Incorrect Idea Research Articles

«Πόλις», «civitas» та «res publica»? Problem of interpretation the nature of the Ancient Roman state in scientific works

«Πόλις», «civitas» та «res publica»? Problem of interpretation the nature of the Ancient Roman state in scientific works

Modern money theory: some basics in response to Drumetz/Pfister

This article examines the misconceptions about modern money theory (MMT) put forward by Drumetz/Pfister (2021). The author divides her critique into three categories. First, the Drumetz/Pfister article erroneously indicates that MMT focuses exclusively on the means-of-payment function of money, that it considers money as a pure asset, that it does not distinguish between inside and outside money, and that it does not distinguish between money and the monetary base. Second, Drumetz/Pfister (2021) falsely represent MMT as leaving monetary policy to law and as belittling the impact of quantitative easing. Drumetz/Pfister misunderstand what is meant by government debt being monetized. Third, their article puts forward the incorrect idea that increased government spending could lead to increased long-term interest rates, and that a zero interest rate could supposedly bring about macroeconomic instability and inflation.

A Welcome Shift Away from Shareholder Supremacy - Significance of the US Business Roundtable New Statement in August 2019

A Welcome Shift Away from Shareholder Supremacy - Significance of the US Business Roundtable New Statement in August 2019

Sustaining online academic discussions: Identifying the characteristics of messages that receive responses

More and more students are learning via online academic discussions, posting messages in an attempt to discuss their learning problems. However, many messages do not receive responses. Posting messages that elicit responses is essential to students' experiences of learning through online discussions, but the characteristics of such messages are seldom studied. To fill this gap, this paper examines the relationship between the characteristics of an online discussion message and its likelihood of receiving a response from others. We conducted the study with a public, online discussion forum about high school-level mathematics—a non-formal learning environment that is not confined to a specific classroom. We randomly sampled 140 topics from the forum and analysed 1,559 reply messages using multilevel logistic regressions at the topic and message level. We found that during an online discussion, a message that either expressed disagreement, included a correct or incorrect idea, or asked a question was more likely to receive a response. Time was another significant predictor; messages posted during the early stage of a discussion or users who responded more promptly were more likely to receive a response. The findings contribute to the understanding of the discourse process and students’ learning behaviour in online academic discussions. We propose several recommendations for future research.

Examination of Thai freshmen’s understanding on vectors using a model analysis technique

This study focused on an investigation of Thai students’ comprehension of vectors using the model analysis technique, which is based on the matrix representation of quantum physics. This technique displays students’ knowledge states and the probability of applying each mental model to solve a given vector concept. A well-known vector concept test in physics education research named the Test of Understanding of Vectors (TUV) was translated into Thai language and validated by a group of physics lecturers. It was administered to 651 first-year engineering students at Prince of Songkla University via the online system at the beginning of the first semester. The three common mental states of vectors were identified as correct, popular incorrect, and other models. Model estimation of the model analysis revealed that although 54% of the students correctly answered vector addition, they still had difficulty with vector subtraction. Theoretically, both topics are considered as identical concepts. The students had inconsistent ideas on vector subtraction as reported by eigenvalues < 0.65. Moreover, they demonstrated equal distribution in using the three mental models to solve the dot product of vectors. The most common incorrect idea was that a dot product resultant was a vector quantity. The initial knowledge states of the cross product were in an incorrect model region involving confusion between calculating magnitudes of the cross product and the dot product, and incorrectly applying the right-hand rule to locate a direction of the cross product. Overall, the findings will guide instructors which common vector ideas should be revised and how. The vector concept plays an important role in physics learning since it is embedded in several physics topics as a learning mechanism.

Teaching mathematical modelling: a framework to support teachers’ choice of resources

AbstractMathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory or context suggests or (b) to estimate from the data. It is crucial to understand the following: the implications of using data in these different ways, the differences between them, the implications for teaching and how this can influence students’ perceptions of the real-world relevance of mathematics. Inappropriately validating or estimating with data may unintentionally promote poor practice and (paradoxically) reinforce in students the incorrect idea that mathematics has no relevance to the real world. We recommend that teachers approach mathematical modelling through mathematizing the context. We suggest a framework to support teachers’ choice of modelling activities and demonstrate these using examples.

The synchronization manifesto: a critique of whole-culture synchronization.

