Rule-Based Expert System for Assist Physician to Diagnosis of Malaria: XPerMal

Nowadays, common diseases like malaria, typhoid and cholera become more dangerous problems for people living in this world. The objective is how it can avoid the queue of patients in hospital. In this article, the author has proposed a model of expert systems using the knowledge of physician and other health professionals. The rule based expert system XPerMal useful for patients infected with common diseases and this system will give an answer as similar to a doctor or medical expert and also this system is very useful in rural areas where we have young medical experts or have no medical expert. The reasoning strategy is a key element in many medical tasks. It is well known that developing countries face a shortage of medical expertise in the medical sciences. Patients also find a huge queue in hospitals. Because of this, they are unable to provide good medical services to their inhabitants. The knowledge is acquired from literature review and human experts in the specific field and is used as a basis for analysis, diagnosis and decision-making. Knowledge is represented by an integrated formalism that combines rules and facts.

Does causal reasoning lead to moral reasoning? Consumers' responses to scandalized athletes and endorsements

PurposeMarketers and brand managers are subject to reputational crises when their endorsers are involved in scandals. To effectively manage such crises, it is imperative to understand (1) the underlying mechanisms through which consumers process negative information surrounding morally tainted endorsers, and (2) how these mechanisms affect consumer behavior in the context of athlete scandals.Design/methodology/approachDrawing on attribution theory and the moral reasoning strategy framework, we investigate the impact of attribution on moral reasoning strategies, and the impact of such strategies on consumers' responses to scandalized athletes and endorsements.FindingsOverall, our results demonstrate that the same scandal can be evaluated differently, depending on its information, including the consensus, distinctiveness, and consistency of the scandal. The results of Study 1 show that in the context of an on-field scandal, individuals engage in a sequential cognitive process in which they go through attribution, the choice of a moral reasoning strategy, and ultimately a response. The results of Study 2 reveal that in the context of an off-field scandal, attribution directly influences consumers' responses.Originality/valueWe extend the existing literature on the moral reasoning of athlete scandals by suggesting that attribution is a determinant of moral reasoning choice in the context of on-field scandals. We also extend the sports marketing and consumer behavior literature by suggesting that consumers' diverse reactions to athlete scandals depend on their attribution patterns and moral reasoning choices.

Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill

The purpose of the study is to explore possible strategies to ‘insert’ themes of care into Indonesia’s English curriculum. It is stipulated that the English curriculum containing themes of care, ethics and morality can contribute to the advancement of students’ engagement in learning and enable moral reasoning skill toward the generation of responsible members of society upholding values of tolerance and respect for difference of others. This is a library research, employing a qualitative content review of related literature to find strategies for integrating themes of care into English curriculum. It is found that integrating themes of care into curricular subjects, including English, is very possible to undertake, and provides students with higher order thinking skills in a functional manner. It is of great importance to students as they get benefits from being taught the ways to approach and eventually solve complex, real-life moral problems by applying particular skills drawn from the PAVE moral reasoning strategy. The English curriculum addressing such a long-term outcome for the application of the integration incorporates teaching students how to attain balanced competence, academically, socially and morally all at once.

Conception and development of inductive reasoning and mathematical induction in the context of written argumentations

Nowadays, mathematical reasoning and making proof have taken importance for all students from the grade level of elementary education to university. More specifically, mathematical induction (MI) is a kind of proof and reasoning strategy taking place nearly all grade levels. Moreover, teachers are important factors affecting student learning and they can acquire necessary knowledge and skills developmentally in their teacher education programs. This paper makes contributions to domain of research by investigating the development of PMT’s conception of MI in the context of written argumentations encouraging MI. In other words, the purpose of this multiple case study is to explore how PMT’s conception of mathematical induction develop through their written argumentations. These cases show that there exist improvements in PMT’s written argumentations, conception of MI and proof construction activities related to MI. In other words, the more organized and structured they produced written argumentation, the more successfully they use and make mathematical induction.

