False Questions Research Articles

The Second Amendment: A Missing Transatlantic Context for the Historical Meaning of “the Right of the People to Keep and Bear Arms”

The present essay seeks to work at the intersection of law and history, a meeting point where interpretation of the Second Amendment has been more characterized by collision than confluence. Analysis brought to bear on the historical meaning of “the right of the people to keep and bear arms” has coalesced around two competing normative interpretations: either that the amendment guarantees a personal, individual right to bear arms, or that it applies only collectively to the effectiveness of the militia. It is a premise of this essay that both these models are historically unsatisfactory, the products of present-day normative agendas that have polarized the debate into two competing and largely ahistorical models—a type of historians' fallacy that David Hackett Fischer has labeled the “fallacy of false dichotomous questions.” Fischer's description aptly describes the current controversy over the historical meaning of the Second Amendment: in addition to being “grossly anachronistic,” its two opposing positions “are mutually exclusive, and collectively exhaustive, so that the there is no overlap, no opening in the middle, and nothing is omitted at either end.” It is not without challenge on just these grounds, however, as a recent call for a “new more sophisticated paradigm” attests. This essay seeks to provide that new model and to do so by grounding the “right of the people to keep and bear arms” in eighteenth-century concepts of rights, not those of the twenty-first century, and to contextualize the right to bear arms in an eighteenth-century political struggle now largely ignored but well known to constitutional polemicists framing the Constitution and the Bill of Rights: Parliament's rebuilding of an English militia while denying the Scots the right to do so, despite Scotland's history and its claimed constitutional rights according to its coequal status in Great Britain. That struggle nevertheless remains a missing context that prefigured American debates over constituting and guaranteeing local militias in the coequal states of the federal union established by the United States Constitution in 1787 and 1788. Once the time came for seeking a written guarantee of local militia effectiveness in the federal Constitution, the language and substance of this transatlantic legacy had great influence. As experience, they gave political urgency to the drafting and ratification of the Second Amendment; as a theory of rights, they embodied an eighteenth-century individual right exercised collectively.

Fundamentally Sound. Principles of Human Neuropsychology, by G. Dennis Rains. 2002. Boston: McGraw Hill. 569 pp., $80.00.

The goal of this textbook, stated in the preface, is for students to “have access to an account of neuropsychology that was at once clear and in-depth,” and in most respects it achieves this purpose. The book has a total of 15 chapters divided into three parts. Each chapter begins with an outline and ends with a summary. Major terms are printed in bold and defined in a glossary. There is a website for the book. Apparently a test bank is available that includes multiple-choice, fill-in, true–false and essay questions for all chapters.

The social climate in chronic haemodialysis units as perceived by patients and nurses.

The purpose of this research was to check if there was a correlation between how patients perceived the atmosphere in dialysis units compared to the nurses' perception. The intention was to examine commonality and differences between the two groups. This would serve as a basis to change the behaviour of the nurses and/or to develop or create settings that are more suitable. Sixteen haemodialysis units in Israel participated in this study, a total of 190 participants of which ninety-three were nurses and ninety-seven were patients. Patients and nurses gave their consent in writing and answered anonymously. The Moos Ward Atmosphere Scale was used using 100 true and false questions. These questions were condensed into six main categories. Our results showed that the patients and staff had significantly different perceptions in the following categories: 1. Openness and sensitivity, 2. Staff attitude, 3. Order and organization, 4. Mutual support, 5. New treatment approaches. The greatest degree of agreement between the two groups was found in only one category: that of the "doctor's attitude" or behaviour. Three studies have been found that have investigated the unit atmosphere as perceived by patients and staff-two in Israel in an oncology and a psychiatric unit. Rhodes did the third study in a haemodialysis unit in the Unites States and his results are compared with the results in this study. The differences found between nurses and patients show that there is a communication problem. It is recommended that interpersonal communication be improved to close the gap in perceptions, thereby improving the unit atmosphere. New strategies should be developed for coping and helping the patient to adjust.

Children's understanding of false beliefs in different domains: Affective vs. physical

This study compared the development of other false belief and representational change knowledge in the affective and physical domains. Pre‐school children (ages 3–4 years) participated in unexpected contents types of physical tasks and similar affective tasks. There were no domain differences in the children's performance; however, a marginal interaction with age was noted with older children performing better on the physical tasks than younger ones, but no age difference was found for the affective tasks. Children's knowledge of other false belief and representational change was also similar. Controlling for age, partial correlations between the representational change and other false belief questions were significant in the affective and physical domains. Partial correlations investigating the relationships across domains indicated a significant relationship for representational change, but not for other false belief. These results suggest that other false belief knowledge and representational change knowledge develop concurrently in the affective and physical domains.