The field of cell cycle studies is dominated by the incorrect idea that one can treat an entire culture to produce a synchronized culture. If this predominant method cannot work, at all, then an enormous amount of work on the cell cycle must be re-evaluated. Here, criteria are presented for determining whether a culture is 'truly' synchronized. No whole-culture 'synchronization' method has been shown to produce a 'truly' synchronized population of cells rather than a population of cells sharing some singular and particular property within that collection of cells. It is demonstrated and explained why it is impossible to truly synchronize cells using whole-culture methods. Such whole-culture methods produce cells that may have some properties in common for all the cells in a group, but these cells are not actually and truly synchronized. Synchronized cultures can only be produced by a selection method where cells of a particular cell cycle age or size are removed from the cell population and the remainder is discarded. The field of cell cycle analysis is chained to the incorrect idea of whole-culture synchronization methodology. It is important to break the chains that lead to many incorrect results regarding the cell cycle. It must be recognized that an enormous amount of funds, time, energy, and thought is wasted using the methods that do not synchronize cells at all.

Historical Perspective on Pressure Injury Classification.

It was with great interest that we read Dr Levine’s commentary1 published in the March 2019 issue of Advances in Skin & Wound Care reflecting on the pressure injury (PI) classification system published by Shea2 in 1975. It is indeed very important to know the historical background to better understand our current PI definitions, classifications, debates, and future developments.3–6 It is also important to report Shea’s historical classification as accurately as possible to capture its intended meaning. Shea described the grade I pressure sore as involving “an acute inflammatory response involving all soft tissue layers…. The dilatation of blood vessels and accumulating edema fluid secondary to ischemia cause a thickening and distortion of all tissue layers between the surface and the underlying bone.”2 From this, Shea did not consider a grade I to involve only “…superficial soft tissue layers….”1 It is true that he did describe observable cutaneous clinical signs such as induration and erythema, but he clearly regarded all soft tissues as being affected. Similarly, he described a grade II pressure sore as a more-advanced stage of inflammation and damage involving all layers but with the visible skin defect limited to the epidermis and dermis. Shea’s proposed “closed pressure sore” aligns with his comments that all tissue layers are involved in each manifestation of PI. Although the clinical appearance of a closed pressure sore differs from other grades, Shea commented that it is “…caused by the same pathologic process.”2 In other words, he never regarded PIs as simply a top-down process from the skin surface later reaching deeper layers. Why is it important to be aware of this detail? Later classifications such as those introduced by the International Association for Enterostomal Therapy7 or by the National Pressure Ulcer Advisory Panel8 defined grade/stage I and II PIs as affecting only the epidermis and/or dermis. This has helped contribute to the incorrect idea of the top-down pathogenesis of PIs that was widely accepted for many years. This assumption has since been challenged,9–11 but in fact, the currently accepted “bottom-up” development was never a new idea. As early as 1942, Groth12 demonstrated in his doctoral thesis that PIs start in the deeper soft tissues under intact skin. There are many other differences between Shea2 and more recent PI classifications. For instance, the concept of full-thickness skin loss is often related to damage within subcutaneous fat, muscle, or tendon rather than being limited to the layers of the epidermis and dermis as suggested by Shea.5 This example demonstrates that the careful study of historical evidence is critical to avoid possible detours. A major challenge in previous and current PI classification is that diagnoses are made based on the clinical signs of visible tissue involvement within the injury. Tissue damage deeper in the tissues, often invisible to the clinician, cannot be evaluated and is therefore ignored during decision-making. As long as alternative imaging or other measurement techniques are not routinely used to assist PI classification, this challenge will remain for those in clinical practice.

Impact of the Feasibility Study on the Construction Projects

A Feasibility studies include recognizing and analyzing the power and the flaws of the project, in conjunction, also defining the chance and intimidations external the company within the construction industry. There are a number of problems of the feasibility study as it regards overlooked part in Iraqi construction industry and the problems of feasibility studies abuses. Misinterpretation of study stages and also having incorrect idea of the goal of the feasibility studies. Other factors that affect directly and negatively in the Iraqi industry such as delay, cost, and other issues that affect quality of the construction projectsThe aim of this paper Assess the awareness level of the feasibility study in construction projects and to determine the effects of feasibility study in construction industry and to identify the causes of abuses of feasibility study in construction industry.The methodology of the paper includes survey and formulation of the questionnaire to identify the factor the cause the feasibility study to fail and then use system dynamic to analysis the impact of these factors. The results show that the feasibility study is neglected part in Iraqi construction project due to the fact that its neglected, the were abuse in use the abuse of the feasibility study lead to cost and time over runs, and system dynamic technique approved to be a significant in the analysis of the impact of the.

