Wrong Question Research Articles

Genes or nurture? Discussion of the wrong question

The paper presents a polemics with a thesis formulated by J. Harris that group socialization theory is an alternative to family nurture. The thesis, indeed, “annihilates” the nurture category and the existing achievements of education sciences off the scientific discourse. The text focuses on an analysis of consistency of arguments regarding the main aspects of the theory in question, identified at four levels of tensions between: genes and environment, child and adult, family and peer group, and being raised in the family and socialization in peer group. The inconsistencies and overinterpretations, expressed by J. Harris in her “systemic” depreciation of child-rearing, inspired some reflections about the possible roles of nurture viewed in the paradigm of biological and spiritual evolution synthesis.

Recognizing Statistical Problems in Reports of Clinical Trials: A Readers' Aid. Part 33 of a Series on Evaluation of Scientific Publications.

Readers of clinical trial reports should be able to critically evaluate the design, results, and conclusions of the trial. There are internationally accepted guidelines that define methodological standards for trial planning, statistical methods, and the display and interpretation of the results. Publications may nonetheless contain erroneous findings and interpretations. Statistical errors can arise in the planning of the trial, the analysis and display of the results, as well as in the interpretation of p-values and treatment effects in experimental and observational clinical trials. A useful aid for readers of medical publications should include a description of the potential statistical problems without complex theoretical background information. With this aim, we discuss certain major types of statistical error that the reader should be familiar with in order to be able to interpret the conclusions of these publications more easily. Statistical errors can already arise at an early stage through the choice of the wrong question to be addressed or the wrong population to be analyzed; such errors will inevitably have consequences. Before the start of any clinical trial, a primary endpoint must be defined, the sample size must be calculated, and the trial must be appropriately registered (among other requirements). With regard to the analysis, readers should for example take into account whether a statistical analysis plan with an intention-to-treat analysis existed for the study in question. They must be able to recognize erroneous methods of displaying and comparing data, confounding, as well as incorrect interpretations of p-values, and should take these problems into account when interpreting the findings. The problem of invalid causal inferences is not restricted to observational studies. Statistical errors do, indeed, arise. They should be detected as early as possible in various test instances. Nonetheless, readers should be able to judge independently whether the published clinical trial reflects meticulous and correct trial planning, appropriate display of the trial's results, and a proper, reasoned interpretation of the findings. The published checklists are a good aid for this purpose.

The Call of the Open Road: Is Medical Writing Right for You?

The questions I’m asked about medical writing are often “how do I become a medical writer?” or “what is the best background?” or “what kind of training is crucial to success?” I’d like to humbly suggest that these are the wrong questions. I think a better question might be, “how do I know I’ll be happy as a medical writer?”

Eğitim Kurumlarında İnsan Kaynakları Yönetimi Bağlamında Eğitim İhtiyaçlarının Önemi ve Amaçları

Educational needs are the starting point in the cycle of education and skill acquisition, and this cycle forms a continuous cycle that begins with identifying the learning needs of the target community. In addition, if the evaluation ignored the opinions of stakeholders or posed the wrong questions or contained incorrect information, the training to be provided will not coincide with the actual needs of the organization or its employees. It is possible for education to be effective by applying an effective educational needs analysis. The effectiveness of educational needs analysis, on the other hand, requires good planning, including its execution and clear returns. Learning objectives, designing education provides a high-quality tool to the organization in revealing the results of the education provided. Similarly, some researchers have stated that designing an education and development program involves a number of stages that can be grouped into five stages: educational needs analysis, educational objectives, design, implementation and evaluation. Long before a real education takes place, the education manager should determine down to the finest details in advance which methods and tools the education will be conducted in which educational institutions under the supervision of which experts. For this purpose, it is essential to determine the purpose of the educational needs analysis if the purpose of education is in the real sense. The purpose of the training needs analysis is to determine the performance requirements in the organization in order to direct those who are closely related to the areas where they are most needed, to fulfill the goals and objectives of the institution, to increase productivity, to provide quality products and services. Accordingly, educational needs are used as the basis for determining educational goals, choosing and designing educational programs, implementing programs, and evaluating the provided education as the first step in establishing an educational and development program. As a result of data collection and analysis, the need for education is determined, it becomes clear which education is required, and the type and scope of resources required to support an educational program can be examined. Key Words: Educational Institutions, Human Resources Management, the Importance and Purpose of Educational Needs

To Reveal or Not to Reveal, That Is the Wrong Question: Thoughts about Clinical Writing in Psychoanalysis

This paper plays with the possibilities of writing about psychoanalytic work in different ways with different levels of disclosure about both patient and analyst. Various issues around anonymity, confidentiality, consent and identity are explored, highlighting the many questions that come up. These issues of how to write psychoanalytically are also addressed from the point of view of culture and the sociopolitical gestalt of our time.

