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

ERIC Educational Resources Information Center

Spoelman, Marianne; Bol, Gerard W.

2012-01-01

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

Argumentation in Secondary School Students' Structured and Unstructured Chat Discussions

ERIC Educational Resources Information Center

Salminen, Timo; Marttunen, Miika; Laurinen, Leena

2012-01-01

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

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

ERIC Educational Resources Information Center

Uckun, Berrin

2012-01-01

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

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…

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,…

Improving Students’ Evaluation of Informal Arguments

PubMed Central

LARSON, AARON A.; BRITT, M. ANNE; KURBY, CHRISTOPHER A.

2010-01-01

Evaluating the structural quality of arguments is a skill important to students’ ability to comprehend the arguments of others and produce their own. The authors examined college and high school students’ ability to evaluate the quality of 2-clause (claim-reason) arguments and tested a tutorial to improve this ability. These experiments indicated that college and high school students had difficulty evaluating arguments on the basis of their quality. Experiments 1 and 2 showed that a tutorial explaining skills important to overall argument evaluation increased performance but that immediate feedback during training was necessary for teaching students to evaluate the claim-reason connection. Using a Web-based version of the tutorial, Experiment 3 extended this finding to the performance of high-school students. The study suggests that teaching the structure of an argument and teaching students to pay attention to the precise message of the claim can improve argument evaluation. PMID:20174611

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.

Astéroides et satellites de Saturne: quelques résultats récents et contribution éventuelle des données Hipparcos.

NASA Astrophysics Data System (ADS)

Viateau, B.; Rapaport, M.

48 astéroides et 2 satellites de Saturne étaient au programme de la mission Hipparcos, et diverses propositions ont été faites pour l'utilisation de ces données. Les auteurs présentent quelques résultats récents concernant ces objets, et susceptibles de 1) donner un supplément d'intére^t aux données astrométriques fournies par Hipparcos, 2) permettre de préciser les objectifs contenus dans diverses propositions.

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.

Tensions entre rationalité technique et intérêts politiques : l’exemple de la mise en œuvre de la Loi sur les agences de développement de réseaux locaux de services de santé et de services sociaux au Québec

PubMed Central

Contandriopoulos, D.; Hudon, Raymond; Martin, Elisabeth; Thompson, Daniel

2013-01-01

Sommaire L’objet de cet article est constitué par les processus décisionnels entourant la mise en œuvre de la Loi sur les agences de développement de réseaux locaux de services de santé et de services sociaux (Loi 25). Nous entendons mettre en lumière les stratégies des groupes ou institutions de diverses natures qui ont fait valoir leurs préférences et ont tenté, avec un succès inégal, d’influencer les décisions relatives à cette réforme majeure de la structure du système de santé québécois. Au plan théorique, nous nous appuyons principalement sur les modèles d’analyse du lobbying qui, depuis les travaux fondateurs de Milbrath (1960, 1963), présentent cette pratique comme un processus fondamental d’échange d’information. Selon les données colligées dans les retranscriptions d’entrevues, les stratégies observées correspondent effectivement aux caractéristiques constitutives du lobbying et, dans quelques situations, à celles du patronage. La combinaison de ces divers éléments révèle que la mise en œuvre de la Loi 25 s’avère être avant tout un processus proprement politique. Ainsi, furent relégués au second plan les arguments techniques qui composaient initialement les objectifs de la Loi. PMID:23509412

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

PubMed Central

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

2014-01-01

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

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

NASA Astrophysics Data System (ADS)

Yalcinoglu, Pelin

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

The 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…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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.

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.

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…

ALES: An Innovative Argument-Learning Environment

ERIC Educational Resources Information Center

Abbas, Safia; Sawamura, Hajime

2010-01-01

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

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.

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

ERIC Educational Resources Information Center

Stygall, Gail

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

Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

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

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

ERIC Educational Resources Information Center

Gray, Ron E.

2009-01-01

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

Study of Some Mineral Exchangers for Use in Water at High Temperature; ETUDE DE QUELQUES ECHANGEURS MINERAUX UTILISABLES DANS L'EAU A HAUTE TEMPERATURE

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

Hure, J.; Platzer, R.; Bittel, R.

1959-10-31

The study of the use of ion exchangers at high temperatures was made with a view to the purification of water in reactors. Natural ion exchangers with mineral structures (clay of the montmorillonite type), natural mineral compounds so treated as to give them the properties of ion exchangers (activated graphite), and synthetic mineral compounds (zirconium phosphates and hydroxides and thorium hydroxide) were investigated. The preparation of the minerals is described, and the results obtained with them are discussed in detail. (J.S.R.)

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

PubMed

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

2015-03-01

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

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

PubMed Central

Assadollahi, Ramin; Rockstroh, Brigitte S

2008-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-03-01

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

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

NASA Astrophysics Data System (ADS)

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

2009-05-01

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

Assessment of Uncertainty-Infused Scientific Argumentation

ERIC Educational Resources Information Center

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

2014-01-01

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

Brain responses to filled gaps.

PubMed

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

2007-03-01

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

Rethinking the Argumentative Essay

ERIC Educational Resources Information Center

Schneer, David

2014-01-01

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

Verbs and attention to relational roles in English and Tamil*

PubMed Central

SETHURAMAN, NITYA; SMITH, LINDA B.

2013-01-01

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

Towards Measurement of Confidence in Safety Cases

NASA Technical Reports Server (NTRS)

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

2011-01-01

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

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.

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.

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

ERIC Educational Resources Information Center

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

2007-01-01

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

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

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

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

Verbs and Attention to Relational Roles in English and Tamil

ERIC Educational Resources Information Center

Sethuraman, Nitya; Smith, Linda B.

2013-01-01

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

Semiotic and Theoretic Control in Argumentation and Proof Activities

ERIC Educational Resources Information Center

Arzarello, Ferdinando; Sabena, Cristina

2011-01-01

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

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

ERIC Educational Resources Information Center

Kim, Sungho; Hand, Brian

2015-01-01

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

A Group Intelligence-Based Asynchronous Argumentation Learning-Assistance Platform

ERIC Educational Resources Information Center

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

2016-01-01

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

Argument Structure of Tsou: Simplex and Complex Predicates

ERIC Educational Resources Information Center

Lin, Gujing

2010-01-01

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

Cohort Changes in the Socio-demographic Determinants of Gender Egalitarianism

PubMed Central

Pampel, Fred

2011-01-01

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

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

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

DTIC Science & Technology

1992-08-01

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

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

PubMed Central

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

2014-01-01

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

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

PubMed

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

2013-01-01

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

Morphosyntax of Complex Predicates in South Caucasian Languages

ERIC Educational Resources Information Center

Lomashvili, Leila

2010-01-01

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

Test Fairness and Toulmin's Argument Structure

ERIC Educational Resources Information Center

Kunnan, Antony John

2010-01-01

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

Consensus Knowledge Acquisition

DTIC Science & Technology

1989-12-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Information on Quantifiers and Argument Structure in English Learner's Dictionaries.

ERIC Educational Resources Information Center

Lee, Thomas Hun-tak

1993-01-01

Lexicographers have been arguing for the inclusion of abstract and complex grammatical information in dictionaries. This paper examines the extent to which information about quantifiers and the argument structure of verbs is encoded in English learner's dictionaries. The Oxford Advanced Learner's Dictionary (1989), the Longman Dictionary of…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Mingli, Luo

2012-01-01

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

Argumentative Discourse in a High School Chemistry Classroom

ERIC Educational Resources Information Center

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

2006-01-01

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

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

NASA Astrophysics Data System (ADS)

Konstantinidou, Aikaterini; Macagno, Fabrizio

2013-05-01

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

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

Argument Strength and the Persuasiveness of Stories

PubMed Central

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Delacroix, Jacques; Ragin, Charles C.

1981-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Prescott, Barbara L.

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

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

ERIC Educational Resources Information Center

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

2002-01-01

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

Rules and Construction Effects in Learning the Argument Structure of Verbs

ERIC Educational Resources Information Center

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

2003-01-01

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

Can We Separate Verbs from Their Argument Structure? A Group Study in Aphasia

ERIC Educational Resources Information Center

Caley, Sarah; Whitworth, Anne; Claessen, Mary

2017-01-01

Background: Given the integral role that verbs play in sentence production, understanding verb deficits is critical to clinical practice. Difficulties in sentence production are often directly related to an inability to retrieve argument structure information which, according to most theoretical accounts, is specified at a lexical level as part of…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

ERIC Educational Resources Information Center

Zheng, Cui

2013-01-01

This study employed Kamimura and Oi (1996)'s classification of the organizational patterns of the argumentative essay structure: Thesis Statement (TS), Background Information (BI), Reservation (R), Hesitation (H), Rational Appeals (RA), Affective Appeals (AA) and Conclusion (C). 178 essays, 84 written by Chinese EFL learners, 84 written by Korean…

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

ERIC Educational Resources Information Center

Volz, Tracy; Saterbak, Ann

2009-01-01

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

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

ERIC Educational Resources Information Center

Tawfik, Andrew A.

2017-01-01

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

How Can the Relationship between Argumentation and Proof Be Analysed?

ERIC Educational Resources Information Center

Pedemonte, Bettina

2007-01-01

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

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

ERIC Educational Resources Information Center

Gürel, Cem; Süzük, Erol

2017-01-01

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

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

ERIC Educational Resources Information Center

Gray, Ron; Kang, Nam-Hwa

2014-01-01

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

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

ERIC Educational Resources Information Center

Nagai, Miho

2013-01-01

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

"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.

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.

Querying Safety Cases

NASA Technical Reports Server (NTRS)

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

2014-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2010-03-01

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

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

Pluquet, Alain

Cette théetudie les techniques d'identication de l'electron dans l'experience D0 au laboratoire Fermi pres de Chicago Le premier chapitre rappelle quelques unes des motivations physiques de l'experience physique des jets physique electrofaible physique du quark top Le detecteur D0 est decrit en details dans le second chapitre Le troisieme cha pitre etudie les algorithmes didentication de lelectron trigger reconstruction ltres et leurs performances Le quatrieme chapitre est consacre au detecteur a radiation de transition TRD construit par le Departement dAstrophysique Physique des Particules Physique Nucleaire et dInstrumentation Associee de Saclay il presente son principe sa calibration et ses performances Ennmore » le dernier chapitre decrit la methode mise au point pour lanalyse des donnees avec le TRD et illustre son emploi sur quelques exemples jets simulant des electrons recherche du quark top« less

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Modal and Temporal Argumentation Networks

NASA Astrophysics Data System (ADS)

Barringer, Howard; Gabbay, Dov M.

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

Using Instruments to Understand Argument Structure: Evidence for Gradient Representation

PubMed Central

Rissman, Lilia; Rawlins, Kyle; Landau, Barbara

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Hazen, Michael David

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

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

PubMed

Demuth, Katherine; Machobane, Malillo; Moloi, Francina

2003-11-01

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

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

ERIC Educational Resources Information Center

Lee, Michael J.

2006-01-01

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

The Role of Argument Structure in Me'phaa Verbal Agreement

ERIC Educational Resources Information Center

Duncan, Philip T.

2017-01-01

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

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

ERIC Educational Resources Information Center

Hughes, Sherick A.; North, Connie E.

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Morello, John T.

1988-01-01

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

Dialogical argumentation in elementary science classrooms

NASA Astrophysics Data System (ADS)

Kim, Mijung; Roth, Wolff-Michael

2018-02-01

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

Quelques considerations sur la traduction medicale et pharmaceutique (Some Considerations in Medical and Pharmaceutical Translation)

ERIC Educational Resources Information Center

Sliosberg, A.

1971-01-01

Paper presented during the meeting of the Section Presse et Documentation" of the 29th International Congress of Pharmaceutical Science of the International Pharmaceutical Federation, London, September 10, 1969. (VM)

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

NASA Astrophysics Data System (ADS)

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

2013-11-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Quelques problemes poses a la grammaire casuelle (Some Problems Regarding Case Grammar)

ERIC Educational Resources Information Center

Fillmore, Charles J.

1975-01-01

Discusses problems related to case grammar theory, including: the organizations of a case grammar; determination of semantic roles; definition and hierarchy of cases; cause-effect relations; and formalization and notation. (Text is in French.) (AM)

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

PubMed

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

2006-08-14

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

Swiss residents' arguments for and against a career in medicine

PubMed Central

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

2006-01-01

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

Justification of automated decision-making: medical explanations as medical arguments.

PubMed Central

Shankar, R. D.; Musen, M. A.

1999-01-01

People use arguments to justify their claims. Computer systems use explanations to justify their conclusions. We are developing WOZ, an explanation framework that justifies the conclusions of a clinical decision-support system. WOZ's central component is the explanation strategy that decides what information justifies a claim. The strategy uses Toulmin's argument structure to define pieces of information and to orchestrate their presentation. WOZ uses explicit models that abstract the core aspects of the framework such as the explanation strategy. In this paper, we present the use of arguments, the modeling of explanations, and the explanation process used in WOZ. WOZ exploits the wealth of naturally occurring arguments, and thus can generate convincing medical explanations. Images Figure 5 PMID:10566388

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

PubMed

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

2017-03-01

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

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

PubMed

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

2017-12-01

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

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

PubMed

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

2015-05-19

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

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

NASA Astrophysics Data System (ADS)

Winsberg, Eric; Goodwin, William Mark

2016-05-01

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

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

DTIC Science & Technology

2015-03-31

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

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

PubMed

Brusa, Margherita; Barilan, Y Michael

2009-10-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-11-01

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

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar

2014-01-01

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

Investigating the impact of automated feedback on students' scientific argumentation

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

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

PubMed Central

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-01-01

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

Ethical issues in transgenics.

PubMed

Sherlock, R; Morrey, J D

2000-01-01

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

A Robust Geometric Model for Argument Classification

NASA Astrophysics Data System (ADS)

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

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

Structure du Raisonnement Dductif et Apprentissage de la Dmonstration.

ERIC Educational Resources Information Center

Duval, Raymond

1991-01-01

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

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.

Performance Evaluation of an Online Argumentation Learning Assistance Agent

ERIC Educational Resources Information Center

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

2011-01-01

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

Constructing Arguments with 3-D Printed Models

ERIC Educational Resources Information Center

McConnell, William; Dickerson, Daniel

2017-01-01

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

Investigating Instruction for Improving Revision of Argumentative Essays

ERIC Educational Resources Information Center

Butler, Jodie A.; Britt, M. Anne

2011-01-01

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

The Heuristics of Statistical Argumentation: Scaffolding at the Postsecondary Level

ERIC Educational Resources Information Center

Pardue, Teneal Messer

2017-01-01

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

The time course of syntactic activation during language processing: a model based on neuropsychological and neurophysiological data.

PubMed

Friederici, A D

1995-09-01

This paper presents a model describing the temporal and neurotopological structure of syntactic processes during comprehension. It postulates three distinct phases of language comprehension, two of which are primarily syntactic in nature. During the first phase the parser assigns the initial syntactic structure on the basis of word category information. These early structural processes are assumed to be subserved by the anterior parts of the left hemisphere, as event-related brain potentials show this area to be maximally activated when phrase structure violations are processed and as circumscribed lesions in this area lead to an impairment of the on-line structural assignment. During the second phase lexical-semantic and verb-argument structure information is processed. This phase is neurophysiologically manifest in a negative component in the event-related brain potential around 400 ms after stimulus onset which is distributed over the left and right temporo-parietal areas when lexical-semantic information is processed and over left anterior areas when verb-argument structure information is processed. During the third phase the parser tries to map the initial syntactic structure onto the available lexical-semantic and verb-argument structure information. In case of an unsuccessful match between the two types of information reanalyses may become necessary. These processes of structural reanalysis are correlated with a centroparietally distributed late positive component in the event-related brain potential.(ABSTRACT TRUNCATED AT 250 WORDS)

A temps nouveaux, solutions nouvelles: quelques propositions (New Times, New Solutions: Some Proposals).

ERIC Educational Resources Information Center

Capelle, Guy

1983-01-01

Serious problems in education in Latin America arising from political, economic, and social change periodically put in question the status, objectives, and manner of French second-language instruction. A number of solutions to general and specific pedagogical problems are proposed. (MSE)

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.

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.

