namely product patents. The paper provides three general arguments against the concept and practice of product patenting. The first argument briefly considers the claim that patents are legitimate because they promote socially useful innovation. Against this claim, it is argued that product patents may hamper rather than promote such innovation. The second and main argument concludes that product patents are not adequately based on actual technological inventions, as they should be according to the usual criteria of patentability. The principal moral issue is that product patents tend to reward patentees for inventions they have not really made available. The final argument proposes a method for patenting the heat of the sun. Assuming that granting this patent will be generally considered absurd, the argument exposes a further, fundamental problem of the concept and practice of product patenting.

Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis

NASA Astrophysics Data System (ADS)

Koeneman, Marcel; Goedhart, Martin; Ossevoort, Miriam

2013-10-01

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.

“Validity” and “liceity” in conjugal acts: A reply to Stephen Napier on the HIV-condom debate

PubMed Central

Arias, Joseph

2016-01-01

Stephen Napier has argued against the soundness of what he calls the “Canon-Law argument” against the moral permissibility of a couple employing a condom for the sake of one spouse avoiding the contraction of HIV from the other spouse. Without an attempt to provide a full defense of the Canon-Law argument per se, this paper argues that Napier has not shown that argument to be inadequate. Napier's critique of that argument suffers from unsubstantiated counterexamples and from a failure to take into account analogous senses of "procreative end" in reference to the conjugal act. Using magisterial documents and canonical sources, this paper suggests that the distinction between validity and liceity can be usefully applied to conjugal acts. Lay Summary: Stephen Napier has argued in favor of the claim that there is no plausible argument for thinking that married couples who use a condom in order to prevent HIV transmission are necessarily doing something morally wrong. In responding to Napier by showing that his arguments in favor of his claim are inconclusive, this article introduces a distinction, frequently used in sacramental theology, between validity and liceity (lawfulness) and applies this distinction to marital actions. I argue that some modifications to martial actions make them merely unlawful, whereas other modifications—such as using an intact condom—make them both unlawful and “invalid.” PMID:27833210

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

NASA Astrophysics Data System (ADS)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

Evaluating arguments during instigations of defence motivation and accuracy motivation.

PubMed

Liu, Cheng-Hong

2017-05-01

When people evaluate the strength of an argument, their motivations are likely to influence the evaluation. However, few studies have specifically investigated the influences of motivational factors on argument evaluation. This study examined the effects of defence and accuracy motivations on argument evaluation. According to the compatibility between the advocated positions of arguments and participants' prior beliefs and the objective strength of arguments, participants evaluated four types of arguments: compatible-strong, compatible-weak, incompatible-strong, and incompatible-weak arguments. Experiment 1 revealed that participants possessing a high defence motivation rated compatible-weak arguments as stronger and incompatible-strong ones as weaker than participants possessing a low defence motivation. However, the strength ratings between the high and low defence groups regarding both compatible-strong and incompatible-weak arguments were similar. Experiment 2 revealed that when participants possessed a high accuracy motivation, they rated compatible-weak arguments as weaker and incompatible-strong ones as stronger than when they possessed a low accuracy motivation. However, participants' ratings on both compatible-strong and incompatible-weak arguments were similar when comparing high and low accuracy conditions. The results suggest that defence and accuracy motivations are two major motives influencing argument evaluation. However, they primarily influence the evaluation results for compatible-weak and incompatible-strong arguments, but not for compatible-strong and incompatible-weak arguments. © 2016 The British Psychological Society.

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

PubMed

Jalnawala, Nekshan; Wilkin, Noel E

2007-03-01

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

A Defense of Argument as Disagreement.

ERIC Educational Resources Information Center

Benoit, Pamela J.

1991-01-01

Rejects Robert Rowland and J. Kevin Barge's conclusion (in an article in the same issue) that defining argument as reason giving is superior to defining argument as disagreement. Maintains that defining argument as disagreement is appropriate for an interpretive argumentation theorist, and that argumentation is a complex topic with room for more…

A Comparison of Scientists' Arguments and School Argumentation Tasks

ERIC Educational Resources Information Center

MacPherson, Anna C.

2016-01-01

This study sought to investigate the arguments that ecologists engage in as part of their work and to compare their arguments with the way in which ecological arguments have been presented in school argumentation tasks. Ten ecologists, in subfields ranging from individual/behavioral ecology to global ecology, participated in semistructured…

Spatial distribution of the larval indices of Aedes aegypti in Guadalupe, Nuevo León, Mexico, with circular distribution analysis.

PubMed

Mercado-Hernandez, Roberto; Fernández-Salas, Ildefonso; Villarreal-Martinez, Homero

2003-03-01

A census of all outdoor larval breeding sites (951) present in 361 dwellings in a neighborhood of Guadalupe in northeastern Mexico was conducted in October 1997 to determine larval indices of Aedes aegypti, and their relationship to human population density and vegetation type. Here we present a method that allows finding the direction and extrapolar flight range of vectors, as parameters in the dynamics of dengue transmission. By using circular statistics applied to each block of data, ranges (quartiles) were computed for larval index type, adult-child (a/c) relationship, and vegetation. Eight angles between 37 and 300 degrees were used. Circular distribution was determined by using mean angle (a) and argument (r) from the sum of ranges for each variable. Arguments corresponding to the mean angle of house (260 degrees), recipient (265 degrees), and Breteau (247 degrees) indices were 0.2321, 0.2331, and 0.2225, respectively. In addition, arguments for the mean angle of herbaceous (277 degrees), shrub (318 degrees), and arboreal (333 degrees) vegetation were 0.2589, 0.1984, and 0.2367, respectively, and the 3 were located in the 4th quadrant. The a/c relationship was in 282 degrees, with an argument of 0.2466, which indicates that in this neighborhood in southern Guadalupe, both the human population density and the larval indices were higher than in other areas.

Chaos and complexity by design

DOE PAGES

Roberts, Daniel A.; Yoshida, Beni

2017-04-20

We study the relationship between quantum chaos and pseudorandomness by developing probes of unitary design. A natural probe of randomness is the “frame poten-tial,” which is minimized by unitary k-designs and measures the 2-norm distance between the Haar random unitary ensemble and another ensemble. A natural probe of quantum chaos is out-of-time-order (OTO) four-point correlation functions. We also show that the norm squared of a generalization of out-of-time-order 2k-point correlators is proportional to the kth frame potential, providing a quantitative connection between chaos and pseudorandomness. In addition, we prove that these 2k-point correlators for Pauli operators completely determine the k-foldmore » channel of an ensemble of unitary operators. Finally, we use a counting argument to obtain a lower bound on the quantum circuit complexity in terms of the frame potential. This provides a direct link between chaos, complexity, and randomness.« less

The Missions of National Commissions: Mapping the Forms and Functions of Bioethics Advisory Bodies.

PubMed

Schmidt, Harald; Schwartz, Jason L

The findings, conclusions, and recommendations of national ethics commissions (NECs) have received considerable attention throughout the 40-year history of these groups in the United States and worldwide. However, the procedures or types of argument by which these bodies arrive at their decisions have received far less scrutiny. This paper explores how the diversity of ethical principles, concepts, or theories is featured in publications or decisions of these bodies, with particular emphasis on the need for NECs to be inclusive of pluralist positions that typically exist in contemporary democracies. The discussion is centered on the extent to which NECs may focus on providing focal frameworks, primarily framing the ethical issues at stake, or normative frameworks, additionally providing transparent justifications for any conclusions and recommendations that are made. The structure allows for assessments of the relative merits and drawbacks of different approaches in both theory and practice.

Resolving the Quantitative-Qualitative Dilemma: A Critical Realist Approach

ERIC Educational Resources Information Center

Scott, David

2007-01-01

The philosophical issues underpinning the quantitative-qualitative divide in educational research are examined. Three types of argument which support a resolution are considered: pragmatism, false duality and warranty through triangulation. In addition a number of proposed strategies--alignment, sequencing, translation and triangulation--are…

[Epilepsy-new diagnostic tools, old drugs? : Therapeutic consequences of epilepsy genetics].

PubMed

Tacke, M; Neubauer, B A; Gerstl, L; Roser, T; Rémi, J; Borggraefe, I

2017-12-01

Recent advances in the field of epilepsy genetics have led to an increased fraction of patients with epilepsies where the etiology of the disease could be identified. Nevertheless, there is some criticism regarding the use of epilepsy genetics because in many cases the identification of a pathogenetic mutation does not lead to an adaptation of therapy or to an improved prognosis. In addition, the interpretation of genetic results might be complicated due to the considerable numbers of variants of unclear significance. This publication presents the arguments in favour of a broad use of genetic investigations for children with epilepsies. Several diseases where a genetic diagnosis does in fact have direct therapeutic consequences are mentioned. In addition, the indirect impact of an established etiology, encompassing the avoidance of unnecessary diagnostic measures, possibility of genetic counselling, and the easing of the psychologic burden for the caregivers, should not be underestimated. The arguments in favour of broad genetic diagnostics prevail notwithstanding the lack of relevant new developments regarding the therapy.

Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

NASA Astrophysics Data System (ADS)

Hidayat, W.; Wahyudin; Prabawanto, S.

2018-01-01

This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education

ERIC Educational Resources Information Center

Nussbaum, E. Michael

2011-01-01

Toulmin's model of argumentation, developed in 1958, has guided much argumentation research in education. However, argumentation theory in philosophy and cognitive science has advanced considerably since 1958. There are currently several alternative frameworks of argumentation that can be useful for both research and practice in education. These…

De-boned beef - an example of a commodity for which specific standards could be developed to ensure an appropriate level of protection for international trade.

PubMed

Thomson, G R; Leyland, T J; Donaldson, A I

2009-03-01

De-boned beef from which lymph nodes and risk material associated with bovine spongiform encephalopathy have been removed, is a product which can be produced for safe international trade irrespective of whether the locality of production is recognized as free from so-called transboundary diseases or not. Further processing of such beef provides an additional safety factor. However, this approach requires specific control measures being in place, supported by appropriate auditing and certification procedures. This document presents the arguments supporting this concept and details how safety in respect of both animal diseases and human food safety can be achieved using an integrated hazard analysis and critical control points approach.

xSDK Foundations: Toward an Extreme-scale Scientific Software Development Kit

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

Heroux, Michael A.; Bartlett, Roscoe; Demeshko, Irina

Here, extreme-scale computational science increasingly demands multiscale and multiphysics formulations. Combining software developed by independent groups is imperative: no single team has resources for all predictive science and decision support capabilities. Scientific libraries provide high-quality, reusable software components for constructing applications with improved robustness and portability. However, without coordination, many libraries cannot be easily composed. Namespace collisions, inconsistent arguments, lack of third-party software versioning, and additional difficulties make composition costly. The Extreme-scale Scientific Software Development Kit (xSDK) defines community policies to improve code quality and compatibility across independently developed packages (hypre, PETSc, SuperLU, Trilinos, and Alquimia) and provides a foundationmore » for addressing broader issues in software interoperability, performance portability, and sustainability. The xSDK provides turnkey installation of member software and seamless combination of aggregate capabilities, and it marks first steps toward extreme-scale scientific software ecosystems from which future applications can be composed rapidly with assured quality and scalability.« less

xSDK Foundations: Toward an Extreme-scale Scientific Software Development Kit

DOE PAGES

Heroux, Michael A.; Bartlett, Roscoe; Demeshko, Irina; ...

