It is a common misconception that ethical decision-making is a responsibility reserved for ... I discussed with her various actions she can take an the ethical reasoning behind it is the right thing to bring up to someone so that it doesn’t happen to other people in the ... Course Hero is not sponsored or endorsed by any college or university
Jan 23, 2016 · See Page 1. • Three common misconceptions about monopoly are: 1. Because there are no rivals selling the products of monopoly firms, they can charge whatever they want. 2. Monopolists will charge whatever the market will bear. 3. Because monopoly firms have the market to themselves, they are guaranteed huge profits.
Question #1: As we discussed in Skill Builder #1 common misconception and root of confusion in the discussion of innovation, is the distinction between invention and innovation. Many argue that innovation is invention taken to the marketplace and accepted. Explain in your own words the difference between invention and innovation – and explain how you might deal with an inventor …
Oct 30, 2018 · Both of the videos for Module 1 reference several misconceptions of feminism and how these are perpetuated. Briefly discuss a misconception of feminism that you have held or that you have encountered, either in interactions with others or in popular media.
For example, many people believe that water flowing underground must flow in streams because the water they see at the earth's surface flows in streams.
Nonscientific beliefs include views learned by students from sources other than scientific education, such as religious or mythical teachings.
Before embracing the concepts held to be correct by the scientific community, students must confront their own beliefs along with their associated paradoxes and limitations and then attempt to reconstruct the knowledge necessary to understand the scientific model being presented. This process requires that the teacher: 1 Identify students' misconceptions. 2 Provide a forum for students to confront their misconceptions. 3 Help students reconstruct and internalize their knowledge, based on scientific models.
A familiar example from elementary school is students' understanding of the relationship between the earth and the sun. While growing up, children are told by adults that the "sun is rising and setting," giving them an
Essay assignments that ask students to explain their reasoning are useful for detecting students' misconceptions. These essays and discussions need not be used for grading, but rather can be used as part of the learning process to find out what and how your students are thinking.
Marfan syndrome occurs when an individual inherits one or two copies of the defective FBN1 gene. Marfan syndrome is caused by a defect in FBN1 gene located on chromosome 15. The gene normally encodes the fibrilllin-1, which is important for the elasticity and appropriate growth of connective tissue.
X-linked disorders. Duchenne muscular dystrophy, hemophilia, and fragile X syndrome are all X-linked disorders whose genes are found on the X chromosome. Because males only have one X chromosome, they exhibit the disease significantly more frequently than females.
X-linked disorders. Duchenne muscular dystrophy, hemophilia, and fragile X syndrome are all X-linked disorders whose genes are found on the X chromosome. Because males only have one X chromosome, they exhibit the disease significantly more frequently than females.
There is a misconception that girls cannot inherit recessive X-linked disorders. Girls can in fact inherit these disorders, but at a lower rate than boys. The following choices give the genotypes for pairs of mothers and fathers. Which pair of parents could have a daughter with the recessive disorder a?
Mental illness is caused by a chemical imbalance in the brain. One survey in the US from a few years ago found that over 80 per cent of people believed that mental illness is caused by a chemical imbalance in the brain.
However, research has shown that biological accounts of mental illness (including the chemical imbalance theory) can increase stigma, for example — by encouraging the idea that mental health problems are permanent. It’s a good example of how these false beliefs aren’t just propagated because folks don’t know about science, ...
Another common misconception is that many persons faced with disaster are so overwhelmed that they develop what has been called “disaster shock” or the “disaster syndrome.” This is said to be a state of stunned psychological incapacitation that results in the inability to take care of oneself or others. Those suffering from this supposed state are thought to be unusually dependent on and susceptible to strong leadership from authorities. (3, 59, 60) Actually, only a small proportion of disaster victims suffer from this kind of psychological shock, which tends to be limited to sudden, violent disasters. Even when it occurs, the condition is usually short lived. (5, 18, 21)
The unfounded belief that people in disasters will panic or become unusually dependent on authorities for help may be one reason why disaster planners and emergency authorities often rely on a “command-and-control” model as the basis of their response. This model presumes that strong, central, paramilitary-like leadership can overcome the problems posed by a dysfunctional public suffering from the effects of a disaster. This type of leadership is also seen as necessary because of the belief that most counter-disaster activity will have to be carried out by authorities. Authorities may develop elaborate plans outlining how they will direct disaster response, only to find that members of the public, unaware of these plans, have taken actions on their own. (123) Disaster researchers recommend that disaster plans be based on what people naturally tend to do in disasters rather than the command-and-control model. This is more effective than designing a plan and expecting people to conform to it. (21, 23, 124) Planners need to know that in disasters the public will spontaneously take rational measures to protect themselves and to help others. Most initial disaster relief is provided not by formal emergency and relief organizations, but by residents of the impact area and surrounding communities. It is not likely that local authorities will be able to curtail or control these efforts. However, effective planning can take these efforts into account and influence them. For example, authorities may have little control over which hospitals receive victims transported by private vehicles. Ambulances transporting victims, however, can be directed to bypass the closest hospital and go to hospitals that are not otherwise receiving many victims. Authorities also can reduce the extent of jammed cellular and telephone circuits by setting up victim-tracking procedures and providing the information to the public via hot lines set up outside the impacted area. Similarly, hotlines can be established outside the area for those wishing to volunteer their services or donate materials.
