Sample records for questionable impact origin
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Ryder, G.; Delano, J.W.; Warren, P.H.; Kallemeyn, G.W.; Dalrymple, G.B.
1996-01-01
A 6 mm-diameter dark spherule, 15434,28, from the regolith on the Apennine Front at the Apollo 15 landing site has a homogeneous glass interior with a 200 ??m-thick rind of devitrified or crystallized melt. The rind contains abundant small fragments of Apollo 15 olivine-normative mare basalt and rare volcanic Apollo 15 green glass. The glass interior of the spherule has the chemical composition, including a high FeO content and high CaO/Al2O3, of a mare basalt. Whereas the major element and Sc, Ni, and Co abundances are similar to those of low-Ti mare basalts, the incompatible elements and Sr abundances are similar to those of high-Ti mare basalts. The relative abundance patterns of the incompatible trace elements are distinct from any other lunar mare basalts or KREEP; among these distinctions are a much steeper slope of the heavy rare earth elements. The 15434,28 glass has abundances of the volatile element Zn consistent with both impact glasses and crystalline mare basalts, but much lower than in glasses of mare volcanic origin. The glass contains siderophile elements such as Ir in abundances only slightly higher than accepted lunar indigenous levels, and some, such as Au, are just below such upper limits. The age of the glass, determined by the 40Ar/39Ar laser incremental heating technique, is 1647 ?? 11 Ma (2 ??); it is expressed as an age spectrum of seventeen steps over 96% of the 39Ar released, unusual for an impact glass. Trapped argon is negligible. The undamaged nature of the sphere demonstrates that it must have spent most of its life buried in regolith; 38Ar cosmic ray exposure data suggest that it was buried at less than 2m but more than a few centimeters if a single depth is appropriate. That the spherule solidified to a glass is surprising; for such a mare composition, cooling at about 50??C s-1 is required to avoid crystallization, and barely attainable in such a large spherule. The low volatile abundances, slightly high siderophile abundances, and
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Impact origin of the Sudbury structure: Evolution of a theory
NASA Technical Reports Server (NTRS)
Lowman, Paul D., Jr.
1992-01-01
This paper reviews the origin, development, and present status of the widely accepted theory, proposed by Robert S. Dietz in 1962, that the Sudbury structure was formed by meteoritic or asteroidal impact. The impact theory for the origin of the Sudbury structure seems supported by a nearly conclusive body of evidence. However, even assuming an impact origin to be correct, at least three major questions require further study: (1) the original size and shape of the crater, before tectonic deformation and erosion; (2) the source of the melt now forming the Sudbury Igneous Complex; and (3) the degree, if any, to which the Ni-Cu-platinum group elements are meteoritic. The history of the impact theory illustrates several under-appreciated aspects of scientific research: (1) the importance of cross-fertilization between space research and terrestrial geology; (2) the role of the outsider in stimulating thinking by insiders; (3) the value of small science, at least in the initial stages of an investigation, Dietz's first field work having been at his own expense; and (4) the value of analogies (here, between the Sudbury Igneous Complex and the maria), which although incorrect in major aspects, may trigger research on totally new lines. Finally, the Sudbury story illustrates the totally unpredictable and, by implication, unplannable nature of basic research, in that insight to the origin of the world's then-greatest Ni deposit came from the study of tektites and the Moon.
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Census 1981--Question on Racial and Ethnic Origin. Briefing Paper.
ERIC Educational Resources Information Center
Saunders, Cheryl
The British Office of Population Censuses and Surveys (OPCS) is considering the inclusion of a question on race and ethnic origin in the 1981 census of Great Britain. This paper addresses the importance of obtaining statistical data on minority groups and examines some of the arguments and problems likely to be raised over the issue of including…
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ERIC Educational Resources Information Center
Terry, Rodney L.; Fond, Marissa
2013-01-01
People of Hispanic origin, including monolingual Spanish speakers, have experienced difficulty identifying with a race category on U.S. demographic surveys. As part of a larger research effort by the U.S. Census Bureau to improve race and Hispanic origin questions for the 2020 Census, we tested experimental versions of race and Hispanic origin…
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Origin, extent and health impacts of air pollution in Sub-Saharan Africa
NASA Astrophysics Data System (ADS)
Bauer, S.; Im, U.; Mezuman, K.
2017-12-01
Southern Africa produces about a third of the Earth's biomass burning aerosol particles, yet the fate of these particles, their origin, chemical composition and their influence on regional and global climate is poorly understood. These research questions motivated the NASA field campaign ORACLES (ObseRvations of Aerosols above CLouds and their intEractionS). ORACLES is a five year investigation with three Intensive Observation Periods (IOP) designed to study key processes that determine the climate impacts of African biomass burning aerosols. The first IOP has been carried out in 2016. The main focus of the field campaign are aerosol-cloud interactions, however in our first study related to this area we will investigate the aerosol plume itself, its origin, extend and its resulting health impacts. Here we will discuss results using the global mesoscale model NASA GEOS-5 in conjunction with the NASA GISS-E2 climate model to investigate climate and health impacts that are directly related to the anthropogenic fire activities in Sub-Saharan Africa. Focus will be on the SH winter seasons biomass burning events, its contribution to Sub-Saharan air pollution in relationship to other air-pollution sources and its resulting premature mortality.
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Murthy, Ruchi; Rose, Gregory; Liddy, Clare; Afkham, Amir; Keely, Erin
2017-01-01
Since 2010, the Champlain BASE (Building Access to Specialist Advice through eConsultation) has allowed primary care providers (PCPs) to submit clinical questions to specialists through a secure web service. The study objectives are to describe questions asked to Infectious Diseases specialists through eConsultation and assess impact on physician behaviors. eConsults completed through the Champlain BASE service from April 15, 2013 to January 29, 2015 were characterized by the type of question asked and infectious disease content. Usage data and PCP responses to a closeout survey were analyzed to determine eConsult response time, change in referral plans, and change in planned course of action. Of the 224 infectious diseases eConsults, the most common question types were as follows: interpretation of a clinical test 18.0% (41), general management 16.5 % (37), and indications/goals of treating a particular condition 16.5% (37). The most frequently consulted infectious diseases were as follows: tuberculosis 14.3% (32), Lyme disease 14.3% (32), and parasitology 12.9% (29). Within 24 hours, 63% of cases responded to the questions, and 82% of cases took under 15 minutes to complete. In 32% of cases, a face-to-face referral was originally planned by the PCP but was no longer needed. In 8% of cases, the PCP referred the patient despite originally not planning to make a referral. In 55% of cases, the PCP either received new information or changed their course of action. An eConsult service provides PCPs with timely access to infectious disease specialists' advice that often results in a change in plans for a face-to-face referral. © The Author 2017. Published by Oxford University Press on behalf of Infectious Diseases Society of America.
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NASA Technical Reports Server (NTRS)
Ryder, Graham; Delano, John W.; Warren, Paul H.; Kallemeyn, Gregory W.; Dalrymple, G. Brent
1996-01-01
A 6 mm-diameter dark spherule, 15434,28, from the regolith on the Apennine Front at the Apollo 15 landing site has a homogeneous glass interior with a 200 microns-thick rind of devitrified or crystallized melt. The rind contains abundant small fragments of Apollo 15 olivine-normative mare basalt and rare volcanic Apollo 15 green glass. The glass interior of the spherule has the chemical composition, including a high FeO content and high CaO/Al2O3, of a mare basalt. Whereas the major element and Sc, Ni, and Co abundances are similar to those of low-Ti mare basalts, the incompatible elements and Sr abundances are similar to those of high-Ti mare basaits. The relative abundance patterns of the incompatible trace elements are distinct from any other lunar mare basalts or KREEP; among these distinctions are a much steeper slope of the heavy rare earth elements. The 15434,28 glass has abundances of the volatile element Zn consistent with both impact glasses and crystalline mare basalts, but much lower than in glasses of mare volcanic origin. The glass contains siderophile elements such as Ir in abundances only slightly higher than accepted lunar indigenous levels, and some, such as Au, are just below such upper limits. The age of the glass, determined by the Ar-40/Ar-39 laser incremental heating technique, is 1647 +/- 11 Ma (2 sigma); it is expressed as an age spectrum of seventeen steps over 96% of the Ar-38 released, unusual for an impact glass. Trapped argon is negligible. The undamaged nature of the sphere demonstrates that it must have spent most of its life buried in regolith; Ar-38 cosmic ray exposure data suggest that it was buried at less than 2m but more than a few centimeters if a single depth is appropriate. That the spherule solidified to a glass is surprising; for such a mare composition, cooling at about 50 C/s is required to avoid crystallization, and barely attainable in such a large spherule. The low volatile abundances, slightly high siderophile
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The ultimate question of origins: God and the beginning of the Universe.
NASA Astrophysics Data System (ADS)
Craig, W. L.
Both cosmology and philosophy trace their roots to the wonder felt by the ancient Greeks as they contemplated the Universe. The ultimate question remains why the Universe exists rather than nothing. This question led Leibniz to postulate the existence of a metaphysically necessary being, which he identified as God. Leibniz's critics, however, disputed this identification, claiming that the space-time universe itself may be the metaphysically necessary being. The discovery during this century that the Universe began to exist, however, calls into question the Universe's status as metaphysically necessary, since any necessary being must be eternal in its existence. Although various cosmogonic models claiming to avert the beginning of the Universe predicted by the standard model have been and continue to be offered, no model involving an eternal universe has proved as plausible as the standard model. Unless we are to assert that the Universe simply sprang into being uncaused out of nothing, we are thus led to Leibniz's conclusion. Several objections to inferring a supernatural cause of the origin of the Universe are considered and found to be unsound.
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The Ultimate Question of Origins: God and the Beginning of the Universe
NASA Astrophysics Data System (ADS)
Craig, William Lane
1999-12-01
Both cosmology and philosophy trace their roots to the wonder felt by the ancient Greeks as they contemplated the universe. The ultimate question remains why the universe exists rather than nothing. This question led Leibniz to postulate the existence of a metaphysically necessary being, which he identified as God. Leibniz's critics, however, disputed this identification, claiming that the space-time universe itself may be the metaphysically necessary being. The discovery during this century that the universe began to exist, however, calls into question the universe's status as metaphysically necessary, since any necessary being must be eternal in its existence. Although various cosmogonic models claiming to avert the beginning of the universe predicted by the standard model have been and continue to be offered, no model involving an eternal universe has proved as plausible as the standard model. Unless we are to assert that the universe simply sprang into being uncaused out of nothing, we are thus led to Leibniz's conclusion. Several objections to inferring a supernatural cause of the origin of the universe are considered and found to be unsound.
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ERIC Educational Resources Information Center
Braxton, John M.; Nordvall, Robert C.
1988-01-01
Quality of a faculty member's graduate department origin and its relationship to test construction was examined. Findings indicated a tendency for faculty holding advanced degrees from higher quality graduate departments to ask more synthesis questions. (Author/MLW)
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Moon origin - The impact-trigger hypothesis
NASA Technical Reports Server (NTRS)
Hartmann, William K.
1986-01-01
Arguments in favor of the impact-trigger model of lunar origin are presented. Lunar properties favoring this hypothesis include: (1) lunar iron and volatile deficiency; (2) angular momentum of the earth-moon system; and (3) similar O isotopes, bulk iron contents, and densities of earth's mantle and the moon. It is shown that the intense early bombardment averaged during earth's formation was several billion times the present meteoritic mass flux, consistent with a giant impact.
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Lunar Geoscience: Key Questions for Future Lunar Exploration
NASA Astrophysics Data System (ADS)
Head, James
2014-05-01
Lunar Geoscience: Key Questions for Future Lunar Exploration James W. Head, Department of Geological Sciences, Brown University, Providence, RI 02912 USA. (Invited paper/solicited talk for EGU 2014 PS2.3 Lunar session, Bernard H. Foing, Convener EGU PS2.3) The last several decades of intensive robotic exploration of the Moon has built on early Apollo and Luna exploration to provide fundamental knowledge of Earth's satellite and an excellent perspective on the most well-documented planetary body other than Earth. This new planetological perspective has raised substantial new questions about the nature of the origin of the Moon, its early differentiation and bombardment history, its internal thermal evolution, the production of its secondary crust as exemplified by the lunar maria, and tertiary crust as potentially seen in steep-sided domes and impact melt differentiates, the abundance of interior volatiles and their role in volcanic eruptions, and the abundance of surface volatiles and their concentration in polar regions. On the basis of this new information, a series of specific outstanding geoscience questions can be identified that can serve as guides for future human and robotic exploration. These include: 1) What is the nature and abundance of impact melt seas and what rock types do they produce upon differentiation and solidification? 2) Where are lunar mantle samples located on the lunar surface and what processes are responsible for placing them there? 3) What processes are responsible for producing the silica-rich viscous domes, such as those seen at Gruithuisen? 4) What are the volatile species involved in the emplacement of lunar pyroclastic deposits and what clues do they provide about deep magmatic volatiles and shallow volatile formation processes? 5) How do we account for the differing characteristics of regional dark mantling pyroclastic deposits? 6) When did mare basalt volcanism begin (earliest cryptmaria) and how and where is it manifested? 7
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Noachian and Hesperian modification of the original Chryse impact basin topography
NASA Technical Reports Server (NTRS)
Stockman, Stephanie; Frey, Herbert
1994-01-01
We propose a new center (35.5 W, 32.5 N) and ring assignment for the original Chryse impact basin based on photogeologic mapping and re-examination of the published geology. Noachian features in the Chryse Planitia area are the best indicators of the original ancient multiringed impact structure. While other workers have centered the Chryse impact on the topographic low associated with Hesperian volcanic and fluvial deposits, we suggest that the center of the original Noachian-age excavation cavity was located 800 km farther NE, and the basin topography was significantly modified over time.
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Impact Chemistry and the Origin of Life
NASA Astrophysics Data System (ADS)
Melosh, H. J.; Pasek, M.
2012-12-01
Most discussions of global environmental effects of large impacts focus on changes deleterious to extant life. However, impacts may also produce changes that enhance or even create conditions beneficial to the origin of life. Many other authors have discussed impact delivery of organic molecules, and some have shown the shock synthesis of prebiotic molecules such as amino acids during impact. Our past work on the chemistry of impacts demonstrated that strong chemical reduction occurs in impact melt ejecta (spherules and melt droplets; tektites). Here we focus on the element phosphorus (P), whose role is crucial in biology as the backbone of DNA and RNA, and in metabolic biochemical energy transfer. Pasek previously showed that reduced P readily enters into interesting biological compounds with organic molecules in aqueous solution, and that these reduced P compounds may generate structures similar to sugar phosphates, which are critical to life as we know it. In this talk we argue that impact reduction of P transforms terrestrial and meteoritic phosphates bearing an oxidation state of +5 to the lower redox states of +3 (phosphites) and 0 as an alloy with metal (phosphides). We base this argument on studies of fulgurites—glasses formed by cloud-to-ground lightning—that bear phosphides and phosphites as major carriers of P. Fulgurite chemistry frequently parallels that of impact glasses. Additionally, thermodynamic calculations show that separation of an O-rich vapor from a melt readily results in the transformation of phosphate to phosphites and metal phosphides. These results are confirmed by the presence of metal phosphides within tektites. The impact reduction of phosphates followed by global dispersal of reduced P in the form of glassy droplets likely played a major role in the origin of life on Earth and perhaps on other young planets.
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Impacts and the origin of life
NASA Technical Reports Server (NTRS)
Oberbeck, Verne R.; Fogleman, Guy
1989-01-01
Consideration is given to the estimate of Maher and Stevenson (1988) of the time at which life could have developed on earth through chemical evolution within a time interval between impact events, assuming chemical or prebiotic evolution times of 100,000 to 10,000,000 yrs. An error in the equations used to determine the time periods between impact events in estimating this time is noted. A revised equation is presented and used to calculate the point in time at which impact events became infrequent enough for life to form. By using this equation, the finding of Maher and Stevenson that life could have first originated between 4,100 and 4,300 million years ago is changed to 3,700 to 4,000 million years ago.
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DOE Office of Scientific and Technical Information (OSTI.GOV)
Slattery, W.L.
1998-12-31
A few years after the Apollo flights to the Moon, it became clear that all of the existing theories on the origin of the Moon would not satisfy the growing body of constraints which appeared with the data gathered by the Apollo flights. About the same time, researchers began to realize that the inner (terrestrial) planets were not born quietly -- all had evidences of impacts on their surfaces. This fact reinforced the idea that the planets had formed by the accumulation of planetesimals. Since the Earth`s moon is unique among the terrestrial planets, a few researchers realized that perhapsmore » the Moon originated in a singular event; an event that was quite probable, but not so probable that one would expect all the terrestrial planets to have a large moon. And thus was born the idea that a giant impact formed the Moon. Impacts would be common in the early solar system; perhaps a really large impact of two almost fully formed planets of disparate sizes would lead to material orbiting the proto-earth, a proto-moon. This idea remained to be tested. Using a relatively new, but robust, method of doing the hydrodynamics of the collision (Smoothed-Particle Hydrodynamics), the author and his colleagues (W. Benz, Univ. of Arizona, and A.G.W. Cameron, Harvard College Obs.) did a large number of collision simulations on a supercomputer. The author found two major scenarios which would result in the formation of the Moon. The first was direct formation; a moon-sized object is boosted into orbit by gravitational torques. The second is when the orbiting material forms a disk, which, with subsequent evolution can form the Moon. In either case the physical and chemical properties of the newly formed Moon would very neatly satisfy the physical and chemical constraints of the current Moon. Also, in both scenarios the surface of the Earth would be quite hot after the collision. This aspect remains to be explored.« less
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Finding Useful Questions: On Bayesian Diagnosticity, Probability, Impact, and Information Gain
ERIC Educational Resources Information Center
Nelson, Jonathan D.
2005-01-01
Several norms for how people should assess a question's usefulness have been proposed, notably Bayesian diagnosticity, information gain (mutual information), Kullback-Liebler distance, probability gain (error minimization), and impact (absolute change). Several probabilistic models of previous experiments on categorization, covariation assessment,…
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Question 2: why an astrobiological study of titan will help us understand the origin of life.
Raulin, Francois
2007-10-01
For understanding the origin(s) of life on Earth it is essential to search for and study extraterrestrial environments where some of the processes which participated in the emergence of Life on our planet are still occurring. This is one of the goals of astrobiology. In that frame, the study of extraterrestrial organic matter is essential and is certainly not of limited interest regarding prebiotic molecular evolution. Titan, the largest satellite of Saturn and the only planetary body with an atmosphere similar to that of the Earth is one of the places of prime interest for these astrobiological questions. It presents many analogies with the primitive Earth, and is a prebiotic-like laboratory at the planetary scale, where a complex organic chemistry in is currently going on.
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Open Questions on the Origin of Life at Anoxic Geothermal Fields
Mulkidjanian, Armen Y.; Bychkov, Andrew Yu.; Dibrova, Daria V.; Galperin, Michael Y.; Koonin, Eugene V.
2014-01-01
We have recently reconstructed the ‘hatcheries’ of the first cells by combining geochemical analysis with phylogenomic scrutiny of the inorganic ion requirements of universal components of modern cells (Mulkidjanian et al.: Origin of first cells at terrestrial, anoxic geothermal fields. Proc Natl Acad Sci USA 2012, 109:E821–830). These ubiquitous, and by inference primordial, proteins and functional systems show affinity to and functional requirement for K+, Zn2+, Mn2+, and phosphate. Thus, protocells must have evolved in habitats with a high K+/Na+ ratio and relatively high concentrations of Zn, Mn and phosphorous compounds. Geochemical reconstruction shows that the ionic composition conducive to the origin of cells could not have existed in marine settings but is compatible with emissions of vapor-dominated zones of inland geothermal systems. Under anoxic, CO2-dominated atmosphere, the ionic composition of pools of cool, condensed vapor at anoxic geothermal fields would resemble the internal milieu of modern cells. Such pools would be lined with porous silicate minerals mixed with metal sulfides and enriched in K+ ions and phosphorous compounds. Here we address some questions that have appeared in print after the publication of our anoxic geothermal field scenario. We argue that anoxic geothermal fields, which were identified as likely cradles of life by using a top-down approach and phylogenomics analysis as a tool, could provide geochemical conditions similar to those which were suggested as most conducive for the emergence of life by the chemists who pursuit the complementary bottom-up strategy. PMID:23132762
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Compositional evidence for an impact origin of the Moon's Procellarum basin
NASA Astrophysics Data System (ADS)
Nakamura, Ryosuke; Yamamoto, Satoru; Matsunaga, Tsuneo; Ishihara, Yoshiaki; Morota, Tomokatsu; Hiroi, Takahiro; Takeda, Hiroshi; Ogawa, Yoshiko; Yokota, Yasuhiro; Hirata, Naru; Ohtake, Makiko; Saiki, Kazuto
2012-11-01
The asymmetry between the nearside and farside of the Moon is evident in the distribution of mare basalt, crustal thickness and concentrations of radioactive elements, but its origin remains controversial. According to one attractive scenario, a gigantic impact early in the Moon's history produced the observed dichotomy; the putative 3,000-km-diameter Procellarum basin has been suggested to be a relic of this ancient impact. Low-calcium pyroxene can be formed during an impact by melting a mixture of crust and mantle materials or by excavating differentiated cumulates from the lunar magma ocean. Therefore, the association of low-calcium pyroxene with a lunar basin could indicate an impact origin. Here we use spectral mapping data from KAGUYA/SELENE (ref. ) to show that low-calcium pyroxene is concentrated around two established impact structures, the South Pole-Aitken and Imbrium basins. In addition, we detect a high concentration of low-calcium pyroxene at Procellarum, which supports an impact origin of the ancient basin. We propose that, in forming the largest known basin on the Moon, the impact excavated the nearside's primary feldspathic crust, which derived from the lunar magma ocean. A secondary feldspathic crust would have later recrystallized from the sea of impact melt, leading to two distinct sides of the Moon.
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Growth Impacts on Public Service Expenditures: Some Questions for the Community. Coping with Growth.
ERIC Educational Resources Information Center
Rimbey, Neil R.
Defining public services as the basic community/regional services which are provided to residents through tax receipts and service charges, this publication identifies variables for each service group and presents them in the form of questions that communities should find useful when analyzing impacts of growth. After listing questions dealing…
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Quéméré, Erwan; Amelot, Xavier; Pierson, Julie; Crouau-Roy, Brigitte; Chikhi, Lounès
2012-08-07
The impact of climate change and anthropogenic deforestation on biodiversity is of growing concern worldwide. Disentangling how past anthropogenic and natural factors contributed to current biome distribution is thus a crucial issue to understand their complex interactions on wider time scales and to improve predictions and conservation strategies. This is particularly important in biodiversity hotspots, such as Madagascar, dominated by large open habitats whose origins are increasingly debated. Although a dominant narrative argues that Madagascar was originally entirely covered by woodlands, which were destroyed by humans, a number of recent studies have suggested that past climatic fluctuations played a major role in shaping current biome distributions well before humans arrived. Here, we address the question of the origin of open habitats in the Daraina region in northern Madagascar, using a multiproxy approach combining population genetics modeling and remote-sensing analyses. We show that (i) contrary to most regions of Madagascar, the forest cover in Daraina remained remarkably stable over the past 60 y, and (ii) the golden-crowned sifaka (Propithecus tattersalli), a forest-dwelling lemur, underwent a strong population contraction before the arrival of the first humans, hence excluding an anthropogenic cause. Prehuman Holocene droughts may have led to a significant increase of grasslands and a reduction in the species' habitat. This contradicts the prevailing narrative that land cover changes are necessarily anthropogenic in Madagascar but does not preclude the later role played by humans in other regions in which recent lemur bottlenecks have been observed.
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Federal Register 2010, 2011, 2012, 2013, 2014
2010-09-02
... questions on impact-resistant lenses, including questions on test procedures, lens testing apparatus, record..., lens testing apparatus, record maintenance, and exemptions to testing. This document also contains more...
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Zachar, István; Szathmáry, Eörs
2017-08-14
The origin of mitochondria is a unique and hard evolutionary problem, embedded within the origin of eukaryotes. The puzzle is challenging due to the egalitarian nature of the transition where lower-level units took over energy metabolism. Contending theories widely disagree on ancestral partners, initial conditions and unfolding of events. There are many open questions but there is no comparative examination of hypotheses. We have specified twelve questions about the observable facts and hidden processes leading to the establishment of the endosymbiont that a valid hypothesis must address. We have objectively compared contending hypotheses under these questions to find the most plausible course of events and to draw insight on missing pieces of the puzzle. Since endosymbiosis borders evolution and ecology, and since a realistic theory has to comply with both domains' constraints, the conclusion is that the most important aspect to clarify is the initial ecological relationship of partners. Metabolic benefits are largely irrelevant at this initial phase, where ecological costs could be more disruptive. There is no single theory capable of answering all questions indicating a severe lack of ecological considerations. A new theory, compliant with recent phylogenomic results, should adhere to these criteria. This article was reviewed by Michael W. Gray, William F. Martin and Purificación López-García.
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Evaluating the impact of clinical librarians on clinical questions during inpatient rounds
Brian, Riley; Orlov, Nicola; Werner, Debra; Martin, Shannon K.; Arora, Vineet M.; Alkureishi, Maria
2018-01-01
Objective The investigation sought to determine the effects of a clinical librarian (CL) on inpatient team clinical questioning quality and quantity, learner self-reported literature searching skills, and use of evidence-based medicine (EBM). Methods Clinical questioning was observed over 50 days of inpatient pediatric and internal medicine attending rounds. A CL was present for 25 days and absent for 25 days. Questioning was compared between groups. Question quality was assessed by a blinded evaluator, who used a rubric adapted from the Fresno Test of Competence in Evidence-Based Medicine. Team members were surveyed to assess perceived impacts of the CL on rounds. Results Rounds with a CL (CLR) were associated with significantly increased median number of questions asked (5 questions CLR vs. 3 NCLR; p<0.01) and answered (3 CLR vs. 2 NCLR; p<0.01) compared to rounds without a CL (NCLR). CLR were also associated with increased mean time spent asking (1.39 minutes CLR vs. 0.52 NCLR; p<0.01) and answering (2.15 minutes CLR vs. 1.05 NCLR; p=0.02) questions. Rounding time per patient was not significantly different between CLR and NCLR. Questions during CLR were 2 times higher in adapted Fresno Test quality than during NCLR (p<0.01). Select participants described how the CL’s presence improved their EBM skills and care decisions. Conclusions Inpatient CLR were associated with more and improved clinical questioning and subjectively perceived to improve clinicians’ EBM skills. CLs may directly affect patient care; further study is required to assess this. CLs on inpatient rounds may be an effective means for clinicians to learn and use EBM skills. PMID:29632440
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Everyone Wins: A Mars-Impact Origin for Carbonaceous Phobos and Deimos
NASA Technical Reports Server (NTRS)
Fries, M.; Welzenbach, L.; Steele, A.
2016-01-01
Discussions of Phobos' and Deimos' origin(s) tend to feature an orthogonally opposed pair of observations: dynamical studies which favor coalescence of the moons from an orbital debris ring arising from a large impact on Mars; and reflectance spectroscopy of the moons that indicate a carbonaceous composition that is not consistent with Martian surface materials. One way to reconcile this discrepancy is to consider the option of a Mars-impact origin for Phobos and Deimos, followed by surficial decoration of carbon-rich materials by interplanetary dust particles (IDP). The moons experience a high IDP flux because of their location in Mars' gravity well. Calculations show that accreted carbon is sufficient to produce a surface with reflectance spectra resembling carbonaceous chondrites.
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Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices
ERIC Educational Resources Information Center
Pham, Ly Ngoc Khanh; Hamid, M. Obaidul
2013-01-01
Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…
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Coderre, Sylvain P; Harasym, Peter; Mandin, Henry; Fick, Gordon
2004-11-05
Pencil-and-paper examination formats, and specifically the standard, five-option multiple-choice question, have often been questioned as a means for assessing higher-order clinical reasoning or problem solving. This study firstly investigated whether two paper formats with differing number of alternatives (standard five-option and extended-matching questions) can test problem-solving abilities. Secondly, the impact of the alternatives number on psychometrics and problem-solving strategies was examined. Think-aloud protocols were collected to determine the problem-solving strategy used by experts and non-experts in answering Gastroenterology questions, across the two pencil-and-paper formats. The two formats demonstrated equal ability in testing problem-solving abilities, while the number of alternatives did not significantly impact psychometrics or problem-solving strategies utilized. These results support the notion that well-constructed multiple-choice questions can in fact test higher order clinical reasoning. Furthermore, it can be concluded that in testing clinical reasoning, the question stem, or content, remains more important than the number of alternatives.
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Towards answering the "so what" question in marine renewables environmental impact assessment.
NASA Astrophysics Data System (ADS)
Degraer, Steven; Birchenough, Silvana N. R.; Braeckman, Ulrike; Coolen, Joop W. P.; Dannheim, Jennifer; De Mesel, Ilse; Grégoire, Marilaure; Kerckhof, Francis; Lacroix, Geneviève; Lindeboom, Han; Moens, Tom; Soetaert, Karline; Vanaverbeke, Jan; Van Hoey, Gert
2016-04-01
Marine renewable energy (MRE) projects are increasingly occupying the European North-Atlantic coasts and this is clearly observed in the North Sea. Given the expected impacts on the marine environment, each individual project is accompanied by a legally mandatory, environmental monitoring programme. These programmes are focused on the resultant effects on ecosystem component structure (e.g. species composition, numbers and densities) of single industrial projects. To date, there is a tendency to further narrow down to only a selection of ecosystem components (e.g. marine mammals and birds). While a wide knowledge-based understanding of structural impacts on (a selection of) ecosystem components exists, this evidence is largely lacking when undertaking impact assessments at the ecosystem functioning level (e.g. trophic interactions, dispersal and nutrient cycling). This critical knowledge gap compromises a scientifically-underpinned answer to the "so what" question of environmental impacts, i.e. whether the observed impacts are considered to be good or bad, or acceptable or unacceptable. The importance of ecosystem functioning is further acknowledged in the descriptors 4 and 6 of the Marine Strategy Framework Directive (EU MSFD) and is at the heart of a sustainable use and management of our marine resources. There hence is a fundamental need to focus on ecosystem functioning at the spatial scales at which marine ecosystems function when assessing MRE impacts. Here, we make a plea for an increased investment in a large (spatial) scale impact assessment of MRE projects focused on ecosystem functioning. This presentation will cover a selection of examples from North Sea MRE monitoring programmes, where the current knowledge has limited conclusions on the "so what" question. We will demonstrate how an ecosystem functioning-focused approach at an appropriate spatial scale could advance our current understanding, whilst assessing these issues. These examples will cover
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Origins of Life: Open Questions and Debates
NASA Astrophysics Data System (ADS)
Brack, André
2017-10-01
Stanley Miller demonstrated in 1953 that it was possible to form amino acids from methane, ammonia, and hydrogen in water, thus launching the ambitious hope that chemists would be able to shed light on the origins of life by recreating a simple life form in a test tube. However, it must be acknowledged that the dream has not yet been accomplished, despite the great volume of effort and innovation put forward by the scientific community. A minima, primitive life can be defined as an open chemical system, fed with matter and energy, capable of self-reproduction (i.e., making more of itself by itself), and also capable of evolving. The concept of evolution implies that chemical systems would transfer their information fairly faithfully but make some random errors. If we compared the components of primitive life to parts of a chemical automaton, we could conceive that, by chance, some parts self-assembled to generate an automaton capable of assembling other parts to produce a true copy. Sometimes, minor errors in the building generated a more efficient automaton, which then became the dominant species. Quite different scenarios and routes have been followed and tested in the laboratory to explain the origin of life. There are two schools of thought in proposing the prebiotic supply of organics. The proponents of a metabolism-first call for the spontaneous formation of simple molecules from carbon dioxide and water to rapidly generate life. In a second hypothesis, the primeval soup scenario, it is proposed that rather complex organic molecules accumulated in a warm little pond prior to the emergence of life. The proponents of the primeval soup or replication first approach are by far the more active. They succeeded in reconstructing small-scale versions of proteins, membranes, and RNA. Quite different scenarios have been proposed for the inception of life: the RNA world, an origin within droplets, self-organization counteracting entropy, or a stochastic approach merging
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Huang, Francis L; Cornell, Dewey G
2015-12-01
Accurate measurement is essential to determining the prevalence of bullying and evaluating the effectiveness of intervention efforts. The most common measurement approach is through anonymous self-report surveys, but previous studies have suggested that students do not adhere to standard definitions of bullying and may be influenced by the order of questions about types of victimization. In the current study, we have presented findings from 2 randomized experiments designed to determine (a) the impact of using or not using a definition of bullying and (b) asking about general versus specific types of bullying victimization and how the order of these questions affects victimization-prevalence rates. The study was conducted using a sample of 17,301 students attending 119 high schools. Findings indicate that the use of a definition had no impact on prevalence rates, but asking specific bullying-victimization questions (e.g., "I have been verbally bullied at school") prior to general bullying-victimization questions (e.g., "I have been bullied at school"), resulted in a 29-76% increase in victimization-prevalence rates. Results suggest that surveys that ask general-to-specific bullying-victimization questions, such as those found in national and international surveys, may be underreporting bullying victimization. (c) 2015 APA, all rights reserved).
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Life, the Universe, and everything—42 fundamental questions
NASA Astrophysics Data System (ADS)
Allen, Roland E.; Lidström, Suzy
2017-01-01
In The Hitchhiker’s Guide to the Galaxy, by Douglas Adams, the Answer to the Ultimate Question of Life, the Universe, and Everything is found to be 42—but the meaning of this is left open to interpretation. We take it to mean that there are 42 fundamental questions which must be answered on the road to full enlightenment, and we attempt a first draft (or personal selection) of these ultimate questions, on topics ranging from the cosmological constant and origin of the Universe to the origin of life and consciousness.
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Question Popularity Analysis and Prediction in Community Question Answering Services
Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu
2014-01-01
With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users’ interest so as to improve the users’ experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository. PMID:24837851
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Question popularity analysis and prediction in community question answering services.
Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu
2014-01-01
With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users' interest so as to improve the users' experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository.
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Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John
2015-01-01
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312
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Impacts of Socratic questioning on moral reasoning of nursing students.
Torabizadeh, Camellia; Homayuni, Leyla; Moattari, Marzieh
2018-03-01
Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method. This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students. In a quasi-experimental study, Crisham's Nursing Dilemma Test was used to evaluate the results of three groups before, immediately after, and 2 months after intervention. The data were analyzed using the SPSS statistical software (v 15). Participants and research context: Through random allocation, 103 nursing students were divided into three groups. In experiment group 1 (37 students), intervention consisted of Socratic questioning-based sessions on ethics and how to deal with moral dilemmas; experiment group 2 (33 students) attended a 4-h workshop; and the control group (33 students) was not subject to any interventions. Signed informed consent forms: This research was approved by the Ethics Committee of the University. All the participants signed written informed consents. There were significant differences between experiment group 1 and experiment group 2's pre-test and post-test scores on moral reasoning (p ≤ 0.001, p ≤ 0.001), nursing principled thinking (p ≤ 0.001, p ≤ 0.001), and practical considerations (p ≤ 0.001, p ≤ 0.031). Both the teaching approaches improved the subjects' moral reasoning; however, Socratic questioning proved more effective than lecturing. Compared to other similar studies in Iran and other countries, the students had inadequate moral reasoning competence. This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics
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Teaching with Cases: Learning to Question.
ERIC Educational Resources Information Center
Boehrer, John; Linsky, Marty
1990-01-01
This chapter discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for case discussion, including the role of questions, and new directions for case teaching. (MLW)
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Question 1: Origin of Life and the Living State
NASA Astrophysics Data System (ADS)
Kauffman, Stuart
2007-10-01
The aim of this article is to discuss four topics: First, the origin of molecular reproduction. Second, the origin of agency the capacity of a system to act on its own behalf. Agency is a stunning feature of human and some wider range of life. Third, to discuss a still poorly articulated feature of life noticed by the philosopher Immanuel Kant over 200 years ago: A self propagating organization of process. We have no theory for this aspect of life, yet it is central to life. Fourth, I will discuss constraints, as in Schroedinger’s aperiodic crystal (Schroedinger E, What is life? The physical aspect of the living cell, 1944), as information, part of the total non-equilibrium union of matter, energy, work, work cycles, constraints, and information that appear to comprise the living state.
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Question 1: origin of life and the living state.
Kauffman, Stuart
2007-10-01
The aim of this article is to discuss four topics: First, the origin of molecular reproduction. Second, the origin of agency - the capacity of a system to act on its own behalf. Agency is a stunning feature of human and some wider range of life. Third, to discuss a still poorly articulated feature of life noticed by the philosopher Immanuel Kant over 200 years ago: A self propagating organization of process. We have no theory for this aspect of life, yet it is central to life. Fourth, I will discuss constraints, as in Schroedinger's aperiodic crystal (Schroedinger E, What is life? The physical aspect of the living cell, 1944), as information, part of the total non-equilibrium union of matter, energy, work, work cycles, constraints, and information that appear to comprise the living state.
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Origin of orbital debris impacts on LDEF's trailing surfaces
NASA Technical Reports Server (NTRS)
Kessler, Donald J.
1993-01-01
A model was developed to determine the origin of orbital impacts measured on the training surfaces of LDEF. The model calculates the expected debris impact crater distribution around LDEF as a function of debris orbital parameters. The results show that only highly elliptical, low inclination orbits could be responsible for these impacts. The most common objects left in this type of orbit are orbital transfer stages used by the U.S. and ESA to place payloads into geosynchronous orbit. Objects in this type of orbit are difficult to catalog by the U.S. Space Command; consequently there are independent reasons to believe that the catalog does not adequately represent this population. This analysis concludes that the relative number of cataloged objects with highly elliptical, low inclination orbits must be increased by a factor of 20 to be consistent with the LDEF data.
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The Impact of Asking Intention or Self-Prediction Questions on Subsequent Behavior
Wood, Chantelle; Conner, Mark; Miles, Eleanor; Sandberg, Tracy; Taylor, Natalie; Godin, Gaston; Sheeran, Paschal
2015-01-01
The current meta-analysis estimated the magnitude of the impact of asking intention and self-prediction questions on rates of subsequent behavior, and examined mediators and moderators of this question–behavior effect (QBE). Random-effects meta-analysis on 116 published tests of the effect indicated that intention/prediction questions have a small positive effect on behavior (d+ = 0.24). Little support was observed for attitude accessibility, cognitive dissonance, behavioral simulation, or processing fluency explanations of the QBE. Multivariate analyses indicated significant effects of social desirability of behavior/behavior domain (larger effects for more desirable and less risky behaviors), difficulty of behavior (larger effects for easy-to-perform behaviors), and sample type (larger effects among student samples). Although this review controls for co-occurrence of moderators in multivariate analyses, future primary research should systematically vary moderators in fully factorial designs. Further primary research is also needed to unravel the mechanisms underlying different variants of the QBE. PMID:26162771
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Physical Origins of Space Weather Impacts: Open Physics Questions
NASA Astrophysics Data System (ADS)
Lanzerotti, L. J.
2011-12-01
Beginning with the era of development of electrical telegraph systems in the early 19th century, physical processes in the space environment on the Sun, in the interplanetary medium, and around Earth have influenced the design and operations of ever-increasing and sophisticated technical systems, both in space and on the ground. Understanding of Earth's space environment has increased enormously in the last century and one-half. Nevertheless, many of the physical processes that produced effects on early cable and wireless technologies continue to plague modern-day systems. And as new technologies are developed for improved communications, surveillance, navigation, and conditions for human space flight, the solar-terrestrial environment often offers surprises to their safe, secure and uninterrupted operations. This talk will address some of the challenges that I see to the successful operations of some modern-day technical systems that are posed by significant deficiencies of understanding of physical processes operating from the Sun to the Earth.
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Inheritance of silicate differentiation during lunar origin by giant impact
NASA Technical Reports Server (NTRS)
Warren, Paul H.
1992-01-01
It is pointed out that the implication of the popular giant impact model of lunar origin (e.g., Hartmann and Davis, 1975; Cameron and Ward, 1976; Stevenson, 1987) is that any depth-related silicate differentiation within the impactor (and/or the earth) at the time of the impact must be partly inherited by the preferentially peripheral matter that forms the moon. This paper presents calculations of the magnitude of the net differentiation of the protolunar matter for a variety of elements and scenarios, with different assumptions regarding the geometries of the 'sampled' peripheral zones, the relative proportions of the earth-derived to impactor-derived matter in the final moon, and the degree to which the impactor mantle had crystallized prior to the giant impact. It is shown that these differention effects constrain the overall plausibility of the giant impact hypothesis.
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The origin of the moon and the single-impact hypothesis. I
NASA Technical Reports Server (NTRS)
Benz, W.; Slattery, W. L.; Cameron, A. G. W.
1986-01-01
One of the newer ideas regarding the origin of the moon is concerned with a single-impact hypothesis. It is pointed out that this theory has the advantage of overcoming most of the difficulties with the classical theories. The angular momentum of the earth-moon system can easily be obtained by varying the initial conditions of the impact. A series of three-dimensional numerical simulations of the collision between the earth and an object of about 1/10 its mass is presented. Different impact velocities, impact parameters, and initial internal energies are considered. Attention is given to assumptions, the equation of state, numerical techniques utilizing the momentum equation and the energy conservation equation, tests, and initial conditions and units.
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ERIC Educational Resources Information Center
Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John
2015-01-01
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…
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Weston, Michele; Haudek, Kevin C; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John
2015-01-01
One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. © 2015 M. Weston et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
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The origin and emergence of life under impact bombardment
Cockell, Charles S
2006-01-01
Craters formed by asteroids and comets offer a number of possibilities as sites for prebiotic chemistry, and they invite a literal application of Darwin's ‘warm little pond’. Some of these attributes, such as prolonged circulation of heated water, are found in deep-ocean hydrothermal vent systems, previously proposed as sites for prebiotic chemistry. However, impact craters host important characteristics in a single location, which include the formation of diverse metal sulphides, clays and zeolites as secondary hydrothermal minerals (which can act as templates or catalysts for prebiotic syntheses), fracturing of rock during impact (creating a large surface area for reactions), the delivery of iron in the case of the impact of iron-containing meteorites (which might itself act as a substrate for prebiotic reactions), diverse impact energies resulting in different rates of hydrothermal cooling and thus organic syntheses, and the indiscriminate nature of impacts into every available lithology—generating large numbers of ‘experiments’ in the origin of life. Following the evolution of life, craters provide cryptoendolithic and chasmoendolithic habitats, particularly in non-sedimentary lithologies, where limited pore space would otherwise restrict colonization. In impact melt sheets, shattered, mixed rocks ultimately provided diverse geochemical gradients, which in present-day craters support the growth of microbial communities. PMID:17008223
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The origin and emergence of life under impact bombardment.
Cockell, Charles S
2006-10-29
Craters formed by asteroids and comets offer a number of possibilities as sites for prebiotic chemistry, and they invite a literal application of Darwin's 'warm little pond'. Some of these attributes, such as prolonged circulation of heated water, are found in deep-ocean hydrothermal vent systems, previously proposed as sites for prebiotic chemistry. However, impact craters host important characteristics in a single location, which include the formation of diverse metal sulphides, clays and zeolites as secondary hydrothermal minerals (which can act as templates or catalysts for prebiotic syntheses), fracturing of rock during impact (creating a large surface area for reactions), the delivery of iron in the case of the impact of iron-containing meteorites (which might itself act as a substrate for prebiotic reactions), diverse impact energies resulting in different rates of hydrothermal cooling and thus organic syntheses, and the indiscriminate nature of impacts into every available lithology-generating large numbers of 'experiments' in the origin of life. Following the evolution of life, craters provide cryptoendolithic and chasmoendolithic habitats, particularly in non-sedimentary lithologies, where limited pore space would otherwise restrict colonization. In impact melt sheets, shattered, mixed rocks ultimately provided diverse geochemical gradients, which in present-day craters support the growth of microbial communities.
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Use of Discriminatory Questions in Screening Interviews.
ERIC Educational Resources Information Center
Jablin, Fredric M.
1982-01-01
Fifty-six college placement directors perceived that five percent of the on-campus job recruiters ask illegal questions concerning applicants' sex, age, national origin, race or color, handicaps, or religion. Forty percent of the student applicants are judged to be unaware of illegal questioning. (Author/MLF)
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Outstanding questions: physics beyond the Standard Model.
Ellis, John
2012-02-28
The Standard Model of particle physics agrees very well with experiment, but many important questions remain unanswered, among them are the following. What is the origin of particle masses and are they due to a Higgs boson? How does one understand the number of species of matter particles and how do they mix? What is the origin of the difference between matter and antimatter, and is it related to the origin of the matter in the Universe? What is the nature of the astrophysical dark matter? How does one unify the fundamental interactions? How does one quantize gravity? In this article, I introduce these questions and discuss how they may be addressed by experiments at the Large Hadron Collider, with particular attention to the search for the Higgs boson and supersymmetry.
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The Origin and Impact History of Lunar Meteorite Yamato 86032
NASA Technical Reports Server (NTRS)
Yamaguchi, A.; Takeda, H.; Nyquist, L. E.; Bogard, D. D.; Ebihara, M.; Karouji, Y.
2004-01-01
Yamato (Y) 86032 is a feldspathic lunar highland breccia having some characteristics of regolith breccia. The absence of KREEP components in the matrix in Y86032 indicates that these meteorites came from a long distance from Mare Imbrium, perhaps from the far-side of the moon. One ferroan anorthosite (FAN) clast in Y86032 has a very old Ar-Ar age of approximately 4.35-4.4 Ga. The negative Nd of this clast may suggest a direct link with the primordial magma ocean. The facts indicate that Y86032 contains components derived from a protolith of the original lunar crust. Detailed petrologic characterization of each component in this breccia is essential to understand the early impact history and origin of the lunar highland crust. We made a large slab (5.2 x 3.6 cm x 3-5 mm) of Y86032 to better understand the relationship of various lithologies and their petrologic origin.
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Constraining the Origin of Impact Craters on Al Foils from the Stardust Interstellar Dust Collector
NASA Technical Reports Server (NTRS)
Stroud, Rhonda M.; Achilles, Cheri; Allen, Carlton; Ansari, Asna; Bajt, Sasa; Bassim, Nabil; Bastien, Ron S.; Bechtel, H. A.; Borg, Janet; Brenker, Frank E.;
2012-01-01
Preliminary examination (PE) of the aerogel tiles and Al foils from the Stardust Interstellar Dust Collector has revealed multiple impact features. Some are most likely due to primary impacts of interstellar dust (ISD) grains, and others are associated with secondary impacts of spacecraft debris, and possibly primary impacts of interplanetary dust particles (IDPs) [1, 2]. The current focus of the PE effort is on constraining the origin of the individual impact features so that definitive results from the first direct laboratory analysis of contemporary ISD can be reported. Because crater morphology depends on impacting particle shape and composition, in addition to the angle and direction of impact, unique particle trajectories are not easily determined. However, elemental analysis of the crater residues can distinguish real cosmic dust from the spacecraft debris, due to the low cosmic abundance of many of the elements in the spacecraft materials. We present here results from the elemental analysis of 24 craters and discuss the possible origins of 4 that are identified as candidate ISD impacts
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Snowden, Jonathan M; Tilden, Ellen L; Odden, Michelle C
2018-06-08
In this article, we conclude our 3-part series by focusing on several concepts that have proven useful for formulating causal questions and inferring causal effects. The process of causal inference is of key importance for physiologic childbirth science, so each concept is grounded in content related to women at low risk for perinatal complications. A prerequisite to causal inference is determining that the question of interest is causal rather than descriptive or predictive. Another critical step in defining a high-impact causal question is assessing the state of existing research for evidence of causality. We introduce 2 causal frameworks that are useful for this undertaking, Hill's causal considerations and the sufficient-component cause model. We then provide 3 steps to aid perinatal researchers in inferring causal effects in a given study. First, the researcher should formulate a rigorous and clear causal question. We introduce an example of epidural analgesia and labor progression to demonstrate this process, including the central role of temporality. Next, the researcher should assess the suitability of the given data set to answer this causal question. In randomized controlled trials, data are collected with the express purpose of answering the causal question. Investigators using observational data should also ensure that their chosen causal question is answerable with the available data. Finally, investigators should design an analysis plan that targets the causal question of interest. Some data structures (eg, time-dependent confounding by labor progress when estimating the effect of epidural analgesia on postpartum hemorrhage) require specific analytical tools to control for bias and estimate causal effects. The assumptions of consistency, exchangeability, and positivity may be especially useful in carrying out these steps. Drawing on appropriate causal concepts and considering relevant assumptions strengthens our confidence that research has reduced
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ERIC Educational Resources Information Center
Nelson, Jonathan D.
2007-01-01
Reports an error in "Finding Useful Questions: On Bayesian Diagnosticity, Probability, Impact, and Information Gain" by Jonathan D. Nelson (Psychological Review, 2005[Oct], Vol 112[4], 979-999). In Table 13, the data should indicate that 7% of females had short hair and 93% of females had long hair. The calculations and discussion in the article…
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Riggle, Ellen D B; Drabble, Laurie; Veldhuis, Cindy B; Wootton, Angie; Hughes, Tonda L
2018-01-01
Support from family of origin is important to the health and wellbeing of sexual minority women (SMW) and structural stigma may impact that support. The recent extension of marriage rights to same-sex couples in all U.S. states provided an opportunity to examine whether this change in law would impact the relationship of SMW with their families of origin regarding their same-sex relationships, including marriage. Interviews with 20 SMW were conducted to learn about their perceptions of how support from families of origin had been impacted by or changed since the U.S. Supreme Court decision (Obergefell v. Hodges, 135 S. Ct. 2584, 2015). Thematic analysis of the narrative responses revealed stories of continued family support; increases in acceptance or support; mixed support/rejection or unclear messages; "don't ask, don't tell" or silence; and continued or increased family rejection. Most participant narratives included more than one theme. Implications for SMW's health and relationships are discussed.
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Noachian and Hesperian modification of the original Chryse impact basin topography
NASA Technical Reports Server (NTRS)
Stockman, S. A.; Frey, H.
1995-01-01
We prospose a new center and ring assignment for the original Chryse impact basin based upon photogeologic mapping of Noachian outcrops and re-examination of the published geology using orthographic projections. While others have centered the Chryse impact on the topographic low associated with Hesperian volcanic and fluvial deposits, we suggest that the center of the Noachian-age excavation cavity was located approximately 800 km to the north, and that the basin topography was modified significantly from the Noachian into the Hesperian. Evolution of the topographic low included structural modification by a later impact centered in Acidalia, restricted volcanic deposition and loading, localized subsidence, and restricted deposition from the circum-Chryse outlfow channels.
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Computer-assisted handwriting style identification system for questioned document examination
NASA Astrophysics Data System (ADS)
Cha, Sung-Hyuk; Yoon, Sungsoo; Tappert, Charles C.; Lee, Yillbyung
2005-03-01
Handwriting originates from a particular copybook style such as Palmer or Zaner-Bloser that one learns in childhood. Since questioned document examination plays an important investigative and forensic role in many types of crime, it is important to develop a system that helps objectively identify a questioned document"s handwriting style. Here, we propose a computer vision system that can assist a document examiner in the identification of a writer"s handwriting style and therefore the origin or nationality of an unknown writer of a questioned document. We collected 33 Roman alphabet copybook styles from 18 countries. Each character in a questioned document is segmented and matched against all of the 33 handwriting copybook styles. The more characters present in the questioned document, the higher the accuracy observed.
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ERIC Educational Resources Information Center
Hardman, J.; Ng'ambi, D.
2003-01-01
Access to the textual world of academia requires that learners are familiar with the critical open-ended questioning stance demanded by textuality. Anecdotal evidence suggests that learners registered for the Bachelor of Education Honours degree are unable to generate appropriate questions to interrogate academic text, impacting on their ability…
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Two fundamental questions about protein evolution.
Penny, David; Zhong, Bojian
2015-12-01
Two basic questions are considered that approach protein evolution from different directions; the problems arising from using Markov models for the deeper divergences, and then the origin of proteins themselves. The real problem for the first question (going backwards in time) is that at deeper phylogenies the Markov models of sequence evolution must lose information exponentially at deeper divergences, and several testable methods are suggested that should help resolve these deeper divergences. For the second question (coming forwards in time) a problem is that most models for the origin of protein synthesis do not give a role for the very earliest stages of the process. From our knowledge of the importance of replication accuracy in limiting the length of a coding molecule, a testable hypothesis is proposed. The length of the code, the code itself, and tRNAs would all have prior roles in increasing the accuracy of RNA replication; thus proteins would have been formed only after the tRNAs and the length of the triplet code are already formed. Both questions lead to testable predictions. Copyright © 2014 Elsevier B.V. and Société Française de Biochimie et Biologie Moléculaire (SFBBM). All rights reserved.
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An age of both Ilumetsa structures - support of their impact origin
NASA Astrophysics Data System (ADS)
Losiak, A.; Plado, J.; Jõeleht, A.; Szyszka, M.; Wild, E. M.; Bronikowska, M.; Belcher, C.; Steier, P.
2017-09-01
Two Ilumetsa craters are listed as a proven meteorite impact site in the Earth Impact Database, but neither remnants of the projectile nor other identification criteria (e.g., PDFs) have been found up to this point [1]. Also, until now, the temporal relation between two Ilumetsa craters has not been established, as only larger structure was dated by determining 14C age of gyttja (containing charcoal and silty sand) present within it [2]. In the present study we have established an age of both Ilumetsa craters by the 14C dating of charcoal present within their ejecta blankets (similar method was used recently to date Kaali crater [3]). Both craters were formed between 7170 and 7000 cal. BP. Such temporal relation supports impact origin of those features.
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Evaluating an impact origin for Mercury's high-magnesium region
NASA Astrophysics Data System (ADS)
Frank, Elizabeth A.; Potter, Ross W. K.; Abramov, Oleg; James, Peter B.; Klima, Rachel L.; Mojzsis, Stephen J.; Nittler, Larry R.
2017-03-01
During its four years in orbit around Mercury, the MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) spacecraft's X-ray Spectrometer revealed a large geochemical terrane in the northern hemisphere that hosts the highest Mg/Si, S/Si, Ca/Si, and Fe/Si and lowest Al/Si ratios on the planet. Correlations with low topography, thin crust, and a sharp northern topographic boundary led to the proposal that this high-Mg region is the remnant of an ancient, highly degraded impact basin. Here we use a numerical modeling approach to explore the feasibility of this hypothesis and evaluate the results against multiple mission-wide data sets and resulting maps from MESSENGER. We find that an 3000 km diameter impact basin easily exhumes Mg-rich mantle material but that the amount of subsequent modification required to hide basin structure is incompatible with the strength of the geochemical anomaly, which is also present in maps of Gamma Ray and Neutron Spectrometer data. Consequently, the high-Mg region is more likely to be the product of high-temperature volcanism sourced from a chemically heterogeneous mantle than the remains of a large impact event.