Addressing Enzyme‐Substrate Interaction Misconceptions with 3D Physical Models in an Undergraduate Biochemistry Course

Biochemistry is a visual discipline that requires students to understand a variety of representations containing diverse levels of abstraction to portray information. Visual literacy, however, is not achieved until the learner demonstrates fluency in deconstructing the disciplinary knowledge conveyed within the representation. In biochemistry, the enzyme‐substrate interactions concept not only employs many aspects of visual literacy, but also engenders many learner misconceptions. These previously identified misconceptions are categorized into three groups: the role of shape in substrate selectivity, the role of charge in substrate selectivity and the stereochemical nature of binding. These misconceptions are often held by undergraduate students that have developed previous schemas, which influence the way that they learn new information, as described by cognitive theory. This is compounded by the already high cognitive load in biochemistry, but new learning can be facilitated by simultaneously decreasing the cognitive while addressing misconceptions. In order for a learner to overcome a misconception he/she must confront the incorrect idea and re‐build his/her mental model with new, correct ideas. In one method, researchers utilize a four‐level framework cycle that classifies learner misconceptions, creates questions, gathers learner responses, analyzes the responses, and incorporates that data into helping students reduce and reclassify misconceptions.In this study, we hypothesize that the use of targeted 3D physical models will decrease identified learner enzyme‐substrate misconceptions in biochemistry. Previous research at University of Minnesota Rochester (UMR) indicates a statistically significant increase in enzyme‐substrate interaction conceptual understanding with respect to correct answers, and a corresponding decrease in misconceptions. The average post‐Enzyme‐Substrate Interaction Concept Inventory (ESICI) score (65.8%), however, indicates a need for intervention. We propose that 3D physical models will increase learner visual literacy, thus decreasing the cognitive load to reduce learner misconceptions. Students often find it difficult to extract information from 2D models of macromolecules in biochemistry courses, which are often oversimplified. Thus, presenting concise, appropriately challenging 3D physical models should break down the barriers between misconceptions and facilitate a more realistic experience. The 3D physical models in conjunction with the in‐class activities will challenge student's previous understandings of enzyme‐substrate interactions and be implemented during the fall semester of 2017 in hopes to further increase learner scores on the ESICI. Quantitative statistical analysis will be performed using JMP and Microsoft Excel to assess the intervention's effectiveness.Support or Funding InformationThis project is partially supported by the National Science Foundation under award number IUSE 1711402 to University of Minnesota, Rochester. This project is partially supported by the National Science Foundation under award number DUE1323414 to Milwaukee School of Engineering.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Multifractality Versus (Mono-) Fractality as Evidence of Nonlinear Interactions Across Timescales: Disentangling the Belief in Nonlinearity From the Diagnosis of Nonlinearity in Empirical Data

ABSTRACTThis article addresses the still popular but incorrect idea that monofractal (sometimes called “fractal” for short) structure might be a definitive signature of nonlinearity and, as a corollary, that monofractal analyses are nonlinear analyses. That this point (i.e., “fractal = nonlinear”) is incorrect remains novel to many readers. We suspect that unfamiliarity with autocorrelation has helped eclipse the linearity of fractal structure from more popular appreciation. In this article, in order to explain the linear nature of monofractality and its difference from multifractality, we present an introduction to the autocorrelation function and review short-lag memory, nonstationary motions, and the intermediary set of fractionally integrated processes that conventional fractal analyses quantify. Understanding from our own experiences how surprising the linearity of fractals is to accept, we attempt to make our points clear with as much graphic depiction as math. We hope to share our own experiences in struggling with this potentially strange-sounding idea that, really, monofractals are linear while at the same time contrasting them to multifractals that can indicate nonlinearity.

