Discrepant Events Research Articles

The Influence of Conflict Between Ideas and Discrepant Event on Conceptual Changes in Physics Learning

The Influence of Conflict Between Ideas and Discrepant Event on Conceptual Changes in Physics Learning

Development of a Machine Learning Model to Predict the Color of Extruded Thermoplastic Resins.

The conventional method for the color-matching process involves the compounding of polymers with pigments and then preparing plaques by using injection molding before measuring the color by an offline spectrophotometer. If the color fails to meet the L*, a*, and b* standards, the color-matching process must be repeated. In this study, the aim is to develop a machine learning model that is capable of predicting offline color using data from inline color measurements, thereby significantly reducing the time that is required for the color-matching process. The inline color data were measured using an inline process spectrophotometer, while the offline color data were measured using a bench-top spectrophotometer. The results showed that the Bagging with Decision Tree Regression and Random Forest Regression can predict the offline color data with aggregated color differences (dE) of 10.87 and 10.75. Compared to other machine learning methods, Bagging with Decision Tree Regression and Random Forest Regression excel due to their robustness, ability to handle nonlinear relationships, and provision of insights into feature importance. This study offers valuable guidance for achieving Bagging with Decision Tree Regression and Random Forest Regression to correlate inline and offline color data, potentially reducing time and material waste in color matching. Furthermore, it facilitates timely corrections in the event of color discrepancies being observed via inline measurements.

Informed Written Consent for Emergency and Elective General Surgery at a Model 4 Hospital: A Closed-Loop Audit.

Introduction The objective of this investigation was to conduct an audit of the consent form standards signed by patients before elective or emergency general surgery at our institution. The investigation involved a comparison of these standards with those outlined in the "HSE National Consent Policy 2022" established by the Health Service Executive (HSE) and the Royal College of Surgeons in Ireland (RCSI). In the event of discrepancies, we intended to complete the audit loop by educating general surgeons on the essential standards for obtaining written consent in both elective and emergency general surgical procedures. Methods To assess the quality of patient consent, a pre-interventional phase was conducted over one week. Information was gathered exclusively through electronic medical record systems. Subsequent to the data analysis, an in-person educational session was conducted to enlighten non-consultant hospital doctors (NCHDs) in surgery about the significance of informed written consent and the criteria for lawful consent according to local guidelines established by the HSE and the RCSI. Three months following the intervention, a follow-up cycle was carried out to evaluate whether there were any improvements in the standards of consent. Results In the initial phase, prior to intervention, a total of 95 consent forms were collected. The patient's name, date of birth (DOB), and hospital board number (BN) were accurately recorded in all consent forms. However, only 66% (n=63) were accurately documented without the use of abbreviations or acronyms. Following the intervention, 145 consent forms were gathered. All appropriately indicated the patient's name, DOB, and BN. However, 84% (n=122) of consent forms were correctly labeled without the use of abbreviations or acronyms (p=0.0017). Conclusion This closed-loop review illustrates that the quality of consent can be notably enhanced through a straightforward educational intervention led by NCHDsin general surgery. Such interventions can be instructive, leading to improved consent form documentation. This, in turn, enhances patient safety and helps prevent potential medico-legal repercussions for both healthcare providers and institutions.

Contributions of Artificial Intelligence to Decision Making in Nursing: A Scoping Review Protocol

Artificial intelligence (AI) techniques and methodologies for problem solving are emerging as formal tools essential to assist in nursing care. Given their potential to improve workflows and to guide decision making, several studies have been developed; however, little is known about their impact, particularly on decision making. The aim of this study was to map the existing research on the use of AI in decision making in nursing. With this review protocol, we aimed to map the existing research on the use of AI in nursing decision making. A scoping review was conducted following the framework proposed by the Joanna Briggs Institute (JBI). The search strategy was tailored to each database/repository to identify relevant studies. The contained articles were the targets of the data extraction, which was conducted by two independent researchers. In the event of discrepancies, a third researcher was consulted. This review included quantitative, qualitative and mixed method studies. Primary studies, systematic reviews, dissertations, opinion texts and gray literature were considered according to the three steps that the JBI has defined for scoping reviews. This scoping review synthesized knowledge that could help advance new scientific developments and find significant and valuable outcomes for patients, caregivers and leaders in decision making. This review was also intended to encourage the development of research lines that may be useful for the development of AI tools for decision making.