Because most initial casualty transport is carried out by the survivors , most disaster casualties end up at the closest hospital,2while other hospitals in the area wait for patients who never arrive. (2, 82) In his study of 29 disasters, Quarantelli found that in 75% of the cases, more than half of the victims were taken to the closest hospital, and in 46% of the cases, more than three-fourths of the victims went to the closest hospital. Apparently, this was not because other hospitals were full, since the average hospital bed vacancy rate in these disasters was 20%. (1) See Figures 27.1 (p. 365) and 27.2 (p. 366) for data from the Kansas City skywalk collapse and the bombing of the Murrah Federal Building in Oklahoma City. It is apparent that a few of the closest hospitals received most of the casualties and that numerous local hospitals were not utilized at all.
In contrast to this image of dependency, most disaster victims take the initiative to help themselves and others. In numerous disasters, going back for decades, it has been observed that a large part, if not most, of the initial sheltering, feeding, relief, rescue, and transport of victims to hospitals was carried out by survivors in and near the stricken area.(1, 6, 18, 25, 61–67) Search and rescue is an important case in point. Most post-disaster search and rescue is carried out not by trained emergency response organizations but by family members, friends, neighbors, coworkers, and even complete strangers who happen to be at or near the scene at the time of impact. (2, 25, 62, 66–72)
Disaster planning is only as good as the assumptions on which it is based. Unfortunately, this planning is often based on a set of conventional beliefs that has been shown to be inaccurate or untrue when subjected to empirical assessment. (1–3) To the extent that this occurs, responses can be dysfunctional rather than adaptive. The purpose of this paper is to identify a few of the more common misconceptions about disasters and show how they can lead to ineffective responses. Because most field disaster research studies have been carried out in the United States, the discussion will focus on lessons learned from domestic disasters, although some nondomestic examples will be included. Although evidence suggests that some of these findings may apply to disasters worldwide, one must be cautious in extrapolating the data because of the social, cultural, economic, and political differences in other countries.
Learning experiences that are designed for broad audiences (i.e., museums, summer camps, etc.) are considered types of informal learning both inside and outside of the STEM disciplines.
Informal learning is a broad concept that refers to any learning that occurs outside of the formal realm of school (Dierking et al. 2003). Informal learning includes people engaging with their environment in a variety of contexts and settings.
Reflection is commonly used in the classroom to encourage students to think about and articulate what they have learned. However, when students produce reflections they typically create a written text for the instructor, outside of the classroom and as a summative retrospective account of learning.
Reflection is commonly used in the classroom to encourage students to articulate what they have learned and to aid them in thinking about how they have learned. Traditionally, students reflect on their learning process through the act of writing. According to Yancey, written reflections benefit students by helping them remember details of how they completed an assignment, as a generative process to create meaning for future writing, and as a way to develop authority and expertise (Yancey 1998). While written reflection has its strengths, it also has some inherent limitations. Written reflection is typically geared toward oneself and is often produced as a text for the audience of the instructor — perhaps limiting the student’s authenticity.
Reflection as a Pedagogical Practice. Reflection is a common pedagogical practice where students are asked to think about and articulate what they have learned. Reflection has long been viewed as synonymous with thinking and learning (Dewey 1933). Moreover, reflection is considered a core element of metacognition.
Metacognition, a multifaceted term connected with reflection, refers to knowledge about, and the regulation of, cognitive processes such as self-regulated learning (Brown, Bransford, Ferrara, and Campione 1983; Flavell 1979; Zimmerman 2002).
In K-12 settings, both elements of metacognition, knowledge of strategies associated with specific academic tasks (such as reading, writing or math) and self-regulatory strategies (s uch as self-monitoring or self-evalua tion) are commonly used in teaching and learning tasks.