Combating Disinformation: Effects of Timing and Correction Format on Factual Knowledge and Personal Beliefs

2020 ◽  
pp. 233-245
Author(s):  
Leonie Schaewitz ◽  
Nicole C. Krämer
Keyword(s):  
Factual Knowledge ◽  
Personal Beliefs

Agri-Business Curriculum: The Entrepreneurial Direction of Graduates

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Regie D. Patagoc
Keyword(s):  
Social Sciences ◽  
Significant Influence ◽  
Central Tendency ◽  
Personal Beliefs ◽  
Monthly Income ◽  
Private Company ◽  
Business Graduates ◽  
Administrative Procedures ◽  
Economic Profile ◽  
Self Administered Questionnaire

This study aimed to determine the entrepreneurial engagement of Agri-Business graduates from Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), during the SY 2008-2013. The data was collected using a self-administered questionnaire, analyzed and subjected to the measures of central tendency (mean and percentage) and the Statistical Package for Social Sciences (SPSS 19.0).Results showed that graduates were within 26 to 30 years old age, female, single, most were regular workers in a private company with 1 - 3 years working experience and were practicing entrepreneurs earning a monthly income of 10,000. High rating was extended to the level of competence on attitudinal, behavioral and educational factors. It was found out that, the respondents either felt, thought and view entrepreneurship as a thing that they had dreamed to undertake after graduation because they believed that it is only doing entrepreneurial undertakings that they can fulfill the objectives of the course and their personal beliefs that success can be attained through it.Further, only few graduates had started their entrepreneurial engagement, while the majority, were still thinking about their entrepreneurial endeavor because of the difficulty in starting own business due to the complex administrative procedures involved. The demographic and socio-economic profile had no significant influence to the level of engagement while the level of competencies significantly influenced the level of entrepreneurial engagement.

Da gênese do sensível a partir do inteligível

2017 ◽  
pp. 85
Author(s):  
Francisco Prata Gaspar
Keyword(s):  
Factual Knowledge ◽  
Living Nature

Resumo: É conhecida a crítica de Schelling à doutrina da ciência de Fichte, de que ela teria aniquilado todo e qualquer conceito de uma natureza viva, reduzindo esta a um mero obstáculo a ser superado para que se realizem os fins morais da razão. Será mesmo, contudo, que Schelling tem razão? Este artigo pretende refutar essa crítica schellinguiana, mostrando como a doutrina da ciência não só não padece dessa carência, como antes ela deduz a partir da própria estrutura da razão os domínios do saber, incluindo aí, evidentemente, o domínio da natureza. Essa dedução dos domínios do saber, natureza e espírito, se dará a partir da análise da estrutura de passagem do Absoluto para o saber fático, isto é, da reflexão sobre si do eu, sobretudo a partir da consideração de seus elementos kantianos: a espontaneidade prática e seu caráter eminentemente reflexionante, algo que não foi percebido por Schelling e seus seguidores.Abstract: It is well known Schelling’s critique of Fichte's doctrine of science, to wit, that it would have annihilated every concept of a living nature, reducing it to a mere obstacle to be overcome for the realization of moral ends of reason. However, is Schelling right? This paper aims to refute Schelling’s critique, showing not only how the doctrine of science does not suffer from this deficiency, but also that instead it deducts from the structure of the reason the domains of knowledge, including, of course, the domain of nature. This deduction of the domains of knowledge, nature and spirit, will be made through the analysis of the passage-structure from Absolut to the factual knowledge, that is, the I’s reflection on himself, especially through the consideration of its Kantian elements: the practical spontaneity and its eminently reflective character, something that was not realized by Schelling and his followers.

Normative tensions in filial caring for a mother with dementia: A narrative perspective

Dementia ◽  
2021 ◽  
pp. 147130122110140
Author(s):  
Ina Luichies ◽  
Anne Goossensen ◽  
Hanneke van der Meide
Keyword(s):  
Adult Children ◽  
The Other ◽  
Personal Beliefs ◽  
Narrative Design ◽  
Narrative Perspective ◽  
Beliefs And Values

This article aims to gain insight in the normative struggles of adult children caring for their ageing mother living with dementia. Two Dutch autobiographical books written by siblings recording their own caregiving experience were analysed using a narrative design. Children appear to understand their normative concerns through six fields of tension. Our analysis shows that filial caregivers describe two distinct approaches to deal with these normative tensions. One approach aims to preserve the child’s pre-existing personal beliefs and values, but also causes the child to demonstrate rigid and uncompromising behaviour at odds with the needs of their parent. The other approach is more reflective and flexible, prioritizing the needs of the vulnerable person over previously held values, providing an opportunity for better care. We conclude that caregiving children have to find their way between being faithful to their principles and showing moral flexibility.

scholarly journals The Nine Cancer Frames: A Tool to Facilitate Critical Reading of Cancer-Related Information

2021 ◽  
Author(s):  
Craig Murray ◽  
Nina von Possel ◽  
Hanne C. Lie ◽  
Jarle Breivik
Keyword(s):  
Health Communication ◽  
Public Discourse ◽  
Analytical Tool ◽  
Public Understanding ◽  
Factual Knowledge ◽  
Critical Reading ◽  
Framing Analysis ◽  
Cancer Communication ◽  
Related Information ◽  
Cancer Literacy