Plain Language SummaryDuring its four years in orbit around Mercury, chemical measurements from the MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) spacecraft revealed a large region of unusual composition relative to the rest of the planet. Its elevated magnesium abundance, in particular, led to the name of the "high-magnesium region" (HMR). High magnesium abundance in rock can be an indicator of its <span class="hlt">origin</span>, such as high-temperature volcanism. Although the HMR covers approximately 15% of Mercury's surface, its <span class="hlt">origin</span> is not obvious. It does roughly correspond to a depression with thin crust, which previously led to the hypothesis that it is an ancient <span class="hlt">impact</span> crater that was large enough to excavate mantle material, which, in rocky planets</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017DPS....4940601G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017DPS....4940601G"><span>On the <span class="hlt">impact</span> <span class="hlt">origin</span> of Phobos and Deimos</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Genda, Hidenori; Hyodo, Ryuki; Chanorz, Sebastian; Rosenblatt, Pascal</p> <p>2017-10-01</p> <p>Phobos and Deimos, the two small satellites of Mars, are thought either to be captured asteroids or to have accreted in an <span class="hlt">impact</span>-induced debris disk. Recently, we succeeded in making them in a framework of the giant <span class="hlt">impact</span> scenario [1]. In our canonical simulation, large moons form from the material in the dense inner disk and then migrate outwards due to gravitational interactions with the remnant disk. As the large inner moons migrate outward, their orbital resonances sweep up and gather materials distributed within a thin outer disk, facilitating accretion of two small satellites whose sizes are similar to Phobos and Deimos. The large inner moons fall back to Mars after about 5 million years due to tidal pull of Mars, and the two small outer satellites evolve into current Phobos- and Deimos-like orbits.In addition, we recently perform high-resolution SPH giant <span class="hlt">impact</span> simulations using sophisticated equation of states (M-ANEOS). We investigate the thermodynamic and physical aspects of the <span class="hlt">impact</span>-induced disk [2], such as degrees of melting and vaporization of materials, mixing ratio of Mars and impactor’s materials, and expected particle sizes that form Phobos and Deimos. Our results will give useful information for planning a future sample return mission to Martian moons, such as JAXA’s MMX (Martian Moons eXploration) mission.[1] Rosenblatt, P., Charnoz, S., Dunseath, K.M., Terao-Dunseath, M., Trinh, A., Hyodo, R., Genda, H., Toupin, S., 2016. Accretion of Phobos and Deimos in an extended debris disc stirred by transient moons. Nature Geoscience 9, 581-583.[2] Hyodo, R., Genda, H., Charnoz, S., Rosenblatt, P., 2017, On the <span class="hlt">impact</span> <span class="hlt">origin</span> of Phobos and Deimos I: Thermodynamic and physical aspects. ApJ accepted (arXiv:1707.06282).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19796838','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19796838"><span>The <span class="hlt">origins</span> and <span class="hlt">impact</span> of primate segmental duplications.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Marques-Bonet, Tomas; Girirajan, Santhosh; Eichler, Evan E</p> <p>2009-10-01</p> <p>Duplicated sequences are substrates for the emergence of new genes and are an important source of genetic instability associated with rare and common diseases. Analyses of primate genomes have shown an increase in the proportion of interspersed segmental duplications (SDs) within the genomes of humans and great apes. This contrasts with other mammalian genomes that seem to have their recently duplicated sequences organized in a tandem configuration. In this review, we focus on the mechanistic <span class="hlt">origin</span> and <span class="hlt">impact</span> of this difference with respect to evolution, genetic diversity and primate phenotype. Although many genomes will be sequenced in the future, resolution of this aspect of genomic architecture still requires high quality sequences and detailed analyses.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=socratic+AND+method&pg=5&id=EJ658628','ERIC'); return false;" href="https://eric.ed.gov/?q=socratic+AND+method&pg=5&id=EJ658628"><span>Using Socratic <span class="hlt">Questioning</span> in the Classroom.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moore, Lori; Rudd, Rick</p> <p>2002-01-01</p> <p>Describes the Socratic <span class="hlt">questioning</span> method and discusses its use in the agricultural education classroom. Presents a four-step model: <span class="hlt">origin</span> and source of point of view; support, reasons, evidence, and assumptions; conflicting views; and implications and consequences. (JOW)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20040200929','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20040200929"><span><span class="hlt">Impact</span> Constraints on the Age and <span class="hlt">Origin</span> of the Crustal Dichotomy on Mars</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Frey, H. V.</p> <p>2004-01-01</p> <p>MOLA data have revealed a large population of "Quasi-Circular Depressions" (QCDs) with little or no visible expression in image data. These likely buried <span class="hlt">impact</span> basins have important implications for the age of the lowland crust, how that compares with <span class="hlt">original</span> highland crust, and when and how the crustal dichotomy may have formed. The buried lowlands are of Early Noachian age, likely slightly younger than the buried highlands but older than the exposed (visible) highland surface. A depopulation of large visible basins at diameters 800 to 1300 km suggests some global scale event early in martian history, maybe related to the formation of the lowlands andor the development of Tharsis. A suggested early disappearance of the global magnetic field can be placed within a temporal sequence of formation of the very largest <span class="hlt">impact</span> basins. The global field appears to have disappeared at about the time the lowlands formed. It seems likely the topographic crustal dichotomy was produced very early in martian history by processes which operated very quickly. This and the preservation of large relic <span class="hlt">impact</span> basins in the north- em hemisphere, which themselves can account for the lowland topography, suggest that large <span class="hlt">impacts</span> played the major role in the <span class="hlt">origin</span> Mars fundamental crustal feature.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20040170456&hterms=major+depression&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dmajor%2Bdepression','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20040170456&hterms=major+depression&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dmajor%2Bdepression"><span><span class="hlt">Impact</span> Constraints on the Age and <span class="hlt">Origin</span> of the Crustal Dichotomy on Mars</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Frey, Herbert V.</p> <p>2004-01-01</p> <p>MOLA data have revealed a large population of 'Quasi-Circular Depressions' (QCDs) with little or no visible expression in image data. These likely buried <span class="hlt">impact</span> basins have important implications for the age of the lowland crust, how that compares with <span class="hlt">original</span> highland crust, and when and how the crustal dichotomy may have formed. The buried lowlands are of Early Noachian age, likely slightly younger than the buried highlands but older than the exposed (visible) highland surface. A depopulation of large visible basins at diameters 800 to 1300 km suggests some global scale event early in martian history, maybe related to the formation of the lowlands and/or the development of Tharsis. A suggested early disappearance of the global magnetic field can be placed within a temporal sequence of formation of the very largest <span class="hlt">impact</span> basins. The global field appears to have disappeared at about the time the lowlands formed. It seems likely the topographic crustal dichotomy was produced very early in martian history by processes which operated very quickly. This and the preservation of large relic <span class="hlt">impact</span> basins in the northern hemisphere, which themselves can account for the lowland topography, suggest that large <span class="hlt">impacts</span> played the major role in the <span class="hlt">origin</span> Mars fundamental crustal feature.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EPSC...11...76R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EPSC...11...76R"><span>The martian moons as the remnants of a giant <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ronnet, T.; Vernazza, P.; Mousis, O.; Brugger, B.; Beck, P.; Devouard, B.; Witasse, O.; Cipriani, F.</p> <p>2017-09-01</p> <p>The <span class="hlt">origin</span> of Phobos and Deimos is still an open <span class="hlt">question</span>. Currently, none of the three proposed scenarios for their <span class="hlt">origin</span> (intact capture of two distinct outer solar system small bodies, co-accretion with Mars, and accretion within an <span class="hlt">impact</span>-generated disk) is able to reconcile their orbital and physical properties. Here we show that gas-to-solid condensation of the building blocks in the outer part of an extended <span class="hlt">impact</span>-generated disk could reproduce the spectral and physical properties of the moons.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5344911','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5344911"><span>Investigating the Grammatical and Pragmatic <span class="hlt">Origins</span> of Wh-<span class="hlt">Questions</span> in Children with Autism Spectrum Disorders</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jyotishi, Manya; Fein, Deborah; Naigles, Letitia</p> <p>2017-01-01</p> <p>Compared to typically developing children, children with autism (ASD) show delayed production of wh-<span class="hlt">questions</span>. It is currently controversial the degree to which such deficits derive from social-pragmatic requirements and/or because these are complex grammatical structures. The current study employed the intermodal preferential looking (IPL) paradigm, which reduces social-pragmatic demands. The IPL paradigm can help distinguish these proposals, as successful comprehension promotes the “pragmatics-origins” argument whereas comprehension difficulties would implicate a “grammatical-origins” argument. Additionally, we tested both the linguistic and social explanations by assessing the contributions of children's early grammatical knowledge (i.e., SVO word order) and their social-pragmatic scores on the Vineland to their later wh-<span class="hlt">question</span> comprehension. Fourteen children with ASD and 17 TD children, matched on language level, were visited in their homes at 4-month intervals. Comprehension of wh-<span class="hlt">questions</span> and SVO word order were tested via IPL: the wh-<span class="hlt">question</span> video showed a costumed horse and bird serving as agents or patients of familiar transitive actions. During the test trials, they were displayed side by side with directing audios (e.g., “What did the horse tickle?”, “What hugged the bird?”, “Where is the horse/bird?”). Children's eye movements were coded offline; the DV was their percent looking to the named item during test. To show comprehension, children should look longer at the named item during a where-<span class="hlt">question</span> than during a subject-wh or object-wh <span class="hlt">question</span>. Results indicated that TD children comprehended both subject and object wh-<span class="hlt">questions</span> at 32 months of age. Comprehension of object-wh <span class="hlt">questions</span> emerged chronologically later in children with ASD compared to their TD peers, but at similar levels of language. Moreover, performance on word order and social-pragmatic scores independently predicted both groups' later performance on wh-<span class="hlt">question</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1151080.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1151080.pdf"><span>Investigating Teacher <span class="hlt">Questions</span> within the Framework of Knowledge Building Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kiss, Tamas; Wang, Alex</p> <p>2017-01-01</p> <p>This study is designed to investigate the <span class="hlt">impact</span> of teacher experience and cognition on teacher <span class="hlt">questioning</span> in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most <span class="hlt">questions</span> in a classroom and that the majority of their <span class="hlt">questions</span> have little <span class="hlt">impact</span> on learning since they focus on classroom management…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26197328','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26197328"><span>Evaluating the Long-Term Health and Economic <span class="hlt">Impacts</span> of Central Residential Air Filtration for Reducing Premature Mortality Associated with Indoor Fine Particulate Matter (PM2.5) of Outdoor <span class="hlt">Origin</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhao, Dan; Azimi, Parham; Stephens, Brent</p> <p>2015-07-21</p> <p>Much of human exposure to fine particulate matter (PM2.5) of outdoor <span class="hlt">origin</span> occurs in residences. High-efficiency particle air filtration in central heating, ventilating, and air-conditioning (HVAC) systems is increasingly being used to reduce concentrations of particulate matter inside homes. However, <span class="hlt">questions</span> remain about the effectiveness of filtration for reducing exposures to PM2.5 of outdoor <span class="hlt">origin</span> and adverse health outcomes. Here we integrate epidemiology functions and mass balance modeling to estimate the long-term health and economic <span class="hlt">impacts</span> of HVAC filtration for reducing premature mortality associated with indoor PM2.5 of outdoor <span class="hlt">origin</span> in residences. We evaluate 11 classifications of filters (MERV 5 through HEPA) using six case studies of single-family home vintages and ventilation system combinations located in 22 U.S. cities. We estimate that widespread use of higher efficiency filters would reduce premature mortality by 0.002-2.5% and increase life expectancy by 0.02-1.6 months, yielding annual monetary benefits ranging from $1 to $1348 per person in the homes and locations modeled herein. Large differences in the magnitude of health and economic <span class="hlt">impacts</span> are driven largely by differences in rated filter efficiency and building and ventilation system characteristics that govern particle infiltration and persistence, with smaller influences attributable to geographic location.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19940007156','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19940007156"><span><span class="hlt">Origins</span> of Solar Systems Workshop: The <span class="hlt">Origin</span>, Evolution, and Detectability of Short Period Comets</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Stern, S. Alan</p> <p>1993-01-01</p> <p>The <span class="hlt">origin</span> of the short period comets (SPC) (periods less than 200 years), the dynamical formation of their present reservoir(s), the cause and rate of their transport to the inner planetary region where they can be detected, and the magnitude of selection effects in their discovery are important research <span class="hlt">questions</span> directly coupled to the goals of understanding the <span class="hlt">origin</span> and evolution of the Solar System. To address these <span class="hlt">questions</span> in an intensive way, an interdisciplinary, five month long Workshop from Jan. to May 1993 at Southwest Research Institute (SwRI) in San Antonio was convened. The goal of this Workshop was to advance the state of understanding about the <span class="hlt">origins</span>, dynamical evolution, and present location of short period comets and their reservoir(s).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160005882','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160005882"><span>Testing and Resilience of the <span class="hlt">Impact</span> <span class="hlt">Origin</span> of the Moon</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Righter, K.; Canup, R. M.</p> <p>2016-01-01</p> <p>The leading hypothesis for the <span class="hlt">origin</span> of the Moon is the giant <span class="hlt">impact</span> model, which grew out of the post-Apollo science community. The hypothesis was able to explain the high E-M system angular momentum, the small lunar core, and consistent with the idea that the early Moon melted substantially. The standard hypothesis requires that the Moon be made entirely from the impactor, strangely at odds with the nearly identical oxygen isotopic composition of the Earth and Moon, compositions that might be expected to be different if Moon came from a distinct impactor. Subsequent geochemical research has highlighted the similarity of both geochemical and isotopic composition of the Earth and Moon, and measured small but significant amounts of volatiles in lunar glassy materials, both of which are seemingly at odds with the standard giant <span class="hlt">impact</span> model. Here we focus on key geochemical measurements and spacecraft observations that have prompted a healthy re-evaluation of the giant <span class="hlt">impact</span> model, provide an overview of physical models that are either newly proposed or slightly revised from previous ideas, to explain the new datasets.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Anthology&id=EJ893155','ERIC'); return false;" href="https://eric.ed.gov/?q=Anthology&id=EJ893155"><span>Postreading <span class="hlt">Questioning</span> and Middle School Students' Understanding of Literature</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liang, Lauren Aimonette; Watkins, Naomi M.; Graves, Michael F.; Hosp, John</p> <p>2010-01-01</p> <p>The study examined the effectiveness of a "story map," a <span class="hlt">questioning</span> technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the <span class="hlt">original</span> story map--a teacher-generated, postreading <span class="hlt">questioning</span> framework--was never empirically tested. This…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PRPER..13b0117D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PRPER..13b0117D"><span><span class="hlt">Impact</span> of scaffolding and <span class="hlt">question</span> structure on the gender gap</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dawkins, Hillary; Hedgeland, Holly; Jordan, Sally</p> <p>2017-12-01</p> <p>We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of <span class="hlt">question</span> scaffolding into account, we identify <span class="hlt">questions</span> that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such <span class="hlt">questions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26045510','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26045510"><span>Do <span class="hlt">questions</span> help? The <span class="hlt">impact</span> of audience response systems on medical student learning: a randomised controlled trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mains, Tyler E; Cofrancesco, Joseph; Milner, Stephen M; Shah, Nina G; Goldberg, Harry</p> <p>2015-07-01</p> <p>Audience response systems (ARSs) are electronic devices that allow educators to pose <span class="hlt">questions</span> during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their <span class="hlt">impact</span> on student learning remains unclear. This randomised controlled trial was designed to isolate the <span class="hlt">impact</span> of ARSs on student learning and students' perception of ARSs during a lecture. First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS <span class="hlt">questions</span> were embedded or (ii) watch the same lecture without the ARS <span class="hlt">questions</span>. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience. 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment. Embedding three ARS <span class="hlt">questions</span> within a 30 min lecture increased students' knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19830049937&hterms=universe+solar+system&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Duniverse%2Bsolar%2Bsystem','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19830049937&hterms=universe+solar+system&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Duniverse%2Bsolar%2Bsystem"><span><span class="hlt">Impact</span> of solar system exploration on theories of chemical evolution and the <span class="hlt">origin</span> of life</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Devincenzi, D. L.</p> <p>1983-01-01</p> <p>The <span class="hlt">impact</span> of solar system exploration on theories regarding chemical evolution and the <span class="hlt">origin</span> of life is examined in detail. Major findings from missions to Mercury, Venus, the moon, Mars, Jupiter, Saturn, and Titan are reviewed and implications for prebiotic chemistry are discussed. Among the major conclusions are: prebiotic chemistry is widespread throughout the solar system and universe; chemical evolution and the <span class="hlt">origin</span> of life are intimately associated with the <span class="hlt">origin</span> and evolution of the solar system; the rate, direction, and extent of prebiotic chemistry is highly dependent upon planetary characteristics; and continued exploration will increase understanding of how life <span class="hlt">originated</span> on earth and allow better estimates of the likelihood of similar processes occurring elsewhere.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PNAS..113.8127S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PNAS..113.8127S"><span>Quantifying the <span class="hlt">origins</span> of life on a planetary scale</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Scharf, Caleb; Cronin, Leroy</p> <p>2016-07-01</p> <p>A simple, heuristic formula with parallels to the Drake Equation is introduced to help focus discussion on open <span class="hlt">questions</span> for the <span class="hlt">origins</span> of life in a planetary context. This approach indicates a number of areas where quantitative progress can be made on parameter estimation for determining <span class="hlt">origins</span> of life probabilities, based on constraints from Bayesian approaches. We discuss a variety of “microscale” factors and their role in determining “macroscale” abiogenesis probabilities on suitable planets. We also propose that <span class="hlt">impact</span> ejecta exchange between planets with parallel chemistries and chemical evolution could in principle amplify the development of molecular complexity and abiogenesis probabilities. This amplification could be very significant, and both bias our conclusions about abiogenesis probabilities based on the Earth and provide a major source of variance in the probability of life arising in planetary systems. We use our heuristic formula to suggest a number of observational routes for improving constraints on <span class="hlt">origins</span> of life probabilities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4961144','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4961144"><span>Quantifying the <span class="hlt">origins</span> of life on a planetary scale</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Scharf, Caleb; Cronin, Leroy</p> <p>2016-01-01</p> <p>A simple, heuristic formula with parallels to the Drake Equation is introduced to help focus discussion on open <span class="hlt">questions</span> for the <span class="hlt">origins</span> of life in a planetary context. This approach indicates a number of areas where quantitative progress can be made on parameter estimation for determining <span class="hlt">origins</span> of life probabilities, based on constraints from Bayesian approaches. We discuss a variety of “microscale” factors and their role in determining “macroscale” abiogenesis probabilities on suitable planets. We also propose that <span class="hlt">impact</span> ejecta exchange between planets with parallel chemistries and chemical evolution could in principle amplify the development of molecular complexity and abiogenesis probabilities. This amplification could be very significant, and both bias our conclusions about abiogenesis probabilities based on the Earth and provide a major source of variance in the probability of life arising in planetary systems. We use our heuristic formula to suggest a number of observational routes for improving constraints on <span class="hlt">origins</span> of life probabilities. PMID:27382156</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27382156','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27382156"><span>Quantifying the <span class="hlt">origins</span> of life on a planetary scale.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scharf, Caleb; Cronin, Leroy</p> <p>2016-07-19</p> <p>A simple, heuristic formula with parallels to the Drake Equation is introduced to help focus discussion on open <span class="hlt">questions</span> for the <span class="hlt">origins</span> of life in a planetary context. This approach indicates a number of areas where quantitative progress can be made on parameter estimation for determining <span class="hlt">origins</span> of life probabilities, based on constraints from Bayesian approaches. We discuss a variety of "microscale" factors and their role in determining "macroscale" abiogenesis probabilities on suitable planets. We also propose that <span class="hlt">impact</span> ejecta exchange between planets with parallel chemistries and chemical evolution could in principle amplify the development of molecular complexity and abiogenesis probabilities. This amplification could be very significant, and both bias our conclusions about abiogenesis probabilities based on the Earth and provide a major source of variance in the probability of life arising in planetary systems. We use our heuristic formula to suggest a number of observational routes for improving constraints on <span class="hlt">origins</span> of life probabilities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/21583266-giant-impact-origin-charon-nix-hydra','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/21583266-giant-impact-origin-charon-nix-hydra"><span>ON A GIANT <span class="hlt">IMPACT</span> <span class="hlt">ORIGIN</span> OF CHARON, NIX, AND HYDRA</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Canup, Robin M., E-mail: robin@boulder.swri.edu</p> <p></p> <p>It is generally believed that Charon was formed as a result of a large, grazing collision with Pluto that supplied the Pluto-Charon system with its high angular momentum. It has also been proposed that Pluto's small outer moons, Nix and Hydra, formed from debris from the Charon-forming <span class="hlt">impact</span>, although the viability of this scenario remains unclear. Here I use smooth particle hydrodynamics <span class="hlt">impact</span> simulations to show that it is possible to simultaneously form an intact Charon and an accompanying debris disk from a single <span class="hlt">impact</span>. The successful cases involve colliding objects that are partially differentiated prior to <span class="hlt">impact</span>, having thinmore » outer ice mantles overlying a uniform composition rock-ice core. The composition of the resulting debris disks varies from a mixture of rock and ice (similar to the bulk composition of Pluto and Charon) to a pure ice disk. If Nix and Hydra were formed from such an <span class="hlt">impact</span>-generated disk, their densities should be less than or similar to that of Charon and Pluto, and the small moons could be composed entirely of ice. If they were instead formed from captured material, a mixed rock-ice composition and densities similar to that of Charon and Pluto would be expected. Improved constraints on the properties of Nix and Hydra through occultations and/or the New Horizons encounter may thus help to distinguish between these two modes of <span class="hlt">origin</span>, particularly if the small moons are found to have ice-like densities.« less</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25190641','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25190641"><span>'Any <span class="hlt">questions</span>?'--Clinicians' usage of invitations to ask <span class="hlt">questions</span> (IAQs) in outpatient plastic surgery consultations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bristowe, Katherine; Patrick, Peter L</p> <p>2014-12-01</p> <p>To explore use of 'Invitations to Ask <span class="hlt">Questions</span>' (IAQs) by plastic surgeons in outpatient consultations, and consider how type of IAQ <span class="hlt">impacts</span> on patients' responses to, and recollection of, IAQs. Descriptive study: 63 patients were audio recorded in consultation with 5 plastic surgeons, and completed a brief questionnaire immediately after the consultation. Consultation transcripts were analyzed using inductive qualitative methods of Discourse Analysis and compared with questionnaire findings. A taxonomy of IAQs was developed, including three types of IAQ (Overt, Covert, and Borderline). Overt IAQs were rarely identified, and almost all IAQs occurred in the closing stages of the consultation. However, when an overt IAQ was used, patients always recollected being asked if they had any <span class="hlt">questions</span> after the consultation. Patients are rarely explicitly offered the opportunity to ask <span class="hlt">questions</span>. When this does occur, it is often in the closing stages of the consultation. Clinicians should openly encourage patients to ask <span class="hlt">questions</span> frequently throughout the consultation, and be mindful that subtle differences in construction of these utterances may <span class="hlt">impact</span> upon interpretation. Clear communication, of message and intention, is essential in clinical encounters to minimize misunderstanding, misinterpretation, or missed opportunities for patients to raise concerns. Copyright © 2014. Published by Elsevier Ireland Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26469211','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26469211"><span><span class="hlt">Origins</span> of task-specific sensory-independent organization in the visual and auditory brain: neuroscience evidence, open <span class="hlt">questions</span> and clinical implications.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Heimler, Benedetta; Striem-Amit, Ella; Amedi, Amir</p> <p>2015-12-01</p> <p>Evidence of task-specific sensory-independent (TSSI) plasticity from blind and deaf populations has led to a better understanding of brain organization. However, the principles determining the <span class="hlt">origins</span> of this plasticity remain unclear. We review recent data suggesting that a combination of the connectivity bias and sensitivity to task-distinctive features might account for TSSI plasticity in the sensory cortices as a whole, from the higher-order occipital/temporal cortices to the primary sensory cortices. We discuss current theories and evidence, open <span class="hlt">questions</span> and related predictions. Finally, given the rapid progress in visual and auditory restoration techniques, we address the crucial need to develop effective rehabilitation approaches for sensory recovery. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Quality+AND+life+AND+relations+AND+work+AND+family&pg=3&id=EJ290620','ERIC'); return false;" href="https://eric.ed.gov/?q=Quality+AND+life+AND+relations+AND+work+AND+family&pg=3&id=EJ290620"><span>Some <span class="hlt">Questions</span> for the Information Society.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marien, Michael</p> <p>1983-01-01</p> <p>Though frequently forecasted and referred to, the so-called information society is likely but not necessarily inevitable. <span class="hlt">Questions</span> are raised about such a society, including its <span class="hlt">impact</span> on work, commerce, health, education, entertainment, politics, intergroup relations, families, and the <span class="hlt">impact</span> of anticipated changes on the quality of life.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=socratic+AND+method&pg=4&id=EJ891894','ERIC'); return false;" href="https://eric.ed.gov/?q=socratic+AND+method&pg=4&id=EJ891894"><span><span class="hlt">Questioning</span> the <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic</p> <p>2010-01-01</p> <p>Historical accounts of <span class="hlt">questioning</span> used in the education process trace back to Socrates. One of the best examples of his use of <span class="hlt">questioning</span> is found in Plato's "The Republic." Socrates used a series of strategic <span class="hlt">questions</span> to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018Tectp.722..175G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018Tectp.722..175G"><span>Structure and <span class="hlt">origin</span> of Australian ring and dome features with reference to the search for asteroid <span class="hlt">impact</span> events</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Glikson, Andrew</p> <p>2018-01-01</p> <p>Ring, dome and crater features on the Australian continent and shelf include (A) 38 structures of confirmed or probable asteroid and meteorite <span class="hlt">impact</span> <span class="hlt">origin</span> and (B) numerous buried and exposed ring, dome and crater features of undefined <span class="hlt">origin</span>. A large number of the latter include structural and geophysical elements consistent with <span class="hlt">impact</span> structures, pending test by field investigations and/or drilling. This paper documents and briefly describes 43 ring and dome features with the aim of appraising their similarities and differences from those of <span class="hlt">impact</span> structures. Discrimination between <span class="hlt">impact</span> structures and igneous plugs, volcanic caldera and salt domes require field work and/or drilling. Where crater-like morphological patterns intersect pre-existing linear structural features and contain central morphological highs and unique thrust and fault patterns an <span class="hlt">impact</span> connection needs to tested in the field. Hints of potential buried <span class="hlt">impact</span> structures may be furnished by single or multi-ring TMI patterns, circular TMI quiet zones, corresponding gravity patterns, low velocity and non-reflective seismic zones.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4515730','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4515730"><span>Evaluating the Long-Term Health and Economic <span class="hlt">Impacts</span> of Central Residential Air Filtration for Reducing Premature Mortality Associated with Indoor Fine Particulate Matter (PM2.5) of Outdoor <span class="hlt">Origin</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zhao, Dan; Azimi, Parham; Stephens, Brent</p> <p>2015-01-01</p> <p>Much of human exposure to fine particulate matter (PM2.5) of outdoor <span class="hlt">origin</span> occurs in residences. High-efficiency particle air filtration in central heating, ventilating, and air-conditioning (HVAC) systems is increasingly being used to reduce concentrations of particulate matter inside homes. However, <span class="hlt">questions</span> remain about the effectiveness of filtration for reducing exposures to PM2.5 of outdoor <span class="hlt">origin</span> and adverse health outcomes. Here we integrate epidemiology functions and mass balance modeling to estimate the long-term health and economic <span class="hlt">impacts</span> of HVAC filtration for reducing premature mortality associated with indoor PM2.5 of outdoor <span class="hlt">origin</span> in residences. We evaluate 11 classifications of filters (MERV 5 through HEPA) using six case studies of single-family home vintages and ventilation system combinations located in 22 U.S. cities. We estimate that widespread use of higher efficiency filters would reduce premature mortality by 0.002–2.5% and increase life expectancy by 0.02–1.6 months, yielding annual monetary benefits ranging from $1 to $1348 per person in the homes and locations modeled herein. Large differences in the magnitude of health and economic <span class="hlt">impacts</span> are driven largely by differences in rated filter efficiency and building and ventilation system characteristics that govern particle infiltration and persistence, with smaller influences attributable to geographic location. PMID:26197328</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016FrCh....4....4A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016FrCh....4....4A"><span>Are extracted materials truly representative of <span class="hlt">original</span> samples? <span class="hlt">Impact</span> of C18 extraction on CDOM optical and chemical properties</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Andrew, Andrea; Del Vecchio, Rossana; Zhang, Yi; Subramaniam, Ajit; Blough, Neil</p> <p>2016-02-01</p> <p>Some properties of dissolved organic matter (DOM) and chromophoric dissolved organic matter (CDOM) can be easily measured directly on whole waters, while others require sample concentration and removal of natural salts. To increase CDOM content and eliminate salts, solid phase extraction is often employed. Biases following extraction and elution are inevitable, thus raising the <span class="hlt">question</span> of how truly representative the extracted material is of the <span class="hlt">original</span>. In this context, we investigated the wavelength dependence of extraction efficiency for C18 cartridges with respect to CDOM optical properties using samples obtained from the Middle Atlantic Bight (MAB) and the Equatorial Atlantic Ocean (EAO). Further, we compared the optical changes of C18 extracts and the corresponding whole water following chemical reduction with sodium borohydride (NaBH4). C18 cartridges preferentially extracted long-wavelength absorbing/emitting material for samples <span class="hlt">impacted</span> by riverine input. Extraction efficiency overall decreased with offshore distance away from riverine input. Spectral slopes of C18-OM samples were also almost always lower than those of their corresponding CDOM samples supporting the preferential extraction of higher molecular weight absorbing material. The wavelength dependence of the optical properties (absorption, fluorescence emission and quantum yield) of the <span class="hlt">original</span> water samples and their corresponding extracted material were very similar. C18 extracts and corresponding water samples further exhibited comparable optical changes following NaBH4 reduction, thus suggesting a similarity in nature (structure) of the optically active extracted material, independent of geographical locale. Altogether, these data suggested a strong similarity between C18 extracts and corresponding whole waters, thus indicating that extracts are representative of the CDOM content of <span class="hlt">original</span> waters.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4742635','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4742635"><span>Are Extracted Materials Truly Representative of <span class="hlt">Original</span> Samples? <span class="hlt">Impact</span> of C18 Extraction on CDOM Optical and Chemical Properties</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Andrew, Andrea A.; Del Vecchio, Rossana; Zhang, Yi; Subramaniam, Ajit; Blough, Neil V.</p> <p>2016-01-01</p> <p>Some properties of dissolved organic matter (DOM) and chromophoric dissolved organic matter (CDOM) can be easily measured directly on whole waters, while others require sample concentration and removal of natural salts. To increase CDOM content and eliminate salts, solid phase extraction (SPE) is often employed. Biases following extraction and elution are inevitable, thus raising the <span class="hlt">question</span> of how truly representative the extracted material is of the <span class="hlt">original</span>. In this context, we investigated the wavelength dependence of extraction efficiency for C18 cartridges with respect to CDOM optical properties using samples obtained from the Middle Atlantic Bight (MAB) and the Equatorial Atlantic Ocean (EAO). Further, we compared the optical changes of C18 extracts and the corresponding whole water following chemical reduction with sodium borohydride (NaBH4). C18 cartridges preferentially extracted long-wavelength absorbing/emitting material for samples <span class="hlt">impacted</span> by riverine input. Extraction efficiency overall decreased with offshore distance away from riverine input. Spectral slopes of C18-OM samples were also almost always lower than those of their corresponding CDOM samples supporting the preferential extraction of higher molecular weight absorbing material. The wavelength dependence of the optical properties (absorption, fluorescence emission, and quantum yield) of the <span class="hlt">original</span> water samples and their corresponding extracted material were very similar. C18 extracts and corresponding water samples further exhibited comparable optical changes following NaBH4 reduction, thus suggesting a similarity in nature (structure) of the optically active extracted material, independent of geographical locale. Altogether, these data suggested a strong similarity between C18 extracts and corresponding whole waters, thus indicating that extracts are representative of the CDOM content of <span class="hlt">original</span> waters. PMID:26904536</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26904536','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26904536"><span>Are Extracted Materials Truly Representative of <span class="hlt">Original</span> Samples? <span class="hlt">Impact</span> of C18 Extraction on CDOM Optical and Chemical Properties.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Andrew, Andrea A; Del Vecchio, Rossana; Zhang, Yi; Subramaniam, Ajit; Blough, Neil V</p> <p>2016-01-01</p> <p>Some properties of dissolved organic matter (DOM) and chromophoric dissolved organic matter (CDOM) can be easily measured directly on whole waters, while others require sample concentration and removal of natural salts. To increase CDOM content and eliminate salts, solid phase extraction (SPE) is often employed. Biases following extraction and elution are inevitable, thus raising the <span class="hlt">question</span> of how truly representative the extracted material is of the <span class="hlt">original</span>. In this context, we investigated the wavelength dependence of extraction efficiency for C18 cartridges with respect to CDOM optical properties using samples obtained from the Middle Atlantic Bight (MAB) and the Equatorial Atlantic Ocean (EAO). Further, we compared the optical changes of C18 extracts and the corresponding whole water following chemical reduction with sodium borohydride (NaBH4). C18 cartridges preferentially extracted long-wavelength absorbing/emitting material for samples <span class="hlt">impacted</span> by riverine input. Extraction efficiency overall decreased with offshore distance away from riverine input. Spectral slopes of C18-OM samples were also almost always lower than those of their corresponding CDOM samples supporting the preferential extraction of higher molecular weight absorbing material. The wavelength dependence of the optical properties (absorption, fluorescence emission, and quantum yield) of the <span class="hlt">original</span> water samples and their corresponding extracted material were very similar. C18 extracts and corresponding water samples further exhibited comparable optical changes following NaBH4 reduction, thus suggesting a similarity in nature (structure) of the optically active extracted material, independent of geographical locale. Altogether, these data suggested a strong similarity between C18 extracts and corresponding whole waters, thus indicating that extracts are representative of the CDOM content of <span class="hlt">original</span> waters.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015LPICo1861.1110A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015LPICo1861.1110A"><span>Formation and <span class="hlt">Origin</span> of Metabreccia from the Parkin Offset Dyke at the Sudbury <span class="hlt">Impact</span> Structure</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Anders, D.; Osinski, G. R.; Grieve, R. A. F.; Péntek, A.</p> <p>2015-09-01</p> <p>Metabreccia is an important litholgy of the Offset Dykes of the Sudbury <span class="hlt">impact</span> structure, however, its formation and <span class="hlt">origin</span> is still topic of discussion. Here we present evidence that Metabreccia is a metamorphosed Footwall Breccia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ814382.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814382.pdf"><span>The <span class="hlt">Impact</span> of Self-<span class="hlt">Questioning</span> Strategy Use on the Text-Reader Assisted Comprehension of Students with Reading Disabilities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Manset-Williamson, Genevieve; Dunn, Michael; Hinshaw, Rebecca; Nelson, Jason M.</p> <p>2008-01-01</p> <p>This study involved an examination of the <span class="hlt">impact</span> of a self-<span class="hlt">questioning</span> strategy on the text-reader assisted comprehension skills of six students in grades five through eight with reading disabilities (RD). The purpose of this study was to determine the degree older children with RD comprehend text-reader assisted text that is at or above their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19830040097&hterms=originals&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Doriginals','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19830040097&hterms=originals&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Doriginals"><span>The Manicouagan <span class="hlt">impact</span> structure - An analysis of its <span class="hlt">original</span> dimensions and form</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Grieve, R. A. F.; Head, J. W., III</p> <p>1983-01-01</p> <p>A reanalysis of the preerosional geology of the Canadian <span class="hlt">impact</span> crater, Manicouagan, is presented. Although most of the current features of the annular moat are primarily a result of erosional processes, the <span class="hlt">original</span> dimensions of the cavity have been determined to include a transient cavity 60 km in diam. The final floor of the crater was studied and found to be an <span class="hlt">impact</span> melt-covered inner plateau 55 km in diam. Comparisons with similar crater bottoms on the moon are used to estimate a final crater rim diameter of 85-95 km. The inner plateau and relatively smooth deposits on the crater floor are noted to be most similar to the lunar crater Copernicus.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70010959','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70010959"><span>Mercurian volcanism <span class="hlt">questioned</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Wilhelms, D.E.</p> <p>1976-01-01</p> <p>The Mariner 10 television team has argued that extensive plains on Mercury were formed by volcanism and compared them with the demonstrably lunar maria. I believe, however, that in stratigraphic relations, surface morphology, and albedo contrast, the Mercurian plains more closely resemble the lunar light plains. These lunar plains were interpreted as volcanic on the basis of data comparable to that available to the Mariner 10 investigators but have been shown by the Apollo missions to be of <span class="hlt">impact</span> <span class="hlt">origin</span>. The plains on Mercury might also be formed of <span class="hlt">impact</span> materials, perhaps of <span class="hlt">impact</span> melt or other basin ejecta that behaved more like a fluid when emplaced that did lunar basin ejecta. ?? 1976.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMDI53C..03M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMDI53C..03M"><span>Late <span class="hlt">Impacts</span> and the <span class="hlt">Origins</span> of the Atmospheres on the Terrestrial Planets</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mukhopadhyay, S.; Stewart, S. T.; Lock, S. J.; Parai, R.; Tucker, J. M.</p> <p>2014-12-01</p> <p>Models for the <span class="hlt">origin</span> of terrestrial atmospheres typically require an intricate sequence of events, including hydrodynamic escape, outgassing of mantle volatiles and late delivery. Here we discuss the <span class="hlt">origin</span> of the atmospheres on the terrestrial planets in light of new ideas about the formation of the Moon, giant <span class="hlt">impact</span> induced atmospheric loss and recent noble gas measurements. Our new measurements indicate that noble gases in the Earth's atmosphere cannot be derived from any combination of fractionation of a nebular-derived atmosphere followed by outgassing of deep or shallow mantle volatiles. While Ne in the mantle retains a nebular component, the present-day atmosphere has no memory of nebular gases. Rather, atmospheric noble gases have a close affinity to chondrites. On the other hand, Venus's atmosphere has 20 and 70 times higher abundance of 20Ne and 36Ar, respectively, and a 20Ne/22Ne ratio closer to the solar value than Earth's atmosphere. While the present atmosphere of Mars is significantly fractionated in the lighter noble gases due to long term atmospheric escape, the Kr isotopic ratios in Martian atmosphere are identical to solar. Thus, while Earth's atmosphere has no memory of accretion of nebular gases, atmospheres on both Venus and Mars preserve at least a component of nebular gases. To explain the above observations, we propose that a common set of processes operated on the terrestrial planets, and that their subsequent evolutionary divergence is simply explained by planetary size and the stochastic nature of giant <span class="hlt">impacts</span>. We present geochemical observations and simulations of giant <span class="hlt">impacts</span> to show that most of Earth's mantle was degassed and the outgassed volatiles were largely lost during the final sequence of giant <span class="hlt">impacts</span> onto Earth. Earth's noble gases were therefore dominantly derived from late-accreting planetesimals. In contrast, Venus did not suffer substantial atmospheric loss by a late giant <span class="hlt">impact</span> and retains a higher abundance of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017RSPTA.37560346T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017RSPTA.37560346T"><span>Conceptualizing the <span class="hlt">origin</span> of life in terms of evolution</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Takeuchi, N.; Hogeweg, P.; Kaneko, K.</p> <p>2017-11-01</p> <p>In this opinion piece, we discuss how to place evolution in the context of <span class="hlt">origin</span>-of-life research. Our discussion starts with a popular definition: `life is a self-sustained chemical system capable of undergoing Darwinian evolution'. According to this definition, the <span class="hlt">origin</span> of life is the same as the <span class="hlt">origin</span> of evolution: evolution is the `end' of the <span class="hlt">origin</span> of life. This perspective, however, has a limitation, in that the ability of evolution in and of itself is insufficient to explain the <span class="hlt">origin</span> of life as we know it, as indicated by Spiegelman's and Lincoln and Joyce's experiments. This limitation provokes a crucial <span class="hlt">question</span>: What conditions are required for replicating systems to evolve into life? From this perspective, the <span class="hlt">origin</span> of life includes the emergence of life through evolution: evolution is a `means' of the <span class="hlt">origin</span> of life. After reviewing Eigen's pioneering work on this <span class="hlt">question</span>, we mention our ongoing work suggesting that a key condition might be conflicting multi-level evolution. Taken together, there are thus two <span class="hlt">questions</span> regarding the <span class="hlt">origin</span> of life: how evolution gets started, and how evolution produces life. Evolution is, therefore, at the centre of the <span class="hlt">origin</span> of life, where the two lines of enquiry must meet. This article is part of the themed issue 'Reconceptualizing the <span class="hlt">origins</span> of life'.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3636748','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3636748"><span>Back to the <span class="hlt">Origin</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Evertts, Adam G.</p> <p>2012-01-01</p> <p>In bacteria, replication is a carefully orchestrated event that unfolds the same way for each bacterium and each cell division. The process of DNA replication in bacteria optimizes cell growth and coordinates high levels of simultaneous replication and transcription. In metazoans, the organization of replication is more enigmatic. The lack of a specific sequence that defines <span class="hlt">origins</span> of replication has, until recently, severely limited our ability to define the organizing principles of DNA replication. This <span class="hlt">question</span> is of particular importance as emerging data suggest that replication stress is an important contributor to inherited genetic damage and the genomic instability in tumors. We consider here the replication program in several different organisms including recent genome-wide analyses of replication <span class="hlt">origins</span> in humans. We review recent studies on the role of cytosine methylation in replication <span class="hlt">origins</span>, the role of transcriptional looping and gene gating in DNA replication, and the role of chromatin’s 3-dimensional structure in DNA replication. We use these new findings to consider several <span class="hlt">questions</span> surrounding DNA replication in metazoans: How are <span class="hlt">origins</span> selected? What is the relationship between replication and transcription? How do checkpoints inhibit <span class="hlt">origin</span> firing? Why are there early and late firing <span class="hlt">origins</span>? We then discuss whether oncogenes promote cancer through a role in DNA replication and whether errors in DNA replication are important contributors to the genomic alterations and gene fusion events observed in cancer. We conclude with some important areas for future experimentation. PMID:23634256</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12096367','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12096367"><span>Preceptor <span class="hlt">questioning</span> and student critical thinking.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Myrick, Florence; Yonge, Olive</p> <p>2002-01-01</p> <p><span class="hlt">Questioning</span> is fundamental to student learning. Not only does it enable students to elevate their level of thinking, but in the process it also affords them the opportunity to deal with their world intelligently. The practice setting is an environment rich in opportunity for enabling critical thinking through the use of <span class="hlt">questioning</span>. In the preceptorship experience, preceptors are in a prime position to use <span class="hlt">questioning</span> behaviors that can challenge the way preceptees think, encourage them to justify or clarify their assertions, promote the generation of <span class="hlt">original</span> ideas, explanations, or solutions to patient problems, provide mental and emotional tools to help resolve dilemmas, promote discussion, and evaluate learning. This article discusses the importance of preceptor <span class="hlt">questioning</span> for the development and promotion of student critical thinking. Contextually, the authors draw on the findings of a recent study in which preceptor <span class="hlt">questioning</span> of the knowledge base, decision making, and actions of the preceptee were found to directly bring about or trigger their critical thinking. This article allows for some further reflection on that process and its contribution to the enhancement of the preceptorship experience. Copyright 2002, Elsevier Science (USA). All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=use+AND+time+AND+free+AND+students+AND+university&pg=7&id=EJ734384','ERIC'); return false;" href="https://eric.ed.gov/?q=use+AND+time+AND+free+AND+students+AND+university&pg=7&id=EJ734384"><span>Effects of Re-Using a Conceptual Examination <span class="hlt">Question</span> in Physics</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sharma, Manjula D.; Sefton, Ian M.; Cole, Martyn; Whymark, Aaron; Millar, Rosemary M.; Smith, Andrew</p> <p>2005-01-01</p> <p>We report on a study of what happened when we recycled a conceptual examination <span class="hlt">question</span> in a first-year university physics course. The <span class="hlt">question</span>, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. The <span class="hlt">original</span> intention was to use a phenomenographic approach to look for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=impacts+AND+delinquency&pg=6&id=EJ812188','ERIC'); return false;" href="https://eric.ed.gov/?q=impacts+AND+delinquency&pg=6&id=EJ812188"><span>Risk Factor Analysis and the Youth <span class="hlt">Question</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>France, Alan</p> <p>2008-01-01</p> <p>This paper is concerned with exploring how in late modernity the "youth <span class="hlt">question</span>" is being addressed by public policy and what <span class="hlt">impact</span> this is having on understandings of childhood and youth. Historically the youth <span class="hlt">question</span> has been shaped by adult anxieties over youth delinquency and their problems of social integration. In late modernity, this is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017ApJ...851..122H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017ApJ...851..122H"><span>On the <span class="hlt">Impact</span> <span class="hlt">Origin</span> of Phobos and Deimos. II. True Polar Wander and Disk Evolution</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hyodo, Ryuki; Rosenblatt, Pascal; Genda, Hidenori; Charnoz, Sébastien</p> <p>2017-12-01</p> <p>Phobos and Deimos are the two small Martian moons, orbiting almost on the equatorial plane of Mars. Recent works have shown that they can accrete within an <span class="hlt">impact</span>-generated inner dense and outer light disk, and that the same <span class="hlt">impact</span> potentially forms the Borealis basin, a large northern hemisphere basin on the current Mars. However, there is no a priori reason for the <span class="hlt">impact</span> to take place close to the north pole (Borealis present location), nor to generate a debris disk in the equatorial plane of Mars (in which Phobos and Deimos orbit). In this paper, we investigate these remaining issues on the giant <span class="hlt">impact</span> <span class="hlt">origin</span> of the Martian moons. First, we show that the mass deficit created by the Borealis <span class="hlt">impact</span> basin induces a global reorientation of the planet to realign its main moment of inertia with the rotation pole (True Polar Wander). This moves the location of the Borealis basin toward its current location. Next, using analytical arguments, we investigate the detailed dynamical evolution of the eccentric inclined disk from the equatorial plane of Mars that is formed by the Martian-moon-forming <span class="hlt">impact</span>. We find that, as a result of precession of disk particles due to the Martian dynamical flattening J 2 term of its gravity field and particle–particle inelastic collisions, eccentricity and inclination are damped and an inner dense and outer light equatorial circular disk is eventually formed. Our results strengthen the giant <span class="hlt">impact</span> <span class="hlt">origin</span> of Phobos and Deimos that can finally be tested by a future sample return mission such as JAXA’s Martian Moons eXploration mission.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMSM11C2162G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMSM11C2162G"><span>10 Years of Student <span class="hlt">Questions</span> about the Radiation Belts</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gross, N. A.; Hughes, W. J.; Wiltberger, M. J.</p> <p>2016-12-01</p> <p>The NSF funded CISM Space Weather Summer School is targeted to graduate students just starting in space physics and provides a comprehensive conceptual background to the field. Insights from this summer school can provide valuable information to graduate instructors and graduate student mentors. During the school, students are invited to submit <span class="hlt">questions</span> at the end of the lecture component each day. The lecturers then take the time to respond to these <span class="hlt">questions</span>. We have collected over 3000 student <span class="hlt">questions</span> over the last 10 years. The radiation belts, solar energetic particles, and the operational <span class="hlt">impacts</span> of high energy particles are among the topics covered during the summer school, and these topics consistently generate a share of the <span class="hlt">questions</span> following those lectures. The collection includes <span class="hlt">questions</span> about: the structure and variability of the radiation belts, the distinction between solar energetic particles (SEPs) and the radiation belts, the distinction between the ring current and the radiation belts, the <span class="hlt">impact</span> radiation belt particles and SEPs have on the magnetosphere, the risks high energy particles pose to spacecraft and humans, their <span class="hlt">impact</span> on operations, regulations for human exposure, and others. The presentation will catalog the <span class="hlt">questions</span> asked by students and provide insight into students prior conceptions and misunderstandings about this topic. We hope this work informs instructors who teach these topics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMNH13A1746G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMNH13A1746G"><span>The Deflection <span class="hlt">Question</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Greenberg, A. H.; Nesvold, E.; van Heerden, E.; Erasmus, N.; Marchis, F.</p> <p>2016-12-01</p> <p>On 15 February, 2013, a 15 m diameter asteroid entered the Earth's atmosphere over Russia. The resulting shockwave injured nearly 1500 people, and incurred 33 million (USD) in infrastructure damages. The Chelyabinsk meteor served as a forceful demonstration of the threat posed to Earth by the hundreds of potentially hazardous objects (PHOs) that pass near the Earth every year. Although no objects have yet been discovered on an <span class="hlt">impact</span> course for Earth, an <span class="hlt">impact</span> is virtually statistically guaranteed at some point in the future. While many impactor deflection technologies have been proposed, humanity has yet to demonstrate the ability to divert an impactor when one is found. Developing and testing any single proposed technology will require significant research time and funding. This leaves open an obvious <span class="hlt">question</span> - towards which technologies should funding and research be directed, in order to maximize our preparedness for when an impactor is eventually found? To help answer this <span class="hlt">question</span>, we have created a detailed framework for analyzing various deflection technologies and their effectiveness. Using an n-body integrator (REBOUND), we have simulated the attempted deflections of a population of Earth-<span class="hlt">impacting</span> objects with a variety of velocity perturbations (∂Vs), and measured the effects that these perturbations had on <span class="hlt">impact</span> probability. We then mapped the ∂Vs applied in the orbital simulations to the technologies capable of achieving those perturbations, and analyzed which set of technologies would be most effective at preventing a PHO from <span class="hlt">impacting</span> the earth. As a final step, we used the results of these simulations to train a machine learning algorithm. This algorithm, combined with a simulated PHO population, can predict which technologies are most likely to be needed. The algorithm can also reveal which impactor observables (mass, spin, orbit, etc.) have the greatest effect on the choice of deflection technology. These results can be used as a tool to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25442583','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25442583"><span>The combined <span class="hlt">impact</span> of vineyard <span class="hlt">origin</span> and processing winery on the elemental profile of red wines.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hopfer, Helene; Nelson, Jenny; Collins, Thomas S; Heymann, Hildegarde; Ebeler, Susan E</p> <p>2015-04-01</p> <p>The combined effects of vineyard <span class="hlt">origin</span> and winery processing have been studied in 65 red wines samples. Grapes <span class="hlt">originating</span> from five different vineyards within 40 miles of each other were processed in at least two different wineries. Sixty-three different elements were determined with inductively coupled-plasma mass spectrometry (ICP-MS), and wines were classified according to vineyard <span class="hlt">origin</span>, processing winery, and the combination of both factors. Vineyard <span class="hlt">origin</span> as well as winery processing have an <span class="hlt">impact</span> on the elemental composition of wine, but each winery and each vineyard change the composition to a different degree. For some vineyards, wines showed a characteristic elemental pattern, independent of the processing winery, but the same was found for some wineries, with similar elemental pattern for all grapes processed in these wineries, independent of the vineyard <span class="hlt">origin</span>. Studying the combined effects of grapegrowing and winemaking provides insight into the determination of geographical <span class="hlt">origin</span> of red wines. Copyright © 2014 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20170001703','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20170001703"><span>Dust Infall Onto Phobos and Deimos Can Explain Their Carbonaceous Reflectance Signature, Perhaps Overlying a Mars-<span class="hlt">Impact-Origin</span> Core: A Hypothesis</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Fries, M.; Cintala, M.; Steele, A.; Welzenbach, L. C.</p> <p>2017-01-01</p> <p>Discussions of Phobos' and Deimos' (henceforth P&D) <span class="hlt">origin(s</span>) include an unresolved conflict: dynamical studies which favor coalescence of the moons from a large <span class="hlt">impact</span> on Mars [1,2], versus reflectance spectroscopy of the moons showing a carbonaceous composition that is not consistent with martian surface materials [3-5]. One way to reconcile this discrepancy is to consider the combined options of a Mars <span class="hlt">impact</span> <span class="hlt">origin</span> for Phobos and Deimos, followed by deposition of carbon-rich materials by interplanetary dust particle (IDP) infall. This is significant because, unlike asteroidal bodies, P&D experience a high IDP flux due to their location in Mars' gravity well. We present some relatively simple, initial calculations which indicate that accreted carbon may be sufficient to produce a surface with sufficient added carbon to account for P&D's reflectance spectra. If this is true, then a major objection to an <span class="hlt">impact</span> <span class="hlt">origin</span> for P&D is resolved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Code+AND+three+AND+definition&pg=3&id=EJ463046','ERIC'); return false;" href="https://eric.ed.gov/?q=Code+AND+three+AND+definition&pg=3&id=EJ463046"><span>More <span class="hlt">Questions</span> than Answers: A Response to Stephens, Reeder, and Elder.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bhaerman, Robert D.</p> <p>1992-01-01</p> <p>Responds to the three main articles in this issue with <span class="hlt">questions</span> concerning the development and use of policy-<span class="hlt">impact</span> codes (rural-urban classification systems) for specific purposes in policymaking, research, and practice. <span class="hlt">Questions</span> the necessity for policy-<span class="hlt">impact</span> codes to ensure equity, adequacy, responsiveness, and appropriateness of rural…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018ApJ...860..150H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018ApJ...860..150H"><span>On the <span class="hlt">Impact</span> <span class="hlt">Origin</span> of Phobos and Deimos. IV. Volatile Depletion</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hyodo, Ryuki; Genda, Hidenori; Charnoz, Sébastien; Pignatale, Francesco C. F.; Rosenblatt, Pascal</p> <p>2018-06-01</p> <p>Recent works have shown that the Martian moons Phobos and Deimos may have accreted within a giant <span class="hlt">impact</span>-generated disk whose composition is about an equal mixture of Martian material and impactor material. Just after the giant <span class="hlt">impact</span>, the Martian surface heated up to ∼3000–6000 K and the building blocks of moons, including volatile-rich vapor, were heated up to ∼2000 K. In this paper, we investigate the volatile loss from the building blocks of Phobos and Deimos by hydrodynamic escape of vapor and radiation pressure on condensed particles. We show that a non-negligible amount of volatiles (>10% of the vapor with temperature >1000 K via hydrodynamic escape, and moderately volatile dusts that condense at ∼700–2000 K via radiation pressure) could be removed just after the <span class="hlt">impact</span> during their first single orbit from their pericenters to apocenters. Our results indicate that bulk Phobos and Deimos are depleted in volatile elements. Together with future explorations such as the Japan Aerospace eXploration Agency’s Martian Moons eXploration mission, our results could be used to constrain the <span class="hlt">origin</span> of Phobos and Deimos.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=personality+AND+disorder&pg=6&id=EJ973859','ERIC'); return false;" href="https://eric.ed.gov/?q=personality+AND+disorder&pg=6&id=EJ973859"><span>The Shedler-Westen Assessment Procedure (SWAP): Evaluating Psychometric <span class="hlt">Questions</span> about Its Reliability, Validity, and <span class="hlt">Impact</span> of Its Fixed Score Distribution</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blagov, Pavel S.; Bi, Wu; Shedler, Jonathan; Westen, Drew</p> <p>2012-01-01</p> <p>The Shedler-Westen Assessment Procedure (SWAP) is a personality assessment instrument designed for use by expert clinical assessors. Critics have raised <span class="hlt">questions</span> about its psychometrics, most notably its validity across observers and situations, the <span class="hlt">impact</span> of its fixed score distribution on research findings, and its test-retest reliability. We…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20060029426&hterms=Consciousness&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DConsciousness','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20060029426&hterms=Consciousness&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DConsciousness"><span>The interplanetary superhighway and the <span class="hlt">Origins</span> Program</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Lo, M. W.</p> <p>2002-01-01</p> <p>The <span class="hlt">origin</span> of the universe and of life itself have been central to human inquiries since the dawn of consciousness. To develop and use the technologies to answer these timeless and profound <span class="hlt">questions</span> is the mission of NASA's <span class="hlt">Origins</span> Program.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24403923','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24403923"><span><span class="hlt">Impact</span> of guided reciprocal peer <span class="hlt">questioning</span> on nursing students' self-esteem and learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lakdizaji, Sima; Abdollahzadeh, Farahnaz; Hassankhanih, Hadi; Kalantari, Manizhe</p> <p>2013-07-01</p> <p>Self-esteem is essential for clinical judgments. Nursing students in clinical environments should make a bridge between theoretical education and clinical function. This study was aimed to survey the effect of guided <span class="hlt">questioning</span> in peer groups on nursing students' self-esteem and clinical learning. In this quasi-experimental study, all nursing students in semester 4 (60) were selected. The autumn semester students (n = 28) were chosen as the control group, and the spring semester students (n = 32) as the experimental group. The experimental group underwent the course of cardiac medical surgical training by the Guided Reciprocal Peer <span class="hlt">Questioning</span>. The control group was trained by lecture. After confirmation of the validity and reliability of tools including Rosenberg Self-esteem Scale and the researcher-made questionnaire, data were collected and analyzed by SPSS version 17.0. There was no significant difference concerning demographic and educational characteristics between the two groups. Mean score differences of self-esteem and learning were not significant before teaching, while they were significantly promoted after teaching in the experimental (P < 0.001) and control (P < 0.05) groups. Promotion in the experimental group was more considerable than in the control group. As revealed by the results, inquiry method, due to its more positive <span class="hlt">impact</span> on self-esteem and students' learning, can be applied alone or in combination with the other methods. Conducting this study for other students and for theoretical courses is suggested.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=148645&Lab=NRMRL&keyword=food+AND+contamination&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=148645&Lab=NRMRL&keyword=food+AND+contamination&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>DETECTING AND MITIGATING THE ENVIRONMENTAL <span class="hlt">IMPACT</span> OF FECAL PATHOGENS <span class="hlt">ORIGINATING</span> FROM CONFINED ANIMAL FEEDING OPERATIONS: REVIEW</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>This report presents a review of literature regarding the potential <span class="hlt">impact</span> of fecal pathogens <span class="hlt">originating</span> from animal agriculture in the United States. Livestock production and dairy operations continue their trend toward larger and more concentrated facilities. These operations ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1160324','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1160324"><span>Unreviewed Disposal <span class="hlt">Question</span> Evaluation: <span class="hlt">Impact</span> of New Information since 2008 PA on Current Low-Level Solid Waste Operations</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Flach, G.; Smith, F.; Hamm, L.</p> <p>2014-10-06</p> <p>Solid low-level waste disposal operations are controlled in part by an E-Area Low-Level Waste Facility (ELLWF) Performance Assessment (PA) that was completed by the Savannah River National Laboratory (SRNL) in 2008 (WSRC 2008). Since this baseline analysis, new information pertinent to disposal operations has been identified as a natural outcome of ongoing PA maintenance activities and continuous improvement in model simulation techniques (Flach 2013). An Unreviewed Disposal <span class="hlt">Question</span> (UDQ) Screening (Attachment 1) has been initiated regarding the continued ability of the ELLWF to meet Department of Energy (DOE) Order 435.1 performance objectives in light of new PA items and datamore » identified since completion of the <span class="hlt">original</span> UDQ Evaluation (UDQE). The present UDQE assesses the ability of Solid Waste (SW) to meet performance objectives by estimating the influence of new information items on a recent sum-of-fractions (SOF) snapshot for each currently active E-Area low-level waste disposal unit. A final SOF, as <span class="hlt">impacted</span> by this new information, is projected based on the assumptions that the current disposal limits, Waste Information Tracking System (WITS) administrative controls, and waste stream composition remain unchanged through disposal unit operational closure (Year 2025). Revision 1 of this UDQE addresses the following new PA items and data identified since completion of the <span class="hlt">original</span> UDQE report in 2013: New K d values for iodine, radium and uranium; Elimination of cellulose degradation product (CDP) factors; Updated radionuclide data; Changes in transport behavior of mobile radionuclides; Potential delay in interim closure beyond 2025; and Component-in-grout (CIG) plume interaction correction. Consideration of new information relative to the 2008 PA baseline generally indicates greater confidence that PA performance objectives will be met than indicated by current SOF metrics. For SLIT9, the previous prohibition of non-crushable containers in revision 0</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5056712','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5056712"><span>Positive vs. Negative: The <span class="hlt">Impact</span> of <span class="hlt">Question</span> Polarity in Voting Advice Applications</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Krouwel, André; van de Pol, Jasper; de Vreese, Claes</p> <p>2016-01-01</p> <p>Online Voting Advice Applications (VAAs) are survey-like instruments that help citizens to shape their political preferences and compare them with those of political parties. Especially in multi-party democracies, their increasing popularity indicates that VAAs play an important role in opinion formation for citizens, as well as in the public debate prior to elections. Hence, the objectivity and transparency of VAAs are crucial. In the design of VAAs, many choices have to be made. Extant research in survey methodology shows that the seemingly arbitrary choice to word <span class="hlt">questions</span> positively (e.g., ‘The city council should allow cars into the city centre’) or negatively (‘The city council should ban cars from the city centre’) systematically affects the answers. This asymmetry in answers is in line with work on negativity bias in other areas of linguistics and psychology. Building on these findings, this study investigated whether <span class="hlt">question</span> polarity also affects the answers to VAA statements. In a field experiment (N = 31,112) during the Dutch municipal elections we analysed the effects of polarity for 16 out of 30 VAA statements with a large variety of linguistic contrasts. Analyses show a significant effect of <span class="hlt">question</span> wording for <span class="hlt">questions</span> containing a wide range of implicit negations (such as ‘forbid’ vs. ‘allow’), as well as for <span class="hlt">questions</span> with explicit negations (e.g., ‘not’). These effects of <span class="hlt">question</span> polarity are found especially for VAA users with lower levels of political sophistication. As these citizens are an important target group for Voting Advice Applications, this stresses the need for VAA builders to be sensitive to wording choices when designing VAAs. This study is the first to show such consistent wording effects not only for political attitude <span class="hlt">questions</span> with implicit negations in VAAs, but also for political <span class="hlt">questions</span> containing explicit negations. PMID:27723776</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFM.P23A1751Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFM.P23A1751Z"><span>An <span class="hlt">Impact</span> <span class="hlt">Origin</span> for Surface Minerals on Ceres</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Zolotov, M. Y.</p> <p>2013-12-01</p> <p>The dwarf planet Ceres is the largest body in the main asteroid belt with a hydrated dark rocky surface and an uncertain internal structure [1,2]. Spectra of Ceres in the near- and mid-infrared ranges show that surface materials may not contain abundant serpentine, saponite, sulfates, olivine, pyroxenes, and organic matter [2,3], which are common in carbonaceous chondrites. However, brucite, Mg carbonates, cronstedtite, and magnetite could be abundant and indicate aqueous processes [2,3]. The formation of abundant brucite, carbonates, and cronstedtite requires open-system low-temperature conditions characterized by elevated water/rock ratios and low fugacities of hydrogen and carbon dioxide. The observed mineralogy is more consistent with a near-surface <span class="hlt">origin</span> than with a formation within Ceres or on planetesimals. The instability of aqueous solutions at the surface of Ceres implies mineral deposition during transient events of fluidal activity. But a warming of near-surface rocks by thermal processes in the interior requires dehydration of rocks, which is not consistent with the low density of Ceres. The lack of low-solubility sulfates in surface materials does not indicate percolation of interior fluids. Carbonate-bearing fluids may not percolate to the cold surface, especially if Ceres had undergone water-rock differentiation [1,4]. The lack of serpentine in surface materials does not indicate a formation of brucite through aqueous alteration of olivine-rich rocks. Though, the observed minerals could form in <span class="hlt">impact</span> collisions of ice-rich targets and/or impactors. OH-bearing phases may condense from water-rich <span class="hlt">impact</span> plumes [5]. Brucite and Mg carbonates could form through hydrolysis and carbonation of condensed MgO formed through evaporation of silicates. Apparently abundant carbonates may indicate an ample oxidation of organics. Ferric iron in magnetite and cronstedtite agrees with water-rich and oxidizing <span class="hlt">impact</span> settings [5]. Turbulent and disequilibrium</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018RScEd..48....1B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018RScEd..48....1B"><span><span class="hlt">Questioning</span> <span class="hlt">Questions</span>: Elementary Teachers' Adaptations of Investigation <span class="hlt">Questions</span> Across the Inquiry Continuum</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Biggers, Mandy</p> <p>2018-02-01</p> <p><span class="hlt">Questioning</span> is a central practice in science classrooms. However, not every <span class="hlt">question</span> translates into a "good" science investigation. <span class="hlt">Questions</span> that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation <span class="hlt">questions</span> were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation <span class="hlt">questions</span>. Results indicated that the investigation <span class="hlt">questions</span> were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own <span class="hlt">questions</span> for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation <span class="hlt">questions</span> in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation <span class="hlt">questions</span>. Teachers need strategies for adapting the teacher-directed <span class="hlt">questions</span> provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23320446','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23320446"><span>Post-event information presented in a <span class="hlt">question</span> form eliminates the misinformation effect.