Unbelievable Beliefs behind Epilepsy: A Case Report from South West Ethiopia

Epilepsy is a common and chronic neuro-disability that affects over 60 million people worldwide. The vast majority lives in lowand middle-income countries. Three-fourths of people with epilepsy in these settings remain untreated; this is known as the treatment gap [1]. Social acceptance of people with epilepsy is largely dependent on several population ideas of epilepsy and often represents a considerable problem for patients and their families. Social discrimination against people with epilepsy is mainly due to or can be deduced from an incorrect idea of helplessness, personal sensitivity, or mental retardation, or fear of being confronted with seizures [2].

Comment on “Buoyancy frequency profiles and internal semidiurnal tide turning depths in the oceans” by B. King et al.

Comment on “Buoyancy frequency profiles and internal semidiurnal tide turning depths in the oceans” by B. King et al.

The giant impact hypothesis: past, present (and future?).

At the request of editors, this paper offers a historical review of early work on the giant impact hypothesis, as well as comments on new data. The author hereby claims (whether believable or not) that his interest is to move towards a correct model of lunar origin, not to defend a possibly incorrect idea, just because of being a co-author of a relevant early paper. Nonetheless, the 1974 giant impact hypothesis appears still to be viable.

Analysis of apical hook formation in Alaska pea with a 3-D clinostat and agravitropic mutant ageotropum.

The formation of the apical hook in dicotyledonous seedlings is believed to be effected by gravity in the dark. However, this notion is mostly based on experiments with the hook formed on the hypocotyl, and no detailed studies are available with the developmental manners of the hook, particularly of the epicotyl hook. The present study aims at clarifying the dynamics of hook formation including the possible involvement of gravity. Time-course studies with normal Alaska pea (Pisum sativum L., cv. Alaska) and an agravitropic pea mutant, ageotropum, under the 1-g conditions and on a 3-D clinostat revealed that (1) the apical hook of the epicotyl forms by the development of the arc-shaped plumule of the embryo existing in the non-germinated seed. The process of formation consists of two stages: development and partial opening, which are controlled by some intrinsic property of the plumule, but not gravity. Approximately when the epicotyl emerges from the seed coat, the hook is established in both pea varieties. In Alaska the established hook is sustained or enhanced by gravity, resulting in a delay of hook opening compared with on a clinostat, which might give an incorrect idea that gravity causes hook formation. (2) During the hook development and opening processes the original plumular arc holds its orientation unchanged to be an established hook, which, therefore, is at the same side of the epicotyl axis as the cotyledons. This is true for both Alaska and ageotropum under 1-g conditions as well as on the clinostat, supporting finding (1). (3) Application of auxin polar transport inhibitors, hydroxyfluorenecarboxylic acid, naphthylphthalamic acid, and triiodobenzoic acid, suppressed the curvature of hook by equal extents in Alaska as well as ageotropum, suggesting that the hook development involves auxin polar transport probably asymmetrically distributed across the plumular axis by some intrinsic property of the plumule not directly related with gravity action.

Probing and improving student's understanding of protein α‐helix structure using targeted assessment and classroom interventions in collaboration with a faculty community of practice

The increasing availability of concept inventories and other assessment tools in the molecular life sciences provides instructors with myriad avenues to probe student understanding. For example, although molecular visualization is central to the study of biochemistry, a growing body of evidence suggests that students have substantial limitations in their ability to recognize and interpret basic features of biological macromolecules. In this study, a pre/posttest administered to students at diverse institutions nationwide revealed a robust incorrect idea about the location of the amino acid side chains in the protein α-helix structure. Because this incorrect idea was present even after a semester of biochemistry instruction at a range of institutions, an intervention was necessary. A community of expert biochemistry instructors collaborated to design two active learning classroom activities that systematically examine α-helix structure and function. Several participating faculty used one or both of the activities in their classrooms and some improvement of student understanding of this concept was observed. This study provides a model of how a community of instructors can work together using assessment data to inform targeted changes in instruction with the goal of improving student understanding of fundamental concepts.

P Values, Confidence Intervals, or Confidence Levels for Hypotheses?

Null hypothesis significance tests and p values are widely used despite very strong arguments against their use in many contexts. Confidence intervals are often recommended as an alternative, but these do not achieve the objective of assessing the credibility of a hypothesis, and the distinction between confidence and probability is an unnecessary confusion. This paper proposes a more straightforward (probabilistic) definition of confidence, and suggests how the idea can be applied to whatever hypotheses are of interest to researchers. The relative merits of the different approaches are discussed using a series of illustrative examples: usually confidence based approaches seem more transparent and useful, but there are some contexts in which p values may be appropriate. I also suggest some methods for converting results from one format to another. (The attractiveness of the idea of confidence is demonstrated by the widespread persistence of the completely incorrect idea that p=5% is equivalent to 95% confidence in the alternative hypothesis. In this paper I show how p values can be used to derive meaningful confidence statements, and the assumptions underlying the derivation.)