Reducing ‘avoidable research waste’ in applied linguistics research: Insights from healthcare research

Abstract This paper explores Chalmers and Glasziou's (2009) notion of ‘research waste’ from healthcare research to examine what it can offer the field of applied linguistics. Drawing on examples from both disciplines, we unpack Macleod et al.'s (2014) five research waste categories: (1) asking the wrong research questions, (2) failing to situate new research in the context of existing research, (3) inefficient research regulation/management, (4) failing to disseminate findings, and (5) poor research reporting practices. We advance this typology to help applied linguists identify and reduce avoidable research waste and improve the relevance, quality, and impact of their research.

The Importance of “Sorting Out Wrong Questions” in High School Mathematics Learning

The Importance of “Sorting Out Wrong Questions” in High School Mathematics Learning

Impact of interventions to improve recovery of older adults following planned hospital admission on quality-of-life following discharge: linked-evidence synthesis.

To understand the impact of multicomponent interventions to improve recovery of older adults following planned hospital treatment, we conducted two systematic reviews, one of quantitative and one of qualitative evidence, and an overarching synthesis. These aimed to: • understand the effect of multicomponent interventions which aim to enhance recovery and/or reduce length of stay on patient-reported outcomes and health and social care utilisation • understand the experiences of patients, carers and staff involved in the delivery of interventions • understand how different aspects of the content and delivery of interventions may influence patient outcomes. We searched bibliographic databases including MEDLINE ALL, Embase and the Health Management Information Consortium, CENTRAL, and Cumulative Index to Nursing and Allied Health Literature and Allied and Complementary Medicine Database, conducted forward and backward citation searching and examined reference lists of topically similar qualitative reviews. Bibliographic database searches were completed in May/June 2021 and updated in April 2022. We sought primary research from high-income countries regarding hospital inpatients with a mean/median age of minimum 60 years, undergoing planned surgery. Patients experienced any multicomponent hospital-based intervention to reduce length of stay or improve recovery. Quantitative outcomes included length of stay and any patient-reported outcome or experience or service utilisation measure. Qualitative research focused on the experiences of patients, carers/family and staff of interventions received. Quality appraisal was undertaken using the Effective Public Health Practice Project Quality Assessment Tool or an adapted version of the Wallace checklist. We used random-effects meta-analysis to synthesise quantitative data where appropriate, meta-ethnography for qualitative studies and qualitative comparative analysis for the overarching synthesis. Quantitative review: Included 125 papers. Forty-nine studies met criteria for further synthesis. Enhanced recovery protocols resulted in improvements to length of stay, without detriment to other outcomes, with minimal improvement in patient-reported outcome measures for patients admitted for lower-limb or colorectal surgery. Qualitative review: Included 43 papers, 35 of which were prioritised for synthesis. We identified six themes: 'Home as preferred environment for recovery', 'Feeling safe', 'Individualisation of structured programme', 'Taking responsibility', 'Essential care at home' and 'Outcomes'. Overarching synthesis: Intervention components which trigger successful interventions represent individualised approaches that allow patients to understand their treatment, ask questions and build supportive relationships and strategies to help patients monitor their progress and challenge themselves through early mobilisation. Interventions to reduce hospital length of stay for older adults following planned surgery are effective, without detriment to other patient outcomes. Findings highlight the need to reconsider how to evaluate patient recovery from the perspective of the patient. Trials did not routinely evaluate patient mid- to long-term outcomes. Furthermore, when they did evaluate patient outcomes, reporting is often incomplete or conducted using a narrow range of patient-reported outcome measures or limited through asking the wrong people the wrong questions, with lack of longer-term evaluation. Findings from the qualitative and overarching synthesis will inform policy-making regarding commissioning and delivering services to support patients, carers and families before, during and after planned admission to hospital. This trial is registered as PROSPERO registration number CRD42021230620. This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: 130576) and is published in full in Health and Social Care Delivery Research; Vol. 11, No. 23. See the NIHR Funding and Awards website for further award information.

Special education's zombies and their consequences

AbstractZombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement. Key points Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary. Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated. Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed. Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.

