Construction Of Arguments Research Articles

A Corpus-Based Study on Chinese EFL Learners’ Acquisition of English Psych Verb Argument Structure Constructions

This study draws on construction grammar approach to the acquisition of English psych verb argument structure constructions by Chinese EFL learners, for which learners’ mother tongue, cognitive experience and general cognitive mechanism were selected as testing fields in the reconstruction of English form and function of psychological events. Different from previous studies of psych verb acquisition which were mainly focused on learners’ receptive knowledge, this study makes a comprehensive analysis of Chinese EFL learners’ usage of English psych verb argument structure construction in learners’ corpus (CLEC and SWECCL 2.0), in comparison with English native speaker corpus—COCA. The findings show: (1) L2 learners of all proficiency levels do not confuse the ES verb argument structure construction with that of EO verb in their usage of transitive construction, differed from previous studies; (2) the formal transparency and semantic transparency of English psych verbs and its argument construction facilitate the L2 acquisition; (3) L2 learners’ preference of the usage of resultative construction indicates the strong influence of L1, which is further proved in L2 learners’ usage of the prototypical argument construction of psych verbs.

Comments on the Swedish Match Case: Legal Issues Relating to Economic Integration and Approximation of Laws in the Case of a Prohibition on the Marketing of Tobacco Products for Oral Use

In the Swedish Match case, the Court of Justice of the European Union upheld the EU ban on the sale of snus, a moist snuff manufactured by Swedish Match. Presenting a constructive argument based on the foundations of Community law, this judgment offers, in the light of the wide discretion granted to EU judges, a decision that can be considered daring.

Teaching for Intellectual Virtue in Logic and Critical Thinking Classes

Introductory-level undergraduate classes in Logic or Critical Thinking are a staple in the portfolio of many Philosophy programs. A standard approach to these classes is to include teaching and learning activities focused on formal deductive and inductive logic, sometimes accompanied by teaching and learning activities focused on informal fallacies or argument construction. In this article, I discuss a proposal to include an additional element within these classes—namely, teaching and learning activities focused on intellectual virtues. After clarifying the proposal, I identify three reasons in favor of implementing it and I discuss how to implement it, focusing on questions about pedagogical strategies and pedagogical resources.

Funções quadráticas e tecnologías móveis: ações cooperativas em um experimento no ensino médio

O presente texto é resultado de uma pesquisa realizada com estudantes do ensino médio e tratou da temática do ensino e aprendizagem de funções quadráticas. O celular, e seu uso em sala de aula, com o aplicativo de matemática instalado foi o propulsor das discussões inerentes às atividades propostas. De cunho qualitativo, a pesquisa procurou analisar como a cooperação entre os estudantes, manifestada a partir de diálogos, construção de conjecturas e argumentação promoveriam a aprendizagem. Após a realização da pesquisa uma consequência, e contribuição, é que o diálogo entre os pares na sala de aula seja um elemento necessário para a aprendizagem da matemática. Notou-se que oportunizar momentos de compartilhamento e enfrentamento de situações de forma conjunta é profícuo para o grupo (coletivo) e também benéfico para o sujeito (individual). Tal metodologia de trabalho diametralmente se afasta da prática unidirecional de transmissão dos conhecimentos em sala de aula, e dessa forma, infere-se sobre a importância de se trabalhar em sala de aula atividades de forma conjunta e com características cooperativas.

Argument ontology for describing scientific articles: A statistical study based on articles from two research areas

ABSTRACTThe research provides (1) an account of the construction of a new Scientific Argument Ontology (SAO), (2) a statistical analysis of 40 articles from both fields of Library and Information Science and Biomedical Research, and (3) a summary of important differences between the article structures common to each respective field of study and characteristics of their contents as revealed by applying SAO to conduct qualitative analysis. Ontology coverage ratios as well as the ratios of different classes and evidence types were calculated in the analysis. The results show a comprehensive coverage of SAO, while also indicate that the ontological construction of scientific arguments should fully consider the characteristics of their disciplines and fields in order to better facilitate extraction, discovery and retrieval.

Argument by Analogy in Ancient China

Argument by analogy has long been regarded as the characteristic way of arguing in ancient Chinese culture. Classic Chinese philosophers not only prefer to use analogy to argue for their own views, but also take efforts to theorize it in a systematic way. This paper aims to provide a careful study on the relevant ideas in ancient China in order to reconstruct the ancient Chinese theory of argument by analogy, and then to reveal some of its distinctive features through a comparison with the Western counterpart account as developed by Aristotle. It is indicated that in ancient China analogical argument was conceived primarily as a way of arguing based on classification, with a unique mechanism of taking and giving according to kind. On that basis, it is argued that although such a characterization captures the logical structure of analogical argument in a similar way to Aristotle, the ancient Chinese theory stresses the foundational role of a particular notion of kind, thus makes the construction and application of analogical arguments become highly flexible and context-sensitive. Moreover, it is also contended that in ancient China the rationale of analogical arguments is explained from a general perspective of kind, relying upon the universal knowledge pertaining to the forming of kinds. Then it is further revealed that, unlike Aristotle who emphasizes the causal links between attributes in the physical world, ancient Chinese thinkers justify analogical argument by appealing to some normative metaphysical and epistemological principles.

