Practical Arguments Research Articles

CONCEPÇÕES ACERCA DO ENSINO-APRENDIZAGEM DE PROBABILIDADE E ESTATÍSTICA

This article discusses conceptions regarding the teaching and learning of Probability and Statistics, emphasizing their relevance in shaping critical citizens capable of interpreting data in everyday life. It highlights that the teaching of these topics, included in the Brazilian curriculum through the National Curricular Parameters in 1997, still faces significant challenges, such as difficulties in understanding Mathematics as a language and a limited focus on exam preparation. This work aims to promote statistical literacy through pedagogical activities that involve reading, interpreting, and critically analyzing data in various formats. Similarly, solving realworld problems is recommended to stimulate creative strategies and reflections on the impacts of data-driven decisions. Moreover, the teacher’s role is central, requiring the integration of reading, writing, and argumentation practices in teaching. It is concluded that the critical and contextualized integration of Probability and Statistics into basic education is essential to prepare students to autonomously engage with statistical language and its social implications.

Crisis management: a post-pandemic framework proposition and lessons learned at Hyundai Motor Brazil

PurposeThis study relies on the lessons learned from the recent pandemic crisis to propose a conceptual framework for organizational crisis management and illustrate its application in an organization that effectively protected its competitive position during the crisis.Design/methodology/approachBuilding upon the resource-based view and the dynamic capability theoretical framework, we first conducted a systematic literature review that involves content and bibliographic analysis. Subsequently, we developed a conceptual crisis management framework and applied it to the case of Hyundai Motor Brazil.FindingsThe systematic literature review found innovation and knowledge management as prominent response mechanisms to the pandemic crisis whereas the case provided a better understanding on how these mechanisms contributed to crisis navigation.Practical implicationsManagers will find valuable insights into the importance of linking risk management and crisis management, and leveraging innovation and knowledge to enhance resilience, with straightforward operationalization for benchmark.Originality/valueThis paper is original for relating enterprise risk management, innovation and knowledge management to each phase of existing crisis management processes. It enriches the theoretical and practical debate on the dynamic capabilities’ perspective of risk and crisis management.

What Argumentative Bullshit Tells us about Argumentative Vices and Virtues

AbstractThe study of the problem of argumentative bullshit can be useful to shed some light on the practice of argumentation and the essence of argumentative virtues. Since argumentative bullshit is arguably the greatest threat to argumentation, and it is characterised by an indifference to the constitutive value of argumentation (supporting a claim with reasons), argumentative virtue could be understood as the opposite to that indifference: caring about the practice of argumentation and being disposed to sustain and improve it through their participation in it. Whoever produces argumentative bullshit cares more about certain external ends (reputation, political goals, making fun…) than about argumentative practice, whereas virtuous arguers never lose sight of the value of the argumentative practice. This suggests a MacIntyrean conception of the practice of argumentation, according to which argumentation is a practice with internal goods than can only be recognised and achieved through participation in it, while argumentative virtues are those traits conducive to the appreciation and achievement of argumentative goods.

Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

ABSTRACT Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes, 59, 101156, https://doi.org/10.1016/j.jeap.2022.101156). Some universities have addressed the need to formalise language improvement by formulating English language policies. This article assesses the effectiveness of two Australian university English language policies – one focusing on language support, and the other focusing on language development. By synthesising the capability approach with critical discourse analysis (CDA), the article presents a qualitative evaluation of the linguistic capabilities and practical argumentation of these policies. The article argues that the development-focused policy appears more likely to maximise English improvement since its larger set of linguistic capabilities stands a greater chance of fostering freedom of choice, and its coherent practical argument could establish a clearer understanding among all policy stakeholders. The article considers the implications of this finding for university policy making.

Primary versus staged repair for tetralogy of Fallot in symptomatic neonates: systematic review and meta-analysis.

The choice between primary repair and staged repair strategy for Tetralogy of Fallot remains a subject of debate in clinical practice. This review aims to compare the outcomes and efficacy of two surgical approaches in managing Tetralogy of Fallot among neonatal populations. Literature search was conducted across seven databases, identifying a total of 1393 relevant studies. Inclusion criteria encompassed comparative studies focusing on primary repair and staged repair for Tetralogy of Fallot in neonates. Quality of included studies was assessed using The Newcastle-Ottawa Scale for retrospective cohort studies. Data synthesis involved the extraction of post-operative outcomes. Meta-analysis was performed where feasible, pooling effect sizes to determine the overall impact of each repair strategy. Eight studies were selected for full-text appraisal. A total of 4464 Tetralogy of Fallot patients underwent surgical correction. The pooled mean patient age was 8.68 (±7.38) and 8.56 (±6.8) days for primary repair and staged repair, respectively. The primary repair was associated with a higher cardiac complications rate (odds ratio 1.50, 95% confidence interval 1.07 to 2.10) and transannular patch usage (odds ratio 2.62, 95% CI confidence interval 2.02 to 3.40). In contrast, staged repair was associated with longer hospital(mean difference11.84, 95% confidence interval 9.59 to 14.10) and ICU (mean difference 3.06, 95% confidence interval 1.64 to 4.47) length of stay. However, no substantial differences were observed in terms of mortality and reintervention rates between these two approaches. The findings highlight the need for well-designed research and emphasise the importance of personalised approaches to address the intricate nature of Tetralogy of Fallot management in this population. Adjusting surgical approach to patient features may be necessary to maximise surgical outcomes.