Learning the Discovery Learning Model How to Blended Learning in Practicum Using a Simple Volumetric Gasometer to Support Scientific Literacy

Education in the 21st century requires innovation and creativity as well as skills including scientific literacy skills and numeracy literacy, one of which is experimental learning. Often experiments are constrained by insufficient learning time so that learning becomes less meaningful. The purpose of this study was to determine the effect of applying the discovery model using the blended learning method using a simple volumetric gasometer in supporting scientific literacy. This research is an experimental research conducted in February 2023 at a Bandung high school. The research population was 432 students of class X at a senior high school in Bandung, which were divided into 12 classes. The sampling technique used simple random sampling so that 70 students were obtained consisting of 35 people from one control class and 35 people from one experimental class. The instrument used is a PISA question with the theme of innovation in alcoholic fermentation technology. Instruments were in the form of multiple choice questions and true wrong choice questions to measure scientific literacy profiles. Based on the results of the research, it was found that the learning outcomes of the discovery model by means of blended learning with practical methods using a simple volumetric gasometer can support scientific literacy.

Student Errors Analysis Problem-Solving based Castolan Theory on Relations and Functions Material

Material relations and functions load understanding concept on lesson mathematics as well as can help student For finish question mathematics with good and right. Objective study This is For analyze error student in finish question relations and functions based on theory Castle ie error conceptual, error procedural and error technique as well as reason happening error the. subject study are 18 students class VIII SMPN 13 Dumai. Data collection techniques are carried out with test and interview. Instrument test used is test written from valid questions and guidelines interview For verify reason student in answer question the. Obtained data from results test, then analyzed with use method descriptive qualitative. Analysis results shows 33% students do error conceptual, 41% students do error procedural, and as many as 26% students do error technical. As for what causes students are wrong finish question Relations and functions including : 1) less understand cause issue student Confused finish the answer ; 2) no control rule calculation algebra ; 3) rush in finish question so that lots wrong calculation.

Patient Resistance to Psychiatric Discourse and Power

Drawing on 5090 English reviews of 486 psychiatrists working in Canada posted on ratemds.com, this study explores how mental health service users refuse to become subjectivized by psychiatric discourse and power. We interrogate how digital mediums provide mental health service users with a community of critique to regain control over settings where there are many power imbalances. We argue that websites like ratemds.com act as a digital agora in which people are afforded the ability to make the personal political. Through critiquing their own doctors, mental health service users invert the question of what is “wrong” with them to what is “wrong” with agents of the psychiatric apparatus. By regaining a say over their treatment/conditions and insisting doctors are asking the wrong questions to better control their identities, service users refuse to accept the diagnoses, pathologies, and practices imposed on them. We discuss how their transgression in this forum provides new insights into psychiatric resistance that is of special interest to scholars and service users positioned in the Mad Studies movement.

The AI Safety Summit at Bletchley Park Asked the Wrong Questions

On 1 and 2 November 2023, politicians, scientists, and leaders of tech companies gathered in Britain's Bletchley Park (Milmo and Stacey 2023) to discuss the risks of artificial intelligence (AI). The main focus points were disinformation, cyber attacks, and the (by the way probably low) likelihood that AI will soon go beyond a “frontier” and threaten life as we know it.

IDENTIFICATION OF THE IMPLEMENTATION OF EXAMINATION ASSESSMENT USING INTELLIGENCE QUESTION GENERATION OF TEST PAPER

The creation of the intelligence question can be helpful for understanding the concept for better knowledge. It can help with the information more efficiently and quickly which can help to understand the effectiveness of the students.The aim of the research is to know the impact of intelligence question generation on the tests of students. Primary methods of the research has been chosen for increasing the preciseness of work and this also includes the quantitative analysis and the process of SPSS. The number of participants included in the survey was 213 helping to analyze their viewpoint on the examination assessment process. The students are also helpful as they are analyzed with the help of some questions that may judge their learning process. The learning process is more personalized with the help of intelligence question generation. The satisfaction of students is also important as this automated question-generation process may generate the wrong questions out of the syllabus due to some faulty process of the system

Consent for the Apnea Test: Asking the Wrong Question.

1 Division of Critical Care Medicine, Department of Pediatrics, University of Alberta, Edmonton, AB, Canada. 2 John Dossetor Health Ethics Center, University of Alberta, Edmonton, AB, Canada. *See also p. 399. Dr. Joffe has disclosed that he does not have any potential conflicts of interest.

When, why, and for whom is receiving help actually helpful? Differential effects of receiving empowering and nonempowering help based on recipient gender.