Fen Bilgisi Öğretmen Adaylarının Sezgiye Ters Bir Olaya İlişkin Argümanları ve Bu Tür Olayların Fen Eğitiminde Kullanılmasına İlişkin Düşünceleri

The aim of this study is to determine the prospective science teachers' (PSTs) arguments about a discrepant event and their views on the use of such discrepant events in science education. In the study, an instrumental case study was adopted. The study group of the research consisted of 73 prospective teachers. The data of the research was collected by using written documents. The collected data in the study were analyzed using descriptive analysis. Analysis showed that the prospective science teachers' individual arguments about the discrepant event were weak and insufficient to explain the discrepancy. When prospective science teachers are provided with additional information and encouraged to cooperate effectively and allowed to work as a group, the quality and explanatory power of the arguments increased. However, it was observed that pre-service teachers were not able to produce high-level arguments when they worked neither individually nor as a group.

Needs Analysis of Metacognitive Strategy Integration in Electronic Module Development to Improve Higher Order Thinking Skills

This study aims to identify and explore metacognitive strategies that can be integrated into electronic modules to improve Higher Order Thinking Skills (HOTS). The initial research was conducted on 49 respondents from students majoring in Biology Education. The data collection instrument used a metacognitive test with 5 indicators: 1) Design what 2) elaboration; 3) Identify 4) Implement 5) Troubleshooting. The results of the metacognitive ability test show that in indicators 1 and 5 there are 53.06% and 40.81% who have metacognitive abilities. The results of the needs analysis are used as the basis for developing electronic modules by integrating metacognitive strategies in the form of analogies, mnemonics, and discrepant events. This research is Research and Development (R&D), this research develops a metacognitive-based e-module that refers to the ADDIE model, in this paper the data obtained from research up to the development stage. The results of the validity test by the validator showed that the metacognitive-based e-module obtained a score of 3.8 with a very valid category. The resulting e-module has the potential to improve students' higher-order thinking skills.

"Legal Protection of Consumers by National Consumer Protection Agency (BPKN) in the Event of Discrepancies in Goods Promised in Online Buying and Selling Transactions and The Direction of Legal Regulation of Consumer Protection in The Digital Era in Indonesia"

"Legal Protection of Consumers by National Consumer Protection Agency (BPKN) in the Event of Discrepancies in Goods Promised in Online Buying and Selling Transactions and The Direction of Legal Regulation of Consumer Protection in The Digital Era in Indonesia"

TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E’s EDUCATIONAL MODEL

This study assesses the level of application of the 5E’s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E’s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E’s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E’s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers’ training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers’ ability to apply 5E’s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E’s educational model. The main findings from this study revealed that 5E’s educational model is more effective in stimulating students’ motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students’ active learning. Keywords: active learning of mechanics, 5E's educational model, classroom observation, physics students, secondary school, Rwanda

Assessment of Physics Lesson Planning and Teaching based on the 5Es Instruction Model in Rwanda Secondary Schools