Student Uncertainty as a Pedagogical Resource (SUPeR): an approach for phenomena-based science teaching

This paper presents a phenomenon-based teaching approach, termed Student Uncertainty as Pedagogical Resource (SUPeR), designed to help teachers create classroom lessons that leverage the inherent students’ scientific uncertainties within various phenomena. We outline three types of phenomena, each serving distinct roles in engaging students with essential scientific concepts and practices: anchoring phenomena provide a foundational context, investigative phenomena drive inquiry, and assessment phenomena evaluate understanding. In tandem with these phenomena, the SUPeR approach introduces three categories of scientific uncertainty: conceptual, procedural, and epistemic. The approach is implemented in four phases: (1) problematizing a phenomenon, (2) investigating through material practice, (3) participating in argumentative practice, and (4) engaging in reflection, transformation, and application. To demonstrate the practical application of the SUPeR teaching approach, we describe a seventh-grade, two-week project focused on understanding how light and heat affect the electrical output of a solar panel. The SUPeR approach equips teachers to weave different types of phenomena throughout the inquiry process, creating a unified and engaging narrative in their lessons. Most importantly, it emphasizes that students’ scientific uncertainties should be harnessed as a key pedagogical resource to guide and enrich the learning process.

Taking an argumentation approach to statistical investigations: developing student data-ing practices

AbstractResearch literature has provided considerable insight as to how young students might come to deeper understandings of statistical concepts, processes and representations through investigations. However, ‘data-ing’—the critical thinking aspects of decision-making while engaging in statistical investigations—has shown to be more difficult to grasp. Data-ing aspects of statistical investigations identified in literature as particularly challenging include: generating researchable questions, knowing when or how to apply statistical knowledge, seeing a need for evidence to support conclusions, and knowing how to use data as evidence. Argumentation practices necessitate a focus on the use of evidence to logically support a claim, thereby offering potential to focus students on the sufficiency and quality of evidence and the conclusions that can be drawn. As such, argumentation offers potential to support students to engage in data decision-making practices. In the research described here, an argumentation focus was used to guide a statistical investigation with a class of 9–10-year-old students in a suburban Australian school. Analysis of classroom interactions and children's work samples suggested that taking an argument-based focus supported students’ developing capacity to overcome the aforementioned challenges and to engage in critical, decision-making practices with authentic, messy data within the context of the investigation.

Deceiving Dichotomies: On the Interrelation of the Archive and the Cultural Memory Canon

ABSTRACTThis paper explores the conceptual relationship between archives and canonization by amending Aleida Assmann's cultural memory framework of Canon and Archive to consider ongoing debates in archival theory and practice. The process of canonization concerns the selection, value, and duration of cultural memory. The formation and function of archives are marked by processes of appraisal (record evaluation and selection), acquisition (record transfer), and preservation (record duration). Placing A. Assmann's framework in conversation with the informational frameworks of de Fremery and Buckland, we observe how at any given time (a past/present context), records (documents) are selected (perception) because of their value in signaling memories and community histories (affordances) while serving as a durable medium for restabilizing identities (use) across time (a present/future context).

Science Literacy Support for Improving Students Argumentation Skills

This study explores the impact of science literacy on improving students' argumentation skills at SMA Negeri 21 Surabaya during the 2023/2024 academic year, within the context of the "Merdeka Belajar" initiative and 21st-century competencies. This quantitative correlational research involved 60 students from classes XI-2 and XI-10, selected using purposive sampling techniques. Based on Toulmin's argument model and the PISA science literacy framework, data was collected through science literacy tests and argumentation skill assessments. Data analysis using Minitab 18 revealed a significant positive correlation between science literacy and argumentation skills, with p < 0.05 and correlation coefficients of 0.710 for class XI-2 and 0.926 for class XI-10. These findings support the hypothesis that enhancing science literacy can improve students' argumentation skills. This study highlights the importance of integrating argumentation skills into science education to enhance science literacy and recommends developing a curriculum that supports argumentation practices to improve students' critical thinking and problem-solving skills.