Helping is a foundational aspect of organizational life and the prototypical organizational citizenship behavior, with most research implicitly assuming that helping benefits its recipients. Despite this, when scholars focus on help recipients, the experience is depicted as somewhat aversive that may actually reduce recipient perceptions of competence. The result is a literature at odds as to whether receiving help is beneficial. Our thesis is that this is the wrong question on which to focus. Instead, we submit that more valuable insight can be gained by asking: "when is receiving help beneficial vs. not beneficial, and for whom?" Regarding when, we differentiate between receiving help that is empowering (i.e., offers tools to empower recipients to become more self-reliant) or nonempowering (i.e., offers only immediate, short-term solutions). Regarding for whom, we draw from theory and research on stereotype threat and benevolent sexism to explain why the help recipient's gender is a critical moderator of the link between receiving nonempowering help specifically and competence perceptions. We present a multistudy "full-cycle" approach to test our hypotheses and understand the consequences of receiving empowering versus nonempowering help in more depth. Combined, our results help shift the conversation as noted above, and identify important practical implications that speak to a larger discussion on systematic disadvantages for women at work. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Mass incarceration in times of economic growth and inclusion? Three steps to understand contemporary imprisonment in Brazil

Mass incarceration is a phenomenon that emerged in the USA in the 1970s. Since then, this pattern of imprisonment has taken shape in all other continents. Nowadays, many ‘core countries’ have been able to neutralize it and, in some cases, even reverse it. This, however, is not the case in Latin America. In this region, the increase of imprisonment rates has remained intense even in times of economic growth, in contrast to the main theories on punishment developed in the Global North. Drawing on primary and secondary data, I analyse the Brazilian case and indicate three necessary steps to understand contemporary imprisonment in the country. This article is structured in three main sections. I argue first that Brazilian criminologists have asked the wrong question: rather than asking why we have high imprisonment rates now, we should first understand why we had imprisonment rates comparable to Nordic countries up to the 1980s. I then argue we should stop uncritically reproducing northern theories and understand the local conditions of possibility for mass incarceration in times of social inclusion. I finally claim we should change the focus on the players: rather than pointing out to the Executive and Legislative dimensions, we ought to better understand internal struggles in the criminal justice system, considering in particular the pivotal role of judges in the Brazilian mass incarceration.

Wrong Question: Can Islam and Democracy Coexist?

Debates about whether Islam and democracy are compatible have been dominated by the most polarizing Orientalist and Islamist opinions. This paper discusses why the question of their compatibility is the wrong question to ask; the assertion that Islam and democracy are intrinsically oppositional prioritizes the most fundamentalist and essentialized understandings of Islam and democracy. Instead, a more appropriate discussion surrounds the conditions under which Muslim-majority nations can and do employ certain democratic practices given that neither understanding of Islam or democracy are monolithic. There are Islam(s) and democrac(ies) as there are multiple contextual practices and comprehensions of Islam and democracy.

The Wrong Question?

The Wrong Question? is the response by an anthropologist to a question posed by a philosopher concerning the intelligibility of alien forms of thought. I argue that it is wrong to describe the problem of intelligibility as one of logic or rationality. Indeed, foreign practices (no less than our own) may become intelligible only once they are not evaluated according to abstract criteria of rationality. To ask of a given practice or form of life whether it is rational is an error of grammar (nonsense) in Wittgenstein’s sense. I describe how intelligibility emerges over the course of ethnographic fieldwork but also argue that we must work on our own concepts in order to make foreign ones intelligible. The response draws from both Gadamer and Wittgenstein as well as anthropologists Geertz, Evans-Pritchard, and Lévi-Strauss. Following Cora Diamond, I suggest further that the ethical and rational dimensions of understanding another are indissociable.

Assessment of the current knowledge about infective endocarditis prevention among dental hygienists in Italy: A national survey.

To date, there is a lack of data regarding the acceptance of the guidelines for infective endocarditis (IE) prevention among dentists in Italy, and similarly, there are no data on the understanding and compliance of those among dental hygienists (DH). Thus, we tried to assess the ability of DH to recognize and manage categories of patients at high risk of EI, to identify which dental procedures are at increased risk and to assess the level of knowledge of doses and how antibiotic prophylaxis should be administered in specific cases. An anonymous questionnaire was prepared and made accessible online by sharing a Google Forms® link; general personal data and educational background information were collected to obtain a profile of the participants. A total of 362 DH answered to our web-based survey, showing a prevalent female percentage (86.7%) and the most represented age group of 30-39 years old (43.1%). Regarding the gender differences, there were not overall statistically significant differences; similarly, we did not find any differences regarding the overall number of wrong questions if considering the different ages of the participant and the year of graduation. Graduates in Northern Italy have mistaken fewer questions than graduates in other geographical areas. To the best of our knowledge, this is the largest survey about the knowledge of IE for DH ever performed. Because the overprescription of antibiotics contributes to the development of drug resistance, antibiotic stewardship should be at the forefront of patient care. Our data reflect the need for placing a greater emphasis on IE prophylaxis education in training and during continuing professional development events for DH.