2017-03-01

Here, extreme-scale computational science increasingly demands multiscale and multiphysics formulations. Combining software developed by independent groups is imperative: no single team has resources for all predictive science and decision support capabilities. Scientific libraries provide high-quality, reusable software components for constructing applications with improved robustness and portability. However, without coordination, many libraries cannot be easily composed. Namespace collisions, inconsistent arguments, lack of third-party software versioning, and additional difficulties make composition costly. The Extreme-scale Scientific Software Development Kit (xSDK) defines community policies to improve code quality and compatibility across independently developed packages (hypre, PETSc, SuperLU, Trilinos, and Alquimia) and provides a foundationmore » for addressing broader issues in software interoperability, performance portability, and sustainability. The xSDK provides turnkey installation of member software and seamless combination of aggregate capabilities, and it marks first steps toward extreme-scale scientific software ecosystems from which future applications can be composed rapidly with assured quality and scalability.« less

The Selective Laziness of Reasoning.

PubMed

Trouche, Emmanuel; Johansson, Petter; Hall, Lars; Mercier, Hugo

2016-11-01

Reasoning research suggests that people use more stringent criteria when they evaluate others' arguments than when they produce arguments themselves. To demonstrate this "selective laziness," we used a choice blindness manipulation. In two experiments, participants had to produce a series of arguments in response to reasoning problems, and they were then asked to evaluate other people's arguments about the same problems. Unknown to the participants, in one of the trials, they were presented with their own argument as if it was someone else's. Among those participants who accepted the manipulation and thus thought they were evaluating someone else's argument, more than half (56% and 58%) rejected the arguments that were in fact their own. Moreover, participants were more likely to reject their own arguments for invalid than for valid answers. This demonstrates that people are more critical of other people's arguments than of their own, without being overly critical: They are better able to tell valid from invalid arguments when the arguments are someone else's rather than their own. Copyright © 2015 Cognitive Science Society, Inc.

A Unit on "Fahrenheit 451" That Uses Cooperative Learning (Resources and Reviews).

ERIC Educational Resources Information Center

Ebbers, Frances A.

1991-01-01

Provides a curriculum unit using the novel "Fahrenheit 451" to provide student-centered activities based on solid pedagogical methodology. Emphasizes value-centered analysis of the novel, comparison of alternative arguments, and integration of cooperative learning activities. (PRA)

Velcro on the slippery slope: the role of psychiatry in active voluntary euthanasia.

PubMed

Ryan, C J

1995-12-01

The aim of the paper is to determine the role that psychiatrists should play in legislation that establishes a right to active voluntary euthanasia (AVE). One version of the "slippery slope" argument, usually invoked against the legalisation of AVE, is recast as an argument for the introduction of strong safeguards in any future AVE legislation. The literature surrounding the prevalence of psychiatric illnesses in the terminally ill, physicians' ability to identify such illnesses and the aetiology of suicide in the terminally ill is examined. The strength of the slippery slope argument, combined with the poor ability of general physicians to diagnose psychiatric illness in the terminally ill, demands that any legislation allowing AVE should require a mandatory psychiatric review of the patient requesting euthanasia. Any legislation adopted that establishes a right to active voluntary euthanasia should include a mandatory psychiatric review of the person requesting euthanasia and a cooling off period before the request is acceded to. In addition, the discovery of a serious mental illness ought to disqualify the affected person from the right to AVE until that illness resolves.

Glauber gluons and multiple parton interactions

NASA Astrophysics Data System (ADS)

Gaunt, Jonathan R.

2014-07-01

We show that for hadronic transverse energy E T in hadron-hadron collisions, the classic Collins-Soper-Sterman (CSS) argument for the cancellation of Glauber gluons breaks down at the level of two Glauber gluons exchanged between the spectators. Through an argument that relates the diagrams with these Glauber gluons to events containing additional soft scatterings, we suggest that this failure of the CSS cancellation actually corresponds to a failure of the `standard' factorisation formula with hard, soft and collinear functions to describe E T at leading power. This is because the observable receives a leading power contribution from multiple parton interaction (or spectator-spectator Glauber) processes. We also suggest that the same argument can be used to show that a whole class of observables, which we refer to as MPI sensitive observables, do not obey the standard factorisation at leading power. MPI sensitive observables are observables whose distributions in hadron-hadron collisions are disrupted strongly by the presence of multiple parton interactions (MPI) in the event. Examples of further MPI sensitive observables include the beam thrust B {/a, b +} and transverse thrust.

Argument in Transition: Proceedings of the Summer Conference on Argumentation (3rd, Alta, Utah, July 28-31, 1983).

ERIC Educational Resources Information Center

Zarefsky, David, Ed.; And Others

Prepared by scholars from across the United States, the more than 80 papers in this collection address new developments and recurrent problems in the theory, practice, criticism, and teaching of argumentation. The papers are organized according to 10 broad categories: argumentation theory, argumentation in special fields, political argumentation,…

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

ERIC Educational Resources Information Center

Simon, Shirley

2008-01-01

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

On the Senses of "Argument."

ERIC Educational Resources Information Center

Hample, Dale

In order to clarify and define the subject matter of argumentation, this paper examines the two senses of argument identified by D. J. O'Keefe and then proposes a third sense of argument as another legitimate perspective in argumentation. As discussed in the paper, O'Keefe's two senses of argument are a thing people make and a kind of interaction…

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

NASA Astrophysics Data System (ADS)

Kolstø, Stein Dankert

2006-11-01

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

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

NASA Astrophysics Data System (ADS)

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-08-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled `Cognitive Apprenticeship Web-based Argumentation' (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of `vision.' When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.

An Argument for an Integrated Approach to Teaching Southern Literature

ERIC Educational Resources Information Center

Ellis, Grace

1978-01-01

In addition to such writers as William Faulkner, Flannery O'Connor, Carson McCullers, and Eudora Welty, a good course in modern Southern fiction should include black writers such as Zora Hurston, Nella Larsen, Jean Toomer, Richard Wright, Maya Angelou, and Alice Walker. (MKM)

42 CFR 401.715 - Selection and use of performance measures.

Code of Federal Regulations, 2014 CFR

2014-10-01

... switch to the standard measure within 6 months or submit additional scientific justification and receive... the discussion about the proposed alternative measure, including a summary of all pertinent arguments... another qualified entity, no new scientific evidence on the measure is available, and the subsequent...

42 CFR 401.715 - Selection and use of performance measures.

Code of Federal Regulations, 2012 CFR

2012-10-01

... switch to the standard measure within 6 months or submit additional scientific justification and receive... the discussion about the proposed alternative measure, including a summary of all pertinent arguments... another qualified entity, no new scientific evidence on the measure is available, and the subsequent...

42 CFR 401.715 - Selection and use of performance measures.

Code of Federal Regulations, 2013 CFR

2013-10-01

... switch to the standard measure within 6 months or submit additional scientific justification and receive... the discussion about the proposed alternative measure, including a summary of all pertinent arguments... another qualified entity, no new scientific evidence on the measure is available, and the subsequent...

Debating the role of econophysics.

PubMed

Rosser, J Barkley

2008-07-01

Research in econophysics has been going on for more than a decade with considerable publicity in some of the leading general science journals. Strong claims have been made by some advocates regarding its reputed superiority to economics, with arguments that in fact the teaching of microeconomics and macroeconomics as they are currently constituted should cease and be replaced by appropriate courses in mathematics, physics, and some other harder sciences. The lack of invariance principles in economics and the failure of economists to deal properly with certain empirical regularities are held against it in this line of argument. Responding arguments address four points: (a) that many econophysicists lack awareness of what has been done in economics and thus sometimes claim a greater degree of originality and innovativeness in their work than is deserved, (b) that econophysicists do not use as sufficiently rigorous or sophisticated statistical methodology as econometricians, (c) that econophysicists search for universal empirical regularities in economics that probably do not exist, and (d) that the theoretical models they adduce to explain empirical phenomena have many difficulties and limits. This article examines the arguments and concludes that nonlinear dynamics and entropy concepts may provide a productive way forward.

The exploitation argument against commercial surrogacy.

PubMed

Wilkinson, Stephen

2003-04-01

This paper discusses the exploitation argument against commercial surrogacy: the claim that commercial surrogacy is morally objectionable because it is exploitative. The following questions are addressed. First, what exactly does the exploitation argument amount to? Second, is commercial surrogacy in fact exploitative? Third, if it were exploitative, would this provide a sufficient reason to prohibit (or otherwise legislatively discourage) it? The focus throughout is on the exploitation of paid surrogates, although it is noted that other parties (e.g. 'commissioning parents') may also be the victims of exploitation. It is argued that there are good reasons for believing that commercial surrogacy is often exploitative. However, even if we accept this, the exploitation argument for prohibiting (or otherwise legislatively discouraging) commercial surrogacy remains quite weak. One reason for this is that prohibition may well 'backfire' and lead to potential surrogates having to do other things that are more exploitative and/or more harmful than paid surrogacy. It is concluded therefore that those who oppose exploitation should (rather than attempting to stop particular practices like commercial surrogacy) concentrate on: (a) improving the conditions under which paid surrogates 'work'; and (b) changing the background conditions (in particular, the unequal distribution of power and wealth) which generate exploitative relationships.

[Controversies around QALYs].

PubMed

Rogalewicz, Vladimír; Barták, Miroslav

The paper summarizes the criticisms of the QALY concept utilization in health-economic evaluations that has been growing stronger in the last years. Despite of its limitations, the QALY concept has been routinely used in many countries incl. the Czech Republic. However, some states disapproved QALYs as an optimizing criterion at the level of their political decisions. The critical reflection concerns both the theoretical and the experimental issues. Based on a literary review, fundamental arguments against the concept are summarized, and a synthesis of material objections is presented. The critical arguments focus on the foundations of the QALY concept in the economic theory, some ethical principles, inconsistencies and technical imperfections of the quality-of-life measurement tools used in QALY calculations, the substitution rule, differences between various diagnoses, and disregarding some other important parameters. As a whole, the critics´ arguments can be judged as quite strong. The future will show whether the critical arguments summarized in this paper will lead to a development of alternative tools that have a potential of eliminating imperfections in QALYs, and consequently provide more complex data for the decision process.Key words: cost-effectiveness - health technology assessment - HTA - QALY - utility measure for medical interventions.

