Use Of Clues Research Articles

Clues in dermatopathological diagnostics

Numerous diagnostic clues are used in routine dermatopathological diagnostics. Ideally, adiagnostic clue can lead directly to aspecific diagnosis and save further time-consuming additional diagnostic procedures. This article discusses the concept of "clues to diagnosis" starting from its historical beginnings with areview of relevant studies and including current literature. Selected clues to dermatophytosis, psoriasis, and mycosis fungoides are analyzed. In addition, some newer and still little-known dermatopathological clues to inflammatory and infectious skin disease are presented. The aim is to specify the use of clues on the basis of current findings and to draw attention to scientifically sound clues.

Difficulties of Translating Tenses from English to Arabic (Specialization students in linguistic and translation as a sample)

The study aimed at detecting difficulties faced by translation students while translating the tense from English into Arabic. The researcher has used the Descriptive, Analytical and Contrastive methods. Moreover, the researcher used primary and secondary data. Primary data were obtained from questionnaire distributed to all male and female students who are studying specialization in linguistics and translation from Arabic department. The number of students are 42. Secondary data were collected from books, research articles and Websites information to construct its theoretical subject. In order to obtain accurate scientific results, the researcher used MS Excel 2019. Interviews were conducted randomly with three students in each year. The major findings are there are more differences then similarities in tense structure between two languages in terms of the number of tenses and its basis and the use of clues which indicates meaning. Therefore, students face difficulties when translating in identifying tense, choosing the right word, and usage of appropriate clues for tense. They also face difficulties in translating tense, especially in perfect and perfect continues tenses. In order to reduce the difficulties, the researcher suggest that students should focus on learning tense accurately with practical. This research would help identify difficulties in translating tense and provide appropriate solutions regarding the issue

Writing That Is Not Written: Clues, the Unconscious, the Indirect, and Traces; What Genealogy Can Learn from Microhistory

After reviewing recent genealogists’ writings that genealogy is a kind of microhistory, the article lists six characteristics of microhistory and argues that genealogy is not microhistory though the two share a focus on small scale groups or people.  However, genealogy may learn from microhistory’s use of clues in reading texts.  What is revealed by studying clues is a form of indirect evidence.  A comparison of the Freudian unconscious and its relevance to genealogy helps draw out the usefulness of clues in family history research.  The article wraps up with a brief overview of traces in genealogical research.

Diagnostic Power of Ratios

Use of clues, by Arthur Conan Doyle (a trained medical doctor himself) who created the immortal detective Sherlock Holmes captivates readers and television audience even today. Part of the explanation perhaps can be found in the apparent superhuman ability to smell out the trail left by the hapless criminal by examining seemingly trivial tit-bits of information garnered through an uncanny ability for observation. While the bits of clues are by themselves insignificant, the conclusions arrived at are dramatic. However, to the trained mind it is “elementary dear Dr. Watson!” The use of financial ratios can achieve similar dramatic results because of the inter-relationships that exist between the various parts of the three financial statements themselves and characteristics that must somehow accompany them. The absence or presence of certain characteristics can be therefore become indicators of distortions, that must be examined and cross-verified with other data to arrive at definitive conclusions. In this chapter we propose to introduce the reader to those clues and how to link them together to arrive at a conclusion as to the reliability of financial statements as representing the true financial position of a company.

Communicative practices in talking about death and dying in the context of Thai cancer care.

This article explores communicative practices surrounding how nurses, patients and family members engage when talking about death and dying, based on study conducted in a province in northern Thailand. Data were collected from three environments: a district hospital (nine cases), district public health centres (four cases), and in patients' homes (27 cases). Fourteen nurses, 40 patients and 24 family members gave written consent for participation. Direct observation and in-depth interviews were used for supplementary data collection, and 40 counselling sessions were recorded on video. The raw data were analysed using Conversation Analysis. The study found that Thai counselling is asymmetrical. Nurses initiated the topic of death by referring to the death of a third person--a dead patient--with the use of clues and via list-construction. As most Thai people are oriented to Buddhism, religious support is selected for discussing this sensitive topic, and nurses also use Buddhism and list-construction to help their clients confront uncertain futures. However, Buddhism is not brought into discussion on its own, but combined with other techniques such as the use of euphemisms or concern and care for others.

An Effective Method of Introducing the Periodic Table as a Crossword Puzzle at the High School Level

A simple method to introduce the modern periodic table of elements at the high school level as a game of solving a crossword puzzle is presented here. A survey to test the effectiveness of this new method relative to the conventional method, involving use of a wall-mounted chart of the periodic table, was conducted on a convenience sample. This sample comprised over 200 school students learning introductory chemistry in India. The study sample of about 100 students was identified on the basis of a test. In the new method, a blank chart of the modern periodic table was used as an educational aid. Students entered symbols of elements in the blank chart in a manner very similar to solving a crossword puzzle by making use of clues provided to them. The scores of the tests conducted before and after the introduction to the periodic table to the treatment and control groups of the students, by the new and the conventional method, respectively, were analyzed. The comparison demonstrated the new method to be more effective than the conventional method in facilitating the students in constructing knowledge through hands-on learning regarding the structure and characteristics of the periodic table, namely, the periodicity and the predictability of elemental properties.