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

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

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

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

PubMed

Rivera, Francisco Javier Uribe

2011-09-01

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

Effects of planning strategies on writing dynamics and final texts.

PubMed

Limpo, Teresa; Alves, Rui A

2018-06-12

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

Cohort Changes in the Socio-Demographic Determinants of Gender Egalitarianism

ERIC Educational Resources Information Center

Pampel, Fred

2011-01-01

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

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

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2015-01-01

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

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

ERIC Educational Resources Information Center

Coffin, Caroline; Painter, Clare; Hewings, Ann

2005-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Skoumios, Michael

2009-01-01

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

Argumentation in Science Education: A Model-based Framework

NASA Astrophysics Data System (ADS)

Böttcher, Florian; Meisert, Anke

2011-02-01

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

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

PubMed

Lencucha, Raphael; Drope, Jeffrey; Labonte, Ronald

2016-09-01

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

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

NASA Astrophysics Data System (ADS)

Gleick, P. H.

2012-12-01

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

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.

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

ERIC Educational Resources Information Center

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

2009-01-01

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

A General Structure for Legal Arguments about Evidence Using Bayesian Networks

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Vander Zee, Anton

2017-01-01

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

Étude de la structure des alliages vitreux Ag-As2S3 par diffraction de rayons X

NASA Astrophysics Data System (ADS)

Popescu, M.; Sava, F.; Cornet, A.; Broll, N.

2002-07-01

The structure of several silver alloyed arsenic chalocgenide has been determined by X-ray diffraction. For low silver doping the disordered layer structure, characteristic to the glassy AS2S3 is retained as demonstrated by the well developed first sharp diffraction peak in the X-ray diffraction pattern. For high amount of silver introduced in the As2S3 matrix, the disoredered layer configurations disappear, as shown by the diminishing and even disappearance of the first sharp diffraction peak in the X-ray patterns. A three-dimensional structure based on Ag2S -type configuration is formed. La structure de quelques alliages sulfure d'arsenic - argent a été determinée par diffraction de rayons X. Pour de faibles dopages à l'argent on conserve la structure desordonnées caractéristique des couches atomique d'As2S3 vitreux ; ceci est prouvé par la forte intensité du premier pic étroit de diffraction. Pour des plus grandes proportions d'argent la structure de l'alliage vitreux fait apparaître des unités structurales caractéristiques du cristal d'Ag2S et la configuration atomique avec des couches desordonnées disparaît (le premier pic étroit de diffraction s'évanouit) en faisant place à une structure tridimensionelle.

Traduction et langues de specialite: Approches theoriques et considerations pedagogiques (Translation and Specialty Languages: Theoretical Approaches and Pedagogic Considerations).

ERIC Educational Resources Information Center

Guevel, Zelie, Ed.; Valentine, Egan, Ed.

Essays on the teaching of translation and on specialized translation, all in French, include: "Perspectives d'optimisation de la formation du traducteur: quelques reflexions" ("Perspectives on Optimization of Training of Translation Teachers: Some Reflections") (Egan Valentine); "L'enseignement de la revision…

Psychologie des discours et didactique des textes (Psychology of Discourse and the Teaching of Texts).

ERIC Educational Resources Information Center

Bronckart, Jean-Paul, Ed.

1995-01-01

This collection of articles on the nature of discourse and writing instruction include: "Une demarche de psychologie de discours; quelques aspects introductifs" ("An Application of Discourse Psychology; Introductory Thoughts") (Jean-Paul Bronckart); "Les procedes de prise en charge enonciative dans trois genres de texts expositifs" ("The Processes…

[Not Available].

PubMed

Ettalbi, S; Ibnouzahir, M; Droussi, H; Wahbi, S; Bahaichar, N; Boukind, E H

2009-06-30

La brûlure est un accident qui reste toujours très fréquent au Maroc, ce qui fait d'elle un problème de la santé publique. Les brûlures, quand elles sont graves ou profondes, entraînent de façon quasi inéluctable des séquelles fonctionnelles et esthétiques. A travers deux observations de deux enfants présentant des séquelles de brûlures graves, ayant retenti péjorativement sur leurs scolarités, on a essayé de mettre en évidence quelques facteurs incriminés dans cette tragédie (feu, petites bouteilles de gaz et le manque d'infrastructure, du personnel médical et paramédical, du matériel ainsi que de la prévention) comme étant une grande cause dans la survenue de ces séquelles. Le but de notre travail est d'énumérer ces différents facteurs intriqués, ainsi que de proposer quelques solutions, tout en insistant sur la prévention.

The relationship of character structure to persuasive communication in advertising.

PubMed

Chatterjee, Anindya; Hunt, James M

2005-02-01

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

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

NASA Astrophysics Data System (ADS)

Kim, Sungho; Hand, Brian

2015-04-01

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

Poverty of the stimulus revisited.

PubMed

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

2011-01-01

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

The forgotten grammatical category: Adjective use in agrammatic aphasia

PubMed Central

Meltzer-Asscher, Aya; Thompson, Cynthia K.

2014-01-01

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

The forgotten grammatical category: Adjective use in agrammatic aphasia.

PubMed

Meltzer-Asscher, Aya; Thompson, Cynthia K

2014-07-01

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

Improving Systematic Constraint-driven Analysis Using Incremental and Parallel Techniques

DTIC Science & Technology

2012-05-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Kogan, Nathan; Tucker, Jennifer; Porter, Matthew

2011-01-01

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

Argument structure and the representation of abstract semantics.

PubMed

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

2014-01-01

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

L'acquisition d'une language seconde: Quelques developpements theoriques recents (Second Language Acquisition: Some Recent Theoretical Developments).

ERIC Educational Resources Information Center

Py, Bernard, Ed.

1994-01-01

This collection of articles on second language learning includes: "Action, langage et discours. Les fondements d'une psychologie du langage" ("Action, Language, and Discourse. Foundations of a Psychology of Language") (Jean-Paul Bronckart); "Contextes socio-culturels et appropriation des languages secondes: l'apprentissage en milieu social et la…

Canadian Association for the Study of Adult Education. Proceedings of the Annual Conference (4th, Montreal, Quebec, Canada, May 28-30, 1985).

ERIC Educational Resources Information Center

Canadian Association for the Study of Adult Education, Guelph (Ontario).

These proceedings contain 28 papers (20 in English and 8 in French), including the following: "Beyond Ideology: The Case of the Corporate Classroom" (Zinman); "De quelques dimensions paradoxales de l'education interculturelle" (Ollivier); "Ideology, Indoctrination and the Language of Physics" (Winchester);…

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

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2016-01-01

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

High-School Students' Informal Reasoning and Argumentation about Biotechnology: An Indicator of Scientific Literacy?

ERIC Educational Resources Information Center

Dawson, Vaille; Venville, Grady Jane

2009-01-01

The aim of this research was to explore Australian high-school students' argumentation and informal reasoning about biotechnology. Data were obtained from semi-structured interviews with 10 Year-8 students (12-13 years old), 14 Year-10 students (14-15 years old) and 6 Year-12 students (16-17 years old) from six metropolitan high schools in Perth,…

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

PubMed Central

Cho-Reyes, Soojin; Thompson, Cynthia K.

2015-01-01

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

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

PubMed

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

2006-06-01

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

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

NASA Astrophysics Data System (ADS)

Rebello, Carina M.

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

Structural Case Assignment in Korean

ERIC Educational Resources Information Center

Koak, Heeshin

2012-01-01

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

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.

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

PubMed

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

2017-11-01

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

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

NASA Astrophysics Data System (ADS)

Kutluca, A. Y.; Aydın, A.

2017-08-01

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

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

PubMed

Valadares, Kevin J

2016-01-01

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

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

PubMed

McGuinness, M J

1994-01-01

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

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

PubMed

Hayes, Rebecca A; Dickey, Michael Walsh; Warren, Tessa

2016-12-01

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

`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.

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.

A propos de quelques experiences de francais fonctionnel en milieu hispanaphone (A Commentary on Experiments in Functional French in a Spanish-Speaking Milieu)

ERIC Educational Resources Information Center

Baltzer, Francois

1978-01-01

A discussion of the adaptation of audiovisual methods to respond to various specific needs in Mexico City. Some of the topics discussed are: meeting needs of people involved in special fields, particularly science, technology and economics; and the use of television for functional French instruction. (AMH)

Aspect Epidemiologique des Sequelles de Brulures a Marrakech, Maroc, a Travers Deux Observations

PubMed Central

Ettalbi, S.; Ibnouzahir, M.; Droussi, H.; Wahbi, S.; Bahaichar, N.; Boukind, E.H.

2009-01-01

Summary La brûlure est un accident qui reste toujours très fréquent au Maroc, ce qui fait d'elle un problème de la santé publique. Les brûlures, quand elles sont graves ou profondes, entraînent de façon quasi inéluctable des séquelles fonctionnelles et esthétiques. A travers deux observations de deux enfants présentant des séquelles de brûlures graves, ayant retenti péjorativement sur leurs scolarités, on a essayé de mettre en évidence quelques facteurs incriminés dans cette tragédie (feu, petites bouteilles de gaz et le manque d'infrastructure, du personnel médical et paramédical, du matériel ainsi que de la prévention) comme étant une grande cause dans la survenue de ces séquelles. Le but de notre travail est d'énumérer ces différents facteurs intriqués, ainsi que de proposer quelques solutions, tout en insistant sur la prévention. PMID:21991156

Formal Foundations for Hierarchical Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen; Pai, Ganesh; Whiteside, Iain

2015-01-01

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

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

PubMed

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

2017-06-01

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

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

PubMed

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

2017-01-01

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

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

PubMed Central

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

2017-01-01

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

A Model of Moral Stages

ERIC Educational Resources Information Center

Reed, Don Collins

2008-01-01

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

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Quelques Facteurs Sociaux Agissant sur la Formation Permanente et l'Education Informelle en Algerie (Social Factors Acting upon Lifelong Learning and Informal Education in Algeria).

ERIC Educational Resources Information Center

Haddab, Mustapha

1994-01-01

Analyzes conditions that have led to an increase in private and collective educational initiatives in Algeria, highlighting political and socioeconomic changes since 1988. Indicates that after a long period of a public education monopoly, social factors have led to the development of alternative educational opportunities that are more responsive…

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

PubMed Central

Dickey, Michael Walsh; Warren, Tessa

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Titterington, Lynda C.

2007-12-01

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

Information Structure and the Licensing of English Subjects

ERIC Educational Resources Information Center

Mack, Jennifer Elaine

2010-01-01

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

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

PubMed

Martins, Mauricio D; Fitch, W Tecumseh

2015-12-15

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

Combining conceptual graphs and argumentation for aiding in the teleexpertise.

PubMed

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

2015-08-01

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

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

Simulation 󈨔 Symposium.

DTIC Science & Technology

1980-11-21

defensive , and both the question and the answer seemed to generate supporting reactions from the audience. Discrete Event Simulation The session on...R. Toscano / A. Maceri / F. Maceri (Italy) Analyse numerique de quelques problemes de contact en theorie des membranes 3:40 - 4:00 p.m. COFFEE BREAK...Switzerland Stockage de chaleur faible profondeur : Simulation par elements finis 3:40 - 4:00 p.m. A. Rizk Abu El-Wafa / M. Tawfik / M.S. Mansour (Egypt) Digital

Quelques applications de la decomposition de l'entropie en psychologie et pedagogie (Some Applications of the Resolution of Entropy in Psychology and Pedagogy)

ERIC Educational Resources Information Center

Gillet, Louis

1971-01-01

Psychological and educational measurement is carried out according to the type of model used and data collected. The H entropy which shows the dispersion of the data can be divided into intragroup and intergroup entropy. Choice of colors, sociometrical choice, and the communications are three situations where this resolution can be applied. (MF)

Le grand séisme de Huaxian (1556) : quelques documents chinois

NASA Astrophysics Data System (ADS)

Poirier, Jean-Paul

2017-03-01

The strong earthquake that struck Shaanxi, Shanxi and several other Chinese provinces in 1556 is generally considered as the deadliest of all earthquakes. It is said that the Chinese annals reported 830,000 casualties. We give here a translation into French of the relevant passage of the annals, as well as of a testimony of a survivor Qin Keda, and of a text engraved on a stela.

Quelques aspects du folklore de la region Roannaise autour de 1950 (Some Aspects of Folklore of the Roanne Region about 1950).

ERIC Educational Resources Information Center

Long, Jacqueline

1971-01-01

This article examines several aspects of folklore characteristic of the region of Roanne, France, during the 1950's. The town of Roanne, located between Clermont Ferrand and Lyon on the Loire River, is described in terms of its festive activities during serveral key holidays. The erosion of various customs and traditions, an inevitable result of…

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.

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

PubMed

Fernandes, Ashley K

2001-12-01

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

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

NASA Astrophysics Data System (ADS)

Menais, Timothée

2018-02-01

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

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

NASA Astrophysics Data System (ADS)

Millstone, Rachel Diana

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

Diffraction des neutrons : principe, dispositifs expérimentaux et applications

NASA Astrophysics Data System (ADS)

Muller, C.

2003-02-01

La diffraction de neutrons, sur monocristal ou sur échantillon polycristallin (ou poudre), est une technique très largement utilisée, en science des matériaux comme en biologie, lorsque l'on souhaite déterminer la structure cristalline d'un composé ou d'une molécule. Toutefois, le degré de précision de la détermination structurale est très corrélé au choix de l'instrument utilisé. Il s'en suit que la question “comment choisir l'instrument le mieux adapté au composé et à la problématique ?" apparaît comme fondamentale. L'objectif de ce cours est de tenter de répondre à cette question en décrivant brièvement les caractéristiques instrumentales de différents diffractomètres, en exposant les avantages spécifiques des expériences de diffraction de neutrons et en donnant quelques exemples d'application.

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

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

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

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

ERIC Educational Resources Information Center

Staats, Susan

2017-01-01

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

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

PubMed

Purnell, P

2012-01-03

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

Structure and topology of three-dimensional hydrocarbon polymers.

PubMed

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

2016-08-01

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

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

NASA Astrophysics Data System (ADS)

Gilles, Brent David

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

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?

[Evaluation of arguments in research reports].

PubMed

Botes, A

1999-06-01

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

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

ERIC Educational Resources Information Center

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

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

Minding the Absent: Arguments for the Full Competence Hypothesis.

ERIC Educational Resources Information Center

Borer, Hagit; Rohrbacher, Bernhard

2002-01-01

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

What is known about tobacco industry efforts to influence tobacco tax? A systematic review of empirical studies.

PubMed

Smith, Katherine E; Savell, Emily; Gilmore, Anna B

2013-03-01

To systematically review studies of tobacco industry efforts to influence tobacco tax policies. Searches were conducted between 1 October 2009 and 31 March 2010 in 14 databases/websites, in relevant bibliographies and via experts. Studies were included if they focused on industry efforts to influence tobacco tax policies, drew on empirical evidence, were in English and concerned the period 1985-2010. In total, 36 studies met these criteria. Two reviewers undertook data extraction and critical appraisal. A random selection of 15 studies (42%) was subject to second review. Evidence was assessed thematically to identify distinct tobacco industry aims, arguments and tactics. A total of 34 studies examined industry efforts to influence tax levels. They suggest the tobacco industry works hard to prevent significant increases and particularly dislikes taxes 'earmarked' for tobacco control. Key arguments to counter increases are that tobacco taxes are socially regressive, unfair and lead to increased levels of illicit trade and negative economic impacts. For earmarked taxes, the industry also frequently tries to raise concerns about revenue allocation. Assessing industry arguments against established evidence demonstrates most are unsupported. Key industry tactics include: establishing 'front groups', securing credible allies, direct lobbying and publicity campaigns. Only seven studies examined efforts to influence tax structures. They suggest company preferences vary and tactics centre on direct lobbying. The tobacco industry has historically tried to keep tobacco taxes low using consistent tactics and misleading arguments. Further research is required to explore efforts to influence tax structures, excise policies beyond the USA and recent policies.

What is known about tobacco industry efforts to influence tobacco tax? A systematic review of empirical studies

PubMed Central

Smith, K.E.; Savell, E.; Gilmore, A.B.