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System

PubMed Central

Wolfe, Christopher R.; Reyna, Valerie F.; Widmer, Colin L.; Cedillos-Whynott, Elizabeth M.; Brust-Renck, Priscila G; Weil, Audrey M.; Hu, Xiangen

2016-01-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one’s own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist, a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension. PMID:28008216

Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System.

PubMed

Wolfe, Christopher R; Reyna, Valerie F; Widmer, Colin L; Cedillos-Whynott, Elizabeth M; Brust-Renck, Priscila G; Weil, Audrey M; Hu, Xiangen

2016-07-01

The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to participants depending on what they say. Seven tutorial dialogues requiring explanation and argumentation are guided by three FTT concepts: forming gist explanations in one's own words, emphasizing decision-relevant information, and deliberating the consequences of decision alternatives. Participants were randomly assigned to BRCA Gist , a control, or impoverished BRCA Gist conditions removing gist explanation dialogues, argumentation dialogues, or FTT images. All BRCA Gist conditions performed significantly better than controls on knowledge, comprehension, and risk assessment. Significant differences in knowledge, comprehension, and fine-grained dialogue analyses demonstrate the efficacy of gist explanation dialogues. FTT images significantly increased knowledge. Providing more elements in arguments against testing correlated with increased knowledge and comprehension.

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

NASA Astrophysics Data System (ADS)

Kim, Sungho; Hand, Brian

2015-04-01

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

When should psychiatrists seek criminal prosecution of assaultive psychiatric inpatients?

PubMed

Ho, Justin; Ralston, D Christopher; McCullough, Laurence B; Coverdale, John H

2009-08-01

This Open Forum commentary reviews the ethical considerations relevant to the question of prosecuting assaultive psychiatric patients, with particular attention to the significance that should be attached to the arguments generated by those considerations. A comprehensive literature search was conducted incorporating the terms "assaultive patients," "ethics," "psychiatric inpatients," and "law." The literature of professional medical ethics was applied to identify relevant domains of ethical argument. Five domains were identified: fiduciary obligations of physicians to assaultive and other patients; obligations to staff members; professional virtues of compassion, self-sacrifice, and self-effacement; retributive justice; and the patient's right to confidentiality. The content of each domain is explained, and guidance is provided on how to assess the relative strengths of ethical argument within each domain. All five domains must be explicitly addressed in order to make ethically disciplined judgments about whether to seek prosecution. A distinctive feature of this ethical analysis is the central importance of the professional virtues.

A litmus test for exploitation: James Stacey Taylor's stakes and kidneys.

PubMed

Kuntz, J R

2009-12-01

James Stacy Taylor advances a thorough argument for the legalization of markets in current (live) human kidneys. The market is seemly the most abhorrent type of market, a market where the least well-off sell part of their body to the most well off. Though rigorously defended overall, his arguments concerning exploitation are thin. I examine a number of prominent bioethicists' account of exploitation: most importantly, Ruth Sample's exploitation as degradation. I do so in the context of Taylor's argument, with the aim of buttressing Taylor's position that a regulated kidney market is morally allowable. I argue that Sample fails to provide normative grounds consistent with her claim that exploitation is wrong. I then reformulate her account for consistency and plausibility. Still, this seemingly more plausible view does not show that Taylor's regulated kidney market is prohibitively exploitative of impoverished persons. I tack into place one more piece of support for Taylor's conclusion. (wc. 148).

Quality, Evolution, and Positional Change of University Students' Argumentation Patterns about Organic Agriculture during an Argument-Critique-Argument Experience

ERIC Educational Resources Information Center

Yu, Shu-Mey; Yore, Larry D.

2013-01-01

The purpose of this study was to investigate the quality, evolution, and position of university students' argumentation about organic agriculture over a 4-week argument-critique-argument e-learning experience embedded in a first year university biology course. The participants (N = 43) were classified into three groups based on their…

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

NASA Astrophysics Data System (ADS)

Moon, Alena C.

The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues

NASA Astrophysics Data System (ADS)

Callahan, Brendan E.

There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible relationships between a socioscientific issues based curriculum and three outcome variables: nature of science understanding, reflective judgment, and argumentation skill. Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester of high school Biology I. Results indicated that the socioscientific issues based curriculum did not produce statistically significant changes over the course of one semester. However, the treatment group scored better on all three instruments than the comparison group. The small sample size may have contributed to the inability to find statistical significance in this study. The qualitative interviews did indicate that some students provided more sophisticated views on nature of science and reflective judgment, and were able to provide slightly more complex argumentation structures. Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.

Effective field theory of emergent symmetry breaking in deformed atomic nuclei

DOE PAGES

Papenbrock, Thomas F.; Weidenmüller, H. A.

2015-09-03

Spontaneous symmetry breaking in non-relativistic quantum systems has previously been addressed in the framework of effective field theory. Low-lying excitations are constructed from Nambu–Goldstone modes using symmetry arguments only. In this study, we extend that approach to finite systems. The approach is very general. To be specific, however, we consider atomic nuclei with intrinsically deformed ground states. The emergent symmetry breaking in such systems requires the introduction of additional degrees of freedom on top of the Nambu–Goldstone modes. Symmetry arguments suffice to construct the low-lying states of the system. Lastly, in deformed nuclei these are vibrational modes each of whichmore » serves as band head of a rotational band.« less

The theoretical root of Karl Jaspers' General Psychopathology. Part 2: The influence of Max Weber.

PubMed

Kumazaki, Tsutomu

2013-09-01

The present study explores and compares Jaspers' methodology of psychopathology with Weber's methodology of sociology. In his works, Weber incorporated the arguments of many other researchers into his own methodology. Jaspers respected Weber as a mentor and presented arguments that were very similar to Weber's. Both Weber and Jaspers began from empathic understanding, but at the same time aimed for a rational and ideal-typical conceptualization. In addition, their methodologies were similar with respect to their detailed terminology. Such similarities cannot be seen with any other scholars. This suggests that Weber may have played an integral role as a mediator between his contemporary scholars and Jaspers. Thus, Weber may have had the most significant influence on Jaspers.

Safety Case Patterns: Theory and Applications

NASA Technical Reports Server (NTRS)

Denney, Ewen W.; Pai, Ganesh J.

2015-01-01

We develop the foundations for a theory of patterns of safety case argument structures, clarifying the concepts involved in pattern specification, including choices, labeling, and well-founded recursion. We specify six new patterns in addition to those existing in the literature. We give a generic way to specify the data required to instantiate patterns and a generic algorithm for their instantiation. This generalizes earlier work on generating argument fragments from requirements tables. We describe an implementation of these concepts in AdvoCATE, the Assurance Case Automation Toolset, showing how patterns are defined and can be instantiated. In particular, we describe how our extended notion of patterns can be specified, how they can be instantiated in an interactive manner, and, finally, how they can be automatically instantiated using our algorithm.

Effectiveness of cigarette warning labels: examining the impact of graphics, message framing, and temporal framing.

PubMed

Nan, Xiaoli; Zhao, Xiaoquan; Yang, Bo; Iles, Irina

2015-01-01

This study examines the effectiveness of cigarette warning labels, with a specific focus on the impact of graphics, message framing (gain vs. loss), and temporal framing (present-oriented vs. future-oriented) among nonsmokers in the United States. A controlled experiment (N = 253) revealed that graphic warning labels were perceived as more effective, stronger in argument strength, and were generally liked more compared to text-only labels. In addition, loss-framed labels, compared to their gain-framed counterparts, were rated higher in perceived effectiveness, argument strength, and liking. No significant difference was observed between the present- and future-oriented frames on any of the dependent variables. Implications of the findings for antismoking communication efforts are discussed.

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

PubMed

Soares, Julia S; Storm, Benjamin C

2017-10-01

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

Argument-Driven Inquiry as a Way to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Study

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon; Walker, Joi Phelps

2011-01-01

This exploratory study examines how a series of laboratory activities designed using a new instructional model, called Argument-Driven Inquiry (ADI), influences the ways students participate in scientific argumentation and the quality of the scientific arguments they craft as part of this process. The two outcomes of interest were assessed with a…

Negotiating Competing Schemas for Discourse: A Framework and Study of Argument Construction. The Writing of Arguments across Diverse Contexts. Study 2. Final Report.

ERIC Educational Resources Information Center

Higgins, Lorraine; Flower, Linda

A study described college student writers as they constructed arguments, creating a picture of school-based argument drawn not from ideal models of arguments as envisioned by educators, but from experiences of students themselves. A three-part framework that synthesizes rhetorical perspectives on argument with a social-cognitive view of the…

Australia's double standard on Thailand's alcohol warning labels.

PubMed

O'Brien, Paula

2013-01-01

Since 2010, members of the World Trade Organization (WTO), including Australia, have opposed Thailand's proposal for graphic warnings on alcohol containers. This paper aims to provide an account of the arguments for/against Thailand and to examine the arguments' legal and political validity. This paper reviews primary WTO records in relation to Thailand's proposal to reveal the arguments for/against Thailand's proposal. The paper analyses these arguments in light of WTO cases to identify the legal strengths and weaknesses of Thailand's position. The paper then considers whether the attacks on Thailand by Australia are justified in light of the Australian Government's position on (i) alcohol warning labels in Australia and (ii) tobacco plain packaging. The legal arguments against Thailand are: only harmful alcohol consumption should be prevented; there is no evidence that graphic warning labels can reduce alcohol-related harm; the labels unnecessarily restrict international trade. There are some legal weaknesses in Thailand's proposal. Yet, Australia's opposition to Thailand cannot be justified whilst Australia is (i) mandating pregnancy-related alcohol warnings in Australia and (ii) defending its plain packaging law against similar WTO attacks. No WTO member is obliged to challenge another member for being non-compliant. The case tests the willingness of WTO members like Australia to respect the autonomy of other countries to pursue their public health goals and trial novel interventions. Australia's actions suggest it is willing to protect its alcohol industry at the expense of public health in Thailand. © 2012 Australasian Professional Society on Alcohol and other Drugs.