Diamagnetic Magnetization Strength as a Consequence of Electromagnetic Induction Law’s Effect

A qualitative proof of diamagnetic non-zero magnetization based on the electromagnetic induction law is presented in this paper. Modeling diamagnetic phenomena as a result of Larmor precession or effect of the electromagnetic induction’s law in scale of one hydrogen-like atom performed in classical physics contributes to formation of obviously incorrect idea of the diamagnetic magnetization process in students. It is well-known that the average magnetic moment of a diamagnetic calculated with the help of classical statistics laws is zero which can be explained by quantum character of magnetic phenomena. On the contrary, electromagnetic induction’s law is effective both in classical and quantum physics. Applying it to the diamagnetism problem will allow to solve it for the diamagnetic in whole and to avoid averaging which is proved in the present paper.

Communications of the European Society for Child and Adolescent Psychiatry

Mental health clinicians have long been reluctant to diagnose personality disorders in adolescence. These attitudes have also inhibited the diagnosis of other major mental disorders that begin at this developmental stage. Opposition is based on an incorrect idea: that psychopathology in adolescence is fluid, and that it tends to remit with time. However, recent clinical interest in early psychosis reflects a desire to identify and treat mental disorders at their earliest stages (McGorry, 2013). This principle may well be applicable to personality disorders. We have known for almost 50 years that antisocial personality disorders begin in childhood (Robins, 1966). The earlier psychopathology presents, the more likely it is to continue. This principle may also apply to borderline personality disorder (BPD). Chanen and McCutcheon (2013) have convincingly shown that this condition is diagnosable in adolescence, and suggest that its prevalence at that stage may be particularly high. While not all cases come to clinical attention in early adolescence, most patients date the onset of their symptoms to the period after puberty (Zanarini, Frankenburg, Khera, & Bleichmar, 2001). While the pre-pubertal precursors of BPD remain to be defined, recent research suggests that high-risk samples can be identified (Stepp, Pilkonis, Hipwell, Loeber, & Stouthamer-Loeber, 2010). The articles that follow expand on these themes. Kushner, Tackett, and De Clercq (this issue) show that personality structure in adolescence is similar to trait dimensions previously described in adult samples, and that it is structurally stable. Glenn and Klonsky (this issue) document that a large percentage of adolescents hospitalized in psychiatry meet criteria for BPD. Goodman, Mascitelli, and Triebwasser (this issue) show that neurobiological markers for adolescent BPD are similar to those reported in adult populations. Jovev, McKenzie, Whittle, Simmons, Allen and Chanen (this issue) describe longitudinal research showing that like adult BPD, adolescent cases emerge from an interaction between temperament and life adversity. Finally, Biskin (this issue) summarizes data showing that the treatment of BPD in adolescents follows the same principles as in adults. Thus evidence is gathering that adolescents with classical symptoms of personality disorder, particularly BPD, can be identified in clinical settings and can, most likely, be treated with many of the same interventions. The main obstacle at this point is the preference of many clinicians for diagnoses of mood disorders. All too many adolescents with a classical picture of BPD are receiving aggressive pharmacotherapy based on faddishly unjustified diagnoses of bipolar disorder (Paris, 2012). If it were more widely known that personality disorders begin in adolescence, and are both common and treatable at that stage, this obstacle could be removed.

The Right Way to Get It Wrong

In this article the authors discuss how some errors in research result in a remaking of science. They argue that not all research errors have an equal impact on science, noting a number of instances in which an incorrect idea proved to more potent than ideas that were narrowly correct or trivially mistaken. They add that these kinds of errors are productive mistakes that communicate fundamental features of the world, prompting further research that leads to scientific breakthroughs. Topics include how mistakes push scientific understanding, examples of some famous scientific mistakes, such as physicist Niels Bohr's atomic model, and advances in quantum information theory as a result of flaws in a faster-than-light telegraph developed in the 1980s by a vagabond physicist.