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lee, Yuh-shiow; Chen, Kuan-Nan</p> <p>2013-02-01</p> <p>This study investigated the influences of sentence surface forms on the misinformation effect. After viewing a film clip, participants received a post-event narrative describing the events in the film. Critical sentences in the post-event narrative, presented in either a statement or a <span class="hlt">question</span> form, contained misinformation instead of <span class="hlt">questions</span> with embedded false presuppositions; thus participants did not have to answer <span class="hlt">questions</span> about the <span class="hlt">original</span> event. During the final cued-recall test, participants were informed that any relevant information presented in the post-event narrative was not in the <span class="hlt">original</span> event and that they should not report it. Consistent with previous findings, Experiment 1 demonstrated that post-event information presented as an affirmative statement produced the misinformation effect. More importantly, post-event information presented in a <span class="hlt">question</span> form, regardless of whether it contained a misleading or studied item, increased the recall of correct information and reduced false recall. Experiment 2 replicated the main finding and ruled out an alternative explanation based on the salience of misleading items. Post-event information presented in a <span class="hlt">question</span> form created a condition similar to that which produces the testing effect. © 2012 The British Psychological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19790008589','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19790008589"><span><span class="hlt">Origin</span> and evolution of the Saturn system: Observational consequences</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pollack, J. B.</p> <p>1978-01-01</p> <p>A number of important cosmogonic <span class="hlt">questions</span> concerning the Saturn system can be addressed with a Saturn-orbiter-dual-probe spacecraft mission. These <span class="hlt">questions</span> include: The <span class="hlt">origin</span> of the Saturn system; the source of Saturn's excess luminosity; the mechanism by which the irregular satellites were captured; the influence of Saturn's early luminosity on the composition of its regular satellites; and the <span class="hlt">origin</span> of the rings. The first two topics can be studied by measurements made from an entry probe into Saturn's atmosphere, while the remaining issues can be investigated by measurements conducted from an orbiter. Background information is provided on these five <span class="hlt">questions</span> describing the critical experiments needed to help resolve them.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018E%26PSL.491...58C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018E%26PSL.491...58C"><span>A hybrid <span class="hlt">origin</span> of the Martian crustal dichotomy: Degree-1 convection antipodal to a giant <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Citron, Robert I.; Manga, Michael; Tan, Eh</p> <p>2018-06-01</p> <p>The Martian crustal dichotomy is the stark ∼5 km difference in surface elevation and ∼26 km difference in crustal thickness between the northern lowlands and southern highlands that <span class="hlt">originated</span> within 100s of Myr of Mars' formation. The <span class="hlt">origin</span> of the dichotomy has broad implications for the geodynamic history of Mars, but purely exogenic or endogenic theories so far cannot explain all of the large scale geophysical observations associated with dichotomy formation. A giant <span class="hlt">impact</span> can produce the shape and slope of the dichotomy boundary, but struggles to explain Mars' remanent crustal magnetic signatures and the ultimate formation of Tharsis. Degree-1 mantle convection can relate the crustal dichotomy to the formation of Tharsis, but does not explain the elliptical dichotomy shape and must be initiated by a large pre-existing viscosity jump in the mantle. We propose a hybrid model of dichotomy formation in which a giant <span class="hlt">impact</span> induces degree-1 convection with an upwelling antipodal to the <span class="hlt">impact</span> site. In this scenario, a giant <span class="hlt">impact</span> in the northern hemisphere excavates crust, creating an initial difference in crustal thickness and possibly composition between the two hemispheres. Over 10s to 100s of Myr, the dominant upwelling(s) would migrate to be under the thicker, insulating crust in the southern hemisphere, generating melt that further thickens the southern crust. We examine this process using 3-D mantle convection simulations, and find that a hemispherical difference in crustal thickness and composition caused by a giant <span class="hlt">impact</span> can induce degree-1 convection with the upwelling(s) antipodal to the <span class="hlt">impact</span> site in <100 Myr.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1017292.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1017292.pdf"><span>The <span class="hlt">Impact</span> of a <span class="hlt">Question</span>-Embedded Video-Based Learning Tool on E-Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vural, Omer Faruk</p> <p>2013-01-01</p> <p>In this study, it is mainly focused on investigating the effect of <span class="hlt">question</span>-embedded online interactive video environment on student achievement. A quasi-experimental design was development to compare the effectiveness of a <span class="hlt">question</span>-embedded interactive video environment (QVE) and an interactive video environment without the <span class="hlt">question</span> component…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=free+AND+internet&pg=5&id=EJ825044','ERIC'); return false;" href="https://eric.ed.gov/?q=free+AND+internet&pg=5&id=EJ825044"><span>Asking Scientists: A Decade of <span class="hlt">Questions</span> Analyzed by Age, Gender, and Country</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baram-Tsabari, Ayelet; Sethi, Ricky J.; Bry, Lynn; Yarden, Anat</p> <p>2009-01-01</p> <p>Nearly 79,000 <span class="hlt">questions</span> sent to an Internet-based Ask-A-Scientist site during the last decade were analyzed according to the surfer's age, gender, country of <span class="hlt">origin</span>, and the year the <span class="hlt">question</span> was sent. The sample demonstrated a surprising dominance of female contributions among K-12 students (although this dominance did not carry over to the full…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19922709','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19922709"><span>The science and art of asking <span class="hlt">questions</span> in cognitive therapy.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>James, Ian Andrew; Morse, Rachel; Howarth, Alan</p> <p>2010-01-01</p> <p><span class="hlt">Questions</span> underpin all aspects of therapeutic assessment and intervention and are a vital component of the clinical process. Over recent years frameworks have started to be applied to obtain a greater understanding of <span class="hlt">questioning</span> formats and processes. This paper examines the use of <span class="hlt">questions</span> in cognitive therapy (CT). An overview of the main types of <span class="hlt">questions</span> identified in the literature is presented. In addition, we examine a range of client and therapist characteristics that may <span class="hlt">impact</span> on the <span class="hlt">questioning</span> process. Asking <span class="hlt">questions</span> in therapy is a complex, yet under-taught, skill. This paper provides a set of frameworks to assist in identifying helpful and unhelpful <span class="hlt">questioning</span> skills. Thus the article has implications for further training and research.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19438873','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19438873"><span>One hundred <span class="hlt">questions</span> of importance to the conservation of global biological diversity.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sutherland, W J; Adams, W M; Aronson, R B; Aveling, R; Blackburn, T M; Broad, S; Ceballos, G; Côté, I M; Cowling, R M; Da Fonseca, G A B; Dinerstein, E; Ferraro, P J; Fleishman, E; Gascon, C; Hunter, M; Hutton, J; Kareiva, P; Kuria, A; Macdonald, D W; Mackinnon, K; Madgwick, F J; Mascia, M B; McNeely, J; Milner-Gulland, E J; Moon, S; Morley, C G; Nelson, S; Osborn, D; Pai, M; Parsons, E C M; Peck, L S; Possingham, H; Prior, S V; Pullin, A S; Rands, M R W; Ranganathan, J; Redford, K H; Rodriguez, J P; Seymour, F; Sobel, J; Sodhi, N S; Stott, A; Vance-Borland, K; Watkinson, A R</p> <p>2009-06-01</p> <p>We identified 100 scientific <span class="hlt">questions</span> that, if answered, would have the greatest <span class="hlt">impact</span> on conservation practice and policy. Representatives from 21 international organizations, regional sections and working groups of the Society for Conservation Biology, and 12 academics, from all continents except Antarctica, compiled 2291 <span class="hlt">questions</span> of relevance to conservation of biological diversity worldwide. The <span class="hlt">questions</span> were gathered from 761 individuals through workshops, email requests, and discussions. Voting by email to short-list <span class="hlt">questions</span>, followed by a 2-day workshop, was used to derive the final list of 100 <span class="hlt">questions</span>. Most of the final <span class="hlt">questions</span> were derived through a process of modification and combination as the workshop progressed. The <span class="hlt">questions</span> are divided into 12 sections: ecosystem functions and services, climate change, technological change, protected areas, ecosystem management and restoration, terrestrial ecosystems, marine ecosystems, freshwater ecosystems, species management, organizational systems and processes, societal context and change, and <span class="hlt">impacts</span> of conservation interventions. We anticipate that these <span class="hlt">questions</span> will help identify new directions for researchers and assist funders in directing funds. ©2009 Society for Conservation Biology.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPhCS.801a2077S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPhCS.801a2077S"><span><span class="hlt">Question</span> analysis for Indonesian comparative <span class="hlt">question</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Saelan, A.; Purwarianti, A.; Widyantoro, D. H.</p> <p>2017-01-01</p> <p>Information seeking is one of human needs today. Comparing things using search engine surely take more times than search only one thing. In this paper, we analyzed comparative <span class="hlt">questions</span> for comparative <span class="hlt">question</span> answering system. Comparative <span class="hlt">question</span> is a <span class="hlt">question</span> that comparing two or more entities. We grouped comparative <span class="hlt">questions</span> into 5 types: selection between mentioned entities, selection between unmentioned entities, selection between any entity, comparison, and yes or no <span class="hlt">question</span>. Then we extracted 4 types of information from comparative <span class="hlt">questions</span>: entity, aspect, comparison, and constraint. We built classifiers for classification task and information extraction task. Features used for classification task are bag of words, whether for information extraction, we used lexical, 2 previous and following words lexical, and previous label as features. We tried 2 scenarios: classification first and extraction first. For classification first, we used classification result as a feature for extraction. Otherwise, for extraction first, we used extraction result as features for classification. We found that the result would be better if we do extraction first before classification. For the extraction task, classification using SMO gave the best result (88.78%), while for classification, it is better to use naïve bayes (82.35%).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=intellectual+AND+property&pg=2&id=EJ858006','ERIC'); return false;" href="https://eric.ed.gov/?q=intellectual+AND+property&pg=2&id=EJ858006"><span>Essjay's "Ethos": Rethinking Textual <span class="hlt">Origins</span> and Intellectual Property</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, James J., Jr.</p> <p>2009-01-01</p> <p>Discussions of intellectual property are often the focus of rhetoric and composition research, and the <span class="hlt">question</span> of textual <span class="hlt">origins</span> grounds these discussions. Through an examination of Wikipedia, the online encyclopedia anyone can edit, this essay addresses disciplinary concerns about textual <span class="hlt">origins</span> and intellectual property through a discussion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1692961','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1692961"><span>Modern human <span class="hlt">origins</span>: progress and prospects.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Stringer, Chris</p> <p>2002-01-01</p> <p>The <span class="hlt">question</span> of the mode of <span class="hlt">origin</span> of modern humans (Homo sapiens) has dominated palaeoanthropological debate over the last decade. This review discusses the main models proposed to explain modern human <span class="hlt">origins</span>, and examines relevant fossil evidence from Eurasia, Africa and Australasia. Archaeological and genetic data are also discussed, as well as problems with the concept of 'modernity' itself. It is concluded that a recent African <span class="hlt">origin</span> can be supported for H. sapiens, morphologically, behaviourally and genetically, but that more evidence will be needed, both from Africa and elsewhere, before an absolute African <span class="hlt">origin</span> for our species and its behavioural characteristics can be established and explained. PMID:12028792</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Material+AND+science&pg=6&id=EJ1167808','ERIC'); return false;" href="https://eric.ed.gov/?q=Material+AND+science&pg=6&id=EJ1167808"><span><span class="hlt">Questioning</span> <span class="hlt">Questions</span>: Elementary Teachers' Adaptations of Investigation <span class="hlt">Questions</span> across the Inquiry Continuum</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Biggers, Mandy</p> <p>2018-01-01</p> <p><span class="hlt">Questioning</span> is a central practice in science classrooms. However, not every <span class="hlt">question</span> translates into a "good" science investigation. <span class="hlt">Questions</span> that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation <span class="hlt">questions</span> were explored in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26961478','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26961478"><span>Critical Review of Technical <span class="hlt">Questions</span> Facing Low <span class="hlt">Impact</span> Development and Green Infrastructure: A Perspective from the Great Plains.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vogel, Jason R; Moore, Trisha L; Coffman, Reid R; Rodie, Steven N; Hutchinson, Stacy L; McDonough, Kelsey R; McLemore, Alex J; McMaine, John T</p> <p>2015-09-01</p> <p>Since its inception, Low <span class="hlt">Impact</span> Development (LID) has become part of urban stormwater management across the United States, marking progress in the gradual transition from centralized to distributed runoff management infrastructure. The ultimate goal of LID is full, cost-effective implementation to maximize watershed-scale ecosystem services and enhance resilience. To reach that goal in the Great Plains, the multi-disciplinary author team presents this critical review based on thirteen technical <span class="hlt">questions</span> within the context of regional climate and socioeconomics across increasing complexities in scale and function. Although some progress has been made, much remains to be done including continued basic and applied research, development of local LID design specifications, local demonstrations, and identifying funding mechanisms for these solutions. Within the Great Plains and beyond, by addressing these technical <span class="hlt">questions</span> within a local context, the goal of widespread acceptance of LID can be achieved, resulting in more effective and resilient stormwater management.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015NatCC...5..744T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015NatCC...5..744T"><span>Explaining topic prevalence in answers to open-ended survey <span class="hlt">questions</span> about climate change</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tvinnereim, Endre; Fløttum, Kjersti</p> <p>2015-08-01</p> <p>Citizens’ opinions are crucial for action on climate change, but are, owing to the complexity of the issue, diverse and potentially unformed. We contribute to the understanding of public views on climate change and to knowledge needed by decision-makers by using a new approach to analyse answers to the open survey <span class="hlt">question</span> `what comes to mind when you hear the words `climate change’?’. We apply automated text analysis, specifically structural topic modelling, which induces distinct topics based on the relative frequencies of the words used in 2,115 responses. From these data, <span class="hlt">originating</span> from the new, nationally representative Norwegian Citizen Panel, four distinct topics emerge: Weather/Ice, Future/<span class="hlt">Impact</span>, Money/Consumption and Attribution. We find that Norwegians emphasize societal aspects of climate change more than do respondents in previous US and UK studies. Furthermore, variables that explain variation in closed <span class="hlt">questions</span>, such as gender and education, yield different and surprising results when employed to explain variation in what respondents emphasize. Finally, the sharp distinction between scepticism and acceptance of conventional climate science, often seen in previous studies, blurs in many textual responses as scepticism frequently turns into ambivalence.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED310102.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED310102.pdf"><span><span class="hlt">Questions</span>, <span class="hlt">Questioning</span> Techniques, and Effective Teaching.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilen, William W., Ed.</p> <p></p> <p>This book focuses on <span class="hlt">questioning</span> techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. There are nine chapters: (1) Why <span class="hlt">Questions</span>? (Ambrose A. Clegg, Jr.); (2) Review of Research on <span class="hlt">Questioning</span> Techniques (Meredith D. Gall and Tom Rhody); (3) The Multidisciplinary World of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21273304','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21273304"><span><span class="hlt">Origin</span>, functional role, and clinical <span class="hlt">impact</span> of Fanconi anemia FANCA mutations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Castella, Maria; Pujol, Roser; Callén, Elsa; Trujillo, Juan P; Casado, José A; Gille, Hans; Lach, Francis P; Auerbach, Arleen D; Schindler, Detlev; Benítez, Javier; Porto, Beatriz; Ferro, Teresa; Muñoz, Arturo; Sevilla, Julián; Madero, Luis; Cela, Elena; Beléndez, Cristina; de Heredia, Cristina Díaz; Olivé, Teresa; de Toledo, José Sánchez; Badell, Isabel; Torrent, Montserrat; Estella, Jesús; Dasí, Angeles; Rodríguez-Villa, Antonia; Gómez, Pedro; Barbot, José; Tapia, María; Molinés, Antonio; Figuera, Angela; Bueren, Juan A; Surrallés, Jordi</p> <p>2011-04-07</p> <p>Fanconi anemia is characterized by congenital abnormalities, bone marrow failure, and cancer predisposition. To investigate the <span class="hlt">origin</span>, functional role, and clinical <span class="hlt">impact</span> of FANCA mutations, we determined a FANCA mutational spectrum with 130 pathogenic alleles. Some of these mutations were further characterized for their distribution in populations, mode of emergence, or functional consequences at cellular and clinical level. The world most frequent FANCA mutation is not the result of a mutational "hot-spot" but results from worldwide dissemination of an ancestral Indo-European mutation. We provide molecular evidence that total absence of FANCA in humans does not reduce embryonic viability, as the observed frequency of mutation carriers in the Gypsy population equals the expected by Hardy-Weinberg equilibrium. We also prove that long distance Alu-Alu recombination can cause Fanconi anemia by <span class="hlt">originating</span> large interstitial deletions involving FANCA and 2 adjacent genes. Finally, we show that all missense mutations studied lead to an altered FANCA protein that is unable to relocate to the nucleus and activate the FA/BRCA pathway. This may explain the observed lack of correlation between type of FANCA mutation and cellular phenotype or clinical severity in terms of age of onset of hematologic disease or number of malformations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3083295','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3083295"><span><span class="hlt">Origin</span>, functional role, and clinical <span class="hlt">impact</span> of Fanconi anemia FANCA mutations</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Castella, Maria; Pujol, Roser; Callén, Elsa; Trujillo, Juan P.; Casado, José A.; Gille, Hans; Lach, Francis P.; Auerbach, Arleen D.; Schindler, Detlev; Benítez, Javier; Porto, Beatriz; Ferro, Teresa; Muñoz, Arturo; Sevilla, Julián; Madero, Luis; Cela, Elena; Beléndez, Cristina; de Heredia, Cristina Díaz; Olivé, Teresa; de Toledo, José Sánchez; Badell, Isabel; Torrent, Montserrat; Estella, Jesús; Dasí, Ángeles; Rodríguez-Villa, Antonia; Gómez, Pedro; Barbot, José; Tapia, María; Molinés, Antonio; Figuera, Ángela; Bueren, Juan A.</p> <p>2011-01-01</p> <p>Fanconi anemia is characterized by congenital abnormalities, bone marrow failure, and cancer predisposition. To investigate the <span class="hlt">origin</span>, functional role, and clinical <span class="hlt">impact</span> of FANCA mutations, we determined a FANCA mutational spectrum with 130 pathogenic alleles. Some of these mutations were further characterized for their distribution in populations, mode of emergence, or functional consequences at cellular and clinical level. The world most frequent FANCA mutation is not the result of a mutational “hot-spot” but results from worldwide dissemination of an ancestral Indo-European mutation. We provide molecular evidence that total absence of FANCA in humans does not reduce embryonic viability, as the observed frequency of mutation carriers in the Gypsy population equals the expected by Hardy-Weinberg equilibrium. We also prove that long distance Alu-Alu recombination can cause Fanconi anemia by <span class="hlt">originating</span> large interstitial deletions involving FANCA and 2 adjacent genes. Finally, we show that all missense mutations studied lead to an altered FANCA protein that is unable to relocate to the nucleus and activate the FA/BRCA pathway. This may explain the observed lack of correlation between type of FANCA mutation and cellular phenotype or clinical severity in terms of age of onset of hematologic disease or number of malformations. PMID:21273304</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28381242','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28381242"><span>The 150 most important <span class="hlt">questions</span> in cancer research and clinical oncology series: <span class="hlt">questions</span> 15-24 : Edited by Chinese Journal of Cancer.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2017-04-05</p> <p>To accelerate our endeavors to overcome cancer, Chinese Journal of Cancer has launched a program of publishing 150 most important <span class="hlt">questions</span> in cancer research and clinical oncology. In this article, 10 more <span class="hlt">questions</span> are presented as follows. <span class="hlt">Question</span> 15: Can tumor-induced erythrogenesis provide qualified red blood cells for carrying oxygen to distant organs? <span class="hlt">Question</span> 16: Can we overcome tumor resistance to platinum-containing antineoplastic drugs by activating the sensitivity factors in the tumor? <span class="hlt">Question</span> 17: How can a cancer cell stay dormant for years? <span class="hlt">Question</span> 18: Why do cancer cells use distinct transcriptomic and proteomic programs to reach the same metastatic phenotype? <span class="hlt">Question</span> 19: Why do some cancers regress spontaneously? <span class="hlt">Question</span> 20: What are the regulatory mechanisms occurring in donor cells that determine selective sorting of biological content into vesicles and their biological consequences in recipient cells? Are the genetic transfer and exchange of biological messages between cells transient? Is the phenotypic manipulation of recipient cells temporary or prolonged and persistent? If extracellular vesicles possess immune-modulatory potential, how could they be exploited for immune interventions and cancer immunotherapy? Presumably the cargo of extracellular vesicles reflects the cells of their <span class="hlt">origin</span> and can be used for cancer diagnosis, how could the uniform/stringent capture criteria be met universally for applying EVs in point-of-care diagnostics for cancer patients? <span class="hlt">Question</span> 21: Can we use self-sampling technologies to monitor the tumor genetic alterations for more precise targeted therapy? Can we cure a heterogeneous tumor by sequentially targeting the driver molecules? <span class="hlt">Question</span> 22: Can we postpone the onset of non-infection-related cancers? <span class="hlt">Question</span> 23: How many types of cells can jointly form the tumor vasculature to provide blood supply for tumor progression? <span class="hlt">Question</span> 24: How tumor cells transmit their epigenetic features to daughter cells</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED31B0890D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED31B0890D"><span>Does <span class="hlt">Question</span> Structure Affect Exam Performance in the Geosciences?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.</p> <p>2015-12-01</p> <p>The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that <span class="hlt">question</span> structure can have a strong <span class="hlt">impact</span> on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its <span class="hlt">impact</span> on physics undergraduates). Here, we investigate the effect of <span class="hlt">question</span> structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in <span class="hlt">questions</span> that have a 'scaffolded' framework and compare them to their performance in open-ended <span class="hlt">questions</span> and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in <span class="hlt">questions</span> at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013Icar..222...44A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013Icar..222...44A"><span>Asteroidal <span class="hlt">impacts</span> and the <span class="hlt">origin</span> of terrestrial and lunar volatiles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Albarede, Francis; Ballhaus, Chris; Blichert-Toft, Janne; Lee, Cin-Ty; Marty, Bernard; Moynier, Frédéric; Yin, Qing-Zhu</p> <p>2013-01-01</p> <p>Asteroids <span class="hlt">impacting</span> the Earth partly volatilize, partly melt (O'Keefe, J.D., Ahrens, T.J. [1977]. Proc. Lunar Sci. Conf. 8, 3357-3374). While metal rapidly segregates out of the melt and sinks into the core, the vaporized material orbits the Earth and eventually rains back onto its surface. The content of the mantle in siderophile elements and their chondritic relative abundances hence is accounted for, not by the impactors themselves, as in the <span class="hlt">original</span> late-veneer model (Chou, C.L. [1978]. Proc. Lunar Sci. Conf. 9, 219-230; Morgan, J.W. et al. [1981]. Tectonophysics 75, 47-67), but by the vapor resulting from <span class="hlt">impacts</span>. The impactor's non-siderophile volatiles, notably hydrogen, are added to the mantle and hydrosphere. The addition of late veneer may have lasted for 130 Ma after isolation of the Solar System and probably longer, i.e., well beyond the giant lunar <span class="hlt">impact</span>. Constraints from the stable isotopes of oxygen and other elements suggest that, contrary to evidence from highly siderophile elements, ˜4% of CI chondrites accreted to the Earth. The amount of water added in this way during the waning stages of accretion, and now dissolved in the deep mantle or used to oxidize Fe in the mantle and the core, may correspond to 10-25 times the mass of the present-day ocean. The Moon is at least 100 times more depleted than the Earth in volatile elements with the exception of some isolated domains, such as the mantle source of 74220 pyroclastic glasses, which appear to contain significantly higher concentrations of water and other volatiles.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16897912','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16897912"><span>Telephone survey respondents' reactions to <span class="hlt">questions</span> regarding interpersonal violence.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Black, Michele C; Kresnow, Marcie-jo; Simon, Thomas R; Arias, Ileana; Shelley, Gene</p> <p>2006-08-01</p> <p>Concerns have been raised regarding the appropriateness of asking about violence victimization in telephone interviews and whether asking such <span class="hlt">questions</span> increases respondents' distress or risk for harm. However, no large-scale studies have evaluated the <span class="hlt">impact</span> of asking such <span class="hlt">questions</span> during a telephone interview. This study explored respondents' reactions to <span class="hlt">questions</span> regarding violence in two large recently completed telephone surveys. After respondents were asked about violence, they were asked if they thought surveys should ask such <span class="hlt">questions</span> and whether they felt upset or afraid because of the <span class="hlt">questions</span>. In both surveys, the majority of respondents (regardless of their victimization history) were willing to answer <span class="hlt">questions</span> about violence and were not upset or afraid because of the <span class="hlt">questions</span>. More than 92% of respondents thought such <span class="hlt">questions</span> should be asked. These results challenge commonly held beliefs and assumptions and provide some assurance to those concerned with the ethical collection of data on violent victimization.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED453345.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED453345.pdf"><span>Overview of Race and Hispanic <span class="hlt">Origin</span>: Census 2000 Brief.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grieco, Elizabeth M.; Cassidy, Rachel C.</p> <p></p> <p>This report describes race and Hispanic <span class="hlt">origin</span> in the United States and discusses their distributions at the national level. It is based on the Census 2000 Redistricting Summary File. Census 1990 <span class="hlt">questions</span> on race and Hispanic <span class="hlt">origin</span> were changed for Census 2000, because the federal government considers race and Hispanic <span class="hlt">origin</span> to be two separate,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT........30E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT........30E"><span>Effects of student ontological position on cognition of human <span class="hlt">origins</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ervin, Jeremy Alan</p> <p></p> <p>In this study, the narratives from a hermeneutical dialectic cycle of three high school students were analyzed to understand the influences of ontological position on the learning of human <span class="hlt">origins</span>. The interpretation of the narratives provides the reader an opportunity to consider the learning process from the perspective of worldview and conceptual change theories. <span class="hlt">Questions</span> guiding this research include: Within a context of a worldview, what is the range of ontological positions among a high school AP biology class? To what extent does ontological position influence the learning of scientific concepts about human <span class="hlt">origins</span>? If a student's ontological position is contradictory to scientific explanation of human <span class="hlt">origins</span>, how will learning strategies and motivations change? All consenting students in an AP biology class were interviewed in order to select three students who represented three different ontological positions of a worldview: No Supernatural, Supernatural Without <span class="hlt">Impact</span>, or Supernatural <span class="hlt">Impact</span>. The issue of worldview is addressed at length in this work. Consenting students had completed the graduation requirements in biology, but were taking an additional biology course in preparation for college. Enrollment in an AP biology course was assumed to indicate that the selected students have an understanding of the concept of human <span class="hlt">origins</span> at a comprehensive level, but not necessarily at an apprehension level, both being needed for conceptual change. Examination of the narratives reveals that students may alternate between two ontological positions in order to account for inconsistencies within a situation. This relativity enables the range of ontological positions to vary depending on concepts being considered. Not all Supernatural <span class="hlt">Impact</span> positions conflict with biological understanding of human <span class="hlt">origins</span> due to the ability of some to create a dichotomy between religion and school. Any comprehended concepts within this dichotomy lead to plagiaristic knowledge</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EJPh...36d5014G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EJPh...36d5014G"><span>An investigation into the <span class="hlt">impact</span> of <span class="hlt">question</span> structure on the performance of first year physics undergraduate students at the University of Cambridge</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gibson, Valerie; Jardine-Wright, Lisa; Bateman, Elizabeth</p> <p>2015-07-01</p> <p>We describe a study of the <span class="hlt">impact</span> of exam <span class="hlt">question</span> structure on the performance of first year Natural Sciences physics undergraduates from the University of Cambridge. The results show conclusively that a student’s performance improves when <span class="hlt">questions</span> are scaffolded compared with university style <span class="hlt">questions</span>. In a group of 77 female students we observe that the average exam mark increases by 13.4% for scaffolded <span class="hlt">questions</span>, which corresponds to a 4.9 standard deviation effect. The equivalent observation for 236 male students is 9% (5.5 standard deviations). We also observe a correlation between exam performance and A2-level marks for UK students, and that students who receive their school education overseas, in a mixed gender environment, or at an independent school are more likely to receive a first class mark in the exam. These results suggest a mis-match between the problem-solving skills and assessment procedures between school and first year university and will provide key input into the future teaching and assessment of first year undergraduate physics students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19900043560&hterms=chemistry+life&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dchemistry%2Blife','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19900043560&hterms=chemistry+life&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dchemistry%2Blife"><span>Estimates of the maximum time required to <span class="hlt">originate</span> life</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Oberbeck, Verne R.; Fogleman, Guy</p> <p>1989-01-01</p> <p>Fossils of the oldest microorganisms exist in 3.5 billion year old rocks and there is indirect evidence that life may have existed 3.8 billion years ago (3.8 Ga). <span class="hlt">Impacts</span> able to destroy life or interrupt prebiotic chemistry may have occurred after 3.5 Ga. If large impactors vaporized the oceans, sterilized the planets, and interfered with the <span class="hlt">origination</span> of life, life must have <span class="hlt">originated</span> in the time interval between these <span class="hlt">impacts</span> which increased with geologic time. Therefore, the maximum time required for the <span class="hlt">origination</span> of life is the time that occurred between sterilizing <span class="hlt">impacts</span> just before 3.8 Ga or 3.5 Ga, depending upon when life first appeared on earth. If life first <span class="hlt">originated</span> 3.5 Ga, and <span class="hlt">impacts</span> with kinetic energies between 2 x 10 the the 34th and 2 x 10 to the 35th were able to vaporize the oceans, using the most probable <span class="hlt">impact</span> flux, it is found that the maximum time required to <span class="hlt">originate</span> life would have been 67 to 133 million years (My). If life <span class="hlt">originated</span> 3.8 Ga, the maximum time to <span class="hlt">originate</span> life was 2.5 to 11 My. Using a more conservative estimate for the flux of <span class="hlt">impacting</span> objects before 3.8 Ga, a maximum time of 25 My was found for the same range of impactor kinetic energies. The <span class="hlt">impact</span> model suggests that it is possible that life may have <span class="hlt">originated</span> more than once.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29798938','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29798938"><span>Sperm <span class="hlt">origins</span> and concentration do not <span class="hlt">impact</span> the clinical outcomes in intracytoplasmic sperm injection cycles.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yang, Cen; Zhou, Ze-Hong; Zheng, Dan-Ni; Xu, Xiao-Fei; Huang, Jin; Lian, Ying; Qiao, Jie</p> <p>2018-05-25</p> <p>In the present study, we evaluated the <span class="hlt">impact</span> of sperm <span class="hlt">origins</span> and concentration on the clinical outcomes of intracytoplasmic sperm injection (ICSI) cycles. A total of 1201 ICSI cycles were retrospectively analyzed for male azoospermia or oligozoospermia between January 2015 and December 2015 in the Peking University Third Hospital. Patients were divided into three groups (Group 1 vs Group 2/3; surgically extracted sperm vs ejaculated sperms): Group 1 included 343 ICSI cycles and Group 2 analyzed 388 cycles on semen with sperm concentration <5 × 10 6 ml -1 (severe oligozoospermia group). Group 3 included 470 cycles with sperm concentration between 5 × 10 6 ml -1 and 15 × 10 6 ml -1 (mild oligozoospermia group). Fertilization rates, clinical pregnancy rates, and live birth rates were analyzed and compared among groups of different semen <span class="hlt">origins</span> and concentrations on the oocyte retrieval day. Group 2 showed a lower fertilization rate than Group 3 (62.9% ± 21.6% vs 66.8% ± 22.1%,P< 0.05). There were no statistically significant differences in clinical pregnancy rate per transfer (51.3%, 46.7%, and 50.0%, respectively), live birth rate per transfer (44.4%, 40.9%, and 41.4%, respectively), accumulative live birth rate (58.3%, 51.0%, and 52.1%, respectively), twin birth rate (18.4%, 10.6%, and 12.6%, respectively), and birth defects rate (0, 0.3%, and 0.2%, respectively) among three groups. The results of this study indicated that sperm <span class="hlt">origins</span> and concentration do not <span class="hlt">impact</span> the clinical outcomes in ICSI cycles.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.P54A..02M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.P54A..02M"><span>Where is the Geophysical Evidence for the Giant <span class="hlt">Impact</span> <span class="hlt">Origin</span> of the Pluto System?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>McKinnon, W. B.; Singer, K. N.; Nimmo, F.; Spencer, J. R.; Young, L. A.; Weaver, H. A., Jr.; Stern, S. A.</p> <p>2016-12-01</p> <p>Prior to the New Horizons flyby of the Pluto system, it was anticipated that both Pluto and Charon might show geological or geophysical evidence of the giant <span class="hlt">impact</span> thought responsible for the formation of Charon and the smaller satellites. Although dynamical and compositional evidence still supports the giant <span class="hlt">impact</span> model (McKinnon et al., submitted to Icarus), the <span class="hlt">question</span> remains as to whether the geology of Pluto or Charon records evidence of this cataclysm. The collision speed and energy were most likely not large enough to melt all the ices in the precursor bodies, so surviving geological evidence is not out of the <span class="hlt">question</span>. Specifically, Pluto post-<span class="hlt">impact</span> should have been rapidly rotating (with a period as short as 5-6 hr) and highly distorted; Charon under most circumstances would have rapidly despun but have been a highly distorted triaxial body. The tidal evolution end state for both is close to spherical, but fossil figures were anticipated, which in addition to providing direct evidence for post-<span class="hlt">impact</span> tidal evolution, would provide important clues to thermal and structural evolution. For Pluto, McKinnon and Singer (DPS 2014, abs. 419.07) predicted a flattening >1% (radii differences >10 km) for a strengthless icy lithosphere and an unrelaxed rock core. For a fully relaxed core, they predicted a >2-3 km fossil bulge supported by icy lithospheric strength (corresponding to a minimum past lithosphere thickness of 50 km). New Horizons image analyses have limited any oblateness for Pluto to 0.6% (Nimmo et al., Icarus, in press), which corresponds to <7 km flattening. So Pluto may yet possess a geophysically meaningful oblateness, only one not yet directly detectable (moreover, in order to be consistent with the observations, Pluto's rock core either completed its formation post-spindown, or was too weak to support much non-hydrostatic topography). Such an equator-to-pole surface elevation difference, even a subtle one, could express itself through control</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28485987','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28485987"><span>Assessing self-reported use of new psychoactive substances: The <span class="hlt">impact</span> of gate <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Palamar, Joseph J; Acosta, Patricia; Calderón, Fermín Fernández; Sherman, Scott; Cleland, Charles M</p> <p>2017-09-01</p> <p>New psychoactive substances (NPS) continue to emerge; however, few surveys of substance use ask about NPS use. Research is needed to determine how to most effectively query use of NPS and other uncommon drugs. To determine whether prevalence of self-reported lifetime and past-year use differs depending on whether or not queries about NPS use are preceded by "gate <span class="hlt">questions</span>." Gate <span class="hlt">questions</span> utilize skip-logic, such that only a "yes" response to the use of specific drug class is followed by more extensive queries of drug use in that drug class. We surveyed 1,048 nightclub and dance festival attendees (42.6% female) entering randomly selected venues in New York City in 2016. Participants were randomized to gate vs. no gate <span class="hlt">question</span> before each drug category. Analyses focus on eight categories classifying 145 compounds: NBOMe, 2C, DOx, "bath salts" (synthetic cathinones), other stimulants, tryptamines, dissociatives, and non-phenethylamine psychedelics. Participants, however, were asked about specific "bath salts" regardless of their response to the gate <span class="hlt">question</span> to test reliability. We examined whether prevalence of use of each category differed by gate condition and whether gate effects were moderated by participant demographics. Prevalence of use of DOx, other stimulants, and non-phenethylamine psychedelics was higher without a gate <span class="hlt">question</span>. Gate effects for other stimulants and non-phenethylamine psychedelics were larger among white participants and those attending parties less frequently. Almost one in ten (9.3%) participants reporting no "bath salt" use via the gate <span class="hlt">question</span> later reported use of a "bath salt" such as mephedrone, methedrone, or methylone. Omitting gate <span class="hlt">questions</span> may improve accuracy of data collected via self-report.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2840150','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2840150"><span>The Murray Springs Clovis site, Pleistocene extinction, and the <span class="hlt">question</span> of extraterrestrial <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Haynes, C. Vance; Boerner, J.; Domanik, K.; Lauretta, D.; Ballenger, J.; Goreva, J.</p> <p>2010-01-01</p> <p>Some of the evidence for the recent hypothesis of an extraterrestrial <span class="hlt">impact</span> that caused late Pleistocene megafaunal extinctions [Firestone et al. (2007) Proc Natl Acad Sci USA 104:16016–16021] was based upon samples collected at Murray Springs, a Clovis archaeological site in southeastern Arizona. Here we describe sampling and analyses of magnetic separates from within, above, and below the lower Younger Dryas boundary (LYDB) black mat at Murray Springs, as well as radiation measurements from the LYDB at Murray Springs and two other well-stratified Clovis sites. The main magnetic fraction at Murray Springs is maghemite. Magnetic microspherules have terrestrial <span class="hlt">origins</span> but also occur as cosmic dust particles. We failed to find iridium or radiation anomalies. The evidence for massive biomass burning at Murray Springs is addressed and found to be lacking. We could not substantiate some of the claims by Firestone and others, but our findings do not preclude a terminal Pleistocene cosmic event. PMID:20160115</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20160115','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20160115"><span>The Murray Springs Clovis site, Pleistocene extinction, and the <span class="hlt">question</span> of extraterrestrial <span class="hlt">impact</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haynes, C Vance; Boerner, J; Domanik, K; Lauretta, D; Ballenger, J; Goreva, J</p> <p>2010-03-02</p> <p>Some of the evidence for the recent hypothesis of an extraterrestrial <span class="hlt">impact</span> that caused late Pleistocene megafaunal extinctions [Firestone et al. (2007) Proc Natl Acad Sci USA 104:16016-16021] was based upon samples collected at Murray Springs, a Clovis archaeological site in southeastern Arizona. Here we describe sampling and analyses of magnetic separates from within, above, and below the lower Younger Dryas boundary (LYDB) black mat at Murray Springs, as well as radiation measurements from the LYDB at Murray Springs and two other well-stratified Clovis sites. The main magnetic fraction at Murray Springs is maghemite. Magnetic microspherules have terrestrial <span class="hlt">origins</span> but also occur as cosmic dust particles. We failed to find iridium or radiation anomalies. The evidence for massive biomass burning at Murray Springs is addressed and found to be lacking. We could not substantiate some of the claims by Firestone and others, but our findings do not preclude a terminal Pleistocene cosmic event.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27174869','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27174869"><span>How and why multiple MCMs are loaded at <span class="hlt">origins</span> of DNA replication.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Das, Shankar P; Rhind, Nicholas</p> <p>2016-07-01</p> <p>Recent work suggests that DNA replication <span class="hlt">origins</span> are regulated by the number of multiple mini-chromosome maintenance (MCM) complexes loaded. <span class="hlt">Origins</span> are defined by the loading of MCM - the replicative helicase which initiates DNA replication and replication kinetics determined by <span class="hlt">origin</span>'s location and firing times. However, activation of MCM is heterogeneous; different <span class="hlt">origins</span> firing at different times in different cells. Also, more MCMs are loaded in G1 than are used in S phase. These aspects of MCM biology are explained by the observation that multiple MCMs are loaded at <span class="hlt">origins</span>. Having more MCMs at early <span class="hlt">origins</span> makes them more likely to fire, effecting differences in <span class="hlt">origin</span> efficiency that define replication timing. Nonetheless, multiple MCM loading raises new <span class="hlt">questions</span>, such as how they are loaded, where these MCMs reside at <span class="hlt">origins</span>, and how their presence affects replication timing. In this review, we address these <span class="hlt">questions</span> and discuss future avenues of research. © 2016 WILEY Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27568026','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27568026"><span><span class="hlt">Impact</span> of drought on plant populations of native and invasive <span class="hlt">origins</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kleine, Sandra; Weissinger, Lisa; Müller, Caroline</p> <p>2017-01-01</p> <p>Invasive populations often shift phenotypically during introduction. Moreover, they are postulated to show an increased phenotypic plasticity compared with their native counterparts, which could be advantageous. However, less is known about trait selection across populations along the invasion gradient in response to environmental factors, such as increasing drought caused by climate change. In this study, we investigated the <span class="hlt">impacts</span> of drought on growth, regrowth, and various leaf traits in plants of different <span class="hlt">origin</span>. Therefore, seeds of 18 populations of the perennial Tanacetum vulgare were collected along the invasion gradient (North America, invasive; West Europe, archaeophyte; East Europe, native) and grown in competition with the grass Poa pratensis under control or dry conditions in a common garden. Above-ground biomass was cut once and the regrowth was measured as an indicator for tolerance over a second growth period. Initially, drought had little effects on growth of T. vulgare, but after cutting, plants grew more vigorously. Against expectations, phenotypic plasticity was not higher in invasive populations, but even reduced in one trait, which may be attributable to ecological constraints imposed by multiple stress conditions. Trait responses reflected the range expansion and invasion gradient and were influenced by the latitudinal <span class="hlt">origin</span> of populations. Populations of invaded ranges may be subject to faster and more extensive genetic mixing or had less time to undergo and reflect selective processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5432784','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5432784"><span>Evaluation of the prevalence and clinical <span class="hlt">impact</span> of toxocariasis in patients with eosinophilia of unknown <span class="hlt">origin</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kim, Hong-Beum; Seo, Jun-Won; Lee, Jun-Hyung; Choi, Byung-Seok; Park, Sang-Gon</p> <p>2017-01-01</p> <p>Background/Aims Eosinophilia has numerous diverse causes, and in many patients, it is not possible to establish the cause of eosinophilia. Recently, toxocariasis was introduced as one cause of eosinophilia. The aims of this study were to evaluate the prevalence of toxocariasis and the clinical <span class="hlt">impact</span> of albendazole treatment for toxocariasis in patients suspected of eosinophilia of unknown <span class="hlt">origin</span>. Methods We performed a retrospective chart review. After evaluation of cause of eosinophilia, the patients suspected of eosinophilia of unknown <span class="hlt">origin</span> performed immunoglobulin G antibody specific assay for the Toxocara canis larval antigen by enzyme-linked immunosorbent assay. Results This study evaluated 113 patients, 69 patients (61%) were suspected of eosinophilia of unknown <span class="hlt">origin</span>. Among these 69 patients, the frequency of T. canis infection was very high (45 patients, 65.2%), and albendazole treatment for 45 eosinophilia with toxocariasis was highly effective for a cure of eosinophilia than no albendazole group regardless of steroid (82.3%, p = 0.007). Furthermore, among the nonsteroid treated small group (19 patients), albendazole treatment for eosinophilia were more effective than no albendazole group, too (83.3% vs. 28.6 %, p = 0.045). Conclusions The prevalence of toxocariasis was high among patients suspected of eosinophilia of unknown <span class="hlt">origin</span>; therefore, evaluation for T. canis infection is recommended for patients with eosinophilia of unknown <span class="hlt">origin</span>. Furthermore, for patients suspected of eosinophilia of unknown <span class="hlt">origin</span> who have positive results for T. canis, albendazole treatment may be considered a valuable treatment option. PMID:28352060</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28352060','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28352060"><span>Evaluation of the prevalence and clinical <span class="hlt">impact</span> of toxocariasis in patients with eosinophilia of unknown <span class="hlt">origin</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, Hong-Beum; Seo, Jun-Won; Lee, Jun-Hyung; Choi, Byung-Seok; Park, Sang-Gon</p> <p>2017-05-01</p> <p>Eosinophilia has numerous diverse causes, and in many patients, it is not possible to establish the cause of eosinophilia. Recently, toxocariasis was introduced as one cause of eosinophilia. The aims of this study were to evaluate the prevalence of toxocariasis and the clinical <span class="hlt">impact</span> of albendazole treatment for toxocariasis in patients suspected of eosinophilia of unknown <span class="hlt">origin</span>. We performed a retrospective chart review. After evaluation of cause of eosinophilia, the patients suspected of eosinophilia of unknown <span class="hlt">origin</span> performed immunoglobulin G antibody specific assay for the Toxocara canis larval antigen by enzyme-linked immunosorbent assay. This study evaluated 113 patients, 69 patients (61%) were suspected of eosinophilia of unknown <span class="hlt">origin</span>. Among these 69 patients, the frequency of T. canis infection was very high (45 patients, 65.2%), and albendazole treatment for 45 eosinophilia with toxocariasis was highly effective for a cure of eosinophilia than no albendazole group regardless of steroid (82.3%, p = 0.007). Furthermore, among the nonsteroid treated small group (19 patients), albendazole treatment for eosinophilia were more effective than no albendazole group, too (83.3% vs. 28.6 %, p = 0.045). The prevalence of toxocariasis was high among patients suspected of eosinophilia of unknown <span class="hlt">origin</span>; therefore, evaluation for T. canis infection is recommended for patients with eosinophilia of unknown <span class="hlt">origin</span>. Furthermore, for patients suspected of eosinophilia of unknown <span class="hlt">origin</span> who have positive results for T. canis , albendazole treatment may be considered a valuable treatment option.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20515373','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20515373"><span>Can we share <span class="hlt">questions</span>? Performance of <span class="hlt">questions</span> from different <span class="hlt">question</span> banks in a single medical school.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Freeman, Adrian; Nicholls, Anthony; Ricketts, Chris; Coombes, Lee</p> <p>2010-01-01</p> <p>To use progress testing, a large bank of <span class="hlt">questions</span> is required, particularly when planning to deliver tests over a long period of time. The <span class="hlt">questions</span> need not only to be of good quality but also balanced in subject coverage across the curriculum to allow appropriate sampling. Hence as well as creating its own <span class="hlt">questions</span>, an institution could share <span class="hlt">questions</span>. Both methods allow ownership and structuring of the test appropriate to the educational requirements of the institution. Peninsula Medical School (PMS) has developed a mechanism to validate <span class="hlt">questions</span> written in house. That mechanism can be adapted to utilise <span class="hlt">questions</span> from an International <span class="hlt">question</span> bank International Digital Electronic Access Library (IDEAL) and another UK-based <span class="hlt">question</span> bank Universities Medical Assessment Partnership (UMAP). These <span class="hlt">questions</span> have been used in our progress tests and analysed for relative performance. Data are presented to show that <span class="hlt">questions</span> from differing sources can have comparable performance in a progress testing format. There are difficulties in transferring <span class="hlt">questions</span> from one institution to another. These include problems of curricula and cultural differences. Whilst many of these difficulties exist, our experience suggests that it only requires a relatively small amount of work to adapt <span class="hlt">questions</span> from external <span class="hlt">question</span> banks for effective use. The longitudinal aspect of progress testing (albeit summatively) may allow more flexibility in <span class="hlt">question</span> usage than single high stakes exams.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015APS..DFDA35008X','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015APS..DFDA35008X"><span>Numerical simulation of drop <span class="hlt">impact</span> on a thin film: the <span class="hlt">origin</span> of the droplets in the splashing regime</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Xie, Zhihua; Che, Zhizhao; Ismail, Renad; Pain, Chris; Matar, Omar</p> <p>2015-11-01</p> <p>Drop <span class="hlt">impact</span> on a liquid layer is a feature of numerous multiphase flow problems, and has been the subject of numerous theoretical, experimental and numerical investigations. In the splashing regime, however, little attention has been focused on the <span class="hlt">origin</span> of the droplets that are formed during the splashing process. The objective of this study is to investigate this issue numerically in order to improve our understanding of the mechanisms underlying splashing as a function of the relevant system parameters. In contrast to the conventional two-phase flow approach, commonly used to simulate splashing, here, a three-dimensional, three-phase flow model, with adaptive, unstructured meshing, is employed to study the liquid (droplet) - gas (surrounding air) - liquid (thin film) system. In the cases to be presented, both liquid phases have the same fluid property, although, clearly, our method can be used in the more general case of two different liquids. Numerical results of droplet <span class="hlt">impact</span> on a thin film are analysed to determine whether the <span class="hlt">origin</span> of the droplets following <span class="hlt">impact</span> corresponds to the mother drop, or the thin film, or both. EPSRC Programme Grant, MEMPHIS, EP/K0039761/1.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26522635','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26522635"><span>A One-Day Dental Faculty Workshop in Writing Multiple-Choice <span class="hlt">Questions</span>: An <span class="hlt">Impact</span> Evaluation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>AlFaris, Eiad; Naeem, Naghma; Irfan, Farhana; Qureshi, Riaz; Saad, Hussain; Al Sadhan, Ra'ed; Abdulghani, Hamza Mohammad; Van der Vleuten, Cees</p> <p>2015-11-01</p> <p>Long training workshops on the writing of exam <span class="hlt">questions</span> have been shown to be effective; however, the effectiveness of short workshops needs to be demonstrated. The aim of this study was to evaluate the <span class="hlt">impact</span> of a one-day, seven-hour faculty development workshop at the College of Dentistry, King Saud University, Saudi Arabia, on the quality of multiple-choice <span class="hlt">questions</span> (MCQs). Kirkpatrick's four-level evaluation model was used. Participants' satisfaction (Kirkpatrick's Level 1) was evaluated with a post-workshop questionnaire. A quasi-experimental, randomized separate sample, pretest-posttest design was used to assess the learning effect (Kirkpatrick's Level 2). To evaluate transfer of learning to practice (Kirkpatrick's Level 3), MCQs created by ten faculty members as a result of the training were assessed. To assess Kirkpatrick's Level 4 regarding institutional change, interviews with three key leaders of the school were conducted, coded, and analyzed. A total of 72 course directors were invited to and attended some part of the workshop; all 52 who attended the entire workshop completed the satisfaction form; and 22 of the 36 participants in the experimental group completed the posttest. The results showed that all 52 participants were highly satisfied with the workshop, and significant positive changes were found in the faculty members' knowledge and the quality of their MCQs with effect sizes of 0.7 and 0.28, respectively. At the institutional level, the interviews demonstrated positive structural changes in the school's assessment system. Overall, this one-day item-writing faculty workshop resulted in positive changes at all four of Kirkpatrick's levels; these effects suggest that even a short training session can improve a dental school's assessment of its students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMEP12A..02F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMEP12A..02F"><span><span class="hlt">Questioning</span> the <span class="hlt">Origin</span> of the Great Salt Lake "Microbialites"</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Frantz, C.; Matyjasik, M.; Newell, D. L.; Vanden Berg, M. D.; Park, C.</p> <p>2017-12-01</p> <p>The Great Salt Lake (GSL) of Utah contains abundant carbonate mounds that have been described in the literature as "biostromes", "bioherms", "stromatolites", and "microbialites". The structures are commonly cited as being rare examples of modern lacustrine microbialites, which implies that they are actively-forming and biogenic. Indeed, at least in some regions of the lake, the mounds are covered in a mixed community of cyanobacteria, algae, insect larval casings, microbial heterotrophs, and other organisms that is thought to contribute significantly to benthic primary productivity in GSL. However, the presence of a modern surface microbial community does not implicate a biogenic or modern <span class="hlt">origin</span> for the mounds. The few studies to date GSL microbialites indicate that they are ancient, with radiocarbon calendar ages in the late Pleistocene and Holocene ( 13 - 3 cal ka). However, could they still be actively growing, and are the surface microbial communities playing a role? Here, we present results of a suite geochemical measurements used to constrain parameters—including groundwater seepage—influencing carbonate saturation and precipitation in the vicinity of one currently-submerged "microbialite reef" on the northern shore of Antelope Island in the South Arm of GSL. Our data suggests that calcium-charged brackish groundwater input to the lake through a permeable substratum in this location results in locally supersaturated conditions for aragonite, which could lead to modern, abiogenic mineralization. In addition, a series of laboratory experiments suggest that the modern surface microbial communities that coat the mounds do not appreciably facilitate carbonate precipitation in simulated GSL conditions, although they may serve as a template for precipitation when local waters become supersaturated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=human+AND+taxonomy&pg=3&id=EJ1045190','ERIC'); return false;" href="https://eric.ed.gov/?q=human+AND+taxonomy&pg=3&id=EJ1045190"><span><span class="hlt">Questioning</span> Our <span class="hlt">Questions</span>: Assessing <span class="hlt">Question</span> Asking Practices to Evaluate a yPAR Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grace, Sarah; Langhout, Regina Day</p> <p>2014-01-01</p> <p>The purpose of this research was to examine <span class="hlt">question</span> asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research <span class="hlt">question</span> was: In which ways did the adult <span class="hlt">question</span> asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143536.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143536.pdf"><span>The <span class="hlt">Impact</span> of Teacher <span class="hlt">Questioning</span> on Creating Interaction in EFL: A Discourse Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al-Zahrani, Mona Yousef; Al-Bargi, Abdullah</p> <p>2017-01-01</p> <p>This study examines the effect of <span class="hlt">questions</span> on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of <span class="hlt">questions</span> that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JVGR..353...25O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JVGR..353...25O"><span>Igneous rocks formed by hypervelocity <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Osinski, Gordon R.; Grieve, Richard A. F.; Bleacher, Jacob E.; Neish, Catherine D.; Pilles, Eric A.; Tornabene, Livio L.</p> <p>2018-03-01</p> <p>Igneous rocks are the primary building blocks of planetary crusts. Most igneous rocks <span class="hlt">originate</span> via decompression melting and/or wet melting of protolith lithologies within planetary interiors and their classification and compositional, petrographic, and textural characteristics, are well-studied. As our exploration of the Solar System continues, so too does the inventory of intrusive and extrusive igneous rocks, settings, and processes. The results of planetary exploration have also clearly demonstrated that <span class="hlt">impact</span> cratering is a ubiquitous geological process that has affected, and will continue to affect, all planetary objects with a solid surface, whether that be rock or ice. It is now recognized that the production of igneous rocks is a fundamental outcome of hypervelocity <span class="hlt">impact</span>. The goal of this review is to provide an up-to-date synthesis of our knowledge and understanding of igneous rocks formed by hypervelocity <span class="hlt">impact</span>. Following a brief overview of the basics of the <span class="hlt">impact</span> process, we describe how and why melts are generated during <span class="hlt">impact</span> events and how <span class="hlt">impact</span> melting differs from endogenic igneous processes. While the process may differ, we show that the products of hypervelocity <span class="hlt">impact</span> can share close similarities with volcanic and shallow intrusive igneous rocks of endogenic <span class="hlt">origin</span>. Such <span class="hlt">impact</span> melt rocks, as they are termed, can display lobate margins and cooling cracks, columnar joints and at the hand specimen and microscopic scale, such rocks can display mineral textures that are typical of volcanic rocks, such as quench crystallites, ophitic, porphyritic, as well as features such as vesicles, flow textures, and so on. Historically, these similarities led to the misidentification of some igneous rocks now known to be <span class="hlt">impact</span> melt rocks as being of endogenic <span class="hlt">origin</span>. This raises the <span class="hlt">question</span> as to how to distinguish between an <span class="hlt">impact</span> versus an endogenic <span class="hlt">origin</span> for igneous-like rocks on other planetary bodies where fieldwork and sample analysis may not</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19890008971','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19890008971"><span>Samples from Martian craters: <span class="hlt">Origin</span> of the Martian soil by hydrothermal alteration of <span class="hlt">impact</span> melt deposits and atmospheric interactions with ejecta during crater formation</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Newsom, Horton E.</p> <p>1988-01-01</p> <p>The <span class="hlt">origin</span> of the Martian soil is an important <span class="hlt">question</span> for understanding weathering processes on the Martian surface, and also for understanding the global geochemistry of Mars. Chemical analyses of the soil will provide an opportunity to examine what may be a crustal average, as studies of loess on the Earth have demonstrated. In this regard the <span class="hlt">origin</span> of the Martian soil is also important for understanding the chemical fractionations that have affected the composition of the soil. Several processes that are likely to contribute to the Martian soil are examined.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25833939','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25833939"><span>Evaluation d'<span class="hlt">impact</span> sur la santé et évaluation d'<span class="hlt">impact</span> sur l'équité en santé : éventail de pratiques et <span class="hlt">questions</span> de recherche.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Villeval, Mélanie; Bidault, Elsa; Lang, Thierry</p> <p>2016-09-01</p> <p>L'Evaluation d'<span class="hlt">Impact</span> sur la Santé (EIS) se développe au niveau international et est encore au stade émergent en France. Elle vise à évaluer les effets positifs et négatifs potentiels d'un projet, d'un programme ou d'une politique sur la santé. L'objectif est de produire des recommandations en direction des décideurs, afin d'en maximiser les effets positifs et d'en diminuer les effets négatifs. L'EIS est un moyen particulièrement intéressant d'action sur les déterminants de la santé au-delà des comportements individuels et du système de santé. Les politiques de logement, de transport, de solidarité, économiques, etc. ont, en effet, des <span class="hlt">impacts</span> souvent non prévus sur la santé. Au-delà des effets sur la santé, l'EIS doit aussi permettre d'apprécier la distribution de ces effets dans la population.Si la préoccupation pour l'équité en santé est centrale dans l'EIS, elle reste cependant difficilement traduite en pratique. Face à cette difficulté, des démarches d'évaluation d'<span class="hlt">impact</span> ont été développées pour renforcer la prise en compte de l'équité à chaque étape de l'EIS ou « Equity Focused Health <span class="hlt">Impact</span> Assessment », ou prendre en compte les <span class="hlt">impacts</span> sur les inégalités de santé de façon spécifique. Ainsi, l'Evaluation de l'<span class="hlt">Impact</span> sur l'Equité en Santé (EIES) semble, par exemple, particulièrement intéressante pour évaluer l'<span class="hlt">impact</span> sur les inégalités de projets dans le champ sanitaire.L'EIS et l'EIES posent de nombreuses <span class="hlt">questions</span> de recherche, notamment autour de la réunion, dans une même démarche, du politique, du citoyen et de l'expert. La participation des populations vulnérables potentiellement affectées par la politique évaluée est une valeur centrale de l'EIS, mais pose des <span class="hlt">questions</span> d'acceptabilité sociale. La collaboration avec les décideurs politiques est également un enjeu majeur. Les difficultés méthodologiques, notamment de quantification des <span class="hlt">impacts</span>, peuvent constituer des freins à la promotion</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014CRGeo.346...82I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014CRGeo.346...82I"><span>Tectonic-karstic <span class="hlt">origin</span> of the alleged "<span class="hlt">impact</span> crater" of Lake Isli (Imilchil district, High Atlas, Morocco)</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ibouh, Hassan; Michard, André; Charrière, André; Benkaddour, Abdelfattah; Rhoujjati, Ali</p> <p>2014-03-01</p> <p>The scenic lakes Tislit and Isli of the Imilchil area in the central High Atlas of Morocco have been recently promoted to the rank of "dual <span class="hlt">impact</span> crater" by a group of geoscientists. This was promptly denied by a group of meteorite specialists, but the first team reiterated their <span class="hlt">impact</span> crater interpretation, now restricted to Lake Isli. This alleged 40-kyr-old <span class="hlt">impact</span> crater would be associated with the Agoudal meteorite recognized further in the southeast. Here, we show that the lake formed during the Lowe-Middle Pleistocene in a small Pliocene (?) pull-apart basin through additional collapsing due to karst phenomena in the underlying limestones. This compares with the formation of a number of lakes of the Atlas Mountains. None of the "proofs" produced in support of a meteoritic <span class="hlt">origin</span> of Lake Isli coincides with the geology of the area.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23571720','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23571720"><span>When is a research <span class="hlt">question</span> not a research <span class="hlt">question</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mayo, Nancy E; Asano, Miho; Barbic, Skye Pamela</p> <p>2013-06-01</p> <p>Research is undertaken to answer important <span class="hlt">questions</span> yet often the <span class="hlt">question</span> is poorly expressed and lacks information on the population, the exposure or intervention, the comparison, and the outcome. An optimal research <span class="hlt">question</span> sets out what the investigator wants to know, not what the investigator might do, nor what the results of the study might ultimately contribute. The purpose of this paper is to estimate the extent to which rehabilitation scientists optimally define their research <span class="hlt">questions</span>. A cross-sectional survey of the rehabilitation research articles published during 2008. Two raters independently rated each <span class="hlt">question</span> according to pre-specified criteria; a third rater adjudicated all discrepant ratings. The proportion of the 258 articles with a <span class="hlt">question</span> formulated as methods or expected contribution and not as what knowledge was being sought was 65%; 30% of <span class="hlt">questions</span> required reworking. The designs which most often had poorly formulated research <span class="hlt">questions</span> were randomized trials, cross-sectional and measurement studies. Formulating the research <span class="hlt">question</span> is not purely a semantic concern. When the <span class="hlt">question</span> is poorly formulated, the design, analysis, sample size calculations, and presentation of results may not be optimal. The gap between research and clinical practice could be bridged by a clear, complete, and informative research <span class="hlt">question</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2517717','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2517717"><span>The clonal <span class="hlt">origin</span> and clonal evolution of epithelial tumours</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Garcia, Sergio Britto; Novelli, Marco; Wright, Nicholas A</p> <p>2000-01-01</p> <p>While the <span class="hlt">origin</span> of tumours, whether from one cell or many, has been a source of fascination for experimental oncologists for some time, in recent years there has been a veritable explosion of information about the clonal architecture of tumours and their antecedents, stimulated, in the main, by the ready accessibility of new molecular techniques. While most of these new results have apparently confirmed the monoclonal <span class="hlt">origin</span> of human epithelial (and other) tumours, there are a significant number of studies in which this conclusion just cannot be made. Moreover, analysis of many articles show that the potential <span class="hlt">impact</span> of such considerations as patch size and clonal evolution on determinations of clonality have largely been ignored, with the result that a number of these studies are confounded. However, the clonal architecture of preneoplastic lesions provide some interesting insights — many lesions which might have been hitherto regarded as hyperplasias are apparently clonal in derivation. If this is indeed true, it calls into some <span class="hlt">question</span> our hopeful corollary that a monoclonal <span class="hlt">origin</span> presages a neoplastic habitus. Finally, it is clear, for many reasons, that methods of analysis which involve the disaggregation of tissues, albeit microdissected, are far from ideal and we should be putting more effort into techniques where the clonal architecture of normal tissues, preneoplastic and preinvasive lesions and their derivative tumours can be directly visualized in situ. PMID:10762440</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70033755','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70033755"><span>Compound-specific isotope analysis: <span class="hlt">Questioning</span> the <span class="hlt">origins</span> of a trichloroethene plume</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Eberts, S.M.; Braun, C.; Jones, S.</p> <p>2008-01-01</p> <p>Stable carbon isotope ratios of trichloroethene (TCE), cis-1,2- dichloroethene, and trans-1,2-dichloroethene were determined by use of gas chromatography-combustion-isotope ratio mass spectroscopy to determine whether compound-specific stable carbon isotopes could be used to help understand the <span class="hlt">origin</span> and history of a TCE groundwater plume in Fort Worth, TX. Calculated ??13C values for total chlorinated ethenes in groundwater samples, which can approximate the ??13C of a spilled solvent if all degradation products are accounted for, were useful for determining whether separate lobes of the plume resulted from different sources. Most notably, values for one lobe, where tetrachloroethene (PCE) has been detected periodically, were outside the range for manufactured TCE but within the range for manufactured PCE, whereas values for a separate lobe, which is downgradient of reported TCE spills, were within the range for manufactured TCE. Copyright ?? Taylor & Francis Group, LLC.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AcAau.133...81L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AcAau.133...81L"><span>Asteroid <span class="hlt">Origins</span> Satellite (AOSAT) I: An On-orbit Centrifuge Science Laboratory</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lightholder, Jack; Thoesen, Andrew; Adamson, Eric; Jakubowski, Jeremy; Nallapu, Ravi; Smallwood, Sarah; Raura, Laksh; Klesh, Andrew; Asphaug, Erik; Thangavelautham, Jekan</p> <p>2017-04-01</p> <p>Exploration of asteroids, comets and small moons (small bodies) can answer fundamental <span class="hlt">questions</span> relating to the formation of the solar system, the availability of resources, and the nature of <span class="hlt">impact</span> hazards. Near-earth asteroids and the small moons of Mars are potential targets of human exploration. But as illustrated by recent missions, small body surface exploration remains challenging, expensive, and fraught with risk. Despite their small size, they are among the most extreme planetary environments, with low and irregular gravity, loosely bound regolith, extreme temperature variation, and the presence of electrically charged dust. Here we describe the Asteroid <span class="hlt">Origins</span> Satellite (AOSAT-I), an on-orbit, 3U CubeSat centrifuge using a sandwich-sized bed of crushed meteorite fragments to replicate asteroid surface conditions. Demonstration of this CubeSat will provide a low-cost pathway to physical asteroid model validation, shed light on the <span class="hlt">origin</span> and geophysics of asteroids, and constrain the design of future landers, rovers, resource extractors, and human missions. AOSAT-I will conduct scientific experiments within its payload chamber while operating in two distinct modes: (1) as a nonrotating microgravity laboratory to investigate primary accretion, and (2) as a rotating centrifuge producing artificial milligravity to simulate surface conditions on asteroids, comets and small moons. AOSAT-I takes advantage of low-cost, off-the-shelf components, modular design, and the rapid assembly and instrumentation of the CubeSat standard, to answer fundamental <span class="hlt">questions</span> in planetary science and reduce cost and risk of future exploration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1986VA.....29...53B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1986VA.....29...53B"><span>The <span class="hlt">origin</span> of comets</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bailey, M. E.; Clube, S. V. M.; Napier, W. M.</p> <p></p> <p>Theories of the nature and <span class="hlt">origin</span> of comets are discussed in a historical review covering the period from ancient times to the present. Consideration is given to the ancient controversy as to the atmospheric or celestial nature of comets, Renaissance theories of comet orbits, superstitions regarding the effects of comets, Kant's (1755) theory of solar-system <span class="hlt">origin</span>, the nineteenth-century discovery of the relationship between comets and meteor showers, and the continuing solar-system/interstellar debate. Oort's (1950) model of a comet swarm surrounding the solar system is examined in detail; arguments advanced to explain the formation of comets within this model are summarized; and the <span class="hlt">question</span> of cometary catastrophism is addressed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19840034031&hterms=Antimatter&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DAntimatter','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19840034031&hterms=Antimatter&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DAntimatter"><span>Cosmic-ray antimatter - A primary <span class="hlt">origin</span> hypothesis</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Stecker, F. W.; Protheroe, R. J.; Kazanas, D.</p> <p>1983-01-01</p> <p>The present investigation is concerned with the possibility that the observed cosmic-ray protons are of primary extragalactic <span class="hlt">origin</span>, taking into account the significance of the current antiproton data. Attention is given to <span class="hlt">questions</span> regarding primary antiprotons, antihelium fluxes, and the propagation of extragalactic cosmic rays. It is concluded that the primary <span class="hlt">origin</span> hypothesis should be considered as a serious alternative explanation for the cosmic-ray antiproton fluxes. Such extragalactic primary <span class="hlt">origin</span> can be considered in the context of a baryon symmetric domain cosmology. The fluxes and propagation characteristics suggested are found to be in rough agreement with the present antiproton data.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21856442','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21856442"><span>Toward automated consumer <span class="hlt">question</span> answering: automatically separating consumer <span class="hlt">questions</span> from professional <span class="hlt">questions</span> in the healthcare domain.