Emotion and Value in the Evaluation of Medical Decision-Making Capacity: A Narrative Review of Arguments

PubMed Central

Hermann, Helena; Trachsel, Manuel; Elger, Bernice S.; Biller-Andorno, Nikola

2016-01-01

Ever since the traditional criteria for medical decision-making capacity (understanding, appreciation, reasoning, evidencing a choice) were formulated, they have been criticized for not taking sufficient account of emotions or values that seem, according to the critics and in line with clinical experiences, essential to decision-making capacity. The aim of this paper is to provide a nuanced and structured overview of the arguments provided in the literature emphasizing the importance of these factors and arguing for their inclusion in competence evaluations. Moreover, a broader reflection on the findings of the literature is provided. Specific difficulties of formulating and measuring emotional and valuational factors are discussed inviting reflection on the possibility of handling relevant factors in a more flexible, case-specific, and context-specific way rather than adhering to a rigid set of operationalized criteria. PMID:27303329

The role of tobacco advertising and promotion: themes employed in litigation by tobacco industry witnesses

PubMed Central

Goldberg, Marvin E; Davis, Ronald M; O'Keefe, Anne Marie

2006-01-01

Objectives To identify key themes related to tobacco advertising and promotion in testimony provided by tobacco industry‐affiliated witnesses in tobacco litigation, and to present countervailing evidence and arguments. Methods Themes in industry testimony were identified by review of transcripts of testimony in the Tobacco Deposition and Trial Testimony Archive (http://tobaccodocuments.org/datta) from a sample of defence witnesses, including three academic expert witnesses, six senior executives of tobacco companies, and one industry advertising consultant. Counterarguments to the themes embodied in defence testimony were based on information from peer‐reviewed literature, advertising trade publications, government reports, tobacco industry documents, and testimony provided by expert witnesses testifying for plaintiffs. Results Five major themes employed by defence witnesses were identified: (1) tobacco advertising has a relatively weak “share of voice” in the marketing environment and is a weak force in affecting smoking behaviour; (2) tobacco advertising and promotion do not create new smokers, expand markets, or increase total tobacco consumption; (3) the tobacco industry does not target, study, or track youth smoking; (4) tobacco advertising and promotion do not cause smoking initiation by youth; and (5) tobacco companies and the industry adhere closely to relevant laws, regulations, and industry voluntary codes. Substantial evidence exists in rebuttal to these arguments. Conclusions Tobacco industry‐affiliated witnesses have marshalled many arguments to deny the adverse effects of tobacco marketing activities and to portray tobacco companies as responsible corporate citizens. Effective rebuttals to these arguments exist, and plaintiffs' attorneys have, with varying degrees of success, presented them to judges and juries. PMID:17130625

The role of tobacco advertising and promotion: themes employed in litigation by tobacco industry witnesses.

PubMed

Goldberg, Marvin E; Davis, Ronald M; O'Keefe, Anne Marie

2006-12-01

To identify key themes related to tobacco advertising and promotion in testimony provided by tobacco industry-affiliated witnesses in tobacco litigation, and to present countervailing evidence and arguments. Themes in industry testimony were identified by review of transcripts of testimony in the Tobacco Deposition and Trial Testimony Archive (http://tobaccodocuments.org/datta) from a sample of defence witnesses, including three academic expert witnesses, six senior executives of tobacco companies, and one industry advertising consultant. Counterarguments to the themes embodied in defence testimony were based on information from peer-reviewed literature, advertising trade publications, government reports, tobacco industry documents, and testimony provided by expert witnesses testifying for plaintiffs. Five major themes employed by defence witnesses were identified: (1) tobacco advertising has a relatively weak "share of voice" in the marketing environment and is a weak force in affecting smoking behaviour; (2) tobacco advertising and promotion do not create new smokers, expand markets, or increase total tobacco consumption; (3) the tobacco industry does not target, study, or track youth smoking; (4) tobacco advertising and promotion do not cause smoking initiation by youth; and (5) tobacco companies and the industry adhere closely to relevant laws, regulations, and industry voluntary codes. Substantial evidence exists in rebuttal to these arguments. Tobacco industry-affiliated witnesses have marshalled many arguments to deny the adverse effects of tobacco marketing activities and to portray tobacco companies as responsible corporate citizens. Effective rebuttals to these arguments exist, and plaintiffs' attorneys have, with varying degrees of success, presented them to judges and juries.

The genetical theory of social behaviour

PubMed Central

Lehmann, Laurent; Rousset, François

2014-01-01

We survey the population genetic basis of social evolution, using a logically consistent set of arguments to cover a wide range of biological scenarios. We start by reconsidering Hamilton's (Hamilton 1964 J. Theoret. Biol. 7, 1–16 (doi:10.1016/0022-5193(64)90038-4)) results for selection on a social trait under the assumptions of additive gene action, weak selection and constant environment and demography. This yields a prediction for the direction of allele frequency change in terms of phenotypic costs and benefits and genealogical concepts of relatedness, which holds for any frequency of the trait in the population, and provides the foundation for further developments and extensions. We then allow for any type of gene interaction within and between individuals, strong selection and fluctuating environments and demography, which may depend on the evolving trait itself. We reach three conclusions pertaining to selection on social behaviours under broad conditions. (i) Selection can be understood by focusing on a one-generation change in mean allele frequency, a computation which underpins the utility of reproductive value weights; (ii) in large populations under the assumptions of additive gene action and weak selection, this change is of constant sign for any allele frequency and is predicted by a phenotypic selection gradient; (iii) under the assumptions of trait substitution sequences, such phenotypic selection gradients suffice to characterize long-term multi-dimensional stochastic evolution, with almost no knowledge about the genetic details underlying the coevolving traits. Having such simple results about the effect of selection regardless of population structure and type of social interactions can help to delineate the common features of distinct biological processes. Finally, we clarify some persistent divergences within social evolution theory, with respect to exactness, synergies, maximization, dynamic sufficiency and the role of genetic arguments. PMID:24686929

The genetical theory of social behaviour.

PubMed

Lehmann, Laurent; Rousset, François

2014-05-19

We survey the population genetic basis of social evolution, using a logically consistent set of arguments to cover a wide range of biological scenarios. We start by reconsidering Hamilton's (Hamilton 1964 J. Theoret. Biol. 7, 1-16 (doi:10.1016/0022-5193(64)90038-4)) results for selection on a social trait under the assumptions of additive gene action, weak selection and constant environment and demography. This yields a prediction for the direction of allele frequency change in terms of phenotypic costs and benefits and genealogical concepts of relatedness, which holds for any frequency of the trait in the population, and provides the foundation for further developments and extensions. We then allow for any type of gene interaction within and between individuals, strong selection and fluctuating environments and demography, which may depend on the evolving trait itself. We reach three conclusions pertaining to selection on social behaviours under broad conditions. (i) Selection can be understood by focusing on a one-generation change in mean allele frequency, a computation which underpins the utility of reproductive value weights; (ii) in large populations under the assumptions of additive gene action and weak selection, this change is of constant sign for any allele frequency and is predicted by a phenotypic selection gradient; (iii) under the assumptions of trait substitution sequences, such phenotypic selection gradients suffice to characterize long-term multi-dimensional stochastic evolution, with almost no knowledge about the genetic details underlying the coevolving traits. Having such simple results about the effect of selection regardless of population structure and type of social interactions can help to delineate the common features of distinct biological processes. Finally, we clarify some persistent divergences within social evolution theory, with respect to exactness, synergies, maximization, dynamic sufficiency and the role of genetic arguments.

Children's Use of Inscriptions in Argumentation about Socioscientific Issues

NASA Astrophysics Data System (ADS)

Xiao, Sihan

Engaging science in everyday life often means not advancing knowledge or making new claims, but evaluating given claims with available evidence. In everyday situations, evidence is usually presented in some type of inscription (e.g. tables, diagrams, and other images). This study explores elementary students' use of inscriptions as evidence in written arguments about socioscientific issues and how a school year of science instruction may play a role in that use. Three science teachers and their 102 students in 5th and 6th grades at a progressive urban K-6 school participated in this study. I administered a written argument task at the beginning and the end of the 2013--2014 school year, in which students were asked to justify their personal decisions about either alternative energy use or genetically modified organisms. Throughout the year, I worked closely with the teachers to organize classroom instruction towards promoting argumentation and coordination between claims and evidence, and videotaped their science lessons. Content analysis on students' written arguments reveals that photos were cited the most in students' written arguments, while tables were cited the least. Students tended to merely point to an inscription without articulate its relation to a particular claim, or to assert that an inscription "shows" a claim without saying how. They were also likely to credit inscriptions that aligned with their own position rather than discount those that supported counterclaims. From pre to post, these patterns did not change significantly. Analysis on science instruction further shows that the contestability of the claims students encountered in the classroom was low, meaning that they were not framed in arguable ways. The resources available to students for resolving these claims were also limited. The classroom discourse was not open enough for productive argumentation. These patterns may potentially account for the lack of change in students' use of inscriptions in their written arguments. This study extends previous research on what children think counts as evidence in arguing about everyday science. Findings suggest that while students learn to evaluate scientific explanations in school, they are put in a different position of having to justify their decisions when facing everyday science. School science should explicitly link the two tasks. Further, we need to frame the learning of science as stabilizing legitimately contestable claims, and provide relevant resources for students to argue with. Classroom discourse, lastly, should be open to argumentation and integrative with disciplinary and epistemic aspects of scientific practices.

Sometimes a cigar [magazine] is more than just a cigar [magazine]: pro-smoking arguments in Cigar Aficionado, 1992-2000.

PubMed

DeSantis, Alan D; Morgan, Susan E

2003-01-01

Since its first issue in 1992, few periodicals have enjoyed the rapid growth and international popularity of Cigar Aficionado. Although the magazine professes to simply celebrate "the good life and the joys of cigar smoking," we argue that it serves a more insidious function; specifically, the periodical supplies readers with 7 persuasive strategies aimed at rebuking dominant anti-smoking health assertions: (a) the cigars-are-not-cigarettes argument, (b) the life-is-dangerous argument, (c) the health-benefits argument, (d) the moderation argument, (e) the old-smokers argument, (f) the bad-science argument, and (g) the good-science argument. These pro-smoking arguments ultimately serve to relieve the cognitive dissonance associated with the consumption of a potentially deadly product and to maintain a loyal readership, free from guilt or anxiety.

The Skill of Identifying Argumentation.

ERIC Educational Resources Information Center

van Eemeren, Frans H.; And Others

1989-01-01

Investigates 14-year-old students' ability to recognize argumentation without having systematic instruction; and whether the identification of argumentation is an independent skill. Finds that after a 20-minute explanation, a large proportion of 14-year-olds could not identify simple argumentation. Concludes that identifying argumentation is a…

Icelandic Morphosyntax and Argument Structure

ERIC Educational Resources Information Center

Wood, Jim

2012-01-01

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

The nature and development of hypothetico-predictive argumentation with implications for science teaching

NASA Astrophysics Data System (ADS)

Lawson, Anton E.

2003-11-01

This paper explicates a pattern of scientific argumentation in which scientists respond to causal questions with the generation and test of alternative hypotheses through cycles of hypothetico-predictive argumentation. Hypothetico-predictive arguments are employed to test causal claims that exist on at least two levels (designated stage 4 in which the causal claims are perceptible, and stage 5 in which the causal claims are imperceptible). Origins of the ability to construct and comprehend hypothetico-predictive arguments at the highest level can be traced to pre-verbal reasoning of the sensory-motor child and the gradual internalization of verbally mediated arguments involving nominal, categorical, causal and, finally, theoretical propositions. Presumably, the ability to construct and comprehend hypothetico-predictive arguments (an aspect of procedural knowledge) is necessary for the construction of conceptual knowledge (an aspect of declarative knowledge) because such arguments are used during concept construction and conceptual change. Science instruction that focuses on the generation and debate of hypothetico-predictive arguments should improve students' conceptual understanding and their argumentative/reasoning skills.