This research study focused on investigating the use of 5Es instructional model by physics teachers and how the model impacts the learning process of the basic concepts of electromagnetic waves in physics. In this study, six advanced-level physics teachers in four secondary schools within the Rwamagana district in Rwanda were purposively selected to participate. To collect data, 48 classroom observations were conducted, and data collected from classroom observation on the lesson delivery for all six teachers were analyzed through descriptive statistics. Before the training, the overall scores of observed lessons were low (M=2.07; SD=0.68 out of 5) corresponding to 40.1% across all the 11 statements of classroom observation tool used to assess secondary schools STEM teachers’ ability to plan and conduct teaching based on 5Es instructional model. After the training on 5Es instructional model, a significant improvement for all teachers in lesson preparation and its delivery was achieved. The high mean scores, M=4.79 out of 5 scorerates (95%) with low standard deviation, SD=0.40 across all the 11 statements of similar classroom observation tool were obtained. The results after the training on the model indicated good performance for all teachers in terms of integrating exciting activities, discrepant events, relevant visualization guide, boosting learners’ confidence to express their ideas in the teaching process, and using constructive scenarios that helped the learners to relate what they learned to real-life situations. Therefore, the use of the 5Es instructional model was found effective and recommended as a useful teaching approach for teachers.

Prognostic value of microRNAs in heart failure: A meta-analysis.

Background:Reported studies have shown that expression levels of microRNAs (miRNAs) are related to survival time of patients with heart failure (HF). A systematic review and meta-analysis were conducted to study circulating miRNAs expression and patient outcome.Methods:Meta-analysis estimating expression levels of circulating miRNAs in HF patients from January 2010 until June 30, 2018, through conducting online searches in Pub Med, Cochrane Database of Systematic, EMBASE and Web of Science and reviewed by 2 independent researchers. Using pooled hazard ratio with a 95% confidence interval to assess the correlation between miRNAs expression levels and overall survival.Results:Four relevant articles assessing 19 circulating miRNAs in 867 patients were included. In conclusion, the meta-analysis results suggest that HF patients with low expression of serum miR-1, miR-423-5p, miR-126, miR-21, miR-23, miR-30d, miR-18a-5p, miR-16-5p, miR-18b-5p, miR-27a-3p, miR-26b-5p, miR-30e-5p, miR-106a-5p, miR-233-3P, miR-301a-3p, miR-423-3P, and miR-128 have significantly worse overall survival (P < .05). Among them, miR-18a-5p, miR-18b-5p, miR-30d, miR-30e-5p, and miR-423-5p are strong biomarkers of prognosis in HF.

The Effect of the Contradictory Events Strategy on Modifying Misconceptions in Chemistry for Tenth Grade Students in Palestine

This study aims at investigating the effect of using the discrepant events strategy on modifying the alternative misconceptions in chemistry of 10th grade students compared with the traditional method. The researcher used the semi-experimental method by applying the study to a sample of (74) 10th grade female students in the secondary school of girls in the district of Tulkarem, in the second semester of the academic year (2016/2017). To actualize the purpose of the study, the researcher used the alternative misconceptions test. The analysis of variance (ANCOVA) showed presence of a statistically significant difference between the means of grades of the students on the alternative misconceptions test was in favors of experimental group members. Based on the results, the study recommends that it is important to use this strategy in teaching chemistry because of its role in modifying the student’s misconceptions. Keywords: Alternative Misconceptions, Contradictory Events, Teaching Chemistry.

Comparing Proton to Photon Radiotherapy Plans: UK Consensus Guidance for Reporting Under Uncertainty for Clinical Trials

In the UK, the recent introduction of high-energy proton beam therapy into national clinical practice provides an opportunity for new clinical trials, particularly those comparing proton and photon treatments. However, comparing these different modalities can present many challenges. Although protons may confer an advantage in terms of reduced normal tissue dose, they can also be more sensitive to uncertainty. Uncertainty analysis is fundamental in ensuring that proton plans are both safe and effective in the event of unavoidable discrepancies, such as variations in patient setup and proton beam range. Methods of evaluating and mitigating the effect of these uncertainties can differ from those approaches established for photon therapy treatments, such as the use of expansion margins to assure safety. These differences should be considered when comparing protons and photons. An overview of the effect of uncertainties on proton plans is presented together with an introduction to some of the concepts and terms that should become familiar to those involved in proton therapy trials. This report aims to provide guidance for those engaged in UK clinical trials comparing protons and photons. This guidance is intended to take a pragmatic approach considering the tools that are available to practising centres and represents a consensus across multidisciplinary groups involved in proton therapy in the UK.