Study of the problems of technological integration in the manufacturing industry in Russia

The strategy of scientific and technological development of the Russian Federation defines the priority areas that are believed to become a foundation for innovative development of the domestic market of products/services and will contribute to the transition to environmentally friendly and resource-saving energy, increase the efficiency of production and deep processing of hydrocarbons. In the context of global competition, emphasis is placed on the creation of institutional, financial and legislative mechanisms to ensure the harmonization of scientific, technological, innovation, industrial, economic and social policies. The need to promote technological resources of industrial manufacturing enterprises determined the relevance of research of the technological integration process, as these enterprises are the key to the economic growth of the country and are in a dire need of a technological breakthrough. The aim of the article is to study the problems of formation and development of technological integration of manufacturing enterprises in the Russian Federation in the context of priority scientific and technological development of the Russian economy. The article uses a wide range of general scientific methods: description, generalization and abstraction, construction of concepts, argumentation, and comparison. The main methodological approaches used in the article are: system and process approaches that find their refraction in the scientific and practical material of the general theory of systems, organization theory, as well as technical and technological approach. A fundamental change in the situation in the manufacturing industries entails the need to diversify the refining sector, which consists in upgrading the production capacity of high-quality semi-finished products for the petrochemical industry. World experience shows that the synergetic effect of the integration of oil refining and petrochemicals provides savings of up to hundreds of millions of dollars a year, and the main part of successful integration projects, located in the Persian Gulf countries, implements a strategy for the production of high-quality raw materials and petrochemical products. When solving the problems of transition to deep resource-saving technologies in the manufacturing industry, it becomes obvious that it is necessary to develop and implement special management technologies that will form the basis of the strategy of the technological revolution of the domestic industrial complex. According to the laws of technologization, this occurs within the framework of the formation of the sixth technological structure in the world economic system, characterized by the development of intelligent technologies such as smart plant, as well as the living design of business processes. In this regard, technological integration, as a direction of system technologization, should be a scientifically based concept, which includes a set of mechanisms, tools and methods for practical implementation in the industrial enterprises of the Russian economy.

A DEVITT-PROOF CONSTRUCTIVISM

I distinguish 20th century Constructivists (e.g. Goodman, Putnam) whose anti-Realism is global and is motivated by epistemic and semantic concerns about Realism from 21st century Constructivists (e.g. Einheuser, Goswick, Sidelle) whose anti-Realism is local and is motivated by specific metaphysical concerns about modality. I argue that the 21st century Constructivist program is plausible in a way the 20th century Constructivist program is not. In particular, I argue that 21st century Constructivism is immune to the anti- Constructivist arguments Devitt presents in Truth and Realism.

QUADRO ANALÍTICO PARA DISCUSSÕES ARGUMENTATIVAS EM FÓRUNS ON-LINE: APLICAÇÃO NO ENSINO DE QUÍMICA

Pesquisas realizadas com o intuito de investigar a construção de argumentos mostram que os estudantes fazem mais progressos quando argumentam em torno de um determinado tópico de forma colaborativa. Essa constatação resultou, nas últimas duas décadas, em um corpo significativo de trabalhos que visam o desenvolvimento de ações com o propósito de promover a argumentação em ambientes virtuais de aprendizagem por parte dos estudantes de ciências. Nesse cenário, surge a necessidade de ferramentas analíticas que permitam a classificação e análise de mensagens submetidas em discussões argumentativas em fóruns on-line. O presente artigo tem como objetivo apresentar as concepções teóricas que subsidiaram a elaboração de um Quadro Analítico para análise de discussões dessa natureza, assim como descrever a sua aplicação no contexto do ensino de química, a partir da resolução de estudos de caso de caráter sociocientífico por graduandos. O Quadro Analítico possibilitou a síntese de informações capazes de subsidiar a tessitura de considerações acerca do nível de produção argumentativa, nível de complexidade argumentativa e nível de qualidade conceitual de discussões argumentativas em fóruns on-line.