What do Adolescents Really Know About Sexually Transmitted Diseases?

Background Adolescents are at high risk for contracting sexually transmitted diseases (STDs). Three million adolescents contract an STD each year accounting for 25% of all new STD cases annually. The highest rate of gonorrhea and chlamydia infections occurs in the adolescent population and sexually active adolescent girls have an HPV prevalence rate of 50%. This study was designed to assess the general knowledge of STDs among the adolescent population. Methods An anonymous questionnaire of 56 true or false questions was administered evaluating adolescent knowledge of STDs. An additional section included demographic characteristics of the respondents. Questions concerning the recognition, risks, symptoms, transmission, diagnosis, treatment, confidentiality and cure were asked. Results One hundred sixty-nine questionnaires were returned representing students ages 13 through 19. Ninety-one percent described were Caucasian with an equal number of males and females. The majority (88%) had received education in school about STDs. Despite this the overall percent of correct answers was only 65.9%. Students scored best in questions regarding the risk of transmission of HIV with a greater than 90% correct response rate. Student misconceptions of STDs were wide ranging, including factors associated with cervical cancer, the belief in nonsexual transmission of STDs and curability of genital warts. Sixty-five to 88% responses were correct for the most common signs and symptoms of STDs as well as sequelae. While 88% of students were aware that latex condoms could prevent transmission of STDs, up to 42% believed that tubal sterilizaton procedures and depo-provera to do the same. Fifty-three percent of the students falsely believed that the pap smear is a screening test for STDs. Conciusions Even though adolescents undergo formal education during the high school years, the overall factual knowledge of STDs is disturbing. Without this knowledge, the risk of STD transmission in adolescents and its longterm sequelae is increased. Adolescents are at high risk for contracting sexually transmitted diseases (STDs). Three million adolescents contract an STD each year accounting for 25% of all new STD cases annually. The highest rate of gonorrhea and chlamydia infections occurs in the adolescent population and sexually active adolescent girls have an HPV prevalence rate of 50%. This study was designed to assess the general knowledge of STDs among the adolescent population. An anonymous questionnaire of 56 true or false questions was administered evaluating adolescent knowledge of STDs. An additional section included demographic characteristics of the respondents. Questions concerning the recognition, risks, symptoms, transmission, diagnosis, treatment, confidentiality and cure were asked. One hundred sixty-nine questionnaires were returned representing students ages 13 through 19. Ninety-one percent described were Caucasian with an equal number of males and females. The majority (88%) had received education in school about STDs. Despite this the overall percent of correct answers was only 65.9%. Students scored best in questions regarding the risk of transmission of HIV with a greater than 90% correct response rate. Student misconceptions of STDs were wide ranging, including factors associated with cervical cancer, the belief in nonsexual transmission of STDs and curability of genital warts. Sixty-five to 88% responses were correct for the most common signs and symptoms of STDs as well as sequelae. While 88% of students were aware that latex condoms could prevent transmission of STDs, up to 42% believed that tubal sterilizaton procedures and depo-provera to do the same. Fifty-three percent of the students falsely believed that the pap smear is a screening test for STDs. Even though adolescents undergo formal education during the high school years, the overall factual knowledge of STDs is disturbing. Without this knowledge, the risk of STD transmission in adolescents and its longterm sequelae is increased.

Social cue perception in Japanese schizophrenic patients

Although abnormal social cue perception in schizophrenia is thought to be a factor in impairing the acquisition of social skills, there have been no studies on social cue perception in Japanese schizophrenics. In order to clarify the characteristics of social cue perception in Japanese schizophrenic patients, 46 schizophrenics and 41 normal controls were presented 12 videotaped vignettes of interpersonal situations, and then they were asked true–false questions about the interaction viewed. Additionally, schizophrenics were administered the Bech version of the Brief Psychiatric Rating Scale. The results showed that the schizophrenic group showed a poorer performance on the cue recognition task than the normal group, and in particular, schizophrenics exhibiting false alarm errors were seen more often than schizophrenics exhibiting omission errors. This suggests that false recognition of information that does not actually exist in social situation is an important characteristic of social cue perception in schizophrenic patients. The false alarm rates on the cue recognition task in schizophrenics were related to the severity of positive-thought disorder, but not to that of negative symptoms. There was no significant relationship between the omission error rates and the two symptom scores in schizophrenics. Faulty cue recognition and positive-thought disorder may be due to a common factor.