The Student Business Plan: Useful or Not?

ERIC Educational Resources Information Center

Jones, Colin; Penaluna, Andy; Matlay, Harry; Penaluna, Kathryn

2013-01-01

This article offers a critical discussion of the role of the business plan in current enterprise educational practice. In addition to reviewing recent work that considers the "for" and "against" arguments about the use of business plans in higher education, the authors suggest that the context of student learning is largely…

Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing?

ERIC Educational Resources Information Center

Kehle, Thomas J.; Bray, Melissa A.; Theodore, Lea A.; Zhou, Zheng; McCoach, D. Betsy

2004-01-01

Numerous arguments have addressed the controversies surrounding the category of emotional disturbance (ED) and the exclusion, or proposed inclusion, of students with social maladjustment (SM). In this article we address the consensually agreed upon characteristics of ED that are in common with SM, in addition to examining characteristics that…

The Potential of Statement-Posing Tasks

ERIC Educational Resources Information Center

Yang, Kai-Lin

2010-01-01

This communication aims at revealing the potential of statement-posing tasks to facilitate students' thinking and strategies of understanding proof. Besides outlining the background of statement-posing tasks, four points were advanced as potential benefits of the tasks: (1) focusing on the logic of arguments in addition to the meaning of…

Counterpoint: A Constitutional Right to Party?

ERIC Educational Resources Information Center

Hunsicker, J. Freedley, Jr.

1992-01-01

Takes issues with Gregory Hauser's previous article positing a constitutional right of social fraternities to formal recognition at public institutions of higher education. Reanalyzes each of the associational cases cited by Hauser, cites additional cases, adds a waiver argument, and wraps up with a public policy comparison of higher education…

Driver Education Saves Gas.

ERIC Educational Resources Information Center

American Automobile Association, Falls Church, VA. Traffic Engineering and Safety Dept.

The argument that driver education should be dropped because driver education cars use gas is shortsighted. High school driver education is an excellent vehicle for teaching concepts of energy conservation. A small investment in fuel now can result in major savings of gasoline over a student's lifetime. In addition good driver education courses…

Expanding Views of Interpretation/Use Arguments

ERIC Educational Resources Information Center

Haertel, Edward

2013-01-01

The author is deeply gratified by the commentators' thoughtful responses and finds almost nothing to disagree with in any of them. Each offers additional insights prompting further reflection. In drawing out just a few common themes, this brief rejoinder omits many important ideas from the individual contributions. As stated in his title, the…

Pattern-Based Extraction of Argumentation from the Scientific Literature

ERIC Educational Resources Information Center

White, Elizabeth K.

2010-01-01

As the number of publications in the biomedical field continues its exponential increase, techniques for automatically summarizing information from this body of literature have become more diverse. In addition, the targets of summarization have become more subtle; initial work focused on extracting the factual assertions from full-text papers,…

Promises to Keep, Indeed, and Miles to Go Before We Sleep.

ERIC Educational Resources Information Center

Myers, Carmel

The recommendation of the California Postsecondary Education Commission (CPEC) to reduce remedial activities is considered, along with arguments against reducing activities. In addition, the University of California's (UC) response to the recommendation is reviewed. CPEC's recommendation, which was first publicized in its 1983 report,…

Philosophy of Education in the UK: The Historical and Contemporary Tradition

ERIC Educational Resources Information Center

Oancea, Alis; Bridges, David

2009-01-01

Questions of a philosophical nature are central to every significant debate in the field of educational theory, policy, practice and research. Of all disciplines, philosophy is perhaps the one in which "analysis, argumentation and critique" are given most central, systematic and comprehensive attention. In addition, philosophy is…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar

2014-01-01

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

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Individual Events as a Laboratory for Argument: Analogues for Limited Preparation Events.

ERIC Educational Resources Information Center

Kay, Jack

To better serve as a laboratory for argument, individual events competition should represent analogues of "real world" argumentation/communication situations. The individual events laboratory must fulfill a pedagogical function, and should also "create" knowledge about argumentation strategies, specific fields of argument, and…

19 CFR 351.309 - Written argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

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

Conditional Independence in Applied Probability.

ERIC Educational Resources Information Center

Pfeiffer, Paul E.

This material assumes the user has the background provided by a good undergraduate course in applied probability. It is felt that introductory courses in calculus, linear algebra, and perhaps some differential equations should provide the requisite experience and proficiency with mathematical concepts, notation, and argument. The document is…

5 CFR 890.1055 - Contesting a denial of reinstatement.

Code of Federal Regulations, 2010 CFR

2010-01-01

... REGULATIONS (CONTINUED) FEDERAL EMPLOYEES HEALTH BENEFITS PROGRAM Administrative Sanctions Imposed Against... reconsideration of the initial decision. A provider may contest OPM's decision to deny a reinstatement application... present oral arguments to the debarring official. The provider may be accompanied by counsel when making a...

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

NASA Technical Reports Server (NTRS)

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

2008-01-01

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

The cost of refusing treatment and equality of outcome.

PubMed Central

Savulescu, J

1998-01-01

Patients have a right to refuse medical treatment. But what should happen after a patient has refused recommended treatment? In many cases, patients receive alternative forms of treatment. These forms of care may be less cost-effective. Does respect for autonomy extend to providing these alternatives? How for does justice constrain autonomy? I begin by providing three arguments that such alternatives should not be offered to those who refuse treatment. I argue that the best argument which refusers can appeal to is based on the egalitarian principle of equality of outcome. However, this principle does not ultimately support a right to less cost-effective alternatives. I focus on Jehovah's Witnesses refusing blood and requesting alternative treatments. However, the point applies to many patients who refuse cost-effective medical care. PMID:9752624

Individual Differences in the "Myside Bias" in Reasoning and Written Argumentation

ERIC Educational Resources Information Center

Wolfe, Christopher R.

2012-01-01

Three studies examined the "myside bias" in reasoning, evaluating written arguments, and writing argumentative essays. Previous research suggests that some people possess a fact-based argumentation schema and some people have a balanced argumentation schema. I developed reliable Likert scale instruments (1-7 rating) for these constructs…

Omitted Arguments and Complexity of Predication

ERIC Educational Resources Information Center

Port, Martin

2010-01-01

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

Individual versus Group Argumentation: Student's Performance in a Malaysian Context

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2014-01-01

Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total…

20 CFR 501.5 - Oral argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Oral argument. 501.5 Section 501.5 Employees' Benefits EMPLOYEES' COMPENSATION APPEALS BOARD, DEPARTMENT OF LABOR RULES OF PROCEDURE § 501.5 Oral argument. (a) Oral argument. Oral argument may be held in the discretion of the Board, on its own...

Two kinds of reasoning.

PubMed

Rips, L J

2001-03-01

According to one view of reasoning, people can evaluate arguments in at least two qualitatively different ways: in terms of their deductive correctness and in terms of their inductive strength. According to a second view, assessments of both correctness and strength are a function of an argument's position on a single psychological continuum (e.g., subjective conditional probability). A deductively correct argument is one with the maximum value on this continuum; a strong argument is one with a high value. The present experiment tested these theories by asking participants to evaluate the same set of arguments for correctness and strength. The results produced an interaction between type of argument and instructions: In some conditions, participants judged one argument deductively correct more often than a second, but judged the second argument inductively strong more often than the first. This finding supports the view that people have distinct ways to evaluate arguments.

Social argumentation in online synchronous communication

NASA Astrophysics Data System (ADS)

Angiono, Ivan

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

Social values as arguments: similar is convincing

PubMed Central

Maio, Gregory R.; Hahn, Ulrike; Frost, John-Mark; Kuppens, Toon; Rehman, Nadia; Kamble, Shanmukh

2014-01-01

Politicians, philosophers, and rhetors engage in co-value argumentation: appealing to one value in order to support another value (e.g., “equality leads to freedom”). Across four experiments in the United Kingdom and India, we found that the psychological relatedness of values affects the persuasiveness of the arguments that bind them. Experiment 1 found that participants were more persuaded by arguments citing values that fulfilled similar motives than by arguments citing opposing values. Experiments 2 and 3 replicated this result using a wider variety of values, while finding that the effect is stronger among people higher in need for cognition and that the effect is mediated by the greater plausibility of co-value arguments that link motivationally compatible values. Experiment 4 extended the effect to real-world arguments taken from political propaganda and replicated the mediating effect of argument plausibility. The findings highlight the importance of value relatedness in argument persuasiveness. PMID:25147529

What is "good reasoning" about global warming? A comparison of high school students and specialists

NASA Astrophysics Data System (ADS)

Adams, Stephen Thomas

This study compares the knowledge and reasoning about global warming of 10 twelfth grade students and 6 specialists, including scientists and policy analysts. The study uses global warming as a context for addressing the broad objective of formulating goals for scientific literacy. Subjects evaluated a set of articles about global warming and evaluated policies proposed to ameliorate global warming, including a gasoline tax and a "feebate" system of fees and rebates on automobiles. All students and one scientist participated in a full treatment involving interviews and activities with a computer program (discussed below), averaging about 3.75 hours. In addition, five specialists participated in interviews only, averaging one hour. One line of analysis focuses on knowledge content, examining how subjects applied perspectives from both natural and social sciences. This analysis is positioned as an empirical component to the movement to develop content standards for science education, as exemplified by the recommendations of Science for All Americans (SFAA). Some aspects of competent performance in the present study hinged upon knowledge and skills advocated by SFAA (e.g., fluency with themes of science such as scale). Other aspects involved such skills as evaluating economic interests behind a scientific argument in the media or considering hidden costs in a policy area. By characterizing a range of approaches to how students and specialists performed the experimental tasks, the present study affords a view of scientific literacy not possible without this type of information. Another line of analysis investigates a measure of coherent argumentation from a computer program, Convince Me, in relation to policy reasoning. The program is based on a connectionist model, ECHO. Subjects used the program to create arguments about the aforementioned policies. The study compares Convince Me's Model's Fit argumentation measure to other measures, including ratings of 6 human judges about the quality of the arguments, a measure of the stability of subjects' views, and the number of statements in subjects' arguments. The pattern of significant correlations among several of these measures, plus interview findings, help to clarify cognitive and educational issues involved with using Convince Me (or related programs) in this area.

Addressing clients' racism and racial prejudice in individual psychotherapy: Therapeutic considerations.