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, Feifan; Antieau, Lamont D; Yu, Hong</p> <p>2011-12-01</p> <p>Both healthcare professionals and healthcare consumers have information needs that can be met through the use of computers, specifically via medical <span class="hlt">question</span> answering systems. However, the information needs of both groups are different in terms of literacy levels and technical expertise, and an effective <span class="hlt">question</span> answering system must be able to account for these differences if it is to formulate the most relevant responses for users from each group. In this paper, we propose that a first step toward answering the queries of different users is automatically classifying <span class="hlt">questions</span> according to whether they were asked by healthcare professionals or consumers. We obtained two sets of consumer <span class="hlt">questions</span> (~10,000 <span class="hlt">questions</span> in total) from Yahoo answers. The professional <span class="hlt">questions</span> consist of two <span class="hlt">question</span> collections: 4654 point-of-care <span class="hlt">questions</span> (denoted as PointCare) obtained from interviews of a group of family doctors following patient visits and 5378 <span class="hlt">questions</span> from physician practices through professional online services (denoted as OnlinePractice). With more than 20,000 <span class="hlt">questions</span> combined, we developed supervised machine-learning models for automatic classification between consumer <span class="hlt">questions</span> and professional <span class="hlt">questions</span>. To evaluate the robustness of our models, we tested the model that was trained on the Consumer-PointCare dataset on the Consumer-OnlinePractice dataset. We evaluated both linguistic features and statistical features and examined how the characteristics in two different types of professional <span class="hlt">questions</span> (PointCare vs. OnlinePractice) may affect the classification performance. We explored information gain for feature reduction and the back-off linguistic category features. The 10-fold cross-validation results showed the best F1-measure of 0.936 and 0.946 on Consumer-PointCare and Consumer-OnlinePractice respectively, and the best F1-measure of 0.891 when testing the Consumer-PointCare model on the Consumer-OnlinePractice dataset. Healthcare consumer</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27576587','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27576587"><span>Assessing the <span class="hlt">impact</span> of defining a global priority research agenda to address HIV-associated tuberculosis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Odone, Anna; Matteelli, Alberto; Chiesa, Valentina; Cella, Paola; Ferrari, Antonio; Pezzetti, Federica; Signorelli, Carlo; Getahun, Haileyesus</p> <p>2016-11-01</p> <p>In 2010, the WHO issued 77 priority research <span class="hlt">questions</span> (PRQs) to address HIV-associated TB. Objective of the this study was to assess the <span class="hlt">impact</span> of defining the research agenda in stimulating and directing research around priority research <span class="hlt">questions</span>. We used number and type of scientific publications as a proxy to quantitatively assess the <span class="hlt">impact</span> of research agenda setting. We conducted 77 single systematic reviews - one for every PRQ - building 77 different search strategies using PRQs' keywords. Multivariate logistic regression models were applied to assess the quantity and quality of research produced over time and accounting for selected covariates. In 2009-2015, PRQs were addressed by 1631 publications (median: 11 studies published per PRQ, range 1-96). The most published area was 'Intensified TB case finding' (median: 23 studies/PRQ, range: 2-74). The majority (62.1%, n = 1013) were published as <span class="hlt">original</span> studies, and more than half (58%, n = 585) were conducted in the African region. <span class="hlt">Original</span> studies' publication increased over the study period (P trend = <0.001). They focused more on the 'Intensified TB case finding' (OR = 2.17, 95% CI: 1.56-2.93) and 'Drug-resistant TB and HIV infection' (OR = 2.12, 95% CI: 1.47-3.06) areas than non-<span class="hlt">original</span> studies. <span class="hlt">Original</span> studies were published in journals of lower <span class="hlt">impact</span> factor and received a smaller number of citations than non-<span class="hlt">original</span> studies (OR = 0.54, 95% CI: 0.42-0.69). The generation of evidence to address PRQs has increased over time particularly in selected fields. Setting a priority research agenda for HIV-associated TB might have positively influenced the direction and the conduct of research and contributed to the global response to such a major threat to health. © 2016 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011epsc.conf.1108C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011epsc.conf.1108C"><span>The <span class="hlt">Origin</span> Of Phobos And Deimos By A Giant <span class="hlt">Impact</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Craddock, R. A.</p> <p>2011-10-01</p> <p>Despite many efforts an adequate theory describing the <span class="hlt">origin</span> of Phobos and Deimos has not been realized. In recent years a number of separate observations suggest the possibility that the Martian satellites may have been the result of giant <span class="hlt">impact</span> [1]. Similar to the Earth-Moon system, Mars has too much angular momentum. A planetesimal with 0.02 Mars masses must have collided with that planet early in its history in order for Mars to spin at its current rate [2]. Although subject to considerable error, current crater scaling laws and an analysis of the largest known <span class="hlt">impact</span> basins on the Martian surface suggest that this planetesimal could have formed either the proposed 10,600 by 8,500-kmdiameter Borealis basin, the 4,970-km-diameter Elysium basin, the 4,500-km-diameter Daedalia basin or, alternatively, some other basin that is no longer identifiable. It is also probable that this object <span class="hlt">impacted</span> Mars at a velocity great enough to vaporize rock (>7 km/s), which is necessary to place large amounts of material into orbit. If material vaporized from the collision with the Mars-spinning planetesimal were placed into orbit, an accretion disk would have resulted. It is possible that as material condensed and dissipated beyond the Roche limit forming small, low-mass satellites due to gravity instabilities within the disk. Once the accretion disk dissipated, tidal forces and libration would have pulled these satellites back down toward the Martian surface. In this scenario, Phobos and Deimos would have been among the first two satellites to form, and Deimos the only satellite formed--and preserved-- beyond synchronous rotation. The low mass of Phobos and Deimos is explained by the possibility that they are composed of loosely aggregated material from the accretion disk, which also implies that they do not contain any volatile elements. Their orbital eccentricity and inclination, which are the most difficult parameters to explain easily with the various capture scenarios</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=space+AND+exploration&pg=6&id=EJ1122979','ERIC'); return false;" href="https://eric.ed.gov/?q=space+AND+exploration&pg=6&id=EJ1122979"><span>Ask <span class="hlt">Questions</span> to Encourage <span class="hlt">Questions</span> Asked</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>belcastro, sarah-marie</p> <p>2017-01-01</p> <p>We delineate some types of structured practice (modeling, requests, feedback, and space-making) that help students learn to pose appropriate <span class="hlt">questions</span> and to initiate exploration of those <span class="hlt">questions</span>. Developing skills requires practice, so we suggest ways to embed structured practice into existing class sessions. Including structured practice is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=interrogation&pg=7&id=EJ887568','ERIC'); return false;" href="https://eric.ed.gov/?q=interrogation&pg=7&id=EJ887568"><span>Students' Comprehension of Science Textbooks Using a <span class="hlt">Question</span>-Based Reading Strategy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Betty Lou; Holliday, William G.; Austin, Homer W.</p> <p>2010-01-01</p> <p>Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension <span class="hlt">questioning</span> strategy with <span class="hlt">origins</span> in clinical research based in elaboration interrogation theory,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hilton&pg=3&id=ED510311','ERIC'); return false;" href="https://eric.ed.gov/?q=hilton&pg=3&id=ED510311"><span>19 Urban <span class="hlt">Questions</span>: Teaching in the City. Second Edition. Counterpoints: Studies in Postmodern Theory of Education, Vol. 215</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Steinberg, Shirley R., Ed</p> <p>2010-01-01</p> <p>The second edition of "19 Urban <span class="hlt">Questions</span>: Teaching in the City" adds new <span class="hlt">questions</span> to those in the <span class="hlt">original</span> volume. Continuing the developing conversation in urban education, the book is provocative in style and rich in detail. Emphasizing the complexity of urban education, Shirley R. Steinberg and the authors ask direct <span class="hlt">questions</span> about what…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22882369','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22882369"><span>How should we <span class="hlt">question</span> young children's understanding of aspectuality?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Waters, Gillian M; Beck, Sarah R</p> <p>2012-09-01</p> <p>In two experiments, we investigated whether 4- to 5-year-old children's ability to demonstrate their understanding of aspectuality was influenced by how the test <span class="hlt">question</span> was phrased. In Experiment 1, 60 children chose whether to look or feel to gain information about a hidden object (identifiable by sight or touch). Test <span class="hlt">questions</span> referred either to the perceptual aspect of the hidden object (e.g., whether it was red or blue), the modality dimension (e.g., what colour it was), or the object's identity (e.g., which one it was). Children who heard the identity <span class="hlt">question</span> performed worse than those who heard the aspect or dimension <span class="hlt">question</span>. Further investigation in Experiment 2 (N= 23) established that children's difficulty with the identity <span class="hlt">question</span> was not due to a problem recalling the objects. We discuss how the results of these methodological investigations <span class="hlt">impact</span> on researchers' assessment of the development of aspectuality understanding. ©2011 The British Psychological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016aph..conf..155L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016aph..conf..155L"><span>A dynamical study on the <span class="hlt">origin</span> of the Moon</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Loibnegger, B.; Dvorak, R.; Burger, C.; Maindl, T. I.; Schäfer, C.; Speith, R.</p> <p>2016-02-01</p> <p>The process of the formation of the Moon still yields many open <span class="hlt">questions</span>. The generally accepted scenario proposes a giant <span class="hlt">impact</span> of a Mars-sized body onto the proto-Earth between 70 to 100 million years after the formation of the terrestrial planets. According to popular theories the Moon formed from the debris disk generated by this giant <span class="hlt">impact</span>. The goal of our dynamical studies is to find the initial orbit of the Mars-sized impactor (Theia) by investigating the regarding probability of a collision with Earth. Due to previous studies it is assumed that Theia formed between Earth and Mars at the same time as the other terrestrial planets did. Then the planet has to stay on a stable orbit for tens of millions of years till it may collide with the Earth leaving the rest of the inner solar system almost unaffected. In order to investigate the most probable <span class="hlt">origin</span> of Theia we did n-body simulations starting a Mars-sized object with semi-major axis between 1.085 AU to 1.119 AU at low inclination altering the mean anomaly for each starting position from 0-360 deg. Additionally, simulations with an initial position of Theia inside the orbit of Earth (semi-major axis between 0.875 AU and 0.940 AU) were carried out. In total up to 10000 scenarios were calculated. The used model consists of an inner solar system with Venus, Earth and Mars at their known positions and the additional Theia as well as Jupiter and Saturn at their present orbits. The system was calculated up to 100 million years finding three possible outcomes namely collision with Earth, ejection or stability for the whole calculation period for Theia. Our results place the possible <span class="hlt">origin</span> of Theia at 1.17 AU where most collisions happen after more than 70 million years. Additionally, the results of the dynamical n-body studies provide important data of the <span class="hlt">impact</span> such as <span class="hlt">impact</span> velocity and <span class="hlt">impact</span> angle which will serve as basis for further detailed investigation of the <span class="hlt">impact</span> itself by SPH (Smooth Particle</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70020058','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70020058"><span>Discovery of microscopic evidence for shock metamorphism at the Serpent Mound structure, south-central Ohio: Confirmation of an <span class="hlt">origin</span> by <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Carlton, R.W.; Koeberl, C.; Baranoski, M.T.; SchuMacHer, G.A.</p> <p>1998-01-01</p> <p>The <span class="hlt">origin</span> of the Serpent Mound structure in south-central Ohio has been disputed for many years. Clearly, more evidence was needed to resolve the confusion concerning the <span class="hlt">origin</span> of the Serpent Mound feature either by endogenic processes or by hypervelocity <span class="hlt">impact</span>. A petrographic study of 21 samples taken from a core 903 m long drilled in the central uplift of the structure provides evidence of shock metamorphism in the form of multiple sets of planar deformation features in quartz grains, as well as the presence of clasts of altered <span class="hlt">impact</span>-melt rock. Crystallographic orientations of the planar deformation features show maxima at the shock-characteristic planes of {101??3} and {101??2} and additional maxima at {101??1}, {213??1}, and {516??1}. Geochemical analyses of <span class="hlt">impact</span> breccias show minor enrichments in the abundances of the siderophile elements Cr, Co, Ni, and Ir, indicating the presence of a minor meteoritic component.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1637787','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1637787"><span>Marine algal toxins: <span class="hlt">origins</span>, health effects, and their increased occurrence.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Van Dolah, F M</p> <p>2000-01-01</p> <p>Certain marine algae produce potent toxins that <span class="hlt">impact</span> human health through the consumption of contaminated shellfish and finfish and through water or aerosol exposure. Over the past three decades, the frequency and global distribution of toxic algal incidents appear to have increased, and human intoxications from novel algal sources have occurred. This increase is of particular concern, since it parallels recent evidence of large-scale ecologic disturbances that coincide with trends in global warming. The extent to which human activities have contributed to their increase therefore comes into <span class="hlt">question</span>. This review summarizes the <span class="hlt">origins</span> and health effects of marine algal toxins, as well as changes in their current global distribution, and examines possible causes for the recent increase in their occurrence. Images Figure 2 Figure 3 PMID:10698729</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nursery&pg=3&id=EJ1132270','ERIC'); return false;" href="https://eric.ed.gov/?q=nursery&pg=3&id=EJ1132270"><span>Simple Texts, Complex <span class="hlt">Questions</span>: Helping Young Children Generate <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ness, Molly</p> <p>2017-01-01</p> <p>As they are naturally curious about the world around them, young children ask lots and lots of <span class="hlt">questions</span>. In classrooms today, however, there seems to be little space for these student-generated <span class="hlt">questions</span> as teachers are more likely to pose the <span class="hlt">questions</span>. Research indicates that <span class="hlt">question</span> generation is an effective strategy to motivate young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160011973','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160011973"><span>Cosmic <span class="hlt">Origins</span> Program Annual Technology Report</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pham, Bruce Thai; Neff, Susan Gale</p> <p>2016-01-01</p> <p>What is the Cosmic <span class="hlt">Origins</span> (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second <span class="hlt">question</span>. Scientists investigating this broad theme seek to understand the <span class="hlt">origin</span> and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27617635','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27617635"><span>Potassium isotopic evidence for a high-energy giant <span class="hlt">impact</span> <span class="hlt">origin</span> of the Moon.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, Kun; Jacobsen, Stein B</p> <p>2016-10-27</p> <p>The Earth-Moon system has unique chemical and isotopic signatures compared with other planetary bodies; any successful model for the <span class="hlt">origin</span> of this system therefore has to satisfy these chemical and isotopic constraints. The Moon is substantially depleted in volatile elements such as potassium compared with the Earth and the bulk solar composition, and it has long been thought to be the result of a catastrophic Moon-forming giant <span class="hlt">impact</span> event. Volatile-element-depleted bodies such as the Moon were expected to be enriched in heavy potassium isotopes during the loss of volatiles; however such enrichment was never found. Here we report new high-precision potassium isotope data for the Earth, the Moon and chondritic meteorites. We found that the lunar rocks are significantly (>2σ) enriched in the heavy isotopes of potassium compared to the Earth and chondrites (by around 0.4 parts per thousand). The enrichment of the heavy isotope of potassium in lunar rocks compared with those of the Earth and chondrites can be best explained as the result of the incomplete condensation of a bulk silicate Earth vapour at an ambient pressure that is higher than 10 bar. We used these coupled constraints of the chemical loss and isotopic fractionation of K to compare two recent dynamic models that were used to explain the identical non-mass-dependent isotope composition of the Earth and the Moon. Our K isotope result is inconsistent with the low-energy disk equilibration model, but supports the high-energy, high-angular-momentum giant <span class="hlt">impact</span> model for the <span class="hlt">origin</span> of the Moon. High-precision potassium isotope data can also be used as a 'palaeo-barometer' to reveal the physical conditions during the Moon-forming event.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24217329','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24217329"><span>Net improvement of correct answers to therapy <span class="hlt">questions</span> after pubmed searches: pre/post comparison.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McKibbon, Kathleen Ann; Lokker, Cynthia; Keepanasseril, Arun; Wilczynski, Nancy L; Haynes, R Brian</p> <p>2013-11-08</p> <p>Clinicians search PubMed for answers to clinical <span class="hlt">questions</span> although it is time consuming and not always successful. To determine if PubMed used with its Clinical Queries feature to filter results based on study quality would improve search success (more correct answers to clinical <span class="hlt">questions</span> related to therapy). We invited 528 primary care physicians to participate, 143 (27.1%) consented, and 111 (21.0% of the total and 77.6% of those who consented) completed the study. Participants answered 14 yes/no therapy <span class="hlt">questions</span> and were given 4 of these (2 <span class="hlt">originally</span> answered correctly and 2 <span class="hlt">originally</span> answered incorrectly) to search using either the PubMed main screen or PubMed Clinical Queries narrow therapy filter via a purpose-built system with identical search screens. Participants also picked 3 of the first 20 retrieved citations that best addressed each <span class="hlt">question</span>. They were then asked to re-answer the <span class="hlt">original</span> 14 <span class="hlt">questions</span>. We found no statistically significant differences in the rates of correct or incorrect answers using the PubMed main screen or PubMed Clinical Queries. The rate of correct answers increased from 50.0% to 61.4% (95% CI 55.0%-67.8%) for the PubMed main screen searches and from 50.0% to 59.1% (95% CI 52.6%-65.6%) for Clinical Queries searches. These net absolute increases of 11.4% and 9.1%, respectively, included previously correct answers changing to incorrect at a rate of 9.5% (95% CI 5.6%-13.4%) for PubMed main screen searches and 9.1% (95% CI 5.3%-12.9%) for Clinical Queries searches, combined with increases in the rate of being correct of 20.5% (95% CI 15.2%-25.8%) for PubMed main screen searches and 17.7% (95% CI 12.7%-22.7%) for Clinical Queries searches. PubMed can assist clinicians answering clinical <span class="hlt">questions</span> with an approximately 10% absolute rate of improvement in correct answers. This small increase includes more correct answers partially offset by a decrease in previously correct answers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=tomasello&pg=5&id=EJ971201','ERIC'); return false;" href="https://eric.ed.gov/?q=tomasello&pg=5&id=EJ971201"><span>Two-Year-Old Children Differentiate Test <span class="hlt">Questions</span> from Genuine <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grosse, Gerlind; Tomasello, Michael</p> <p>2012-01-01</p> <p>Children are frequently confronted with so-called "test <span class="hlt">questions</span>". While genuine <span class="hlt">questions</span> are requests for missing information, test <span class="hlt">questions</span> ask for information obviously already known to the <span class="hlt">questioner</span>. In this study we explored whether two-year-old children respond differentially to one and the same <span class="hlt">question</span> used as either a genuine question…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21917051','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21917051"><span>How staff pursue <span class="hlt">questions</span> to adults with intellectual disabilities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finlay, W M L; Antaki, C</p> <p>2012-04-01</p> <p>When support staff use <span class="hlt">questions</span> to instruct, advise or guide adults with intellectual disabilities (ID), or to solicit information from them, the interaction does not always proceed smoothly, particularly when replies are ambiguous, absent or not obviously relevant. That can lead to interactional trouble and dissatisfaction, or worse. We report on the ways in which staff members transform their <span class="hlt">questions</span> over a series of conversational turns in order to solicit an adequate reply, and thereby to fulfil the interactional goal of the <span class="hlt">question</span>. Our data come from approximately 30 h of recordings of natural conversation between staff members and adults with ID in two residential and one outdoor activities settings. We identify seven practices by which staff attempt to resolve the dilemma between undue direction and premature closure. These include: expansion of the <span class="hlt">original</span> <span class="hlt">question</span>, simplifying its format, changing its content in various ways and realising its alternatives in physical form. We highlight strategies which produce answers satisfactory to both parties, and improve the quality of interaction between staff and people with ID. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22695212','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22695212"><span>The prime <span class="hlt">questions</span> in authentic patient's consultations: a call for additional research on current and new paradigms.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nguyen, Hanh Thi</p> <p>2013-01-01</p> <p>Although the 3 prime <span class="hlt">questions</span> ("What did your doctor tell you the medication is for?" "How did your doctor tell you to take the medication?," and "What did your doctor tell you to expect?") have been recommended as a way to implement an interactive approach to patient's counseling in pharmacy, research examining how these <span class="hlt">questions</span> are actually used in practice is relatively sparse. Qualitative approaches might assist to inform pertinent <span class="hlt">questions</span> that might challenge prevailing paradigms. This commentary calls for a close look at how novice pharmacists in training manage these <span class="hlt">questions</span> in real-life patient's consultations. These examples are aimed to provide preliminary observations about (1) how the prime <span class="hlt">questions</span> in their <span class="hlt">original</span> and modified forms are treated by pharmacists in training and patients, and (2) the interactional functions that the prime <span class="hlt">questions</span> and similar <span class="hlt">questions</span> may serve. Preliminary observations based on a conversation analysis of these examples show that the open-ended nature of the <span class="hlt">original</span> prime <span class="hlt">questions</span> sometimes leads to interactional problems such as delays in patients' responses and pharmacists' revision of the <span class="hlt">questions</span>. Modified <span class="hlt">question</span> formats that involve the use of specific knowledge expected to be possessed by a pharmacist, such as declarative <span class="hlt">questions</span> and Q-word <span class="hlt">questions</span> with concrete information, may lead to smoother interaction. Finally, <span class="hlt">questions</span> about the purpose of the therapy may also be used to create opportunities to express empathy toward the patient or to shift the zone of expertise to the doctor. These initial findings suggest a more context sensitive and adaptive approach to communication in pharmacy. Copyright © 2013 Elsevier Inc. All rights reserved.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=albert+AND+einstein&pg=3&id=EJ608712','ERIC'); return false;" href="https://eric.ed.gov/?q=albert+AND+einstein&pg=3&id=EJ608712"><span>Posing Einstein's <span class="hlt">Question</span>: <span class="hlt">Questioning</span> Einstein's Pose.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Topper, David; Vincent, Dwight E.</p> <p>2000-01-01</p> <p>Discusses the events surrounding a famous picture of Albert Einstein in which he poses near a blackboard containing a tensor form of his 10 field equations for pure gravity with a <span class="hlt">question</span> mark after it. Speculates as to the content of Einstein's lecture and the <span class="hlt">questions</span> he might have had about the equation. (Contains over 30 references.) (WRM)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4959785','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4959785"><span>Update on Medical Practices that should be <span class="hlt">questioned</span> in 2015</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Morgan, Daniel J.; Dhruva, Sanket S.; Wright, Scott M.; Korenstein, Deborah</p> <p>2016-01-01</p> <p>Importance Overuse of medical care, consisting primarily of overdiagnosis and overtreatment, is a common clinical problem. Objective To identify and highlight articles published in 2014 that are most likely to <span class="hlt">impact</span> overuse, organized into the categories of overdiagnosis, overtreatment, and methods to avoid overuse. These manuscripts were reviewed and interpreted for their importance to clinical medicine. Evidence Review A structured review of English-language articles on PubMed published in 2014 and review of tables of contents of relevant journals to identify potential articles that related to medical overuse in adults. Findings We reviewed 910 articles, of which 440 addressed overuse. Of these, 104 were deemed most relevant based on the presentation of <span class="hlt">original</span> data, quality of methodology, magnitude of clinical <span class="hlt">impact</span>, and the number of patients potentially affected. The 10 most influential articles were selected by author consensus using the same criteria. Findings included lack of benefit for screening pelvic examinations (positive predictive value <5%), carotid artery and thyroid ultrasounds. Harms of cancer screening included unnecessary surgery and complications. Head CT scans were an overused diagnostic test (4% with clinically significant findings) and overtreatment included acetaminophen for low back pain, prolonged opioid use after surgery (3% of patients on >90 days), perioperative aspirin, medications to increase HDL, and stenting for renal artery stenosis. Conclusions and Relevance Many common medical practices should be reconsidered. It is hoped that our review promotes reflection on these 10 articles and lead to <span class="hlt">questioning</span> other non-evidence based practices. PMID:26551354</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15934448','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15934448"><span>Do you remember? How caregivers <span class="hlt">question</span> their spouses who have Alzheimer's disease and the <span class="hlt">impact</span> on communication.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Small, Jeff A; Perry, JoAnn</p> <p>2005-02-01</p> <p>This study examined the types of <span class="hlt">questions</span> caregivers use and their outcomes when conversing with their spouse with Alzheimer's disease (AD). Of particular interest was caregivers' use of yes-no and open-ended <span class="hlt">questions</span> and the demands they make on the memory of the person with AD. It was hypothesized that communication between caregivers and their spouses would be more successful when caregivers used yes-no rather than open-ended <span class="hlt">questions</span>; however, it was also predicted that a more positive communication outcome would occur when caregivers used open-ended <span class="hlt">questions</span> that requested information from semantic rather than episodic memory. Eighteen caregivers and their spouses diagnosed with AD were audiotaped while they conversed for approximately 10 min on a topic of their choosing. The conversations were transcribed and coded according to the occurrence of <span class="hlt">questions</span>, the type of <span class="hlt">question</span> (yes-no, choice, or open-ended), the type of memory required to respond to a <span class="hlt">question</span> (semantic or episodic), and the outcome of a response to a <span class="hlt">question</span> (communication breakdown). The results indicated that caregivers used yes-no and open-ended <span class="hlt">questions</span> to a similar extent, whereas episodic <span class="hlt">questions</span> were used almost twice as frequently as semantic <span class="hlt">questions</span>. Communication was more successful when caregivers used yes-no compared with open-ended <span class="hlt">questions</span> and when <span class="hlt">questions</span> placed demands on semantic rather than episodic memory. The findings from this study suggest that caregivers can reduce communication problems by avoiding the use of <span class="hlt">questions</span> that depend on episodic memory. In addition, while yes-no <span class="hlt">questions</span> were associated with more favorable outcomes than open-ended <span class="hlt">questions</span>, the latter do not need to be avoided if they refer to information that draws only on semantic memory.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28537450','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28537450"><span>Investor Outlook: The Unanswered <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schimmer, Joshua; Breazzano, Steven</p> <p>2017-06-01</p> <p>The year 2016 was an exciting one for the field, with several notable successes outweighing a few setbacks. As the number of patients treated successfully (and safely) with gene therapy grows, the totality of evidence points to a robust platform with utility in orphan/ultra-orphan diseases as well as broader indications, and with hopefully increasing predictability of results. This year promises to feature more patients treated, more clinical data, and more gene therapy products in registration-enabling studies. For the field to continue to advance and mature into the next great drug delivery platform, a few unsolved and remaining <span class="hlt">questions</span> need to be addressed, including the business model for cures, a broader safety/efficacy profile once more patients are treated, optimization of delivery (including next-generation approaches), and greater understanding of the <span class="hlt">impact</span> of competitive dynamics. In this report, we detail the success and setbacks of 2016 and highlight the unanswered <span class="hlt">questions</span>-and how the answers may shape the field in the years ahead.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA047583','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA047583"><span>Shock Waves and the <span class="hlt">Origin</span> of Life</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1977-01-01</p> <p>Augustine, St. Thomas Aquinas, Alexander Neckham, Cardinal Damien, Paracelsus, Goethe, Copernicus , Galileo, Harvey, Francis Bacon, Descartes, Hegel and... astronomy and geology. It became thus quite inevitable that the <span class="hlt">question</span> of how life <span class="hlt">originated</span> be reopened and examined again in view of the newly</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19740030967&hterms=biochemistry+cell&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dbiochemistry%2Bcell','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19740030967&hterms=biochemistry+cell&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dbiochemistry%2Bcell"><span><span class="hlt">Origin</span> of the cell - Experiments and premises</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Fox, S. W.</p> <p>1973-01-01</p> <p>Theories and component concepts of the <span class="hlt">origin</span> of life, i.e., primordial life, have emerged from (1) constructionistic studies on model materials and systems, and (2) reductionistic studies of contemporary cells. The resultant views conflict in a number of aspects; many of the differences are analyzed in this article. Constructionistic experiments are appropriate to asking <span class="hlt">questions</span> about <span class="hlt">origins</span> since they are in the same direction as evolution itself. These experiments have revealed self-ordering properties and associated emergent functions, which were not predictable.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4071995','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4071995"><span><span class="hlt">Questions</span> for Surveys</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Schaeffer, Nora Cate; Dykema, Jennifer</p> <p>2011-01-01</p> <p>We begin with a look back at the field to identify themes of recent research that we expect to continue to occupy researchers in the future. As part of this overview, we characterize the themes and topics examined in research about measurement and survey <span class="hlt">questions</span> published in Public Opinion Quarterly in the past decade. We then characterize the field more broadly by highlighting topics that we expect to continue or to grow in importance, including the relationship between survey <span class="hlt">questions</span> and the total survey error perspective, cognitive versus interactional approaches, interviewing practices, mode and technology, visual aspects of <span class="hlt">question</span> design, and culture. Considering avenues for future research, we advocate for a decision-oriented framework for thinking about survey <span class="hlt">questions</span> and their characteristics. The approach we propose distinguishes among various aspects of <span class="hlt">question</span> characteristics, including <span class="hlt">question</span> topic, <span class="hlt">question</span> type and response dimension, conceptualization and operationalization of the target object, <span class="hlt">question</span> structure, <span class="hlt">question</span> form, response categories, <span class="hlt">question</span> implementation, and <span class="hlt">question</span> wording. Thinking about <span class="hlt">question</span> characteristics more systematically would allow study designs to take into account relationships among these characteristics and identify gaps in current knowledge. PMID:24970951</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10105107','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10105107"><span><span class="hlt">Questions</span> abound as start-up nears for physician data bank.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gardner, E; Wagner, L; Burda, D</p> <p>1990-07-02</p> <p>The start-up of the National Practitioner Data Bank is only weeks away, but hospitals and physicians still are raising <span class="hlt">questions</span> about the system's pros and cons. While most laud the data bank's <span class="hlt">original</span> mission--to prevent practitioners from concealing a history of incompetence--many physicians claim the scope of the system has grown too big and fear abuse of the information.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Whittaker&pg=6&id=EJ961241','ERIC'); return false;" href="https://eric.ed.gov/?q=Whittaker&pg=6&id=EJ961241"><span><span class="hlt">Impact</span> of Online Support for Teachers' Open-Ended <span class="hlt">Questioning</span> in Pre-K Science Activities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick</p> <p>2012-01-01</p> <p>We examined the effects of teacher supports in enhancing teachers' open-ended <span class="hlt">questioning</span> in pre-k activities. The blended teacher supports included online video demonstrations of <span class="hlt">questioning</span> techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011ESRv..106..247P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011ESRv..106..247P"><span>The Younger Dryas <span class="hlt">impact</span> hypothesis: A requiem</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pinter, Nicholas; Scott, Andrew C.; Daulton, Tyrone L.; Podoll, Andrew; Koeberl, Christian; Anderson, R. Scott; Ishman, Scott E.</p> <p>2011-06-01</p> <p> consistent with the diffuse, non-catastrophic input of micrometeorite ablation fallout, probably augmented by anthropogenic and other terrestrial spherular grains. Results here also show considerable subjectivity in the reported sampling methods that may explain the purported YD spherule concentration peaks. Fire is a pervasive earth-surface process, and reanalyses of the <span class="hlt">original</span> YD sites and of coeval records show episodic fire on the landscape through the latest Pleistocene, with no unique fire event at the onset of the YD. Lastly, with YD <span class="hlt">impact</span> proponents increasingly retreating to nanodiamonds (cubic, hexagonal [lonsdaleite], and the proposed n-diamond) as evidence of <span class="hlt">impact</span>, those data have been called into <span class="hlt">question</span>. The presence of lonsdaleite was reported as proof of <span class="hlt">impact</span>-related shock processes, but the evidence presented was inconsistent with lonsdaleite and consistent instead with polycrystalline aggregates of graphene and graphane mixtures that are ubiquitous in carbon forms isolated from sediments ranging from modern to pre-YD age. Important <span class="hlt">questions</span> remain regarding the <span class="hlt">origins</span> and distribution of other diamond forms (e.g., cubic nanodiamonds). In summary, none of the <span class="hlt">original</span> YD <span class="hlt">impact</span> signatures have been subsequently corroborated by independent tests. Of the 12 <span class="hlt">original</span> lines of evidence, seven have so far proven to be non-reproducible. The remaining signatures instead seem to represent either (1) non-catastrophic mechanisms, and/or (2) terrestrial rather than extraterrestrial or <span class="hlt">impact</span>-related sources. In all of these cases, sparse but ubiquitous materials seem to have been misreported and misinterpreted as singular peaks at the onset of the YD. Throughout the arc of this hypothesis, recognized and expected <span class="hlt">impact</span> markers were not found, leading to proposed YD impactors and <span class="hlt">impact</span> processes that were novel, self-contradictory, rapidly changing, and sometimes defying the laws of physics. The YD <span class="hlt">impact</span> hypothesis provides a cautionary tale for researchers</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27266533','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27266533"><span><span class="hlt">Impact</span> of Repeated <span class="hlt">Questioning</span> on Interviewers: Learning From a Forensic Interview Training Project.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Duron, Jacquelynn F; Cheung, Monit</p> <p>2016-01-01</p> <p>Forensic interviewers have a difficult job with high risk for career burnout and secondary trauma. Few studies have addressed how new forensic interviewers or trainees experience repeated <span class="hlt">questioning</span> and multiple interviews. This study simulated the process of training new forensic interviewers through the creation of two interview videos in which social work graduate students participated as actors portraying the roles of interviewer and child. These films served as instructional aids preparing graduate social work students for professional child welfare roles while promoting research-based approaches to interviewing children about sexual abuse allegations. Qualitative data from two cohorts of student actors were collected to analyze interviewers' perspectives on repeated <span class="hlt">questioning</span> and interviews in child sexual abuse cases. Two themes were extracted from the subjects' experiences: "It is emotionally taxing" and "Navigating the interviewer role is unexpectedly complex." Exposure to repeated <span class="hlt">questions</span> and multiple interviews affected the performance and confidence of the interviewers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29923638','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29923638"><span>Ten-year assessment of the 100 priority <span class="hlt">questions</span> for global biodiversity conservation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jucker, Tommaso; Wintle, Bonnie; Shackelford, Gorm; Bocquillon, Pierre; Geffert, Jan Laurens; Kasoar, Tim; Kovacs, Eszter; Mumby, Hannah S; Orland, Chloé; Schleicher, Judith; Tew, Eleanor R; Zabala, Aiora; Amano, Tatsuya; Bell, Alexandra; Bongalov, Boris; Chambers, Josephine M; Corrigan, Colleen; Durán, América P; Duvic-Paoli, Leslie-Anne; Emilson, Caroline; da Silva, Jéssica Fonseca; Garnett, Emma E; Green, Elizabeth J; Guth, Miriam K; Hacket-Pain, Andrew; Hinsley, Amy; Igea, Javier; Kunz, Martina; Luke, Sarah H; Lynam, William; Martin, Philip A; Nunes, Matheus H; Ockendon, Nancy; Pavitt, Aly; Payne, Charlotte L R; Plutshack, Victoria; Rademacher, Tim T; Robertson, Rebecca J; Rose, David C; Serban, Anca; Simmons, Benno I; Emilson, Erik J S; Tayleur, Catherine; Wordley, Claire F R; Mukherjee, Nibedita</p> <p>2018-06-20</p> <p>In 2008, a group of conservation scientists compiled a list of 100 priority <span class="hlt">questions</span> for the conservation of the world's biodiversity [Sutherland et al. (2009) Conservation Biology, 23, 557-567]. However, now almost a decade later, no one has yet published a study gauging how much progress has been made in addressing these 100 high-priority <span class="hlt">questions</span> in the peer-reviewed literature. Here we take a first step toward re-examining the 100 <span class="hlt">questions</span> and identify key knowledge gaps that still remain. Through a combination of a questionnaire and a literature review, we evaluated each of the 100 <span class="hlt">questions</span> on the basis of two criteria: relevance and effort. We defined highly-relevant <span class="hlt">questions</span> as those which - if answered - would have the greatest <span class="hlt">impact</span> on global biodiversity conservation, while effort was quantified based on the number of review publications addressing a particular <span class="hlt">question</span>, which we used as a proxy for research effort. Using this approach we identified a set of <span class="hlt">questions</span> that, despite being perceived as highly relevant, have been the focus of relatively few review publications over the past ten years. These <span class="hlt">questions</span> covered a broad range of topics but predominantly tackled three major themes: the conservation and management of freshwater ecosystems, the role of societal structures in shaping interactions between people and the environment, and the <span class="hlt">impacts</span> of conservation interventions. We see these <span class="hlt">questions</span> as important knowledge gaps that have so far received insufficient attention and may need to be prioritised in future research. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22150516','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22150516"><span><span class="hlt">Origins</span> and <span class="hlt">originators</span>: lesbian couples negotiating parental identities and sperm donor conception.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nordqvist, Petra</p> <p>2012-01-01</p> <p>Donor conception challenges conventional kinship idioms: the involvement of a gamete donor culturally raises <span class="hlt">questions</span> about parentage and also the meaning of genetic heritage. Although there is now a growing body of literature exploring how people resorting to donor conception negotiate kinship and connectedness, this predominantly focuses on heterosexual couples. Little is yet known about how lesbian couples navigate these processes. This paper builds on a qualitative interview study comprising 25 lesbian couples in England and Wales with experiences of pursuing donor conception in the context of their couple relationship to explore how these couples negotiate the contribution of the donor. It explores how couples negotiate meanings of parenthood, genetic <span class="hlt">origins</span> and the bodily process of conception. The paper argues that lesbian couples negotiate parental identities, biogenetic relationships and also the meaning of conception by disassembling and reassembling the meaning of kinship, parenthood, creation, <span class="hlt">origin</span> and <span class="hlt">originator</span>. Findings suggest that lesbian couples weave together old and new understandings of relatedness in complex patterns and that this enables them to assert authority as parents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhyW...28i..10S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhyW...28i..10S"><span>Study <span class="hlt">questions</span> environmental <span class="hlt">impact</span> of fuel-cell vehicles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stafford, Ned</p> <p>2015-09-01</p> <p>Fuel-cell electric vehicles are seen by many as an environmentally friendly technology that can reduce greenhousegas emissions by producing no harmful emissions. But a new study has found that overall a fuel cell electric vehicle has about the same negative environmental <span class="hlt">impact</span> as a luxury sports car.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23604595','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23604595"><span>A Brazilian Portuguese version of the Revised Fibromyalgia <span class="hlt">Impact</span> Questionnaire (FIQR): a validation study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Paiva, Eduardo S; Heymann, Roberto E; Rezende, Marcelo C; Helfenstein, Milton; Martinez, Jose Eduardo; Provenza, Jose Roberto; Ranzolin, Aline; de Assis, Marcos Renato; Pasqualin, Vivian D; Bennett, Robert M</p> <p>2013-08-01</p> <p>The Fibromyalgia <span class="hlt">Impact</span> Questionnaire (FIQ) was specifically developed to assess disease severity and functional ability in fibromyalgia patients. In 2009, a revised version of the FIQ was published, the FIQR; this version achieved a better balance among different domains (function, overall <span class="hlt">impact</span>, symptoms). Here, we present the validity and reliability of the Brazilian version of the Revised Fibromyalgia <span class="hlt">Impact</span> Questionnaire (FIQR). Female fibromyalgia patients (n = 106) completed an online survey consisting of the Short Form 36 (SF-36) questionnaire, the <span class="hlt">original</span> FIQ, and the Brazilian Portuguese FIQR, which was translated by a standard method. Validity was established with correlational analyses between the FIQR, FIQ, and SF-36 items. Three domains were established for the FIQR (function, overall <span class="hlt">impact</span>, symptoms), and their contribution for the SF-36 subscales was also scrutinized. The Brazilian FIQR validation process showed that the <span class="hlt">questions</span> performed in a very similar way to the <span class="hlt">original</span> English FIQR. The new <span class="hlt">questions</span> in the FIQR symptoms domain (memory, balance, tenderness, and environmental sensitivity) revealed a significant <span class="hlt">impact</span> in fibromyalgia (FM) patients. The Brazilian Portuguese FIQR demonstrated excellent reliability, with a Cronbach's alpha of 0.96. There was a gain on weight of the function domain and a decrease of the symptom domain, leading to a better balance among domains. The FIQR predicted a great number of SF-36 subscales, showing good convergent validity. The Brazilian Portuguese version of the FIQR was validated and found to be a reliable, easy-to-use, and score FM-specific questionnaire that should prove useful in routine clinical practice and FM-related research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles+AND+management+AND+practices&pg=6&id=EJ1119818','ERIC'); return false;" href="https://eric.ed.gov/?q=principles+AND+management+AND+practices&pg=6&id=EJ1119818"><span>Reflective <span class="hlt">Questions</span>, Self-<span class="hlt">Questioning</span> and Managing Professionally Situated Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malthouse, Richard; Watts, Mike; Roffey-Barentsen, Jodi</p> <p>2015-01-01</p> <p>Reflective self-<span class="hlt">questioning</span> arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and "situated reflective" <span class="hlt">questions</span> in terms of self-<span class="hlt">questioning</span> and professional workplace problem solving. In our view, the situational context, entailed by the setting, social…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFM.P33D2185G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFM.P33D2185G"><span>Outcrop-scale imaging spectroscopy of the Haughton <span class="hlt">impact</span> structure, Canada</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Greenberger, R. N.; Ehlmann, B. L.; Osinski, G. R.; Tornabene, L. L.; Green, R. O.</p> <p>2016-12-01</p> <p>Field-portable imaging spectrometers are a novel tool to study heterogeneous deposits such as those found at <span class="hlt">impact</span> structures. Laboratory imaging spectroscopy of samples from the Haughton <span class="hlt">impact</span> structure, Devon Island, Nunavut, Canada, detects and maps a variety of minerals within hand samples including calcite, dolomite, hydrated silica, gypsum, garnet, and iron oxides and sulfates. Many of these minerals <span class="hlt">originate</span> from the target rock lithologies (e.g., limestone, dolostone, sandstone, gneiss) that have been shocked, altered, and displaced. An intimate mixture of quenched melts of calcite and hydrated silica is indicative of the melt rock matrix and is a byproduct of the <span class="hlt">impact</span> process. Based on these preliminary results, we conducted a field campaign in Summer 2016 at the Haughton structure using imaging spectroscopy on the ground to study and quantify outcrops of <span class="hlt">impact</span>-disrupted materials around the structure. Key <span class="hlt">questions</span> addressed include (1) to what extent are the different <span class="hlt">impact</span>-disrupted/exposed target lithologies from discrete stratigraphic units homogenized during <span class="hlt">impact</span> processes, (2) what single or mixed lithologies are we able to detect, and (3) is variability within the target lithologies observable within the impactites? The Haughton <span class="hlt">impact</span> structure is an ideal location to address these <span class="hlt">questions</span> due to its excellent preservation and the nearly flat-lying, undeformed target rocks. We will present results from the field campaign along with supporting laboratory analyses. The results have implications for our understanding of <span class="hlt">impact</span> processes and interpretation of planetary remote sensing datasets.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=four&id=EJ994693','ERIC'); return false;" href="https://eric.ed.gov/?q=four&id=EJ994693"><span>Four <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hark-Weber, Amara G., Ed.</p> <p>2013-01-01</p> <p>The author is pleased to introduce a new section in "TAJ," Four <span class="hlt">Questions</span>. The structure is simple: four <span class="hlt">questions</span> are asked to teaching artists working in various media and locations. The <span class="hlt">questions</span> are always the same, but because each teaching artist's approach is unique, their answers will provide an insight into particular methodologies that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ843854.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ843854.pdf"><span>On-Line Mathematics Assessment: The <span class="hlt">Impact</span> of Mode on Performance and <span class="hlt">Question</span> Answering Strategies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Martin; Green, Sylvia</p> <p>2006-01-01</p> <p>The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and <span class="hlt">question</span> answering strategies. In this project 104 eleven-year-olds were given two sets of matched mathematics <span class="hlt">questions</span>, one set on-line and the other on paper. Facility values were analyzed to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4572360','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4572360"><span>Deep <span class="hlt">Question</span> Answering for protein annotation</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick</p> <p>2015-01-01</p> <p>Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, <span class="hlt">question</span>-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user <span class="hlt">question</span>, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics <span class="hlt">questions</span>, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per <span class="hlt">question</span>. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an <span class="hlt">original</span> classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/ PMID:26384372</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26384372','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26384372"><span>Deep <span class="hlt">Question</span> Answering for protein annotation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick</p> <p>2015-01-01</p> <p>Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, <span class="hlt">question</span>-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user <span class="hlt">question</span>, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics <span class="hlt">questions</span>, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per <span class="hlt">question</span>. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an <span class="hlt">original</span> classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005JChEd..82.1181H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005JChEd..82.1181H"><span>Doing Science and Asking <span class="hlt">Questions</span> II: An Exercise That Generates <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.</p> <p>2005-08-01</p> <p>Given the importance of <span class="hlt">questions</span> in science, it is critical that students learn to ask <span class="hlt">questions</span> as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own <span class="hlt">questions</span>. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating <span class="hlt">questions</span> can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of <span class="hlt">questioning</span>, raising four salient points: (1) learners are more likely to have a personal interest in the <span class="hlt">questions</span> they raise; (2) <span class="hlt">questions</span> can serve as entry points for issues relating to ethnicity and gender; (3) <span class="hlt">questions</span> give control to the person who asks them; and (4) <span class="hlt">questions</span> can challenge existing structures, categories, and norms.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17394580','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17394580"><span>Children's <span class="hlt">questions</span>: a mechanism for cognitive development.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chouinard, Michael M</p> <p>2007-01-01</p> <p> methodology allowed detailed, veridical analysis of every <span class="hlt">question</span> asked by the children during their recording sessions. Results indicate that children ask many information-seeking <span class="hlt">questions</span> and get informative answers. When they do not get an informative response, they keep asking; attention is not enough. Results also indicate that the content of children's <span class="hlt">questions</span> parallel their conceptual advances, and shift within an exchange and over the course of development to reflect the learning process. So, these data suggest that the components of the IRM are in place and are used by children from very early in development, and the information they seek changes with time. Study 2 asked whether preverbal children who are not yet asking linguistic <span class="hlt">questions</span> can recruit information via gestures, expressions, and vocalizations, in addition to further investigating the linguistic <span class="hlt">questions</span> of older children. This study analyzed <span class="hlt">questions</span> from a cross-sectional diary study, kept by 68 parents of their children's <span class="hlt">questions</span> (aged 1;0-5;0). Also, this methodology allowed for data collection over a large number of children, a large range of situational contexts, and allows for the collection of low frequency, high-salience events. Results from Study 2 suggest that all of the components of the IRM are in place, and extends these findings down to younger, preverbal children who recruit information using gesture and vocalizations. Study 3 investigated the <span class="hlt">questions</span> asked in one specific domain, biological knowledge, and examined the <span class="hlt">impact</span> that different stimulus types have on children's <span class="hlt">questions</span>. This study gathered data from 112 parent/child dyads (children aged 2, 3, and 4 years) walking through one of three zoos (one with real animals, one with drawings of animals, and one with three-dimensional replicas of animals), looking at the animals together. Results from this study also suggest that all of the components of the IRM are in place from the earliest age, further supporting the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20160001776','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20160001776"><span>NASA 2014 The Hyperspectral Infrared Imager (HyspIRI) - Science <span class="hlt">Impact</span> of Deploying Instruments on Separate Platforms</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Turpie, Kevin; Veraverbeke, Sander; Wright, Robert; Anderson, Martha; Prakash, Anupma; Quattrochi, Dale</p> <p>2014-01-01</p> <p> minimal, e.g. if the instruments were on separate platforms that followed each other in a train. The <span class="hlt">impact</span> of a separation of <1 week was strongly dependent on the <span class="hlt">question</span> that was being addressed with no <span class="hlt">impact</span> for some <span class="hlt">questions</span> and a severe <span class="hlt">impact</span> for others. The <span class="hlt">impact</span> of a time separation of several months was severe and in many cases it was no longer possible to answer the sub-<span class="hlt">question</span>. The <span class="hlt">impact</span> of deploying the instruments on the ISS which is in a precessive (non-sun synchronous) orbit was also very <span class="hlt">question</span> dependent, in some cases it was possible to go beyond the <span class="hlt">original</span> <span class="hlt">question</span>, e.g. to examine the <span class="hlt">impact</span> of the diurnal cycle, whereas in other cases the <span class="hlt">question</span> could not be addressed for example if the <span class="hlt">question</span> required observations from the polar regions. As part of the study, the participants were asked to estimate, as a percentage, how completely a given sub-<span class="hlt">question</span> could be answered with 100% indicating the <span class="hlt">question</span> could be completely answered. These estimations should be treated with caution but nonetheless can be useful in assessing the <span class="hlt">impact</span>. Averaging the estimates for each of the combined <span class="hlt">questions</span> the results indicate that 97% of the <span class="hlt">questions</span> could be answered with a separation of < 3 minutes. With a separation of < 1 week, 67% of the <span class="hlt">questions</span> could be answered and with a separation of several months only 21% of the <span class="hlt">questions</span> could be answered.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28682720','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28682720"><span>Phenomenology in Its <span class="hlt">Original</span> Sense.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van Manen, Max</p> <p>2017-05-01</p> <p>In this article, I try to think through the <span class="hlt">question</span>, "What distinguishes phenomenology in its <span class="hlt">original</span> sense?" My intent is to focus on the project and methodology of phenomenology in a manner that is not overly technical and that may help others to further elaborate on or <span class="hlt">question</span> the singular features that make phenomenology into a unique qualitative form of inquiry. I pay special attention to the notion of "lived" in the phenomenological term "lived experience" to demonstrate its critical role and significance for understanding phenomenological reflection, meaning, analysis, and insights. I also attend to the kind of experiential material that is needed to focus on a genuine phenomenological <span class="hlt">question</span> that should guide any specific research project. Heidegger, van den Berg, and Marion provide some poignant exemplars of the use of narrative "examples" in phenomenological explorations of the phenomena of "boredom," "conversation," and "the meaningful look in eye-contact." Only what is given or what gives itself in lived experience (or conscious awareness) are proper phenomenological "data" or "givens," but these givens are not to be confused with data material that can be coded, sorted, abstracted, and accordingly analyzed in some "systematic" manner. The latter approach to experiential research may be appropriate and worthwhile for various types of qualitative inquiry but not for phenomenology in its <span class="hlt">original</span> sense. Finally, I use the mythical figure of Kairos to show that the famous phenomenological couplet of the epoché-reduction aims for phenomenological insights that require experiential analysis and attentive (but serendipitous) methodical inquiry practices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2249974','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2249974"><span>Long-term follow-up of echolalia and <span class="hlt">question</span> answering.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Foxx, R M; Faw, G D</p> <p>1990-01-01</p> <p>A long-term follow-up of echolalia and correct <span class="hlt">question</span> answering was conducted for 6 subjects from three previously published studies. The follow-up periods ranged from 26 to 57 months. In a training site follow-up, subjects were exposed to baseline/posttraining conditions in which the <span class="hlt">original</span> trainer and/or a novel person(s) presented trained and untrained <span class="hlt">questions</span>. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lower than in baseline in 80.6% of the follow-ups. Five subjects displayed correct responding above baseline levels. No clear differences were noted in correct responding or echolalia between the trainer and novel-person presentations or between trained and untrained <span class="hlt">questions</span>. In a follow-up in a natural environment conducted by a novel person, lower than baseline levels of echolalia were displayed by 3 subjects; 2 subjects displayed lower than baseline levels in some assessments. Two subjects consistently displayed correct responding above baseline, and 3 did so occasionally. Issues related to the study of maintenance are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1286251','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1286251"><span>Long-term follow-up of echolalia and <span class="hlt">question</span> answering.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Foxx, R M; Faw, G D</p> <p>1990-01-01</p> <p>A long-term follow-up of echolalia and correct <span class="hlt">question</span> answering was conducted for 6 subjects from three previously published studies. The follow-up periods ranged from 26 to 57 months. In a training site follow-up, subjects were exposed to baseline/posttraining conditions in which the <span class="hlt">original</span> trainer and/or a novel person(s) presented trained and untrained <span class="hlt">questions</span>. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lower than in baseline in 80.6% of the follow-ups. Five subjects displayed correct responding above baseline levels. No clear differences were noted in correct responding or echolalia between the trainer and novel-person presentations or between trained and untrained <span class="hlt">questions</span>. In a follow-up in a natural environment conducted by a novel person, lower than baseline levels of echolalia were displayed by 3 subjects; 2 subjects displayed lower than baseline levels in some assessments. Two subjects consistently displayed correct responding above baseline, and 3 did so occasionally. Issues related to the study of maintenance are discussed. PMID:2249974</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=culture+AND+influence+AND+behavior&pg=3&id=EJ878514','ERIC'); return false;" href="https://eric.ed.gov/?q=culture+AND+influence+AND+behavior&pg=3&id=EJ878514"><span><span class="hlt">Origin</span> Stories: Geography, Culture, and Belief</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gandy, S. Kay; Matthew, Kathleen</p> <p>2010-01-01</p> <p>At a very young age children become curious about themselves and their place in the world around them. As children mature, <span class="hlt">questions</span> of <span class="hlt">origin</span> signal the desire for a broader explanation of the world, a desire for a deeper understanding of something bigger than themselves to explain events that happen around them. There is a great variety of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=need+AND+assessment&id=EJ1048718','ERIC'); return false;" href="https://eric.ed.gov/?q=need+AND+assessment&id=EJ1048718"><span><span class="hlt">Questioning</span> Needs Assessment: Some Limitations and Positive Alternatives</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hannum, Wallace</p> <p>2013-01-01</p> <p>This article raises <span class="hlt">questions</span> about the use of needs assessment by those seeking to improve the performance of organizations and individuals. While the discrepancy model of needs assessment has enjoyed a long history and is widely accepted, the author states that it has several undesirable consequences in terms of its <span class="hlt">impact</span>. This article offers…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFM.P53C1526L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFM.P53C1526L"><span>Possible <span class="hlt">Impact</span> <span class="hlt">Origin</span> for the Late Ordovician Bear Swamp Structure in the Finger Lakes Region of New York</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Leiphart, D.</p> <p>2010-12-01</p> <p><span class="hlt">Impact</span> structures, or astroblemes, are one of rarest formations in the geologic record. Presently there are 176 confirmed <span class="hlt">impact</span> structures on the planet with roughly two-thirds of them evident at the surface. A potential <span class="hlt">impact</span> structure has been discovered in a 3D seismic survey in the Finger Lakes Region of upstate New York (Figure 1 - N42o43.187’; W76o16.637’). The Bear Swamp crater is uppermost Ordovician (~444 Ma) in age and is situated within the fluvial-deltaic to shallow marine Queenston Formation. This nearly circular structure measures 3.5 km (2.2 mi) in diameter and is completely buried in the subsurface at a depth of approximately 1,220 m (4,000 ft). Seismic data show a central uplift within the crater that rises about 160 m (525 ft) above the base. Around the central uplift is an annular basin that is more than 300 m (~1,000 ft) thick and is characterized by synformal seismic reflectors (Figure 1). This three-dimensional morphology resembles other complex craters of confirmed <span class="hlt">impact</span> <span class="hlt">origin</span>. Two exploration wells were drilled into the crater and image logs were run. The first well tested the central rebound which consists of steeply dipping beds and heavily brecciated zones. The second well was drilled in the annular basin which contains alternating sequences of chaotic zones and shallow dipping beds. Based on analogous <span class="hlt">impact</span> structures, this crater fill is here interpreted as resurge breccias and turbidites which were the result of intense wave action in the moments after <span class="hlt">impact</span>. Above these <span class="hlt">impact</span>-related deposits lies a zone of very thin (~2cm) laminae which resemble varved sediments in lacustrine environments. A bioturbated zone overlies these thin laminae, which is in turn capped by the End Ordovician unconformity. Observations of both seismic and well data are consistent with a shallow marine to transition zone <span class="hlt">impact</span> <span class="hlt">origin</span> for the Bear Swamp crater. Figure 1: Location map showing the area of the ~180 km2 (70 mi2) 3D seismic survey and the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19950042225&hterms=makeup&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dmakeup','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19950042225&hterms=makeup&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Dmakeup"><span>Shock recovery analogs and the <span class="hlt">origin</span> of mesosiderites. [Abstract only</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Rowan, L. R.</p> <p>1994-01-01</p> <p>The <span class="hlt">origin</span> of mesosiderites, which consist of approximately equal-weight proportions of Fe-Ni metal and silicates (gabbros, basalts, orthopyroxenites, dunites), remains an interesting and complex problem in meteoritics. There is general agreement that multiple <span class="hlt">impact</span> events were probably involved in the formation of these brecciated stony-iron meteorites, but given the heterogeneity of mesosiderites, additional processes have been invoked to explain the unique and intricate textural and compositional makeup of mesosiderites. We conducted a series of shock recovery experiments to test the <span class="hlt">impact</span> event(s) scenario. The results indicated significant similarities between the shocked analogs and many mesosiderites. We have compared our analogs with a suite of thin sections of Barea mesosiderite. I have conducted a series of flash heating experiments in which equal-weight proportions of gabbro and stainless steel (SS304) powders were compressed into small charges and heated under reducing conditions for short times. These experiments were used to bracket localized, peak postshock temperatures in our analog shots and to compare the mixing relations between the silicate and metal. The shock recovery experiments used porous metal-silicate powder starting mixtures, therefore our experiments are most analogous to an <span class="hlt">impact</span> scenario where the target is an asteroidal regolith surface composed of a loose mixture of Fe-Ni metal and heterogeneous silicates. Analog experiments may really describe a secondary <span class="hlt">impact</span> process similar to the late-stage, localized <span class="hlt">impact</span> melting event. This leaves one of the crucial <span class="hlt">questions</span> about mesosiderite genesis unanswered, namely what is the source of the Fe-Ni metal that is so intimately distributed in these meteorites?</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005RScEd..35..447S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005RScEd..35..447S"><span>Effects of Re-Using a Conceptual Examination <span class="hlt">Question</span> in Physics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sharma, Manjula D.; Sefton, Ian M.; Cole, Martyn; Whymark, Aaron; Millar, Rosemary M.; Smith, Andrew</p> <p>2005-12-01</p> <p>We report on a study of what happened when we recycled a conceptual examination <span class="hlt">question</span> in a first-year university physics course. The <span class="hlt">question</span>, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. Our <span class="hlt">original</span> intention was to use a phenomenographic approach to look for differences in students' descriptive answers. Having done that, we decided to add a study of the marks that were awarded to those answers. The first time that the <span class="hlt">question</span> was re-used, the distribution of answers amongst our phenomenographic categories showed a decrease in the common conception that gravity is zero in the satellite and an increase in explanations in terms of free fall. When the <span class="hlt">question</span> was re-used a second time, that difference was maintained but it was not significantly increased. The distribution of marks for the <span class="hlt">question</span> was different over the three years in a way that appears to be unrelated to differences in students' conceptual understandings. Differences in the distribution of marks are more likely to be related to differences in marking procedures. We conclude that studies like this one have the potential to contribute to improvements in university assessment procedures. In particular we propose that phenomenographic analysis could be used in the design of marking schemes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29402570','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29402570"><span>Improving youth <span class="hlt">question</span>-asking and provider education during pediatric asthma visits.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sleath, Betsy; Carpenter, Delesha M; Davis, Scott A; Watson, Claire Hayes; Lee, Charles; Loughlin, Ceila E; Garcia, Nacire; Reuland, Daniel S; Tudor, Gail</p> <p>2018-06-01</p> <p>We conducted a pragmatic randomized controlled trial to test the effectiveness of an asthma <span class="hlt">question</span> prompt list with video intervention to increase youth <span class="hlt">question</span>-asking and provider education during visits. English or Spanish-speaking youth ages 11-17 with persistent asthma and their parents were enrolled from four rural and suburban pediatric clinics. Youth were randomized to the intervention or usual care groups. Intervention group adolescents watched the video on an iPad and then completed an asthma <span class="hlt">question</span> prompt list before their visits. Generalized estimating equations were used to analyze the data. Forty providers and 359 patients participated. Intervention group youth were significantly more likely to ask one or more <span class="hlt">questions</span> about medications, triggers, and environmental control than usual care youth. Providers were significantly more likely to educate intervention group youth about rescue medications, triggers, and environmental control. Intervention group caregivers were not significantly more likely to ask <span class="hlt">questions</span>. The intervention increased youth <span class="hlt">question</span>-asking and provider education about medications, triggers, and environmental control. The intervention did not <span class="hlt">impact</span> caregiver <span class="hlt">question</span>-asking. Providers/practices should consider having youth complete <span class="hlt">question</span> prompt lists and watch the video with their parents before visits to increase youth <span class="hlt">question</span>-asking during visits. Copyright © 2018 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26370770','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26370770"><span>The <span class="hlt">origins</span> of the universe: why is there something rather than nothing?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Paulson, Steve; Albert, David; Holt, Jim; Turok, Neil</p> <p>2015-12-01</p> <p>Perhaps the greatest mystery is why the universe exists in the first place. How is it possible for something to emerge from nothing, or has a universe in some form always existed? This <span class="hlt">question</span> of <span class="hlt">origins</span>-both of the universe as a whole and of the fundamental laws of physics-raises profound scientific, philosophical, and religious <span class="hlt">questions</span>, culminating in the most basic existential <span class="hlt">question</span> of all: Why are we here? Discussion of this and related <span class="hlt">questions</span> is presented in this paper. © 2015 New York Academy of Sciences.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25687518','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25687518"><span>The influence of <span class="hlt">question</span> design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F</p> <p>2015-08-01</p> <p>This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment <span class="hlt">questions</span> in the <span class="hlt">original</span> and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice <span class="hlt">questions</span> (MCQs) related to the same submodule. Group A used the <span class="hlt">original</span> <span class="hlt">questions</span>, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three <span class="hlt">questions</span>, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three <span class="hlt">questions</span>, group A, using the <span class="hlt">original</span> multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to <span class="hlt">questions</span>. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the <span class="hlt">questions</span> asked should be in accordance with the content within the www.elearnSCI.org.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19920037420&hterms=carl+sagan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dcarl%2Bsagan','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19920037420&hterms=carl+sagan&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dcarl%2Bsagan"><span>Endogenous production, exogenous delivery and <span class="hlt">impact</span>-shock synthesis of organic molecules - An inventory for the <span class="hlt">origins</span> of life</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Chyba, Christopher; Sagan, Carl</p> <p>1992-01-01</p> <p>The contribution of organic-rich comets, carbonaceous asteroids, and interplanetary dust particles and of <span class="hlt">impact</span> shock-synthesized organics in the atmosphere to the <span class="hlt">origin</span> of life on earth is studied and quantitatively compared with the principal non-heavy-bombardment sources of prebiotic organics. The results suggest that heavy bombardment before 3.5 Gyr ago either produced or delivered quantities of organics comparable to those produced by other energy sources.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25725907','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25725907"><span>Darwin and Spencer on the <span class="hlt">origin</span> of music: is music the food of love?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kleinman, Kim</p> <p>2015-01-01</p> <p>Finding an evolutionary explanation for the <span class="hlt">origins</span> of music serves as a rich test of broader ideas on the emergence of mind and the evolution of mental processes. Charles Darwin and Herbert Spencer both offered evolutionary explanations for the <span class="hlt">origins</span> of music, indicating the importance of the <span class="hlt">question</span> for these two leading nineteenth-century students of "descent with modification." Their discussion unfolded between the publication of Spencer's "The <span class="hlt">origin</span> and function of music" in 1857 and Darwin's commentaries on music in The Descent of Man in 1871 with an addendum Spencer offered to his <span class="hlt">original</span> article in light of Darwin's views. They had conflicting views on the lines of causation, asked differing <span class="hlt">questions</span>, and had fundamentally different approaches. Their exchange laid the foundation for the discussion among contemporary adaptationists and nonadaptationists and contributed to the thinking of those who argue for Mixed <span class="hlt">Origins</span> of Music or that it is a Transformative Technology of Mind. © 2015 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/repowertoolbox/frequently-asked-questions','PESTICIDES'); return false;" href="https://www.epa.gov/repowertoolbox/frequently-asked-questions"><span>Frequently Asked <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The Local Government Solar Project Portal's Frequently Asked <span class="hlt">Questions</span> page provides a forum for cities and towns to ask specific <span class="hlt">questions</span> of experts and for EPA to share answers to commonly asked <span class="hlt">questions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018ApJ...853..118P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018ApJ...853..118P"><span>On the <span class="hlt">Impact</span> <span class="hlt">Origin</span> of Phobos and Deimos. III. Resulting Composition from Different Impactors</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pignatale, Francesco C.; Charnoz, Sébastien; Rosenblatt, Pascal; Hyodo, Ryuki; Nakamura, Tomoki; Genda, Hidenori</p> <p>2018-02-01</p> <p>The <span class="hlt">origin</span> of Phobos and Deimos in a giant <span class="hlt">impact</span>-generated disk is gaining larger attention. Although this scenario has been the subject of many studies, an evaluation of the chemical composition of the Mars’s moons in this framework is missing. The chemical composition of Phobos and Deimos is unconstrained. The large uncertainties about the <span class="hlt">origin</span> of the mid-infrared features; the lack of absorption bands in the visible and near-infrared spectra; and the effects of secondary processes on the moons’ surfaces make the determination of their composition very difficult using remote sensing data. Simulations suggest a formation of a disk made of gas and melt with their composition linked to the nature of the impactor and Mars. Using thermodynamic equilibrium, we investigate the composition of dust (condensates from gas) and solids (from a cooling melt) that result from different types of Mars impactors (Mars-, CI-, CV-, EH-, and comet-like). Our calculations show a wide range of possible chemical compositions and noticeable differences between dust and solids, depending on the considered impactors. Assuming that Phobos and Deimos resulted from the accretion and mixing of dust and solids, we find that the derived assemblage (dust-rich in metallic iron, sulfides and/or carbon, and quenched solids rich in silicates) can be compatible with the observations. The JAXA’s Martian Moons eXploration (MMX) mission will investigate the physical and chemical properties of Phobos and Deimos, especially sampling from Phobos, before returning to Earth. Our results could be then used to disentangle the <span class="hlt">origin</span> and chemical composition of the pristine body that hit Mars and suggest guidelines for helping in the analysis of the returned samples.