Regularity in Quantum Logic

In 1996, Harding showed that the binarydecompositions of any algebraic, relational, ortopological structure X form an orthomodular poset FactX. Here, we begin an investigation of the structuralproperties of such orthomodular posets of decompositions.We show that a finite set S of binary decompositions inFact X is compatible if and only if all the binarydecompositions in S can be built from a common n-arydecomposition of X. This characterization ofcompatibility is used to show that for any algebraic,relational, or topological structure X, the orthomodularposet Fact X is regular. Special cases of this result include the known facts that theorthomodular posets of splitting subspaces of an innerproduct space are regular, and that the orthomodularposets constructed from the idempotents of a ring are regular. This result also establishes theregularity of the orthomodular posets that Mushtariconstructs from bounded modular lattices, theorthomodular posets one constructs from the subgroups ofa group, and the orthomodular posets oneconstructs from a normed group with operators. Moreover,all these orthomodular posets are regular for the samereason. The characterization of compatibility is also used to show that for any structure X, thefinite Boolean subalgebras of Fact X correspond tofinitary direct product decompositions of the structureX. For algebraic and relational structures X, this result is extended to show that the Booleansubalgebras of Fact X correspond to representations ofthe structure X as the global sections of a sheaf ofstructures over a Boolean space. The above results can be given a physical interpretation as well.Assume that the true or false questions $$Q$$ of a quantum mechanical system correspond tobinary direct product decompositions of the state spaceof the system, as is the case with the usual von Neumanninterpretation of quantum mechanics. Suppose S is asubset of $$Q$$ . Then a necessary andsufficient condition that all questions in S can beanswered simultaneously is that any two questions in S can be answeredsimultaneously. Thus, regularity in quantum mechanicsfollows from the assumption that questions correspond todecompositions.

The relations among interest, self‐assessed comprehension, and comprehension performance in young adults

Abstract This experiment investigated the relations among students' interest in texts (i.e., “specific passage interest”), domains of texts (i.e., “general domain interest”), self‐assessments of comprehension, and comprehension performance. College students (23 females and 8 males; M age = 18.6) read expository texts, assessed their confidence in answering inference questions, rated the interestingness of the texts, and completed true/ false comprehension questions. Prior to reading the texts, students provided an interest rating to assess their interest on the domains of the texts and a confidence rating in answering inferences generated from passages on the domains. Results indicated that interest is a contributing factor to students’ self‐assessments of comprehension; interest ratings and self‐assessments given both before and after reading were highly correlated. However, only interest ratings and self‐assessments provided following reading predicted comprehension performance. Ratings collected prior ...

The use of false statement-type questions in biochemistry tests

The use of false statement-type questions in biochemistry tests

Test‐Retest Reliability for False‐Belief Tasks

Despite notable variations in children's rate of success on theory of mind tasks and the presumed theoretical implications drawn from a child's success or failure on such tasks, there have been no studies of the test-retest reliability of children's performance on these tasks. Twenty-three children (mean age 49.6 months, SD 8.6) watched three videotaped stories illustrating a false-belief situation: the standard experimenter narrated false-belief task, a minor variant replacing the narration of the story with a dialogue among the characters, and a third version involving a humorous situation. The time elapsed between test and retest was 2-3 weeks and the order of presentation was counterbalanced. Results corroborated previous findings of a developmental trend in the understanding of false-belief questions but, despite a general improvement in children's comprehension of the stories, the test-retest reliability for the false belief questions was poor. Although changes recorded between test-retest sessions frequently occurred in the direction of children answering correctly questions they had previously failed, a subset of children incorrectly answered questions they had initially passed. These findings underscore the need for validation assessments of techniques for studying children's developing theories of mind.

Audience response systems and touch pad technology: their role in CME

Audience response systems, often referred to as touch pad technology (TPT), consist of many small calculator sized response pads, which are linked to a central computer and an audio visual display. Teachers can use TPT to ask a series of multiple choice or true false questions to which the audience respond. Responses are presented graphically on a screen and used in teaching. This article discusses TPT and its potential role in adult learning, lists a number of questions to consider when determining the utility of TPT for a specific course, discusses question development, and suggests directions for evaluating the technology in future applications so that CME professionals can begin to determine its appropriate role in contemporary CME.

