LEADER 01103nam--2200373---450- 001 990001380150203316 005 20050708180714.0 035 $a000138015 035 $aUSA01000138015 035 $a(ALEPH)000138015USA01 035 $a000138015 100 $a20040129d19701909km-y0itay0103----ba 101 0 $aeng 102 $aGB 105 $a||||||||001yy 200 1 $aVathek$fWilliam Beckford$gedited with an introduction by Roger Lonsdale 210 $aLondon$cOxford University Press$d1970 215 $aXLIII, 187 p., [1] c. di tav.$d21 cm 225 2 $aOxford English Novels 410 0$12001$aOxford English Novels 454 1$12001 461 1$1001-------$12001 700 1$aBECKFORD,$bWilliam$0202437 702 1$aLONSDALE,$bRoger 801 0$aIT$bsalbc$gISBD 912 $a990001380150203316 951 $aVII.3.A. 1206(II i A 540)$b39900 L.M$cII i A 959 $aBK 969 $aUMA 979 $aSIAV5$b10$c20040129$lUSA01$h1512 979 $aPATRY$b90$c20040406$lUSA01$h1737 979 $aCOPAT2$b90$c20050708$lUSA01$h1807 996 $aVathek$918308 997 $aUNISA LEADER 06776nam 2200577 450 001 9910484950803321 005 20220322154159.0 010 $a3-030-68053-3 035 $a(CKB)4100000011867207 035 $a(MiAaPQ)EBC6534378 035 $a(Au-PeEL)EBL6534378 035 $a(OCoLC)1247675825 035 $a(EXLCZ)994100000011867207 100 $a20211020d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeconstructing health inequity $ea perceptual control theory perspective /$fTimothy A. Carey, Sara J. Tai, Robert Griffiths ; foreword by Neil Gilbert 210 1$aCham, Switzerland :$cPalgrave Macmillan,$d[2021] 210 4$d©2021 215 $a1 online resource (xx, 173 pages) $cillustrations 311 $a3-030-68052-5 327 $aIntro -- Foreword -- Preface -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Beginning the Search for Answers -- Entering the Health Inequity Field -- A Bias Towards Understanding How People Work -- A Lack of Agreement in the Field -- Could Perspective Be Part of the Problem? -- Sharing Our Journey -- The Link Between Income Inequity and Health Outcomes -- The Main Point and Some Nuances of Which to Be Aware -- A Closer Look at the Findings -- Explaining Why Income Inequity Might Have the Effect That It Does -- Alternative Views About the Research -- Pausing to Reflect -- References -- 2 A Closer Look at the Scientific Literature -- The Contribution of Theoretical Frameworks -- Methodological Considerations -- Seeking Conceptual Clarity -- Concluding Comments and Common Themes -- References -- 3 Inequity Through a Different Lens: An Introduction to Perceptual Control Theory -- Let's Start at the Very Beginning -- The Ubiquitous Phenomenon of Control -- Invariant Laws Will Not Be Discovered Through the Study of Variability -- Mechanisms and Models -- Considering Causality -- But Doesn't Everyone Already Know All This? -- In a Nutshell -- References -- 4 Health Through the Lens of Control: A Different Look at Well-Being and Being Well -- What Is Health? -- Controlling Is a Bio-Psycho-Social Process -- What Would Thinking About Health in This Way Mean? -- If We Define Health Differently, We Might Study It Differently Too -- References -- 5 Research Through the Lens of Control: Reflecting on What We're Doing from a Different Vantage Point -- We Are All Controllers All the Time -- Researchers as Controllers -- Examples of Researchers' Controlling -- It Doesn't Matter How Closely We Scrutinise Inequity -- It Doesn't Matter How Many Linear Causal Pathways We Construct -- It's Loops Not Lines When It Comes to Causality. 327 $aThe General State of the Literature with Regard to Causality -- Some People Seem to Know Something Is Amiss -- Every Now and then an Exciting Glimmer of Circular Causality Appears -- But with the Wrong Model We're Still Asking the Wrong Questions -- But Wait! There's More ... -- References -- 6 Supercharging Our Research Efforts: A Matter of Control -- It Doesn't Matter How Complex Our Statistical Analyses Are -- We'll Never Spin Correlations into Causation -- Statistics Are Good but They Are Not That Good -- The Scientific Insignificance of Statistical Significance -- Life Is Not an Averaged Event -- Making It Matter -- What Could We Be Studying? -- What Model Could We Use? -- What Methods Could We Employ? -- Don't Go Anywhere! We're Not Done Yet ... -- References -- 7 Yes! That Really Is What We Mean -- Researching Controllers -- Setting the