2013-01-01

Objective To systematically review studies of tobacco industry efforts to influence tax policies. Data sources We conducted searches between 1st October 2009 and 31st March 2010 on 14 databases/websites, in relevant bibliographies and via experts. Study selection We included studies if they: focused on industry efforts to influence tobacco tax policies; drew on empirical evidence; were in English; concerned the period 1985–2010. 36 studies met these criteria. Data extraction Two reviewers undertook data extraction and critical appraisal. A random selection of 15 studies (42%) was subject to second review. Data synthesis We assessed evidence thematically to identify distinct tobacco industry aims, arguments and tactics. 34 studies examined industry efforts to influence tax levels. They suggest industry works hard to prevent significant increases and particularly dislikes taxes ‘earmarked’ for tobacco control. Key arguments to counter increases are that tobacco taxes are socially regressive, unfair and lead to increased levels of illicit trade and negative economic impacts. For earmarked taxes, the industry also frequently tries to raise concerns about revenue allocation. Assessing industry arguments against established evidence demonstrates most are unsupported. Key industry tactics include: establishing ‘front groups’; securing credible allies, direct lobbying; and publicity campaigns. Only seven studies examined efforts to influence tax structures. They suggest company preferences vary and tactics centre on direct lobbying. Conclusions The tobacco industry has historically tried to keep tobacco taxes low using consistent tactics and misleading arguments. Further research is required to explore efforts to influence: tax structures; excise policies beyond the US; recent policies. PMID:22887175

The Role of Information and Research in Educational Decision-Making: Some Questions. Le Role De L'Information Et De La Recherche Dans La Prise De Decisions En Matiere D'Education: Quelques Questions.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This paper, one of a series of Unesco technical information reports, looks at the educational decision makers in developing nations and examines their access to and use of information and research results. Written in English and in French, the paper consists of five parts. Part one discusses problems encountered by educational policy-makers and…

"Bonjour History": Materials and Ideas for Teaching Louisiana's Cajun History = "Bonjour l'Histoire": Quelques Idees, Deux ou Trois Activites, et Plusieurs Materiaux pour l'Enseignement de l'Histoire des Cadiens en Louisiane.

ERIC Educational Resources Information Center

Mounier, Brenda

The goals of this teacher's guidebook and videotape are designed to incorporate Acadian (Cajun) history into the 4th grade social studies curriculum and the 4th and 5th grade Louisiana 30-minute daily French programs and French immersion programs. Another goal is to create an awareness, appreciation, and understanding of Acadian history in…

Flight Control Design - Best Practices

DTIC Science & Technology

2000-12-01

n’était pas universellement disponible à l’époque. La première partie du rapport donne quelques exemples de problèmes de commandes de vol. Ils...pitch axis. We can infer a lesson learned in the form of design guidance for control allocation or priority. Rigorous analysis is required to define...flight excitation and data gathering manoeuvres are safe and are sufficient to produce the required information. BP9.5 Time must be allocated in the

Inelastic neutron scattering study of icosahedral AlFeCu quasicrystal

NASA Astrophysics Data System (ADS)

Quilichini, M.; Hennion, B.; Heger, G.; Lefebvre, S.; Quivy, A.

1992-02-01

Dynamical properties of quasiperiodic structures are rather tricky and far from being understood. For quasicrystals only little information is available both theoretically and experimentally. In this paper we present new experimental results obtained by inelastic neutron scattering on a monodomain quasicrystal of Al{63}Cu{25}Fe{12} already investigated in a previous study [1]. In section 1 we recall the basic features of the quasiperiodic structures and briefly review theoretical works on the dynamics of quasicrystals which can be of some help to appreciate the experimental data presented in section 2 and discussed in section 3. Les propriétés dynamiques des structures quasipériodiques sont complexes et pas encore complètement comprises. Pour les quasicristaux on ne possède que peu d'études dynamiques tant du point de vue théorique qu'expérimental. Dans cette lettre nous présentons des nouveaux résultats obtenus par diffusion inélastique de neutrons avec un quasicristal monodomaine de Al{63}Cu{25}Fe{12} que nous avions déjà étudié [1]. Dans la partie 1 nous rappelons quelques propriétés spécifiques des structures quasipériodiques et nous résumons brièvement les travaux théoriques qui nous permettent une interprétation qualitative des données expérimentales présentées dans la partie 2 et discutées dans la partie 3.

The Structure and Climate of Size: Small Scale Schooling in an Urban District

ERIC Educational Resources Information Center

LeChasseur, Kimberly

2009-01-01

This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling "structures" (such as smaller enrollments, schools-within-schools, and smaller class sizes)…

The Effect of Three-Dimensional Simulations on the Understanding of Chemical Structures and Their Properties

ERIC Educational Resources Information Center

Urhahne, Detlef; Nick, Sabine; Schanze, Sascha

2009-01-01

In a series of three experimental studies, the effectiveness of three-dimensional computer simulations to aid the understanding of chemical structures and their properties was investigated. Arguments for the usefulness of three-dimensional simulations were derived from Mayer's generative theory of multimedia learning. Simulations might lead to a…

Connecting the Dots: Social Network Structure, Conflict, and Group Cognitive Complexity

ERIC Educational Resources Information Center

Curseu, Petru L.; Janssen, Steffie E. A.; Raab, Jorg

2012-01-01

The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups' cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between…

Income Tax Reform and Agriculture: A Symposium.

ERIC Educational Resources Information Center

Economic Research Service (USDA), Washington, DC.

Five papers are provided from a symposium organized to present several economic studies relating to income tax structure and reform in agriculture. "Toward an Optimal Income Tax Policy for Southern and U.S. Agriculture" (Harold F. Breimyer) is a structured argument for comprehensive tax reform that increases the equity of the income tax…

Sentence Repetition Accuracy in Adults with Developmental Language Impairment: Interactions of Participant Capacities and Sentence Structures

ERIC Educational Resources Information Center

Poll, Gerard H.; Miller, Carol A.; van Hell, Janet G.

2016-01-01

Purpose: We asked whether sentence repetition accuracy could be explained by interactions of participant processing limitations with the structures of the sentences. We also tested a prediction of the procedural deficit hypothesis (Ullman & Pierpont, 2005) that adjuncts are more difficult than arguments for individuals with developmental…

Post-Structuralism and Ethical Practical Action: Issues of Identity and Power

ERIC Educational Resources Information Center

Walshaw, Margaret

2013-01-01

In an era when familiar categories of identity are breaking down, an argument is made for using post-structuralist vocabulary to talk about ethical practical action in mathematics education. Using aspects of Foucault's post-structuralism, an explanation is offered of how mathematical identifications are tied to the social organization of power. An…

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)

Stakeholder Dialogue as Deliberation for Decision Making in Health Policy and Systems: The Approach from Argumentation Theory.

PubMed

Rubinelli, Sara; von Groote, Per Maximilian

2017-02-01

The literature on knowledge translation and dissemination in health care highlights the value of the stakeholder dialogue, namely, a structured process where stakeholders interact to identify the best solution to a given problem. By analyzing the stakeholder dialogue as a form of deliberative argumentation, this article identifies those factors that may hinder or facilitate reaching agreement among stakeholders on options to target problems. Conceptual analysis based on the descriptive and evaluation methods of argumentation theory. When stakeholders have a difference of opinion, confrontation alone does not lead to agreement. A normative model of critical discussion is needed to facilitate stakeholders in reaching this agreement and to prevent barriers to it that can result from personal factors (e.g., attitude and beliefs) or communication moves. This type of dialogue requires a training of stakeholders about the preconditions of argumentation and its different stages. The figure of the moderator is crucial in ensuring that the dialogue fulfills standards of reasonableness. This article offers a reading of the stakeholder dialogue rooted in the tradition of critical thinking. It instructs on how to promote a collaborative exchange among stakeholders as a way to go beyond any expression of views.

Teaching argumentation and scientific discourse using the ribosomal peptidyl transferase reaction.

PubMed

Johnson, R Jeremy

2011-01-01

Argumentation and discourse are two integral parts of scientific investigation that are often overlooked in undergraduate science education. To address this limitation, the story of peptide bond formation by the ribosome can be used to illustrate the importance of evidence, claims, arguments, and counterarguments in scientific discourse. With the determination of the first structure of the large ribosomal subunit bound to a transition state inhibitor came an initial hypothesis about the role of the ribosome in peptide bond formation. This initial hypothesis was based on a few central assumptions about the transition state mimic and acid-base catalysis by serine proteases. The initial proposed mechanism started a flurry of scientific discourse in experimental articles and commentaries that tested the validity of the initial proposed mechanism. Using this civil argumentation as a guide, class discussions, assignments, and a debate were designed that allow students to analyze and question the claims and evidence about the mechanism of peptide bond synthesis. In the end, students develop a sense of critical skepticism, and an understanding of scientific discourse, while learning about the current consensus mechanism for peptide bond synthesis. Biochemistry and Molecular Biology Education Vol. 39, No. 3, pp. 185-190, 2011. Copyright © 2011 Wiley Periodicals, Inc.

Representations of spacetime: Formalism and ontological commitment

NASA Astrophysics Data System (ADS)

Bain, Jonathan Stanley

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

Turbulence and Laminar Structures: Can They Co-Exist?

NASA Technical Reports Server (NTRS)

Canuto, V. M.

2000-01-01

Schwarzschild first suggested that the laminar structures observed in the high Reynolds number Re = UL/nu approx. = (10(exp 12)) solar photosphere are the result of turbulence rather than a proof of its absence. He reasoned that since turbulence generates large turbulent viscosities nu(sub t) much greater than nu, the "effective" Reynolds number Re = UL/nu(sub t) approx. = O(1). Schwarzschild's argument is, however, incomplete for it assumes that the entire role of the non-linear interactions is to "enhance" viscosity. While this is not true in general, we present a proof of how and why it may occur, thus completing Schwarzschild's argument. We further discuss the fact that the same model non-local turbulence models have been shown to reproduce LES data for a variety of flows pertaining to astrophysics, geophysics and laboratory situations (at a fraction of the time).

Strategies and arguments of ergonomic design for sustainability.

PubMed

Marano, Antonio; Di Bucchianico, Giuseppe; Rossi, Emilio

2012-01-01

Referring to the discussion recently promoted by the Sub-Technical Committee n°4 "Ergonomics and design for sustainability", in this paper will be shown the early results of a theoretical and methodological study on Ergonomic design for sustainability. In particular, the research is based on the comparison between the common thematic structure characterizing Ergonomics, with the principles of Sustainable Development and with criteria adopted from other disciplines already oriented toward Sustainability. The paper identifies an early logical-interpretative model and describes possible and relevant Strategies of Ergonomic design for sustainability, which are connected in a series of specific Sustainable Arguments.

Ethical aspects of limiting residents' work hours.

PubMed

Wiesing, Urban

2007-09-01

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

Managing professional work: three models of control for health organizations.

PubMed Central

Scott, W R

1982-01-01

Three arrangements for structuring the work of professional participants in professional organizations are described, contrasted and evaluated. Arguments are illustrated by application to the organization of physicians within hospitals. The primary rationale, the support structures that have fostered its development, the key structural features and the advantages and disadvantages of each arrangement are described. The effect on these arrangements of structures and forces external to any particular professional organization is emphasized. PMID:6749761

Introducing Jus ante Bellum as a cosmopolitan approach to humanitarian intervention

PubMed Central

Brown, Garrett Wallace; Bohm, Alexandra

2015-01-01

Cosmopolitans often argue that the international community has a humanitarian responsibility to intervene militarily in order to protect vulnerable individuals from violent threats and to pursue the establishment of a condition of cosmopolitan justice based on the notion of a ‘global rule of law’. The purpose of this article is to argue that many of these cosmopolitan claims are incomplete and untenable on cosmopolitan grounds because they ignore the systemic and chronic structural factors that underwrite the root causes of these humanitarian threats. By way of examining cosmopolitan arguments for humanitarian military intervention and how systemic problems are further ignored in iterations of the Responsibility to Protect, this article suggests that many contemporary cosmopolitan arguments are guilty of focusing too narrowly on justifying a responsibility to respond to the symptoms of crisis versus demanding a similarly robust justification for a responsibility to alleviate persistent structural causes. Although this article recognizes that immediate principles of humanitarian intervention will, at times, be necessary, the article seeks to draw attention to what we are calling principles of Jus ante Bellum (right before war) and to stress that current cosmopolitan arguments about humanitarian intervention will remain insufficient without the incorporation of robust principles of distributive global justice that can provide secure foundations for a more thoroughgoing cosmopolitan condition of public right. PMID:29708128

Electoral College.

ERIC Educational Resources Information Center

Goldstein, Joel K.

1996-01-01

Examines one of the least understood institutions of U.S. politics, the Electoral College. Discusses the historical circumstances resulting in its creation as well as the current structure and membership. Provides arguments for and against continuation of the Electoral College. (MJP)

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

PubMed Central

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

2009-01-01

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

Processing Reflexives in a Second Language: The Timing of Structural and Discourse-Level Constraints

ERIC Educational Resources Information Center

Felser, Claudia; Cunnings, Ian

2012-01-01

We report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent,…

Coming To Know: The Role of the Concept Map--Mirror, Assistant, Master?

ERIC Educational Resources Information Center

McAleese, Ray

This paper explains the process of creating and managing concept maps, using reflection as a focus for its argument. Section 1, What is a Concept Map?, highlights the background and definition of concept mapping, explains how maps signify virtual conceptual structures, looks at structural knowledge, provides an example of a concept map, and…

Feel Free to Change Your Mind. A Response to "The Potential for Deliberative Democratic Civic Education"

ERIC Educational Resources Information Center

Parker, Walter

2011-01-01

Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a…

When Experience Counts: The Effects of Experiential and Structural Similarity on Patterns of Support and Interpersonal Stress.

ERIC Educational Resources Information Center

Suitor, J. Jill; And Others

1995-01-01

Draws upon theories of homophily and reference groups to argue that experiential similarity (similar status transition) is more important than structural similarity (age, gender, and marital status) in determining sources of emotional support and stress following life events. Arguments are supported by longitudinal data on social networks of…

Toward a Phonetic Representation of Signs, I: Sequentiality and Contrast

ERIC Educational Resources Information Center

Johnson, Robert E.; Liddell, Scott K.

2011-01-01

In this paper we examine the theory of the structure of signs that grew from Stokoe's (1965) proposals. We begin by examining argument for the structural simultaneity of signs by examining claims about how signs contrast and how cheremes function. Historically, such discussions have involved three claims: (1) that signs are composed of a single…

The Philosophy and Structure of the Curriculum in University Technical Colleges

ERIC Educational Resources Information Center

Tomlinson, Mike

2014-01-01

Arguments about the content and structure of the curriculum for 14- to 18-year-old students in England continue apace, not least as a consequence of the National Curriculum review and proposed changes to qualifications. However, the majority of initiatives aimed at providing high-quality and rigorous technical pathways from age 14 onwards have…

Advances in Valveless Piezoelectric Pump with Cone-shaped Tubes

NASA Astrophysics Data System (ADS)

Zhang, Jian-Hui; Wang, Ying; Huang, Jun

2017-07-01

This paper reviews the development of valveless piezoelectric pump with cone-shaped tube chronologically, which have widely potential application in biomedicine and micro-electro-mechanical systems because of its novel principles and deduces the research direction in the future. Firstly, the history of valveless piezoelectric pumps with cone-shaped tubes is reviewed and these pumps are classified into the following types: single pump with solid structure or plane structure, and combined pump with parallel structure or series structure. Furthermore, the function of each type of cone-shaped tubes and pump structures are analyzed, and new directions of potential expansion of valveless piezoelectric pumps with cone-shaped tubes are summarized and deduced. The historical argument, which is provided by the literatures, that for a valveless piezoelectric pump with cone-shaped tubes, cone angle determines the flow resistance and the flow resistance determines the flow direction. The argument is discussed in the reviewed pumps one by one, and proved to be convincing. Finally, it is deduced that bionics is pivotal in the development of valveless piezoelectric pump with cone-shaped tubes from the perspective of evolution of biological structure. This paper summarizes the current valveless piezoelectric pumps with cone-shaped tubes and points out the future development, which may provide guidance for the research of piezoelectric actuators.

Propriétés électriques d'hétérostructures a-GaAs/c-GaAs(n) et de structures de type MIS a-GaAsN/c-GaAs(n)

NASA Astrophysics Data System (ADS)

Aguir, K.; Fennouh, A.; Carchano, H.; Lollman, D.