HIV-transmission knowledge in drug users from outpatient facilities in Spain. A national survey

Knowledge of AIDS and its transmission was studied in patients undergoing drug-dependence treatment for opiates and/or cocaine. The study area included all of Spain and was carried out via a questionnaire assessing information about risk practices, HIV serostatus, etc, and 13 true or false questions concerning HIV-transmission knowledge. The main purpose of the present study was to analyse the relationship between the level of information found in patients and factors potentially related to it, including the practice of high-risk activities for HIV transmission, the sources of information and behaviour modification. Findings indicate that poor information was associated with the use of non-sterile needles, anal-penis sexual relations, non-use of condoms, lack of preventive measures in daily cohabitation, and lack of previous drug-dependence treatment. Determining factors of being well-informed were a high level of education, a longer duration of intravenous drug use, and contact with the Health Service as a source of information. These findings partially support the need to implement programs aimed at improving knowledge about HIV in the population of drug users.

Three-Year-Olds′ Understanding of Mental States: The Influence of Trickery

This study examined the claim that children under 4 cannot conceptualize false mental states. Fifty-one children between 3;0 and 4;2 were tested in a Standard and a Trick Condition. In the Standard Condition, children were given a modified version of the Smarties task developed by Hogrefe, Wimmer, and Perner (1986). In the Trick Condition, the Smarties task was modified so that children were required to trick another person by switching the contents of a familiar box. Results revealed that a majority of subjects responded correctly to Ignorance and False Belief Questions in the Trick Condition, but not in the Standard Condition. There were no differences in children′s ability to attribute ignorance and false belief. These results suggest that even young 3-year-olds have the ability to attribute mental states that differ from their own, even though this ability has proved elusive and difficult to demonstrate.

Targeting unnecessary dieting among children

education interventions designed to decrease inappropriate dieting among young people have usually been written for adolescents. However, the literature suggests that dieting behaviors begin prior to adolescence, indicating that a need exists for nutrition education interventions for the preadolescent. In response to this need , the Healthy Growth nutrition education lessons were developed. T o promote positive body image and discourage inappropriate dieting behaviors among fourth and fifth grade children, a pilot-test to determine the effectiveness of the lessons to change knowledge was performed prior to the distribution of the lessons to all fourth and fifth grade school teachers in Iowa. Based on responses from a random sample survey of 591 fourth and fifth grade Iowa educators that was designed to elicit teachers ' perceptions of general nutrition problems of students, and a review of the literature, a series of three lesson plans and activities were developed. The lesson plans address body image, normal growth patterns for 9to 12-year-old children, and characteristics of a healthful diet. Each lesson includes four sections: (1) Helping Children Learnobjectives; (2) For Your Information-background information for the teacher; (3) Leaming Activities-worksheets and other activities to help teach the lesson and (4) What Have You Learned?-five true and false questions to help evaluate learning. Each lesson may be incorporated into the physical education or health curriculum, or can be used individually as an enrichment lesson. The first lesson, entitled Body Image-I Like What I See, focuses on helping students recognize that each person has genetic determinants of body shape that are difficult to change. Each student is asked to use a checksheet to identifY body parts they are dissatisfied with and would like to change. They are then helped to realize that being dissatisfied with some parts of their body is a normal part of growing up. A search-a-word puzzle is used to help students identifY factors that influence body satisfaction. In the second lesson, GrowthWatch Me Grow Now, a crossword puzzle delineating normal growth and development during preadolescence and early adolescence is the target activity. An information sheet is first distributed to the students to describe normal body changes during preadolescent and adolescent growth. For example, girls are informed that their hips will widen and that they will accumulate body fat. Muscle development and broadening of the shoulders are described to boys. This is followed by a discussion to encourage questions prior to the distribution and completion of the crossword puzzle. In the final lesson, Nutrition to Grow On, students evaluate their current dietary intake by filling out a modified diet history !food frequency

When 3‐year‐olds understand ignorance, false belief and representational change

This study examined conditions under which 3‐year‐olds can conceptualize ignorance, false belief, and representational change, and assessed the order of emergence of these three abilities. One hundred and twenty children between 2:11 and 4:1 were randomly assigned to one of three conditions: standard, explanation, and trick. In the standard condition, children were administered a standard false belief task. In both experimental conditions, the discrepancy between children's false expectation and reality was highlighted. In the explanation condition, children were also given an explanation of the source of a false belief. In the trick condition, the questions were placed in the context of a deceptive game. None of the experimental manipulations affected the younger subjects (2:11‐3:7). However, for the older subjects (3:8‐4:1), performance on the ignorance question was significantly elevated by both the highlight alone and a combination of the highlight with either explanation or trick; performance on the false belief question was significantly elevated by the highlight alone; and performance on the representational change question was significantly elevated by a combination of the highlight plus explanation. Thus, only children over 3:7 can be helped to pass the standard ignorance and false belief questions. Finally, contrary to previous findings, all three kinds of understandings emerged simultaneously, suggesting that all require a similar level of representational ability.