The Value of Methodological Deductivism in Argument Construction

“Deductivism” is a broad label for various theories that emphasize the importance of deductive argument in contexts of rational discussion. This paper makes a case for a very specific form of deductivism. The paper highlights the dialectical importance of advancing deductively valid arguments (with plausible premises) in natural-language reasoning. Sections 2 and 3 explain the various forms that deductivism has taken. Section 4 makes a case for a particular form of deductivism. Section 5 discusses the value of deductive argument in law. Section 6 concludes and acknowledges critical questions that need to be addressed more fully in future work.

La construcción de argumentos multimodales digitales en la básica primaria

The construction of digital multimodal arguments involves the development of cognitive abilities and the confluence of different modes of communication for these types of texts. This article is the result of a research that had among its objectives to characterize the critical thinking abilities associated to the production of multimodal texts under the influence of the learning environment supported by ict of primary school students. We present here the results of the ability for constructing arguments during the production of digital multimodal texts. The approach taken in the study was qualitative, involving 29 fifth grade students, who during 16 sessions produced digital written productions that could evidence processes of argumentation. The main results showed that in primary school the search for information made by students on the web contributes to decision-making in the processes of writing arguments.

Axioms of Morality


 
 
 Foundationalism states that philosophy must begin from basic building blocks and construct arguments based on these. The axioms of existence, consciousness, and identity are three primary axioms which cannot be denied without being self-defeating. These axioms are also common to all human life. This paper explores ways to construct moral principles and virtues from these foundational cornerstones.
 
 

Secondary students’ proof constructions in mathematics: The role of written versus oral mode of argument representation

Prior research showed that many secondary students fail to construct arguments that meet the standard of proof in mathematics. However, this research tended to use survey methods and only consider students presenting their perceived proofs in written form. The limited use of observation methods and the lack of consideration of students presenting their perceived proofs orally—in tandem with their written proofs for the same claims—might have resulted in a skewed picture of the potential of students’ constructed proofs, and this raises concern about the validity of research findings. The research reported in this article substantiates this concern. Using data from a design experiment in two secondary mathematics classrooms (14–15‐year‐olds), I explored the role of the written versus the oral mode of argument representation in students’ proof constructions. Findings from the comparison between the written arguments (perceived proofs) that the students produced during small group work and the oral arguments that the students presented in front of the class for the same claims showed that the oral mode of representation is more likely than the written mode to be associated with the construction of arguments that meet the standard of proof. Thus if a study had analysed students’ written arguments only (as in survey research), it would have reported a less favourable picture of the potential of students’ constructed proofs than another study that would focus only on students’ oral arguments (as in observational research). Implications for methodology, research and practice are discussed in light of these findings.

Should Gender Reassignment Surgery be Publicly Funded?

Transgender people have among the highest rates of suicide attempts of any group in society, driven strongly by the perception that they do not belong in the sex of their physical body. Gender reassignment surgery (GRS) is a procedure that can change the transgender person’s physical body to accord with their gender identity. The procedure raises important ethical and distributive justice concerns, given the controversy of whether it is a cosmetic or medical procedure and the economic costs associated with performing the procedure. This paper argues that there is a strong case for funding GRS as a matter of clinical necessity and justice. This paper will be divided in four key sections: First, the state of transgender health will be outlined, including the role of GRS and common objections to it. Second, a number of common objections to GRS will be analysed at the outset and shown to be unconvincing. Third, a constructive argument will be advanced, arguing that publicly funded GRS is clinically necessary, cost-effective, and demanded by principles of justice. Fourth, the paper will briefly discuss moralistic biases and why we demand a higher burden of justification for funding GRS compared with other analogous procedures.

Argumentation Activity about the Sense of Vibration: Prediction-Observation-Explanation Strategy Based on the Resources Perspective

As an attempt to contribute to implementing scientific argumentation in classrooms, this study aimed to design an argumentation activity in which students were supported in engaging in the epistemic practices of scientific community. We reinterpreted prediction-observation-explanation strategy based on a resources perspective to acknowledge the role of students’ prior knowledge in their construction of arguments and to consider students as active participants with epistemic authority. This argumentation activity was intended to encourage students to construct scientific concepts with valid justifications based on their conceptual resources. Specifically, the activity consisted of three stages: (a) prediction with justification: predicting the result of the task and justifying the prediction; (b) observation: conducting the task to gather first-hand data: and (c) explanation with justification: reconstructing a valid argument with justification. We implemented this activity in classrooms to investigate its practical outcomes with students. The students were able to construct a rigorous argument on their own, evaluating and revising their arguments based on the resources they already possessed and the data they gathered in the observation stage. The results of this research shed light on how to develop scientific argumentation activities that support students as epistemic agents having the ability to construct scientifically rigorous arguments.