Evaluation of Discrepant Event using Peer Instruction of Junior High School Academic Performance and Learning Engagement in Physics

The study aimed to evaluate the academic performance and engagement in Physics of Grade 10 learners taught using Discrepant Event through Peer Instruction. For the test of effectiveness, the topics were delivered to the one class group using discrepant events through peer instruction. The study employed the quasi-experimental-one group, pretest-posttest research design. A validated researcher-made academic performance test with 0.7547 reliability was administered as a pretest to one group before the treatment. The data were treated with the mean, standard deviation, and paired t-test at 0.05 level of significance. Generally, the results reveal that the academic performance of the learners in Electricity and Magnetism topics had improved from Highly Not Favorable to Moderately Favorable level using Discrepant Event through Peer Instruction Approach. There was a statistically significant difference between the pretest scores and the posttest scores of Grade 10 Learners after using Discrepant Event through Peer Instruction approach. The Grade 10 Learners had a high level of engagement in electricity and magnetism topics. The evaluation of the Discrepant Event using Peer Instruction as a teaching approach favors the academic performance and engagement of the Grade 10 Learners in Physics. Keywords: discrepant event, peer instruction, academic performance, learning engagement, favorability

PND75 VALIDATION OF AN ALGORITHM IDENTIFYING RELAPSES IN MULTIPLE SCLEROSIS USING THE FRENCH NATIONWIDE CLAIMS DATABASE

Although the main limitation of the French nationwide claims database (SNDS) is the absence of clinical information, relapse is an outcome that can be identified to assess effects of disease modifying therapies in multiple sclerosis (MS) in real word setting. The objective of this study was to assess the validity of an algorithm identifying relapses in MS patients in SNDS. A random sample of 200 patients - 100 with at least one relapse and 100 without relapse screened by the algorithm - were randomly selected from a cohort of 37,986 MS patients previously identified in the SNDS. For each case, all data available in the SNDS, in particular those related to the dispensing of corticosteroids, hospitalizations for potential MS relapse or for administration of high dose of steroids and plasmapheresis procedures were examined by 2 neurologists to assess the presence or absence of relapses, blind to the result of the algorithm. In the event of an inter-expert discrepancy, the summary sheets were reviewed in a collegiate manner, in order to reach a consensus. Algorithm performance was estimated using the positive and negative predictive values (PPV, NPV). Among the 200 patients randomly selected- 100 with at least one relapse and 100 without relapse - the algorithm correctly detected 95% patients with relapses (PPV) and 96% of patients without relapses (NPV). This claim-based algorithm appeared to successfully detect MS relapse and could thus be applied to future observational MS studies in SNDS. It could be secondarily revised to include all changes proposed by the experts in order to optimize its performance.

The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.

Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion

Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the use of a discrepant event to facilitate preservice elementary teachers’ conceptual change on Force and Motion concepts. The main objectives were to (1) investigate conceptual changes in Force and Motion concepts and (2) track students’ conceptual change and their learning progression of these concepts. The research method used an intervention with a mixed method design. Second-semester students (N=120) participated in this study. The research instrument consisted of background information of respondents and their belief of conceptions about Force and Motion. The preliminary study using Direct Instruction and discussion methods. Once students’ conceptual change profiles were known, remedial teaching was conducted through Reflective Conceptual Change Modelassisted Visual Multimedia. The research findings have shown that a discrepant event could help participants engage in conceptual change and have better explanations than before. The profile of their conceptual change and pattern of learning progression are discussed.