1995-10-01

Heterojunctions were fabricated by deposit of amorphous GaAs and GaAsN on c-GaAs. I(V) and C(V) measurements were performed to determine electrical properties of these structures. The a-GaAs/c-GaAs(n) heterojunctions present a p-n junction like behaviour. The characteristics of the a-GaAsN/c-GaAs(n) heterojunctions present a MIS like structure behaviour with some imperfections. A fixed positive charge was detected and a density of interface states of about 10^{11} eV^{-1}cm^{-2} was evaluated. L'étude porte sur des couches minces de GaAs et de GaAsN amorphes déposées par pulvérisation cathodique RF réactive sur des substrats de GaAs cristallin. Les caractéristiques électriques I(V) et C(V) ont été mesurées. Les hétérojonctions a-GaAs/c-GaAs(n) présentent un effet redresseur. Cet effet laisse place à une caractéristique symétrique avec une forte atténuation de l'intensité du courant pour les structures a-GaAsN/cGaAs(n). Les structures réalisées ont alors un comportement semblable à celui d'une structure MIS imparfaite. L'existence d'une charge positive fixe dans le a-GaAsN a été mise en évidence. La densité des états d'interface au milieu de la bande interdite est évaluée à quelques 10^{11} cm^{-2}eV^{-1}.

Predicate Argument Structure Frames for Modeling Information in Operative Notes

PubMed Central

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

2015-01-01

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

Syntactic generalization with novel intransitive verbs.

PubMed

Kline, Melissa; Demuth, Katherine

2014-05-01

To understand how children develop adult argument structure, we must understand the nature of syntactic and semantic representations during development. The present studies compare the performance of children aged 2;6 on the two intransitive alternations in English: patient (Daddy is cooking the food/The food is cooking) and agent (Daddy is cooking). Children displayed abstract knowledge of both alternations, producing appropriate syntactic generalizations with novel verbs. These generalizations were adult-like in both flexibility and constraint. Rather than limiting their generalizations to lexicalized frames, children produced sentences with a variety of nouns and pronouns. They also avoided semantic overgeneralizations, producing intransitive sentences that respected the event restrictions and animacy cues. Some generated semantically appropriate agent intransitives when discourse pressure favored patient intransitives, indicating a stronger command of the first alternation. This was in line with frequency distributions in child-directed speech. These findings suggest that children have early access to representations that permit flexible argument structure generalization.

Lasers solides pompés par diode émettant des impulsions picosecondes à haute cadence dans l'ultraviolet

NASA Astrophysics Data System (ADS)

Balembois, F.; Forget, S.; Papadopoulos, D.; Druon, F.; Georges, P.; Devilder, P.-J.; Lefort, L.

2005-06-01

De nombreuses applications requièrent des sources lasers impulsionnelles ultraviolettes, présentant des durées d'impulsion et des cadences spécifiques. Grâce à l'utilisation de structures d'oscillateurs et d'amplificateurs originales il est possible de réaliser de telles sources à partir de lasers solides pompés par diodes et de profiter ainsi de la compacité, de l'efficacité et de la robustesse de ces sources. Nous présentons ici la réalisation d'un laser à verrouillage de modes et d'un microlaser déclenché permettant d'obtenir des impulsions ultraviolettes picosecondes à une cadence de quelques MHz en vue d'application à la microscopie de fluorescence résolue en temps, ainsi que la mise en œuvre pour le traitement des matériaux d'un système oscillateur-amplificateur produisant plus de 600 mW de rayonnement UV à 266 ou 355 nm avec des impulsions sub-nanosecondes.

Sidération myocardique au cours d'une intoxication au monoxyde de carbone (CO) chez une femme enceinte

PubMed Central

Coulibaly, Mahamadoun; Berdai, Mohamed Adnane; Labib, Smael; Harandou, Mustapha

2015-01-01

L'intoxication au monoxyde de carbone (CO) est la première cause de décès par intoxication en France. La littérature est ancienne et peu connue. Les signes les plus fréquents de l'intoxication sont la triade: Céphalées; asthénie, faiblesse musculaire surtout des membres inférieurs. Ses conséquences sont potentiellement graves pour le fœtus quand elle survient chez la femme enceinte, il est particulièrement exposé au risque d'hypoxie en raison de la forte affinité de son hémoglobine pour le CO qui traverse aisément le placenta. Les événements cardiovasculaires ne sont pas rares et peuvent être responsable d'une morbi-mortalité assez importante qui peuvent être d'apparition rapide ou secondaire mais régressent habituellement en quelques jours. Des SCA peuvent survenir lors d'une une intoxication au CO avec à l'extrême infarctus myocardique avec surélévation du segment ST. Il paraît légitime de proposer pour toutes les patientes: l’éloignement maternel de la source de CO; l'oxygénothérapie à 100% au masque facial par les services de secours et pendant le transfert; le traitement par oxygénothérapie hyperbare pour toutes les femmes enceintes, le plus rapidement possible et quelque soit l’âge gestationnel. PMID:26405502

Violence risk assessment as a medical intervention: ethical tensions

PubMed Central

Roychowdhury, Ashimesh; Adshead, Gwen

2014-01-01

Risk assessment differs from other medical interventions in that the welfare of the patient is not the immediate object of the intervention. However, improving the risk assessment process may reduce the chance of risk assessment itself being unjust. We explore the ethical arguments in relation to risk assessment as a medical intervention, drawing analogies, where applicable, with ethical arguments raised by general medical investigations. The article concludes by supporting the structured professional judgement approach as a method of risk assessment that is most consistent with the respect for principles of medical ethics. Recommendations are made for the future direction of risk assessment indicated by ethical theory. PMID:25237503

Argumentation in elementary science education: addressing methodological issues and conceptual understanding

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2017-11-01

In this review essay I respond to issues raised in Mijung Kim and Wolff-Michael Roth's paper titled "Dialogical argumentation in elementary science classrooms", which presents a study dealing with dialogical argumentation in early elementary school classrooms. Since there is very limited research on lower primary school students' argumentation in school science, their paper makes a contribution to research on children's argumentation skills. In this response, I focus on two main issues to extend the discussion in Kim and Roth's paper: (a) methodological issues including conducting a quantitative study on children's argumentation levels and focusing on children's written argumentation in addition to their dialogical argumentation, and (b) investigating children's conceptual understanding along with their argumentation levels. Kim and Roth emphasize the difficulty in determining the level of children's argumentation through the Toulmin's Argument Pattern and lack of high level arguments by children due to their difficulties in writing texts. Regarding these methodological issues, I suggest designing quantitative research on coding children's argument levels because such research could potentially provide important findings on children's argumentation. Furthermore, I discuss alternative written products including posters, figures, or pictures generated by children in order to trace children's arguments, and finally articulating argumentation and conceptual understanding of children.

Long-term impact of family arguments and physical violence on adult functioning at age 30 years: findings from the simmons longitudinal study.

PubMed

Paradis, Angela D; Reinherz, Helen Z; Giaconia, Rose M; Beardslee, William R; Ward, Kirsten; Fitzmaurice, Garrett M

2009-03-01

To prospectively examine the extent to which an increase in family arguments by age 15 years and the occurrence of family physical violence by age 18 years are related to deficits in key domains of adult functioning at age 30 years. The 346 participants were part of a single-age cohort from a predominately white working-class community whose psychosocial development has been traced since age 5 years. Family arguments and violence were assessed through self-reports during adolescence. Developmentally relevant areas of current adult functioning were measured by self-reports, structured diagnostic interviews, and clinical interviewer ratings. Both family arguments and physical violence were significantly related to compromised functioning across multiple areas of adult functioning. Although many associations were somewhat attenuated after controlling for sex, other early family adversities, and family history of disorder, most relations retained statistical significance. Both risk factors were linked with later mental health problems and deficits in psychological and occupational/career functioning. Family violence was also linked to poorer physical health at age 30 years. Findings underscore the potential long-term impact of troubled family interactions and highlight the critical importance of early intervention programs for youths experiencing either verbal conflict or physical violence in the home.

Darwin's explanation of races by means of sexual selection.

PubMed

Millstein, Roberta L

2012-09-01

In Darwin's Sacred Cause, Adrian Desmond and James Moore contend that "Darwin would put his utmost into sexual selection because the subject intrigued him, no doubt, but also for a deeper reason: the theory vindicated his lifelong commitment to human brotherhood" (2009: p. 360). Without questioning Desmond and Moore's evidence, I will raise some puzzles for their view. I will show that attention to the structure of Darwin's arguments in the Descent of Man shows that they are far from straightforward. As Desmond and Moore note, Darwin seems to have intended sexual selection in non-human animals to serve as evidence for sexual selection in humans. However, Darwin's account of sexual selection in humans was different from the canonical cases that Darwin described at great length. If explaining the origin of human races was the main reason for introducing sexual selection, and if sexual selection was a key piece of Darwin's anti-slavery arguments, then it is puzzling why Darwin would have spent so much time discussing cases that did not really support his argument for the origin of human races, and it is also puzzling that his argument for the origin of human races would be so (atypically) poor. Copyright © 2012 Elsevier Ltd. All rights reserved.

The New ROSIE Reference Manual and User’s Guide

DTIC Science & Technology

1987-06-01

control structures found in most symbolic languages Features such as rulesets and the pattern matcher blend with the naturalness of ROSIE’s English-like...tasks and does not embody any particular problem-solving techniques or paradigms. Because of its "general-purpose" flavor, it is less structured and... structure . Some operations required special arguments, others performed actions that were considered expedient in n programming language. As the number of

Moral Reasoning and Political Ideology

ERIC Educational Resources Information Center

Fishkin, James; And Others

1973-01-01

This study showed that subjects who reasoned at the conventional moral level were politically conservative, while preconventional subjects favored violent radicalism. The seemingly intimate relationship between the logical structures of moral argumentation and the content of political idealogy is discussed. (Author/JB)

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

ERIC Educational Resources Information Center

Ningling, Wei

2015-01-01

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

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…

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.

Are United States Medical Licensing Exam Step 1 and 2 scores valid measures for postgraduate medical residency selection decisions?

PubMed

McGaghie, William C; Cohen, Elaine R; Wayne, Diane B

2011-01-01

United States Medical Licensing Examination (USMLE) scores are frequently used by residency program directors when evaluating applicants. The objectives of this report are to study the chain of reasoning and evidence that underlies the use of USMLE Step 1 and 2 scores for postgraduate medical resident selection decisions and to evaluate the validity argument about the utility of USMLE scores for this purpose. This is a research synthesis using the critical review approach. The study first describes the chain of reasoning that underlies a validity argument about using test scores for a specific purpose. It continues by summarizing correlations of USMLE Step 1 and 2 scores and reliable measures of clinical skill acquisition drawn from nine studies involving 393 medical learners from 2005 to 2010. The integrity of the validity argument about using USMLE Step 1 and 2 scores for postgraduate residency selection decisions is tested. The research synthesis shows that USMLE Step 1 and 2 scores are not correlated with reliable measures of medical students', residents', and fellows' clinical skill acquisition. The validity argument about using USMLE Step 1 and 2 scores for postgraduate residency selection decisions is neither structured, coherent, nor evidence based. The USMLE score validity argument breaks down on grounds of extrapolation and decision/interpretation because the scores are not associated with measures of clinical skill acquisition among advanced medical students, residents, and subspecialty fellows. Continued use of USMLE Step 1 and 2 scores for postgraduate medical residency selection decisions is discouraged.

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.

Market returns? Gender and theories of change in employment relations.

PubMed

Irwin, S; Bottero, W

2000-06-01

This paper explores recent arguments about the marketization of female labour, in the context of a wider analysis of the role of concepts like 'the market' and 'individualization' in sociological accounts of change in employment relations. It will be argued that within sociology there has been a tendency for rapid, large-scale changes in employment relations to be characterized as the breakdown of social influences or structures and as the emergence of atomized, individuated market forces. In the most recent models, change in the nature of gendered positions within employment are presented in terms of a decline of social structuring and social constraint. These emergent accounts hold similarities to classical economics, and to Marx's and Weber's accounts of employment, which also characterized new forms of employment relations in terms of the emptying of their social content and their replacement by market forms. We offer an alternative, moral economy, perspective which foregrounds the continued significance of social relations in the structuring of employment and employment change. We develop the argument through an analysis of gendered patterns of employment and change in family form.

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…

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.

Children's grammatical categories of verb and noun: a comparative look at children with specific language impairment (SLI) and normal language (NL).

PubMed

Skipp, Amy; Windfuhr, Kirsten L; Conti-Ramsden, Gina

2002-01-01

The study investigated the development of grammatical categories (noun and verb) in young language learners. Twenty-eight children with specific language impairment (SLI) with a mean language age of 35 months and 28 children with normal language (NL) with a mean language age of 34 months were exposed to four novel verbs and four novel nouns during 10 experimental child-directed play sessions. The lexical items were modelled with four experimentally controlled argument structures. Both groups of children showed little productivity with syntactic marking of arguments in the novel verb conditions. Thus, both groups of children mostly followed the surface structure of the model presented to them, regardless of the argument they were trying to express. Therefore, there was little evidence of verb-general processes. In contrast, both groups used nouns in semantic roles that had not been modelled for them. Importantly, however, children with SLI still appeared to be more input dependent than NL children. This suggests that children with NL were working with a robust noun schema, whereas children with SLI were not. Taken together, the findings suggest that neither group of children had a grammatical category of verb, but demonstrated a general knowledge of the grammatical category of noun. These findings are discussed in relation to current theories of normal and impaired language development.

CUHK Papers in Linguistics, Number 4.

ERIC Educational Resources Information Center

Tang, Gladys, Ed.

1993-01-01

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

C3I for Crisis, Emergency and Consequence Management (C3I pour la gestion des crises, des urgences et de leurs consequences)

DTIC Science & Technology

2009-05-01

Quelque soit le contexte, l’aide à la décision passe par une analyse en profondeur de trois (3) aspects importants interdépendants, à savoir le...information, including suggestions for reducing this burden to Department of Defense , Washington Headquarters Services, Directorate for Information...type de menace, nécessite en effet d’adopter une approche collective de la sécurité étendue à une coopération avec de multiples organisations civiles

Instabilités et chaos dans les oscillateurs paramétriques optiques

NASA Astrophysics Data System (ADS)

Amon, A.; Suret, P.; Bielawski, S.; Derozier, D.; Zemmouri, J.; Lefranc, M.; Nizette, M.; Erneux, T.

2004-11-01

Nous discutons quelques mécanismes d'instabilité récemment observés dans un oscillateur paramétrique optique (OPO) : d'une part des instabilités opto-thermiques où le système oscille autour des courbes de résonance d'un ou plusieurs modes, d'autre part des oscillations rapides résultant de l'interaction de plusieurs modes transverses. La première observation expérimentale de chaos déterministe dans un OPO est également présentée.

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

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.

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.

Martin Buber's I-Thou Perspective as an Alternative Approach to Antibullying Efforts. A Response to "Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation"

ERIC Educational Resources Information Center

Nolan, Carrie M.; Stitzlein, Sarah

2016-01-01

The paper "Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation" ambitiously made the argument that a pedagogy grounded in dialogical inquiry as part of the Philosophy for Children program will positively affect incidents of bullying in schools. This response to the author's work includes a…

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

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

PubMed Central

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

2004-01-01

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

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.

Human freedom and enhancement.

PubMed

Heilinger, Jan-Christoph; Crone, Katja

2014-02-01

Ideas about freedom and related concepts like autonomy and self-determination play a prominent role in the moral debate about human enhancement interventions. However, there is not a single understanding of freedom available, and arguments referring to freedom are simultaneously used to argue both for and against enhancement interventions. This gives rise to misunderstandings and polemical arguments. The paper attempts to disentangle the different distinguishable concepts, classifies them and shows how they relate to one another in order to allow for a more structured and clearer debate. It concludes in identifying the individual underpinnings and the social conditions of choice and decision-making as particularly salient dimensions of freedom in the ethical debate about human enhancement.