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3841361','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3841361"><span>Net Improvement of Correct Answers to Therapy <span class="hlt">Questions</span> After PubMed Searches: Pre/Post Comparison</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Keepanasseril, Arun</p> <p>2013-01-01</p> <p>Background Clinicians search PubMed for answers to clinical <span class="hlt">questions</span> although it is time consuming and not always successful. Objective To determine if PubMed used with its Clinical Queries feature to filter results based on study quality would improve search success (more correct answers to clinical <span class="hlt">questions</span> related to therapy). Methods We invited 528 primary care physicians to participate, 143 (27.1%) consented, and 111 (21.0% of the total and 77.6% of those who consented) completed the study. Participants answered 14 yes/no therapy <span class="hlt">questions</span> and were given 4 of these (2 <span class="hlt">originally</span> answered correctly and 2 <span class="hlt">originally</span> answered incorrectly) to search using either the PubMed main screen or PubMed Clinical Queries narrow therapy filter via a purpose-built system with identical search screens. Participants also picked 3 of the first 20 retrieved citations that best addressed each <span class="hlt">question</span>. They were then asked to re-answer the <span class="hlt">original</span> 14 <span class="hlt">questions</span>. Results We found no statistically significant differences in the rates of correct or incorrect answers using the PubMed main screen or PubMed Clinical Queries. The rate of correct answers increased from 50.0% to 61.4% (95% CI 55.0%-67.8%) for the PubMed main screen searches and from 50.0% to 59.1% (95% CI 52.6%-65.6%) for Clinical Queries searches. These net absolute increases of 11.4% and 9.1%, respectively, included previously correct answers changing to incorrect at a rate of 9.5% (95% CI 5.6%-13.4%) for PubMed main screen searches and 9.1% (95% CI 5.3%-12.9%) for Clinical Queries searches, combined with increases in the rate of being correct of 20.5% (95% CI 15.2%-25.8%) for PubMed main screen searches and 17.7% (95% CI 12.7%-22.7%) for Clinical Queries searches. Conclusions PubMed can assist clinicians answering clinical <span class="hlt">questions</span> with an approximately 10% absolute rate of improvement in correct answers. This small increase includes more correct answers partially offset by a decrease in previously correct answers</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27649094','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27649094"><span>The influence of intention, outcome and <span class="hlt">question</span>-wording on children's and adults' moral judgments.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nobes, Gavin; Panagiotaki, Georgia; Bartholomew, Kimberley J</p> <p>2016-12-01</p> <p>The influence of intention and outcome information on moral judgments was investigated by telling children aged 4-8yearsandadults (N=169) stories involving accidental harms (positive intention, negative outcome) or attempted harms (negative intention, positive outcome) from two studies (Helwig, Zelazo, & Wilson, 2001; Zelazo, Helwig, & Lau, 1996). When the <span class="hlt">original</span> acceptability (wrongness) <span class="hlt">question</span> was asked, the <span class="hlt">original</span> findings were closely replicated: children's and adults' acceptability judgments were based almost exclusively on outcome, and children's punishment judgments were also primarily outcome-based. However, when this <span class="hlt">question</span> was rephrased, 4-5-year-olds' judgments were approximately equally influenced by intention and outcome, and from 5-6years they were based considerably more on intention than outcome. These findings indicate that, for methodological reasons, children's (and adults') ability to make intention-based judgment has often been substantially underestimated. Copyright © 2016 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%5b+AND+%22Rapid+diagnostic+test%22+OR+HRP2+AND+HRP3+AND+pLDH+AND+aldolase+AND+%5d+AND+malaria+AND+accuracy+AND+performance&pg=4&id=EJ1146603','ERIC'); return false;" href="https://eric.ed.gov/?q=%5b+AND+%22Rapid+diagnostic+test%22+OR+HRP2+AND+HRP3+AND+pLDH+AND+aldolase+AND+%5d+AND+malaria+AND+accuracy+AND+performance&pg=4&id=EJ1146603"><span>When Is a <span class="hlt">Question</span> a <span class="hlt">Question</span> for Children and Adults?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Saindon, Mathieu R.; Trehub, Sandra E.; Schellenberg, E. Glenn; van Lieshout, Pascal H. H. M.</p> <p>2017-01-01</p> <p>Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative <span class="hlt">questions</span>, but adults sometimes identify such <span class="hlt">questions</span> from pre-terminal cues. In the present study, adults and 7- to 10-year-old children judged a single speaker's adult- and child-directed utterances as <span class="hlt">questions</span> or statements in a gating task with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5478715','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5478715"><span>The <span class="hlt">Origins</span> of Ashkenaz, Ashkenazic Jews, and Yiddish</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Das, Ranajit; Wexler, Paul; Pirooznia, Mehdi; Elhaik, Eran</p> <p>2017-01-01</p> <p>Recently, the geographical <span class="hlt">origins</span> of Ashkenazic Jews (AJs) and their native language Yiddish were investigated by applying the Geographic Population Structure (GPS) to a cohort of exclusively Yiddish-speaking and multilingual AJs. GPS localized most AJs along major ancient trade routes in northeastern Turkey adjacent to primeval villages with names that resemble the word “Ashkenaz.” These findings were compatible with the hypothesis of an Irano-Turko-Slavic <span class="hlt">origin</span> for AJs and a Slavic <span class="hlt">origin</span> for Yiddish and at odds with the Rhineland hypothesis advocating a Levantine <span class="hlt">origin</span> for AJs and German <span class="hlt">origins</span> for Yiddish. We discuss how these findings advance three ongoing debates concerning (1) the historical meaning of the term “Ashkenaz;” (2) the genetic structure of AJs and their geographical <span class="hlt">origins</span> as inferred from multiple studies employing both modern and ancient DNA and <span class="hlt">original</span> ancient DNA analyses; and (3) the development of Yiddish. We provide additional validation to the non-Levantine <span class="hlt">origin</span> of AJs using ancient DNA from the Near East and the Levant. Due to the rising popularity of geo-localization tools to address <span class="hlt">questions</span> of <span class="hlt">origin</span>, we briefly discuss the advantages and limitations of popular tools with focus on the GPS approach. Our results reinforce the non-Levantine <span class="hlt">origins</span> of AJs. PMID:28680441</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED355421.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED355421.pdf"><span>A <span class="hlt">Question</span> of <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fenwick, John; McMillan, Rod</p> <p></p> <p>In a conventional teaching situation, a lecturer may use a wide range of <span class="hlt">questioning</span> techniques aimed at helping students to become active learners. In distance learning, students are often isolated and have limited opportunities for interaction in a social learning environment. Hence, learning strategies in distance learning need to be structured…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=kinetic+AND+theory+AND+gases&pg=2&id=EJ283166','ERIC'); return false;" href="https://eric.ed.gov/?q=kinetic+AND+theory+AND+gases&pg=2&id=EJ283166"><span>Exam <span class="hlt">Question</span> Exchange.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alexander, John J., Ed.</p> <p>1983-01-01</p> <p>Acceptable answers are provided for two chemistry <span class="hlt">questions</span>. The first <span class="hlt">question</span> is related to the prediction of the appearance of non-first-order proton nuclear magnetic resonance (NMR) spectra. The second <span class="hlt">question</span> is related to extraterrestrial kinetic theory of gases. (JN)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28634156','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28634156"><span>Classifying Chinese <span class="hlt">Questions</span> Related to Health Care Posted by Consumers Via the Internet.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Guo, Haihong; Na, Xu; Hou, Li; Li, Jiao</p> <p>2017-06-20</p> <p>In <span class="hlt">question</span> answering (QA) system development, <span class="hlt">question</span> classification is crucial for identifying information needs and improving the accuracy of returned answers. Although the <span class="hlt">questions</span> are domain-specific, they are asked by non-professionals, making the <span class="hlt">question</span> classification task more challenging. This study aimed to classify health care-related <span class="hlt">questions</span> posted by the general public (Chinese speakers) on the Internet. A topic-based classification schema for health-related <span class="hlt">questions</span> was built by manually annotating randomly selected <span class="hlt">questions</span>. The Kappa statistic was used to measure the interrater reliability of multiple annotation results. Using the above corpus, we developed a machine-learning method to automatically classify these <span class="hlt">questions</span> into one of the following six classes: Condition Management, Healthy Lifestyle, Diagnosis, Health Provider Choice, Treatment, and Epidemiology. The consumer health <span class="hlt">question</span> schema was developed with a four-hierarchical-level of specificity, comprising 48 quaternary categories and 35 annotation rules. The 2000 sample <span class="hlt">questions</span> were coded with 2000 major codes and 607 minor codes. Using natural language processing techniques, we expressed the Chinese <span class="hlt">questions</span> as a set of lexical, grammatical, and semantic features. Furthermore, the effective features were selected to improve the <span class="hlt">question</span> classification performance. From the 6-category classification results, we achieved an average precision of 91.41%, recall of 89.62%, and F 1 score of 90.24%. In this study, we developed an automatic method to classify <span class="hlt">questions</span> related to Chinese health care posted by the general public. It enables Artificial Intelligence (AI) agents to understand Internet users' information needs on health care. ©Haihong Guo, Xu Na, Li Hou, Jiao Li. <span class="hlt">Originally</span> published in the Journal of Medical Internet Research (http://www.jmir.org), 20.06.2017.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018E%26ES..131a2056V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018E%26ES..131a2056V"><span><span class="hlt">Impact</span> of thermal pretreatment and MSW <span class="hlt">origin</span> on composition and hydrolysability in a sugar platform biorefinery</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Vaurs, L. P.; Heaven, S.; Banks, C. J.</p> <p>2018-03-01</p> <p>Municipal solid waste (MSW) is a widely available large volume source of lignocellulosic material containing a waste paper/cardboard mixture which can be converted into fermentable sugars via cellulolytic enzyme hydrolysis in a sugar platform biorefinery. Thermal pretreatments are generally applied to MSW to facilitate the extraction of the lignocellulosic material from recyclable materials (plastics, metals etc.) and improve the paper pulp conversion to sugars. Applying high temperature might enhance food waste solubilisation but may collapse cellulose fibre decreasing its hydrolysability. Low temperature pre-treatment will reduce the energy demand but might result in highly contaminated pulp. Preliminary results showed that the enzymatic hydrolysis performances were dependent on the MSW <span class="hlt">origins</span>. Using 8 different samples, the <span class="hlt">impact</span> of thermal pretreatment and MSW <span class="hlt">origin</span> on pulp composition and hydrolysability was assessed in this work. Low pre-treatment temperature produced pulp which contained less lignocellulosic material but which hydrolysed to a higher degree than MSW treated at high temperatures. High temperature pre-treatment could have exposed more of the inhibiting lignin to cellulase. This information would have a significant economic <span class="hlt">impact</span> on a commercial plant as expensive autoclave could be advantageously replaced by a cheaper process. Glucan conversions were also found to vary depending on the region, the recycling rate possibly because of the lower recycling rate resulting in the use of less paper additive in the material or the difference in paper production technology (chemical VS mechanical pulping). This could also be explained by the differences in paper composition.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22806163','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22806163"><span><span class="hlt">Impact</span> of rhizobial inoculation on Acacia senegal (L.) Willd. growth in greenhouse and soil functioning in relation to seed provenance and soil <span class="hlt">origin</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bakhoum, Niokhor; Ndoye, Fatou; Kane, Aboubacry; Assigbetse, Komi; Fall, Dioumacor; Sylla, Samba Ndao; Noba, Kandioura; Diouf, Diégane</p> <p>2012-07-01</p> <p>Rhizobial inoculation has a positive <span class="hlt">impact</span> on plants growth; however, there is little information about its effect on soil microbial communities and their activity in the rhizosphere. It was therefore necessary to test the effect of inoculation of Acacia senegal (L.) Willd. seedlings with selected rhizobia on plant growth, structure and diversity of soil bacterial communities and soil functioning in relation to plant provenance and soil <span class="hlt">origin</span>. In order to carry out this experiment, three A. senegal seeds provenance from Kenya, Niger, and Senegal were inoculated with selected rhizobial strains. They have been further grown during 4 months in greenhouse conditions in two non-disinfected soils, Dahra and Goudiry coming respectively from arid and semi-arid areas. The principal component analysis (ACP) showed an inoculation effect on plant growth, rhizospheric bacterial diversity and soil functioning. However, the performances of the rhizobial strains varied in relation to the seed provenance and the soil <span class="hlt">origin</span>. The selected rhizobial strains, the A. senegal provenance and the soil <span class="hlt">origin</span> have modified the structure and the diversity of soil bacterial communities as measured by principal component analysis/denaturing gradient gel electrophoresis analyses. It is interesting to note that bacterial communities of Dahra soil were highly structured according to A. senegal provenance, whereas they were structured in relation to rhizobial inoculation in Goudiry soil. Besides, the <span class="hlt">impact</span> of inoculation on soil microbial activities measured by fluorescein diacetate analyses varied in relation to plant provenance and soil <span class="hlt">origin</span>. Nevertheless, total microbial activity was about two times higher in Goudiry, arid soil than in Dahra, semi-arid soil. Our results suggest that the rhizobial inoculation is a suitable tool for improving plants growth and soil fertility. Yet, the <span class="hlt">impact</span> is dependent on inoculants, plant provenance and soil <span class="hlt">origin</span>. It will, therefore, be crucial to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25712176','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25712176"><span>The <span class="hlt">origin</span> of turtles: a paleontological perspective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Joyce, Walter G</p> <p>2015-05-01</p> <p>The <span class="hlt">origin</span> of turtles and their unusual body plan has fascinated scientists for the last two centuries. Over the course of the last decades, a broad sample of molecular analyses have favored a sister group relationship of turtles with archosaurs, but recent studies reveal that this signal may be the result of systematic biases affecting molecular approaches, in particular sampling, non-randomly distributed rate heterogeneity among taxa, and the use of concatenated data sets. Morphological studies, by contrast, disfavor archosaurian relationships for turtles, but the proposed alternative topologies are poorly supported as well. The recently revived paleontological hypothesis that the Middle Permian Eunotosaurus africanus is an intermediate stem turtle is now robustly supported by numerous characters that were previously thought to be unique to turtles and that are now shown to have <span class="hlt">originated</span> over the course of tens of millions of years unrelated to the <span class="hlt">origin</span> of the turtle shell. Although E. africanus does not solve the placement of turtles within Amniota, it successfully extends the stem lineage of turtles to the Permian and helps resolve some <span class="hlt">questions</span> associated with the <span class="hlt">origin</span> of turtles, in particular the non-composite <span class="hlt">origin</span> of the shell, the slow <span class="hlt">origin</span> of the shell, and the terrestrial setting for the <span class="hlt">origin</span> of turtles. © 2015 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23413299','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23413299"><span>Provocative <span class="hlt">questions</span> in cancer epidemiology in a time of scientific innovation and budgetary constraints.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lam, Tram Kim; Schully, Sheri D; Rogers, Scott D; Benkeser, Rachel; Reid, Britt; Khoury, Muin J</p> <p>2013-04-01</p> <p>In a time of scientific and technological developments and budgetary constraints, the National Cancer Institute's (NCI) Provocative <span class="hlt">Questions</span> Project offers a novel funding mechanism for cancer epidemiologists. We reviewed the purposes underlying the Provocative <span class="hlt">Questions</span> Project, present information on the contributions of epidemiologic research to the current Provocative <span class="hlt">Questions</span> portfolio, and outline opportunities that the cancer epidemiology community might capitalize on to advance a research agenda that spans a translational continuum from scientific discoveries to population health <span class="hlt">impact</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Organisation+AND+behaviour&pg=6&id=EJ1150524','ERIC'); return false;" href="https://eric.ed.gov/?q=Organisation+AND+behaviour&pg=6&id=EJ1150524"><span>How Do <span class="hlt">Question</span> Writers Compose External Examination <span class="hlt">Questions</span>? <span class="hlt">Question</span> Writing as a Socio-Cognitive Process</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Martin; Constantinou, Filio; Crisp, Victoria</p> <p>2017-01-01</p> <p>The focus of this research is on the practice of education examination <span class="hlt">question</span> writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination <span class="hlt">questions</span> is ubiquitous,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29038097','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29038097"><span>Recommending Education Materials for Diabetic <span class="hlt">Questions</span> Using Information Retrieval Approaches.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zeng, Yuqun; Liu, Xusheng; Wang, Yanshan; Shen, Feichen; Liu, Sijia; Rastegar-Mojarad, Majid; Wang, Liwei; Liu, Hongfang</p> <p>2017-10-16</p> <p>Self-management is crucial to diabetes care and providing expert-vetted content for answering patients' <span class="hlt">questions</span> is crucial in facilitating patient self-management. The aim is to investigate the use of information retrieval techniques in recommending patient education materials for diabetic <span class="hlt">questions</span> of patients. We compared two retrieval algorithms, one based on Latent Dirichlet Allocation topic modeling (topic modeling-based model) and one based on semantic group (semantic group-based model), with the baseline retrieval models, vector space model (VSM), in recommending diabetic patient education materials to diabetic <span class="hlt">questions</span> posted on the TuDiabetes forum. The evaluation was based on a gold standard dataset consisting of 50 randomly selected diabetic <span class="hlt">questions</span> where the relevancy of diabetic education materials to the <span class="hlt">questions</span> was manually assigned by two experts. The performance was assessed using precision of top-ranked documents. We retrieved 7510 diabetic <span class="hlt">questions</span> on the forum and 144 diabetic patient educational materials from the patient education database at Mayo Clinic. The mapping rate of words in each corpus mapped to the Unified Medical Language System (UMLS) was significantly different (P<.001). The topic modeling-based model outperformed the other retrieval algorithms. For example, for the top-retrieved document, the precision of the topic modeling-based, semantic group-based, and VSM models was 67.0%, 62.8%, and 54.3%, respectively. This study demonstrated that topic modeling can mitigate the vocabulary difference and it achieved the best performance in recommending education materials for answering patients' <span class="hlt">questions</span>. One direction for future work is to assess the generalizability of our findings and to extend our study to other disease areas, other patient education material resources, and online forums. ©Yuqun Zeng, Xusheng Liu, Yanshan Wang, Feichen Shen, Sijia Liu, Majid Rastegar Mojarad, Liwei Wang, Hongfang Liu. <span class="hlt">Originally</span> published in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1993IREdu..39...63S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1993IREdu..39...63S"><span>Les <span class="hlt">questions</span> de migrations internationales</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Samman, Mouna Liliane</p> <p>1993-03-01</p> <p>International migrations have growing implications for both countries of <span class="hlt">origin</span> and countries of destination. In the latter, the presence of foreigners and of members of their families today creates problems of integration, causes argument and brings mounting xenophobia. Paralleling political, economic and social measures taken by public authorities to respond to these difficulties, education needs to assist in defusing the resulting social tensions by preparing the minds of learners and helping to develop new attitudes. In particular, when educational programmes address <span class="hlt">questions</span> of international migration, these should be treated in the framework of historical evolution so that their real significance and their true temporal and spatial dimensions become apparent. It is also important that the growing interdependence between countries should be made plain, that national history should be placed in its international context, and that the true consequences of these developments should be made clear. In this context, learners need to be acquainted with Human Rights, thereby stressing universal moral values and the role of the individual. Lastly, <span class="hlt">questions</span> relating to international migration are usually presented in the media in a selective and partial manner, and the young people who take in this information often accept the hasty judgments which are made of situations as proven facts. This is why all teaching about international migration needs to be considered or reconsidered in the light of the complementary or competing actions of the media.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011IAUS..260E..31S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IAUS..260E..31S"><span>Big <span class="hlt">questions</span> about the universe</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stavinschi, Magda</p> <p>2011-06-01</p> <p>Astronomy is not only a branch of science but also an important part of the culture and civilisations of peoples. Starting with archeoastronomy to the present day, it has always contributed to a better understanding of life, of humanity. After 400 years of modern astronomy, it still addresses major problems such as: Why there is something rather than nothing? Why is nature comprehensible to humans? How is cosmos related to humanity? Do multiverses exist? Is there life on other planets? Are we alone in the universe? Does the universe have a beginning? If so, what does it mean? How did the universe <span class="hlt">originate</span>? All these <span class="hlt">questions</span> are a challenge for interdisciplinary and transdisciplinary investigations, for philosophers, physicists, cosmologists, mathematicians, theologians. The new insights gained by pursuing in depth these common investigations will shape the society we live in and have important consequences on the future we are creating.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED437772.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED437772.pdf"><span>Americans with Disabilities Act: Responsibilities for Postsecondary Institutions Serving Deaf and Hard of Hearing Students. <span class="hlt">Questions</span> and Answers. Second Edition.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kincaid, Jeanne M.; Rawlinson, Sharaine J.</p> <p></p> <p>This publication provides answers to <span class="hlt">questions</span> concerning responsibilities of institutions of postsecondary education toward students who are deaf or hard of hearing under the Americans with Disabilities Act. These <span class="hlt">questions</span> were <span class="hlt">originally</span> received but not answered due to time constraints during two satellite conferences held by the Midwest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=focusing+AND+much+AND+work+OR+effects&pg=6&id=EJ928601','ERIC'); return false;" href="https://eric.ed.gov/?q=focusing+AND+much+AND+work+OR+effects&pg=6&id=EJ928601"><span>How to Improve Your <span class="hlt">Impact</span> Factor: <span class="hlt">Questioning</span> the Quantification of Academic Quality</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smeyers, Paul; Burbules, Nicholas C.</p> <p>2011-01-01</p> <p>A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise <span class="hlt">questions</span> about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=free+AND+radicals&pg=5&id=EJ357296','ERIC'); return false;" href="https://eric.ed.gov/?q=free+AND+radicals&pg=5&id=EJ357296"><span>Exam <span class="hlt">Question</span> Exchange.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alexander, John J., Ed.</p> <p>1987-01-01</p> <p>Contains two articles relating to chemistry examination <span class="hlt">questions</span>. One provides examples of how to sequence multiple choice <span class="hlt">questions</span> so that partial credit may be given for some responses. The second includes a <span class="hlt">question</span> and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26809161','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26809161"><span>The <span class="hlt">Origination</span> Clause, the Affordable Care Act, and Indirect Constitutional Violations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dysart, Tessa L</p> <p>2015-01-01</p> <p>"All bills for raising revenue shall <span class="hlt">originate</span> in the House of Representatives; but the Senate may propose or concur with amendments as on other Bills." U.S. Const. art. I, § 7, cl. 1 (<span class="hlt">Origination</span> Clause). "As we have often noted, '[c]onstitutional rights would be of little value if they could be . . . indirectly denied.'" United States Term Limits, Inc. v. Thornton, 514 U.S. 779, 829 (1995) The Supreme Court's opinion in National Federation of Independent Business v. Sebelius, upholding the constitutionality of the Patient Protection and Affordable Care Act (ACA) as a permissible exercise of Congress's taxing power rekindled an old <span class="hlt">question</span> about the constitutionality of the Act: Was the Act unconstitutional under the <span class="hlt">Origination</span> Clause? The bill that became the ACA, H.R. 3590, <span class="hlt">originated</span> in the House as the Service Members Home Ownership Tax Act of 2009. It was gutted by the Senate and replaced with the ACA before being passed and sent back to the House for final passage. The Supreme Court has heard very few cases on the <span class="hlt">Origination</span> Clause, and <span class="hlt">Origination</span> Clause challenges have met with little success. Most of these cases have developed over the <span class="hlt">questions</span> of whether the bill is actually a revenue-raising bill that is constitutionally required to be <span class="hlt">originate</span> in the House, and, if so, whether the Senate amendments were appropriate. But United States Term Limits v. Thornton provides another angle under which to examine the constitutionality of the ACA: an indirect violation of a constitutional prohibition. In this Article, I will provide an overview of the ACA's passage and analyze it through the lenses of traditional <span class="hlt">Origination</span> Clause arguments and the Term Limits approach.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=electrostatics&pg=5&id=EJ1057106','ERIC'); return false;" href="https://eric.ed.gov/?q=electrostatics&pg=5&id=EJ1057106"><span>Effect of Lecture Instruction on Student Performance on Qualitative <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heron, Paula R. L.</p> <p>2015-01-01</p> <p>The <span class="hlt">impact</span> of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual <span class="hlt">questions</span> despite direct instruction on the relevant topics. These results have spurred a number of attempts to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26684503','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26684503"><span>A Strategy for <span class="hlt">Origins</span> of Life Research.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scharf, Caleb; Virgo, Nathaniel; Cleaves, H James; Aono, Masashi; Aubert-Kato, Nathanael; Aydinoglu, Arsev; Barahona, Ana; Barge, Laura M; Benner, Steven A; Biehl, Martin; Brasser, Ramon; Butch, Christopher J; Chandru, Kuhan; Cronin, Leroy; Danielache, Sebastian; Fischer, Jakob; Hernlund, John; Hut, Piet; Ikegami, Takashi; Kimura, Jun; Kobayashi, Kensei; Mariscal, Carlos; McGlynn, Shawn; Menard, Brice; Packard, Norman; Pascal, Robert; Pereto, Juli; Rajamani, Sudha; Sinapayen, Lana; Smith, Eric; Switzer, Christopher; Takai, Ken; Tian, Feng; Ueno, Yuichiro; Voytek, Mary; Witkowski, Olaf; Yabuta, Hikaru</p> <p>2015-12-01</p> <p>Contents 1. Introduction 1.1. A workshop and this document 1.2. Framing <span class="hlt">origins</span> of life science 1.2.1. What do we mean by the <span class="hlt">origins</span> of life (OoL)? 1.2.2. Defining life 1.2.3. How should we characterize approaches to OoL science? 1.2.4. One path to life or many? 2. A Strategy for <span class="hlt">Origins</span> of Life Research 2.1. Outcomes-key <span class="hlt">questions</span> and investigations 2.1.1. Domain 1: Theory 2.1.2. Domain 2: Practice 2.1.3. Domain 3: Process 2.1.4. Domain 4: Future studies 2.2. EON Roadmap 2.3. Relationship to NASA Astrobiology Roadmap and Strategy documents and the European AstRoMap Appendix I Appendix II Supplementary Materials References.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16145634','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16145634"><span>Experiential curriculum improves medical students' ability to answer clinical <span class="hlt">questions</span> using the internet.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Alper, Brian S; Vinson, Daniel C</p> <p>2005-09-01</p> <p>Teaching about evidence-based medicine (EBM) is widespread, yet physicians still use rapid references preferentially over EBM techniques such as literature searching and appraisal of <span class="hlt">original</span> research. The Internet now provides rapid access to preappraised evidence. We provided clinically integrated teaching of using the Internet to answer clinical <span class="hlt">questions</span> for third-year medical students and assessed the change in their search skills. The curriculum included two 90-minute computer lab sessions with teaching of search skills related to clinical <span class="hlt">questions</span>. Immediately before the first and after the second session, students recorded sites searched, time needed for searching, and answers found for three standardized <span class="hlt">questions</span>. Pretest and posttest <span class="hlt">questions</span> were matched and reversed with each block. Eighty-six students completed pretests and posttests. For two <span class="hlt">questions</span> about conventional medical care, posttest answer quality was significantly higher, and posttest search times were significantly shorter, by 1.6 minutes for <span class="hlt">question</span> 1 (mean pretest search time 6.3 minutes, mean posttest search time 4.7 minutes) and 1.9 minutes for <span class="hlt">question</span> 2 (mean pretest search time 8 minutes, mean posttest search time 6.1 minutes). For a <span class="hlt">question</span> about herbal medicine, results were similar, but there were smaller differences that did not reach statistical significance. Students used or found significantly fewer sites on the posttest than on the pretest to find answers for all three <span class="hlt">question</span> types (absolute difference=0.3 sites for each <span class="hlt">question</span>). CONCLUSIONS Introducing students to useful Web sites, practicing answering clinical <span class="hlt">questions</span>, and integrating this process with clinical rotation experiences can reduce the effort that students need to find answers and improve the quality of answers they find.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5800328','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5800328"><span>Formative student-authored <span class="hlt">question</span> bank: perceptions, <span class="hlt">question</span> quality and association with summative performance</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil</p> <p>2018-01-01</p> <p>Purpose of the study There are few studies on the value of authoring <span class="hlt">questions</span> as a study method, the quality of the <span class="hlt">questions</span> produced by students and student perceptions of student-authored <span class="hlt">question</span> banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice <span class="hlt">questions</span>. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess <span class="hlt">question</span> difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 <span class="hlt">questions</span>, answered <span class="hlt">questions</span> 606 658 times and posted 7735 comments. <span class="hlt">Question</span> writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored <span class="hlt">question</span> quality. Only two <span class="hlt">questions</span> of the 300 ’most-answered' <span class="hlt">questions</span> analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable <span class="hlt">question</span> quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. PMID:28866607</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhRvD..90l3514A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhRvD..90l3514A"><span><span class="hlt">Origin</span> of probabilities and their application to the multiverse</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Albrecht, Andreas; Phillips, Daniel</p> <p>2014-12-01</p> <p>We argue using simple models that all successful practical uses of probabilities <span class="hlt">originate</span> in quantum fluctuations in the microscopic physical world around us, often propagated to macroscopic scales. Thus we claim there is no physically verified fully classical theory of probability. We comment on the general implications of this view, and specifically <span class="hlt">question</span> the application of purely classical probabilities to cosmology in cases where key <span class="hlt">questions</span> are known to have no quantum answer. We argue that the ideas developed here may offer a way out of the notorious measure problems of eternal inflation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1915056S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1915056S"><span>When a drought event unfolds the <span class="hlt">question</span> comes "Is this climate change?"</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stahl, Kerstin</p> <p>2017-04-01</p> <p>Is this what climate change looks like? This was the first <span class="hlt">question</span> from most journalists who interviewed me during the drought of 2015 in Germany, once <span class="hlt">impacts</span> started to hit hard. Likely, the same <span class="hlt">question</span> is asked during other extreme events. I'll provide some examples of how the conversations and articles during the drought event developed. Then, let's discuss how to communicate what one particular event can mean in the context of long-term changes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFM.P11B2101R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFM.P11B2101R"><span>Pandora - Discovering the <span class="hlt">origin</span> of the moons of Mars (a proposed Discovery mission)</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Raymond, C. A.; Diniega, S.; Prettyman, T. H.</p> <p>2015-12-01</p> <p>After decades of intensive exploration of Mars, fundamental <span class="hlt">questions</span> about the <span class="hlt">origin</span> and evolution of the martian moons, Phobos and Deimos, remain unanswered. Their spectral characteristics are similar to C- or D-class asteroids, suggesting that they may have <span class="hlt">originated</span> in the asteroid belt or outer solar system. Perhaps these ancient objects were captured separately, or maybe they are the fragments of a captured asteroid disrupted by <span class="hlt">impact</span>. Various lines of evidence hint at other possibilities: one alternative is co-formation with Mars, in which case the moons contain primitive martian materials. Another is that they are re-accreted ejecta from a giant <span class="hlt">impact</span> and contain material from the early martian crust. The Pandora mission, proposed in response to the 2014 NASA Discovery Announcement of Opportunity, will acquire new information needed to determine the provenance of the moons of Mars. Pandora will travel to and successively orbit Phobos and Deimos to map their chemical and mineral composition and further refine their shape and gravity. Geochemical data, acquired by nuclear- and infrared-spectroscopy, can distinguish between key <span class="hlt">origin</span> hypotheses. High resolution imaging data will enable detailed geologic mapping and crater counting to determine the timing of major events and stratigraphy. Data acquired will be used to determine the nature of and relationship between "red" and "blue" units on Phobos, and determine how Phobos and Deimos are related. After identifying material representative of each moons' bulk composition, analysis of the mineralogical and elemental composition of this material will allow discrimination between the formation hypotheses for each moon. The information acquired by Pandora can then be compared with similar data sets for other solar system bodies and from meteorite studies. Understanding the formation of the martian moons within this larger context will yield a better understanding of processes acting in the early solar system</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28296929','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28296929"><span><span class="hlt">Questionable</span> research practices among italian research psychologists.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Agnoli, Franca; Wicherts, Jelte M; Veldkamp, Coosje L S; Albiero, Paolo; Cubelli, Roberto</p> <p>2017-01-01</p> <p>A survey in the United States revealed that an alarmingly large percentage of university psychologists admitted having used <span class="hlt">questionable</span> research practices that can contaminate the research literature with false positive and biased findings. We conducted a replication of this study among Italian research psychologists to investigate whether these findings generalize to other countries. All the <span class="hlt">original</span> materials were translated into Italian, and members of the Italian Association of Psychology were invited to participate via an online survey. The percentages of Italian psychologists who admitted to having used ten <span class="hlt">questionable</span> research practices were similar to the results obtained in the United States although there were small but significant differences in self-admission rates for some QRPs. Nearly all researchers (88%) admitted using at least one of the practices, and researchers generally considered a practice possibly defensible if they admitted using it, but Italian researchers were much less likely than US researchers to consider a practice defensible. Participants' estimates of the percentage of researchers who have used these practices were greater than the self-admission rates, and participants estimated that researchers would be unlikely to admit it. In written responses, participants argued that some of these practices are not <span class="hlt">questionable</span> and they have used some practices because reviewers and journals demand it. The similarity of results obtained in the United States, this study, and a related study conducted in Germany suggest that adoption of these practices is an international phenomenon and is likely due to systemic features of the international research and publication processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5351839','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5351839"><span><span class="hlt">Questionable</span> research practices among italian research psychologists</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Wicherts, Jelte M.; Veldkamp, Coosje L. S.; Albiero, Paolo; Cubelli, Roberto</p> <p>2017-01-01</p> <p>A survey in the United States revealed that an alarmingly large percentage of university psychologists admitted having used <span class="hlt">questionable</span> research practices that can contaminate the research literature with false positive and biased findings. We conducted a replication of this study among Italian research psychologists to investigate whether these findings generalize to other countries. All the <span class="hlt">original</span> materials were translated into Italian, and members of the Italian Association of Psychology were invited to participate via an online survey. The percentages of Italian psychologists who admitted to having used ten <span class="hlt">questionable</span> research practices were similar to the results obtained in the United States although there were small but significant differences in self-admission rates for some QRPs. Nearly all researchers (88%) admitted using at least one of the practices, and researchers generally considered a practice possibly defensible if they admitted using it, but Italian researchers were much less likely than US researchers to consider a practice defensible. Participants’ estimates of the percentage of researchers who have used these practices were greater than the self-admission rates, and participants estimated that researchers would be unlikely to admit it. In written responses, participants argued that some of these practices are not <span class="hlt">questionable</span> and they have used some practices because reviewers and journals demand it. The similarity of results obtained in the United States, this study, and a related study conducted in Germany suggest that adoption of these practices is an international phenomenon and is likely due to systemic features of the international research and publication processes. PMID:28296929</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28866607','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28866607"><span>Formative student-authored <span class="hlt">question</span> bank: perceptions, <span class="hlt">question</span> quality and association with summative performance.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil</p> <p>2018-02-01</p> <p>There are few studies on the value of authoring <span class="hlt">questions</span> as a study method, the quality of the <span class="hlt">questions</span> produced by students and student perceptions of student-authored <span class="hlt">question</span> banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice <span class="hlt">questions</span>. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess <span class="hlt">question</span> difficulty and quality. Over two academic years, the two cohorts wrote 4671 <span class="hlt">questions</span>, answered <span class="hlt">questions</span> 606 658 times and posted 7735 comments. <span class="hlt">Question</span> writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored <span class="hlt">question</span> quality. Only two <span class="hlt">questions</span> of the 300 'most-answered' <span class="hlt">questions</span> analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable <span class="hlt">question</span> quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ991956.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ991956.pdf"><span>Essential <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilhelm, Jeffrey D.</p> <p>2012-01-01</p> <p>The secret to teaching may be as simple as asking students good <span class="hlt">questions</span>--and then giving them the opportunity to find the answers. The author shares how he uses essential <span class="hlt">questions</span> that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=oracle&pg=3&id=EJ343379','ERIC'); return false;" href="https://eric.ed.gov/?q=oracle&pg=3&id=EJ343379"><span><span class="hlt">Questioning</span> ORACLE: An Assessment of ORACLE's Analysis of Teachers' <span class="hlt">Questions</span> and [A Comment on "<span class="hlt">Questioning</span> ORACLE"].</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scarth, John; And Others</p> <p>1986-01-01</p> <p>Analysis of teachers' <span class="hlt">questions</span>, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of <span class="hlt">questions</span> involve levels of ambiguity and inference that threaten reliability and validity of the study's…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18322457','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18322457"><span>Genetic evidence and the modern human <span class="hlt">origins</span> debate.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Relethford, J H</p> <p>2008-06-01</p> <p>A continued debate in anthropology concerns the evolutionary <span class="hlt">origin</span> of 'anatomically modern humans' (Homo sapiens sapiens). Different models have been proposed to examine the related <span class="hlt">questions</span> of (1) where and when anatomically modern humans first appeared and (2) the genetic and evolutionary relationship between modern humans and earlier human populations. Genetic data have been increasingly used to address these <span class="hlt">questions</span>. Genetic data on living human populations have been used to reconstruct the evolutionary history of the human species by considering how global patterns of human variation could be produced given different evolutionary scenarios. Of particular interest are gene trees that reconstruct the time and place of the most recent common ancestor of humanity for a given haplotype and the analysis of regional differences in genetic diversity. Ancient DNA has also allowed a direct assessment of genetic variation in European Neandertals. Together with the fossil record, genetic data provide insight into the <span class="hlt">origin</span> of modern humans. The evidence points to an African <span class="hlt">origin</span> of modern humans dating back to 200,000 years followed by later expansions of moderns out of Africa across the Old World. What is less clear is what happened when these early modern humans met preexisting 'archaic human' populations outside of Africa. At present, it is difficult to distinguish between a model of total genetic replacement and a model that includes some degree of genetic mixture.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=independents+AND+candidates&id=EJ1035423','ERIC'); return false;" href="https://eric.ed.gov/?q=independents+AND+candidates&id=EJ1035423"><span>The Concept of "<span class="hlt">Originality</span>" in the Ph.D.: How Is It Interpreted by Examiners?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clarke, Gillian; Lunt, Ingrid</p> <p>2014-01-01</p> <p>This paper explores ways in which examiners, supervisors and others interpret the concept of "<span class="hlt">originality</span>" when evaluating candidates' achievements in the final Ph.D. examination. It is based on institutional responses to a <span class="hlt">question</span> in a 2006 discussion paper on doctoral assessment about how universities define <span class="hlt">originality</span> for the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3487591','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3487591"><span>Human Correlates of Provocative <span class="hlt">Questions</span> in Pancreatic Pathology</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>McDonald, Oliver G.; Maitra, Anirban; Hruban, Ralph H.</p> <p>2012-01-01</p> <p>Studies of cell lines and of animal models of pancreatic cancer have raised a number of provocative <span class="hlt">questions</span> about the nature and <span class="hlt">origins</span> of human pancreatic cancer and have provided several leads into exciting new approaches for the treatment of this deadly cancer. In addition, clinicians with little or no contact with human pathology have challenged the way that pancreatic pathology is practiced, suggesting that “genetic signals” may be more accurate than today’s multi-modal approach to diagnoses. In this review we consider eight provocative issues in pancreas pathology, with an emphasis on “the evidence derived from man.” PMID:23060061</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=intention+AND+book&pg=4&id=EJ1043771','ERIC'); return false;" href="https://eric.ed.gov/?q=intention+AND+book&pg=4&id=EJ1043771"><span>Unpark Those <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ness, Molly</p> <p>2013-01-01</p> <p>Whenever Mr. Henderson's 3rd grade students had a <span class="hlt">question</span> that he couldn't immediately answer or that seemed off-topic, he asked them to write the <span class="hlt">question</span> on a sticky note and place it on a poster dubbed the "Parking Lot." His intention was to find time later to answer those <span class="hlt">questions</span>, but too often, he said, the parking lot…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018PRPER..14a0112Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018PRPER..14a0112Y"><span>Analyzing false positives of four <span class="hlt">questions</span> in the Force Concept Inventory</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yasuda, Jun-ichiro; Mae, Naohiro; Hull, Michael M.; Taniguchi, Masa-aki</p> <p>2018-06-01</p> <p>In this study, we analyze the systematic error from false positives of the Force Concept Inventory (FCI). We compare the systematic errors of <span class="hlt">question</span> 6 (Q.6), Q.7, and Q.16, for which clearly erroneous reasoning has been found, with Q.5, for which clearly erroneous reasoning has not been found. We determine whether or not a correct response to a given FCI <span class="hlt">question</span> is a false positive using subquestions. In addition to the 30 <span class="hlt">original</span> <span class="hlt">questions</span>, subquestions were introduced for Q.5, Q.6, Q.7, and Q.16. This modified version of the FCI was administered to 1145 university students in Japan from 2015 to 2017. In this paper, we discuss our finding that the systematic errors of Q.6, Q.7, and Q.16 are much larger than that of Q.5 for students with mid-level FCI scores. Furthermore, we find that, averaged over the data sample, the sum of the false positives from Q.5, Q.6, Q.7, and Q.16 is about 10% of the FCI score of a midlevel student.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=True+AND+experimental+AND+design&id=ED575387','ERIC'); return false;" href="https://eric.ed.gov/?q=True+AND+experimental+AND+design&id=ED575387"><span>Assessing Acquiescence in Surveys Using Positively and Negatively Worded <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hutton, Amy Christine</p> <p>2017-01-01</p> <p>The purpose of this study was to assess the <span class="hlt">impact</span> of acquiescence on both positively and negatively worded <span class="hlt">questions</span>, both when unidimensionality was assumed and when it was not. To accomplish this, undergraduate student responses to a previously validated survey of student engagement were used to compare several models of acquiescence, using a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25519889','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25519889"><span>Poisson and negative binomial item count techniques for surveys with sensitive <span class="hlt">question</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tian, Guo-Liang; Tang, Man-Lai; Wu, Qin; Liu, Yin</p> <p>2017-04-01</p> <p>Although the item count technique is useful in surveys with sensitive <span class="hlt">questions</span>, privacy of those respondents who possess the sensitive characteristic of interest may not be well protected due to a defect in its <span class="hlt">original</span> design. In this article, we propose two new survey designs (namely the Poisson item count technique and negative binomial item count technique) which replace several independent Bernoulli random variables required by the <span class="hlt">original</span> item count technique with a single Poisson or negative binomial random variable, respectively. The proposed models not only provide closed form variance estimate and confidence interval within [0, 1] for the sensitive proportion, but also simplify the survey design of the <span class="hlt">original</span> item count technique. Most importantly, the new designs do not leak respondents' privacy. Empirical results show that the proposed techniques perform satisfactorily in the sense that it yields accurate parameter estimate and confidence interval.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3674563','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3674563"><span>Should we ask our Children about Sex, Drugs and Rock & Roll?: Potentially Harmful Effects of Asking <span class="hlt">Questions</span> About Risky Behaviors</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Fitzsimons, Gavan J.; Moore, Sarah G.</p> <p>2009-01-01</p> <p>Research shows that asking <span class="hlt">questions</span> can fundamentally change behavior. We review literature on this <span class="hlt">question</span>-behavior effect, which demonstrates that asking <span class="hlt">questions</span> changes both normal and risky behaviors. We discuss potential explanations for the effect and review recent findings that reveal interesting moderators of the influence of <span class="hlt">questions</span> on behavior. We then highlight the potential <span class="hlt">impact</span> of the <span class="hlt">question</span>-behavior effect in an important public health context: screening adolescents for risky behavior. While medical guidelines emphasize the importance of asking adolescents <span class="hlt">questions</span> about substance (drug, alcohol) use and sexual behaviors, research on the <span class="hlt">question</span>-behavior effect suggests that asking adolescents about risky behaviors has the potential to increase the frequency with which they engage in these behaviors. We argue that the act of screening or measuring risky behavior is potentially counterproductive. We emphasize the importance of interventions beyond screening, and suggest ways in which screening can be carried out to minimize its <span class="hlt">impact</span>. In short, asking <span class="hlt">questions</span> about behaviors can change behavior, and asking <span class="hlt">questions</span> about risky behaviors may itself be a risky undertaking. PMID:23750098</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19900035020&hterms=missing+middle&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dmissing%2Bmiddle','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19900035020&hterms=missing+middle&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dmissing%2Bmiddle"><span>Geochemistry of polymict ureilite EET83309, and a partially-disruptive <span class="hlt">impact</span> model for ureilite <span class="hlt">origin</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Warren, Paul H.; Kallemeyn, Gregory W.</p> <p>1989-01-01</p> <p>Bulk-compositional data for the EET83309 polymict ureilite were obtained using INAA and radiochemistry procedures and electron probe analysis. It was found that the EET83309 has a bulk composition indistinguishable from ordinary ('monomict') ureilites for all elements except light-middle REEs (which are present in much higher concentrations), suggesting that polymict ureilites are mixtures of ordinary ureilites which were mixed on a very small number of parent bodies. Despite the light-REE enrichments, polymict ureilites are nearly devoid of basaltic (Al-rich) material. It is suggested that the missing basalt may have been blown off the parent body by a partially disruptive collision with a large C-rich projectile. This <span class="hlt">impact</span> model of ureilite <span class="hlt">origin</span> reconciles many paradoxical aspects of ureilite composition.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=curiosity&pg=5&id=EJ896844','ERIC'); return false;" href="https://eric.ed.gov/?q=curiosity&pg=5&id=EJ896844"><span>Curiosity <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nelsen, Jane; DeLorenzo, Chip</p> <p>2010-01-01</p> <p>Have you ever found yourself lecturing a child, with the best of intentions, in an attempt to help him or her learn a lesson or process a situation in a manner that you feel will be productive? Curiosity <span class="hlt">questions</span>, which the authors also call What and How <span class="hlt">questions</span>, help children process an experience, event, or natural consequence so that they…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AAS...22923802A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AAS...22923802A"><span>Ensuring the Enduring Viability of the Space Science Enterprise: New <span class="hlt">Questions</span>, New Thinking, New Paradigms</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Arenberg, Jonathan; Conti, Alberto; Atkinson, Charles</p> <p>2017-01-01</p> <p>Pursuing ground breaking science in a highly cost and funding constrained environment presents new challenges to the development of future space astrophysics missions. Within the conventional cost models for large observatories, executing a flagship “mission after next” appears to be unstainable. To achieve our nation’s space astrophysics ambitions requires new paradigms in system design, development and manufacture. Implementation of this new paradigm requires that the space astrophysics community adopt new answers to a new set of <span class="hlt">questions</span>. This paper will discuss the <span class="hlt">origins</span> of these new <span class="hlt">questions</span> and the steps to their answers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1107828.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1107828.pdf"><span><span class="hlt">Question</span> Classification Taxonomies as Guides to Formulating <span class="hlt">Questions</span> for Use in Chemistry Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Festo, Kayima</p> <p>2016-01-01</p> <p>Teacher <span class="hlt">questions</span> play an important role in facilitating classroom discourse. Using appropriate <span class="hlt">question</span> types and proper <span class="hlt">questioning</span> techniques help to create reflective-active learners. Teacher <span class="hlt">questions</span> can elicit students' explanations, elaboration of their ideas and thinking, and they can be used to disclose students' misconceptions. Despite…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4683543','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4683543"><span>A Strategy for <span class="hlt">Origins</span> of Life Research</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Scharf, Caleb; Virgo, Nathaniel; Aono, Masashi; Aubert-Kato, Nathanael; Aydinoglu, Arsev; Barahona, Ana; Barge, Laura M.; Benner, Steven A.; Biehl, Martin; Brasser, Ramon; Butch, Christopher J.; Chandru, Kuhan; Cronin, Leroy; Danielache, Sebastian; Fischer, Jakob; Hernlund, John; Hut, Piet; Ikegami, Takashi; Kimura, Jun; Kobayashi, Kensei; Mariscal, Carlos; McGlynn, Shawn; Menard, Brice; Packard, Norman; Pascal, Robert; Pereto, Juli; Rajamani, Sudha; Sinapayen, Lana; Smith, Eric; Switzer, Christopher; Takai, Ken; Tian, Feng; Ueno, Yuichiro; Voytek, Mary; Witkowski, Olaf; Yabuta, Hikaru</p> <p>2015-01-01</p> <p>Contents 1. Introduction 1.1. A workshop and this document 1.2. Framing <span class="hlt">origins</span> of life science 1.2.1. What do we mean by the <span class="hlt">origins</span> of life (OoL)? 1.2.2. Defining life 1.2.3. How should we characterize approaches to OoL science? 1.2.4. One path to life or many? 2. A Strategy for <span class="hlt">Origins</span> of Life Research 2.1. Outcomes—key <span class="hlt">questions</span> and investigations 2.1.1. Domain 1: Theory 2.1.2. Domain 2: Practice 2.1.3. Domain 3: Process 2.1.4. Domain 4: Future studies 2.2. EON Roadmap 2.3. Relationship to NASA Astrobiology Roadmap and Strategy documents and the European AstRoMap Appendix I Appendix II Supplementary Materials References PMID:26684503</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=european+AND+environment+AND+agency&pg=3&id=EJ987395','ERIC'); return false;" href="https://eric.ed.gov/?q=european+AND+environment+AND+agency&pg=3&id=EJ987395"><span><span class="hlt">Question</span>-Asking and <span class="hlt">Question</span>-Exploring</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sands, Lorraine; Carr, Margaret; Lee, Wendy</p> <p>2012-01-01</p> <p>The Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's <span class="hlt">questions</span> to enable…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28799435','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28799435"><span>Sure, or unsure? Measuring students' confidence and the potential <span class="hlt">impact</span> on patient safety in multiple-choice <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rangel, Rafael Henrique; Möller, Leona; Sitter, Helmut; Stibane, Tina; Strzelczyk, Adam</p> <p>2017-11-01</p> <p>Multiple-choice <span class="hlt">questions</span> (MCQs) provide useful information about correct and incorrect answers, but they do not offer information about students' confidence. Ninety and another 81 medical students participated each in a curricular neurology multiple-choice exam and indicated their confidence for every single MCQ. Each MCQ had a defined level of potential clinical <span class="hlt">impact</span> on patient safety (uncritical, risky, harmful). Our first objective was to detect informed (IF), guessed (GU), misinformed (MI), and uninformed (UI) answers. Further, we evaluated whether there were significant differences for confidence at correct and incorrect answers. Then, we explored if clinical <span class="hlt">impact</span> had a significant influence on students' confidence. There were 1818 IF, 635 GU, 71 MI, and 176 UI answers in exam I and 1453 IF, 613 GU, 92 MI, and 191 UI answers in exam II. Students' confidence was significantly higher for correct than for incorrect answers at both exams (p < 0.001). For exam I, students' confidence was significantly higher for incorrect harmful than for incorrect risky classified MCQs (p = 0.01). At exam II, students' confidence was significantly higher for incorrect harmful than for incorrect benign (p < 0.01) and significantly higher for correct benign than for correct harmful categorized MCQs (p = 0.01). We were pleased to see that there were more informed than guessed, more uninformed than misinformed answers and higher students' confidence for correct than for incorrect answers. Our expectation that students state higher confidence in correct and harmful and lower confidence in incorrect and harmful MCQs could not be confirmed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.H33G1783L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.H33G1783L"><span>Water-energy-food nexus: concepts, <span class="hlt">questions</span> and methodologies</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Y.; Chen, X.; Ding, W.; Zhang, C.; Fu, G.</p> <p>2017-12-01</p> <p>The term of water-energy -food nexus has gained increasing attention in the research and policy making communities as the security of water, energy and food becomes severe under changing environment. Ignorance of their closely interlinkages accompanied by their availability and service may result in unforeseeable, adverse consequences. This paper comprehensively reviews the state-of-the-art in the field of water-energy-food, with a focus on concepts, research <span class="hlt">questions</span> and methodologies. First, two types of nexus definition are compared and discussed to understand the essence of nexus research issues. Then, three kinds of nexus research <span class="hlt">questions</span> are presented, including internal relationship analysis, external <span class="hlt">impact</span> analysis, and evaluation of the nexus system. Five nexus modelling approaches are discussed in terms of their advantages, disadvantages and application, with an aim to identify research gaps in current nexus methods. Finally, future research areas and challenges are discussed, including system boundary, data uncertainty and modelling, underlying mechanism of nexus issues and system performance evaluation. This study helps bring research efforts together to address the challenging <span class="hlt">questions</span> in the nexus and develop the consensus on building resilient water, energy and food systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/accomplishments/genomeDOEorigins.html','SCIGOVWS'); return false;" href="http://www.osti.gov/accomplishments/genomeDOEorigins.html"><span>Human Genome: DOE <span class="hlt">Origins</span></span></a></p> <p><a target="_blank" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p>Health and Environmental Research [OHER], the program that supported most <em>Biology</em> in the Department. The <span class="hlt">origins</span> of DOE's <em>biology</em> program traced to the Manhattan Project, the World War II program that produced Technical Report; 1964 <span class="hlt">Impact</span> of Radiation <em>Biology</em> on Fundamental Insights in <em>Biology</em>; DOE Technical Report</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=intonation+AND+perception&pg=5&id=ED274165','ERIC'); return false;" href="https://eric.ed.gov/?q=intonation+AND+perception&pg=5&id=ED274165"><span>Correlation between <span class="hlt">Question</span> Intonation and Focus of Interrogation--Evidence from French Dislocated <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shen, Xiao-nan</p> <p></p> <p>This study explores the relationship between <span class="hlt">question</span> intonation patterns in French using dislocated <span class="hlt">questions</span> and <span class="hlt">question</span>-focus (Q- focus). A dislocated <span class="hlt">question</span> is defined as an interrogative sentence whose sequence is interrupted by the topicalization of a constituent at the left ("Toi, tu viens?"), at the right (Tu viens,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018LPICo2047.6085B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018LPICo2047.6085B"><span><span class="hlt">Impact</span>-Basin Formation on Mercury: Current Observations and Outstanding <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Baker, D. M. H.; Head, J. W.; Fassett, C. I.</p> <p>2018-05-01</p> <p>Mercury provides an important laboratory for understanding <span class="hlt">impact</span>-basin formation on planetary bodies. MESSENGER observations improved our understanding, but much is still unknown about the formation and evolution of basin features.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4558867','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4558867"><span><span class="hlt">Impact</span> of Parental Bos taurus and Bos indicus <span class="hlt">Origins</span> on Copy Number Variation in Traditional Chinese Cattle Breeds</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zhang, Liangzhi; Jia, Shangang; Plath, Martin; Huang, Yongzhen; Li, Congjun; Lei, Chuzhao; Zhao, Xin; Chen, Hong</p> <p>2015-01-01</p> <p>Copy number variation (CNV) is an important component of genomic structural variation and plays a role not only in evolutionary diversification but also in domestication. Chinese cattle were derived from Bos taurus and Bos indicus, and several breeds presumably are of hybrid <span class="hlt">origin</span>, but the evolution of CNV regions (CNVRs) has not yet been examined in this context. Here, we of CNVRs, mtDNA D-loop sequence variation, and Y-chromosomal single nucleotide polymorphisms to assess the <span class="hlt">impact</span> of maternal and paternal B. taurus and B. indicus <span class="hlt">origins</span> on the distribution of CNVRs in 24 Chinese domesticated bulls. We discovered 470 genome-wide CNVRs, only 72 of which were shared by all three Y-lineages (B. taurus: Y1, Y2; B. indicus: Y3), whereas 265 were shared by inferred taurine or indicine paternal lineages, and 228 when considering their maternal taurine or indicine <span class="hlt">origins</span>. Phylogenetic analysis uncovered eight taurine/indicine hybrids, and principal component analysis on CNVs corroborated genomic exchange during hybridization. The distribution patterns of CNVRs tended to be lineage-specific, and correlation analysis revealed significant positive or negative co-occurrences of CNVRs across lineages. Our study suggests that CNVs in Chinese cattle partly result from selective breeding during domestication, but also from hybridization and introgression. PMID:26260653</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1436621-ten-questions-concerning-occupant-behavior-buildings-big-picture','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1436621-ten-questions-concerning-occupant-behavior-buildings-big-picture"><span>Ten <span class="hlt">questions</span> concerning occupant behavior in buildings: The big picture</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Hong, Tianzhen; Yan, Da; D'Oca, Simona; ...</p> <p>2016-12-27</p> <p>Occupant behavior has significant <span class="hlt">impacts</span> on building energy performance and occupant comfort. However, occupant behavior is not well understood and is often oversimplified in the building life cycle, due to its stochastic, diverse, complex, and interdisciplinary nature. The use of simplified methods or tools to quantify the <span class="hlt">impacts</span> of occupant behavior in building performance simulations significantly contributes to performance gaps between simulated models and actual building energy consumption. Therefore, it is crucial to understand occupant behavior in a comprehensive way, integrating qualitative approaches and data- and model-driven quantitative approaches, and employing appropriate tools to guide the design and operation ofmore » low-energy residential and commercial buildings that integrate technological and human dimensions. This paper presents ten <span class="hlt">questions</span>, highlighting some of the most important issues regarding concepts, applications, and methodologies in occupant behavior research. The proposed <span class="hlt">questions</span> and answers aim to provide insights into occupant behavior for current and future researchers, designers, and policy makers, and most importantly, to inspire innovative research and applications to increase energy efficiency and reduce energy use in buildings.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273387','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4273387"><span>The <span class="hlt">origin</span> of risk aversion</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zhang, Ruixun; Brennan, Thomas J.; Lo, Andrew W.</p> <p>2014-01-01</p> <p>Risk aversion is one of the most basic assumptions of economic behavior, but few studies have addressed the <span class="hlt">question</span> of where risk preferences come from and why they differ from one individual to the next. Here, we propose an evolutionary explanation for the <span class="hlt">origin</span> of risk aversion. In the context of a simple binary-choice model, we show that risk aversion emerges by natural selection if reproductive risk is systematic (i.e., correlated across individuals in a given generation). In contrast, risk neutrality emerges if reproductive risk is idiosyncratic (i.e., uncorrelated across each given generation). More generally, our framework implies that the degree of risk aversion is determined by the stochastic nature of reproductive rates, and we show that different statistical properties lead to different utility functions. The simplicity and generality of our model suggest that these implications are primitive and cut across species, physiology, and genetic <span class="hlt">origins</span>. PMID:25453072</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25453072','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25453072"><span>The <span class="hlt">origin</span> of risk aversion.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Ruixun; Brennan, Thomas J; Lo, Andrew W</p> <p>2014-12-16</p> <p>Risk aversion is one of the most basic assumptions of economic behavior, but few studies have addressed the <span class="hlt">question</span> of where risk preferences come from and why they differ from one individual to the next. Here, we propose an evolutionary explanation for the <span class="hlt">origin</span> of risk aversion. In the context of a simple binary-choice model, we show that risk aversion emerges by natural selection if reproductive risk is systematic (i.e., correlated across individuals in a given generation). In contrast, risk neutrality emerges if reproductive risk is idiosyncratic (i.e., uncorrelated across each given generation). More generally, our framework implies that the degree of risk aversion is determined by the stochastic nature of reproductive rates, and we show that different statistical properties lead to different utility functions. The simplicity and generality of our model suggest that these implications are primitive and cut across species, physiology, and genetic <span class="hlt">origins</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16501263','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16501263"><span><span class="hlt">Impact</span> of self-assessment <span class="hlt">questions</span> and learning styles in Web-based learning: a randomized, controlled, crossover trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R; Pankratz, V Shane</p> <p>2006-03-01</p> <p>To determine the effect of self-assessment <span class="hlt">questions</span> on learners' knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes. The authors conducted a randomized, controlled, crossover trial in the continuity clinics of the Mayo-Rochester internal medicine residency program during the 2003-04 academic year. Case-based self-assessment <span class="hlt">questions</span> were added to Web-based modules covering topics in ambulatory internal medicine. Participants completed two modules with <span class="hlt">questions</span> and two modules without <span class="hlt">questions</span>, with sequence randomly assigned. Outcomes included knowledge assessed after each module, format preference, and learning style assessed using the Index of Learning Styles. A total of 121 of 146 residents (83%) consented. Residents had higher test scores when using the <span class="hlt">question</span> format (mean +/- standard error, 78.9% +/- 1.0) than when using the standard format (76.2% +/- 1.0, p = .006). Residents preferring the <span class="hlt">question</span> format scored higher (79.7% +/- 1.1) than those preferring standard (69.5% +/- 2.3, p < .001). Learning styles did not affect scores except that visual-verbal "intermediate" learners (80.6% +/- 1.4) and visual learners (77.5% +/- 1.3) did better than verbal learners (70.9% +/- 3.0, p = .003 and p = .033, respectively). Sixty-five of 78 residents (83.3%, 95% CI 73.2-90.8%) preferred the <span class="hlt">question</span> format. Learning styles were not associated with preference (p > .384). Although the <span class="hlt">question</span> format took longer than the standard format (60.4 +/- 3.6 versus 44.3 +/- 3.3 minutes, p < .001), 55 of 77 residents (71.4%, 60.0-81.2%) reported that it was more efficient. Instructional methods that actively engage learners improve learning outcomes. These findings hold implications for both Web-based learning and "traditional" educational activities. Future research, in both Web-based learning and other teaching modalities, should focus on further defining the effectiveness of selected instructional</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4865652','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4865652"><span>Answers to Health <span class="hlt">Questions</span>: Internet Search Results Versus Online Health Community Responses</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Vermeesch, Amber; Given, Barbara; Huh, Jina</p> <p>2016-01-01</p> <p>Background About 6 million people search for health information on the Internet each day in the United States. Both patients and caregivers search for information about prescribed courses of treatments, unanswered <span class="hlt">questions</span> after a visit to their providers, or diet and exercise regimens. Past literature has indicated potential challenges around quality in health information available on the Internet. However, diverse information exists on the Internet—ranging from government-initiated webpages to personal blog pages. Yet we do not fully understand the strengths and weaknesses of different types of information available on the Internet. Objective The objective of this research was to investigate the strengths and challenges of various types of health information available online and to suggest what information sources best fit various <span class="hlt">question</span> types. Methods We collected <span class="hlt">questions</span> posted to and the responses they received from an online diabetes community and classified them according to Rothwell’s classification of <span class="hlt">question</span> types (fact, policy, or value <span class="hlt">questions</span>). We selected 60 <span class="hlt">questions</span> (20 each of fact, policy, and value) and the replies the <span class="hlt">questions</span> received from the community. We then searched for responses to the same <span class="hlt">questions</span> using a search engine and recorded the Results Community responses answered more <span class="hlt">questions</span> than did search results overall. Search results were most effective in answering value <span class="hlt">questions</span> and least effective in answering policy <span class="hlt">questions</span>. Community responses answered <span class="hlt">questions</span> across <span class="hlt">question</span> types at an equivalent rate, but most answered policy <span class="hlt">questions</span> and the least answered fact <span class="hlt">questions</span>. Value <span class="hlt">questions</span> were most answered by community responses, but some of these answers provided by the community were incorrect. Fact <span class="hlt">question</span> search results were the most clinically valid. Conclusions The Internet is a prevalent source of health information for people. The information quality people encounter online can have a large <span class="hlt">impact</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27125622','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27125622"><span>Answers to Health <span class="hlt">Questions</span>: Internet Search Results Versus Online Health Community Responses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kanthawala, Shaheen; Vermeesch, Amber; Given, Barbara; Huh, Jina</p> <p>2016-04-28</p> <p>About 6 million people search for health information on the Internet each day in the United States. Both patients and caregivers search for information about prescribed courses of treatments, unanswered <span class="hlt">questions</span> after a visit to their providers, or diet and exercise regimens. Past literature has indicated potential challenges around quality in health information available on the Internet. However, diverse information exists on the Internet-ranging from government-initiated webpages to personal blog pages. Yet we do not fully understand the strengths and weaknesses of different types of information available on the Internet. The objective of this research was to investigate the strengths and challenges of various types of health information available online and to suggest what information sources best fit various <span class="hlt">question</span> types. We collected <span class="hlt">questions</span> posted to and the responses they received from an online diabetes community and classified them according to Rothwell's classification of <span class="hlt">question</span> types (fact, policy, or value <span class="hlt">questions</span>). We selected 60 <span class="hlt">questions</span> (20 each of fact, policy, and value) and the replies the <span class="hlt">questions</span> received from the community. We then searched for responses to the same <span class="hlt">questions</span> using a search engine and recorded the Community responses answered more <span class="hlt">questions</span> than did search results overall. Search results were most effective in answering value <span class="hlt">questions</span> and least effective in answering policy <span class="hlt">questions</span>. Community responses answered <span class="hlt">questions</span> across <span class="hlt">question</span> types at an equivalent rate, but most answered policy <span class="hlt">questions</span> and the least answered fact <span class="hlt">questions</span>. Value <span class="hlt">questions</span> were most answered by community responses, but some of these answers provided by the community were incorrect. Fact <span class="hlt">question</span> search results were the most clinically valid. The Internet is a prevalent source of health information for people. The information quality people encounter online can have a large <span class="hlt">impact</span> on them. We present what kinds of <span class="hlt">questions</span> people ask</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016HESS...20...73G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016HESS...20...73G"><span>A <span class="hlt">question</span> driven socio-hydrological modeling process</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Garcia, M.; Portney, K.; Islam, S.