Jumping to conclusions? Struggles over meaning and method in the study of household economics

2005 ◽  
pp. 100-116
Keyword(s):  
Household Economics ◽  
Jumping To Conclusions

Jumping to conclusions in persistent pain using a somatosensory modification of the beads task

2019 ◽  
Vol 126 ◽  
pp. 109819
Author(s):  
C. Parkes ◽  
O. Bezzina ◽  
A. Chapman ◽  
A. Luteran ◽  
M.H. Freeston ◽  
...  
Keyword(s):  
Persistent Pain ◽  
Jumping To Conclusions ◽  
Beads Task

Was This in Your Statistics Textbook? IV. Frequency Data

1989 ◽  
Vol 25 (1) ◽  
pp. 11-25
Author(s):  
D. J. Finney
Keyword(s):  
Statistical Analysis ◽  
Contingency Tables ◽  
The Other ◽  
Frequency Data ◽  
Significance Tests ◽  
Test Statistic ◽  
Jumping To Conclusions ◽  
Proper Role ◽  
Measure Of Association

SUMMARYObservations that are frequencies rather than measurements often call for special types of statistical analysis. This paper comments on circumstances in which methods for one type of data can sensibly be used for the other. A section on two-way contingency tables emphasizes the proper role of χ2 a test statistic but not a measure of association; it mentions the distinction between one-tail and two-tail significance tests and reminds the reader of dangers. Multiway tables bring new complications, and the problems of interactions when additional classificatory factors are explicit or hidden are discussed at some length. A brief outline attempts to show how probit, logit, and similar techniques are related to the analysis of contingency tables. Finally, three unusual examples are described as illustrations of the care that is needed to avoid jumping to conclusions on how frequency data should be analysed.

Somatosensory Jumping to Conclusions Task

2019 ◽  
Author(s):  
C. Parkes ◽  
O. Bezzina ◽  
A. Chapman ◽  
A. Luteran ◽  
M. H. Freeston ◽  
...  
Keyword(s):  
Jumping To Conclusions

scholarly journals A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 268-285
Author(s):  
Birutė Žygaitienė ◽  
Evelina Buivydaitė
Keyword(s):  
Great Britain ◽  
Technology Education ◽  
Household Economics ◽  
Technological Education ◽  
School Students ◽  
Specific Content ◽  
Learning Modules ◽  
Multicultural Environment ◽  
Research Activities ◽  
Subject Specific

The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

scholarly journals Jumping to explanations versus jumping to conclusions

1999 ◽  
Vol 111 (1-2) ◽  
pp. 131-169 ◽  
Author(s):  
Ramón Pino-Pérez ◽  
Carlos Uzcátegui
Keyword(s):  
Jumping To Conclusions

scholarly journals The Social Patterning of Values and Rationalities: Mothers' Choices in Combining Caring and Employment

2004 ◽  
Vol 3 (4) ◽  
pp. 391-399 ◽  
Author(s):  
Simon Duncan ◽  
Sarah Irwin
Keyword(s):  
Family Life ◽  
Social Ties ◽  
Paid Work ◽  
Household Economics ◽  
The Social ◽  
Moral Responsibilities ◽  
Family Behaviour

The assumption of individualised rationality runs through the two dominant theorisations of family behaviour – new household economics and individualisation. We demonstrate the inaccuracy of this assumption, using the results of two CAVA projects into mothers' perceptions and choices in combining mothering with paid work, in allocating tasks with partners, and in choosing childcare. Rather, mothers make such decisions within socially negotiated accounts of what is morally adequate, and we go on to show how these decisions and the values informing them are socially patterned by class and ethnicity. Finally, we consider how both theory and policy can make a ‘rationality mistake’ in neglecting the importance of social ties and moral responsibilities in family life.

Jumping to conclusions

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Social Skills ◽  
Professional Relationships ◽  
Loved One ◽  
Jumping To Conclusions ◽  
Good Morning ◽  
The Moment ◽  
Missed Opportunity ◽  
As If

He walks down the hall toward you. You are the only two in the hallway. You look at him, ready to smile and offer a cheery “Good morning!” With eyes downcast, he walks by you as if you are not there. What is your reaction? • Indignation. “Who does he think he is, not bothering to even look at me?” • Irritation. “Why can’t he make the effort to say a simple hello?” • Superiority. “With such poor social skills, he shouldn’t even be a teacher.” • Meanness. Silently you smirk at his indifference, eager to tell co- workers about this perceived slight. • Affirmation. “I knew he didn’t like me, and since no one is around, he doesn’t even pretend!” • Anger. “How dare he act so superior!” It may be a challenge to interpret this scene as anything but snob­bery or poor manners. Yet the same curiosity and compassion that help us determine what our students need in order to learn can serve us well with other adults. The illusion in this scenario is our belief that we know the reason for another’s behaviors. The pitfall of this conclusion is the missed opportunity to wonder with good intentions. The risk to professional relationships is the narrow labeling of another’s behaviors and personalizing their intent. Asking ourselves “What else could it be?” implies that we have the power and presence of mind to press the pause button to offer a broader palette of possibilities. • Is he preoccupied with an upcoming meeting? • Is he concerned about a loved one? • Is he mentally preparing for his first class? • Is he an introvert who is much more comfortable keeping to himself than offering easy banter or automatic greetings? Why not be your best by offering a warm greeting to him with no expectation for receiving one in return? When faced with puzzling behaviors, we can avoid jumping to conclusions. We can take a moment, have a second thought. This opening of possibility offers a moment of grace to ourselves and our co- workers. We choose to suspend judgment for the good of the moment and for nourishing goodwill in schools.

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