Imposibilidad de presentar demanda reconvencional en materia de alimentos y el principio de economía procesal

The General Organic Code of Procedures in Ecuador, which regulates the procedures for the processing of non-criminal matters, establishes in its article 154 that counterclaims are not applicable in matters of food, which has given rise to numerous debates in practice about the inconvenience that as a result of its interpretation, several processes have to be promoted to resolve issues related to the measures that must be adopted with respect to the children when the plaintiff in the process only requests that alimony be established. Based on a thorough bibliographic review and the application of theoretical and legal methods that served as a basis for the analysis and interpretation of the doctrine, jurisprudence and national and international legislation, the position is taken to consider that in the processes derived from the rights of minors, based on the protection that the family jurisdiction must offer due to the nature of the process and the best interests of the child, judges must provide solutions to the measures of food, visits, custody and care that arise from the process without the counterclaim being enforceable, as long as the decision does not imply surprise or defenselessness for the plaintiff or the defendant.

Teacher educators’ discursive enactment of professional digital competencies

ABSTRACT This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and interrelationships in policy enactment and discusses the tension between a qualification-oriented and a critical-reflective perspective on PDC. This paper contributes to the literature on teacher educators and their enactment of education policy by highlighting the influence of beliefs and values and the wider context of teacher education. In particular, it highlights how the multiple professional roles held by teacher educators adds an additional level of complexity to teacher educators’ policy enactment.

High‐status versus low‐status stakeholders

AbstractThe literature on stakeholder theory has largely ignored the difficult and central issue of how judges and firms should resolve disputes among stakeholders. When the issue is addressed, focus has largely been on the potential for management to use stakeholder theory as cover for rent‐seeking or on disputes between classes of stakeholders. Sharply underappreciated is the potential for disparate interests within a stakeholder class. That potential is particularly acute due to a (largely education‐driven) stark and growing class divide in the United States. There is a substantial difference between the interests of a highly educated professional and managerial elite and a pink‐collar and blue‐collar working class who mostly do not hold 4‐year degrees. Despite their smaller numbers, the professional and managerial elite will frequently win out in intra‐stakeholder disputes with working‐class stakeholders due to their greater status, power, and influence. Because this class divide is cultural, social, and political, as well as economic, these disputes will go beyond financial pie‐splitting to culture war issues. This threatens to be destabilizing for both the republic and individual firms and undermines both the practical and ethical arguments for the stakeholder theory.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Refining the opportunity to learn construct through the Productive Disciplinary Engagement framework

ABSTRACT Opportunity to learn (OTL) is a ubiquitous measure of the likelihood of learning in educational research, which typically has been characterized by three dimensions: time, coverage of content, and quality of instruction. The last dimension has been defined in highly divergent ways, which gives it a double-edged nature. While it may be operationalized to better serve a specific problem or context, it also makes it harder to achieve consensus or derive broader implications across studies. Using the four design principles from the Productive Disciplinary Engagement (PDE) framework, we show how PDE can characterize the quality of instruction dimension in OTL that reflects contemporary understandings of the end-goals of science education i.e. learning science as practice. This revision is valuable for science educators and evaluators who rely on OTL measures for it helps them: i) evaluate the quality of instruction consistent with reformed science teaching in valid and reliable ways, and ii) address questions about the adequacy of content coverage in the subject. We exemplify analysis using this refined OTL model with a case study of middle-school learners in Singapore engaged in the challenging scientific practice of argumentation.

Social Protection Instruments and Strategies in Southern Africa

Purpose: This article aims to investigate social protection knowledge and strategies and their implementation in selected countries in Southern Africa, namely Angola, Botswana, Lesotho, Malawi, Eswatini, Zambia, and South Africa. The article is part of ongoing policy and practical debates on development and poverty reduction in Africa. Methodology: The article employs a conceptual research approach to identify the social protection strategies in seven Southern African countries that were chosen purposefully due to the nature and depth of the programs. Conceptual research was underpinned by a review of primary and secondary literature available in both academic and grey formats accessed from the Google Scholar database. Findings: The article shows elderly grants, child grants, and disability grants were the most common in the selected countries. It was also found that governments believed that social protection strategies could help reduce poverty and vulnerability. However, except for South Africa, these countries did not have permanent strategies to implement and sustain social protection. Originality/Value: The article highlights how institutions can be strengthened to reinforce social protection systems and ensure sustainability. The article, thus, showcases practical conduits through which the social protection systems in the selected countries can be strengthened.