PubMed

Bartoli, Eleonora; Pyati, Aarti

2009-06-01

Psychotherapists lack clear guidelines regarding how to address clients' racist and prejudicial comments in clinical work. The authors explore the contributions of multicultural, social justice, feminist, and ethical theories to the field of psychotherapy and apply these theories to 2 clinical vignettes in which clients made racially charged statements. These clinical examples highlight the importance of using racial, in addition to traditional, theories to decipher the clinical meanings of racial comments and dynamics in clinical work. The article provides therapeutic conceptualizations regarding how to address clients' racist and prejudicial comments in psychotherapy and elaborates on the complex meanings that might arise from engaging in racially charged discussions with clients depending on the racial composition of the therapeutic dyad. In addition to highlighting how social justice, multicultural, and feminist lenses are necessary to fully understand the meaning of clients' comments, the argument is made that addressing clients' racist and prejudicial comments is at once a clinical and a social justice issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Could Tyrannosaurus rex have been a scavenger rather than a predator? An energetics approach.

PubMed

Ruxton, Graeme D; Houston, David C

2003-04-07

Arguments on whether Tyrannosaurus rex was likely to have been an active predator or a scavenger have been based on evidence from jaw morphology and/or dentition. Here, we adopt an entirely novel approach, using energetic arguments to estimate the minimum productivity that would be required for an ecosystem to support a scavenger of the size of T. rex. We argue that an ecosystem as productive as the current Serengeti would provide sufficient carrion for such a scavenger. Hence, T. rex need not have been an active predator and could have found sufficient food purely by scavenging.

Trivial constraints on orbital-free kinetic energy density functionals

NASA Astrophysics Data System (ADS)

Luo, Kai; Trickey, S. B.

2018-03-01

Approximate kinetic energy density functionals (KEDFs) are central to orbital-free density functional theory. Limitations on the spatial derivative dependencies of KEDFs have been claimed from differential virial theorems. We identify a central defect in the argument: the relationships are not true for an arbitrary density but hold only for the minimizing density and corresponding chemical potential. Contrary to the claims therefore, the relationships are not constraints and provide no independent information about the spatial derivative dependencies of approximate KEDFs. A simple argument also shows that validity for arbitrary v-representable densities is not restored by appeal to the density-potential bijection.

Public perceptions of arguments supporting and opposing recreational marijuana legalization.

PubMed

McGinty, Emma E; Niederdeppe, Jeff; Heley, Kathryn; Barry, Colleen L

2017-06-01

In debates about recreational marijuana legalization, pro-legalization arguments highlighting economic and other potential policy benefits compete with anti-legalization arguments emphasizing public health risks. In 2016, we conducted a national survey using an online panel (N=979) designed to answer two main research questions: (1) How do Americans perceive the relative strength of competing arguments about recreational marijuana legalization? (2) How are perceptions of argument strength associated with public support for recreational marijuana legalization? We examined differences in attitudes among individuals living in states that have/have not legalized recreational marijuana and among Democrats/Independents/Republicans. Ordered logit regression assessed the relationship between perceived argument strength and public support for recreational marijuana legalization. Respondents rated pro-legalization arguments highlighting beneficial economic and criminal justice consequences as more persuasive than anti-legalization arguments emphasizing adverse public health effects. Respondents were more likely to agree with arguments highlighting legalization's potential to increase tax revenue (63.9%) and reduce prison overcrowding (62.8%) than arguments emphasizing negative consequences on motor vehicle crashes (51.8%) and youth health (49.6%). The highest rated anti-legalization arguments highlighted the conflict between state and federal marijuana laws (63.0%) and asserted that legalization will fail to eliminate the black market (57.2%). Respondents who endorsed pro-legalization economic and criminal justice arguments were more likely than other respondents to support legalization. Our findings indicate that, on both side of the recreational marijuana legalization debate, there are arguments that resonate with the American public. However, public health risk messages were viewed as less compelling than pro-legalization economic and criminal justice-oriented arguments. Copyright © 2017 Elsevier Inc. All rights reserved.

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2014 CFR

2014-10-01

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

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

49 CFR 190.331 - Petitions for rulemaking.

Code of Federal Regulations, 2012 CFR

2012-10-01

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

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

NASA Astrophysics Data System (ADS)

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-02-01

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

Belief in the Claim of an Argument Increases Perceived Argument Soundness

ERIC Educational Resources Information Center

Wolfe, Michael B.; Kurby, Christopher A.

2017-01-01

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

Message Modality and Source Credibility Can Interact to Affect Argument Processing.

ERIC Educational Resources Information Center

Booth-Butterfield, Steve; Gutowski, Christine

1993-01-01

Extends previous modality and source cue studies by manipulating argument quality. Randomly assigned college students by class to an argument quality by source attribute by modality factorial experiment. Finds the print mode produces only argument main effects, and audio and video modes produce argument by cue interactions. Finds data inconsistent…

20 CFR 802.304 - Purpose of oral argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

....304 Employees' Benefits BENEFITS REVIEW BOARD, DEPARTMENT OF LABOR RULES OF PRACTICE AND PROCEDURE Procedure for Review Oral Argument Before the Board § 802.304 Purpose of oral argument. Oral argument may be...; or (b) When in the interests of justice oral argument will serve to assist the Board in carrying out...

Strategic Use of Multiple Texts for the Evaluation of Arguments

ERIC Educational Resources Information Center

Kobayashi, Keiichi

2010-01-01

Two experiments were conducted to examine whether students use arguments with refutation in one text for evaluating the opposite arguments without refutation in another text. Undergraduate students read two conflicting texts in either of the two orders: pro arguments text first and con arguments text first. After reading each text, they evaluated…

Using the Cognitive Apprenticeship Web-Based Argumentation System to Improve Argumentation Instruction

ERIC Educational Resources Information Center

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-01-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled "Cognitive Apprenticeship Web-based Argumentation" (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental…

7 CFR 900.9 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Oral and written arguments. 900.9 Section 900.9... Oral and written arguments. (a) Oral argument before judge. Oral argument before the judge shall be in... writing and made part of the transcript. (b) Briefs, proposed findings and conclusions. The judge shall...

Dialectical Features of Students' Argumentation: A Critical Review of Argumentation Studies in Science Education

ERIC Educational Resources Information Center

Nielsen, Jan Alexis

2013-01-01

This paper explores the challenges of using the Toulmin model to analyze students' dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features--i.e. the features that are operative when students collaboratively…

The Effects of Computerized Inquiry-Stage-Dependent Argumentation Assistance on Elementary Students' Science Process and Argument Construction Skills

ERIC Educational Resources Information Center

Lin, C.-H.; Chiu, C.-H.; Hsu, C.-C.; Wang, T.-I.; Chen, C.-H.

2018-01-01

This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a…

Argument Construction in Understanding Noncovalent Interactions: A Comparison of Two Argumentation Frameworks

ERIC Educational Resources Information Center

Cooper, A. Kat; Oliver-Hoyo, M. T.

2016-01-01

Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to…

The effects of integrating instrumental and affective arguments in rhetorical and testimonial health messages.

PubMed

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

2013-01-01

Recent research highlights the superior influence of affect over cognition in health decision making. The present study examined the independent and combined effects of 2 message characteristics that are thought to tap into the cognition-affect distinction: message format (rhetorical vs. testimonial) and argument type (instrumental vs. affective). In this 2 × 2 experiment, 81 college students were randomly assigned to 1 of 4 health messages discouraging binge drinking. The results indicated that messages containing affective arguments were judged more positively and perceived as more effective than were messages containing instrumental arguments. The results further revealed an interaction effect between message format and argument type. Testimonials were more persuasive when they contained affective arguments than when they contained instrumental arguments. Type of arguments did not influence the efficacy of rhetorical messages. Mediation analyses revealed that instrumental arguments reduce the efficacy of testimonials because they prevent individuals from being transported into the story, and increase psychological reactance. In conclusion, testimonial messages more effectively discourage binge drinking among college students when they contain affective, as opposed to instrumental, arguments.

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

NASA Astrophysics Data System (ADS)

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

2010-03-01

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

Ethical issues in public health surveillance: a systematic qualitative review.

PubMed

Klingler, Corinna; Silva, Diego Steven; Schuermann, Christopher; Reis, Andreas Alois; Saxena, Abha; Strech, Daniel

2017-04-04

Public health surveillance is not ethically neutral and yet, ethics guidance and training for surveillance programmes is sparse. Development of ethics guidance should be based on comprehensive and transparently derived overviews of ethical issues and arguments. However, existing overviews on surveillance ethics are limited in scope and in how transparently they derived their results. Our objective was accordingly to provide an overview of ethical issues in public health surveillance; in addition, to list the arguments put forward with regards to arguably the most contested issue in surveillance, that is whether to obtain informed consent. Ethical issues were defined based on principlism. We assumed an ethical issue to arise in surveillance when a relevant normative principle is not adequately considered or two principles come into conflict. We searched Pubmed and Google Books for relevant publications. We analysed and synthesized the data using qualitative content analysis. Our search strategy retrieved 525 references of which 83 were included in the analysis. We identified 86 distinct ethical issues arising in the different phases of the surveillance life-cycle. We further identified 20 distinct conditions that make it more or less justifiable to forego informed consent procedures. This is the first systematic qualitative review of ethical issues in public health surveillance resulting in a comprehensive ethics matrix that can inform guidelines, reports, strategy papers, and educational material and raise awareness among practitioners.

Resister's logic: the anti-vaccination arguments of Alfred Russel Wallace and their role in the debates over compulsory vaccination in England, 1870-1907.

PubMed

Fichman, Martin; Keelan, Jennifer E

2007-09-01

In the 1880s, Alfred Russel Wallace, the celebrated co-discoverer of natural selection, launched himself into the centre of a politicised and polarised debate over the unpopular compulsory vaccination laws in England. Wallace never wavered in his belief that smallpox vaccination was useless and likely dangerous. Six years before his death, the anti-vaccinationists successfully secured a conscience clause that effectively dismantled the compulsory vaccination laws. Several other important Victorian scientists joined Wallace in the fight to repeal compulsory vaccination arguing that widely held views on the effectiveness of vaccination and evidence for immunity were inconclusive in the light of (then) contemporary standards of evidence. This article situates Wallace's anti-vaccination logic within the broader matrix of sociopolitical and cultural reform movements of the late Victorian era. Additionally it provides the first detailed analysis of his critique of vaccination science, in particular the role statistics played in his arguments. In this period, both pro-vaccinationists and anti-vaccinationists invested great efforts in collating and analysing statistical data sets that either supported or refuted the claims of vaccination's effectiveness. While each side presented 'controlled' case studies to support their assertions, without an unambiguous test to measure or demonstrate vaccination's effectiveness, the anti-vaccinationists continued to mount credible statistical critiques of vaccination science.