Deriving Safety Cases from Machine-Generated Proofs

NASA Technical Reports Server (NTRS)

Basir, Nurlida; Fischer, Bernd; Denney, Ewen

2009-01-01

Proofs provide detailed justification for the validity of claims and are widely used in formal software development methods. However, they are often complex and difficult to understand, because they use machine-oriented formalisms; they may also be based on assumptions that are not justified. This causes concerns about the trustworthiness of using formal proofs as arguments in safety-critical applications. Here, we present an approach to develop safety cases that correspond to formal proofs found by automated theorem provers and reveal the underlying argumentation structure and top-level assumptions. We concentrate on natural deduction proofs and show how to construct the safety cases by covering the proof tree with corresponding safety case fragments.

The evolutionary origin of the vertebrate body plan: the problem of head segmentation.

PubMed

Onai, Takayuki; Irie, Naoki; Kuratani, Shigeru

2014-01-01

The basic body plan of vertebrates, as typified by the complex head structure, evolved from the last common ancestor approximately 530 Mya. In this review, we present a brief overview of historical discussions to disentangle the various concepts and arguments regarding the evolutionary development of the vertebrate body plan. We then explain the historical transition of the arguments about the vertebrate body plan from merely epistemological comparative morphology to comparative embryology as a scientific treatment on this topic. Finally, we review the current progress of molecular evidence regarding the basic vertebrate body plan, focusing on the link between the basic vertebrate body plan and the evolutionarily conserved developmental stages (phylotypic stages).

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.

Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry

ERIC Educational Resources Information Center

Kennedy, Nadia Stoyanova

2009-01-01

This paper discusses a teaching model called community of mathematical inquiry (CMI), characterized by dialogical and inquiry-driven communication and a dynamic structure of intertwined cognitive processes including distributed thinking, mathematical argumentation, integrated reasoning, conceptual transformation, internalization of critical…

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…

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…

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.

Factors impacting teachers' argumentation instruction in their science classrooms

NASA Astrophysics Data System (ADS)

McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna

2016-08-01

Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation.

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…

Nominalization and Alternations in Biomedical Language

PubMed Central

Cohen, K. Bretonnel; Palmer, Martha; Hunter, Lawrence

2008-01-01

Background This paper presents data on alternations in the argument structure of common domain-specific verbs and their associated verbal nominalizations in the PennBioIE corpus. Alternation is the term in theoretical linguistics for variations in the surface syntactic form of verbs, e.g. the different forms of stimulate in FSH stimulates follicular development and follicular development is stimulated by FSH. The data is used to assess the implications of alternations for biomedical text mining systems and to test the fit of the sublanguage model to biomedical texts. Methodology/Principal Findings We examined 1,872 tokens of the ten most common domain-specific verbs or their zero-related nouns in the PennBioIE corpus and labelled them for the presence or absence of three alternations. We then annotated the arguments of 746 tokens of the nominalizations related to these verbs and counted alternations related to the presence or absence of arguments and to the syntactic position of non-absent arguments. We found that alternations are quite common both for verbs and for nominalizations. We also found a previously undescribed alternation involving an adjectival present participle. Conclusions/Significance We found that even in this semantically restricted domain, alternations are quite common, and alternations involving nominalizations are exceptionally diverse. Nonetheless, the sublanguage model applies to biomedical language. We also report on a previously undescribed alternation involving an adjectival present participle. PMID:18779866

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.

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.

Societal Consequences of the g Factor in Employment.

ERIC Educational Resources Information Center

Gottfredson, Linda S.

1986-01-01

Reviews and rebuts seven common arguments that intelligence (g) is of little or no practical importance in employment. Illustrates in several ways the profound effect that differences in intelligence in a work force may have on the structure and functioning of whole societies. (Author/ABB)

Assessment: The Alternative

ERIC Educational Resources Information Center

FORUM: for promoting 3-19 comprehensive education, 2017

2017-01-01

This position statement presents a summative argument against current structures and practices of assessment in England's primary schools, and some key principles for its replacement. The text was agreed by More Than A Score, a broad coalition of professional, curriculum, research and campaigning organisations opposed to the current assessment…

Theoretical aspects of the equivalence principle

NASA Astrophysics Data System (ADS)

Damour, Thibault

2012-09-01

We review several theoretical aspects of the equivalence principle (EP). We emphasize the unsatisfactory fact that the EP maintains the absolute character of the coupling constants of physics, while general relativity and its generalizations (Kaluza-Klein, …, string theory) suggest that all absolute structures should be replaced by dynamical entities. We discuss the EP-violation phenomenology of dilaton-like models, which is likely to be dominated by the linear superposition of two effects: a signal proportional to the nuclear Coulomb energy, related to the variation of the fine-structure constant, and a signal proportional to the surface nuclear binding energy, related to the variation of the light quark masses. We recall various theoretical arguments (including a recently proposed anthropic argument) suggesting that the EP be violated at a small, but not unmeasurably small level. This motivates the need for improved tests of the EP. These tests are probing new territories in physics that are related to deep, and mysterious, issues in fundamental physics.

Lagrangian Descriptors: A Method for Revealing Phase Space Structures of General Time Dependent Dynamical Systems

NASA Astrophysics Data System (ADS)

Mancho, Ana M.; Wiggins, Stephen; Curbelo, Jezabel; Mendoza, Carolina

2013-11-01

Lagrangian descriptors are a recent technique which reveals geometrical structures in phase space and which are valid for aperiodically time dependent dynamical systems. We discuss a general methodology for constructing them and we discuss a ``heuristic argument'' that explains why this method is successful. We support this argument by explicit calculations on a benchmark problem. Several other benchmark examples are considered that allow us to assess the performance of Lagrangian descriptors with both finite time Lyapunov exponents (FTLEs) and finite time averages of certain components of the vector field (``time averages''). In all cases Lagrangian descriptors are shown to be both more accurate and computationally efficient than these methods. We thank CESGA for computing facilities. This research was supported by MINECO grants: MTM2011-26696, I-Math C3-0104, ICMAT Severo Ochoa project SEV-2011-0087, and CSIC grant OCEANTECH. SW acknowledges the support of the ONR (Grant No. N00014-01-1-0769).

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…

Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure

NASA Astrophysics Data System (ADS)

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

2002-07-01

Most general chemistry courses and textbooks emphasize experimental details and lack a history and philosophy of science perspective. The objective of this study is to facilitate freshman general chemistry students' understanding of atomic structure based on the work of Thomson, Rutherford, and Bohr. It is hypothesized that classroom discussions based on arguments/counterarguments of the heuristic principles, on which these scientists based their atomic models, can facilitate students' conceptual understanding. This study is based on 160 freshman students enrolled in six sections of General Chemistry I (three sections formed part of the experimental group). All three models (Thomson, Rutherford, and Bohr) were presented to the experimental and control group students in the traditional manner, as found in most textbooks. After this, the three sections of the experimental group participated in the discussion of six items with alternative responses. Students were first asked to select a response and then participate in classroom discussions leading to arguments in favor or against the selected response and finally select a new response. Three weeks after having discussed the six items, both the experimental and control groups presented a monthly exam (based on the three models) and after another 3 weeks a semester exam. Results obtained show that given the opportunity to argue and discuss, students' understanding can go beyond the simple regurgitation of experimental details. Performance of the experimental group showed contradictions, resistances, and progressive conceptual change with considerable and consistent improvement in the last item. It is concluded that if we want our students to understand scientific progress and practice, then it is important that we include the experimental details not as a rhetoric of conclusions (Schwab, 1962, The teaching of science as enquiry, Cambridge, MA, Harward University Press; Schwab, 1974, Conflicting conceptions of curriculum, Berkeley, CA, McCutchan) but as heuristic principles (Lakatos, 1970, Criticism and the growth of knowledge, Cambridge, UK, Cambridge University Press, pp. 91-195), which were based on arguments, controversies, and interpretations of the scientists.

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.

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

PubMed Central

Mangus, J Michael; Turner, Benjamin O

2017-01-01

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

Explaining Leibniz equivalence as difference of non-inertial appearances: Dis-solution of the Hole Argument and physical individuation of point-events

NASA Astrophysics Data System (ADS)

Lusanna, Luca; Pauri, Massimo

"The last remnant of physical objectivity of space-time" is disclosed in the case of a continuous family of spatially non-compact models of general relativity (GR). The physical individuation of point-events is furnished by the autonomous degrees of freedom of the gravitational field (viz., the Dirac observables) which represent-as it were-the ontic part of the metric field. The physical role of the epistemic part (viz. the gauge variables) is likewise clarified as embodying the unavoidable non-inertial aspects of GR. At the end the philosophical import of the Hole Argument is substantially weakened and in fact the Argument itself dissolved, while a specific four-dimensional holistic and structuralist view of space-time (called point-structuralism) emerges, including elements common to the tradition of both substantivalism and relationism. The observables of our models undergo real temporal change: this gives new evidence to the fact that statements like the frozen-time character of evolution, as other ontological claims about GR, are model dependent.

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.

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.

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.

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.

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 Structure Use in Monolingual and Bilingual Children

ERIC Educational Resources Information Center

Souto, Sofia M.

2013-01-01

The data on language acquisition in children with specific language impairment (SLI) primarily come from studies in English reporting particular morphemes that differentiate them from their typically developing (TYP) peers, but markers of impairment vary cross-linguistically. There is some cross-linguistic evidence that SLI disrupts language…

The structure of recreation behavior

Treesearch

Thomas A. More; James R. Averill

2003-01-01

We present a meta-theoretical analysis of recreation concepts as an argument about organizing and explaining recreation behavior. Recreation activities are behavioral constructions that people build from both prototypic subsystems (those present in virtually all instances of the activity) and design subsystems (optional subsystems that adapt the activity to serve...

Cellulose and the twofold screw axis: Modeling and experimental arguments

USDA-ARS?s Scientific Manuscript database

Crystallography indicates that molecules in crystalline cellulose either have 2-fold screw-axis (21) symmetry or closely approximate it, leading to short distances between H4 and H1' across the glycosidic linkage. Therefore, modeling studies of cellobiose often show elevated energies for 21 structur...

Overpassivization in Second Language Acquisition

ERIC Educational Resources Information Center

Kondo, Takako

2005-01-01

An important problem for a language learner is identifying how properties of argument structure are realized morphosyntactically in the particular language they are learning. Speakers of some L1s overgeneralize the morphosyntactic reflexes of the movement of Theme objects in English to unaccusative intransitive verbs, using passive morphology in…

Syntactic Generalization with Novel Intransitive Verbs

ERIC Educational Resources Information Center

Kline, Melissa; Demuth, Katherine

2014-01-01

To understand how children develop adult argument structure, we must understand the nature of syntactic and semantic representations during development. The present studies compare the performance of children aged 2;6 on the two intransitive alternations in English: patient ("Daddy is cooking the food"/"The food is cooking")…

Modern Foreign Languages: A Refereed International Journal of Linguistics and Applied Linguistics, 2001.

ERIC Educational Resources Information Center

Ying, Du, Ed; Zidong, Huang, Ed.

2001-01-01

These three issues contain the following articles written in Chinese: "On Conflated Theme in Systemic Functional Grammar" (Huang Guo-Wen); "A Cognitive Approach to the Conceptual Semantic Structures of Causation" (Cheng Qi-Long); "Falsifying the Internal Argument Hypothesis" (Zhao Yan-Chun); "Existential…

A Creative University: Is It Possible?

ERIC Educational Resources Information Center

Bennich-Bjorkman, Li; Rothstein, Bo

1991-01-01

This essay examines the importance of university organization to its creative capacity, in particular how the research policies and organizational structure affect the creative capability of scientists. The argument opens by exploring possible measures of institutional success and creativity. There follows a discussion of creativity and insight in…

Dissent and resentment.

PubMed

Harris, G A

1988-09-17

Referring to the clinical grading structure which has been hailed as the all embracing answer to nurses' pay, its anomalies and discrepancies are set to produce dissension and resentment in nursing in the years to come. (Witness the arguments and discussion going on at the moment right to the highest levels.).

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…

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.

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.

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…

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.

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...

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.

Problemes theoriques et methodologiques dans l'etude des langues/dialectes en contact aux niveaux macrologique et micrologique = Theoretical and Methodological Issues in the Study of Languages/Dialects in Contact at Macro- and Micro-Logical Levels of Analysis. Proceedings of the International Conference DALE (University of London)/ICRB (Laval University, Quebec)/ICSBT (Vrije Universiteit te Brussel) (London, England, May 23-26, 1985).

ERIC Educational Resources Information Center

Blanc, Michel, Ed.; Hamers, Josiane F., Ed.

Papers from an international conference on the interaction of languages and dialects in contact are presented in this volume. Papers include: "Quelques reflexions sur la variation linguistique"; "The Investigation of 'Language Continuum' and 'Diglossia': A Macrological Case Study and Theoretical Model"; "A Survey of…

Decrire et enseigner une competence de communication: remarques sur quelques solutions de continuite. L'Enseignement de la competence de communication en langues secondes. (Describing and Teaching Communicative Competence: Some Remarks on Solutions of Continuity. The Teaching of Communicative Competence in Second Languages.) Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin.

ERIC Educational Resources Information Center

Coste, Daniel

Two projects of the Ecole Normale Superieure de Saint-Cloud (CREDIF) are described and critically analyzed in this paper: the definition of a threshold level, "Niveau-seuil," in French and a learning module, "Looking for Work," intended to teach necessary written French to migrant workers. The threshold level section is a…

Silent Ship Research Applications and Operation. Volume 2. Unclassified Papers. Proceedings of a Conference Held at SACLANTCEN on 2-4 October 1984

DTIC Science & Technology

1985-01-15

moyennes calculees sur 62 bateaux sont priesnteesdans le tableau suivznt aoy’?nno mowvuw. desma yonn des mayavw dom % aupentation genral: bate"u A bateaux 5...i coque en bois, acier ou polyester. Le decoupaqe des variables en classes pernet de bitir deux matrices *un - tableau disjonctif complet", *un...pr6sentents quelques expertises ac oustiques provenant de deux t~tudes lr~alis~es .par le G.E.R.B.A.M. .I *la premiý-re, sur 95 thoniers ligneurs

Military Intervention in Identity Group Conflicts: A Social Movement Theory Perspective on the Sunni Insurgency in Iraq

DTIC Science & Technology

2006-12-01

of perennial cultural factors, it was decreasing political opportunity1, the existing mobilizing structures2 containing violent collective...consensus that Sunni grievances are structural, citing the power lost with Saddam’s fall, or cultural , such as the clash of civilizations arguments...observable manifestations of thought and behavior: We know a collective identity through the cultural icons and artifacts displayed by those who embrace

Electronic structure of antibiotic erythromycin

NASA Astrophysics Data System (ADS)

Novak, Igor; Kovač, Branka

2015-03-01

The electronic structure of erythromycin A (ERYMA) molecule has been studied by UV photoelectron spectroscopy and assigned (in the low ionization energy region only) by empirical arguments. The two orbitals with highest energy (lowest ionization energy) are localized on the nitrogen of the desosamine sugar functional group and on the ester group of macrolide (lactone) ring. We discuss how these orbital energies can help to rationalize the known mode of binding of ERYMA to their biological receptors.

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…

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 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

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

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.

Elitism and Meritocracy in UK Universities: The UK Needs Investment in Its Labour Force

ERIC Educational Resources Information Center

Simister, John

2011-01-01

This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural-functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee…

The Mechanics of CSCL Macro Scripts

ERIC Educational Resources Information Center

Dillenbourg, Pierre; Hong, Fabrice

2008-01-01

Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this model using three scripts. In brief, a script disturbs the natural convergence of a team and in doing…

Yes, We Still Need Universal Grammar

ERIC Educational Resources Information Center

Lidz, Jeffrey; Gleitman, Lila R.

2004-01-01

In a recent paper [Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. "Cognition," 87, 151-178], we provided cross-linguistic evidence in favor of the following linked assertions: (i) Verb argument structure is a correlate of verb meaning; (ii) However, argument…

A nonlinear interface model applied to masonry structures

NASA Astrophysics Data System (ADS)

Lebon, Frédéric; Raffa, Maria Letizia; Rizzoni, Raffaella

2015-12-01

In this paper, a new imperfect interface model is presented. The model includes finite strains, micro-cracks and smooth roughness. The model is consistently derived by coupling a homogenization approach for micro-cracked media and arguments of asymptotic analysis. The model is applied to brick/mortar interfaces. Numerical results are presented.