Bounded Stories

Narrative Policy Framework (NPF) and framing scholars share an interest in how the construction of policy arguments influences opinions and policy decisions. However, conceptual clarification is needed. This study advances the NPF by clarifying the meaning and function of frames and narrative, as well as their respective roles in creating policy realities. We explore sociological and psychological roots of framing scholarship and map these onto NPF's science of narratives philosophy, suggesting that narratives can reveal internally held cognitive schemas. We focus on issue categorization frames as boundaries for narrative construction. Within these bounds, narrative settings further focalize the audience by specifying where action toward a solution takes place. Based on 26 interviews with floodplain decision makers in Montana, we capture internally held cognitions through the assemblage of issue categorization frames and narrative elements. We find that settings can traverse issue categorization frames and policy solutions, with actions of characters that unfold within the setting being key. Similarly, we find that a single issue categorization frame can contain multiple different narratives and that individuals may simultaneously hold multiple different narratives internally. Overall, this study contributes to policy process research through establishment of connections among narratives, issue categorization frames, and cognitive schemas.

Concurrent non-malleable zero-knowledge and simultaneous resettable non-malleable zero-knowledge in constant rounds

Concurrent non-malleable zero-knowledge (CNMZK) considers the concurrent execution of zero-knowledge protocols in a setting even when adversaries can simultaneously corrupt multiple provers and verifiers. As far as we know, the round complexity of all the constructions of CNMZK arguments for NP is at least ω(logn). In this paper, we provide the first construction of a constant-round concurrent non-malleable zero-knowledge argument for every language in NP. Our protocol relies on the existence of families of collision-resistant hash functions, one-way permutations and indistinguishability obfuscators. As an additional contribution, we study the composition of two central notions in zero knowledge, the simultaneously resettable zero-knowledge and non-malleable zero-knowledge, which seemingly have stronger proved security guarantees. We give the first construction of a constant-round simultaneously-resettable non-malleable zero-knowledge. To the best of our knowledge, this is the first study to combine the two security concepts described above together in the zero-knowledge protocols.

La revisión bibliográfica en el doctorado en Administración

El objetivo del artículo es contribuir a la valoración de la revisión bibliográfica como medio para mejorar el aporte de las tesis doctorales en la disciplina.
 Para ello se identifican los distintos públicos a los que está dirigida, se articulan aportes para ilustrar los momentos de la revisión bibliográfica y se sugieren los pasos para llevarla adelante, así como también se brindan ejemplificaciones orientadoras.
 El artículo también alerta sobre la abundancia de fuentes en internet y cómo la relación con el director, consejero de estudios, puede contribuir positivamente a las tareas.
 Finalmente, se concluye que una sólida construcción argumental descansa en una apropiada revisión de fuentes documentales y que tal tarea se debe reconocer en el marco de la maduración doctoral, de allí el valor de las distintas instancias de acompañamiento que se le ofrezca en el programa al doctorando.

Challenges concerning argumentative writing in a second language context

The current study is based on parts of the data collected in a quasi-experiment conducted in four English classes of Norwegian upper secondary school students. The purpose of the quasi-experiment was to explore whether a teaching intervention based on systemic functional linguistics and genre-pedagogy would support students in improving their competence in writing argumentative texts in English. The improvement was measured by comparing evaluations of pre-and post-tests. The current study investigates what seemed to be the main challenges for Norwegian students concerning this type of genre in a second language context based on the pre-tests and the evaluations of the pre-tests. The most challenging aspect seems to be how to write thorough argumentation and discussion and to use sources in an independent and correct manner. Other challenging features seem to be how to structure texts and how to adjust the language to appropriate levels of formality and modality. To meet these challenges, this article advocates introducing genre-pedagogy as a teaching approach in ESL-contexts (English as a second language). This would ensure a focus on how to construct arguments through detailed instruction and to adjust the writing to purpose and situation.

Korsgaard\u2019s Other Argument for Interpersonal Morality: the Argument from the Sufficiency of Agency

Christine Korsgaard’s (1996, 2009) argument for the claim that one should not only value one’s own humanity but also the humanity of all other persons, ‘the publicity of reasons argument’, has been heavily criticized and I believe rightly so. However, both in an early paper (1986) and in her most recent work (forthcoming), Korsgaard does not rely on controversial, Wittgensteinian ideas regarding the publicity of reasons, but instead she uses a different argument to justify interpersonal morality, which I will refer to as ‘the argument from the sufficiency of agency’. The goal of this paper is to evaluate whether the argument from the sufficiency of agency can succeed where the publicity of reasons argument fails. I will argue that although the argument from the sufficiency of agency is potentially more promising, it fails to justify a categorical and universal principle of interpersonal morality. I argue, however, that this failure has less to do with the argument from the sufficiency of agency itself and more with Korsgaard’s specific version of it. This leaves open the possibility that other Kantian constructivist arguments from the sufficiency of agency might be more successful.