Scene: Detecting Clues About Control from the Very Beginning -- The Controllers Who Made It Happen -- Hoff and Pandey -- Experimenters -- Participants and Parents -- Other People Who Were Involved in the Research -- The Procedures and Activities -- The Variables and Treatments -- The Treatment Instructions -- The Results -- What Is Striking -- What Else Is There to Say? -- References -- 8 But Wait, There's More! Control Affects Practice as Much as Research -- Acknowledging People as Controllers in Our Practices -- Patient-Perspective Care: A New Paradigm of Healthcare Based on Control -- It Doesn't Have to Be Difficult: Patient-Led Appointment Scheduling -- Acknowledging People as Controllers in Our Health Policies and Models -- Policies Within Health That Promote Inequity -- There's Nothing Public About Health -- References -- 9 Well That's That Then. We're All Controllers All Controlling Together. So What? -- The True Measure of Any Society Can Be Found in How It Treats Its Most Vulnerable Members. 327 $aScientists Have Learned to Respect Nothing but Evidence, and to Believe that Their Highest Duty Lies in Submitting to It However It May Jar Against Their Inclinations -- Facts Are Stubborn Things, and Whatever May Be Our Wishes, Our Inclinations, or the Dictums of Our Passions, They Cannot Alter the State of Facts and Evidence -- The Habit of an Opinion Often Leads to the Complete Conviction of Its Truth, It Hides the Weaker Parts of It, and Makes Us Incapable of Accepting the Proofs Against It -- Truth Does not Change Because It Is, or Is not Believed by a Majority of the People -- In Questions of Science, the Authority of a Thousand Is not Worth the Humble Reasoning of a Single Individual -- We Have to Live Today by What Truth We Can Get Today, and Be Ready Tomorrow to Call It Falsehood -- I Cannot Say Whether Things Will Get Better if We Change -- What I Can Say Is They Must Change if They Are to Get Better -- The Childhood of the Human Race Is Far from Over. We Have a Long Way to Go Before Most People Will Understand that What They Do for Others Is Just as Important to Their Wellbeing as What They Do for Themselves -- The so What of It All -- References -- Index. 606 $aSocial medicine 606 $aAssistència sanitària$2thub 606 $aMedicina social$2thub 606 $aIgualtat$2thub 606 $aPolítica sanitària$2thub 608 $aLlibres electrònics$2thub 608 $aElectronic books. 615 0$aSocial medicine. 615 7$aAssistència sanitària 615 7$aMedicina social 615 7$aIgualtat 615 7$aPolítica sanitària 676 $a362.1 700 $aCarey$b Timothy A.$01105517 702 $aTai$b Sara J. 702 $aGriffiths$b Robert 702 $aGilbert$b Neil 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484950803321 996 $aDeconstructing health inequity$92808753 997 $aUNINA LEADER 05335 am 22007693u 450 001 9910366622803321 005 20200701122226.0 010 $a3-030-30188-5 024 7 $a10.1007/978-3-030-30188-0 035 $a(CKB)4100000009678420 035 $a(OAPEN)1007215 035 $a(MiAaPQ)EBC5971210 035 $a(DE-He213)978-3-030-30188-0 035 $a(Au-PeEL)EBL5971210 035 $a(OCoLC)1135667056 035 $a(EXLCZ)994100000009678420 100 $a20191023d2020 u| 0 101 0 $aeng 135 $auuuuu---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aStudent Misconceptions and Errors in Physics and Mathematics$b[electronic resource] $eExploring Data from TIMSS and TIMSS Advanced /$fby Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (165) 225 1 $aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-1631 ;$v9 311 $a3-030-30187-7 327 $a1. An Introduction to Student Misconceptions and Errors in Physics and Mathematics.-2. Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics -- 3.Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS -- 4. Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics -- 5. Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics -- 6. Technical Documentation and Syntax. 330 $aThis open access report explores the nature and extent of students? misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA?s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students? understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. 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