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Same Meaning (same + meaning)
Selected AbstractsNew Perspectives on the Correlation of SAT Scores, High School Grades, and Socioeconomic FactorsJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2007Rebecca Zwick In studies of the SAT, correlations of SAT scores, high school grades, and socioeconomic factors (SES) are usually obtained using a university as the unit of analysis. This approach obscures an important structural aspect of the data: The high school grades received by a given institution come from a large number of high schools, all of which have potentially different grading standards. SAT scores, on the other hand, can be assumed to have the same meaning across high schools. Our analyses of a large national sample show that, when pooled within-high-school analyses are applied, high school grades and class rank have larger correlations with family income and education than is evident in the results of typical analyses, and SAT scores have smaller associations with socioeconomic factors. SAT scores and high school grades, therefore, have more similar associations with SES than they do when only the usual across-high-school correlations are considered. [source] Applications of S -theory in the study of soil physical degradation and its consequencesLAND DEGRADATION AND DEVELOPMENT, Issue 4 2007A. R. Dexter Abstract The S -theory for soil physical quality is introduced. It is shown how values of S can be determined from the water retention characteristic curve. It is also explained how, when experimental data are not available, pedotransfer functions can be used to obtain estimates of S. Although S was first introduced as an index of soil physical quality, it is being increasingly found that it is a useful numerical quantity that can be used in equations for prediction of a range of soil physical properties. Its use is illustrated with examples for hydraulic conductivity, friability, tillage, compaction, penetrometer resistance, plant-available water, root growth and readily dispersible clay. The main merit of S derives from the fact that given values of S have the same meaning and consequences in different soils. It is described how S can be used to identify areas of land where physical degradation or amelioration are taking place, and to evaluate management practices that will give sustainable land use. Copyright © 2007 John Wiley & Sons, Ltd. [source] What goes on inside my head when I'm writing?LITERACY, Issue 2 20049-year-old boys, A case study of Abstract This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing , children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower-attaining Year 4 (8,9-year-old boys) the article considers the implications of assessing writing without acknowledging the role of the writer. [source] Meaning and normativity in nurse,patient interactionNURSING PHILOSOPHY, Issue 1 2007Halvor Nordby phd Abstract, It is a fundamental assumption in nursing theory that it is important for nurses to understand how patients think about themselves and the contexts they are in. According to modern theories of hermeneutics, a nurse and a patient must share the same concepts in order to communicate beliefs with the same content. But nurses and patients seldom understand medical concepts in exactly the same way, so how can this communicative aim be achieved in interaction involving medical concepts? The article uses a theory of concepts from recent cognitive science and philosophy of mind to argue that nurses and patients can share medical concepts despite the diversity of understanding. According to this theory, two persons who understand medical language in different ways will nevertheless possess the same medical concepts if they agree about the normative standards for the applications of the concepts. This entails that nurses and patients normally share medical concepts even though patients' conceptions of disease and illness are formed in idiosyncratic ways by their social and cultural contexts. Several practical implications of this argument are discussed and linked to case studies. One especially important point is that nurses should seek to make patients feel comfortable with deferring to a medical understanding. In many cases, an adequate understanding of patients presupposes that nurses manage to do this. Another implication is that deference-willingness to normative meaning is not equivalent to the actual application of concepts. Deference-willingness should rather be thought of as a pre-communicative attitude that it is possible for patients who are not fully able to communicate to possess. What is important is that nurses and patients have the intention of conforming to the same meaning. [source] | ||||||||||