Placeless Organizations: Collaborating for Transformation

ERIC Educational Resources Information Center

Nardi, Bonnie A.

2007-01-01

This article defines and discusses placeless organizations as sites and generators of learning on a large scale. The emphasis is on how placeless organizations structure themselves to carry out social transformation--necessarily involving intensive learning--on a national or global scale. The argument is made that place is not a necessary…

The Effects of Unstructured Group Discussion on Ethical Judgment

ERIC Educational Resources Information Center

Richards, Clinton H.; Alder, G. Stoney

2014-01-01

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

A Peace of Paper: Toward a Negotiative Mode of Writing.

ERIC Educational Resources Information Center

Palmer, Sally B.

1997-01-01

States that persuasion as a discourse mode in composition classrooms tends to emphasize conflict and polarize students' positions. Proposes a "negotiative" mode of writing, focusing on the reader to achieve a cooperative settlement to opposing argument positions. Uses strategies including dialogic styles and structures that address issues of…

Investing in American Higher Education: An Argument for Restructuring.

ERIC Educational Resources Information Center

Eaton, Judith S.

This background paper examines the current state of higher education finance--the scope of the higher education enterprise, challenges to its funding base, and undesirable consequences of current financing practices--and describes what is meant by a "restructuring" of higher education finance. It demonstrates that the structures and practices…

Using Writing Tasks to Elicit Adolescents' Historical Reasoning

ERIC Educational Resources Information Center

Monte-Sano, Chauncey; De La Paz, Susan

2012-01-01

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

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

ERIC Educational Resources Information Center

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

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

Knowledge Cartography for Open Sensemaking Communities

ERIC Educational Resources Information Center

Shum, Simon Buckingham; Okada, Alexandra

2008-01-01

Knowledge Cartography is the discipline of visually mapping the conceptual structure of ideas, such as the connections between issues, concepts, answers, arguments and evidence. The cognitive process of externalising one's understanding clarifies one's own grasp of the situation, as well as communicating it to others as a network that invites…

Brain Responses to Filled Gaps

ERIC Educational Resources Information Center

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

2007-01-01

An unresolved issue in the study of sentence comprehension is whether the process of gap-filling is mediated by the construction of empty categories (traces), or whether the parser relates fillers directly to the associated verb's argument structure. We conducted an event-related potentials (ERP) study that used the violation paradigm to examine…

Developing Students' Futures Thinking in Science Education

ERIC Educational Resources Information Center

Jones, Alister; Buntting, Cathy; Hipkins, Rose; McKim, Anne; Conner, Lindsey; Saunders, Kathy

2012-01-01

Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students'…

Public and Private Dialogue About the American Family on Television.

ERIC Educational Resources Information Center

Albada, Kelly Fudge

2000-01-01

Finds that the private dialog between parents and children closely approximated the public dialog about TV family portrayals by focusing on TV family realism, structure, and relationship models. Shows that a social learning model was implicit in participants' arguments, and that most participants argued that family portrayals affect expectations…

Putting Transformative Learning Theory into Practice

ERIC Educational Resources Information Center

Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter

2015-01-01

This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make…

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.

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

NASA Astrophysics Data System (ADS)

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

2013-12-01

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

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.

Smokers and non-smokers talk about regulatory options in tobacco control.

PubMed

Carter, Stacy M; Chapman, Simon

2006-10-01

Community members are occasionally polled about tobacco control policies, but are rarely given opportunities to elaborate on their views. We examined laypeople's conversations to understand how 11 regulatory options were supported or opposed in interactions. Qualitative design; purposive quota sampling; data collection via focus groups. Three locations in Sydney, Australia. 63 smokers and 75 non-smokers, men and women, from three age groups (18-24, 35-44, 55-64 years), recruited primarily via telephone. Semi-structured question route; data managed in NVivo; responses compared between groups. Laypeople rejected some regulatory proposals and certain arguments about taxation and the cost of cessation treatments. Protecting children and hypothecating tobacco excise for health education and care were highly acceptable. Plain packaging, banning retail displays and youth smoking prevention received qualified support. Bans on political donations from tobacco corporations were popular in principle but considered logistically fraught. Smokers asked for better cessation assistance and were curious about cigarette ingredients. Justice was an important evaluative principle. Support was often conditional and unresolved arguments frequent. We present both sides of these conflicts and the ways in which policies were legitimised or de-legitimised in conversation. Simple measures of agreement used in polls may obscure the complexity of community responses to tobacco policy. Support was frequently present but contested; some arguments that seem self-evident to advocates were not so to participants. The detailed understanding of laypeople's responses provided through qualitative methods may help frame proposals and arguments to meet concerns about justice, effectiveness and feasibility.

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

NASA Astrophysics Data System (ADS)

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

2010-03-01

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

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…

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.

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.

UNIDENTIFIED INFRARED EMISSION BANDS: PAHs or MAONs?

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

Sun Kwok; Yong Zhang, E-mail: sunkwok@hku.hk

2013-07-01

We suggest that the carrier of the unidentified infrared emission (UIE) bands is an amorphous carbonaceous solid with mixed aromatic/aliphatic structures, rather than free-flying polycyclic aromatic hydrocarbon molecules. Through spectral fittings of the astronomical spectra of the UIE bands, we show that a significant amount of the energy is emitted by the aliphatic component, implying that aliphatic groups are an essential part of the chemical structure. Arguments in favor of an amorphous, solid-state structure rather than a gas-phase molecule as a carrier of the UIE are also presented.

Creation Myths of Generative Grammar and the Mathematics of Syntactic Structures

NASA Astrophysics Data System (ADS)

Pullum, Geoffrey K.

Syntactic Structures (Chomsky [6]) is widely believed to have laid the foundations of a cognitive revolution in linguistic science, and to have presented (i) the first use in linguistics of powerful new ideas regarding grammars as generative systems, (ii) a proof that English was not a regular language, (iii) decisive syntactic arguments against context-free phrase structure grammar description, and (iv) a demonstration of how transformational rules could provide a formal solution to those problems. None of these things are true. This paper offers a retrospective analysis and evaluation.

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)

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 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 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 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…

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.

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.

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.

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.

Cosmological baryon number domain structure from symmetry-breaking in grand unified field theories

NASA Technical Reports Server (NTRS)

Brown, R. W.; Stecker, F. W.

1979-01-01

It is suggested that grand unified field theories with spontaneous symmetry breaking in the very early big-bang can lead more naturally to a baryon symmetric cosmology with a domain structure than to a totally baryon asymmetric cosmology. The symmetry is broken in a randomized manner in causally independent domains, favoring neither a baryon nor an antibaryon excess on a universal scale. Arguments in favor of this cosmology and observational tests are discussed.

A Viable Paradigm for Quantum Reality

NASA Astrophysics Data System (ADS)

Srivastava, Jagdish

2010-10-01

After a brief discussion of the EPR paradox, Bell's inequality, and Aspect's experiment, arguments will be presented in favor of the following statements: ``As it stands, Quantum mechanics is incomplete. There is further hidden structure, which would involve variables. No influence can move faster than light. The wave function is one whole thing and any change in its structure instantly influences its outcomes. Bell's theorem has not been applied correctly. There is a better paradigm.'' The said paradigm will be presented.

Cosmological baryon-number domain structure from symmetry breaking in grand unified field theories

NASA Technical Reports Server (NTRS)

Brown, R. W.; Stecker, F. W.

1979-01-01

It is suggested that grand unified field theories with spontaneous symmetry breaking in the very early big bang can lead more naturally to a baryon-symmetric cosmology with a domain structure than to a totally baryon-asymmetric cosmology. The symmetry is broken in a randomized manner in causally independent domains, favoring neither a baryon nor an antibaryon excess on a universal scale. Arguments in favor of this cosmology and observational tests are discussed.

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

PubMed

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

2017-12-01

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

On-Line Synchronous Scientific Argumentation Learning: Nurturing Students' Argumentation Ability and Conceptual Change in Science Context

ERIC Educational Resources Information Center

Yeh, Kuan-Hue; She, Hsiao-Ching

2010-01-01

The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs--one with an argumentation component and one without an argumentation component--on students' scientific argumentation ability and conceptual change. A quasi-experimental design was used in this study. Two classes of 8th grade…

Toward the Automated Scoring of Written Arguments: Developing an Innovative Approach for Annotation. Research Report. ETS RR-17-11

ERIC Educational Resources Information Center

Song, Yi; Deane, Paul; Beigman Klebanov, Beata

2017-01-01

This project focuses on laying the foundations for automated analysis of argumentation schemes, supporting identification and classification of the arguments being made in a text, for the purpose of scoring the quality of written analyses of arguments. We developed annotation protocols for 20 argument prompts from a college-level test under the…

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.

Pettit on consequentialism and universalizability.

PubMed

Gleeson, Andrew

2005-01-01

Philip Pettit has argued that universalizability entails consequentialism. I criticise the argument for relying on a question-begging reading of the impartiality of universalization. A revised form of the argument can be constructed by relying on preference-satisfaction rationality, rather than on impartiality. But this revised argument succumbs to an ambiguity in the notion of a preference (or desire). I compare the revised argument to an earlier argument of Pettit's for consequentialism that appealed to the theoretical virtue of simplicity, and I raise questions about the force of appeal to notions like simplicity and rationality in moral argument.

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.

Race and School Achievement in a Desegregated Suburb: Reconsidering the Oppositional Culture Explanation

ERIC Educational Resources Information Center

Diamond, John B.; Lewis, Amanda E.; Gordon, Lamont

2007-01-01

Recent research suggests that oppositional culture and a burden of acting White are likely to emerge for Black students in desegregated schools in which Whites are perceived as having greater educational opportunities. Using interviews with Black and White students in one desegregated secondary school, this 'school structures' argument is…

Constructing a Second Language: Analyses and Computational Simulations of the Emergence of Linguistic Constructions from Usage

ERIC Educational Resources Information Center

Ellis, Nick C.

2009-01-01

This article presents an analysis of interactions in the usage, structure, cognition, coadaptation of conversational partners, and emergence of linguistic constructions. It focuses on second language development of English verb-argument constructions (VACs: VL, verb locative; VOL, verb object locative; VOO, ditransitive) with particular reference…

The Role of Radical Imagination in Social Work Education, Practice, and Research

ERIC Educational Resources Information Center

Barnetz, Zion

2015-01-01

This article addresses the role of imagination in social work education, practice, and research. Following a brief discussion of terms, the author attempts to identify the various contributions of human imagination to social change processes. The second part presents the argument that the cultural structure known as Social Darwinism significantly…

Analysing Teachers' Operations When Teaching Students: What Constitutes Scientific Theories?

ERIC Educational Resources Information Center

Holmqvist, Mona O.; Olander, Clas

2017-01-01

The aim of the study is to analyse teachers' efforts to develop secondary school students' knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev's three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is…

Children's Behaviors and Emotions in Small-Group Argumentative Discussion: Explore the Influence of Big Five Personality Factors

ERIC Educational Resources Information Center

Dong, Ting

2009-01-01

The assessment and structure of personality traits and small group learning during classroom discussions are both research fields that have undergone fast development in the past few decades. However, very few studies have investigated the relationship between individual personality characteristics and performance in discussions, especially with…

Assessment of Differences in University Oceanography Students' Scientific Writing.

ERIC Educational Resources Information Center

Takao, Allison Y.; Kelly, Gregory J.

The purpose of this paper is to assess the differences in university oceanography students' scientific writing. Specifically, the authors examine the argumentation structures of a high scoring paper and a low scoring paper. This study was conducted in an introductory level oceanography course in a large public university. In this course students…

Information Status and Word Order in Croatian Sign Language

ERIC Educational Resources Information Center

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

2007-01-01

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

A Different Approach to Preparing Novakian Concept Maps: The Indexing Method

ERIC Educational Resources Information Center

Turan Oluk, Nurcan; Ekmekci, Güler

2016-01-01

People who claim that applying Novakian concept maps in Turkish is problematic base their arguments largely upon the structural differences between the English and Turkish languages. This study aims to introduce the indexing method to eliminate problems encountered in Turkish applications of Novakian maps and to share the preliminary results of…

A Connectionist Model of the Retreat from Verb Argument Structure Overgeneralization

ERIC Educational Resources Information Center

Ambridge, Ben; Blything, Ryan P.

2016-01-01

A central question in language acquisition is how children build linguistic representations that allow them to generalize verbs from one construction to another (e.g., "The boy gave a present to the girl" ? "The boy gave the girl a present"), whilst appropriately constraining those generalizations to avoid non-adultlike errors…

Acceptability of Dative Argument Structure in Spanish: Assessing Semantic and Usage-Based Factors

ERIC Educational Resources Information Center

Reali, Florencia

2017-01-01

Multiple constraints, including semantic, lexical, and usage-based factors, have been shown to influence dative alternation across different languages. This work explores whether fine-grained statistics and semantic properties of the verb affect the acceptability of dative constructions in Spanish. First, a corpus analysis reveals that verbs of…

The Evolution of Frequency Distributions: Relating Regularization to Inductive Biases through Iterated Learning

ERIC Educational Resources Information Center

Reali, Florencia; Griffiths, Thomas L.

2009-01-01

The regularization of linguistic structures by learners has played a key role in arguments for strong innate constraints on language acquisition, and has important implications for language evolution. However, relating the inductive biases of learners to regularization behavior in laboratory tasks can be challenging without a formal model. In this…

What Has Morality to Do with Religious Education?

ERIC Educational Resources Information Center

Barnes, L. Philip

2011-01-01

The aim of this paper is to provide a positive case for increasing the role and importance of religious morality within the subject of religious education in British schools. The argument is structured in the following way. First, attention is given to the diminished role accorded to moral education within religious education that followed the…

Taking Emergence Seriously: The Centrality of Circular Causality for Dynamic Systems Approaches to Development

ERIC Educational Resources Information Center

Witherington, David C.

2011-01-01

The dynamic systems (DS) approach has emerged as an influential and potentially unifying metatheory for developmental science. Its central platform--the argument against design--suggests that structure spontaneously and without prescription emerges through self-organization. In one of the most prominent accounts of DS, Thelen and her colleagues…

Will concern for biodiversity spell doom to tropical forest management?

Treesearch

A.E. Lugo

1999-01-01

Arguments against active tropical management are analyzed in light of available data and new research that shows tropical forests to be more resilient after disturbances than previously thought. Tropical forest management involves a diverse array of human activity embedded in a complex social and natural environment. Within this milieu, forest structure and composition...

Without Specifiers: Phrase Structure and Events

ERIC Educational Resources Information Center

Lohndal, Terje

2012-01-01

This dissertation attempts to unify two reductionist hypotheses: that there is no relational difference between specifiers and complements, and that verbs do not have thematic arguments. I argue that these two hypotheses actually bear on each other and that we get a better theory if we pursue both of them. The thesis is centered around the…

English Transitivity Alternation in Second Language Acquisition: An Attentional Approach. China Perspectives

ERIC Educational Resources Information Center

Wang, Yuxia

2017-01-01

The correct use of English verb argument structure is crucial for foreign learners of the English language. Based on an experimental study recruiting 162 Chinese English learners at different proficiency levels, this book suggests that the acquisition of English transitivity alternation follows as a consequence of the cognitive processing of…

Loss of Infinitival Complementation in Romanian Diachronic Syntax

ERIC Educational Resources Information Center

Jordan, Maria

2009-01-01

For the most part, my study is a descriptive analysis of infinitival complement clauses and the corresponding subjunctive clauses in Romanian, that is, obligatory control (OC) structures. OC is a relation of obligatory coreferentiality between a matrix argument (controller) and the null subject of the subordinate (controlee) of the same sentence.…

Fast Mapping Verb Meaning from Argument Structure

ERIC Educational Resources Information Center

Johnson, Valerie E.