The response alternatives of suggestible and non-suggestible individuals

This paper looks at the response alternatives of suggestible and non-suggestible individuals after they have been placed under interrogative pressure. It is argued, on the basis of the theoretical model of Gudjonsson & Clark ( Social Behaviour, 1,83–104,1986), that highly suggestible subjects are particularly prone to respond to negative feedback during interrogation by ‘shifting’ their previous answers to false alternative questions as opposed to leading questions requiring Yes/No answers. This is because their alternatives in responding to leading questions are much more limited than that of non-suggestible subjects. The hypothesis was confirmed at a high level of significance.

Objective questions in orthopaedic nursing objective questions in orthopaedic nursing Cole P Churchill Lovingstone 212pp £8.50 0-443-02473-1.

The presentation of Elizabeth Evans's book is good; typography and her style make it very readable; and it is well illustrated throughout. The first of two sections deals with multiple choice (MCQs) and the true/ false type questions. The second contains nursing care studies with relevant MCQs for the reader to answer.

Story recall and inferencing skills in language/learning-disabled and nondisabled children.

Children's ability to recall information and draw inferences from orally presented narratives was examined in sixteen 9- to 10-year-old language/learning-disabled (LLD) children and two groups of normally developing children (sixteen 9- to 10-year-olds and sixteen 6- to 7-year-olds). Short fable-like stories were presented to the children, followed by a series of premise and inference questions (half true and half false). The children were also asked to retell each story in their own words either before or after the question sets. Significant overall differences in performance (p less than .05) were seen between the LLD group and the age-matched control group and between the two control groups. The LLD children did not differ significantly from the younger aged control group. Additionally the LLD group exhibited significantly more disparity between the true and false questions than the age-matched controls. For all the groups, inference questions were significantly more difficult than premise questions. Recall of the story prior to answering questions had no effect on question answering.

The Schematism of Moral Agency

HILOSOPHY is struggle over pronouns. What movement is possible between we and I? Or, to express the matter differently, is there an epistemic priority of the we over the I? Does the we hold many I's within it-I's which comprise the we-or is the we generated by the I? And if the we is generated by the I, is that we nothing more than the composite of I's? Further questions about the relationship between the we and the I seem to dislocate those pronouns from their linguistic sockets: Is we one or many? Is the I recoverable in the course of expressing itself or is the destiny of the I to lose itself in the we? Some philosophers have rebelled against the false questions that would arise in the wake of that separation-an intoxication which would lead to the debasement of philosophy. George H. Mead speaks of a vast amount of philosophic riffraff known as epistemology.3 To be sure, if the I is understood as an emergent from the we, as Mead conceives the matter, then epistemology is bypassed; traditional epistemological questions are answered by never being raisedthe need for them has vanished.

Microcomputer as patient educator

A computer-assisted lesson on general drug knowledge as a patient education tool is described. A drug I.Q. quiz is one of seven microcomputer lessons available to patients in the waiting room of an ambulatory-care clinic. The drug quiz consists of 19 multiple-choice and six true or false questions. After each question, the computer responds with a brief paragraph keyed to the answer selected by the user. If the answer for a multiple-choice question is incorrect, the user can reanswer the question before proceeding. At the end of the lesson, a score is graphically displayed and the user is asked to evaluate the lesson. The computer stores the total number of lessons completed, total scores, number of times each question was answered incorrectly on first and second attempts, number of times each question was answered a second time, and each user's responses to the quiz and evaluation questions. Based on 313 completions of the drug quiz from September 1981 through May 1982, 86% of the users stated that they learned at least something useful, and 72% liked the quiz. The mean (+/- S.D.) number of correct answers on the first attempt was 16 +/- 5; scores improved by an average of 2.5 +/- 2 by reanswering questions. Of 2421 multiple-choice questions answered incorrectly, 62% were reanswered. Of these second attempts, 52% were correct. Item validity scores indicated that the drug quiz serves as a realistic appraisal of drug knowledge. The microcomputer can be an effective medium for patient education.