</p> <p>2016-01-01</p> <p>Human and hydrological systems are coupled: human activity <span class="hlt">impacts</span> the hydrological cycle and hydrological conditions can, but do not always, trigger changes in human systems. Traditional modeling approaches with no feedback between hydrological and human systems typically cannot offer insight into how different patterns of natural variability or human-induced changes may propagate through this coupled system. Modeling of coupled human-hydrological systems, also called socio-hydrological systems, recognizes the potential for humans to transform hydrological systems and for hydrological conditions to influence human behavior. However, this coupling introduces new challenges and existing literature does not offer clear guidance regarding model conceptualization. There are no universally accepted laws of human behavior as there are for the physical systems; furthermore, a shared understanding of important processes within the field is often used to develop hydrological models, but there is no such consensus on the relevant processes in socio-hydrological systems. Here we present a <span class="hlt">question</span> driven process to address these challenges. Such an approach allows modeling structure, scope and detail to remain contingent on and adaptive to the <span class="hlt">question</span> context. We demonstrate the utility of this process by revisiting a classic <span class="hlt">question</span> in water resources engineering on reservoir operation rules: what is the <span class="hlt">impact</span> of reservoir operation policy on the reliability of water supply for a growing city? Our example model couples hydrological and human systems by linking the rate of demand decreases to the past reliability to compare standard operating policy (SOP) with hedging policy (HP). The model shows that reservoir storage acts both as a buffer for variability and as a delay triggering oscillations around a sustainable level of demand. HP reduces the threshold for action thereby decreasing the delay and the oscillation effect. As a result, per capita demand decreases during</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014GeoJI.198.1071D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014GeoJI.198.1071D"><span>Non-linearity of geocentre motion and its <span class="hlt">impact</span> on the <span class="hlt">origin</span> of the terrestrial reference frame</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dong, Danan; Qu, Weijing; Fang, Peng; Peng, Dongju</p> <p>2014-08-01</p> <p>The terrestrial reference frame is a cornerstone for modern geodesy and its applications for a wide range of Earth sciences. The underlying assumption for establishing a terrestrial reference frame is that the motion of the solid Earth's figure centre relative to the mass centre of the Earth system on a multidecadal timescale is linear. However, past international terrestrial reference frames (ITRFs) showed unexpected accelerated motion in their translation parameters. Based on this underlying assumption, the inconsistency of relative <span class="hlt">origin</span> motions of the ITRFs has been attributed to data reduction imperfection. We investigated the <span class="hlt">impact</span> of surface mass loading from atmosphere, ocean, snow, soil moisture, ice sheet, glacier and sea level from 1983 to 2008 on the geocentre variations. The resultant geocentre time-series display notable trend acceleration from 1998 onward, in particular in the z-component. This effect is primarily driven by the hydrological mass redistribution in the continents (soil moisture, snow, ice sheet and glacier). The acceleration is statistically significant at the 99 per cent confidence level as determined using the Mann-Kendall test, and it is highly correlated with the satellite laser ranging determined translation series. Our study, based on independent geophysical and hydrological models, demonstrates that, in addition to systematic errors from analysis procedures, the observed non-linearity of the Earth-system behaviour at interannual timescales is physically driven and is able to explain 42 per cent of the disparity between the <span class="hlt">origins</span> of ITRF2000 and ITRF2005, as well as the high level of consistency between the ITRF2005 and ITRF2008 <span class="hlt">origins</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19940016352&hterms=originals&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Doriginals','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19940016352&hterms=originals&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Doriginals"><span><span class="hlt">Original</span> size of the Vredefort structure, South Africa</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Therriault, A. M.; Reid, A. M.; Reimold, W. U.</p> <p>1993-01-01</p> <p>The Vredefort structure is located approximately 120 km southwest of Johannesburg, South Africa, and is deeply eroded. Controversies remain on the <span class="hlt">origin</span> of this structure with the most popular hypotheses being: (1) by <span class="hlt">impact</span> cratering about 2.0 Ga; (2) as a cryptoexplosion structure about 2.0 Ga; and (3) by purely tectonic processes starting at about 3.0 Ga and ending with the Vredefort event at 2.0 Ga. In view of recent work in which the granophyre dikes are interpreted as the erosional remants of a more extensive <span class="hlt">impact</span> melt sheet, injected downward into the underlying country rocks, the <span class="hlt">impact</span> <span class="hlt">origin</span> hypothesis for Vredefort is adopted. In order to estimate the <span class="hlt">original</span> dimensions of the Vredefort <span class="hlt">impact</span> structure, it is assumed that the structure was initially circular, that its predeformation center corresponds to the center of the granitic core, and that the pre-Vredefort geology of the area prior to approximately 2.0 Ga ago is as suggested by Fletcher and Reimold. The spatial relationship between shock metamorphic effects, the shock pressures they record, and the morphological features of the crater were established for a number of large terrestrial craters. The principles of crater formation at large complex <span class="hlt">impact</span> structures comparable in size to Vredefort were also established, although many details remain unresolved. An important conclusion is that the transient crater, which is formed directly by excavation and displacement by the shock-induced cratering flow-field (i.e., the particle velocity flow field existing in the region of the transient crater but behind the initial outgoing shock front), is highly modified during the late stage processes. The <span class="hlt">original</span> transient crater diameter lies well within the final rim of the crater, which is established by structural movements during late-stage cavity modification.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=socratic+AND+method&pg=4&id=EJ1027629','ERIC'); return false;" href="https://eric.ed.gov/?q=socratic+AND+method&pg=4&id=EJ1027629"><span>Socratic <span class="hlt">Questioning</span> in the Paideia Method to Encourage Dialogical Discussions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davies, Maree; Sinclair, Anne</p> <p>2014-01-01</p> <p>This study focused on the <span class="hlt">impact</span> of using Socratic <span class="hlt">questioning</span>, based on the Paideia Method, on the nature of middle-schools students' patterns of interaction and on the cognitive complexity of their discussions. The hypothesis is that an experimental group will increase in both interaction focus and complexity at T3, which is the face-to-face…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23225070','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23225070"><span>Non-terrestrial <span class="hlt">origin</span> of life: a transformative research paradigm shift.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wickramasinghe, N Chandra; Trevors, J T</p> <p>2013-06-01</p> <p>Theories and hypotheses in science are continually subject to verification, critical re-evaluation, revision and indeed evolution, in response to new observations and discoveries. Theories of the <span class="hlt">origin</span> of life have been more constrained than other scientific theories and hypotheses in this regard, through the force of social and cultural pressures. There has been a tendency to adhere too rigidly to a class of theory that demands a purely terrestrial <span class="hlt">origin</span> of life. For nearly five decades evidence in favour of a non-terrestrial <span class="hlt">origin</span> of life and panspermia has accumulated which has not been properly assessed. A point has now been reached that demands the serious attention of biologists to a possibly transformative paradigm shift of the <span class="hlt">question</span> of the <span class="hlt">origin</span> of life, with profound implications across many disciplines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4140221','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4140221"><span>Killing Me Softly: The Fetal <span class="hlt">Origins</span> Hypothesis*</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Almond, Douglas</p> <p>2013-01-01</p> <p>In the epidemiological literature, the fetal <span class="hlt">origins</span> hypothesis associated with David J. Barker posits that chronic, degenerative conditions of adult health, including heart disease and type 2 diabetes, may be triggered by circumstance decades earlier, in utero nutrition in particular. Economists have expanded on this hypothesis, investigating a broader range of fetal shocks and circumstances and have found a wealth of later-life <span class="hlt">impacts</span> on outcomes including test scores, educational attainment, and income, along with health. In the process, they have provided some of the most credible observational evidence in support of the hypothesis. The magnitude of the <span class="hlt">impacts</span> is generally large. Thus, the fetal <span class="hlt">origins</span> hypothesis has not only survived contact with economics, but has flourished. PMID:25152565</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24595052','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24595052"><span>A topic clustering approach to finding similar <span class="hlt">questions</span> from large <span class="hlt">question</span> and answer archives.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Wei-Nan; Liu, Ting; Yang, Yang; Cao, Liujuan; Zhang, Yu; Ji, Rongrong</p> <p>2014-01-01</p> <p>With the blooming of Web 2.0, Community <span class="hlt">Question</span> Answering (CQA) services such as Yahoo! Answers (http://answers.yahoo.com), WikiAnswer (http://wiki.answers.com), and Baidu Zhidao (http://zhidao.baidu.com), etc., have emerged as alternatives for knowledge and information acquisition. Over time, a large number of <span class="hlt">question</span> and answer (Q&A) pairs with high quality devoted by human intelligence have been accumulated as a comprehensive knowledge base. Unlike the search engines, which return long lists of results, searching in the CQA services can obtain the correct answers to the <span class="hlt">question</span> queries by automatically finding similar <span class="hlt">questions</span> that have already been answered by other users. Hence, it greatly improves the efficiency of the online information retrieval. However, given a <span class="hlt">question</span> query, finding the similar and well-answered <span class="hlt">questions</span> is a non-trivial task. The main challenge is the word mismatch between <span class="hlt">question</span> query (query) and candidate <span class="hlt">question</span> for retrieval (<span class="hlt">question</span>). To investigate this problem, in this study, we capture the word semantic similarity between query and <span class="hlt">question</span> by introducing the topic modeling approach. We then propose an unsupervised machine-learning approach to finding similar <span class="hlt">questions</span> on CQA Q&A archives. The experimental results show that our proposed approach significantly outperforms the state-of-the-art methods.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018IJSEd..40..808H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018IJSEd..40..808H"><span>Young children's impressionable use of teleology: the influence of <span class="hlt">question</span> wording and <span class="hlt">questioned</span> topic on teleological explanations for natural phenomena</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Halls, Jonathan Grant; Ainsworth, Shaaron Elizabeth; Oliver, Mary Collette</p> <p>2018-05-01</p> <p>There is a significant body of research on children's preconceptions concerning scientific concepts and the <span class="hlt">impact</span> this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or tigers' stripes are for camouflage. It has been argued that this teleological tendency hampers children's ability to learn about causality in the natural world. This paper investigates two factors (<span class="hlt">question</span> wording and topic) which it is argued have led to a misestimation of children's teleological tendencies within the area natural phenomena: i.e. those that are time-constrained, natural events or process such as snow, clouds or night. Sixty-six (5-8 years old) children took part in a repeated-measures experiment, answering both open and leading <span class="hlt">questions</span> across 10 topics of natural phenomena. The findings indicate that children's teleological reasoning may have been overestimated as open-<span class="hlt">question</span> forms significantly reduced their tendency to answer teleologically. Moreover, the concept of teleology is more nuanced than often suggested. Consequently, young children may be more able to learn about causal explanations for the existence of natural phenomena than the literature implies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=law+AND+competitive&pg=2&id=ED513864','ERIC'); return false;" href="https://eric.ed.gov/?q=law+AND+competitive&pg=2&id=ED513864"><span>Creating Cover and Constructing Capacity: Assessing the <span class="hlt">Origins</span>, Evolution, and <span class="hlt">Impact</span> of Race to the Top. Education Stimulus Watch. Special Report 6</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGuinn, Patrick</p> <p>2010-01-01</p> <p>The Obama administration's Race to the Top (RTT) competitive grant program has been heralded for revolutionizing the federal role in education and transforming state school reform efforts. This paper offers an initial analysis of the <span class="hlt">origins</span>, evolution, and <span class="hlt">impact</span> of RTT. In many ways, RTT is an attempt to circumvent the perceived failings of No…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16379524','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16379524"><span>Key science <span class="hlt">questions</span> from the second conference on early Mars: geologic, hydrologic, and climatic evolution and the implications for life.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Beaty, David W; Clifford, Stephen M; Borg, Lars E; Catling, David C; Craddock, Robert A; Des Marais, David J; Farmer, Jack D; Frey, Herbert V; Haberle, Robert M; McKay, Christopher P; Newsom, Horton E; Parker, Timothy J; Segura, Teresa; Tanaka, Kenneth L</p> <p>2005-12-01</p> <p>In October 2004, more than 130 terrestrial and planetary scientists met in Jackson Hole, WY, to discuss early Mars. The first billion years of martian geologic history is of particular interest because it is a period during which the planet was most active, after which a less dynamic period ensued that extends to the present day. The early activity left a fascinating geological record, which we are only beginning to unravel through direct observation and modeling. In considering this time period, <span class="hlt">questions</span> outnumber answers, and one of the purposes of the meeting was to gather some of the best experts in the field to consider the current state of knowledge, ascertain which <span class="hlt">questions</span> remain to be addressed, and identify the most promising approaches to addressing those <span class="hlt">questions</span>. The purpose of this report is to document that discussion. Throughout the planet's first billion years, planetary-scale processes-including differentiation, hydrodynamic escape, volcanism, large <span class="hlt">impacts</span>, erosion, and sedimentation-rapidly modified the atmosphere and crust. How did these processes operate, and what were their rates and interdependencies? The early environment was also characterized by both abundant liquid water and plentiful sources of energy, two of the most important conditions considered necessary for the <span class="hlt">origin</span> of life. Where and when did the most habitable environments occur? Did life actually occupy them, and if so, has life persisted on Mars to the present? Our understanding of early Mars is critical to understanding how the planet we see today came to be.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26911879','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26911879"><span>The use of self-report <span class="hlt">questions</span> to examine the prevalence of musculoskeletal problems: a test-retest study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gill, Tiffany K; Tucker, Graeme R; Avery, Jodie C; Shanahan, E Michael; Menz, Hylton B; Taylor, Anne W; Adams, Robert J; Hill, Catherine L</p> <p>2016-02-24</p> <p>Case definition has long been an issue for comparability of results obtained for musculoskeletal pain prevalence, however the test-retest reliability of <span class="hlt">questions</span> used to determine joint pain prevalence has not been examined. The objective of this study was to determine <span class="hlt">question</span> reliability and the <span class="hlt">impact</span> of <span class="hlt">question</span> wording, ordering and the time between <span class="hlt">questions</span> on responses. A Computer Assisted Telephone Interviewing (CATI) survey was used to re-administer <span class="hlt">questions</span> collected as part of a population-based longitudinal cohort study. On two different occasions <span class="hlt">questions</span> were asked of the same sample of 203 community dwelling respondents (which were initially randomly selected) aged 18 years and over at two time points 14 to 27 days apart (average 15 days). Reliability of the <span class="hlt">questions</span> was assessed using Cohen's kappa (κ) and intraclass correlation coefficient (ICC) and whether <span class="hlt">question</span> wording and period effects existed was assessed using a crossover design. The self-reported prevalence of doctor diagnosed arthritis demonstrated excellent reliability (κ = 0.84 and κ = 0.79 for questionnaires 1 and 2 respectively). The reliability of <span class="hlt">questions</span> relating to musculoskeletal pain and/or stiffness ranged from moderate to excellent for both types of <span class="hlt">questions</span>, that is, those related to ever having joint pain on most days for at least a month (κ = 0.52 to κ = 0.95) and having pain and/or stiffness on most days for the last month (κ = 0.52 to κ = 0.90). However there was an effect of <span class="hlt">question</span> wording on the results obtained for hand, foot and back pain and/or stiffness indicating that the area of pain may influence prevalence estimates. Joint pain and stiffness <span class="hlt">questions</span> are reliable and can be used to determine prevalence. However, <span class="hlt">question</span> wording and pain area may <span class="hlt">impact</span> on estimates with issues such as pain perception and effect on activities playing a possible role in the recall of musculoskeletal pain.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28361158','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28361158"><span>A Machine Learning-based Method for <span class="hlt">Question</span> Type Classification in Biomedical <span class="hlt">Question</span> Answering.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sarrouti, Mourad; Ouatik El Alaoui, Said</p> <p>2017-05-18</p> <p>Biomedical <span class="hlt">question</span> type classification is one of the important components of an automatic biomedical <span class="hlt">question</span> answering system. The performance of the latter depends directly on the performance of its biomedical <span class="hlt">question</span> type classification system, which consists of assigning a category to each <span class="hlt">question</span> in order to determine the appropriate answer extraction algorithm. This study aims to automatically classify biomedical <span class="hlt">questions</span> into one of the four categories: (1) yes/no, (2) factoid, (3) list, and (4) summary. In this paper, we propose a biomedical <span class="hlt">question</span> type classification method based on machine learning approaches to automatically assign a category to a biomedical <span class="hlt">question</span>. First, we extract features from biomedical <span class="hlt">questions</span> using the proposed handcrafted lexico-syntactic patterns. Then, we feed these features for machine-learning algorithms. Finally, the class label is predicted using the trained classifiers. Experimental evaluations performed on large standard annotated datasets of biomedical <span class="hlt">questions</span>, provided by the BioASQ challenge, demonstrated that our method exhibits significant improved performance when compared to four baseline systems. The proposed method achieves a roughly 10-point increase over the best baseline in terms of accuracy. Moreover, the obtained results show that using handcrafted lexico-syntactic patterns as features' provider of support vector machine (SVM) lead to the highest accuracy of 89.40 %. The proposed method can automatically classify BioASQ <span class="hlt">questions</span> into one of the four categories: yes/no, factoid, list, and summary. Furthermore, the results demonstrated that our method produced the best classification performance compared to four baseline systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED069560.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED069560.pdf"><span>"The Panama Canal Episode: An Encounter with a <span class="hlt">Question</span> and Answers." Occasional Paper 3.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seifman, Eli</p> <p></p> <p>This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple <span class="hlt">question</span> concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation <span class="hlt">originates</span> in a class discussion focusing on ways of asking and responding to classroom…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=memory+AND+recall+AND+multiple+AND+choice+AND+question&pg=2&id=ED147758','ERIC'); return false;" href="https://eric.ed.gov/?q=memory+AND+recall+AND+multiple+AND+choice+AND+question&pg=2&id=ED147758"><span>The Effects of <span class="hlt">Question</span> Generation, <span class="hlt">Question</span> Answering and Reading on Prose Learning.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Owens, Anthony Mathew</p> <p></p> <p>Eighty-seven students took part in a study (using three experimental conditions) of the effect of <span class="hlt">question</span> generation, <span class="hlt">question</span> answering, and rereading on an immediate posttest and on a delayed test of knowledge of a text passage. In condition G, subjects generated multiple-choice <span class="hlt">questions</span> that would test knowledge of each of the six content…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19648276','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19648276"><span><span class="hlt">Original</span> antigenic sin responses to influenza viruses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, Jin Hyang; Skountzou, Ioanna; Compans, Richard; Jacob, Joshy</p> <p>2009-09-01</p> <p>Most immune responses follow Burnet's rule in that Ag recruits specific lymphocytes from a large repertoire and induces them to proliferate and differentiate into effector cells. However, the phenomenon of "<span class="hlt">original</span> antigenic sin" stands out as a paradox to Burnet's rule of B cell engagement. Humans, upon infection with a novel influenza strain, produce Abs against older viral strains at the expense of responses to novel, protective antigenic determinants. This exacerbates the severity of the current infection. This blind spot of the immune system and the redirection of responses to the "<span class="hlt">original</span> Ag" rather than to novel epitopes were described fifty years ago. Recent reports have <span class="hlt">questioned</span> the existence of this phenomenon. Hence, we revisited this issue to determine the extent to which <span class="hlt">original</span> antigenic sin is induced by variant influenza viruses. Using two related strains of influenza A virus, we show that <span class="hlt">original</span> antigenic sin leads to a significant decrease in development of protective immunity and recall responses to the second virus. In addition, we show that sequential infection of mice with two live influenza virus strains leads to almost exclusive Ab responses to the first viral strain, suggesting that <span class="hlt">original</span> antigenic sin could be a potential strategy by which variant influenza viruses subvert the immune system.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25504729','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25504729"><span>An integrative approach to understanding bird <span class="hlt">origins</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Xu, Xing; Zhou, Zhonghe; Dudley, Robert; Mackem, Susan; Chuong, Cheng-Ming; Erickson, Gregory M; Varricchio, David J</p> <p>2014-12-12</p> <p>Recent discoveries of spectacular dinosaur fossils overwhelmingly support the hypothesis that birds are descended from maniraptoran theropod dinosaurs, and furthermore, demonstrate that distinctive bird characteristics such as feathers, flight, endothermic physiology, unique strategies for reproduction and growth, and a novel pulmonary system <span class="hlt">originated</span> among Mesozoic terrestrial dinosaurs. The transition from ground-living to flight-capable theropod dinosaurs now probably represents one of the best-documented major evolutionary transitions in life history. Recent studies in developmental biology and other disciplines provide additional insights into how bird characteristics <span class="hlt">originated</span> and evolved. The iconic features of extant birds for the most part evolved in a gradual and stepwise fashion throughout archosaur evolution. However, new data also highlight occasional bursts of morphological novelty at certain stages particularly close to the <span class="hlt">origin</span> of birds and an unavoidable complex, mosaic evolutionary distribution of major bird characteristics on the theropod tree. Research into bird <span class="hlt">origins</span> provides a premier example of how paleontological and neontological data can interact to reveal the complexity of major innovations, to answer key evolutionary <span class="hlt">questions</span>, and to lead to new research directions. A better understanding of bird <span class="hlt">origins</span> requires multifaceted and integrative approaches, yet fossils necessarily provide the final test of any evolutionary model. Copyright © 2014, American Association for the Advancement of Science.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24347101','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24347101"><span>What do primary care practitioners want to know? A content analysis of <span class="hlt">questions</span> asked at the point of care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bjerre, Lise M; Paterson, Nicholas R; McGowan, Jessie; Hogg, William; Campbell, Craig M; Viner, Gary; Archibald, Douglas</p> <p>2013-01-01</p> <p>Assessing physician needs to develop continuing medical education (CME) activities is an integral part of CME curriculum development. The purpose of the present study was to demonstrate the feasibility of identifying areas of perceived greatest needs for continuing medical education (CME) by using <span class="hlt">questions</span> collected electronically at the point of care. This study is a secondary analysis of the "Just-in-Time" (JIT) information librarian consultation service database of <span class="hlt">questions</span> using quantitative content analysis methods. The <span class="hlt">original</span> JIT project demonstrated the feasibility of a real-time librarian service for answering <span class="hlt">questions</span> asked by primary care clinicians at the point of care using a Web-based platform or handheld device. Data were collected from 88 primary care practitioners in Ontario, Canada, from October 2005 to April 2006. <span class="hlt">Questions</span> were answered in less than 15 minutes, enabling clinicians to use the answer during patient encounters. Description of type and frequency of <span class="hlt">questions</span> asked, including the organ system on which the <span class="hlt">questions</span> focused, was produced using 2 classification systems, the "taxonomy of generic clinical <span class="hlt">questions</span>" (TGCQ), and the International Classification for Primary Care version 2 (ICPC-2). Of the <span class="hlt">original</span> 1889 <span class="hlt">questions</span>, 1871 (99.0%) were suitable for analysis. A total of 970 (52%) of <span class="hlt">questions</span> related to therapy; of these, 671 (69.2%) addressed <span class="hlt">questions</span> about drug therapy, representing 36% of all <span class="hlt">questions</span>. <span class="hlt">Questions</span> related to diagnosis (24.8%) and epidemiology (13.5%) were also common. Organ systems <span class="hlt">questions</span> concerning musculoskeletal, endocrine, skin, cardiac, and digestive systems were asked more than other categories. <span class="hlt">Questions</span> collected at the point of care provide a valuable and unique source of information on the true learning needs of practicing clinicians. The TGCQ classification allowed us to show that a majority of <span class="hlt">questions</span> had to do with treatment, particularly drug treatment, whereas the use of the ICPC-2</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/sciencecinema/biblio/987879','SCIGOVIMAGE-SCICINEMA'); return false;" href="http://www.osti.gov/sciencecinema/biblio/987879"><span>Answering Gauguinâs <span class="hlt">Questions</span>: Where Are We Coming From, Where Are We Going, and What Are We?</span></a></p> <p><a target="_blank" href="http://www.osti.gov/sciencecinema/">ScienceCinema</a></p> <p>Ellis, John [CERN</p> <p>2017-12-09</p> <p>The knowledge of matter revealed by the current reigning theory of particle physics, the so-called Standard Model, still leaves open many basic <span class="hlt">questions</span>. What is the <span class="hlt">origin</span> of the matter in the Universe? How does its mass <span class="hlt">originate</span>? What is the nature of the dark matter that fills the Universe? Are there additional dimensions of space? The Large Hadron Collider (LHC) at the CERN Laboratory in Geneva, Switzerland, where high-energy experiments have now started, will take physics into a new realm of energy and time, and will address these physics analogues of Gauguin's <span class="hlt">questions</span>. The answers will set the stage for possible future experiments beyond the scope of the LHC.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5769353','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5769353"><span>Backward Dependencies and in-Situ wh-<span class="hlt">Questions</span> as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L.-S.</p> <p>2018-01-01</p> <p>-paced reading experiments on the processing of in-situ wh-<span class="hlt">questions</span> in Mandarin Chinese and French. Finally, we review the implications that our findings have for the specific theoretical linguistics <span class="hlt">questions</span> that we <span class="hlt">originally</span> aimed to address. We conclude with an overview of the general insights that can be gained from the role of structural hierarchy and grammatical constraints in processing and the existing limitations on the generalization of results. PMID:29375417</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29375417','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29375417"><span>Backward Dependencies and in-Situ wh-<span class="hlt">Questions</span> as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L-S</p> <p>2017-01-01</p> <p>-paced reading experiments on the processing of in-situ wh -<span class="hlt">questions</span> in Mandarin Chinese and French. Finally, we review the implications that our findings have for the specific theoretical linguistics <span class="hlt">questions</span> that we <span class="hlt">originally</span> aimed to address. We conclude with an overview of the general insights that can be gained from the role of structural hierarchy and grammatical constraints in processing and the existing limitations on the generalization of results.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED545360.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED545360.pdf"><span>Student Moderators in Asynchronous Online Discussion: A <span class="hlt">Question</span> of <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zingaro, Daniel</p> <p>2012-01-01</p> <p>Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of <span class="hlt">questions</span> students use to spur each discussion. Prior experimental work has demonstrated that the types of <span class="hlt">questions</span> posed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3003829','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3003829"><span>The effects of migrant remittances on population–environment dynamics in migrant <span class="hlt">origin</span> areas: international migration, fertility, and consumption in highland Guatemala</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lopez-Carr, David</p> <p>2010-01-01</p> <p>International migration <span class="hlt">impacts</span> <span class="hlt">origin</span> regions in many ways. As examples, remittances from distant migrants may alter consumption patterns within sending communities, while exposure to different cultural norms may alter other behaviors. This paper combines these insights to offer a unique lens on migration’s environmental <span class="hlt">impact</span>. From an environmental perspective, we ask the following <span class="hlt">question</span>: is the likely rise in consumption brought about by remittances counterbalanced by a reduction in fertility in migrant households following exposure to lower fertility cultures? Based on ethnographic case studies in two western highland Guatemalan communities, we argue that the near-term rise in consumption due to remittances is not counterbalanced by rapid decline in migrant household fertility. However, over time, the environmental cost of consumption may be mitigated at the community level through diffusion of contraception and family planning norms yielding lower family size. PMID:21258636</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED539086.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED539086.pdf"><span>Improving Student <span class="hlt">Question</span> Classification</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heiner, Cecily; Zachary, Joseph L.</p> <p>2009-01-01</p> <p>Students in introductory programming classes often articulate their <span class="hlt">questions</span> and information needs incompletely. Consequently, the automatic classification of student <span class="hlt">questions</span> to provide automated tutorial responses is a challenging problem. This paper analyzes 411 <span class="hlt">questions</span> from an introductory Java programming course by reducing the natural…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://tvdg10.phy.bnl.gov/question.html','SCIGOVWS'); return false;" href="http://tvdg10.phy.bnl.gov/question.html"><span>FAQ <span class="hlt">Question</span> Submission</span></a></p> <p><a target="_blank" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p>, fax, or phone. Use this <em>area</em> to send us your <span class="hlt">question</span>. Your name: Your E-Mail address: Your Phone Number (voice): Please include <em>area</em> code. Your Fax Number: Please include <em>area</em> code. Send Your <span class="hlt">Question</span></p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=oil+AND+use+AND+climate+AND+change&id=EJ954722','ERIC'); return false;" href="https://eric.ed.gov/?q=oil+AND+use+AND+climate+AND+change&id=EJ954722"><span><span class="hlt">Questioning</span> Technology in the Development of a Resilient Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, Richard; Winn, Joss</p> <p>2011-01-01</p> <p>This article considers the <span class="hlt">impact</span> that peak oil and climate change may have on the future of higher education. In particular, it <span class="hlt">questions</span> the role of technology in supporting the provision of a higher education which is resilient to a scenario both of energy depletion and the need to adapt to the effects of global warming. One emerging area of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14571591','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14571591"><span>Fixing past mistakes. Answers to <span class="hlt">questions</span> about reviews, refunds, disclosures.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fitzgerald, T Jeffrey</p> <p>2003-10-01</p> <p>A medical group must address practical and legal issues when it discovers improper payments, billing mistakes or alleged misconduct. Its response has a significant <span class="hlt">impact</span> on how the charges are resolved. A group and its providers can come under fraud and abuse investigations, whistle-blower allegations and Medicare payment reviews. Many <span class="hlt">questions</span> arise in response to billing errors or allegations of misconduct.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19910052744&hterms=Prize&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DTitle%26N%3D0%26No%3D10%26Ntt%3DPrize','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19910052744&hterms=Prize&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DTitle%26N%3D0%26No%3D10%26Ntt%3DPrize"><span>Urey Prize Lecture - Planetary evolution and the <span class="hlt">origin</span> of life</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Mckay, Christopher P.</p> <p>1991-01-01</p> <p>One of the principal <span class="hlt">questions</span> concerning planetary evolution and life's <span class="hlt">origins</span> relates to the early-earth organic material's <span class="hlt">origination</span> in situ, outer solar system importation, or simple irrelevance to the emergence of organisms. Additional considerations encompass the character of interstellar organic material and its relationship to outer solar system organic compounds, and the possibility of life's emergence in the early Mars. Attention is given to the essentiality of liquid water for life-forms, in the role not only of a reaction medium among molecules but that of a basis for hydrophylic and hydrophobic groups' bonding.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Making+AND+Political+AND+Geography.&pg=2&id=EJ413998','ERIC'); return false;" href="https://eric.ed.gov/?q=Making+AND+Political+AND+Geography.&pg=2&id=EJ413998"><span>Asking the Right <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Malley, Jeffrey J.</p> <p>1990-01-01</p> <p>Contends that knowing the right <span class="hlt">questions</span> to ask is crucial to making an analytical and informative examination of a topic. Presents a <span class="hlt">question</span> framework for country studies in geography. Includes <span class="hlt">questions</span> on physical, political, cultural, economic and population geography, transportation, communications, natural resources, and technology. (RW)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26260653','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26260653"><span><span class="hlt">Impact</span> of Parental Bos taurus and Bos indicus <span class="hlt">Origins</span> on Copy Number Variation in Traditional Chinese Cattle Breeds.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Liangzhi; Jia, Shangang; Plath, Martin; Huang, Yongzhen; Li, Congjun; Lei, Chuzhao; Zhao, Xin; Chen, Hong</p> <p>2015-08-10</p> <p>Copy number variation (CNV) is an important component of genomic structural variation and plays a role not only in evolutionary diversification but also in domestication. Chinese cattle were derived from Bos taurus and Bos indicus, and several breeds presumably are of hybrid <span class="hlt">origin</span>, but the evolution of CNV regions (CNVRs) has not yet been examined in this context. Here, we of CNVRs, mtDNA D-loop sequence variation, and Y-chromosomal single nucleotide polymorphisms to assess the <span class="hlt">impact</span> of maternal and paternal B. taurus and B. indicus <span class="hlt">origins</span> on the distribution of CNVRs in 24 Chinese domesticated bulls. We discovered 470 genome-wide CNVRs, only 72 of which were shared by all three Y-lineages (B. taurus: Y1, Y2; B. indicus: Y3), whereas 265 were shared by inferred taurine or indicine paternal lineages, and 228 when considering their maternal taurine or indicine <span class="hlt">origins</span>. Phylogenetic analysis uncovered eight taurine/indicine hybrids, and principal component analysis on CNVs corroborated genomic exchange during hybridization. The distribution patterns of CNVRs tended to be lineage-specific, and correlation analysis revealed significant positive or negative co-occurrences of CNVRs across lineages. Our study suggests that CNVs in Chinese cattle partly result from selective breeding during domestication, but also from hybridization and introgression. © The Author(s) 2015. Published by Oxford University Press on behalf of the Society for Molecular Biology and Evolution.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20030111578&hterms=sutherland&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dsutherland','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20030111578&hterms=sutherland&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dsutherland"><span>Evidence for an 800 km Diameter <span class="hlt">Impact</span> Structure in Meridiani Planum and Associated Channels and Basins: A Connection with the <span class="hlt">Origin</span> of the Hematite Deposits?</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Newsom, H. E.; Barber, C. A.; Schelble, R. T.; Hare, T. M.; Feldman, W. C.; Sutherland, V.; Gordon, H.; Thorsos, I. E.; Livingston, A.; Lewis, K.</p> <p>2003-01-01</p> <p>Topographic evidence for the existence of an early 800 km diameter multi-ringed <span class="hlt">impact</span> structure, and evidence for fluvial and lacustrine environments in Meridiani Planum suggests a connection with the <span class="hlt">origin</span> of the hematite deposits present in the region.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Chemistry+Education+Research+and+Practice%22&pg=5&id=EJ1125772','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Chemistry+Education+Research+and+Practice%22&pg=5&id=EJ1125772"><span>Probing the <span class="hlt">Question</span> Order Effect While Developing a Chemistry Concept Inventory</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Undersander, Molly A.; Lund, Travis J.; Langdon, Laurie S.; Stains, Marilyne</p> <p>2017-01-01</p> <p>The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the <span class="hlt">impact</span> of the order in which <span class="hlt">questions</span> are presented to students on the measurement of students'…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28701224','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28701224"><span>The 150 most important <span class="hlt">questions</span> in cancer research and clinical oncology series: <span class="hlt">questions</span> 40-49.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2017-07-13</p> <p>Since the beginning of 2017, Chinese Journal of Cancer has published a series of important <span class="hlt">questions</span> in cancer research and clinical oncology, which sparkle diverse thoughts, interesting communications, and potential collaborations among researchers all over the world. In this article, 10 more <span class="hlt">questions</span> are presented as followed. <span class="hlt">Question</span> 40. Why do mice being used as tumorigenesis models raised in different places or different conditions possess different tumor formation rate? <span class="hlt">Question</span> 41. How could we generate more effective anti-metastasis drugs? <span class="hlt">Question</span> 42. What is the molecular mechanism underlying heterogeneity of cancer cachexia in patients with the same pathologic type? <span class="hlt">Question</span> 43. Will patients with oligo-metastatic disease be curable by immunotherapy plus stereotactic body radiotherapy? <span class="hlt">Question</span> 44. Can the Warburg effect regulation be targeted for cancer treatment? <span class="hlt">Question</span> 45. Why do adenocarcinomas seldom occur in the small intestine? <span class="hlt">Question</span> 46. Is Epstein-Barr virus infection a causal factor for nasal natural killer/T cell lymphoma formation? <span class="hlt">Question</span> 47. Why will not all but very few human papillomavirus-infected patients eventually develop cervical cancer? <span class="hlt">Question</span> 48. Why do cervical carcinomas induced by human papilloma virus have a low mutation rate in tumor suppressor genes? <span class="hlt">Question</span> 49. Can viral infection trigger lung cancer relapse?</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19920021991&hterms=past+year+question&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dpast%2Byear%2Bquestion','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19920021991&hterms=past+year+question&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Dpast%2Byear%2Bquestion"><span>Science <span class="hlt">questions</span> for the Magellan continuing mission</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Saunders, R. S.; Stofan, E. R.</p> <p>1992-01-01</p> <p>Magellan has completed two mapping cycles around the planet Venus, returning high resolution synthetic aperture images and altimetry data of over 95 percent of the planet's surface. Venus is dominated by low lying volcanic plains with an <span class="hlt">impact</span> crater population indicating an average surface age of about 500 million years. Highland regions either tend to be characterized by volcanic shield complexes and rifting or by complex ridged terrain. Successful as the primary mission of Magellan has been, significant scientific <span class="hlt">questions</span> remain to be addressed with imaging and gravity data that will be collected over the next several years.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26353881','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26353881"><span>Disability Discrimination and Obesity: The Big <span class="hlt">Questions</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Flint, Stuart W; Snook, Jeremé</p> <p>2015-12-01</p> <p>Obesity discrimination in employment and recruitment has become a topic of focus for research examination with increasing reports of discrimination by colleagues and managers. Whilst a limited number of legal cases have emerged, disability law is consulted in line with the expectation of anti-discriminatory practices at work. In line with disability law, whether obesity is defined as a disability or not has an <span class="hlt">impact</span> on the outcome of a court ruling. Ambiguity when defining obesity through either the medical or social model means there are many <span class="hlt">questions</span> that remain unanswered which might lead to inconsistency in court rulings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016RScEd..46..329P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016RScEd..46..329P"><span>`<span class="hlt">Question</span> Moments': A Rolling Programme of <span class="hlt">Question</span> Opportunities in Classroom Science</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike</p> <p>2016-06-01</p> <p>This naturalistic study integrates specific `<span class="hlt">question</span> moments' into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write <span class="hlt">questions</span>. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these <span class="hlt">questions</span> and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students' contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10621568','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10621568"><span>Reflective <span class="hlt">questions</span> in health counseling.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Poskiparta, M; Kettunen, T; Liimatainen, L</p> <p>1998-09-01</p> <p>This study explores <span class="hlt">questions</span> that nurses ask patients in order to awaken reflection on their health behavior in health counseling. Thirty-eight counseling situations were videotaped in a hospital. The data were analyzed using conversation analysis which was adapted for the purpose of this study. Nonverbal communication supported speech and was interpreted alongside it. This study found that nurses used only a few reflective <span class="hlt">questions</span>, most of which were future-oriented or introduced hypotheses. In a nonreflective discussion, nurses used only check-up and alternative <span class="hlt">questions</span> to get information about patients' illnesses and health care measures. Findings indicated that reflective conversation began with check-up <span class="hlt">questions</span> about patients' immediate situation, followed by <span class="hlt">questions</span> about patients' feelings in the past, present, or future. On the third level of <span class="hlt">questioning</span>, the structure might vary between embedded <span class="hlt">questions</span>, check-up, alternative, or feeling <span class="hlt">questions</span>. Nonverbal communication supported the discussion. Reflective <span class="hlt">questions</span> tended to ensure patient-centered conversation and might improve the effectiveness of health counselling.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1081837.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1081837.pdf"><span>Syntactic Priming Effects between Modalities: A Study of Indirect <span class="hlt">Questions</span>/Requests among Persian English Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Biria, Reza; Ameri-Golestan, Ahmad; Antón-Méndez, Inés</p> <p>2010-01-01</p> <p>This study examines the <span class="hlt">impact</span> of syntactic priming on production of indirect <span class="hlt">questions</span>/requests by Persian learners of English as a foreign language. Eighty learners participated in two experiments investigating the <span class="hlt">impact</span> of syntactic priming on oral production and the possibility of transfer of the priming effects to a different modality.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/70019255','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/70019255"><span><span class="hlt">Origin</span> and diagenesis of K/T <span class="hlt">impact</span> spherules - from Haiti to Wyoming and beyond</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Bohor, B.F.; Glass, B.P.</p> <p>1995-01-01</p> <p><span class="hlt">Impact</span> spherules in Cretaceous/Tertiary (K/T) boundary clays and claystones consist of two types; each type is confined to its own separate layer of the boundary couplet in the Western Hemisphere. The form and composition of each of the spherule types result from its own unique mode of <span class="hlt">origin</span> during the K/T event. Type 1 splash-form spherules occur only in the melt-ejecta (basal) layer of the K/T couplet. This layer was deposited from a ballistic ejecta curtain composed of melt-glass droplets transported mostly within the atmosphere. In contrast, Type 2 spherules are accreted, partially crystalline, spheroidal bodies that formed by condensation of vaporized bolide and target-rock materials in an expanding fireball cloud, from which they settled out of buoyant suspension to form the fireball layer. Dendritic and skeletal Ni-rich spinel crystals are unique to these Type 2 spherules in the fireball layer. -from Authors</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=exam+AND+c&id=EJ1142986','ERIC'); return false;" href="https://eric.ed.gov/?q=exam+AND+c&id=EJ1142986"><span>Research and Teaching: Correcting Missed Exam <span class="hlt">Questions</span> as a Learning Tool in a Physiology Course</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rozell, Timothy G.; Johnson, Jessica; Sexten, Andrea; Rhodes, Ashley E.</p> <p>2017-01-01</p> <p>Students in a junior- and senior-level Anatomy and Physiology course have the opportunity to correct missed exam <span class="hlt">questions</span> ("regrade") and earn up to half of the <span class="hlt">original</span> points missed. The three objectives of this study were to determine if: (a) performance on the regrade assignment was correlated with scores on subsequent exams, (b)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010JSTEd..21..495L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010JSTEd..21..495L"><span>The Priority of the <span class="hlt">Question</span>: Focus <span class="hlt">Questions</span> for Sustained Reasoning in Science</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lustick, David</p> <p>2010-08-01</p> <p>Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the <span class="hlt">questions</span> teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic <span class="hlt">questions</span> generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus <span class="hlt">questions</span>. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus <span class="hlt">questions</span> with their students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23253665','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23253665"><span>Values in translation: how asking the right <span class="hlt">questions</span> can move translational science toward greater health <span class="hlt">impact</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kelley, Maureen; Edwards, Kelly; Starks, Helene; Fullerton, Stephanie M; James, Rosalina; Goering, Sara; Holland, Suzanne; Disis, Mary L; Burke, Wylie</p> <p>2012-12-01</p> <p>The speed and effectiveness of current approaches to research translation are widely viewed as disappointing given small gains in real population health outcomes despite huge investments in basic and translational science. We identify critical value <span class="hlt">questions</span>-ethical, social, economic, and cultural-that arise at moments throughout the research pathway. By making these <span class="hlt">questions</span> visible, and promoting discussion of them with diverse stakeholders, we can facilitate handoffs along the translational pathway and increase uptake of effective interventions. Who is involved with those discussions will determine which research projects, populations, and methods get prioritized. We argue that some upfront investment in community and interdisciplinary engagement, shaped by familiar <span class="hlt">questions</span> in ethics, social justice, and cultural knowledge, can save time and resources in the long run because interventions and strategies will be aimed in the right direction, that is, toward health improvements for all. © 2012 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4543250','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4543250"><span>Development of the National Healthy Sleep Awareness Project Sleep Health Surveillance <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Morgenthaler, Timothy I.; Croft, Janet B.; Dort, Leslie C.; Loeding, Lauren D.; Mullington, Janet M.; Thomas, Sherene M.</p> <p>2015-01-01</p> <p>Objectives: For the first time ever, as emphasized by inclusion in the Healthy People 2020 goals, sleep health is an emphasis of national health aims. The National Healthy Sleep Awareness Project (NHSAP) was tasked to propose <span class="hlt">questions</span> for inclusion in the next Behavioral Risk Factor Surveillance System (BRFSS), a survey that includes a number of <span class="hlt">questions</span> that target behaviors thought to <span class="hlt">impact</span> health, as a means to measure community sleep health. The total number of <span class="hlt">questions</span> could not exceed five, and had to include an assessment of the risk for obstructive sleep apnea (OSA). Methods: An appointed workgroup met via teleconference and face-to-face venues to develop an inventory of published survey <span class="hlt">questions</span> being used to identify sleep health, to develop a framework on which to analyze the strengths and weaknesses of current survey <span class="hlt">questions</span> concerning sleep, and to develop recommendations for sleep health and disease surveillance <span class="hlt">questions</span> going forward. Results: The recommendation was to focus on certain existing BRFSS <span class="hlt">questions</span> pertaining to sleep duration, quality, satisfaction, daytime alertness, and to add to these other BRFSS existing <span class="hlt">questions</span> to make a modified STOP-BANG questionnaire (minus the N for neck circumference) to assess for risk of OSA. Conclusions: Sleep health is an important dimension of health that has previously received less attention in national health surveys. We believe that 5 <span class="hlt">questions</span> recommended for the upcoming BRFSS <span class="hlt">question</span> banks will assist as important measures of sleep health, and may help to evaluate the effectiveness of interventions to improve sleep health in our nation. Citation: Morgenthaler TI, Croft JB, Dort LC, Loeding LD, Mullington JM, Thomas SM. Development of the National Healthy Sleep Awareness Project sleep health surveillance <span class="hlt">questions</span>. J Clin Sleep Med 2015;11(9):1057–1062. PMID:26235156</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013EGUGA..1512405K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013EGUGA..1512405K"><span>Five <span class="hlt">questions</span> to ask about the soils</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kasanin Grubin, Milica</p> <p>2013-04-01</p> <p>I think that anyone who ever gave a lecture would agree that this feels like being on a stage. One has to educate the audience of course, but also keep attention and be interesting to the listeners. Authority is important but there is a certain vulnerability at all times. There is also a fine line on both sides that should not be crossed. However, the most important thing is that the audience remembers the lecture and certain points the lecturer made for at least some time, and even more that someone gets interested enough to ask for more details. This is often done by giving interesting examples and unusual comparison. Teaching a soils course there are five main <span class="hlt">questions</span> to be addressed, of which first four are often subordinated to the fifth being the most complex. First <span class="hlt">question</span> is "Is the soil alive?". The answer is yes, and that is what it differentiates from any type of sediment or rock, and it is very vulnerable to environmental change. The second <span class="hlt">question</span> is "Where does it come from?" Rocks being a main <span class="hlt">origin</span> of soils are often neglected in soil science and petrography in general, and weathering, as an important process for soil formation, are not given enough explaining. Petrography teaches us about rock characteristics, structure and texture and mineralogy. Understanding petrography would help in understanding the weathering processes which are crucial for soil formation and this must not be ignored. The third <span class="hlt">question</span> is "Is it old?" Yes, it is - at least for everybody else except geologists. It is important to understand how slow the soil formation process is. The forth <span class="hlt">question</span> is "Does it move?" Yes, it can move and the faster it moves downhill, it less likes it. Erosion is a very important problem for soil and must be addressed. And finally, the fifth <span class="hlt">question</span> is "What are the main characteristics of soils?" This is an opportunity to talk about physical, chemical, biological, microbiological issues. As the most elaborate <span class="hlt">question</span> it allows the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PRPER..11a0102H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PRPER..11a0102H"><span>Effect of lecture instruction on student performance on qualitative <span class="hlt">questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Heron, Paula R. L.</p> <p>2015-06-01</p> <p>The <span class="hlt">impact</span> of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual <span class="hlt">questions</span> despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative <span class="hlt">questions</span> on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, <span class="hlt">questions</span> were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 <span class="hlt">questions</span>, significantly worse for two <span class="hlt">questions</span>, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four <span class="hlt">questions</span>. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual <span class="hlt">questions</span> but does not necessarily do so; in some cases it can even lead to a decrease.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.P54B..05N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.P54B..05N"><span><span class="hlt">Origin</span> of the Martian Moons and Their Volatile Abundances</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nakajima, M.; Canup, R. M.</p> <p>2017-12-01</p> <p>The <span class="hlt">origin</span> of the Martian moons, Phobos and Deimos, has been actively debated. These moons were initially thought to have been gravitationally captured asteroids given that their spectra appeared to be similar to those of D-type asteroids. However, intact capture is difficult to reconcile with their nearly circular, co-planar orbits. Their orbits may be better explained by recent dynamical studies that suggest that the moons may have instead formed from a disk generated by a large <span class="hlt">impact</span>, as was likely the case for Earth's Moon. Phobos and Deimos' bulk volatile contents, which are currently very uncertain, would also provide key constraints on their <span class="hlt">origin</span>. If the moons were captured, their bulk compositions may be similar to those of asteroids, and their sub-surfaces could be volatile-rich. We are here exploring the implications of the alternative <span class="hlt">impact</span> <span class="hlt">origin</span> on the moon volatile abundances. We perform numerical simulations to estimate the extent of volatile loss from the moon-forming ejecta produced by a large <span class="hlt">impact</span> with Mars. We find that hydrogen and water vapor escape hydrodynamically from the disk, leading to moons with dry, hydrogen-depleted bulk compositions. It is thus possible that the moons' mode of <span class="hlt">origin</span> may be determined by knowledge of their volatile contents, because detection of a substantial (non-exogenically delivered) water content would argue strongly against formation by <span class="hlt">impact</span>. JAXA's Martian Moons eXploration Mission (MMX) will conduct detailed remote sensing of the moons, including a gamma ray and neutron spectrometer that will for the first time probe their sub-surface elemental compositions, and will return samples from Phobos for laboratory analysis. This should allow for characterization of the moon volatile abundances. We also discuss that the inferred high porosities of these moons could be explained if they are rubble piles formed during accretion from <span class="hlt">impact</span>-produced ejecta.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=episodic+AND+memory+AND+semantic+AND+memory&pg=5&id=EJ697060','ERIC'); return false;" href="https://eric.ed.gov/?q=episodic+AND+memory+AND+semantic+AND+memory&pg=5&id=EJ697060"><span>Do You Remember? How Caregivers <span class="hlt">Question</span> Their Spouses Who Have Alzheimer's Disease and the <span class="hlt">Impact</span> on Communication</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Small, Jeff A.; Perry, JoAnn</p> <p>2005-01-01</p> <p>This study examined the types of <span class="hlt">questions</span> caregivers use and their outcomes when conversing with their spouse with Alzheimer's disease (AD). Of particular interest was caregivers' use of yes-no and open-ended <span class="hlt">questions</span> and the demands they make on the memory of the person with AD. It was hypothesized that communication between caregivers and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25758413','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25758413"><span>Untangling the <span class="hlt">origin</span> of viruses and their <span class="hlt">impact</span> on cellular evolution.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nasir, Arshan; Sun, Feng-Jie; Kim, Kyung Mo; Caetano-Anollés, Gustavo</p> <p>2015-04-01</p> <p>The <span class="hlt">origin</span> and evolution of viruses remain mysterious. Here, we focus on the distribution of viral replicons in host organisms, their morphological features, and the evolution of highly conserved protein and nucleic acid structures. The apparent inability of RNA viral replicons to infect contemporary akaryotic species suggests an early <span class="hlt">origin</span> of RNA viruses and their subsequent loss in akaryotes. A census of virion morphotypes reveals that advanced forms were unique to viruses infecting a specific supergroup, while simpler forms were observed in viruses infecting organisms in all forms of cellular life. Results hint toward an ancient <span class="hlt">origin</span> of viruses from an ancestral virus harboring either filamentous or spherical virions. Finally, phylogenetic trees built from protein domain and tRNA structures in thousands of genomes suggest that viruses evolved via reductive evolution from ancient cells. The analysis presents a complete account of the evolutionary history of cells and viruses and identifies viruses as crucial agents influencing cellular evolution. © 2015 New York Academy of Sciences.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lesson+AND+plans&pg=6&id=EJ1105851','ERIC'); return false;" href="https://eric.ed.gov/?q=lesson+AND+plans&pg=6&id=EJ1105851"><span>"<span class="hlt">Question</span> Moments": A Rolling Programme of <span class="hlt">Question</span> Opportunities in Classroom Science</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike</p> <p>2016-01-01</p> <p>This naturalistic study integrates specific "<span class="hlt">question</span> moments" into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write <span class="hlt">questions</span>. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27668841','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27668841"><span>Rapid Response Teams: Is it Time to Reframe the <span class="hlt">Questions</span> of Rapid Response Team Measurement?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Salvatierra, Gail G; Bindler, Ruth C; Daratha, Kenn B</p> <p>2016-11-01</p> <p>The purpose of this article is to present an overview of rapid response team (RRT) history in the United States, provide a review of prior RRT effectiveness research, and propose the reframing of four new <span class="hlt">questions</span> of RRT measurement that are designed to better understand RRTs in the context of contemporary nursing practice as well as patient outcomes. RRTs were adopted in the United States because of their intuitive appeal, and despite a lack of evidence for their effectiveness. Subsequent studies used mortality and cardiac arrest rates to measure whether or not RRTs "work." Few studies have thoroughly examined the effect of RRTs on nurses and on nursing practice. An extensive literature review provided the background. Suppositions and four critical, unanswered <span class="hlt">questions</span> arising from the literature are suggested. The results of RRT effectiveness, which have focused on patient-oriented outcomes, have been ambiguous, contradictory, and difficult to interpret. Additionally, they have not taken into account the multiple ways in which these teams have <span class="hlt">impacted</span> nurses and nursing practice as well as patient outcomes. What happens in terms of RRT process and utilization is likely to have a major <span class="hlt">impact</span> on nurses and nursing care on general medical and surgical wards. What that <span class="hlt">impact</span> will be depends on what we can learn from measuring with an expanded yardstick, in order to answer the <span class="hlt">question</span>, "Do RRTs work?" Evidence for the benefits of RRTs depends on proper framing of <span class="hlt">questions</span> relating to their effectiveness, including the multiple ways RRTs contribute to nursing efficacy. © 2016 Sigma Theta Tau International.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23611924','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23611924"><span>Standardization of <span class="hlt">Questions</span> in Rare Disease Registries: The PRISM Library Project.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Richesson, Rachel Lynn; Shereff, Denise; Andrews, James Everett</p> <p>2012-10-10</p> <p>Patient registries are often a helpful first step in estimating the <span class="hlt">impact</span> and understanding the etiology of rare diseases - both requisites for the development of new diagnostics and therapeutics. The value and utility of patient registries rely on the use of both well-constructed structured research <span class="hlt">questions</span> and relevant answer sets accompanying them. There are currently no clear standards or specifications for developing registry <span class="hlt">questions</span>, and there are no banks of existing <span class="hlt">questions</span> to support registry developers. This paper introduces the [Rare Disease] PRISM (Patient Registry Item Specifications and Metadata for Rare Disease) project, a library of standardized <span class="hlt">questions</span> covering a broad spectrum of rare diseases that can be used to support the development of new registries, including Internet-based registries. A convenience sample of <span class="hlt">questions</span> was identified from well-established (>5 years) natural history studies in various diseases and from several existing registries. Face validity of the <span class="hlt">questions</span> was determined by review by many experts (both terminology experts at the College of American Pathologists (CAP) and research and informatics experts at the University of South Florida (USF)) for commonality, clarity, and organization. <span class="hlt">Questions</span> were re-worded slightly, as needed, to make the full semantics of the <span class="hlt">question</span> clear and to make the <span class="hlt">questions</span> generalizable to multiple diseases where possible. <span class="hlt">Questions</span> were indexed with metadata (structured and descriptive information) using a standard metadata framework to record such information as context, format, <span class="hlt">question</span> asker and responder, and data standards information. At present, PRISM contains over 2,200 <span class="hlt">questions</span>, with content of PRISM relevant to virtually all rare diseases. While the inclusion of disease-specific <span class="hlt">questions</span> for thousands of rare disease organizations seeking to develop registries would present a challenge for traditional standards development organizations, the PRISM library could</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3626121','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3626121"><span>Standardization of <span class="hlt">Questions</span> in Rare Disease Registries: The PRISM Library Project</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Shereff, Denise; Andrews, James Everett</p> <p>2012-01-01</p> <p>Background Patient registries are often a helpful first step in estimating the <span class="hlt">impact</span> and understanding the etiology of rare diseases - both requisites for the development of new diagnostics and therapeutics. The value and utility of patient registries rely on the use of both well-constructed structured research <span class="hlt">questions</span> and relevant answer sets accompanying them. There are currently no clear standards or specifications for developing registry <span class="hlt">questions</span>, and there are no banks of existing <span class="hlt">questions</span> to support registry developers. Objective This paper introduces the [Rare Disease] PRISM (Patient Registry Item Specifications and Metadata for Rare Disease) project, a library of standardized <span class="hlt">questions</span> covering a broad spectrum of rare diseases that can be used to support the development of new registries, including Internet-based registries. Methods A convenience sample of <span class="hlt">questions</span> was identified from well-established (>5 years) natural history studies in various diseases and from several existing registries. Face validity of the <span class="hlt">questions</span> was determined by review by many experts (both terminology experts at the College of American Pathologists (CAP) and research and informatics experts at the University of South Florida (USF)) for commonality, clarity, and organization. <span class="hlt">Questions</span> were re-worded slightly, as needed, to make the full semantics of the <span class="hlt">question</span> clear and to make the <span class="hlt">questions</span> generalizable to multiple diseases where possible. <span class="hlt">Questions</span> were indexed with metadata (structured and descriptive information) using a standard metadata framework to record such information as context, format, <span class="hlt">question</span> asker and responder, and data standards information. Results At present, PRISM contains over 2,200 <span class="hlt">questions</span>, with content of PRISM relevant to virtually all rare diseases. While the inclusion of disease-specific <span class="hlt">questions</span> for thousands of rare disease organizations seeking to develop registries would present a challenge for traditional standards development</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2745803','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2745803"><span>The Revised Fibromyalgia <span class="hlt">Impact</span> Questionnaire (FIQR): validation and psychometric properties</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bennett, Robert M; Friend, Ronald; Jones, Kim D; Ward, Rachel; Han, Bobby K; Ross, Rebecca L</p> <p>2009-01-01</p> <p>Introduction The Fibromyalgia <span class="hlt">Impact</span> Questionnaire (FIQ) is a commonly used instrument in the evaluation of fibromyalgia (FM) patients. Over the last 18 years, since the publication of the <span class="hlt">original</span> FIQ, several deficiencies have become apparent and the cumbersome scoring algorithm has been a barrier to widespread clinical use. The aim of this paper is to describe and validate a revised version of the FIQ: the FIQR. Methods The FIQR was developed in response to known deficiencies of the FIQ with the help of a patient focus group. The FIQR has the same 3 domains as the FIQ (that is, function, overall <span class="hlt">impact</span> and symptoms). It differs from the FIQ in having modified function <span class="hlt">questions</span> and the inclusion of <span class="hlt">questions</span> on memory, tenderness, balance and environmental sensitivity. All <span class="hlt">questions</span> are graded on a 0–10 numeric scale. The FIQR was administered online and the results were compared to the same patient's online responses to the 36-Item Short Form Health Survey (SF-36) and the <span class="hlt">original</span> FIQ. Results The FIQR was completed online by 202 FM patients, 51 rheumatoid arthritis (RA) or systemic lupus erythematosus (SLE) patients (31 RA and 20 SLE), 11 patients with major depressive disorder (MDD) and 213 healthy controls (HC). The mean total FIQR score was 56.6 ± 19.9 compared to a total FIQ score of 60.6 ± 17.8 (P < 0.03). The total scores of the FIQR and FIQ were closely correlated (r = 0.88, P < 0.001). Each of the 3 domains of the FIQR correlated well with the 3 related FIQ domains (r = 0.69 to 0.88, P < 0.01). The FIQR showed good correlation with comparable domains in the SF-36, with a multiple regression analysis showing that the three FIQR domain scores predicted the 8 SF-36 subscale scores. The FIQR had good discriminant ability between FM and the 3 other groups; total FIQR scores were HC (12.1 ± 11.6), RA/SLE (28.6 ± 21.2) and MDD (17.3 ± 11.8). The patient completion time was 1.3 minutes; scoring took about 1 minute. Conclusions The FIQR is an updated</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21131839','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21131839"><span>The <span class="hlt">origin</span> of ovarian carcinomas: a unifying hypothesis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Auersperg, Nelly</p> <p>2011-01-01</p> <p>It is currently a controversial issue whether epithelial ovarian cancers arise in the ovarian surface epithelium (OSE) or the fimbrial epithelium of the oviduct. The hypothesis presented here aims to reconcile these 2 views and provides a possible explanation for 2 <span class="hlt">questions</span> arising: first, why tumors <span class="hlt">originating</span> in the fimbriae and OSE, which are parts of different organs, express common features; second, why these epithelia are prone to neoplastic transformation whereas the remaining oviduct and the extraovarian mesothelium are not. We hypothesize that these <span class="hlt">questions</span> relate to the common <span class="hlt">origin</span> of the OSE and fimbriae in that region of the embryonic coelomic epithelium, which will eventually link the extraovarian mesothelium to the epithelium of the oviductal ampulla. OSE and fimbriae become separated during embryonic development but, like other transitional, interepithelial junctions in adults, this region might remain incompletely committed and thus prone to neoplastic progression. To define differentiation at the OSE-tubal junction, salpingo-oophorectomy specimens were stained immunohistochemically for mesenchymal differentiation markers of OSE and for epithelial markers and Pax8, characterizing oviductal fimbriae and ampullae. OSE and ampullae were distinctly different, but there was no sharp boundary between OSE and fimbriae. Rather, both mesenchymal and epithelial markers overlapped, and Pax8 and fimbrial epithelial markers diminished distally, near the OSE. The results support the hypothesis that the OSE and fimbriae are parts of a transitional epithelium of common <span class="hlt">origin</span> rather than 2 independent sources of ovarian cancer, and suggest that their immature, incompletely determined phenotype contributes to their propensity to neoplastic transformation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED100847.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED100847.pdf"><span>Teacher Training for Effective <span class="hlt">Questioning</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Godbold, John V.</p> <p></p> <p>This paper reviews research studies concerning the effectiveness of varying strategies for teaching <span class="hlt">questioning</span> skills and groups them into the following organizational scheme: (a) study of <span class="hlt">question</span> classification systems as a strategy for teaching <span class="hlt">questioning</span> skills, (b) use of laboratory experiences as a strategy for teaching <span class="hlt">questioning</span> skills,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=artificial+AND+intelligence&pg=4&id=EJ1146019','ERIC'); return false;" href="https://eric.ed.gov/?q=artificial+AND+intelligence&pg=4&id=EJ1146019"><span>Automatic Chinese Factual <span class="hlt">Question</span> Generation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liu, Ming; Rus, Vasile; Liu, Li</p> <p>2017-01-01</p> <p><span class="hlt">Question</span> generation is an emerging research area of artificial intelligence in education. <span class="hlt">Question</span> authoring tools are important in educational technologies, e.g., intelligent tutoring systems, as well as in dialogue systems. Approaches to generate factual <span class="hlt">questions</span>, i.e., <span class="hlt">questions</span> that have concrete answers, mainly make use of the syntactical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009SHPMP..40...97O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009SHPMP..40...97O"><span>The <span class="hlt">origin</span> of the Everettian heresy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Osnaghi, Stefano; Freitas, Fábio; Freire, Olival</p> <p></p> <p>In 1956, Hugh Everett, then a PhD student at Princeton, proposed his "relative state" formulation of quantum mechanics. John Wheeler, who was Everett's advisor, recognized the <span class="hlt">originality</span> and importance of such a proposal, but he denied that its non-conventional approach to measurement <span class="hlt">questioned</span> the orthodox view. Indeed, Wheeler made serious efforts to obtain the blessing of Niels Bohr for Everett's ideas. These efforts gave rise to a lively debate with the Copenhagen group, the existence and content of which have been only recently disclosed by the discovery of unpublished documents. The analysis of such documents opens a window on the conceptual background of Everett's proposal, and illuminates at the same time some crucial aspects of the Copenhagen view of the measurement problem. Also, it provides an <span class="hlt">original</span> insight into the interplay between philosophical and social factors which underlay the postwar controversies on the interpretation of quantum mechanics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1998JChEd..75.1502N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1998JChEd..75.1502N"><span>Conceptual <span class="hlt">Questions</span> and Challenge Problems</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nurrenbern, Susan C.; Robinson, William R.</p> <p>1998-11-01</p> <p>The JCE Internet Conceptual <span class="hlt">Question</span> and Challenge Problem Web site is a source of <span class="hlt">questions</span> and problems that can be used in teaching and assessing conceptual understanding and problem solving in chemistry. Here you can find a library of free-response and multiple-choice conceptual <span class="hlt">questions</span> and challenge problems, tips for writing these <span class="hlt">questions</span> and problems, and a discussion of types of conceptual <span class="hlt">questions</span>. This site is intended to be a means of sharing conceptual <span class="hlt">questions</span> and challenge problems among chemical educators. This is a living site that will grow as you share conceptual <span class="hlt">questions</span> and challenge problems and as we find new sources of information. We would like to make this site as inclusive as possible. Please share your <span class="hlt">questions</span> and problems with us and alert us to references or Web sites that could be included on the site. You can use email, fax, or regular mail. Email: nurrenbern@purdue.edu or wrrobin@purdue.edu Fax: 765/494-0239 Mailing address: Susan C. Nurrenbern or William R. Robinson; Department of Chemistry; Purdue University; 1393 Brown Building; West Lafayette, IN 47907-1393. The Conceptual <span class="hlt">Questions</span> and Challenge Problems Web site can be found here.