What does research on clinical reasoning have to say to clinical teachers?

Clinical reasoning is a crucial determinant of physicians’ performance. It is key to arrive at a correct diagnosis, which substantially increases the chance of appropriate therapeutic decisions. Clinical teachers face the daily challenge of helping their students to develop clinical reasoning. To select appropriate teaching strategies, it may be useful to become acquainted with the results of the research on clinical reasoning that has been conducted over the last decades. This article synthesizes the findings of this research that help in particular to understand the cognitive processes involved in clinical reasoning, the trajectory that leads the student from novice to expert, and instructional approaches that have been shown to be useful to facilitating this trajectory. The focus of the article is the diagnostic process, because it is about it that most research has been conducted. This research indicates that there is not a particular reasoning strategy that is specific to expert physicians and could be taught to students. It is the availability of a large knowledge base organized in memory in illness scripts of different formats that explains the expert’s better performance. The more, the richer, and the more well-structured are the illness scripts a physician has stored in memory, the more he/she would be able to make accurate diagnoses. These scripts are formed gradually over the years of education. To help develop them, students should be exposed to a wide variety of clinical problems, with which they must interact actively. Instructional approaches that require students to systematically reflect on problems, analyzing differences and similarities between them, explaining underlying mechanisms, comparing and contrasting alternative diagnoses, have proved useful to help refine disease scripts. These approaches are valuable tools for teachers concerned with the development of their students clinical reasoning.

Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using Geogebra

The concept of Higher-Order Thinking Skills (HOTS) is one of the highlighted aspects in producing human capital of high quality. However, the level of HOTS among students in Malaysia is still at a lower stage. Among the causes of this problem is the learning strategy used in classroom, which is less effective in creating and enhancing HOTS optimally. Therefore, the main focus in this study was to investigate the potential role of an inductive reasoning strategy using Geogebra in increasing the students’ level of HOTS. Besides, it also aimed to identify the relationship between HOTS and students’ inductive reasoning for the topic of Graphs of Functions II. The design of study was quasi-experimental which involved 94 form-four students from a secondary school in Johor. The sample of this study was divided into three groups: (1) Treatment Group 1 (inductive reasoning strategy using Geogebra); Treatment Group 2 (inductive reasoning strategy); and (3) a control group (conventional). The instrument of the study comprised a set of HOTS questions and a worksheet based on an inductive reasoning strategy using Geogebra. Using the Multivariate Analysis of Variance (MANOVA), it was found that the overall HOTS level of the students, which included applying, analysing, evaluating and creating skills, could be enhanced through this strategy. The findings also show that there was a positive relationship between HOTS and inductive reasoning. In conclusion, an inductive reasoning strategy can provide positive impacts on students’ HOTS in the topic of Graphs of Functions II

Students’ Open-Ended Problem Solving Strategy Based on Visual-spatial and Logical-mathematical Intelligence

Problem solving and intelligence are connected each other. Every student has their own different intelligence. Intelligence affect students’ problem solving strategy. This research aimed at describing the strategy of geometry open-ended problem solving of visual-spatial and logical-mathematical student. This research includes as descriptive research with qualitative approach. The research subjects consists of two students which are one student with visual-spatial and one student with logical-mathematical intelligence. The result shows that student of visual-spatial can understand and solve the problem, however lack to pay attention to the word description, while student of logical-mathematical can solve the problem with attend all of the information as well. In solving problem, student of visual-spatial and logical-mathematical can connect the given information to gain new information, which is that strategy called as logical reasoning strategy. Then, student of visual-spatial and logical-mathematical use the known formula to gain new equation, which is called as write an equation strategy. At the last solution, student of visual-spatial disposed to use table which is called as draw a picture or model strategy. While student of logical-mathematical disposed to do try and error to get the solution, which is called guess and check strategy.Keywords: strategy of problem solving, geometry open-ended problem, visual-spatial intelligence, logical-mathematical intelligence