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

NASA Astrophysics Data System (ADS)

Shoulders, Catherine Woglom

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

Genetic modification and genetic determinism

PubMed Central

Resnik, David B; Vorhaus, Daniel B

2006-01-01

In this article we examine four objections to the genetic modification of human beings: the freedom argument, the giftedness argument, the authenticity argument, and the uniqueness argument. We then demonstrate that each of these arguments against genetic modification assumes a strong version of genetic determinism. Since these strong deterministic assumptions are false, the arguments against genetic modification, which assume and depend upon these assumptions, are therefore unsound. Serious discussion of the morality of genetic modification, and the development of sound science policy, should be driven by arguments that address the actual consequences of genetic modification for individuals and society, not by ones propped up by false or misleading biological assumptions. PMID:16800884

Graduate Courses in Argumentation Theory.

ERIC Educational Resources Information Center

Benoit, William L.; Follert, Vincent F.

1986-01-01

Reports results of a survey of graduate courses in argumentation theory. Includes data on types of courses, theorists, historical and basic concepts in argument, everyday argument, resources (books and articles), etc. (PD)

General Relativity and Spacetime Relationism.

NASA Astrophysics Data System (ADS)

Hoefer, Carl

1992-01-01

This dissertation takes up the project of showing that, in the context of the general theory of relativity (GTR), spacetime relationism is not a refuted or hopeless view, as many in the recent literature have maintained (John Earman, Michael Friedman, and others). Most of the challenges to the relationist view in General Relativity can be satisfactorily answered; in addition, the opposing absolutist and substantivalist views of spacetime can be shown to be problematic. The crucial burden for relationists concerned with GTR is to show that the realistic cosmological models, i.e. those that may be roughly accurate representations of our universe, satisfy Mach's ideas about the origin of inertia. This dissertation clears the way for and begins such a demonstration. After a brief discussion of the problem of the nature of spacetime and its history in the Introduction, chapters 2 and 3 provide conceptual analysis and criticism of contemporary philosophical arguments about relationism, absolutism, and particularly substantivalism. The current best arguments in favor of substantivalism are shown to be flawed, with the exception of the argument from inertial and metrical structure; and on this issue, it is shown that both relationism and substantivalism need to argue for modifications of GTR (restriction of its models to those with certain features) in order to have a non-trivial explanation of inertial and metrical structure. For relationists, a Machian account of the origin of inertia in some models of GTR is required. Chapter 4 demonstrates that such a Machian account is equivalent to the demand for a truly general relativity of motion. Chapter 5 explores the history of Einstein's commitment to Mach's ideas in his work on GTR. Through an examination of the history of Einstein's attempts to impose Machian constraints on the models of General Relativity, further insight into the nature of this problem is obtained, as are reasons to believe that the project is by no means hopeless.

10 CFR 209.23 - Conduct of meetings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... open to all interested persons. Interested persons desiring to attend meetings under this subpart may... set out in notice provided by the Administrator, present data, views, and arguments orally and in...

10 CFR 209.23 - Conduct of meetings.

Code of Federal Regulations, 2011 CFR

2011-01-01

... open to all interested persons. Interested persons desiring to attend meetings under this subpart may... set out in notice provided by the Administrator, present data, views, and arguments orally and in...

10 CFR 209.23 - Conduct of meetings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... open to all interested persons. Interested persons desiring to attend meetings under this subpart may... set out in notice provided by the Administrator, present data, views, and arguments orally and in...

10 CFR 209.23 - Conduct of meetings.

Code of Federal Regulations, 2013 CFR

2013-01-01

... open to all interested persons. Interested persons desiring to attend meetings under this subpart may... set out in notice provided by the Administrator, present data, views, and arguments orally and in...

10 CFR 209.23 - Conduct of meetings.

Code of Federal Regulations, 2014 CFR

2014-01-01

... open to all interested persons. Interested persons desiring to attend meetings under this subpart may... set out in notice provided by the Administrator, present data, views, and arguments orally and in...

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2013-05-01

This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

The Nature of the Arguments for Creationism, Intelligent Design, and Evolution

ERIC Educational Resources Information Center

Barnes, Ralph M.; Church, Rebecca A.; Draznin-Nagy, Samuel

2017-01-01

Seventy-two Internet documents promoting creationism, intelligent design (I.D.), or evolution were selected for analysis. The primary goal of each of the 72 documents was to present arguments for creationism, I.D., or evolution. We first identified all arguments in these documents. Each argument was then coded in terms of both argument type…

The Effectiveness of a Single Intervention of Computer-Aided Argument Mapping in a Marketing and a Financial Accounting Subject

ERIC Educational Resources Information Center

Carrington, Michal; Chen, Richard; Davies, Martin; Kaur, Jagjit; Neville, Benjamin

2011-01-01

An argument map visually represents the structure of an argument, outlining its informal logical connections and informing judgments as to its worthiness. Argument mapping can be augmented with dedicated software that aids the mapping process. Empirical evidence suggests that semester-length subjects using argument mapping along with dedicated…

Nonlocality without inequality for almost all two-qubit entangled states based on Cabello's nonlocality argument

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

Kunkri, Samir; Choudhary, Sujit K.; Ahanj, Ali

2006-02-15

Here we deal with a nonlocality argument proposed by Cabello, which is more general than Hardy's nonlocality argument, but still maximally entangled states do not respond. However, for most of the other entangled states, maximum probability of success of this argument is more than that of the Hardy's argument.

Comment on "Irreversible sorption of trace concentrations of perfluorocarboxylic acids to fiber filters used for air sampling" by Arp and Goss (Atmospheric Environment 42, 6869-6872, 2008)

NASA Astrophysics Data System (ADS)

Barton, Catherine A.; Kaiser, Mary A.; Butler, Larry E.; Botelho, Miguel A.

This discussion paper reflects concerns as to the technical arguments set forth in the Arp and Goss paper. The authors of the paper, Arp and Goss, hypothesize that vapor phase perfluorocarboxylic acids (PFAs) are irreversibly sorbed to the surface of air sampling filters, and that this sorption erroneously biases vapor/particle speciation measurements toward the particle phase. These authors also suggest a surface treatment of the filters is necessary. As authors of some of the experimental data used in the Arp paper, we believe Arp and Goss have misstated the case for irreversible adsorption, and that untreated filters provide adequate vapor/particle speciation results for PFAs. Additional field data are offered to help prove the point.

Concepts in Change

NASA Astrophysics Data System (ADS)

Rusanen, Anna-Mari; Pöyhönen, Samuli

2013-06-01

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change.

Resolving the Mass Production and Surface Structure of the Enceladus Dust Plume

NASA Astrophysics Data System (ADS)

Kempf, Sascha; Southworth, Benjamin; Spitale, Joseph; Srama, Ralf; Schmidt, Jürgen; Postberg, Frank

2017-04-01

There are ongoing arguments with regards to the Enceldaus plume, both on the total mass of ice particles produced by the plume in kg/s, as well as the structure of plume ejection along the tiger stripes. Herein, results from Cassini's Cosmic Dust Analyzer (CDA) and Imaging Science Subsystem (ISS) are used in conjunction with large-scale plume simulations to resolve each of these issues. Additional results are provided on the short-term variability of the plume, and the relation of specifc surface deposition features to emissions along given areas of the tiger stripes. By adjusting their plume model to the dust flux measured by the Cassini dust detector during the close Enceladus flyby in 2005, Schmidt et al. (2008) obtained a total dust production rate in the plumes of about

Reducing Proliferation Rick Through Multinational Fuel Cycle Facilities

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

Amanda Rynes

2010-11-01

With the prospect of rapid expansion of the nuclear energy industry and the ongoing concern over weapons proliferation, there is a growing need for a viable alternative to traditional nation-based fuel production facilities. While some in the international community remain apprehensive, the advantages of multinational fuel cycle facilities are becoming increasingly apparent, with states on both sides of the supply chain able to garner the security and financial benefits of such facilities. Proliferation risk is minimized by eliminating the need of states to establish indigenous fuel production capabilities and the concept's structure provides an additional internationally monitored barrier against themore » misuse or diversion of nuclear materials. This article gives a brief description of the arguments for and against the implementation of a complete multinational fuel cycle.« less

Multitarget drug discovery projects in CNS diseases: quantitative systems pharmacology as a possible path forward.

PubMed

Geerts, Hugo; Kennis, Ludo

2014-01-01

Clinical development in brain diseases has one of the lowest success rates in the pharmaceutical industry, and many promising rationally designed single-target R&D projects fail in expensive Phase III trials. By contrast, successful older CNS drugs do have a rich pharmacology. This article will provide arguments suggesting that highly selective single-target drugs are not sufficiently powerful to restore complex neuronal circuit homeostasis. A rationally designed multitarget project can be derisked by dialing in an additional symptomatic treatment effect on top of a disease modification target. Alternatively, we expand upon a hypothetical workflow example using a humanized computer-based quantitative systems pharmacology platform. The hope is that incorporating rationally multipharmacology drug discovery could potentially lead to more impactful polypharmacy drugs.

Dual processing and discourse space: Exploring fifth grade students' language, reasoning, and understanding through writing

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol

The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing. This study was guided by the research question: What patterns of the development of fifth grade students' cognition over time emerge in their private and public negotiations under a teacher who is ranked as a low-level implementer of the SWH approach? This question was divided into two sub-questions: (a) Throughout a unit, Ecosystems, what patterns emerge regarding the development of six fifth grade students' understanding through writing, and b) What patterns of the development of Discourse Space emerge through talking in three different contexts. In order to answer these questions, this qualitative research employed a generic qualitative study. Twenty-one fifth grade students participated in this study, and six students were purposefully selected through which to further investigate the development of an understanding of science through private negotiation while immersed in a language-based argument inquiry approach. Major data sources included students' writing samples, informal conversations with the teacher, researcher's field notes, and classroom videos. Additionally, the teacher's modified RTOP scores and semi-structured interviews were used to deepen the contextual understanding of the learning environment and the teacher's instructional performance. The data analysis was conducted by utilizing discourse analysis of writing and talking. The results showed (1) students' low level of engagement in evaluation impacted their reasoning and use of sources for making meanings, as well as their understanding of the topic. Compared to the results of a previous study, students' complexity of reasoning was relatively less developed, and similarly students' use of reflective sources was generally observed relatively less often. (2) The teacher and students in this study engaged in limited public negotiation, which focused more on articulating than on evaluating ideas. The limited public negotiation that was represented by the dialogical patterns in this study cannot support the development of understanding through writing or the practice of the roles of constructor and critiquer, which play a core function in the comprehension of scientific practice. This study has several implications for teacher education and research. Teacher education needs to be centered more on how to encourage students' engagement in the process of evaluation, since this plays an important function not only in the development of understanding, but also in providing opportunities to perform the roles of both constructor and critiquer. Teachers can use writing as an argumentative activity to encourage or foster students' engagement in the process of evaluation or critique. Additionally, this study provides insight into the importance of the learning environment in which the teacher and students create and develop; this learning environment needs to provide not only opportunities but also demands for students to engage in both constructing and critiquing ideas.