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1991IJBm...35..139J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1991IJBm...35..139J"><span>Selected <span class="hlt">questions</span> of topical interest in human bioclimatology</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jendritzky, G.</p> <p>1991-09-01</p> <p>This paper deals with the different effects of climate, and the likely <span class="hlt">impact</span> of climatic change, on the human being, his health and well-being. Those effects follow from consideration of the human energy budget and air pollution, including photooxidants and radiation, the latter especially in the UV-range. The development of tools to produce bioclimate maps, i.e. maps expressed in physiologically significant terms, in different scales up to the high resolution necessary for the microscale urban climate, will be discussed. The most important <span class="hlt">questions</span> in bioclimate research and its application will be considered.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/1778644','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/1778644"><span>Selected <span class="hlt">questions</span> of topical interest in human bioclimatology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jendritzky, G</p> <p>1991-11-01</p> <p>This paper deals with the different effects of climate, and the likely <span class="hlt">impact</span> of climatic change, on the human being, his health and well-being. Those effects follow from consideration of the human energy budget and air pollution, including photooxidants and radiation, the latter especially in the UV-range. The development of tools to produce bioclimate maps, i.e. maps expressed in physiologically significant terms, in different scales up to the high resolution necessary for the microscale urban climate, will be discussed. The most important <span class="hlt">questions</span> in bioclimate research and its application will be considered.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29254961','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29254961"><span>The <span class="hlt">origin</span> and early evolution of vascular plant shoots and leaves.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harrison, C Jill; Morris, Jennifer L</p> <p>2018-02-05</p> <p>The morphology of plant fossils from the Rhynie chert has generated longstanding <span class="hlt">questions</span> about vascular plant shoot and leaf evolution, for instance, which morphologies were ancestral within land plants, when did vascular plants first arise and did leaves have multiple evolutionary <span class="hlt">origins</span>? Recent advances combining insights from molecular phylogeny, palaeobotany and evo-devo research address these <span class="hlt">questions</span> and suggest the sequence of morphological innovation during vascular plant shoot and leaf evolution. The evidence pinpoints testable developmental and genetic hypotheses relating to the <span class="hlt">origin</span> of branching and indeterminate shoot architectures prior to the evolution of leaves, and demonstrates underestimation of polyphyly in the evolution of leaves from branching forms in 'telome theory' hypotheses of leaf evolution. This review discusses fossil, developmental and genetic evidence relating to the evolution of vascular plant shoots and leaves in a phylogenetic framework.This article is part of a discussion meeting issue 'The Rhynie cherts: our earliest terrestrial ecosystem revisited'. © 2017 The Authors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5745332','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5745332"><span>The <span class="hlt">origin</span> and early evolution of vascular plant shoots and leaves</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2018-01-01</p> <p>The morphology of plant fossils from the Rhynie chert has generated longstanding <span class="hlt">questions</span> about vascular plant shoot and leaf evolution, for instance, which morphologies were ancestral within land plants, when did vascular plants first arise and did leaves have multiple evolutionary <span class="hlt">origins</span>? Recent advances combining insights from molecular phylogeny, palaeobotany and evo–devo research address these <span class="hlt">questions</span> and suggest the sequence of morphological innovation during vascular plant shoot and leaf evolution. The evidence pinpoints testable developmental and genetic hypotheses relating to the <span class="hlt">origin</span> of branching and indeterminate shoot architectures prior to the evolution of leaves, and demonstrates underestimation of polyphyly in the evolution of leaves from branching forms in ‘telome theory’ hypotheses of leaf evolution. This review discusses fossil, developmental and genetic evidence relating to the evolution of vascular plant shoots and leaves in a phylogenetic framework. This article is part of a discussion meeting issue ‘The Rhynie cherts: our earliest terrestrial ecosystem revisited’. PMID:29254961</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/sciencecinema/biblio/1012114','SCIGOVIMAGE-SCICINEMA'); return false;" href="http://www.osti.gov/sciencecinema/biblio/1012114"><span>Problem of <span class="hlt">Questioning</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/sciencecinema/">ScienceCinema</a></p> <p>None</p> <p>2017-12-09</p> <p>Le Prof.Leprince-Ringuet, chercheur sur le plan scientifique, artistique et humain, parle de la remise en <span class="hlt">question</span> des hommes et la remise en <span class="hlt">question</span> scientifique fondamentale ou exemplaire- plusieurs personnes prennent la parole p.ex Jeanmairet, Adam, Gregory. Le Prof.Gregory clot la soirée en remerciant le Prof.Leprince-Ringuet</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26496396','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26496396"><span>Asking a Great <span class="hlt">Question</span>: A Librarian Teaches <span class="hlt">Questioning</span> Skills to First-Year Medical Students.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Adams, Nancy E</p> <p>2015-01-01</p> <p>In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order <span class="hlt">questions</span> that lead to knowledge of facts and higher-order <span class="hlt">questions</span> that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of <span class="hlt">questions</span> in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level <span class="hlt">question</span> in response to a prompt. Categorizing <span class="hlt">questions</span> according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order <span class="hlt">questions</span>. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015NRvHM..21..227S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015NRvHM..21..227S"><span>Cross-domain <span class="hlt">question</span> classification in community <span class="hlt">question</span> answering via kernel mapping</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Su, Lei; Hu, Zuoliang; Yang, Bin; Li, Yiyang; Chen, Jun</p> <p>2015-10-01</p> <p>An increasingly popular method for retrieving information is via the community <span class="hlt">question</span> answering (CQA) systems such as Yahoo! Answers and Baidu Knows. In CQA, <span class="hlt">question</span> classification plays an important role to find the answers. However, the labeled training examples for statistical <span class="hlt">question</span> classifier are fairly expensive to obtain, as they require the experienced human efforts. Meanwhile, unlabeled data are readily available. This paper employs the method of domain adaptation via kernel mapping to solve this problem. In detail, the kernel approach is utilized to map the target-domain data and the source-domain data into a common space, where the <span class="hlt">question</span> classifiers are trained under the closer conditional probabilities. The kernel mapping function is constructed by domain knowledge. Therefore, domain knowledge could be transferred from the labeled examples in the source domain to the unlabeled ones in the targeted domain. The statistical training model can be improved by using a large number of unlabeled data. Meanwhile, the Hadoop Platform is used to construct the mapping mechanism to reduce the time complexity. Map/Reduce enable kernel mapping for domain adaptation in parallel in the Hadoop Platform. Experimental results show that the accuracy of <span class="hlt">question</span> classification could be improved by the method of kernel mapping. Furthermore, the parallel method in the Hadoop Platform could effective schedule the computing resources to reduce the running time.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1109439.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1109439.pdf"><span>Teacher <span class="hlt">Questioning</span> Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCarthy, Peter; Sithole, Alec; McCarthy, Paul; Cho, Jea-pil; Gyan, Emmanuel</p> <p>2016-01-01</p> <p>Teacher <span class="hlt">questioning</span> in mathematics is an important diagnostic tool for teaching as well as measuring the academic progression and comprehension of the learner. While teacher <span class="hlt">questioning</span> enhances student learning and self-assessment of the teacher's lesson delivery effectiveness, if not presented properly can have negative <span class="hlt">impacts</span> on the student…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Springer%2c+E&id=ED577121','ERIC'); return false;" href="https://eric.ed.gov/?q=Springer%2c+E&id=ED577121"><span>Assessing <span class="hlt">Question</span> Quality Using NLP</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kopp, Kristopher J.; Johnson, Amy M.; Crossley, Scott A.; McNamara, Danielle S.</p> <p>2017-01-01</p> <p>An NLP algorithm was developed to assess <span class="hlt">question</span> quality to inform feedback on <span class="hlt">questions</span> generated by students within iSTART (an intelligent tutoring system that teaches reading strategies). A corpus of 4575 <span class="hlt">questions</span> was coded using a four-level taxonomy. NLP indices were calculated for each <span class="hlt">question</span> and machine learning was used to predict…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020070851','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020070851"><span>What is a <span class="hlt">Question</span>?</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Knuth, Kevin H.; Clancy, Daniel (Technical Monitor)</p> <p>2002-01-01</p> <p>A given <span class="hlt">question</span> can be defined in terms of the set of statements or assertions that answer it. Application of the logic of inference to this set of assertions allows one to derive the logic of inquiry among <span class="hlt">questions</span>. There are interesting symmetries between the logics of inference and inquiry; where probability describes the degree to which a premise implies an assertion, there exists an analogous quantity that describes the bearing or relevance that a <span class="hlt">question</span> has on an outstanding issue. These have been extended to suggest that the logic of inquiry results in functional relationships analogous to, although more general than, those found in information theory. Employing lattice theory, I examine in greater detail the structure of the space of assertions and <span class="hlt">questions</span> demonstrating that the symmetries between the logical relations in each of the spaces derive directly from the lattice structure. Furthermore, I show that while symmetries between the spaces exist, the two lattices are not isomorphic. The lattice of assertions is described by a Boolean lattice 2(sup N) whereas the lattice of real <span class="hlt">questions</span> is shown to be a sublattice of the free distributive lattice FD(N) = 2(sup 2(sup N)). Thus there does not exist a one-to-one mapping of assertions to <span class="hlt">questions</span>, there is no reflection symmetry between the two spaces, and <span class="hlt">questions</span> in general do not possess unique complements. Last, with these lattice structures in mind, I discuss the relationship between probability, relevance and entropy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=earth+AND+science+AND+discoveries&pg=2&id=EJ1032638','ERIC'); return false;" href="https://eric.ed.gov/?q=earth+AND+science+AND+discoveries&pg=2&id=EJ1032638"><span>Any <span class="hlt">Questions</span>? Want to Stimulate Student Curiosity? Let Them Ask <span class="hlt">Questions</span>!</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Weiss, Tarin Harrar</p> <p>2013-01-01</p> <p>Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask <span class="hlt">questions</span> and define problems (NRC 2012). Constructing a range of <span class="hlt">questions</span> about an object or phenomenon validates not only what students have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29857062','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29857062"><span>Six <span class="hlt">Questions</span> for Well-Child Care Redesign.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Freeman, Brandi K; Coker, Tumaini R</p> <p>2018-05-29</p> <p>In the United States, well-child care has the goal of providing comprehensive care to children by addressing developmental, behavioral, psychosocial, and health issues through visits at recommended intervals. The preventive care needs of families can outpace the capacity of clinics and practices to provide it, thus necessitating a redesign of our well-child care system that aligns the structure of preventive care delivery with the needs of families. In this Perspectives article, we focus on six <span class="hlt">questions</span> (the what, when, who, why, how, and where) for well-child care redesign for infants and young children; by addressing these key <span class="hlt">questions</span> and providing recommendations for advancing well-child care redesign in the clinical and research arenas, we hope to accelerate the process of well-child care redesign. In the current political and socio-economic environment, continuing with well-child care "as usual" will mean that many families will find that their well-child care visits do not fully address the most pressing needs <span class="hlt">impacting</span> child health and well-being. It's time to stop tinkering around the edges, and implement and sustain real change in our system for preventive care. Copyright © 2018 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20050082005','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20050082005"><span>Toward <span class="hlt">Question</span>-Asking Machines: The Logic of <span class="hlt">Questions</span> and the Inquiry Calculus</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Knuth,Kevin H.</p> <p>2005-01-01</p> <p>For over a century, the study of logic has focused on the algebra of logical statements. This work, first performed by George Boole, has led to the development of modern computers, and was shown by Richard T. Cox to be the foundation of Bayesian inference. Meanwhile the logic of <span class="hlt">questions</span> has been much neglected. For our computing machines to be truly intelligent, they need to be able to ask relevant <span class="hlt">questions</span>. In this paper I will show how the Boolean lattice of logical statements gives rise to the free distributive lattice of <span class="hlt">questions</span> thus defining their algebra. Furthermore, there exists a quantity analogous to probability, called relevance, which quantifies the degree to which one <span class="hlt">question</span> answers another. I will show that relevance is not only a natural generalization of information theory, but also forms its foundation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19850025548&hterms=geophysic&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dgeophysic','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19850025548&hterms=geophysic&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dgeophysic"><span><span class="hlt">Questions</span> about Mercury's role in comparative planetary geophysics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Chapman, C. R.; Weidenschilling, S. J.; Davis, D. R.; Greenberg, R.; Leake, M. A.</p> <p>1985-01-01</p> <p>Problems which have arisen in formulating a mutually consistent picture of Mercury's evolution are outlined. It appears that one or more of the following widely adopted assumptions are wrong about Mercury: (1) its <span class="hlt">original</span> composition at least approximately resulted from equilibrium condensation; (2) its magnetic field arises from a still-active dynamo; (3) its thermal evolution should have yielded early core formation followed by cooling and a global contraction approaching 20 km in the planet's radius; (4) Mercury's surface is basaltic and the intercrater plains are of volcanic <span class="hlt">origin</span>. It is suggested that Mercury's role in comparative planetology be reevaluated in the context of an alternative timescale based on the possibility that Mercury was subjected to a continuing source of cratering projectiles over recent aeons, which have not <span class="hlt">impacted</span> the other terrestrial planets. Although such vulcanoids have not yet been discovered, the evolution of Mercury's orbit due to secular perturbations could well have led to a prolonged period of sweeping out any intra-Mercurian planetesimals that were <span class="hlt">originally</span> present. Mercury's surface could be younger than previously believed, which explains why Mercury's core is still molten.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19879450','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19879450"><span>US fertility prevention as poverty prevention: an empirical <span class="hlt">question</span> and social justice issue.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Romero, Diana; Agénor, Madina</p> <p>2009-01-01</p> <p>This paper examines the <span class="hlt">impact</span> of the US welfare reform family-cap policy on the childbearing decisions of poor and low-income women by posing two complementary <span class="hlt">questions</span>, both placed within a broader historical context. Specifically, it raises an empirical <span class="hlt">question</span> pertaining to the family cap's effectiveness and a social justice <span class="hlt">question</span> pertaining to the policy's ethical and legal justification in terms of human and reproductive rights. To address the first <span class="hlt">question</span>, a thorough review of past and current research pertaining to the family cap at both the state and national levels is provided. The second <span class="hlt">question</span> is addressed with an overview of international human and reproductive rights documents of relevance to the family-cap policy, as well as an analysis of the covenants' numerous components with which the family cap is in conflict. Finally, this paper situates the family cap in its historical context by investigating previous governmental attempts to control and regulate the reproductive health and rights of poor women and women of color in the United States. The majority of empirical analyses of the family cap have found that the policy has not had an <span class="hlt">impact</span> on poor women's reproductive health behaviors. In addition, the exclusive application of this policy to poor women receiving cash assistance is demonstrated to be in violation of eight international human and reproductive rights documents, several of which the US is a signatory. These two findings make a strong case that policy makers and social and health researchers alike critically reexamine whether a policy that has not achieved its ostensible goal and is applied in a disparate manner-primarily to poor women and families and women of color-should continue to be implemented by the states.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJSEd..39..433E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJSEd..39..433E"><span>The role of <span class="hlt">questions</span> in the science classroom - how girls and boys respond to teachers' <span class="hlt">questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Eliasson, Nina; Karlsson, Karl Göran; Sørensen, Helene</p> <p>2017-03-01</p> <p>The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of <span class="hlt">questions</span> and (b) if the type of science <span class="hlt">question</span> posed influences the extent to which boys or girls respond to them. Transcripts of the teacher-student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science <span class="hlt">questions</span>. Closed and open <span class="hlt">questions</span> were used. Results revealed that the percentage of closed <span class="hlt">questions</span> posed corresponded to 87%. Results show that teachers mainly use closed <span class="hlt">questions</span>, and responses from boys to closed <span class="hlt">questions</span> are in the majority regardless of if the <span class="hlt">question</span> is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed <span class="hlt">questions</span> are mainly considered lower order <span class="hlt">questions</span> that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of <span class="hlt">questions</span> may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls' attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013JAHH...16..295H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013JAHH...16..295H"><span>Aboriginal oral traditions of Australian <span class="hlt">impact</span> craters</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hamacher, Duane W.; Goldsmith, John</p> <p>2013-11-01</p> <p>In this paper we explore Aboriginal oral traditions that relate to Australian meteorite craters. Using the literature, first-hand ethnographic records and field trip data, we identify oral traditions and artworks associated with four <span class="hlt">impact</span> sites: Gosses Bluff, Henbury, Liverpool and Wolfe Creek. Oral traditions describe <span class="hlt">impact</span> <span class="hlt">origins</span> for Gosses Bluff, Henbury and Wolfe Creek Craters, and non-<span class="hlt">impact</span> <span class="hlt">origins</span> for Liverpool Crater, with Henbury and Wolfe Creek stories having both <span class="hlt">impact</span> and non-<span class="hlt">impact</span> <span class="hlt">origins</span>. Three <span class="hlt">impact</span> sites that are believed to have been formed during human habitation of Australia -- Dalgaranga, Veevers, and Boxhole -- do not have associated oral traditions that are reported in the literature.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.V21B..01F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.V21B..01F"><span>Characterization of inclusions in terrestrial <span class="hlt">impact</span> formed zircon: Constraining the formation conditions of Hadean zircon from Jack Hills, Western Australia</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Faltys, J. P.; Wielicki, M. M.; Sizemore, T. M.</p> <p>2017-12-01</p> <p>Due to the discovery and subsequent geochemical analysis of Hadean terrestrial material (e.g. detrital zircon from Jack Hills, Western Australia), a dramatic paradigm shift has occurred in the hypothesized near surface conditions of the first 500 million years of Earth's evolution. From a hellish setting riddled with impactors and not fit for life to a much milder environment that may have been uniquely suitable for the <span class="hlt">origin</span> of life. Geochemical analyses of these ancient materials have been used to suggest the presence of water at or near the surface as well as the existence of continental crust during the Hadean, both of which have been suggested as necessary for the <span class="hlt">origin</span> of life. However, the intensity of extraterrestrial bombardment during the Hadean and the effects of such events on the <span class="hlt">origin</span> of life remains poorly understood. Clearly, as evidenced by Phanerozoic <span class="hlt">impact</span> events, extraterrestrial impactors have the potential to dramatically effect the environment, particularly the biosphere. Early Earth likely experienced multiple large <span class="hlt">impact</span> events, as evidenced by the lunar record, however whether those <span class="hlt">impacts</span> were sufficient to frustrate the <span class="hlt">origin</span> of life remains an open <span class="hlt">question</span>. Although multiple lines of evidence, including the inclusion population, suggest the formation of Hadean zircon from Jack Hills as crystallizing in an under-thrust environment from S-type magmas, a recent study has suggested their formation in an <span class="hlt">impact</span> melt environment analogous to a portion of the Sudbury Igneous Complex at the Sudbury <span class="hlt">impact</span> structure. To determine between these two formation scenarios we have under-taken an inclusion study of terrestrial <span class="hlt">impact</span> formed zircon from four of the largest terrestrial <span class="hlt">impact</span> structures (Sudbury, Canada; Manicouagan, Canada; Vredefort, South Africa; Morokweng, South Africa), to compare to the vast inclusion dataset that exists for Jack Hills zircon. Preliminary data suggests a different inclusion population, from Hadean zircon</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26289558','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26289558"><span><span class="hlt">Impact</span> of migration <span class="hlt">origin</span> on individual protection strategies against sexual transmission of HIV in Paris metropolitan area, SIRS cohort study, France.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kesteman, Thomas; Lapostolle, Annabelle; Costagliola, Dominique; Massari, Véronique; Chauvin, Pierre</p> <p>2015-08-20</p> <p>The <span class="hlt">impact</span> of migration and country or region of <span class="hlt">origin</span> on sexual behaviours and prevention of the sexual transmission of HIV has been scarcely studied in France. The objective of this study was to evaluate if and how individual attitudes of prevention towards HIV infection are different according to country or region of <span class="hlt">origins</span> in Paris area, France. 3006 individuals were interviewed in the Paris metropolitan area in 2010. Outcome variables were (i) the intention of the individual to protect oneself against HIV, and (ii) the adoption of a condom-based approach for protection against HIV. To explore factors associated with these outcomes, we constructed multivariate logistic regression models, first taking into account only demographic variables -including country of <span class="hlt">origin</span>-, then successively adding socioeconomic variables and variables related to sexual behaviour and HIV perception and prevention behaviour. French and foreign people who have <span class="hlt">origins</span> in Sub-Saharan Africa declared more intentions to protect themselves than French people with French parents (in foreign men, aOR = 3.43 [1.66-7.13]; in foreign women, aOR = 2.94 [1.65-5.23]), but did not declare more recourse to a condom-based approach for protection against HIV (in foreign men, aOR = 1.38 [0.38-4.93]; in foreign women, aOR = 0.93 [0.40-2.18]). Conversely, foreign women and French women from foreign <span class="hlt">origin</span>, especially from Maghreb (Northern Africa), reported less intention of protection than French women with French parents. These results underline the importance of taking culture and <span class="hlt">origins</span> of target populations into consideration when designing information, education and communication about HIV and sexually transmitted diseases. These results also draw attention to fractions of the general population that could escape from prevention messages.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150023276','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150023276"><span>Cosmic <span class="hlt">Origins</span> Program Annual Technology Report</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pham, Bruce Thai; Neff, Susan Gale</p> <p>2015-01-01</p> <p>What is the Cosmic <span class="hlt">Origins</span> (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second <span class="hlt">question</span>. Scientists investigating this broad theme seek to understand the <span class="hlt">origin</span> and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time. COR also seeks to understand how stars and planets form from clouds in these galaxies to create the heavy elements that are essential to life starting with the first generation of stars to seed the universe, and continuing through the birth and eventual death of all subsequent generations of stars. The COR Programs purview includes the majority of the field known as astronomy, from antiquity to the present.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23822534','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23822534"><span><span class="hlt">Questioning</span> and reading goals: information-seeking <span class="hlt">questions</span> asked on scientific texts read under different task conditions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ishiwa, Koto; Sanjosé, Vicente; Otero, José</p> <p>2013-09-01</p> <p>A number of studies report that few <span class="hlt">questions</span> are asked in classrooms and that many of them are shallow <span class="hlt">questions</span>. This study investigates the way in which reading goals determine <span class="hlt">questioning</span> on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a problem. A total of 183 university students. In the first and third <span class="hlt">questioning</span> experiments, the participants read two short texts. Students in one condition were instructed to understand the texts, whereas in the alternative condition they had to read texts to solve a problem. Students were instructed to write down any <span class="hlt">questions</span> they might have about the texts. The <span class="hlt">questions</span> were categorized according to the type of underlying obstacle: associative, explanatory, or predictive. The second experiment used a think-aloud methodology to identify the mental representations generated by the students. The two <span class="hlt">questioning</span> experiments show that the <span class="hlt">questions</span> asked depend on the reading goals. Significantly more explanation <span class="hlt">questions</span> were asked in the understanding condition than in the problem-solving condition. Also, the two conditions were found to have a different influence on the generation of association and explanation <span class="hlt">questions</span>. Very few prediction <span class="hlt">questions</span> were asked in either condition. The think-aloud experiment revealed that the mental representations attempted by readers under the two conditions were indeed different. In conclusion, the experiments showed that, given a certain textual input, readers' <span class="hlt">questions</span> depend on the reading goals associated with tasks. © 2012 The British Psychological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AAS...22912906P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AAS...22912906P"><span>The Unlikely <span class="hlt">Origins</span> of NASA’s “Search for Origins” Program</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Perez, Mario R.; Thronson, Harley A.</p> <p>2017-01-01</p> <p>NASA’s <span class="hlt">Origins</span> Program for many years was by far one of the most important scientific initiatives in NASA’s history, linking together priority research campaigns in planetary science, astrophysics, and the biological sciences. It served also as an overarching description to the agency stakeholders of a new generation of major space missions and technology investments. Moreover, the Program, although no longer formally in existence, significantly influences multiple major science priorities for NASA even today. Remarkably, inception of NASA’s <span class="hlt">Origins</span> Program — The Search for Our Cosmic Roots — two decades ago was initiated by the country’s political leadership, not by the scientific community, the National Academy of Sciences, or by an advisory panel of experts. Instead, it was an initiative by the White House in response to the stunning announcement of ‘evidence’ for life found on a Martian meteorite not long after the discovery of the first extrasolar planet orbiting a sun-like star. A White House memo dated in September 1996, written by John H. Gibbons, Assistant to the President for Science and Technology to Dan Goldin, NASA Administrator at that time, called for a “Space Summit” that would include experts on three broad topics: the universe, planets, and life.The summit was jointly organized by NASA and the National Research Council, and was chaired by Vice-President Al Gore in late October 1996. Three dozen biologists, planetary scientists, astronomers, and cosmologists participated. The outcome was the <span class="hlt">Origins</span> Program, which has been a prominent part of NASA’s science program ever since, theme which is captured by the simple and profound <span class="hlt">questions</span>: How Did We Get Here? and Are We Alone?This particular initiative and its genesis demonstrates that science discoveries, followed by political activism and then executive orders can <span class="hlt">impact</span> and shape for decades the paths to major science priorities, practices, and implementation. In this</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JGRE..123..910L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JGRE..123..910L"><span>The <span class="hlt">Origin</span> of the Moon Within a Terrestrial Synestia</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lock, Simon J.; Stewart, Sarah T.; Petaev, Michail I.; Leinhardt, Zoë; Mace, Mia T.; Jacobsen, Stein B.; Cuk, Matija</p> <p>2018-04-01</p> <p>The giant <span class="hlt">impact</span> hypothesis remains the leading theory for lunar <span class="hlt">origin</span>. However, current models struggle to explain the Moon's composition and isotopic similarity with Earth. Here we present a new lunar <span class="hlt">origin</span> model. High-energy, high-angular-momentum giant <span class="hlt">impacts</span> can create a post-<span class="hlt">impact</span> structure that exceeds the corotation limit, which defines the hottest thermal state and angular momentum possible for a corotating body. In a typical super-corotation-limit body, traditional definitions of mantle, atmosphere, and disk are not appropriate, and the body forms a new type of planetary structure, named a synestia. Using simulations of cooling synestias combined with dynamic, thermodynamic, and geochemical calculations, we show that satellite formation from a synestia can produce the main features of our Moon. We find that cooling drives mixing of the structure, and condensation generates moonlets that orbit within the synestia, surrounded by tens of bars of bulk silicate Earth vapor. The moonlets and growing moon are heated by the vapor until the first major element (Si) begins to vaporize and buffer the temperature. Moonlets equilibrate with bulk silicate Earth vapor at the temperature of silicate vaporization and the pressure of the structure, establishing the lunar isotopic composition and pattern of moderately volatile elements. Eventually, the cooling synestia recedes within the lunar orbit, terminating the main stage of lunar accretion. Our model shifts the paradigm for lunar <span class="hlt">origin</span> from specifying a certain <span class="hlt">impact</span> scenario to achieving a Moon-forming synestia. Giant <span class="hlt">impacts</span> that produce potential Moon-forming synestias were common at the end of terrestrial planet formation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29409442','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29409442"><span>Semantic annotation of consumer health <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kilicoglu, Halil; Ben Abacha, Asma; Mrabet, Yassine; Shooshan, Sonya E; Rodriguez, Laritza; Masterton, Kate; Demner-Fushman, Dina</p> <p>2018-02-06</p> <p>Consumers increasingly use online resources for their health information needs. While current search engines can address these needs to some extent, they generally do not take into account that most health information needs are complex and can only fully be expressed in natural language. Consumer health <span class="hlt">question</span> answering (QA) systems aim to fill this gap. A major challenge in developing consumer health QA systems is extracting relevant semantic content from the natural language <span class="hlt">questions</span> (<span class="hlt">question</span> understanding). To develop effective <span class="hlt">question</span> understanding tools, <span class="hlt">question</span> corpora semantically annotated for relevant <span class="hlt">question</span> elements are needed. In this paper, we present a two-part consumer health <span class="hlt">question</span> corpus annotated with several semantic categories: named entities, <span class="hlt">question</span> triggers/types, <span class="hlt">question</span> frames, and <span class="hlt">question</span> topic. The first part (CHQA-email) consists of relatively long email requests received by the U.S. National Library of Medicine (NLM) customer service, while the second part (CHQA-web) consists of shorter <span class="hlt">questions</span> posed to MedlinePlus search engine as queries. Each <span class="hlt">question</span> has been annotated by two annotators. The annotation methodology is largely the same between the two parts of the corpus; however, we also explain and justify the differences between them. Additionally, we provide information about corpus characteristics, inter-annotator agreement, and our attempts to measure annotation confidence in the absence of adjudication of annotations. The resulting corpus consists of 2614 <span class="hlt">questions</span> (CHQA-email: 1740, CHQA-web: 874). Problems are the most frequent named entities, while treatment and general information <span class="hlt">questions</span> are the most common <span class="hlt">question</span> types. Inter-annotator agreement was generally modest: <span class="hlt">question</span> types and topics yielded highest agreement, while the agreement for more complex frame annotations was lower. Agreement in CHQA-web was consistently higher than that in CHQA-email. Pairwise inter-annotator agreement proved most</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24237408','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24237408"><span>Which design for which <span class="hlt">question</span>? An exploration toward a translation table for comparative effectiveness research.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Montori, Victor M; Kim, Simon P; Guyatt, Gordon H; Shah, Nilay D</p> <p>2012-05-01</p> <p>In this paper, we explore the relative value that different methods offer in answering some stereotypical comparative effectiveness research <span class="hlt">questions</span> with the goal of informing development of a 'translation table'--a selection tool for choosing appropriate methods for specific comparative effectiveness research <span class="hlt">questions</span>. This paper was written as a parallel effort to Greenfield and Kaplan (also in this volume) to support the endeavor described in the manuscript by Tunis et al. (also in this volume). <span class="hlt">Originally</span> based on four cases, the current article has been shortened to two cases for the current discussion. These cases represent research priorities proposed to orient the work of the Patient-Centered Outcomes Research Institute, comparative clinical effectiveness and comparative health services.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008Geo....36..227B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008Geo....36..227B"><span>Upheaval Dome, Utah, USA: <span class="hlt">Impact</span> <span class="hlt">origin</span> confirmed</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Buchner, Elmar; Kenkmann, Thomas</p> <p>2008-03-01</p> <p>Upheaval Dome is a unique circular structure on the ColoradoPlateau in SE Utah, the <span class="hlt">origin</span> of which has been controversiallydiscussed for decades. It has been interpreted as a crypto volcanicfeature, a salt diapir, a pinched-off salt diapir, and an erodedimpact crater. While recent structural mapping, modeling, andanalyses of deformation mechanisms strongly support an impactorigin, ultimate proof, namely the documentation of unambiguousshock features, has yet to be successfully provided. In thisstudy, we document, for the first time, shocked quartz grainsfrom this crater in sandstones of the Jurassic Kayenta Formation.The investigated grains contain multiple sets of decorated planardeformation features. Transmission electron microscopy (TEM)reveals that the amorphous lamellae are annealed and exhibitdense tangles of dislocations as well as trails of fluid inclusions.The shocked quartz grains were found in the periphery of thecentral uplift in the northeastern sector of the crater, whichmost likely represents the cross range crater sector.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rothschild&pg=2&id=EJ648153','ERIC'); return false;" href="https://eric.ed.gov/?q=rothschild&pg=2&id=EJ648153"><span>The <span class="hlt">Impact</span> of the Document-Based <span class="hlt">Question</span> on the Teaching of United States History.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rothschild, Eric</p> <p>2000-01-01</p> <p>Provides historical information on the Document-Based <span class="hlt">Question</span> (DBQ) that has been a part of the Advanced Placement (AP) U.S. history examination since 1973. Focuses on the effects that DBQ had on course content and teaching methods. Addresses the new changes made with the redesign of the DBQ in 1982. (CMK)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pragmatics+AND+asperger&pg=2&id=EJ772634','ERIC'); return false;" href="https://eric.ed.gov/?q=pragmatics+AND+asperger&pg=2&id=EJ772634"><span>Answering Contextually Demanding <span class="hlt">Questions</span>: Pragmatic Errors Produced by Children with Asperger Syndrome or High-Functioning Autism</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Loukusa, Soile; Leinonen, Eeva; Jussila, Katja; Mattila, Marja-Leena; Ryder, Nuala; Ebeling, Hanna; Moilanen, Irma</p> <p>2007-01-01</p> <p>This study examined irrelevant/incorrect answers produced by children with Asperger syndrome or high-functioning autism (7-9-year-olds and 10-12-year-olds) and normally developing children (7-9-year-olds). The errors produced were divided into three types: in Type 1, the child answered the <span class="hlt">original</span> <span class="hlt">question</span> incorrectly, in Type 2, the child gave a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23722426','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23722426"><span>The <span class="hlt">origin</span> of lunar mascon basins.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Melosh, H J; Freed, Andrew M; Johnson, Brandon C; Blair, David M; Andrews-Hanna, Jeffrey C; Neumann, Gregory A; Phillips, Roger J; Smith, David E; Solomon, Sean C; Wieczorek, Mark A; Zuber, Maria T</p> <p>2013-06-28</p> <p>High-resolution gravity data from the Gravity Recovery and Interior Laboratory spacecraft have clarified the <span class="hlt">origin</span> of lunar mass concentrations (mascons). Free-air gravity anomalies over lunar <span class="hlt">impact</span> basins display bull's-eye patterns consisting of a central positive (mascon) anomaly, a surrounding negative collar, and a positive outer annulus. We show that this pattern results from <span class="hlt">impact</span> basin excavation and collapse followed by isostatic adjustment and cooling and contraction of a voluminous melt pool. We used a hydrocode to simulate the <span class="hlt">impact</span> and a self-consistent finite-element model to simulate the subsequent viscoelastic relaxation and cooling. The primary parameters controlling the modeled gravity signatures of mascon basins are the impactor energy, the lunar thermal gradient at the time of <span class="hlt">impact</span>, the crustal thickness, and the extent of volcanic fill.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1179985.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1179985.pdf"><span>Reflections of Environmental Determinism in the <span class="hlt">Questions</span> Prepared by Geography Teacher Candidates</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Önal, Hakan</p> <p>2018-01-01</p> <p>This study investigated whether the environmental determinist approach, which was effective in geographical research especially at the beginning of 20th century and generally believed to be abandoned in the 1920's, still had <span class="hlt">impact</span> on geography teacher candidates. With this aim in mind, teacher candidates were asked to prepare a single <span class="hlt">question</span> by…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/pesticide-labels/pesticide-labeling-questions-answers','PESTICIDES'); return false;" href="https://www.epa.gov/pesticide-labels/pesticide-labeling-questions-answers"><span>Pesticide Labeling <span class="hlt">Questions</span> & Answers</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Pesticide manufacturers, applicators, state regulatory agencies, and other stakeholders raise <span class="hlt">questions</span> or issues about pesticide labels. The <span class="hlt">questions</span> on this page are those that apply to multiple products or address inconsistencies among product labels.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19850005432&hterms=theories+formation+solar+system&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dtheories%2Bformation%2Bsolar%2Bsystem','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19850005432&hterms=theories+formation+solar+system&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dtheories%2Bformation%2Bsolar%2Bsystem"><span>Stochastic does not equal ad hoc. [theories of lunar <span class="hlt">origin</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hartmann, W. K.</p> <p>1984-01-01</p> <p>Some classes of influential events in solar system history are class-predictable but not event-predictable. Theories of lunar <span class="hlt">origin</span> should not ignore class-predictable stochastic events. <span class="hlt">Impacts</span> and close encounters with large objects during planet formation are class-predictable. These stochastic events, such as large <span class="hlt">impacts</span> that triggered ejection of Earth-mantle material into a circum-Earth cloud, should not be rejected as ad hoc. A way to deal with such events scientifically is to investigate their consequences; if it can be shown that they might produce the Moon, they become viable concepts in theories of lunar <span class="hlt">origin</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28847311','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28847311"><span>The 150 most important <span class="hlt">questions</span> in cancer research and clinical oncology series: <span class="hlt">questions</span> 50-56.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2017-08-29</p> <p>Since the beginning of 2017, Chinese Journal of Cancer has published a series of important <span class="hlt">questions</span> in cancer research and clinical oncology, which sparkle diverse thoughts, interesting communications, and potential collaborations among researchers all over the world. In this article, seven more <span class="hlt">questions</span> are presented as followed. <span class="hlt">Question</span> 50. When tumor cells spread from primary site to distant sites, are they required to be "trained" or "armed" in the bone marrow niche prior to colonizing soft tissues? <span class="hlt">Question</span> 51. Are there tipping points during cancer progression which can be identified for manipulation? <span class="hlt">Question</span> 52. Can we replace molecular biomarkers by network biomarkers? <span class="hlt">Question</span> 53. Are conventional inhibitors of key cellular processes such as cell proliferation and differentiation more effective than targeted chemotherapeutics that antagonize the downstream cell signaling network via cell-surface receptors such as epidermal growth factor receptor (EGFR), vascular endothelial growth factor receptor (VEGFR) and c-Met, or intracellular receptors such as androgen receptor (AR) and estrogen receptor (ER), by drugs like erlotinib, sunitinib and cabozantinib, or enzalutamide and tomoxifen? <span class="hlt">Question</span> 54. How can we robustly identify the candidate causal event of somatic genome alteration (SGA) by using computational approach? <span class="hlt">Question</span> 55. How can we systematically reveal the immune evasion mechanism exploited by each tumor and utilize such information to guide targeted therapy to restore immune sensitivity? <span class="hlt">Question</span> 56. Can the nasopharyngeal carcinoma (NPC) patients with sarcomatoid carcinoma (SC) subtype benefit from more specific targeted therapy?</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24635209','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24635209"><span>Photochemical water oxidation and <span class="hlt">origin</span> of nonaqueous uranyl peroxide complexes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McGrail, Brendan T; Pianowski, Laura S; Burns, Peter C</p> <p>2014-04-02</p> <p>Sunlight photolysis of uranyl nitrate and uranyl acetate solutions in pyridine produces uranyl peroxide complexes. To answer longstanding <span class="hlt">questions</span> about the <span class="hlt">origin</span> of these complexes, we conducted a series of mechanistic studies and demonstrate that these complexes arise from photochemical oxidation of water. The peroxo ligands are easily removed by protonolysis, allowing regeneration of the initial uranyl complexes for potential use in catalysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=definition+AND+violence&pg=5&id=EJ809590','ERIC'); return false;" href="https://eric.ed.gov/?q=definition+AND+violence&pg=5&id=EJ809590"><span>Measuring Victimization inside Prisons: <span class="hlt">Questioning</span> the <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolff, Nancy; Shi, Jing; Bachman, Ronet</p> <p>2008-01-01</p> <p>Violence and victimization inside the prison setting are accepted as facts, although the facts about their prevalence remain uncertain. Variation in the methods used to estimate rates of sexual and physical victimization contribute to the wide range in estimates appearing in the prison literature. This article focuses on the <span class="hlt">questions</span> used in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mass+AND+standards&pg=6&id=EJ891303','ERIC'); return false;" href="https://eric.ed.gov/?q=Mass+AND+standards&pg=6&id=EJ891303"><span>The Priority of the <span class="hlt">Question</span>: Focus <span class="hlt">Questions</span> for Sustained Reasoning in Science</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lustick, David</p> <p>2010-01-01</p> <p>Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the <span class="hlt">questions</span> teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic <span class="hlt">questions</span> generated for a mass audience, lack authenticity…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/6370247','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/6370247"><span>Pacific Northwest residential energy survey. Volume 3. <span class="hlt">Question-by-question</span> results</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>None</p> <p>1980-07-01</p> <p>Tabulations are presented of responses to approximately 105 <span class="hlt">questions</span>. Results are tabulated by 9 geographic regions: the four states of Idaho, Montana, Oregon, and Washington; four climate zones in the region; and a weighted Pacific Northwest total. A description of the tabulated data is given in the Introduction. Tabulated data deal with <span class="hlt">questions</span> on dwelling characteristics; heating and air-conditioning systems; water heating; appliances; demographic and swelling characteristics; and insulation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/recycle/frequent-questions-recycling','PESTICIDES'); return false;" href="https://www.epa.gov/recycle/frequent-questions-recycling"><span>Frequent <span class="hlt">Questions</span> on Recycling</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>This is a list of frequent <span class="hlt">questions</span> on recycling, broken down into five categories. These are answers to common <span class="hlt">questions</span> that EPA has received from press and web inquiries. This list is located on the Reduce, Reuse, Recycle website.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16839536','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16839536"><span>Explaining errors in children's <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rowland, Caroline F</p> <p>2007-07-01</p> <p>The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the <span class="hlt">questions</span> produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no <span class="hlt">questions</span>: dissociating movement and inflection, Journal of Child Language, 29, 813-842], <span class="hlt">questions</span> with auxiliary DO attracted higher error rates than those with modal auxiliaries. However, in wh-<span class="hlt">questions</span>, <span class="hlt">questions</span> with modals and DO attracted equally high error rates, and these findings could not be explained in terms of problems forming <span class="hlt">questions</span> with why or negated auxiliaries. It was concluded that the data might be better explained in terms of a constructivist account that suggests that entrenched item-based constructions may be protected from error in children's speech, and that errors occur when children resort to other operations to produce <span class="hlt">questions</span> [e.g. Dabrowska, E. (2000). From formula to schema: the acquisition of English <span class="hlt">questions</span>. Cognitive Liguistics, 11, 83-102; Rowland, C. F. & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-<span class="hlt">question</span> acquisition: What children do know? Journal of Child Language, 27, 157-181; Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press]. However, further work on constructivist theory development is required to allow researchers to make predictions about the nature of these operations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1171738.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1171738.pdf"><span>Implementing Digital Tools to Support Student <span class="hlt">Questioning</span> Abilities: A Collaborative Action Research Report</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cadieux Bolden, Danielle; Hurt, June W.; Richardson, Mary Kathleen</p> <p>2017-01-01</p> <p>This collaborative action research project was conducted in a second-grade classroom to determine the <span class="hlt">impact</span> that digital web-based tools would have in helping a school media coordinator scaffold her students' understanding of productive versus nonproductive <span class="hlt">questions</span>. The digital tools Kahoot, Quizizz, and Socrative were used by the students to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT........84Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT........84Z"><span>Biology <span class="hlt">Question</span> Generation from a Semantic Network</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Zhang, Lishan</p> <p></p> <p>Science instructors need <span class="hlt">questions</span> for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough <span class="hlt">questions</span>, so instructors must find them from other sources or generate their own <span class="hlt">questions</span>. In order to supply instructors with biology <span class="hlt">questions</span>, a semantic network approach was developed for generating open response biology <span class="hlt">questions</span>. The generated <span class="hlt">questions</span> were compared to professional authorized <span class="hlt">questions</span>. To boost students' learning experience, adaptive selection was built on the generated <span class="hlt">questions</span>. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable <span class="hlt">question</span> could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected <span class="hlt">questions</span> and the rest studied with mal-adaptive order of <span class="hlt">questions</span>. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated <span class="hlt">questions</span>, a <span class="hlt">question</span>-paragraph mapping task was identified. Given a set of <span class="hlt">questions</span> and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each <span class="hlt">question</span>. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice <span class="hlt">question</span> with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response <span class="hlt">questions</span>. Thus, an algorithm was developed to generate good distractors for multiple-choice <span class="hlt">questions</span>. The machine-generated multiple-choice <span class="hlt">questions</span> were compared to human-generated <span class="hlt">questions</span> in terms of three measures: <span class="hlt">question</span> difficulty, <span class="hlt">question</span> discrimination and distractor usefulness. By recruiting 200 participants from</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22269045','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22269045"><span>Self-perceived <span class="hlt">origins</span> of attitudes toward homosexuality.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hans, Jason D; Kersey, Megan; Kimberly, Claire</p> <p>2012-01-01</p> <p>Undergraduate students (N = 417) at a large southern university responded to open-ended <span class="hlt">questions</span> designed to assess self-perceived <span class="hlt">origins</span> of attitudes toward homosexuality and circumstances that may prompt a shift in attitudes. Inductively coded responses pointed to a positive correlation between attitudes toward homosexuality and experience interacting with gay men or lesbians; this is discussed in the context of Allport's (1954 ) contact hypothesis and Herek's (1984 , 1986 ) theory of functional attitudes. Implications are discussed for education and intervention efforts aimed at facilitating understanding and tolerance of gay men and lesbians.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title32-vol2/pdf/CFR-2010-title32-vol2-sec316-7.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title32-vol2/pdf/CFR-2010-title32-vol2-sec316-7.pdf"><span>32 CFR 316.7 - <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... 32 National Defense 2 2010-07-01 2010-07-01 false <span class="hlt">Questions</span>. 316.7 Section 316.7 National Defense Department of Defense (Continued) OFFICE OF THE SECRETARY OF DEFENSE (CONTINUED) PRIVACY PROGRAM DEFENSE INFORMATION SYSTEMS AGENCY PRIVACY PROGRAM § 316.7 <span class="hlt">Questions</span>. <span class="hlt">Questions</span> on both the substance and procedure of...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27502477','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27502477"><span>Towards natural language <span class="hlt">question</span> generation for the validation of ontologies and mappings.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ben Abacha, Asma; Dos Reis, Julio Cesar; Mrabet, Yassine; Pruski, Cédric; Da Silveira, Marcos</p> <p>2016-08-08</p> <p>The increasing number of open-access ontologies and their key role in several applications such as decision-support systems highlight the importance of their validation. Human expertise is crucial for the validation of ontologies from a domain point-of-view. However, the growing number of ontologies and their fast evolution over time make manual validation challenging. We propose a novel semi-automatic approach based on the generation of natural language (NL) <span class="hlt">questions</span> to support the validation of ontologies and their evolution. The proposed approach includes the automatic generation, factorization and ordering of NL <span class="hlt">questions</span> from medical ontologies. The final validation and correction is performed by submitting these <span class="hlt">questions</span> to domain experts and automatically analyzing their feedback. We also propose a second approach for the validation of mappings <span class="hlt">impacted</span> by ontology changes. The method exploits the context of the changes to propose correction alternatives presented as Multiple Choice <span class="hlt">Questions</span>. This research provides a <span class="hlt">question</span> optimization strategy to maximize the validation of ontology entities with a reduced number of <span class="hlt">questions</span>. We evaluate our approach for the validation of three medical ontologies. We also evaluate the feasibility and efficiency of our mappings validation approach in the context of ontology evolution. These experiments are performed with different versions of SNOMED-CT and ICD9. The obtained experimental results suggest the feasibility and adequacy of our approach to support the validation of interconnected and evolving ontologies. Results also suggest that taking into account RDFS and OWL entailment helps reducing the number of <span class="hlt">questions</span> and validation time. The application of our approach to validate mapping evolution also shows the difficulty of adapting mapping evolution over time and highlights the importance of semi-automatic validation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017M%26PS...52.2521H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017M%26PS...52.2521H"><span>Combining shock barometry with numerical modeling: Insights into complex crater formation—The example of the Siljan <span class="hlt">impact</span> structure (Sweden)</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Holm-Alwmark, Sanna; Rae, Auriol S. P.; Ferrière, Ludovic; Alwmark, Carl; Collins, Gareth S.</p> <p>2017-12-01</p> <p>Siljan, central Sweden, is the largest known <span class="hlt">impact</span> structure in Europe. It was formed at about 380 Ma, in the late Devonian period. The structure has been heavily eroded to a level <span class="hlt">originally</span> located underneath the crater floor, and to date, important <span class="hlt">questions</span> about the <span class="hlt">original</span> size and morphology of Siljan remain unanswered. Here we present the results of a shock barometry study of quartz-bearing surface and drill core samples combined with numerical modeling using iSALE. The investigated 13 bedrock granitoid samples show that the recorded shock pressure decreases with increasing depth from 15 to 20 GPa near the (present) surface, to 10-15 GPa at 600 m depth. A best-fit model that is consistent with observational constraints relating to the present size of the structure, the location of the downfaulted sediments, and the observed surface and vertical shock barometry profiles is presented. The best-fit model results in a final crater (rim-to-rim) diameter of 65 km. According to our simulations, the <span class="hlt">original</span> Siljan <span class="hlt">impact</span> structure would have been a peak-ring crater. Siljan was formed in a mixed target of Paleozoic sedimentary rocks overlaying crystalline basement. Our modeling suggests that, at the time of <span class="hlt">impact</span>, the sedimentary sequence was approximately 3 km thick. Since then, there has been around 4 km of erosion of the structure.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23291262','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23291262"><span><span class="hlt">Impact</span> of gene gains, losses and duplication modes on the <span class="hlt">origin</span> and diversification of vertebrates.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cañestro, Cristian; Albalat, Ricard; Irimia, Manuel; Garcia-Fernàndez, Jordi</p> <p>2013-02-01</p> <p>The study of the evolutionary <span class="hlt">origin</span> of vertebrates has been linked to the study of genome duplications since Susumo Ohno suggested that the successful diversification of vertebrate innovations was facilitated by two rounds of whole-genome duplication (2R-WGD) in the stem vertebrate. Since then, studies on the functional evolution of many genes duplicated in the vertebrate lineage have provided the grounds to support experimentally this link. This article reviews cases of gene duplications derived either from the 2R-WGD or from local gene duplication events in vertebrates, analyzing their <span class="hlt">impact</span> on the evolution of developmental innovations. We analyze how gene regulatory networks can be rewired by the activity of transposable elements after genome duplications, discuss how different mechanisms of duplication might affect the fate of duplicated genes, and how the loss of gene duplicates might influence the fate of surviving paralogs. We also discuss the evolutionary relationships between gene duplication and alternative splicing, in particular in the vertebrate lineage. Finally, we discuss the role that the 2R-WGD might have played in the evolution of vertebrate developmental gene networks, paying special attention to those related to vertebrate key features such as neural crest cells, placodes, and the complex tripartite brain. In this context, we argue that current evidences points that the 2R-WGD may not be linked to the <span class="hlt">origin</span> of vertebrate innovations, but to their subsequent diversification in a broad variety of complex structures and functions that facilitated the successful transition from peaceful filter-feeding non-vertebrate ancestors to voracious vertebrate predators. Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title47-vol1/pdf/CFR-2010-title47-vol1-sec13-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title47-vol1/pdf/CFR-2010-title47-vol1-sec13-215.pdf"><span>47 CFR 13.215 - <span class="hlt">Question</span> pools.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... 47 Telecommunication 1 2010-10-01 2010-10-01 false <span class="hlt">Question</span> pools. 13.215 Section 13.215 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL COMMERCIAL RADIO OPERATORS Examination System § 13.215 <span class="hlt">Question</span> pools. The <span class="hlt">question</span> pool for each written examination element will be composed of <span class="hlt">questions</span>...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=music+AND+research&pg=5&id=EJ807327','ERIC'); return false;" href="https://eric.ed.gov/?q=music+AND+research&pg=5&id=EJ807327"><span><span class="hlt">Questions</span> for Music Education Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jorgensen, Estelle R.</p> <p>2008-01-01</p> <p>In addressing the <span class="hlt">question</span>-set "What <span class="hlt">questions</span> do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative <span class="hlt">questions</span> is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20040084674','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20040084674"><span>Comparison of <span class="hlt">Origin</span> 2000 and <span class="hlt">Origin</span> 3000 Using NAS Parallel Benchmarks</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Turney, Raymond D.</p> <p>2001-01-01</p> <p>This report describes results of benchmark tests on the <span class="hlt">Origin</span> 3000 system currently being installed at the NASA Ames National Advanced Supercomputing facility. This machine will ultimately contain 1024 R14K processors. The first part of the system, installed in November, 2000 and named mendel, is an <span class="hlt">Origin</span> 3000 with 128 R12K processors. For comparison purposes, the tests were also run on lomax, an <span class="hlt">Origin</span> 2000 with R12K processors. The BT, LU, and SP application benchmarks in the NAS Parallel Benchmark Suite and the kernel benchmark FT were chosen to determine system performance and measure the <span class="hlt">impact</span> of changes on the machine as it evolves. Having been written to measure performance on Computational Fluid Dynamics applications, these benchmarks are assumed appropriate to represent the NAS workload. Since the NAS runs both message passing (MPI) and shared-memory, compiler directive type codes, both MPI and OpenMP versions of the benchmarks were used. The MPI versions used were the latest official release of the NAS Parallel Benchmarks, version 2.3. The OpenMP versiqns used were PBN3b2, a beta version that is in the process of being released. NPB 2.3 and PBN 3b2 are technically different benchmarks, and NPB results are not directly comparable to PBN results.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=month&pg=7&id=EJ1143848','ERIC'); return false;" href="https://eric.ed.gov/?q=month&pg=7&id=EJ1143848"><span>Do <span class="hlt">Questions</span> Get Infants Talking? Infant Vocal Responses to <span class="hlt">Questions</span> and Declaratives in Maternal Speech</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reimchen, Melissa; Soderstrom, Melanie</p> <p>2017-01-01</p> <p>Maternal <span class="hlt">questions</span> play a crucial role in early language acquisition by virtue of their special grammatical, prosodic and lexical forms, and their abundance in the input. Infants are able to discriminate <span class="hlt">questions</span> from other sentence types and produce rising intonations in their own requests. This study examined whether caregiver <span class="hlt">questions</span> were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20333204','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20333204"><span>Fragile genomic sites are associated with <span class="hlt">origins</span> of replication.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Di Rienzi, Sara C; Collingwood, David; Raghuraman, M K; Brewer, Bonita J</p> <p>2009-09-09</p> <p>Genome rearrangements are mediators of evolution and disease. Such rearrangements are frequently bounded by transfer RNAs (tRNAs), transposable elements, and other repeated elements, suggesting a functional role for these elements in creating or repairing breakpoints. Though not well explored, there is evidence that <span class="hlt">origins</span> of replication also colocalize with breakpoints. To investigate a potential correlation between breakpoints and <span class="hlt">origins</span>, we analyzed evolutionary breakpoints defined between Saccharomyces cerevisiae and Kluyveromyces waltii and S. cerevisiae and a hypothetical ancestor of both yeasts, as well as breakpoints reported in the experimental literature. We find that <span class="hlt">origins</span> correlate strongly with both evolutionary breakpoints and those described in the literature. Specifically, we find that <span class="hlt">origins</span> firing earlier in S phase are more strongly correlated with breakpoints than are later-firing <span class="hlt">origins</span>. Despite <span class="hlt">origins</span> being located in genomic regions also bearing tRNAs and Ty elements, the correlation we observe between <span class="hlt">origins</span> and breakpoints appears to be independent of these genomic features. This study lays the groundwork for understanding the mechanisms by which <span class="hlt">origins</span> of replication may <span class="hlt">impact</span> genome architecture and disease.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20070014675','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20070014675"><span>Basic <span class="hlt">Questions</span> About the Solar System: The Need for Probes</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Ingersoll, Andrew P.</p> <p>2005-01-01</p> <p>Probes are an essential element in the scientific study of planets with atmospheres. In-situ measurements provide the most accurate determination of composition, winds, temperatures, clouds, and radiative fluxes. They address fundamental NASA objectives concerning volatile compounds, climate, and the <span class="hlt">origin</span> of life. Probes also deliver landers and aerobots that help in the study of planetary surfaces. This talk focuses on Venus, Titan, and the giant planets. I review the basic science <span class="hlt">questions</span> and discuss the recommended missions. I stress the need for a balanced program that includes an array of missions that increase in size by factors of two. Gaps in this array lead to failures and cancellations that are harmful to the program and to scientific exploration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29512053','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29512053"><span>Reproductive Life Planning: Raising the <span class="hlt">Questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Morse, Jessica E; Moos, Merry-K</p> <p>2018-04-01</p> <p>Introduction Unintended pregnancy has been a concerning public health problem for decades. As we begin to understand the complexities of pregnancy intention and how women experience these pregnancies, reproductive life planning offers a paradigm shift. Methods Reproductive life planning is a patient-centered approach that places a patient's reproductive preferences-whether concrete or ambivalent-at the forefront of her clinical care. Results This process grants women and men the opportunity to consider how reproduction fits within the context of their broader lives. Within a clinical encounter, reproductive life planning allows counseling and care to be tailored to patient preferences. Discussion Although there is great potential for positive public health <span class="hlt">impacts</span> in unintended pregnancy, contraceptive use and improved preconception health, the true benefit lies within reinforcing reproductive empowerment. Despite recommendations for universal adoption, many <span class="hlt">questions</span> remain regarding implementation, equity and outcomes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/nsr/psd-questions','PESTICIDES'); return false;" href="https://www.epa.gov/nsr/psd-questions"><span>PSD <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>This document may be of assistance in applying the New Source Review (NSR) air permitting regulations including the Prevention of Significant Deterioration (PSD) requirements. This document is part of the NSR Policy and Guidance Database. Some documents in the database are a scanned or retyped version of a paper photocopy of the <span class="hlt">original</span>. Although we have taken considerable effort to quality assure the documents, some may contain typographical errors. Contact the office that issued the document if you need a copy of the <span class="hlt">original</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15681378','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15681378"><span>A giant <span class="hlt">impact</span> <span class="hlt">origin</span> of Pluto-Charon.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Canup, Robin M</p> <p>2005-01-28</p> <p>Pluto and its moon, Charon, are the most prominent members of the Kuiper belt, and their existence holds clues to outer solar system formation processes. Here, hydrodynamic simulations are used to demonstrate that the formation of Pluto-Charon by means of a large collision is quite plausible. I show that such an <span class="hlt">impact</span> probably produced an intact Charon, although it is possible that a disk of material orbited Pluto from which Charon later accumulated. These findings suggest that collisions between 1000-kilometer-class objects occurred in the early inner Kuiper belt.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=right+AND+one&pg=7&id=EJ769369','ERIC'); return false;" href="https://eric.ed.gov/?q=right+AND+one&pg=7&id=EJ769369"><span>Improving the <span class="hlt">Questions</span> Students Ask</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Donohue-Smith, Maureen</p> <p>2006-01-01</p> <p>Teachers often tell their classes that "there is no such thing as a stupid <span class="hlt">question</span>." But this is not completely honest. <span class="hlt">Questions</span> aren't asked in a vacuum; their intelligence or stupidity depends on a variety of contextual variables. The ideal <span class="hlt">question</span> is the right one, posed to the right source in the right way at the right time for the right…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24630868','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24630868"><span>Anti-resorptive osteonecrosis of the jaws: facts forgotten, <span class="hlt">questions</span> answered, lessons learned.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Carlson, Eric R; Schlott, Benjamin J</p> <p>2014-05-01</p> <p>Osteonecrosis of the jaws associated with bisphosphonate and other anti-resorptive medications (ARONJ) has historically been a poorly understood disease process in terms of its pathophysiology, prevention and treatment since it was <span class="hlt">originally</span> described in 2003. In association with its <span class="hlt">original</span> discovery 11 years ago, non-evidence based speculation of these issues have been published in the international literature and are currently being challenged. A critical analysis of cancer patients with ARONJ, for example, reveals that their osteonecrosis is nearly identical to that of cancer patients who are naive to anti-resorptive medications. In addition, osteonecrosis of the jaws is not unique to patients exposed to anti-resorptive medications, but is also seen in patients with osteomyelitis and other pathologic processes of the jaws. This article represents a review of facts forgotten, <span class="hlt">questions</span> answered, and lessons learned in general regarding osteonecrosis of the jaws. Copyright © 2014 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3459319','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3459319"><span>The Value <span class="hlt">Question</span> in Metaphysics</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kahane, Guy</p> <p>2012-01-01</p> <p>Much seems to be at stake in metaphysical <span class="hlt">questions</span> about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit—how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express attitudes towards these possibilities, attitudes that presuppose answers to <span class="hlt">questions</span> about their comparative value. My aim in this paper is to distinguish these evaluative <span class="hlt">questions</span> from related <span class="hlt">questions</span> with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative <span class="hlt">questions</span> offer one measure of the importance of philosophical disputes. PMID:23024399</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23024399','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23024399"><span>The Value <span class="hlt">Question</span> in Metaphysics.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kahane, Guy</p> <p>2012-07-01</p> <p>Much seems to be at stake in metaphysical <span class="hlt">questions</span> about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit-how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express attitudes towards these possibilities, attitudes that presuppose answers to <span class="hlt">questions</span> about their comparative value. My aim in this paper is to distinguish these evaluative <span class="hlt">questions</span> from related <span class="hlt">questions</span> with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative <span class="hlt">questions</span> offer one measure of the importance of philosophical disputes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=What+AND+Spirit&pg=3&id=ED567785','ERIC'); return false;" href="https://eric.ed.gov/?q=What+AND+Spirit&pg=3&id=ED567785"><span>Now That's a Good <span class="hlt">Question</span>! How to Promote Cognitive Rigor through Classroom <span class="hlt">Questioning</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Francis, Erik M.</p> <p>2016-01-01</p> <p>In this book, Erik M. Francis explores how one of the most fundamental instructional strategies--<span class="hlt">questioning</span>--can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge. You'll learn: (1) Techniques for using <span class="hlt">questioning</span> to extend and evaluate student learning experiences; (2) Eight different kinds…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mind+AND+reading&pg=6&id=EJ1075064','ERIC'); return false;" href="https://eric.ed.gov/?q=mind+AND+reading&pg=6&id=EJ1075064"><span>Five Strategies for <span class="hlt">Questioning</span> with Intention</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Costa, Arthur L.; Kallick, Bena</p> <p>2015-01-01</p> <p>Masterful teachers don't just ask a lot of <span class="hlt">questions</span>; they ask <span class="hlt">questions</span> in a purposeful way. In this article, Costa and Kallick describe five strategies that can help teachers become more purposeful in designing and posing <span class="hlt">questions</span>. One strategy is to plan <span class="hlt">questions</span> that elicit student thinking at various cognitive levels, from simple recall of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17090466','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17090466"><span>In search of the <span class="hlt">origin</span> of mass.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shears, T G; Heinemann, B; Waters, D</p> <p>2006-12-15</p> <p>Particle physics explores the structure of matter by studying the behaviour of its most fundamental constituents. Despite the remarkable success of our theories, there remains much that is fundamental but unexplained. One of our most pressing <span class="hlt">questions</span> concerns the <span class="hlt">origin</span> of mass. Our favoured theoretical explanation for the existence of mass also predicts the existence of a particle that has never been seen-the Higgs boson. In this review, we survey our knowledge of the Higgs boson and explain why, if the theory is correct, we should expect to make our first observation of the elusive Higgs in the next few years, when a major new particle physics facility starts operating. This will be the most powerful particle accelerator in the world. Although searching for the Higgs boson will be challenging in this environment, we hope that our experimental results will allow us to finally understand the <span class="hlt">origin</span> of mass and extend our knowledge of the Universe yet further.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14649868','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14649868"><span>Lithium isotope geochemistry and <span class="hlt">origin</span> of Canadian shield brines.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bottomley, D J; Chan, L H; Katz, A; Starinsky, A; Clark, I D</p> <p>2003-01-01</p> <p>Hypersaline calcium/chloride shield brines are ubiquitous in Canada and areas of northern Europe. The major <span class="hlt">questions</span> relating to these fluids are the <span class="hlt">origin</span> of the solutes and the concentration mechanism that led to their extreme salinity. Many chemical and isotopic tracers are used to solve these <span class="hlt">questions</span>. For example, lithium isotope systematics have been used recently to support a marine <span class="hlt">origin</span> for the Yellowknife shield brine (Northwest Territories). While having important chemical similarities to the Yellowknife brine, shield brines from the Sudbury/Elliot Lake (Ontario) and Thompson/Snow Lake (Manitoba) regions, which are the focus of this study, exhibit contrasting lithium behavior. Brine from the Sudbury Victor mine has lithium concentrations that closely follow the sea water lithium-bromine concentration trajectory, as well as delta6Li values of approximately -28/1000. This indicates that the lithium in this brine is predominantly marine in <span class="hlt">origin</span> with a relatively minor component of crustal lithium leached from the host rocks. In contrast, the Thompson/Snow Lake brine has anomalously low lithium concentrations, indicating that it has largely been removed from solution by alteration minerals. Furthermore, brine and nonbrine mine waters at the Thompson mine have large delta6Li variations of approximately 30/1000, which primarily reflects mixing between deep brine with delta6Li of -35 +/- 2/1000 and near surface mine water that has derived higher delta6Li values through interactions with their host rocks. The contrary behavior of lithium in these two brines shows that, in systems where it has behaved conservatively, lithium isotopes can distinguish brines derived from marine sources.