Bhikhu Parekh's Thought on Multiculturalism

Bhikhu Parekh's conceptualization of multiculturalism offers a significant contribution to the theoretical and practical debates surrounding multiculturalism in highly diverse urban societies. In the realm of theory, Parekh's notions of multiculturalism provide an alternative discourse to the prevailing emphasis on individual and minority rights within liberal frameworks. Conceptually, Parekh categorizes cultural diversity in modern/urban societies into three forms: 1) subcultural diversity; 2) perspectival diversity; 3) communal diversity. Furthermore, he divides multiculturalism into several models, including isolationist multiculturalism, accommodative multiculturalism, autonomous multiculturalism, interactive multiculturalism, and cosmopolitan multiculturalism. This philosophical perspective on multiculturalism holds relevance in the context of managing ethnic and religious diversity in Indonesia. It underscores the emergence of awareness and 'sensitivity' to differences, starting with political and religious leaders becoming more attuned to the diversity of distinctions.

Tyrosine kinase inhibitors in HER2-positive metastatic breast cancer with trastuzumab emtansine resistance: insights from a multicenter retrospective real-world study.

The use of trastuzumab emtansine (T-DM1) has revealed significant efficacy in HER2-positive metastatic breast cancer (MBC). However, optimal therapeutic strategies following T-DM1 failure remain a subject of debate in clinical practice. In this multicenter, retrospective, real-world study, we sought to examine the effectiveness and safety of tyrosine kinase inhibitors (TKIs) as a therapeutic strategy in HER2-positive MBC who developed T-DM1 resistance. Between September 2018 and December 2022, 66 patients were enrolled. The median progression-free survival of TKIs-based therapy was 10.1 months (95% CI, 4.7-15.6). Objective response rate and clinical benefit rate were 18.2 and 66.7%, respectively. TKIs-based therapy demonstrated better effectiveness in patients who had previously derived benefit from T-DM1 and featured acquired resistance to trastuzumab. The most common adverse events were diarrhea (36, 54.5%), hand-foot syndrome (31, 47.0%), and leucopenia (30, 45.5%). In conclusion, TKIs-based therapy showed promising effectiveness and safety in HER2-positive MBC patients after T-DM1 failure.

An Analysis of Research Trends on Socio-Scientific Issues in Science Education over Two Decades from 2004 to 2023

<p style="text-align:justify">This paper examined socio-scientific issues-related literature in science education over the past two decades, from 2004 to 2023, to enhance researchers' understanding of research trends. To this end, the Scopus database was utilized to search for articles on socio-scientific issues published from 2004 to 2023. According to the inclusion and exclusion criteria, 288 articles were chosen for the data collection. The analysis was conducted utilizing VOSviewer software. The results show that the number of articles on socio-scientific issues in science education is steadily increasing. The most substantial growth in the number of articles was recorded in the last four years before 2024. The United States is the leader in the publication of articles. The number of citations demonstrates that the United States, Germany, and Sweden are the leading countries. The ten journals with the highest citations are ranked in the Q1 category. The research trends identified five clusters: a) decision-making, b) decision-making and argumentation practices, c) climate change, d) inquiry-based learning and the nature of science, and e) scientific literacy. Furthermore, the findings show that recent research in the context of socio-scientific issues has focused on STEM education. In light of the findings, I propose recommendations for future research.</p>

Pragmatic perspectives on disagreement

Abstract The introduction to this special issue provides an overview of the notion of disagreement in relation to argumentative practices and presents the rationale for investigating disagreement management in argumentative discourse from a pragmatic perspective. It describes how existing accounts of disagreement in argumentation have focused on limited instances of the phenomenon, both in terms of its pragmatic embedding (which has predominantly focused on assertive speech acts) and of its scope (which usually covers the normative dimension of argumentative quality). The contributions to this special issue are then presented and contextualised within this broader topic to expound how each of them addresses key pragmatic aspects of disagreement management in argumentative discourse.

The normativity of logic and the natural normativity of argumentation

In this paper, I defend that logic has a normative status for reasoning. To support my argument, I question whether logic can be limited to a formal calculus that establishes relations among truth-bearers (Goldstein, 1988). Instead, I argue that logic encompasses the study of inference in ordinary language. Similarly, I challenge traditional views of reasoning that depict it as a private process of drawing inferences. Instead, I embrace perspectives that view reasoning as a social activity (Dutilh-Novaes, 2021; Godden, 2015; Kalis, 2022; Mackenzie, 1989). From these bases, I explore the concept of the natural normativity of argumentation (Gilbert, 2007; Jackson, 2019). Since argumentative practices inherently possess a normative dimension, logic aims to capture and represent the rules that govern these linguistic exchanges. Logical rules are the tools from which agents can exert normative control over argumentative practices.