"Evidence" Under a Magnifying Glass: Thoughts on Safety Argument Epistemology

NASA Technical Reports Server (NTRS)

Graydon, P. J.; Holloway, C. M.

2015-01-01

Common definitions of "safety case" emphasize that evidence is the basis of a safety argument, yet few widely referenced works explicitly define "evidence". Their examples suggest that similar things can be regarded as evidence. But the category evidence seems to contain (1) processes for finding things out, (2) information resulting from such processes, and (3) relevant documents. Moreover, any item of evidence could be replaced by further argument. Normative models of informal argumentation do not offer clear guidance on when a safety argument should cite evidence rather than appeal to a more detailed argument. Disciplines such as the law address the problem with a practical, domain-specific epistemology. In this paper, we explore these problems associated with evidence citations in safety arguments, identify goals for a theory of safety argument evidence and a practical safety argument epistemology, propose a model of safety evidence citation that advances the identified goals, and present a related extension to the Goal Structuring Notation (GSN).

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

NASA Astrophysics Data System (ADS)

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

2011-03-01

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

Economic Evaluation of Complementary and Alternative Medicine in Oncology: Is There a Difference Compared to Conventional Medicine?

PubMed

Huebner, Jutta; Prott, Franz J; Muecke, Ralph; Stoll, Christoph; Buentzel, Jens; Muenstedt, Karsten; Micke, Oliver

2017-01-01

To analyze the financial burden of complementary and alternative medicine (CAM) in cancer treatment. Based on a systematic search of the literature (Medline and the Cochrane Library, combining the MeSH terms 'complementary therapies', 'neoplasms', 'costs', 'cost analysis', and 'cost-benefit analysis'), an expert panel discussed different types of analyses and their significance for CAM in oncology. Of 755 publications, 43 met our criteria. The types of economic analyses and their parameters discussed for CAM in oncology were cost, cost-benefit, cost-effectiveness, and cost-utility analyses. Only a few articles included arguments in favor of or against these different methods, and only a few arguments were specific for CAM because most CAM methods address a broad range of treatment aim parameters to assess effectiveness and are hard to define. Additionally, the choice of comparative treatments is difficult. To evaluate utility, healthy subjects may not be adequate as patients with a life-threatening disease and may be judged differently, especially with respect to a holistic treatment approach. We did not find any arguments in the literature that were directed at the economic analysis of CAM in oncology. Therefore, a comprehensive approach assessment based on criteria from evidence-based medicine evaluating direct and indirect costs is recommended. The usual approaches to conventional medicine to assess costs, benefits, and effectiveness seem adequate in the field of CAM in oncology. Additionally, a thorough deliberation on the comparator, endpoints, and instruments is mandatory for designing studies. © 2016 S. Karger AG, Basel.

Some Arguments in Support of the Association of PSR B1706-44 with the Supernova Remnant G343.1-2.3

NASA Astrophysics Data System (ADS)

Bock, D. C.-J.; Gvaramadze, V. V.

We present some arguments in support of the association of the pulsar PSR B1706-44 with the supernova remnant G343.1-2.3, based on the idea that these objects could be the result of a supernova explosion within a mushroom-like cavity (created by the supernova progenitor wind breaking out of the parent molecular cloud). We suggest that in addition to the known bright "half" of G343.1-2.3 there should exist a more extended and weaker component, such that the actual shape of G343.1 2.3 is similar to that of the well-known SNR VRO 42.05.01. We have found such a component in archival radio data.

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

PubMed

Allen, Mark D; Owens, Tyler E

2008-07-01

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

Trading jobs for health: ionizing radiation, occupational ethics, and the welfare argument.

PubMed

Shrader-Frechette, Kristin

2002-04-01

Blue-collar workers throughout the world generally face higher levels of pollution than the public and are unable to control many health risks that employers impose on them. Economists tend to justify these risky workplaces on the grounds of the compensating wage differential (CWD). The CWD, or hazard-pay premium, is the alleged increment in wages, all things being equal, that workers in hazardous environments receive. According to this theory, employees trade safety for money on the job market, even though they realize some of them will bear the health consequences of their employment in a risky occupational environment. To determine whether the CWD or hazard-pay premium succeeds in justifying alleged environmental injustices in the workplace, this essay (1) surveys the general theory behind the "compensating wage differential"; (2) presents and evaluates the "welfare argument" for the CWD; (3) offers several reasons for rejecting the CWD, as a proposed rationale for allowing apparent environmental injustice in the workplace; and (4) applies the welfare argument to an empirical case, that of US nuclear workers. The essay concludes that this argument fails to provide a justification for the apparent environmental injustice faced by the 600,000 US workers who have labored in government nuclear-weapons plants and laboratories.

Perceptions of entitativity and attitude change.

PubMed

Rydell, Robert J; McConnell, Allen R

2005-01-01

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

Effects of Electronic Outlining on Students' Argumentative Writing Performance

ERIC Educational Resources Information Center

de Smet, M. J. R.; Broekkamp, H.; Brand-Gruwel, S.; Kirschner, P. A.

2011-01-01

This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer…

A New Determination of Io's Heat Flow Using Diurnal Heat Balance Constraints

NASA Technical Reports Server (NTRS)

Spencer, J. R.; Rathbun, J. A.; McEwen, A. S.; Pearl, J. C.; Bastos, A.; Andrade, J.; Correia, M.; Barros, S.

2002-01-01

We use heat balance arguments to obtain a new estimate of Io's heat flow that does not depend on assumptions about the temperatures of its thermal anomalies. Our estimated heat flow is somewhat less than 2.2 +/- 0.9 W/sq m. Additional information is contained in the original extended abstract.

Defending commercial surrogate motherhood against Van Niekerk and Van Zyl.

PubMed Central

McLachlan, H V

1997-01-01

The arguments of Van Niekerk and Van Zyl that, on the grounds that it involves an inappropriate commodification and alienation of women's labour, commercial surrogate motherhood (CSM) is morally suspect are discussed and considered to be defective. In addition, doubt is cast on the notion that CSM should be illegal. PMID:9451602

Nullification: The Jury's Controversial Power. Teaching with the News.

ERIC Educational Resources Information Center

Landman, James

2001-01-01

Focuses on the topic of jury nullification. Explores its origins and presents arguments for and against its use in the courtroom. Includes additional resources, such as: books, articles, a video, relevant recent cases, and other resources. Suggests that teachers can alert their students to current cases that may utilize jury nullification. (CMK)

The "Islamic" in Islamic Education: Assessing the Discourse

ERIC Educational Resources Information Center

Panjwani, Farid

2004-01-01

The paper assesses the dominant discourse on Islam and education that argues for an education derived from an exclusively "Islamic" vision. In addition to exploring the historical roots of this discourse, the paper analyses it with respect to its (i) arguments for an Islamic vision of education, (ii) conception of Islam, and (iii)…

Some Additional Lessons from the Wechsler Scales: A Rejoinder to Kaufman and Keith.

ERIC Educational Resources Information Center

Macmann, Gregg M.; Barnett, David W.

1994-01-01

Reacts to previous arguments regarding verbal and performance constructs of Wechsler Scales. Contends that general factor model is more plausible representation of data for these scales. Suggests issue is moot when considered in regards to practical applications. Supports analysis of needed skills and instructional environments in educational…

Desirable functional processes: A conceptual approach for evaluating ecological condition

Treesearch

Alvin L. Medina; Malchus B. Baker; Daniel G. Neary

1996-01-01

Determining what "desired future condition" actually means has been viewed as a moving target approach for developing ecosystem management plans. The difficulty arises from trying to define what the desired condition are for any given site. In addition, definitions may be plagued with inconsistencies, contention and argument, indeterminate time frames and...

Continuing Challenges for a Systemic Theory of Gifted Education

ERIC Educational Resources Information Center

Schorer, Jorg; Baker, Joseph

2012-01-01

Ziegler and Phillipson make a strong case for the need to reconsider traditional models of gifted education. Although their evidence and argument are compelling, the reviewers argue that several additional steps are needed to justify the theoretical foundation of the theory in order to facilitate its evaluation by researchers. First, Ziegler and…

Canadian High School Athletics and the Saga of Continuing Gender Discrimination

ERIC Educational Resources Information Center

Clarke, Paul T.

2013-01-01

In most Canadian jurisdictions, high school athletics are still governed by outdated and sexist views about participation. The author argues that the current approach is discriminatory and violates human rights laws. In addition, a careful analysis of the jurisprudence reveals a host of specious arguments that keeps athletically talented female…

Development and Assessment of a Preliminary Randomization-Based Introductory Statistics Curriculum

ERIC Educational Resources Information Center

Tintle, Nathan; VanderStoep, Jill; Holmes, Vicki-Lynn; Quisenberry, Brooke; Swanson, Todd

2011-01-01

The algebra-based introductory statistics course is the most popular undergraduate course in statistics. While there is a general consensus for the content of the curriculum, the recent Guidelines for Assessment and Instruction in Statistics Education (GAISE) have challenged the pedagogy of this course. Additionally, some arguments have been made…

Entanglement sum rules.

PubMed

Swingle, Brian

2013-09-06

We compute the entanglement entropy of a wide class of models that may be characterized as describing matter coupled to gauge fields. Our principle result is an entanglement sum rule that states that the entropy of the full system is the sum of the entropies of the two components. In the context of the models we consider, this result applies to the full entropy, but more generally it is a statement about the additivity of universal terms in the entropy. Our proof simultaneously extends and simplifies previous arguments, with extensions including new models at zero temperature as well as the ability to treat finite temperature crossovers. We emphasize that while the additivity is an exact statement, each term in the sum may still be difficult to compute. Our results apply to a wide variety of phases including Fermi liquids, spin liquids, and some non-Fermi liquid metals. For example, we prove that our model of an interacting Fermi liquid has exactly the log violation of the area law for entanglement entropy predicted by the Widom formula in agreement with earlier arguments.

Density-functional energy gaps of solids demystified

NASA Astrophysics Data System (ADS)

Perdew, John P.; Ruzsinszky, Adrienn

2018-06-01

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

An Explanation for the Use of Arrays to Promote the Understanding of Mental Strategies for Multiplication

ERIC Educational Resources Information Center

Day, Lorraine; Hurrell, Derek

2015-01-01

Lorraine Day and Derek Hurrell provide a convincing argument for using arrays to promote students' understandings of mental computation strategies for multiplication. They also provide a range of different examples that illustrate the benefits of arrays in the primary classroom.

Technology for Anonymity: Names By Other Nyms.

ERIC Educational Resources Information Center

Wayner, Peter

1999-01-01

Provides a summary of some of the technical solutions for producing anonymous communication on the Internet and presents an argument that anonymity is as much a part of crime prevention as requiring people to provide their names. Discusses identity theft; the three major techniques that make anonymous cash possible; and anonymizing Internet…