2010-01-01

Purpose: To examine lexical knowledge in children through a fast mapping task. Method: This study compared the performance of 60 African American English-speaking and general American English-speaking children between the ages of 4 and 6 years. They were presented with a comprehension task involving the fast mapping of novel verbs in 4 different…

Spoon-Feeding: Or How I Learned to Stop Worrying and Love the Mess

ERIC Educational Resources Information Center

Smith, Holly

2008-01-01

The author, a programme leader for a Post Graduate Certificate in Learning and Teaching in Higher Education (PGCLTHE), hears a complaint from her colleagues that undergraduate students require "spoon-feeding". Accepting structuralism's argument that language does things, not just describe them, the author examines "spoon-feeding" in more depth.…

Campus Schools: The Search for Safe and Orderly Environment in Large School Settings

ERIC Educational Resources Information Center

Ortiz, Monica

2012-01-01

Establishing "new small schools" is a major focus of school improvement, especially at the high school level, with the hopes of increasing academic success and reducing violence. Key arguments for small schools are the personalization of schooling and increased academic performance. The structures and process of small schools are…

Postmodern Educational Capitalism, Global Information Systems and New Media Networks

ERIC Educational Resources Information Center

Peters, Michael A.

2012-01-01

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

A Computational Model of Early Argument Structure Acquisition

ERIC Educational Resources Information Center

Alishahi, Afra; Stevenson, Suzanne

2008-01-01

How children go about learning the general regularities that govern language, as well as keeping track of the exceptions to them, remains one of the challenging open questions in the cognitive science of language. Computational modeling is an important methodology in research aimed at addressing this issue. We must determine appropriate learning…

An Inquiry into the Structure of Situational Interests

ERIC Educational Resources Information Center

Azevedo, Flávio S.

2018-01-01

I advance theoretically and empirically grounded arguments for broadening how we frame and understand situational interests. A situational interest refers to the short-term spike in a person's attention and participation in an activity and it is triggered in the interactions between the person and environment features (e.g., novelty and surprise).…

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

ERIC Educational Resources Information Center

Blings, Steffen; Maxey, Sarah

2017-01-01

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science…

The Usefulness of a Suggested Paradigm for Improving Paragraph Coherence

ERIC Educational Resources Information Center

Siu, Fiona Kwai-peng

2016-01-01

This study aims to explore the effectiveness of a paradigm to teach native Cantonese-speaking university students the hierarchical structure of expository prose to improve paragraph coherence. Most of the diagnostic argumentative essays the participants in this study wrote in the course were incoherent, failing to meet readers' expectation of…

Improving the Yield of Rural Education Research: An Editor's Swan Song

ERIC Educational Resources Information Center

Coladarci, Theodore

2007-01-01

In my 15th and final year as JRRE editor, I identify methodological and substantive shortcomings in the rural education research literature and, in turn, suggest strategies for improvement. I structure my observations around the following considerations: describing the rural context of research, making the rural argument, framing the research…

Syntactic Priming in Comprehension: The Role of Argument Order and Animacy

ERIC Educational Resources Information Center

Carminati, Maria Nella; van Gompel, Roger P. G.; Scheepers, Christoph; Arai, Manabu

2008-01-01

Two visual-world eye-movement experiments investigated the nature of syntactic priming during comprehension--specifically, whether the priming effects in ditransitive prepositional object (PO) and double object (DO) structures (e.g., "The wizard will send the poison to the prince/the prince the poison") are due to anticipation of structural…

Verb Comprehension and Use in Children and Adults with Down Syndrome

ERIC Educational Resources Information Center

Michael, Sarah E.; Ratner, Nan Bernstein; Newman, Rochelle

2012-01-01

Purpose: Expressive syntax is a particular area of difficulty for individuals with Down syndrome (DS). In order to better understand the basis for sentence formulation deficits often observed in children and adults with DS, the authors explored the use and comprehension of verbs differing in argument structure. Method: The authors examined verb…

Affect and Cognition: An Examination of Zajonc's Views.

ERIC Educational Resources Information Center

Thompson, Anne E.

In a recent controversial article, "Feeling and Thinking: Preferences Need No Inferences" (l980), R. B. Zajonc argues in support of the independence of affect and cognition. Examination of the structure and assumptions of Zajonc's arguments suggests that they do not support the view that affect is non-cognitive. Zajonc appears to leap…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Academic Discussions: An Analysis of Instructional Discourse and an Argument for an Integrative Assessment Framework

ERIC Educational Resources Information Center

Elizabeth, Tracy; Ross Anderson, Trisha L.; Snow, Elana H.; Selman, Robert L.

2012-01-01

This article describes the structure of academic discussions during the implementation of a literacy curriculum in the upper elementary grades. The authors examine the quality of academic discussion, using existing discourse analysis frameworks designed to evaluate varying attributes of classroom discourse. To integrate the overlapping qualities…

Math and ELA Meet at the Common Core

ERIC Educational Resources Information Center

Gardner, Nancy S.; Smith, Nicole

2016-01-01

Math and English language arts seem such disparate content areas but the Common Core State Standards actually draw out their similarities in the teaching and learning process. Both require students to learn grit and perseverance; both ask students to use reasons or evidence to support arguments; both require precision; both require structures to…

Examining Science Teachers' Argumentation in a Teacher Workshop on Earthquake Engineering

NASA Astrophysics Data System (ADS)

Cavlazoglu, Baki; Stuessy, Carol

2018-02-01

The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in concept mapping exercises with other teachers. Researchers audio-recorded individual teachers' argumentative statements about the inclusion of earthquake engineering concepts in their concept maps, which were then analyzed to reveal the quality of teachers' argumentation. Toulmin's argumentation model formed the framework for designing a classification schema to analyze the quality of participants' argumentative statements. While the analysis of differences in pre- and post-workshop concept mapping exercises revealed that the number of argumentative statements did not change significantly, the quality of participants' argumentation did increase significantly. As these differences occurred concurrently with distributed learning approaches used throughout the workshop, these results provide evidence to support distributed learning approaches in professional development workshop activities to increase the quality of science teachers' argumentation. Additionally, these results support the use of concept mapping as a cognitive scaffold to organize participants' knowledge, facilitate the presentation of argumentation, and as a research tool for providing evidence of teachers' argumentation skills.

Statistical and dynamical properties of a dissipative kicked rotator

NASA Astrophysics Data System (ADS)

Oliveira, Diego F. M.; Leonel, Edson D.

2014-11-01

Some dynamical and statistical properties for a conservative as well as the dissipative problem of relativistic particles in a waveguide are considered. For the first time, two different types of dissipation namely: (i) due to viscosity and; (ii) due to inelastic collision (upon the kick) are considered individually and acting together. For the first case, and contrary to what is expected for the original Zaslavsky’s relativistic model, we show there is a critical parameter where a transition from local to global chaos occurs. On the other hand, after considering the introduction of dissipation also on the kick, the structure of the phase space changes in the sense that chaotic and periodic attractors appear. We study also the chaotic sea by using scaling arguments and we proposed an analytical argument to reinforce the validity of the scaling exponents obtained numerically. In principle such an approach can be extended to any two-dimensional map. Finally, based on the Lyapunov exponent, we show that the parameter space exhibits infinite families of self-similar shrimp-shape structures, corresponding to periodic attractors, embedded in a large region corresponding to chaotic attractors.

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.

Argumentation skill profile using “Toulmin Argumentation Pattern” analysis of high school student at Subang on topic hydrostatic pressure

NASA Astrophysics Data System (ADS)

Syerliana, L.; Muslim; Setiawan, W.

2018-05-01

This study aims to know profile of argumentation skill high school student at Kabupaten Subang. To achieve this goal, researcher conducted a descriptive study to analysis student test results of argumentation skill of 35 students XII SMAN. Data collection using argumentation test which has validation by expert and then it is analyzed using TAP (Toulmin Argumentation Pattern) which consist of some components such a data, claim, warrant, backing, and rebuttal on the topic of hydrostatic pressure. The method used in this research is descriptive method. The result of this research show the student’s scientific argumentation skill is still low, this is proven by 54% average claim score, 38% data, 29% warrant, 35% backing and 35% rebuttal. These findings will serve as a basis for further research on innovative learning models that can improve students’ argumentation skill.

The Case for Same-Sex Marriage Before the European Court of Human Rights.

PubMed

Hamilton, Frances

2017-09-26

For proponents of same-sex marriage, this essay sets forward a critical analysis of relevant arguments before the European Court of Human Rights. The privacy aspect of Article 8 European Convention of Human Rights will never be a successful argument with reference to marriage, which involves a public status. The equality argument (Article 14) is useful in addressing this issue with its close connections with citizenship, symbolic value, and proven record internationally. Difficulties remain with the equality argument; its conditional status, the width of the margin of appreciation allocated, and the need for an equality comparator. The equality argument needs reinforcement by use alongside a developing family law argument under Article 8 and a dynamically interpreted Article 12 (right to marry) argument. Ultimately, the success of any argument depends on convincingly influencing the European Court to consider that sufficient consensus has developed among Member States of the Council of Europe.

Nursing and euthanasia: a review of argument-based ethics literature.

PubMed

Quaghebeur, Toon; Dierckx de Casterlé, Bernadette; Gastmans, Chris

2009-07-01

This article gives an overview of the nursing ethics arguments on euthanasia in general, and on nurses' involvement in euthanasia in particular, through an argument-based literature review. An in-depth study of these arguments in this literature will enable nurses to engage in the euthanasia debate. We critically appraised 41 publications published between January 1987 and June 2007. Nursing ethics arguments on (nurses' involvement in) euthanasia are guided primarily by the principles of respect for autonomy, nonmaleficence, beneficence and justice. Ethical arguments related to the nursing profession are described. From a care perspective, we discuss arguments that evaluate to what degree euthanasia can be considered positively or negatively as a form of good nursing care. Most arguments in the principle-, profession- and care-orientated approaches to nursing ethics are used both pro and contra euthanasia in general, and nurses' involvement in euthanasia in particular.

The Effects of Verb Argument Complexity on Verb Production in Persons with Aphasia: Evidence from a Subject-Object-Verb Language

ERIC Educational Resources Information Center

Sung, Jee Eun

2016-01-01

The purpose of the study was to investigate the effects of verb argument complexity on verb production in individuals with aphasia using a verb-final language. The verb-argument complexity was examined by the number of arguments (1-, 2-, and 3-place) and the types of arguments (unaccusative vs. unergative comparisons). Fifteen Korean-speaking…

Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions

ERIC Educational Resources Information Center

Sampson, Victor; Clark, Douglas B.

2008-01-01

Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term argument in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term argumentation refers to the process of…

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.

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

Consciousness regained? Philosophical arguments for and against reductive physicalism

PubMed Central

Sturm, Thomas

2012-01-01

This paper is an overview of recent discussions concerning the mind-body problem, which is being addressed at the interface between philosophy and neuroscience. It focuses on phenomenal features of consciousness or “qualia,” which are distinguished from various related issues. Then follows a discussion of various influential skeptical arguments that question the possibility of reductive explanations of qualia in physicalist terms: knowledge arguments, conceivability arguments, the argument of multiple realizability, and the explanatory gap argument. None of the arguments is found to be very convincing. It does not necessarily follow that reductive physicalism is the only option, but it is defensible. However, constant conceptual and methodological reflection is required, alongside ongoing research, to keep such a view free from dogmatism and naivety. PMID:22577305

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.

On feature augmentation for semantic argument classification of the Quran English translation using support vector machine

NASA Astrophysics Data System (ADS)

Khaira Batubara, Dina; Arif Bijaksana, Moch; Adiwijaya

2018-03-01

Research on the semantic argument classification requires semantically labeled data in large numbers, called corpus. Because building a corpus is costly and time-consuming, recently many studies have used existing corpus as the training data to conduct semantic argument classification research on new domain. But previous studies have proven that there is a significant decrease in performance when classifying semantic arguments on different domain between the training and the testing data. The main problem is when there is a new argument that found in the testing data but it is not found in the training data. This research carries on semantic argument classification on a new domain that is Quran English Translation by utilizing Propbank corpus as the training data. To recognize the new argument in the training data, this research proposes four new features for extending the argument features in the training data. By using SVM Linear, the experiment has proven that augmenting the proposed features to the baseline system with some combinations option improve the performance of semantic argument classification on Quran data using Propbank Corpus as training data.

Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons

NASA Astrophysics Data System (ADS)

Larrain, Antonia; Freire, Paulina; Howe, Christine

2014-04-01

Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10-11 and 12-13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older.

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

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

PubMed

Cook, David A; Hatala, Rose

2016-01-01

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

Argue Like a Scientist with Technology: The Effect of Within-Gender versus Cross-Gender Team Argumentation on Science Knowledge and Argumentation Skills among Middle-Level Students

ERIC Educational Resources Information Center

Hsu, Pi-Sui; Van Dyke, Margot; Smith, Thomas J.; Looi, Chee-Kit

2018-01-01

The purpose of this mixed-methods study was to explore the effect of within-gender and cross-gender team argumentation on seventh graders' science knowledge and argumentation skills in a computer-assisted learning environment in the United States. A total of 58 students were engaged in the collaborative within-gender team argumentation process…

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.

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

PubMed

Sauppe, Sebastian

2016-01-01

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

Exploring students' interactions, arguments, and reflections in general chemistry laboratories with different levels of inquiry

NASA Astrophysics Data System (ADS)

Xu, Haozhi

Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments with different levels of inquiry on students' interactions in the laboratory setting, as well as on students' written arguments and reflections. Our results are based on direct observations of group work in college general chemistry laboratories and analysis of associated written lab reports. The analysis of students' interactions in the laboratory was approached from three major analytic dimensions: Functional analysis, cognitive processing, and social processing. According to our results, higher levels of inquiry were associated with an increase in the relative frequency of episodes where students were engaged in proposing ideas versus asking and answering each others' questions. Higher levels of inquiry also favored episodes in which experimental work was approached in a more exploratory (versus procedural) manner. However, no major changes were observed in the extent to which students were engaged in either interpretive discussions of central scientific concepts and ideas. As part of our study we were also interested in characterizing the effects of experiments involving different levels of inquiry on the structure and adequacy of university general chemistry students' written arguments, as well as on the nature of their reflections about laboratory work. Our findings indicate that the level of inquiry of the observed experiments had no significant impact on the structure or adequacy of arguments generated by students. However, the level of inquiry of the experiments seemed to have a major impact on several areas of students' written reflections about laboratory work. In general, our results elicit trends and highlight issues that can help instructors and curriculum developers identify strategies to better support and scaffold productive engagement in the laboratory. Our results suggest that careful design and implementation of instructional interventions may be needed to maximize the learning effects of the more open-ended inquiry activities at the college level.

Environmental Argumentation as Sociocultural Activity

ERIC Educational Resources Information Center

Oliveira, Alandeom W.; Akerson, Valarie L.; Oldfield, Martha

2012-01-01

While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how…

The Optimum Level of Argumentativeness for Employed Women.

ERIC Educational Resources Information Center

Schullery, Nancy M.

1998-01-01

Examines the relationship between argumentativeness and women's supervisory level in organizations. Finds no simple relationship between supervisory level and argumentativeness for women, but indicates that moderation in argumentativeness increases with supervisory level. Notes implications for pedagogy: would-be female executives should be…

47 CFR 1.297 - Oral argument.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Oral argument. 1.297 Section 1.297 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL PRACTICE AND PROCEDURE Hearing Proceedings Interlocutory Actions in Hearing Proceedings § 1.297 Oral argument. Oral argument with respect to any contested...

The engine of thought is a hybrid: roles of associative and structured knowledge in reasoning.