AbstractPeople’s ability to critically assess cancer-related information is essential from a preventional and therapeutic, as well as a general democratic perspective. Such cancer literacy is not just about acquiring factual knowledge. It also involves the ability to analyze how the information is contextualized—how cancer is framed. Previous research concerning the framing of cancer in public discourse is voluminous and penetrating but also fragmented and inaccessible to non-experts. In this study, we have developed an integrated and applicable tool for analyzing cancer discourse by systematically classifying distinctive ways of framing of the concept of cancer. Building on previous research and an inductive framing analysis of a broad range of public cancer discourse, systematically selected from British and Norwegian newspapers, we have characterized nine cancer frames: the biomedical, the environmental, the epidemiological, the personal, the sociopolitical, the economic, the antagonistic, the alternative, and the symbolic frame. This framing scheme may be applied to analyze cancer-related discourse across a plurality of themes and contexts. We also show how different frames combine to produce more complex messages, thereby revealing underlying patterns, strategies, and conflicts in cancer communication. In conclusion, this analytical tool enables critical reading of cancer-related information and may be especially useful in educational initiatives to advance health communication and public understanding of cancer.

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

Causal Analysis of Hydrogen Acceptance

2005 ◽  
Vol 1941 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Eric Molin
Keyword(s):  
Structural Equation Model ◽  
Indirect Effects ◽  
Structural Equation ◽  
Personal Characteristics ◽  
Causal Analysis ◽  
Equation Model ◽  
Factual Knowledge ◽  
Direct And Indirect Effects ◽  
Explanatory Variables ◽  
Willingness To Use

This paper presents and discusses a structural equation model on hydrogen acceptance. This model unravels the direct and indirect effects among personal characteristics, knowledge about hydrogen, perceptions, attitudes, and willingness to use hydrogen applications. In addition, indicators of differently colored information that can be provided by mass media have been included as explanatory variables. The estimated model indicates that colored information directly influences perceptions of hydrogen and indirectly influences attitudes about hydrogen and willingness to use it. In particular, negatively colored information decreases hydrogen acceptance, which cannot be counterbalanced by providing positively colored information. Furthermore, the model suggests that more factual knowledge about hydrogen increases its acceptance. The paper further discusses the likely development of hydrogen acceptance in the future and how practitioners can influence this.

scholarly journals DISENTANGLING KNOWLEDGE AND BIAS: COMBATING AGEISM WITH THE REVISED FACTS ON AGING QUIZ

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S455-S455
Author(s):  
Jensen Davis ◽  
Linda Breytspraak ◽  
Jacob Marszalek ◽  
Joan McDowd
Keyword(s):  
Older Adults ◽  
Psychological Health ◽  
Factor Model ◽  
Age Groups ◽  
Factual Knowledge ◽  
Factual Information ◽  
Age Bias ◽  
Aging Research ◽  
Response Options ◽  
Test Of Knowledge

Abstract The Facts on Aging Quiz (FoAQ) was developed in 1977 as a 25-item True/False test of knowledge about older adults. Since that time, it has been utilized in hundreds of studies involving clarifying misconceptions, measuring factual knowledge across different groups, and assessing bias toward older adults. The current study examines the psychometric properties of a revision to the FoAQ created in 2015 that modified the original items and added 25 more to better reflect contemporary aging research. Participants were sampled using Qualtrics and MTurk platforms and targeted to equally represent the following four age groups: 18-34, 35-49, 50-64, and 65 and older. Exploratory factor analysis (n=956) did not support a multi-factor structure, contrary to previous theories of it having cognitive, physical, societal, and psychological health factors. A single factor model was forced which contained 28 items that only accounted for 26% of the variance in scores. The reliability reached satisfactory levels in the younger three age groups with the 28-item version but remained inadequate among those 65 and older. Small associations with the Expectations Regarding Aging-12 and Aging Semantic Differential scales were observed. In its present format, the FoAQ is not sufficient for research use but remains a useful tool in provoking discussion about age bias and areas in which people of all ages lack factual information. Researchers suggest an expansion in response options and further clarifying the use of this instrument as a measure of knowledge or bias.

scholarly journals Evaluating the Difference between Virtual and Paper-Based Clinical Cases in Family Medicine Undergraduate Education

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Zalika Klemenc-Ketis ◽  
Branka Cagran ◽  
Dejan Dinevski
Keyword(s):  
Family Medicine ◽  
Virtual Patient ◽  
Educational Outcome ◽  
Factual Knowledge ◽  
Virtual Patients ◽  
Multiple Choice Questions ◽  
Significant Difference ◽  
The Difference ◽  
And Control ◽  
Clinical Cases

Introduction. A “virtual patient” is defined as a computer program which simulates real patients’ cases. The aim of this study was to determine whether the inclusion of virtual patients affects the level of factual knowledge of family medicine students at the undergraduate level. Methods. This was a case-controlled prospective study. The students were randomly divided into experimental (EG: N=51) and control (CG: N=48) groups. The students in the EG were asked to practice diagnosis using virtual patients instead of the paper-based clinical cases which were solved by the students in the CG. The main observed variable in the study was knowledge of family medicine, determined by 50 multiple choice questions (MCQs) about knowledge of family medicine. Results. There were no statistically significant differences in the groups’ initial knowledge. At the final assessment of knowledge, there were no statistically significant differences between the groups, but there was a statistically significant difference between their initial and final knowledge. Conclusions. The study showed that adding virtual patient cases to the curriculum, instead of paper clinical cases, did not affect the level of factual knowledge about family medicine. Virtual patients can be used, but a significant educational outcome is not expected.

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