Novel Use of Conceptual Change Framework Improves Video on Challenging Science Topic

Educational campaigns are more complicated when members of our audiences hold scientific misconceptions related to new technologies. Our prairie strips research and education team produced a brief, focused video aimed to dispel a misconception related to the effect of prairie strip plants' roots on agricultural drain tiles in the Midwest. Our "Field Tile Investigation" video was based on the conceptual change framework from science education and featured a discrepant event. The goal was to move farmers, landowners, and their advisors to an understanding of prairie strips that was more compatible with the scientific standard.

The Procedure of Termination of the Criminal Case (Criminal Prosecution) on Rehabilitation Bases in the Russian Federation and Mongolia

The article describes the features of the modern criminal procedure of Mongolia, which consist in the absence of the stage of initiation of criminal proceedings, confluence of a decision of initiation of criminal proceedings and decision about prosecution as an accused, in existence of uniform termination procedure of investigation of the criminal cases subject to termination or referral to court. Comparative legal analysis of rehabilitating grounds for termination of criminal case (criminal prosecution) is carried out. The content of criminal procedural activities at the end of the investigation is considered. The procedure for appealing against decisions on termination of the criminal case is researched. It is characterized by a lack of judicial control in pre-trial proceedings in Mongolia. The procedure and law enforcement practice of realization of the right to rehabilitation is analyzed. The conclusion that departmental regulation hinders its implementation is made. The Authors state that the procedure for termination of the criminal case provided by the Criminal procedure code of Mongolia contains fairly extended guarantees of establishing the truth. The normative regulation completely excludes multiple transfer of the criminal case from the police to prosecutor in the event of discrepancy in the assessment of the qualification of the crime and the completeness of the investigation. The absence of a procedure for the termination of criminal prosecution due to non-involvement is a serious drawback of Mongolian legislation. In general, the mechanism of termination of the criminal case in the criminal procedure legislation of Mongolia is conceptually more consistent and logical, but in terms of elaboration of procedural mechanisms is much inferior to Russian legislation.

A method to detect data outliers from smart urban spaces via tensor analysis

With the increasing amount of data available nowadays, especially in urban spaces, it has become critical extracting knowledge to get insight from all this big data. This need becomes even more important and less obvious to supply when these data have discrepant events (i.e., outliers). Here we propose a method to explore the multiway nature of urban spaces data in outliers detection which includes three stages: (i) dimensionality reduction, where we model data as a 3rd-order tensor; from this reduction, we extract a set of latent factors to obtain the best fit for the next classification step; (ii) classification of latent factors, where the latent factors from the stage (i) are used to generate instances of similar events in monitoring smart urban spaces which result in high-quality clusters from the factorization; and (iii) combining steps (i) and (ii) to generate a refined urban space pattern identification model. We analyzed a real large-scale dataset with valuable data captured and streamed by urban sensors from 4 cities: Elda and Rois (Spain), Nuremberg (Germany), and Tallinn (Estonia). Our results allow us to conclude there is a kind of cyclic time patterns of urban sensing.

Voices from the field: Constraints encountered by early career elementary science teachers

AbstractThis multiple‐case study examined constraints encountered by early career elementary school teachers as they try to deliver high‐quality science instruction. Four first‐year teachers, who expressed confidence in their preparation and enthusiasm for teaching science, were asked to reflect on the most effective strategies for teaching elementary science and on the constraints to implementing those strategies. Effective strategies for teaching elementary science included inquiry‐based instruction and group work with peers, discrepant events, and integration across other subjects and work with student vocabulary. Three categories of constraints emerged related to planning and delivering high‐quality science lessons: access to materials and resources, scheduling and prioritizing science instruction, and challenges associated with early career teaching. The findings provide evidence that factors beyond teacher preparation and teacher self‐efficacy continue to negatively impact science instruction in elementary classrooms. Promising avenues for future research in science education include more extensive examinations of educational policy, elementary school leaders’ perspectives and valuation of teaching science, and strategies for helping teachers advocate for best science teaching practices within their schools.