PubMed

Bright, Aimée K; Feeney, Aidan

2014-12-01

Across a range of domains in psychology different theories assume different mental representations of knowledge. For example, in the literature on category-based inductive reasoning, certain theories (e.g., Rogers & McClelland, 2004; Sloutsky & Fisher, 2008) assume that the knowledge upon which inductive inferences are based is associative, whereas others (e.g., Heit & Rubinstein, 1994; Kemp & Tenenbaum, 2009; Osherson, Smith, Wilkie, López, & Shafir, 1990) assume that knowledge is structured. In this article we investigate whether associative and structured knowledge underlie inductive reasoning to different degrees under different processing conditions. We develop a measure of knowledge about the degree of association between categories and show that it dissociates from measures of structured knowledge. In Experiment 1 participants rated the strength of inductive arguments whose categories were either taxonomically or causally related. A measure of associative strength predicted reasoning when people had to respond fast, whereas causal and taxonomic knowledge explained inference strength when people responded slowly. In Experiment 2, we also manipulated whether the causal link between the categories was predictive or diagnostic. Participants preferred predictive to diagnostic arguments except when they responded under cognitive load. In Experiment 3, using an open-ended induction paradigm, people generated and evaluated their own conclusion categories. Inductive strength was predicted by associative strength under heavy cognitive load, whereas an index of structured knowledge was more predictive of inductive strength under minimal cognitive load. Together these results suggest that associative and structured models of reasoning apply best under different processing conditions and that the application of structured knowledge in reasoning is often effortful. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using a Structural Equation Modelling Approach (SEM) to Examine Leadership of Heads of Subject Departments (HODs) as Perceived by Principals and Vice-Principals, Heads of Subject Departments and Teachers within "School Based Management" (SBM) Secondary Schools: Some Evidence from Hong Kong

ERIC Educational Resources Information Center

Au, Loretta; Wright, Nigel; Botton, Christopher

2003-01-01

This article reports the use of a Structural Equation Modelling (SEM) technique as a means of exploring our understanding of the leadership of Heads of Subject Departments within School Based Management (SBM) secondary schools in Hong Kong. Arguments made by Gronn (1999, 2000), Spillane et al. (2001) suggest that studies of leadership need to…

Un cosmologiste oublié: Jean Henri Lambert

NASA Astrophysics Data System (ADS)

Débarbat, Suzanne; Lévy, Jacques

Si les travaux de Kepler ont eu une large influence sure les progrès réalisés en astronomie au cours du 17e siècle, le Siècle de lumières a vu apparaître de nouvelles conceptions. La court vie de J.H. lambert s'inscrit dans le 18e siècle. Il s'agit d'un nom bien connu dans différents domaines (photométrie, projections cartographiques, mathématiques appliquées, etc.); mais il n'est guàre mentionné en cosmologie, alors que Lambert y a fourni une contribution originale offrant quelques suprenantes anticipations...

A Selection of Test Cases for the Validation of Large-Eddy Simulations of Turbulent Flows (Quelques cas d’essai pour la validation de la simulation des gros tourbillons dans les ecoulements turbulents)

DTIC Science & Technology

1998-04-01

they approach the more useful (higher) Reynolds numbers. 8.6 SUMMARY OF COMPLEX FLOWS SQUARE DUCT CMPO00 UDOv 6.5 x 10’i E Yokosawa ei al. 164] pg...Sheets for: Chapter 8. Complex Flows 184 185 CMPOO: Flow in a square duct - Experiments Yokosawa , Fujita, Hirota, & Iwata 1. Description of the flow...These are the experiments of Yokosawa ei al (1989). Air was blown through a flow meter and a settling chamber into a square duct. Measuremsents were

Reconstruction du Flux d'Energie et Recherche de Squarks et Gluinos dans l'Experience D0 (in French)

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

Ridel, Melissa

2002-01-01

Le modèle standard décrit la matière et les interactions fondamentales qui la gouvernent (électromagnétique, faible et forte). L'analyse des données accumulées jusqu'à présent conffrme ces prédictions notamment les mesures de précision effectuées à LEP. Malgré tout, il doit se confronter à quelques dicultés théoriques qui laisseraient penser que le Modèle Standard n'est que la théorie effective d'une autre théorie à plus haute énergie....

Study of Behavior of Some Varieties of Belgian Potatoes Subjected to Gamma Irradiation; ETUDE DU COMPORTEMENT DE QUELQUES VARIETES BELGES DE POMMES DE TERRE SOUMISES A L'IRRADIATION GAMMA

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

Kirchmann, R.; De Proost, M.; Demalsy, P.

1962-07-01

Different varieties of potatoes were irradiated with doses between 5000 and 20000 rads and stored at two different temperatures. Irradiation has a grent influence on the weight loss of the potatoes during storage; the degree of sprout inhibition depends on the variety of the potatoes. The glutathione content and the oxygen consumption of potatoes are influenced by irradiation. The greatest effect of irradiation on the chemical composition concerns the starch; an increase in sugar content is observed. The culinary properties of potatoes are not changed by irradiation. (auth)

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

PubMed

Hofmann, Bjørn

2016-02-13

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

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation during a Laboratory Course

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…

Scaffolding for Argumentation in Hypothetical and Theoretical Biology Concepts

ERIC Educational Resources Information Center

Weng, Wan-Yun; Lin, Yu-Ren; She, Hsiao-Ching

2017-01-01

The present study investigated the effects of online argumentation scaffolding on students' argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four…

Integrating Multimodal Arguments into High School Writing Instruction

ERIC Educational Resources Information Center

Howell, Emily; Butler, Tracy; Reinking, David

2017-01-01

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students' argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and…

[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.

On the structure of self-affine convex bodies

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

Voynov, A S

2013-08-31

We study the structure of convex bodies in R{sup d} that can be represented as a union of their affine images with no common interior points. Such bodies are called self-affine. Vallet's conjecture on the structure of self-affine bodies was proved for d = 2 by Richter in 2011. In the present paper we disprove the conjecture for all d≥3 and derive a detailed description of self-affine bodies in R{sup 3}. Also we consider the relation between properties of self-affine bodies and functional equations with a contraction of an argument. Bibliography: 10 titles.

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.

Promoting Students' Attention to Argumentative Reasoning Patterns

ERIC Educational Resources Information Center

Cavagnetto, Andy R.; Kurtz, Kenneth J.

2016-01-01

Argument-based interventions in science education have largely been motivated by the perspective that students lack knowledge of argument. Recent studies, however, suggest that contextual factors influence students' argument quality. The authors hypothesize that a key limiting factor lies in students' abilities to recognize when to employ…

Argumentative Men: Expectations of Success.

ERIC Educational Resources Information Center

Schullery, Nancy M.

1999-01-01

Considers how argumentativeness is linked with several managerial qualities, such as group leadership, better decision-making, and enhanced credibility. Surveys nearly 300 full-time employed men. Shows that men at all levels exhibit the full range of argumentativeness. Finds the mean argumentativeness of supervisors at all levels is significantly…

Modelling Mathematical Argumentation: The Importance of Qualification

ERIC Educational Resources Information Center

Inglis, Matthew; Mejia-Ramos, Juan; Simpson, Adrian

2007-01-01

In recent years several mathematics education researchers have attempted to analyse students' arguments using a restricted form of Toulmina's ["The Uses of Argument," Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students,…

The Cognitive Context of Argument.

ERIC Educational Resources Information Center

Hample, Dale

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

Introducing High School Biology Students to Argumentation about Socioscientific Issues

ERIC Educational Resources Information Center

Dawson, Vaille; Venville, Grady

2013-01-01

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

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.

Verb Disposition in Argument Structure Alternations: A Corpus Study of the Dative Alternation in Dutch

ERIC Educational Resources Information Center

Colleman, Timothy

2009-01-01

Semantic accounts of verb pattern alternations often rely on observations about "verb disposition": the preference of verbs with particular lexical semantic characteristics for one of two competing constructions is taken as a clue to the semantic differences between the two constructions. For instance, it has been observed with regard to the…

Network Ethnography and the "Cyberflâneur": Evolving Policy Sociology in Education

ERIC Educational Resources Information Center

Hogan, Anna

2016-01-01

This paper makes the argument that new global spatialities and new governance structures in education have important implications for how we think about education policy and do education policy analysis. This context necessitates that researchers engage in new methodologies to ensure that there is a suitable link between their research problem and…

Languages for Specific Purposes Curriculum Creation and Implementation in Service to the U.S. Community

ERIC Educational Resources Information Center

Lear, Darcy

2012-01-01

Community service learning (CSL) is a type of experiential learning that blends specific course content with real-world applications and ties them together through structured reflection. It is an ideal pedagogy for 21st-century language for specific purposes (LSP) programs. This article frames that argument around sociocultural theory, moves to a…

Mathematical Idea Analysis: What Embodied Cognitive Science Can Say about the Human Nature of Mathematics.

ERIC Educational Resources Information Center

Nunez, Rafael E.

This paper gives a brief introduction to a discipline called the cognitive science of mathematics. The theoretical background of the arguments is based on embodied cognition and findings in cognitive linguistics. It discusses Mathematical Idea Analysis, a set of techniques for studying implicit structures in mathematics. Particular attention is…

Analysis the Competences and Contents of "Mathematics and Environmental Exploration" Subject Syllabus for Preparatory Grade

ERIC Educational Resources Information Center

Dulama, Maria Eliza; Magda?, Ioana

2014-01-01

In this paper, we analyze some aspects related to "Mathematics and Environmental Exploration" subject syllabus for preparatory grade approved by Minister of National Education of Romania. The analysis aim the place of the subject syllabus into the Framework Plan; the syllabus structure and the argumentation of studying this subject; the…

Baryonic dark matter

NASA Technical Reports Server (NTRS)

Silk, Joseph

1991-01-01

Both canonical primordial nucleosynthesis constraints and large-scale structure measurements, as well as observations of the fundamental cosmological parameters, appear to be consistent with the hypothesis that the universe predominantly consists of baryonic dark matter (BDM). The arguments for BDM to consist of compact objects that are either stellar relics or substellar objects are reviewed. Several techniques for searching for halo BDM are described.

The Role of Psychometric Modeling in Test Validation: An Application of Multidimensional Item Response Theory

ERIC Educational Resources Information Center

Schilling, Stephen G.

2007-01-01

In this paper the author examines the role of item response theory (IRT), particularly multidimensional item response theory (MIRT) in test validation from a validity argument perspective. The author provides justification for several structural assumptions and interpretations, taking care to describe the role he believes they should play in any…

Classroom Currents: Interrupting the Single Story: LGBT Issues in the Language Arts Classroom

ERIC Educational Resources Information Center

Hermann-Wilmarth, Jill; Ryan, Caitlin L.

2013-01-01

Two literacy leaders acknowledge the challenges of teaching LGBT (lesbian, gay, bisexual, transgender) issues in the classroom. While children come from a variety of family structures, it is necessary to acknowledge that a gay individual was once a child sitting in a classroom. An argument against marginalization and an advocacy for inclusion of…

Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes

ERIC Educational Resources Information Center

Kiliç, Mehmet; Genç, Bilal; Bada, Erdogan

2016-01-01

The literature on the topical organization of essays suggests that there are four possible types of progression from the topic of one clause to the topics of the following clauses. These are parallel, sequential, extended parallel, and extended sequential progressions. Essay writers' ability to create cohesion and coherence can be evaluated on the…

Challenging Age Power Structures: Creating a Public Sphere in Preschool through "Musicking"

ERIC Educational Resources Information Center

Wassrin, Maria

2016-01-01

This article explores the possibility of conceiving preschool music activities as a way of forming spaces of participation with society's youngest. The discussion draws on Hannah Arendt's ([1958] 1998) definition of public spheres, and the argumentation is closely linked to an empirical example from musicking events with 1-3 year olds in a…

The Teacher as an Agent of Meaningful Educational Change

ERIC Educational Resources Information Center

Vandeyar, Saloshna

2017-01-01

This paper peers through the window to look at how a teacher brings about meaningful educational change in a diverse classroom. Utilizing three sets of arguments from the field of educational change, I traced educational change within a teacher during the course of an academic year. Data capture comprised a mix of semi-structured interviews and…

The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems

ERIC Educational Resources Information Center

Tawfik, Andrew; Jonassen, David

2013-01-01

Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of practitioners, but also serve as problem-solving narratives from which learners can acquire meaning.…

Inclusion and Homophily: An Argument about Participatory Decision-Making and Democratic School Management

ERIC Educational Resources Information Center

Koutsouris, George

2014-01-01

This paper reports findings from a study about school staff's perceptions of the preferences for social interaction that young people have with similar and different others. This tension was explored empirically using scenarios of moral dilemmas to conduct in-depth semi-structured interviews with school staff from special and mainstream secondary…

Referencing and Borrowing from Other Systems: The Hong Kong Education Reforms

ERIC Educational Resources Information Center

Forestier, Katherine; Adamson, Bob; Han, Christine; Morris, Paul

2016-01-01

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong's recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education. Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to…

Educating Science Teachers in the Twenty-First Century: Implications for Pre-Service Teacher Education

ERIC Educational Resources Information Center

Tan, Aik-Ling; Lee, Peter Peng Foo; Cheah, Yin Hong

2017-01-01

This study examines the verbal interactions among a group of pre-service teachers as they engaged in scientific discussions in a medicinal chemistry course. These discussions were part of the course that encompassed an explicit instruction of scientific argumentation structures as well as an applied component, whereby the pre-service teachers…

On the Nature of Syntactic Variation: Evidence from Complex Predicates and Complex Word-Formation.

ERIC Educational Resources Information Center

Snyder, William

2001-01-01

Provides evidence from child language acquisition and comparative syntax for existence of a syntactic parameter in the classical sense of Chomsky (1981), with simultaneous effects on syntactic argument structure. Implications are that syntax is subject to points of substantive parametric variation as envisioned in Chomsky, and the time course of…

Framing the Landscape: Discourses of Woodland Restoration and Moorland Management in Scotland

ERIC Educational Resources Information Center

Fischer, Anke; Marshall, Keith

2010-01-01

There is a long-standing debate in Scotland over the use of upland areas, as initiatives to restore the native Caledonian pine forest are vying with traditional moorland management for shooting. Our study set out to improve our understanding of argumentation processes with regard to these issues. We conducted semi-structured interviews with a wide…

Women's Choices within Market Constraints: Re-Visioning Access to and Participation in the Superintendency

ERIC Educational Resources Information Center

Mahitivanichcha, Kanya; Rorrer, Andrea K.

2006-01-01

Purpose: In this article, the authors highlight three constraints--structural time crisis (Schor, 1991) ideal worker norms (Williams, 2000), and labor and occupational queues (Reskin & Roos, 1990; Strober, 1992)--on the decisions and choices of women seeking to advance to and hold positions in the superintendency. Proposed Conceptual Argument: The…

What Crisis of Representation? Challenging the Realism of Post-Structuralist Policy Research in Education

ERIC Educational Resources Information Center

Petersen, Eva Bendix

2015-01-01

Offered through a split-text, this article mounts/destabilises the argument that policy research that cites authors usually associated with post-structural thought and which is published in a mainstream education policy journal is overwhelmingly realist in its ontologising practices. It reminds the reader why that is problematic and calls for a…

The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students

ERIC Educational Resources Information Center

Franquiz, Maria E.; Salazar, Maria del Carmen

2004-01-01

The purpose of this paper is to present an argument for understanding the factors that support or constrain the development of Chicana/o students' academic identities and consequently, their academic resiliency in high school. The article draws on a larger study investigating ways that schooling structures and teacher mind-sets can sustain…

An Analysis of Teacher Question Types in Inquiry-Based Classroom and Traditional Classroom Settings

ERIC Educational Resources Information Center

Kim, Sungho

2015-01-01

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a…

Applied Research Centres at South African Universities. The Relationship between 'Base' Internal Structures and Network 'Superstructures'

ERIC Educational Resources Information Center

Cooper, David

2005-01-01

This article considers the way in which applied research centres and units at South African higher education institutions enhance their networks with industry, government and community organizations. The findings from 12 case studies of research groupings at higher education institutions in Cape Town support the author's argument for a more…

The Reciprocal Influence of Organizational Culture and Training and Development Programs: Building the Case for a Culture Analysis within Program Planning

ERIC Educational Resources Information Center

Kissack, Heather C.; Callahan, Jamie L.

2010-01-01

Purpose: The purpose of this paper is to demonstrate that training designers can, and should, account for organizational culture during training needs assessments. Design/methodology/approach: Utilizing the approach and arguments in Giddens' structuration theory, the paper conceptually applies these tenets to training and development programs…

We're in Math Class Playing Games, Not Playing Games in Math Class

ERIC Educational Resources Information Center

McFeetors, P. Janelle; Palfy, Kylie

2017-01-01

Early experiences of reasoning while playing games of strategy are foundational for future proofs that students will be expected to build using conventionally structured arguments. But how did game playing in school occur? How can educators be sure that mathematical reasoning is going on? The authors investigated these questions to understand how…

Selective Ethics and Integrity: Moral Development and Prison Education.

ERIC Educational Resources Information Center

Duguid, Stephen

1986-01-01

A case exists for there being a moral dimension to prison education and a case against moral education programs in prison. The argument is made that prisoners are one part of a large group of citizens who suffer from uneven development in the cognitive and moral realms due to biographical and structural factors. (Author/CT)