A comparison of the diagnoses of a graphologist with results of psychological tests. 1941.

A class of twenty-four students who had previously been given intelligence, interest, and personality tests wrote to a newspaper graphologist for vocational guidance, their university connection being disguised and the requests being staggered over a period of more than one week. The vocational recommendations and the diagnoses of personality traits were then compared with the test scores. It was found that: 1. Assuming that a certain minimum intelligence is necessary for a given occupation, the occupations recommended by the graphologist showed no more than a change relationship with the recommendations which a psychologist would have made on the basis of intelligence tests. 2. Assuming that a certain pattern of interests is desirable for adjustment in an occupation, the occupation recommended by the graphologist were quite different from those which a psychologist would have recommended on the basis of an interest inventory, certain unsuitable occupations being recommended with more than chance frequency by the graphologist. 3. The graphologist's estimates of the students' personality traits showed no more than a chance agreement with those made by a psychologist on the basis of personality inventories in the case of four traits, and in the case of the two others were worse than change, again revealing a constant error. 4. There was reason for ascribing these constant errors to a belief in the existence of opportunities in certain areas rather than to poor diagnosis alone, and to the use of clues to personality traits not intrinsic in handwriting. 5. It was pointed out that, with certain graphological principles gaining acceptance in scientific circles, it is still important to check the activities of persons who claim to use these newer principles.

Detective Stories

The Comprehensive School Mathematics Program (CSMP) has developed a series of lessons based on what they call detective stories. These lessons all follow the same basic format. A first clue is given, which is appropriate to the selection of a subset of the whole numbers. This is followed by a sequence of further clues, each of which narrows down the choices untill, eventually, a single number is selected. We have observed several of the problem-solving lessons being taught by CSMP teachers in the Clarksv ill e-Montgomery County School System (Tennessee) and found that students reacted enthusiastically to this approach. These lessons were all done with large-group format and were teacher directed. Unfortunately, it is quite difficult to adapt the lessons for use in standard classrooms, since the CSMP lessons make rather extensive use of clues involving the mini-computer and most elementary school students are not familiar with this device. As a result, we decided to write our own detective stories for a third grade class. Our format was different in that we used a learning-center approach and our subject matter was geometry. The remainder of this paper is devoted to a description and evaluation of our detective stories.

Vocabulary Expansion in the TESOL Classroom

The precise when of massive vocabulary expansion depends on the learer's maturity. It follows the phase during which the goal is reliable control of basic pronunciation and grammatical habits. Overlapping that phase and becoming dominant in the intermediate stage is the development of skills of comprehension and the build-up of vocabulary resources. At first skills are more important than resources for the learner. The fact that words have multiple meanings, and the huge proportion of low-frequency words in any text, make it impossible to anticipate the specific vocabulary needs of a FL learner. Learners must acquire courage and skill; they must be helped to avoid panic and be willing to guess at the meanings of unfamiliar words. Developing this skill calls for using-ultimately using unconsciously-the clues in a total context, both the grammatical and the pragmatic clues. This includes practice in skimming as a necessary part of an intermediate FL program. All experienced readers skim a great deal of what they read, and almost all listening is with less than 100% attention. To neglect skimming is to leave a major gap in FL instruction. Skimming skill is not only in itself an indispensable part of language competence; pedagogically it is the way to build up habits of guessing at meanings and realistically tolerating a certain amount of vagueness. It is from extensive contact with the FL and skill in intelligent use of clues in context, not from word-matching or laborious pseudo-translation, that vocabulary expands.

A comparison of the diagnoses of a graphologist with the results of psychological tests.

A class of twenty-four students who had previously been given intelligence, interest, and personality tests wrote to a newspaper graphologist for vocational guidance, their university connection being disguised and the requests being staggered over a period of more than one week. The vocational recommendations and the diagnoses of personality traits were then compared with the test scores. It was found that: 1. Assuming that a certain minimum intelligence is necessary for a given occupation, the occupations recommended by the graphologist showed no more than a change relationship with the recommendations which a psychologist would have made on the basis of intelligence tests. 2. Assuming that a certain pattern of interests is desirable for adjustment in an occupation, the occupation recommended by the graphologist were quite different from those which a psychologist would have recommended on the basis of an interest inventory, certain unsuitable occupations being recommended with more than chance frequency by the graphologist. 3. The graphologist's estimates of the students' personality traits showed no more than a chance agreement with those made by a psychologist on the basis of personality inventories in the case of four traits, and in the case of the two others were worse than change, again revealing a constant error. 4. There was reason for ascribing these constant errors to a belief in the existence of opportunities in certain areas rather than to poor diagnosis alone, and to the use of clues to personality traits not intrinsic in handwriting. 5. It was pointed out that, with certain graphological principles gaining acceptance in scientific circles, it is still important to check the activities of persons who claim to use these newer principles.