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14979661','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14979661"><span>Earth's oldest (approximately 3.5 Ga) fossils and the 'Early Eden hypothesis': <span class="hlt">questioning</span> the evidence.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brasier, Martin; Green, Owen; Lindsay, John; Steele, Andrew</p> <p>2004-02-01</p> <p>We <span class="hlt">question</span> the biogenicity of putative bacterial and cyanobacterial 'microfossils' from 3465 Ma Apex cherts of the Warrawoona Group in Western Australia. They are challenged on the basis of integrated multidisciplinary evidence obtained from field and fabric mapping plus new high-resolution research into their context, sedimentology, filament morphology, 'septation' and arrangement. They cannot be distinguished from (and are reinterpreted as) secondary artefacts of amorphous carbon that formed during devitrification of successive generations of carbonaceous hydrothermal dyke vein quartz. Similar structures occur within associated carbonaceous volcanic glass. The null hypothesis of an abiotic or prebiotic <span class="hlt">origin</span> for such ancient carbonaceous matter is sustained until mutually supporting contextural, morphological and geochemical evidence for a bacterial rather than abiotic <span class="hlt">origin</span> is forthcoming.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJAsB..15..291S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJAsB..15..291S"><span>Where/when/how did life begin? A philosophical key for systematizing theories on the <span class="hlt">origin</span> of life</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Świeżyński, Adam</p> <p>2016-10-01</p> <p>The <span class="hlt">question</span> of the <span class="hlt">origin</span> of life interested people for centuries. All existing views on this subject can be classified into different areas of human knowledge about the world: natural sciences, philosophy, and theology (religion). It is interesting to look at them closer and to classify all the typical groups of the theories about the <span class="hlt">origins</span> of life. We can then see links existing between them and relationships that indicate their own nature. Nowadays, driving forces of prebiological chemical evolution and the mode of explanation of the transition 'non-life into life' give a great variety of solutions. The differences between the theories, however, as well as the current controversies in the scientific community (what 'in the beginning' was?; where and when the prebiotic evolution may took place? etc.) will be shown as of secondary importance for the theories' systematization in comparison with several much more profound philosophical assumptions underlying the <span class="hlt">origin</span>-of-life-studies. My proposal to organize and classify different types of the theories of genesis of life allows for extracting conceptions of different kind: metaphysical and scientific, and also for comparing them with each other. Some of them answer the <span class="hlt">question</span> of the emergence of life in general and others on the <span class="hlt">question</span> of the <span class="hlt">origin</span> of life on the Earth only. In the perspective of contemporary scientific research on the <span class="hlt">origin</span> of life it seems interesting that two main ideas concerning the problem of the <span class="hlt">origin</span> of life, spontaneous generation and panspermia, are still present as presuppositions of certain theories but have been modified. Thus a 'philosophical key' seems to be the most appropriate to systematize all kinds of theories on the <span class="hlt">origin</span> of life. This paper is an attempt to justify the position adopted. Most important conclusion is that the philosophical basis or implications, which are irreducibly present and possible to be found within the scientific theories of the <span class="hlt">origin</span> of life</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017Icar..289..106M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017Icar..289..106M"><span>A probabilistic asteroid <span class="hlt">impact</span> risk model: assessment of sub-300 m <span class="hlt">impacts</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mathias, Donovan L.; Wheeler, Lorien F.; Dotson, Jessie L.</p> <p>2017-06-01</p> <p>A comprehensive asteroid threat assessment requires the quantification of both the <span class="hlt">impact</span> likelihood and resulting consequence across the range of possible events. This paper presents a probabilistic asteroid <span class="hlt">impact</span> risk (PAIR) assessment model developed for this purpose. The model incorporates published <span class="hlt">impact</span> frequency rates with state-of-the-art consequence assessment tools, applied within a Monte Carlo framework that generates sets of <span class="hlt">impact</span> scenarios from uncertain input parameter distributions. Explicit treatment of atmospheric entry is included to produce energy deposition rates that account for the effects of thermal ablation and object fragmentation. These energy deposition rates are used to model the resulting ground damage, and affected populations are computed for the sampled <span class="hlt">impact</span> locations. The results for each scenario are aggregated into a distribution of potential outcomes that reflect the range of uncertain <span class="hlt">impact</span> parameters, population densities, and strike probabilities. As an illustration of the utility of the PAIR model, the results are used to address the <span class="hlt">question</span> of what minimum size asteroid constitutes a threat to the population. To answer this <span class="hlt">question</span>, complete distributions of results are combined with a hypothetical risk tolerance posture to provide the minimum size, given sets of initial assumptions for objects up to 300 m in diameter. Model outputs demonstrate how such <span class="hlt">questions</span> can be answered and provide a means for interpreting the effect that input assumptions and uncertainty can have on final risk-based decisions. Model results can be used to prioritize investments to gain knowledge in critical areas or, conversely, to identify areas where additional data have little effect on the metrics of interest.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Ronald&id=EJ963538','ERIC'); return false;" href="https://eric.ed.gov/?q=Ronald&id=EJ963538"><span>It's about the <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bearwald, Ronald R.</p> <p>2011-01-01</p> <p>The best coaching partnerships are built on conversation and listening, and they are not built on a coach giving answers to a mentee. Ronald Bearward explains how coaches can use <span class="hlt">questions</span> to help mentees find answers for themselves. Effective <span class="hlt">questions</span> lead to greater reflection and solutions that teachers can use now and in the future.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=spot&pg=5&id=EJ1075042','ERIC'); return false;" href="https://eric.ed.gov/?q=spot&pg=5&id=EJ1075042"><span>Designing Great Hinge <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiliam, Dylan</p> <p>2015-01-01</p> <p>According to author Dylan Wiliam, because lessons never go exactly as planned, teachers should build plan B into plan A. This involves designing a lesson with a "hinge" somewhere in the middle and using specific kinds of <span class="hlt">questions</span>--what he calls hinge <span class="hlt">questions</span>--to quickly assess students' understanding of a concept before moving on.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110007020','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110007020"><span>Open Solar Physics <span class="hlt">Questions</span> - What Can Orbiter Do That Could Not Be Addressed By Existing Missions?</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Antiochos, S. K.</p> <p>2009-01-01</p> <p>Solar Orbiter represents a revolutionary advance in observing the Sun. Orbiter will have optical and XUV telescopes that will deliver high-resolution images and spectra from vantages points that have never been possible before, dose to the Sun and at high latitudes. At the same time, Orbiter will measure in situ the properties of the solar wind that <span class="hlt">originate</span> from the observed solar photosphere and corona. In this presentation, Ivvi|/ describe how with its unique vantage points and capabilities, Orbiter will allow us to answer, for the first time, some of the major <span class="hlt">question</span> in solar physics, such as: Where does the slow wind <span class="hlt">originate</span>? How do CMEs initiate and evolve? What is the heating mechanism in corona/ loops.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29469193','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29469193"><span>Toward sustainable environmental quality: Identifying priority research <span class="hlt">questions</span> for Latin America.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina Sb; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez-Jorquera, Ignacio Alejandro; Orozco-Medina, Martha; Boxall, Alistair Ba; Rudd, Murray A; Brooks, Bryan W</p> <p>2018-05-01</p> <p>The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research <span class="hlt">questions</span> from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research <span class="hlt">questions</span> that would represent priority needs to address in the region. One hundred <span class="hlt">questions</span> were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research <span class="hlt">questions</span> were subsequently identified. These research <span class="hlt">questions</span> included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab-to-field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key <span class="hlt">questions</span> were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution <span class="hlt">impacts</span> on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical <span class="hlt">questions</span> will</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5947661','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5947661"><span>Toward sustainable environmental quality: Identifying priority research <span class="hlt">questions</span> for Latin America</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina SB; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez‐Jorquera, Ignacio Alejandro; Orozco‐Medina, Martha; Boxall, Alistair BA; Rudd, Murray A</p> <p>2018-01-01</p> <p>ABSTRACT The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research <span class="hlt">questions</span> from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research <span class="hlt">questions</span> that would represent priority needs to address in the region. One hundred <span class="hlt">questions</span> were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research <span class="hlt">questions</span> were subsequently identified. These research <span class="hlt">questions</span> included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab‐to‐field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key <span class="hlt">questions</span> were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution <span class="hlt">impacts</span> on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1692702','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1692702"><span>Unanswered <span class="hlt">questions</span> in ecology.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>May, R</p> <p>1999-01-01</p> <p>This is very much a personal view of what I think are some of the most important unanswered <span class="hlt">questions</span> in ecology. That is, these are the <span class="hlt">questions</span> that I expect will be high on the research agenda over the coming century. The list is organized hierarchically, beginning with <span class="hlt">questions</span> at the level of individual populations, and progressing through interacting populations to entire communities or ecosystems. I will try to guess both at possible advances in basic knowledge and at potential applications. The only thing that is certain about this view of the future is that much of it will surely turn out to be wrong, and many of the most interesting future developments will be quite unforeseen. PMID:10670015</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=topics+AND+posttest+AND+research&pg=5&id=EJ1119849','ERIC'); return false;" href="https://eric.ed.gov/?q=topics+AND+posttest+AND+research&pg=5&id=EJ1119849"><span>Research and Teaching: Eight Is Not Enough--The Level of <span class="hlt">Questioning</span> and Its <span class="hlt">Impact</span> on Learning in Clicker Cases</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric; Herreid, Clyde Freeman</p> <p>2016-01-01</p> <p>Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the <span class="hlt">questions</span> within the cases differed. In one section the <span class="hlt">questions</span> were lower order (LO) factual inquiries, and in the other they were largely…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002AGUFM.A51A0043C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002AGUFM.A51A0043C"><span>Atmosphere-Forest Exchange: Important <span class="hlt">Questions</span> Regarding the Atmosphere's Role in the Delivery of Nutrient Nitrogen and <span class="hlt">Impacts</span> on Nitrogen and Carbon Cycling</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Carroll, M.; Shepson, P. B.; Bertman, S. B.; Sparks, J. P.; Holland, E. A.</p> <p>2002-12-01</p> <p>Atmosphere-Forest Exchange: Important <span class="hlt">Questions</span> Regarding the Atmosphere's Role in the Delivery of Nutrient Nitrogen and <span class="hlt">Impacts</span> on Nitrogen and Carbon Cycling Atmospheric composition and chemistry directly affect ecosystem nitrogen cycling and indirectly affect ecosystem carbon cycling and storage. Current understanding of atmosphere-forest nitrogen exchange and subsequent <span class="hlt">impacts</span> is based almost exclusively on nitrogen deposition data obtained from networks using buckets placed in open areas, studies involving inorganic nitrogen, frequently with enhanced N deposition inputs applied only to soils, and that ignore multiple stresses (e.g., the combined effects of aerosols, ozone exposure, elevated CO2, and drought). Current models of nitrogen cycling treat deposited nitrogen (e.g., HNO3 and NO3-) as a permanent sink whereas data appear to indicate that photolytic and heterogeneous chemical processes occurring on surfaces and in dew can result in the re-evolution of gaseous species such as NO and HONO. Similarly, the direct uptake of gaseous nitrogen compounds by foliage has been neglected, compromising conclusions drawn from deposition experiments and ignoring a mechanism that may significantly affect nitrogen cycling and carbon storage, one that may become more significant with future atmospheric and climate change. We hypothesize that the atmosphere plays a significant role in the delivery of nutrient nitrogen to the N-limited mixed hardwood forest at the PROPHET research site at the University of Michigan Biological Station. We assert that a complete understanding of atmosphere- biosphere interactions and feedbacks is required to develop a predictive capability regarding forest response to increasing atmospheric CO2, reactive nitrogen, oxidants, and aerosols, increasing nitrogen and acidic deposition, and anticipated climate change. We further assert that conclusions drawn from studies that are limited to inorganic nitrogen, fertilization of soils, and/or that</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=switch&pg=3&id=EJ1075050','ERIC'); return false;" href="https://eric.ed.gov/?q=switch&pg=3&id=EJ1075050"><span>Let's Switch <span class="hlt">Questioning</span> Around</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tovani, Cris</p> <p>2015-01-01</p> <p>English teacher Cris Tovani knows from her experiences teaching elementary school that students are naturally curious. But, too often, students are so trained to be <span class="hlt">question</span> answerers that by the time they reach high school, they no longer form <span class="hlt">questions</span> of their own and instead focus on trying to figure out what answer the teacher wants. Tovani…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Interview+AND+question&id=EJ1162909','ERIC'); return false;" href="https://eric.ed.gov/?q=Interview+AND+question&id=EJ1162909"><span>Difficult <span class="hlt">Questions</span> of Difficult <span class="hlt">Questions</span>: The Role of The Researcher and Transcription Styles</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henderson, Holly</p> <p>2018-01-01</p> <p>This paper refracts a comparison of three distinct transcription styles through <span class="hlt">questions</span> of researcher reflexivity. It uses the data from a single <span class="hlt">question</span> asked by the researcher in multiple interviews for a small empirical project. These data are transcribed in three ways, and the resulting transcripts are discussed in relation to the analysis…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4128644','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4128644"><span>The RNA world and the <span class="hlt">origin</span> of metabolic enzymes</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ralser, Markus</p> <p>2014-01-01</p> <p>An RNA world has been placed centre stage for explaining the <span class="hlt">origin</span> of life. Indeed, RNA is the most plausible molecule able to form both a (self)-replicator and to inherit information, necessities for initiating genetics. However, in parallel with self-replication, the proto-organism had to obtain the ability to catalyse supply of its chemical constituents, including the ribonucleotide metabolites required to replicate RNA. Although the possibility of an RNA-catalysed metabolic network has been considered, it is to be <span class="hlt">questioned</span> whether RNA molecules, at least on their own, possess the required catalytic capacities. An alternative scenario for the <span class="hlt">origin</span> of metabolism involves chemical reactions that are based on environmental catalysts. Recently, we described a non-enzymatic glycolysis and pentose phosphate pathway-like reactions catalysed by metal ions [mainly Fe(II)] and phosphate, simple inorganic molecules abundantly found in Archaean sediments. While the RNA world can serve to explain the <span class="hlt">origin</span> of genetics, the <span class="hlt">origin</span> of the metabolic network might thus date back to constraints of environmental chemistry. Interestingly, considering a metal-catalysed <span class="hlt">origin</span> of metabolism gives rise to an attractive hypothesis about how the first enzymes could have formed: simple RNA or (poly)peptide molecules could have bound the metal ions, and thus increased their solubility, concentration and accessibility. In a second step, this would have allowed substrate specificity to evolve. PMID:25109990</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..1714157T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..1714157T"><span>An <span class="hlt">original</span> experiment to determine <span class="hlt">impact</span> of catch crop introduction in a crop rotation on N2O production fate</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tallec, Tiphaine; Le Dantec, Valérie; Zawilski, Bartosz; Brut, Aurore; Boussac, Marion; Ferlicoq, Morgan; Ceschia, Eric</p> <p>2015-04-01</p> <p>The raise in N2O concentration from the preindustrial era (280 ppb) to nowadays (324 ppb) is estimated to account for approximately 6% of the predicted global warming (IPCC 2014). Worldwide, soils are considered to be the dominant source of N2O, releasing an estimated 9.5 Tg N2O-N y-1 (65% of global N2O emissions), of which 36.8% are estimated to <span class="hlt">originate</span> from agricultural soils (IPCC 2001). Most N2O <span class="hlt">originating</span> from agricultural soils is a by- or end-product of nitrification or denitrification. The fate of N2O produced by microbiological processes in the subsoil is controlled by biotic (crop species, occurring soil organic matter, human pressure via mineral and organic nitrogen fertilisation) and abiotic (environmental conditions such as temperature, soil moisture, pH, etc.) factors. In cropland, contrary to forest and grassland, long bare soil periods can occurred between winter and summer crops with a high level of mineral (fertilizer) and organic (residues) nitrogen remaining in the soil, causing important emissions of carbon and nitrogen induced by microbial activities. Introduction of catch crop has been identified as an important mitigation option to reduce environmental <span class="hlt">impact</span> of crops mainly thanks to their ability to increase CO2 fixation, to decrease mineral nitrogen lixiviation and also reduce the potential fate of N2O production. Uncertainty also remains about the <span class="hlt">impact</span> of released mineral nitrogen coming from crushed catch crop on N2O production if summer crop seedling and mineral nitrogen release are not well synchronized. To verify those assumptions, a unique paired-plot experiment was carried in the south-west of France from September 2013 to august 2014 to test <span class="hlt">impact</span> of management change on N2O budget and production dynamic. A crop plot was divided into two subplots, one receiving a catch crop (mustard), the other one remaining conventionally managed (bare-soil during winter). This set-up allowed avoiding climate effect. Each subplot was</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092427.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092427.pdf"><span>Validity and Reliability of Scores Obtained on Multiple-Choice <span class="hlt">Questions</span>: Why Functioning Distractors Matter</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ali, Syed Haris; Carr, Patrick A.; Ruit, Kenneth G.</p> <p>2016-01-01</p> <p>Plausible distractors are important for accurate measurement of knowledge via multiple-choice <span class="hlt">questions</span> (MCQs). This study demonstrates the <span class="hlt">impact</span> of higher distractor functioning on validity and reliability of scores obtained on MCQs. Freeresponse (FR) and MCQ versions of a neurohistology practice exam were given to four cohorts of Year 1 medical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=neither+AND+deep+OR+shallow&pg=2&id=ED568081','ERIC'); return false;" href="https://eric.ed.gov/?q=neither+AND+deep+OR+shallow&pg=2&id=ED568081"><span>A Study of Novice Instructors' <span class="hlt">Questioning</span> Techniques and Classroom Discourse Surrounding Those <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roach, Kitty Lane</p> <p>2015-01-01</p> <p>The goals of this dissertation were to examine how novice calculus teachers used <span class="hlt">questions</span> in their classrooms, how those <span class="hlt">questions</span> and their use might change after video case-based course coordination, and what evidence of influence on student learning might be seen in undergraduate student achievement. This research focused on one way to elicit…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=venice&pg=2&id=EJ899083','ERIC'); return false;" href="https://eric.ed.gov/?q=venice&pg=2&id=EJ899083"><span>A Comparison of Study Strategies for Passages: Rereading, Answering <span class="hlt">Questions</span>, and Generating <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Weinstein, Yana; McDermott, Kathleen B.; Roediger, Henry L., III</p> <p>2010-01-01</p> <p>Students are often encouraged to generate and answer their own <span class="hlt">questions</span> on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered <span class="hlt">questions</span>, and took a test to get accustomed to the materials in a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23637092','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23637092"><span><span class="hlt">Questions</span> concerning the potential <span class="hlt">impact</span> of glyphosate-based herbicides on amphibians.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wagner, Norman; Reichenbecher, Wolfram; Teichmann, Hanka; Tappeser, Beatrix; Lötters, Stefan</p> <p>2013-08-01</p> <p>Use of glyphosate-based herbicides is increasing worldwide. The authors review the available data related to potential <span class="hlt">impacts</span> of these herbicides on amphibians and conduct a qualitative meta-analysis. Because little is known about environmental concentrations of glyphosate in amphibian habitats and virtually nothing is known about environmental concentrations of the substances added to the herbicide formulations that mainly contribute to adverse effects, glyphosate levels can only be seen as approximations for contamination with glyphosate-based herbicides. The <span class="hlt">impact</span> on amphibians depends on the herbicide formulation, with different sensitivity of taxa and life stages. Effects on development of larvae apparently are the most sensitive endpoints to study. As with other contaminants, costressors mainly increase adverse effects. If and how glyphosate-based herbicides and other pesticides contribute to amphibian decline is not answerable yet due to missing data on how natural populations are affected. Amphibian risk assessment can only be conducted case-specifically, with consideration of the particular herbicide formulation. The authors recommend better monitoring of both amphibian populations and contamination of habitats with glyphosate-based herbicides, not just glyphosate, and suggest including amphibians in standardized test batteries to study at least dermal administration. Copyright © 2013 SETAC.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18974812','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18974812"><span>An exploratory analysis of PubMed's free full-text limit on citation retrieval for clinical <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Krieger, Mary M; Richter, Randy R; Austin, Tricia M</p> <p>2008-10-01</p> <p>The research sought to determine (1) how use of the PubMed free full-text (FFT) limit affects citation retrieval and (2) how use of the FFT limit <span class="hlt">impacts</span> the types of articles and levels of evidence retrieved. Four clinical <span class="hlt">questions</span> based on a research agenda for physical therapy were searched in PubMed both with and without the use of the FFT limit. Retrieved citations were examined for relevancy to each <span class="hlt">question</span>. Abstracts of relevant citations were reviewed to determine the types of articles and levels of evidence. Descriptive analysis was used to compare the total number of citations, number of relevant citations, types of articles, and levels of evidence both with and without the use of the FFT limit. Across all 4 <span class="hlt">questions</span>, the FFT limit reduced the number of citations to 11.1% of the total number of citations retrieved without the FFT limit. Additionally, high-quality evidence such as systematic reviews and randomized controlled trials were missed when the FFT limit was used. Health sciences librarians play a key role in educating users about the potential <span class="hlt">impact</span> the FFT limit has on the number of citations, types of articles, and levels of evidence retrieved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29179623','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29179623"><span>In Defense of the <span class="hlt">Questionable</span>: Defining the Basis of Research Scientists' Engagement in <span class="hlt">Questionable</span> Research Practices.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sacco, Donald F; Bruton, Samuel V; Brown, Mitch</p> <p>2018-02-01</p> <p>National Institutes of Health principal investigators reported their perceptions of the ethical defensibility, prevalence in their field, and their personal willingness to engage in <span class="hlt">questionable</span> research practices (QRPs). Using ethical defensibility ratings, an exploratory factor analysis yielded a two-factor solution: behaviors considered unambiguously ethically indefensible and behaviors whose ethical defensibility was more ambiguous. In addition, increasing perceptions that QRPs affect science predicted reduced acceptability of QRPs, whereas increasing beliefs that QRPs are normative or necessary for career success predicted increased acceptability of QRPs. Perceptions that QRPs are risky were unrelated to QRP acceptability but predicted reduced extramural funding (i.e., researchers' lifetime extramural grants and total funding secured). These results identify risk (i.e., beliefs that QRPs are normative to stay competitive in one's field) and protective factors (i.e., beliefs that QRPs have a significant negative <span class="hlt">impact</span> on society) related to QRP endorsement that could inform educational interventions for training research scientists.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22171078','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22171078"><span>Asynchronous <span class="hlt">origins</span> of ectomycorrhizal clades of Agaricales.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ryberg, Martin; Matheny, P Brandon</p> <p>2012-05-22</p> <p>The ectomycorrhizal (ECM) symbiosis is the most widespread biotrophic nutritional mode in mushroom-forming fungi. ECM fungi include, though are not limited to, about 5000 described species of Agaricales from numerous, independently evolved lineages. Two central hypotheses suggest different explanations for the <span class="hlt">origin</span> of ECM fungal diversity: (i) dual <span class="hlt">origins</span>, initially with the Pinaceae in the Jurassic and later with angiosperms during the Late Cretaceous, and (ii) a simultaneous and convergent radiation of ECM lineages in response to cooling climate during the Palaeogene and advancing temperate ECM plant communities. Neither of these hypotheses is supported here. While we demonstrate support for asynchronous <span class="hlt">origins</span> of ECM Agaricales, the timing of such events appears to have occurred more recently than suggested by the first hypothesis, first during the Cretaceous and later during the Palaeogene. We are also unable to reject models of rate constancy, which suggests that the diversity of ECM Agaricales is not a consequence of convergent rapid radiations following evolutionary transitions from saprotrophic to ECM habits. ECM lineages of Agaricales differ not only in age, but also in rates of diversification and rate of substitution at nuclear ribosomal RNA loci. These results <span class="hlt">question</span> the biological uniformity of the ECM guild.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3311903','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3311903"><span>Asynchronous <span class="hlt">origins</span> of ectomycorrhizal clades of Agaricales</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ryberg, Martin; Matheny, P. Brandon</p> <p>2012-01-01</p> <p>The ectomycorrhizal (ECM) symbiosis is the most widespread biotrophic nutritional mode in mushroom-forming fungi. ECM fungi include, though are not limited to, about 5000 described species of Agaricales from numerous, independently evolved lineages. Two central hypotheses suggest different explanations for the <span class="hlt">origin</span> of ECM fungal diversity: (i) dual <span class="hlt">origins</span>, initially with the Pinaceae in the Jurassic and later with angiosperms during the Late Cretaceous, and (ii) a simultaneous and convergent radiation of ECM lineages in response to cooling climate during the Palaeogene and advancing temperate ECM plant communities. Neither of these hypotheses is supported here. While we demonstrate support for asynchronous <span class="hlt">origins</span> of ECM Agaricales, the timing of such events appears to have occurred more recently than suggested by the first hypothesis, first during the Cretaceous and later during the Palaeogene. We are also unable to reject models of rate constancy, which suggests that the diversity of ECM Agaricales is not a consequence of convergent rapid radiations following evolutionary transitions from saprotrophic to ECM habits. ECM lineages of Agaricales differ not only in age, but also in rates of diversification and rate of substitution at nuclear ribosomal RNA loci. These results <span class="hlt">question</span> the biological uniformity of the ECM guild. PMID:22171078</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.fda.gov/Drugs/ResourcesForYou/Consumers/QuestionsAnswers/ucm100100.htm','NIH-MEDLINEPLUS'); return false;" href="https://www.fda.gov/Drugs/ResourcesForYou/Consumers/QuestionsAnswers/ucm100100.htm"><span>Generic Drugs: <span class="hlt">Questions</span> and Answers</span></a></p> <p><a target="_blank" href="http://medlineplus.gov/">MedlinePlus</a></p> <p></p> <p></p> <p>... Vaccines, Blood & Biologics Animal & Veterinary Cosmetics Tobacco Products Drugs Home Drugs Resources for You Information for Consumers (Drugs) <span class="hlt">Questions</span> & Answers Generic Drugs: <span class="hlt">Questions</span> & Answers Share Tweet Linkedin Pin it More ...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26335413','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26335413"><span>Ordered <span class="hlt">questions</span> bias eyewitnesses and jurors.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Michael, Robert B; Garry, Maryanne</p> <p>2016-04-01</p> <p>Eyewitnesses play an important role in the justice system. But suggestive <span class="hlt">questioning</span> can distort eyewitness memory and confidence, and these distorted beliefs influence jurors (Loftus, Learning & Memory, 12, 361-366, 2005; Penrod & Culter, Psychology, Public Policy, and Law, 1, 817-845, 1995). Recent research, however, hints that suggestion is not necessary: Simply changing the order of a set of trivia <span class="hlt">questions</span> altered people's beliefs about their accuracy on those <span class="hlt">questions</span> (Weinstein & Roediger, Memory & Cognition, 38, 366-376, 2010, Memory & Cognition, 40, 727-735, 2012). We wondered to what degree eyewitnesses' beliefs-and in turn the jurors who evaluate them-would be affected by this simple change to the order in which they answer <span class="hlt">questions</span>. Across six experiments, we show that the order of <span class="hlt">questions</span> matters. Eyewitnesses reported higher accuracy and were more confident about their memory when <span class="hlt">questions</span> seemed initially easy, than when they seemed initially difficult. Moreover, jurors' beliefs about eyewitnesses closely matched those of the eyewitnesses themselves. These findings have implications for eyewitness metacognition and for eyewitness <span class="hlt">questioning</span> procedures.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1839371','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1839371"><span>Beyond Information Retrieval—Medical <span class="hlt">Question</span> Answering</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lee, Minsuk; Cimino, James; Zhu, Hai Ran; Sable, Carl; Shanker, Vijay; Ely, John; Yu, Hong</p> <p>2006-01-01</p> <p>Physicians have many <span class="hlt">questions</span> when caring for patients, and frequently need to seek answers for their <span class="hlt">questions</span>. Information retrieval systems (e.g., PubMed) typically return a list of documents in response to a user’s query. Frequently the number of returned documents is large and makes physicians’ information seeking “practical only ‘after hours’ and not in the clinical settings”. <span class="hlt">Question</span> answering techniques are based on automatically analyzing thousands of electronic documents to generate short-text answers in response to clinical <span class="hlt">questions</span> that are posed by physicians. The authors address physicians’ information needs and described the design, implementation, and evaluation of the medical <span class="hlt">question</span> answering system (MedQA). Although our long term goal is to enable MedQA to answer all types of medical <span class="hlt">questions</span>, currently, we currently implement MedQA to integrate information retrieval, extraction, and summarization techniques to automatically generate paragraph-level text for definitional <span class="hlt">questions</span> (i.e., “What is X?”). MedQA can be accessed at http://www.dbmi.columbia.edu/~yuh9001/research/MedQA.html. PMID:17238385</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AJ....155...42N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AJ....155...42N"><span>Dynamical <span class="hlt">Origin</span> and Terrestrial <span class="hlt">Impact</span> Flux of Large Near-Earth Asteroids</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nesvorný, David; Roig, Fernando</p> <p>2018-01-01</p> <p>Dynamical models of the asteroid delivery from the main belt suggest that the current <span class="hlt">impact</span> flux of diameter D> 10 km asteroids on the Earth is ≃0.5–1 Gyr‑1. Studies of the Near-Earth Asteroid (NEA) population find a much higher flux, with ≃ 7 D> 10 km asteroid <span class="hlt">impacts</span> per Gyr. Here we show that this problem is rooted in the application of <span class="hlt">impact</span> probability of small NEAs (≃1.5 Gyr‑1 per object), whose population is well characterized, to large NEAs. In reality, large NEAs evolve from the main belt by different escape routes, have a different orbital distribution, and lower <span class="hlt">impact</span> probabilities (0.8 ± 0.3 Gyr‑1 per object) than small NEAs. In addition, we find that the current population of two D> 10 km NEAs (Ganymed and Eros) is a slight fluctuation over the long-term average of 1.1+/- 0.5 D> 10 km NEAs in a steady state. These results have important implications for our understanding of the occurrence of the K/T-scale <span class="hlt">impacts</span> on the terrestrial worlds.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scientific+AND+Methods+AND+experiments&pg=7&id=EJ1014587','ERIC'); return false;" href="https://eric.ed.gov/?q=scientific+AND+Methods+AND+experiments&pg=7&id=EJ1014587"><span><span class="hlt">Questioning</span> and Reading Goals: Information-Seeking <span class="hlt">Questions</span> Asked on Scientific Texts Read under Different Task Conditions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ishiwa, Koto; Sanjose, Vicente; Otero, Jose</p> <p>2013-01-01</p> <p>Background: A number of studies report that few <span class="hlt">questions</span> are asked in classrooms and that many of them are shallow <span class="hlt">questions</span>. Aims: This study investigates the way in which reading goals determine <span class="hlt">questioning</span> on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5060568','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5060568"><span><span class="hlt">Questioning</span> context: a set of interdisciplinary <span class="hlt">questions</span> for investigating contextual factors affecting health decision making</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Charise, Andrea; Witteman, Holly; Whyte, Sarah; Sutton, Erica J.; Bender, Jacqueline L.; Massimi, Michael; Stephens, Lindsay; Evans, Joshua; Logie, Carmen; Mirza, Raza M.; Elf, Marie</p> <p>2011-01-01</p> <p>Abstract Objective To combine insights from multiple disciplines into a set of <span class="hlt">questions</span> that can be used to investigate contextual factors affecting health decision making. Background Decision‐making processes and outcomes may be shaped by a range of non‐medical or ‘contextual’ factors particular to an individual including social, economic, political, geographical and institutional conditions. Research concerning contextual factors occurs across many disciplines and theoretical domains, but few conceptual tools have attempted to integrate and translate this wide‐ranging research for health decision‐making purposes. Methods To formulate this tool we employed an iterative, collaborative process of scenario development and <span class="hlt">question</span> generation. Five hypothetical health decision‐making scenarios (preventative, screening, curative, supportive and palliative) were developed and used to generate a set of exploratory <span class="hlt">questions</span> that aim to highlight potential contextual factors across a range of health decisions. Findings We present an exploratory tool consisting of <span class="hlt">questions</span> organized into four thematic domains – Bodies, Technologies, Place and Work (BTPW) – articulating wide‐ranging contextual factors relevant to health decision making. The BTPW tool encompasses health‐related scholarship and research from a range of disciplines pertinent to health decision making, and identifies concrete points of intersection between its four thematic domains. Examples of the practical application of the <span class="hlt">questions</span> are also provided. Conclusions These exploratory <span class="hlt">questions</span> provide an interdisciplinary toolkit for identifying the complex contextual factors affecting decision making. The set of <span class="hlt">questions</span> comprised by the BTPW tool may be applied wholly or partially in the context of clinical practice, policy development and health‐related research. PMID:21029277</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=temperature+AND+classes&pg=2&id=EJ899789','ERIC'); return false;" href="https://eric.ed.gov/?q=temperature+AND+classes&pg=2&id=EJ899789"><span>Students' <span class="hlt">Questions</span> and Discursive Interaction: Their <span class="hlt">Impact</span> on Argumentation during Collaborative Group Discussions in Science</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chin, Christine; Osborne, Jonathan</p> <p>2010-01-01</p> <p>This study investigated the potential of students' written and oral <span class="hlt">questions</span> both as an epistemic probe and heuristic for initiating collaborative argumentation in science. Four classes of students, aged 12-14 years from two countries, were asked to discuss which of two graphs best represented the change in temperature as ice was heated to steam.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014cfbg.conf....9G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014cfbg.conf....9G"><span>A Review of Ideas Concerning Life <span class="hlt">Origin</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gindilis, L. M.</p> <p>2014-10-01</p> <p>Since the times of Antiquity the and for a long time the idea of self-<span class="hlt">origination</span> of life was the dominant one. It reappeared again after microorganisms were discovered (XVII century). The possibility of abiogenesis at microbial level was discussed for more than a century. Pateur demonstrated that spontaneous <span class="hlt">origination</span> of microorganisms in sterile broth was due to those same microorganisms transported by dust particles. Thus proving that every form of life <span class="hlt">originates</span> from the parental life form. So the <span class="hlt">question</span> arises: how did the first microorganisms appear on the Earth. There are three possible versions: 1) accidental <span class="hlt">origination</span> of a viable form; 2) primal organisms were transported to the Earth from outer space; 3) they were formed on the Earth in the process of prebiotic chemical evolution. We discuss the problems of prebiotic evolution from simple monomers up to living cells. An important item of nowadays conceptions of life <span class="hlt">origination</span> is the hypothesis of the ancient world of RNA as possible precursor of life on Earth. The discovery in carbonaceous chondrites of traces of bacterial life evidences the existence of life in the Solar System even before the formation of the Earth. The idea of life as brought to the Earth out of Cosmos <span class="hlt">originated</span> under the impression of self-<span class="hlt">origination</span> hypothesis downfall. It went through several stages (Helmholtz, W. Thompson, XIX century; Arrhenius, early XX century; Hoyle and Wickramasinghe, second half of XX century) and presently evokes constantly growing interest. The panspermia theory does not solve the problem of <span class="hlt">origination</span> of life, only moves it onto other planets. According to V.A. Mazur, the probability of accidental formation of RNA molecule is negligible not only on the Earth, but in the whole Universe over all the time span of its existence. But it is practically equal to unit in the domain formed at the inflation stage of the evolution of the Universe. A.D.Panov considered panspermia in the Galaxy at the level</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19920019373&hterms=prehistory&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dprehistory','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19920019373&hterms=prehistory&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dprehistory"><span>Inheritance of magma ocean differentiation during lunar <span class="hlt">origin</span> by giant <span class="hlt">impact</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Warren, Paul H.</p> <p>1992-01-01</p> <p>The giant <span class="hlt">impact</span> model for the Moon has won widespread support. It seems to satisfactorily explain the high angular momentum of the Earth-Moon system, and the strong depletion of FeNi in the Moon. This model is usually assumed to entail no significant fractionation of nonvolatile lithophile elements relative to a simple binary mixture of impactor silicates plus protoearth silicates. Although the Earth may have been hot enough before the <span class="hlt">impact</span> to be completely molten, analysis of the likely number and timing of major <span class="hlt">impacts</span> in the prehistory of the impactor indicates that a fully molten, undifferentiated condition for that relatively small body is unlikely. Given selective sampling by the giant <span class="hlt">impact</span>, any significant vertical differentiation within the noncore portion of the impactor would have been largely inherited by the Moon.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED438271.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED438271.pdf"><span><span class="hlt">Questionable</span> Exercises.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liemohn, Wendell; Haydu, Traci; Phillips, Dawn</p> <p>1999-01-01</p> <p>This publication presents general guidelines for exercise prescription that have an anatomical basis but also consider the exerciser's ability to do the exercise correctly. It reviews various common <span class="hlt">questionable</span> exercises, explaining how some exercises, especially those designed for flexibility and muscle fitness, can cause harm. Safer…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22212034','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22212034"><span>On authenticity: the <span class="hlt">question</span> of truth in construction and autobiography.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Collins, Sara</p> <p>2011-12-01</p> <p>Freud was occupied with the <span class="hlt">question</span> of truth and its verification throughout his work. He looked to archaeology for an evidence model to support his ideas on reconstruction. He also referred to literature regarding truth in reconstruction, where he saw shifts between historical fact and invention, and detected such swings in his own case histories. In his late work Freud pondered over the impossibility of truth in reconstruction by juxtaposing truth with 'probability'. Developments on the role of fantasy and myth in reconstruction and contemporary debates over objectivity have increasingly highlighted the <span class="hlt">question</span> of 'truth' in psychoanalysis. I will argue that 'authenticity' is a helpful concept in furthering the discussion over truth in reconstruction. Authenticity denotes that which is genuine, trustworthy and emotionally accurate in a reconstruction, as observed within the immediacy of the analyst/patient interaction. As authenticity signifies genuineness in a contemporary context its <span class="hlt">origins</span> are verifiable through the analyst's own observations of the analytic process itself. Therefore, authenticity is about the likelihood and approximation of historical truth rather than its certainty. In that respect it links with Freud's musings over 'probability'. Developments on writing 'truths' in autobiography mirror those in reconstruction, and lend corroborative support from another source. Copyright © 2011 Institute of Psychoanalysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015SoPh..290.1011M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015SoPh..290.1011M"><span><span class="hlt">Questioning</span> Many Mysteries</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Martin, Sara F.</p> <p>2015-04-01</p> <p>The first section of this memoir queries my formative years. Indirectly I address the <span class="hlt">question</span>, did my childhood and early years make a difference in my choice of career? Why and how did I begin my journey to becoming a scientist? Did I choose the field of solar astronomy or did circumstances dictate it for me? In the second section, I travel through my work environments and experiences, talking about interactions and aspects of being a scientist that do not appear in our research papers. What parts of my research were happenstances and what parts did I plan? What does it feel like to be on scientific quests? Using examples in my journey, I also turn to <span class="hlt">questions</span> that have intrigued me throughout my sojourn as a solar astronomer. How do scientific discoveries come about? What factors lead to little discoveries? And what factors lead to major exciting discoveries? Are there timely <span class="hlt">questions</span> we do not think to ask? How can small, seemingly scattered pieces of knowledge suddenly coalesce into a deeper understanding - what is called the "Aha!" experience - the times when our mental light switches on, and with child-like wonder we behold a "big picture"?</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1910320R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1910320R"><span>Trends in Soil Science education: moving from teacher's <span class="hlt">questioning</span> to student's <span class="hlt">questioning</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Roca, Núria</p> <p>2017-04-01</p> <p>Soil science has suffered from communication problems within its own discipline, with other disciplines (except perhaps agronomy) and with the general public. Prof. Dennis Greenland wrote the following in the early 1990s: "…soil scientists have also been frustrated as their advice has gone apparently unheeded. This may be because the advice is couched in terms more easily understood by other soil scientists than by politicians and economists who control the disposition of land. If soil science is to serve society fully it is essential that its arguments are presented in terms readily understood by all and with both scientific and economic rigor so that they are not easily refuted". Soil is a 3-dimensional body with properties that reflect the <span class="hlt">impact</span> of climate, vegetation, fauna, man and topography on the soil's parent material over a variable time span. Therefore, soil sciences must integrate different knowledge of many disciplines. How should one go about the teaching and learning of a subject like soil science? This is an ever present <span class="hlt">question</span> resident in the mind of a soil science teacher who knows that students will find soil science an inherently difficult subject to understand. Therefore, Soil Science cannot be taught in the same way. This paper proposes a mural construction that allows to understand soil formation, soil evolution and soil distribution. This experience has been realized with secondary teachers to offer tools for active learning methodologies. Therefore, this teaching project starts with a box and a global soil map distribution in a wall mural. The box contains many cards with soil properties, soil factors, soil process, soils orders and different natural soil photos as the pieces of a big puzzle. All these pieces will be arranged in the wall mural. These environments imply a new perspective of teaching: moving from a teacher-centered teaching to a student-centered teaching. In contrast to learning-before-doing— the model of most</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017RPPh...80i2601I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017RPPh...80i2601I"><span><span class="hlt">Origins</span> of life: a problem for physics, a key issues review</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Imari Walker, Sara</p> <p>2017-09-01</p> <p>The <span class="hlt">origins</span> of life stands among the great open scientific <span class="hlt">questions</span> of our time. While a number of proposals exist for possible starting points in the pathway from non-living to living matter, these have so far not achieved states of complexity that are anywhere near that of even the simplest living systems. A key challenge is identifying the properties of living matter that might distinguish living and non-living physical systems such that we might build new life in the lab. This review is geared towards covering major viewpoints on the <span class="hlt">origin</span> of life for those new to the <span class="hlt">origin</span> of life field, with a forward look towards considering what it might take for a physical theory that universally explains the phenomenon of life to arise from the seemingly disconnected array of ideas proposed thus far. The hope is that a theory akin to our other theories in fundamental physics might one day emerge to explain the phenomenon of life, and in turn finally permit solving its <span class="hlt">origins</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20452949','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20452949"><span>An <span class="hlt">origin</span> of life on Mars.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McKay, Christopher P</p> <p>2010-04-01</p> <p>Evidence of past liquid water on the surface of Mars suggests that this world once had habitable conditions and leads to the <span class="hlt">question</span> of life. If there was life on Mars, it would be interesting to determine if it represented a separate <span class="hlt">origin</span> from life on Earth. To determine the biochemistry and genetics of life on Mars requires that we have access to an organism or the biological remains of one-possibly preserved in ancient permafrost. A way to determine if organic material found on Mars represents the remains of an alien biological system could be based on the observation that biological systems select certain organic molecules over others that are chemically similar (e.g., chirality in amino acids).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/risk/regional-screening-levels-frequent-questions','PESTICIDES'); return false;" href="https://www.epa.gov/risk/regional-screening-levels-frequent-questions"><span>Regional Screening Levels Frequent <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Regional Screening Level RSL frequently asked <span class="hlt">question</span> FAQ page provides risk assessors answers to common <span class="hlt">questions</span> about the preliminary remediation goal PRG risk based concentration RBC and risk calculator for the assessment of human Health.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/17271','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/17271"><span>Ask the climate <span class="hlt">question</span> : adapting to climate change <span class="hlt">impacts</span> in urban regions</span></a></p> <p><a target="_blank" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2009-06-01</p> <p>As the first responders to the <span class="hlt">impacts</span> of climate change, local governments play a crucial role in implementing the actions and strategies that will reduce their communities vulnerability to the dangers of a changing climate. This type of action o...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19780047557&hterms=missing&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Dmissing','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19780047557&hterms=missing&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Dmissing"><span><span class="hlt">Origin</span> of asteroids and the missing planet</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Opik, E. J.</p> <p>1977-01-01</p> <p>Consideration is given to Ovenden's (1972) theory concerning the existence of a planet of 90 earth masses which existed from the beginning of the solar system and then disappeared 16 million years ago, leaving only asteroids. His model for secular perturbations is reviewed along with the principle of least interaction action (1972, 1973, 1975) on which the model is based. It is suggested that the structure of the asteroid belt and the <span class="hlt">origin</span> of meteorites are associated with the vanished planet. A figure of 0.001 earth masses is proposed as a close estimate of the mass of the asteroidal belt. The hypothesis that the planet was removed through an explosion is discussed, noting the possible <span class="hlt">origin</span> of asteroids in such a manner. Various effects of the explosion are postulated, including the direct <span class="hlt">impact</span> of fragments on the earth, their <span class="hlt">impact</span> on the sun and its decreased radiation, and the direct radiation of the explosion. A model for the disappearance of the planet by ejection in a gravitational encounter with a passing mass is also described.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title47-vol5/pdf/CFR-2010-title47-vol5-sec97-523.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title47-vol5/pdf/CFR-2010-title47-vol5-sec97-523.pdf"><span>47 CFR 97.523 - <span class="hlt">Question</span> pools.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... 47 Telecommunication 5 2010-10-01 2010-10-01 false <span class="hlt">Question</span> pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO... <span class="hlt">question</span> pool for each written examination element. Each <span class="hlt">question</span> pool must contain at least 10 times the...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140012602','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140012602"><span>Chemical Zoning of Feldspars in Lunar Granitoids: Implications for the <span class="hlt">Origins</span> of Lunar Silicic Magmas</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Mills, R. D; Simon, J. I.; Alexander, C.M. O'D.; Wang, J.; Christoffersen, R.; Rahman, Z..</p> <p>2014-01-01</p> <p>Fine-scale chemical and textural measurements of alkali and plagioclase feldspars in the Apollo granitoids (ex. Fig. 1) can be used to address their petrologic <span class="hlt">origin(s</span>). Recent findings suggest that these granitoids may hold clues of global importance, rather than of only local significance for small-scale fractionation. Observations of morphological features that resemble silicic domes on the unsampled portion of the Moon suggest that local, sizable net-works of high-silica melt (>65 wt % SiO2) were present during crust-formation. Remote sensing data from these regions suggest high concentrations of Si and heat-producing elements (K, U, and Th). To help under-stand the role of high-silica melts in the chemical differentiation of the Moon, three <span class="hlt">questions</span> must be answered: (1) when were these magmas generated?, (2) what was the source material?, and (3) were these magmas produced from internal differentiation. or <span class="hlt">impact</span> melting and crystallization? Here we focus on #3. It is difficult to produce high-silica melts solely by fractional crystallization. Partial melting of preexisting crust may therefore also have been important and pos-sibly the primary mechanism that produced the silicic magmas on the Moon. Experimental studies demonstrate that partial melting of gabbroic rock under mildly hydrated conditions can produce high-silica compositions and it has been suggested by that partial melting by basaltic underplating is the mechanism by which high-silica melts were produced on the Moon. TEM and SIMS analyses, coordinated with isotopic dating and tracer studies, can help test whether the minerals in the Apollo granitoids formed in a plutonic setting or were the result of <span class="hlt">impact</span>-induced partial melting. We analyzed granitoid clasts from 3 Apollo samples: polymict breccia 12013,141, crystalline-matrix breccia 14303,353, and breccia 15405,78</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21126528','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21126528"><span>The <span class="hlt">origins</span> of <span class="hlt">originality</span>: the neural bases of creative thinking and <span class="hlt">originality</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shamay-Tsoory, S G; Adler, N; Aharon-Peretz, J; Perry, D; Mayseless, N</p> <p>2011-01-01</p> <p>Although creativity has been related to prefrontal activity, recent neurological case studies postulate that patients who have left frontal and temporal degeneration involving deterioration of language abilities may actually develop de novo artistic abilities. In this study, we propose a neural and cognitive model according to which a balance between the two hemispheres affects a major aspect of creative cognition, namely, <span class="hlt">originality</span>. In order to examine the neural basis of <span class="hlt">originality</span>, that is, the ability to produce statistically infrequent ideas, patients with localized lesions in the medial prefrontal cortex (mPFC), inferior frontal gyrus (IFG), and posterior parietal and temporal cortex (PC), were assessed by two tasks involving divergent thinking and <span class="hlt">originality</span>. Results indicate that lesions in the mPFC involved the most profound impairment in <span class="hlt">originality</span>. Furthermore, precise anatomical mapping of lesions indicated that while the extent of lesion in the right mPFC was associated with impaired <span class="hlt">originality</span>, lesions in the left PC were associated with somewhat elevated levels of <span class="hlt">originality</span>. A positive correlation between creativity scores and left PC lesions indicated that the larger the lesion is in this area the greater the <span class="hlt">originality</span>. On the other hand, a negative correlation was observed between <span class="hlt">originality</span> scores and lesions in the right mPFC. It is concluded that the right mPFC is part of a right fronto-parietal network which is responsible for producing <span class="hlt">original</span> ideas. It is possible that more linear cognitive processing such as language, mediated by left hemisphere structures interferes with creative cognition. Therefore, lesions in the left hemisphere may be associated with elevated levels of <span class="hlt">originality</span>. Copyright © 2010 Elsevier Ltd. All rights reserved.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27629379','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27629379"><span>Protein Electrochemistry: <span class="hlt">Questions</span> and Answers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fourmond, V; Léger, C</p> <p></p> <p>This chapter presents the fundamentals of electrochemistry in the context of protein electrochemistry. We discuss redox proteins and enzymes that are not photoactive. Of course, the principles described herein also apply to photobioelectrochemistry, as discussed in later chapters of this book. Depending on which experiment is considered, electron transfer between proteins and electrodes can be either direct or mediated, and achieved in a variety of configurations: with the protein and/or the mediator free to diffuse in solution, immobilized in a thick, hydrated film, or adsorbed as a sub-monolayer on the electrode. The experiments can be performed with the goal to study the protein or to use it. Here emphasis is on mechanistic studies, which are easier in the configuration where the protein is adsorbed and electron transfer is direct, but we also explain the interpretation of signals obtained when diffusion processes affect the response.This chapter is organized as a series of responses to <span class="hlt">questions</span>. <span class="hlt">Questions</span> 1-5 are related to the basics of electrochemistry: what does "potential" or "current" mean, what does an electrochemical set-up look like? <span class="hlt">Questions</span> 6-9 are related to the distinction between adsorbed and diffusive redox species. The answers to <span class="hlt">questions</span> 10-13 explain the interpretation of slow and fast scan voltammetry with redox proteins. <span class="hlt">Questions</span> 14-19 deal with catalytic electrochemistry, when the protein studied is actually an enzyme. <span class="hlt">Questions</span> 20, 21 and 22 are general.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scientific+AND+resources+AND+share&pg=3&id=EJ1024051','ERIC'); return false;" href="https://eric.ed.gov/?q=scientific+AND+resources+AND+share&pg=3&id=EJ1024051"><span>Good Student <span class="hlt">Questions</span> in Inquiry Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lombard, François E.; Schneider, Daniel K.</p> <p>2013-01-01</p> <p>Acquisition of scientific reasoning is one of the big challenges in education. A popular educational strategy advocated for acquiring deep knowledge is inquiry-based learning, which is driven by emerging "good <span class="hlt">questions</span>". This study will address the <span class="hlt">question</span>: "Which design features allow learners to refine <span class="hlt">questions</span> while preserving…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED394507.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED394507.pdf"><span>The Use of Internet FAQs (Frequently Asked <span class="hlt">Questions</span>) and Files as Cost-Effective Supplements to Textbooks and Substitutions for Photocopies.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>MacFarland, Thomas W.; Yates, Jan M.</p> <p></p> <p>Gaining access to current and high-quality curriculum resource materials has become more difficult due to escalation in the prices of textbooks and in rigid interpretations of copyright laws which limit photocopying. Internet Frequently Asked <span class="hlt">Questions</span> (FAQs) and files may offer a partial solution. <span class="hlt">Originally</span> developed for the benefit of Usenet…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=morocco&pg=6&id=EJ872457','ERIC'); return false;" href="https://eric.ed.gov/?q=morocco&pg=6&id=EJ872457"><span>The <span class="hlt">Impact</span> of <span class="hlt">Origin</span> and Host Country Schooling on the Economic Performance of Immigrants</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kanas, Agnieszka; van Tubergen, Frank</p> <p>2009-01-01</p> <p>This study examines the economic returns to schooling acquired in the country of <span class="hlt">origin</span> and the country of destination. It uses large-scale survey data on Turkish, Moroccan, Surinamese and Antillean immigrants in the Netherlands, which contain direct measures of pre- and post migration schooling. It is studied whether the returns to <span class="hlt">origin</span>-country…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18554232','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18554232"><span>Effect of two types of control <span class="hlt">questions</span> and two <span class="hlt">question</span> formats on the outcomes of polygraph examinations.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Horvath, Frank; Palmatier, John J</p> <p>2008-07-01</p> <p>Two major variations of polygraph "Control <span class="hlt">Question</span>" testing, the Zone Comparison (ZoC) and the Modified General <span class="hlt">Question</span> Test (MGQT) were evaluated. Within each, the type of control <span class="hlt">question</span>, Exclusive or "time bar" (e.g., "Before you were 21, did you ever...") and Nonexclusive or "no time bar" (e.g., "Did you ever....?") was manipulated in a mock theft scenario, with 80 male and 40 female subjects randomly assigned to be either innocent or guilty. Polygraphic data collected by experienced field examiners were numerically scored by an evaluator blind to all aspects of the study. Decision accuracy was not related to the type of procedure (ZoC/MGQT) used or the subject's sex. Accuracy was significantly related to the type of control <span class="hlt">question</span> [chi(2) (2) = 11.46, p = 0.003; tau c = 0.29]. Nonexclusive control <span class="hlt">questions</span> produced greater accuracy than Exclusive control <span class="hlt">questions</span> on both innocent and guilty subjects. These results and subjects' self-reports support the general "theory" on which control <span class="hlt">question</span> (CQ) testing is based. The need for better empirical support of accepted dogma and current field practices is strongly indicated by these findings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25479135','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25479135"><span>Spouses of military members' experiences and insights: qualitative analysis of responses to an open-ended <span class="hlt">question</span> in a survey of health and wellbeing.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Runge, Catherine E; Waller, Michael; MacKenzie, Alison; McGuire, Annabel C L</p> <p>2014-01-01</p> <p>There are few studies on the experiences of spouses of military members, with most focused on adverse <span class="hlt">impacts</span> of deployment. Responses to an open-ended <span class="hlt">question</span> in a survey of spouses' health and wellbeing enabled access to perceptions and insights on a broad range of topics. The objective of this investigation was to examine how respondents used the open-ended <span class="hlt">question</span> and what they discussed, in aim of informing support service agencies and spouses of military members. Thematic analysis was conducted on responses to the open-ended <span class="hlt">question</span>. Descriptive analysis was performed on the demographics, military member characteristics and self-reported health of respondents and non-respondents to the open-ended <span class="hlt">question</span>. Over a quarter (28.5%) of the 1,332 survey participants answered the open-ended <span class="hlt">question</span>, with respondents having a significantly higher level of education than non-respondents. Respondents expressed negative and positive experiences and insights on military life, provided personal information, commented on the survey, and qualified their responses to closed-ended <span class="hlt">questions</span>. Topics included 'inadequate support', 'deployment <span class="hlt">impacts</span>', 'suggestions for supporting agencies', 'appraisal of experiences' and 'coping strategies'. This investigation uncovered issues of importance to spouses of military members that were not included or identified in a quantitative study. The findings provide a platform from which to explore these issues further, particularly the <span class="hlt">impact</span> of military life on the non-serving spouse's career. The findings also provide support agencies with evidence to strengthen their services and they give spouses an opportunity to reflect on their own and others' feelings and evaluations of military life.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=right+AND+one&pg=6&id=EJ1075065','ERIC'); return false;" href="https://eric.ed.gov/?q=right+AND+one&pg=6&id=EJ1075065"><span>How to Make Your <span class="hlt">Questions</span> Essential</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiggins, Grant; Wilbur, Denise</p> <p>2015-01-01</p> <p>Good essential <span class="hlt">questions</span> rarely emerge in the first draft. Common first-draft <span class="hlt">questions</span> typically are convergent low-level <span class="hlt">questions</span> designed to support content acquisition. They either point toward the one official "right" answer, or they elicit mere lists and thus no further inquiry. So how can teachers ensure that subsequent drafts…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21840085','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21840085"><span>Assessment of H1N1 <span class="hlt">questions</span> and answers posted on the Web.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, Sujin; Pinkerton, Thomas; Ganesh, Nithya</p> <p>2012-04-01</p> <p>A novel strain of human influenza A (H1N1) posed a serious pandemic threat worldwide during 2009. The public's fear of pandemic flu often raises awareness and discussion of such events. The goal of this study was to characterize major topical matters of H1N1 <span class="hlt">questions</span> and answers raised by the online <span class="hlt">question</span> and answer community Yahoo! Answers during H1N1 outbreak. The study used Text Mining for SPSS Clementine (v.12; SPSS Inc., Chicago, IL) to extract the major concepts of the collected Yahoo! <span class="hlt">questions</span> and answers. The <span class="hlt">original</span> collections were retrieved using "H1N1" in search, keyword and then filtered for only "resolved <span class="hlt">questions</span>" in the "health" category submitted within the past 2 years. The most frequently formed categories were as follows: general health (health, disease, medicine, investigation, evidence, problem), flu-specific terms (H1N1, swine, shot, fever, cold, infective, throat), and nonmedical issues (feel, North American, people, child, nations, government, states, help, doubt, emotion). The study found that URL data are fairly predictable: those providing answers are divided between ones dedicated to giving trustworthy information-from news organizations and the government, for instance-and those looking to espouse a more biased point of view. Critical evaluation of online sources should be taught to select the quality of information and improve health literacy. The challenges of pandemic prevention and control, therefore, demand both e-surveillance and better informed "Netizens." Copyright © 2012 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Mosby, Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMEP41C..07B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMEP41C..07B"><span>Negotiating the <span class="hlt">question</span>: using science-manager communication to develop management-relevant science products</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Beechie, T. J.; Snover, A. K.</p> <p>2014-12-01</p> <p>Natural resource managers often ask scientists to answer <span class="hlt">questions</span> that cannot be answered, and scientists commonly offer research that is not useful to managers. To produce management-relevant science, managers and scientists must communicate clearly to identify research that is scientifically doable and will produce results that managers find useful. Scientists might also consider that journals with high <span class="hlt">impact</span> scores are rarely used by managers, while managers might consider that publishing in top tier journals is important to maintain scientific credentials. We offer examples from climate change and river restoration research, in which agency scientists and managers worked together to identify key management <span class="hlt">questions</span> that scientists could answer and which could inform management. In our first example, we describe how climate scientists worked with agency staff to develop guidance for selecting appropriate climate change scenarios for use in ecological <span class="hlt">impacts</span> assessments and Endangered Species Act decision making. Within NOAA Fisheries, agency researchers provide science to guide agency managers, and a key <span class="hlt">question</span> has been how to adapt river restoration efforts for climate change. Based on discussions with restoration practitioners and agency staff, we developed adaptation guidance that summarizes current science to lead managers to develop climate-resilient restoration plans, as well as maps of population vulnerability for endangered steelhead. From these experiences we have learned that collaborative definition of relevant and producible knowledge requires (1) iterative discussions that go beyond simply asking managers what they need or scientists what they can produce, and (2) candid conversation about the intended applications and potential limitations of the knowledge.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ818867.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ818867.pdf"><span>Using <span class="hlt">Questioning</span> to Stimulate Mathematical Thinking</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Way, Jenni</p> <p>2008-01-01</p> <p>Good <span class="hlt">questioning</span> techniques have long been regarded as a fundamental tool of effective teachers and research has found that "differences in students' thinking and reasoning could be attributed to the type of <span class="hlt">questions</span> that teachers asked" (Wood, 2002). Past research shows that 93% of teacher <span class="hlt">questions</span> were "lower order" knowledge-based questions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Gomes%2c+claudiana+almeida+de+souza&id=EJ919918','ERIC'); return false;" href="https://eric.ed.gov/?q=Gomes%2c+claudiana+almeida+de+souza&id=EJ919918"><span><span class="hlt">Questioning</span> Profiles in Secondary Science Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Almeida, Patricia; de Souza, Francisle Neri</p> <p>2010-01-01</p> <p>In this paper, we are concerned with the role of both teachers and students' <span class="hlt">questioning</span> in classroom interaction. Bearing in mind that the current guidelines point out to student centred teaching, our aim is to analyse and characterise the <span class="hlt">questioning</span> patterns of contemporary secondary science classes and compare them to the <span class="hlt">questioning</span> profiles…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=space+AND+travel&pg=5&id=EJ997708','ERIC'); return false;" href="https://eric.ed.gov/?q=space+AND+travel&pg=5&id=EJ997708"><span>Four <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hark-Weber, Amara G., Ed.</p> <p>2013-01-01</p> <p>Teaching artists often find themselves working in schools and communities that are new to them, whether these are situations close to home or farther afield. This issue of Four <span class="hlt">Questions</span> highlights teaching artists who travel extensively as part of their teaching and artistic practices and bring their expertise, energy, and creativity to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012elbe.workE..33P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012elbe.workE..33P"><span>Homochirality and the <span class="hlt">origin</span> of life</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pohl, Robert; Leitner, J. J.; Firneis, M. G.</p> <p>2012-05-01</p> <p>Homochirality is generally considered a crucial signature for life on Earth, which uses left-handed amino acids and right-handed sugars. A mirror-image life, using right-handed amino acids and left- handed sugars, is perfectly conceivable and might have developed on another planet. Life which would simultaneously use both right- and left-handed forms of the same biological molecules is unlikely for geometrical reasons. Secondary peptide structures are not possible without one-handedness. Various theories try to explain the <span class="hlt">origin</span> of homochirality. Physicists used as argument the phenomenon of parity violation discovered on 60Co, which does not explain homochirality on prebiotic substances. Astrophysicists suggested that the observed enantiomeric excesses could have been induced by circularly polarized light arising from dust scattering in regions of high mass star formations or even due to super nova remnants or pulsars. An extraterrestrial <span class="hlt">origin</span> of homochiral substances is discusses as well as catalytic processes on early Earth using different mineral surfaces. Thermodynamics i.e. its 2nd law is considered to explain homochirality as consequence of increasing entropy. There are many <span class="hlt">questions</span> not yet answered. The author looks forward to discuss some of them with interested scientists.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016MmSAI..87..666D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016MmSAI..87..666D"><span>Conference summary: the Bologna-M16 <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Davies, M. B.</p> <p></p> <p>Rather than attempt to summarise an entire week of excellent talks, I will instead take the material covered in this meeting as a starting point and from it produce a list of <span class="hlt">questions</span> which cover a number of outstanding <span class="hlt">questions</span> within the field of stellar cluster formation and evolution. I have five <span class="hlt">questions</span> in total. Given the location (Bologna) and nature (Modest-16) of the meeting, I label my <span class="hlt">questions</span> the Bologna-M16 <span class="hlt">Questions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19930000940','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19930000940"><span>Intrusive <span class="hlt">origin</span> of the Sudbury Igneous Complex: Structural and sedimentological evidence</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cowan, E. J.; Schwerdtner, W. M.</p> <p>1992-01-01</p> <p>In recent years, many geoscientists have come to believe that the Sudbury event was exogenic rather than endogenic. Critical to a recent exogenic hypothesis is the <span class="hlt">impact</span> melt <span class="hlt">origin</span> of the Sudbury Igneous Complex (SIC). Such <span class="hlt">origin</span> implies that the SIC was emplaced before deposition of the Whitewater Group, in contrast to <span class="hlt">origins</span> in which the SIC postdates the lithification of the Onaping Formation. Structural and sedimentological evidence is summarized herein that supports an intrusion of the SIC after lithification of all Whitewater Group strata, and conflicts with the hypothesis advanced by other researchers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19618516','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19618516"><span>Freud and history before 1905: from defending to <span class="hlt">questioning</span> the theory of a glorious past.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cotti, Patricia</p> <p>2008-01-01</p> <p>By sticking closely to Freud's use of the German term Geschichte (history, story) between 1894 and 1905, I will reveal two conceptions of history. The first one, the theory of the glorious past and its archaeological metaphor, which accompanied and sustained the seduction theory of cultural history. I will define how this change was determined by an evolution in Freud's conceptions of childhood prehistory and <span class="hlt">original</span> history. I will also <span class="hlt">question</span> how the history problem interfered with Freud's auto-analysis.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JPhCS.809a2001S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JPhCS.809a2001S"><span>Quasicrystal structure and growth models: discussion of the status quo and the still open <span class="hlt">questions</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Steurer, Walter</p> <p>2017-02-01</p> <p>Where are we now in quasicrystal (QC) research more than three decades after Dan Shechtman’s discovery? Do we fully understand the <span class="hlt">origin</span> of quasiperiodicity, the formation, growth, thermodynamic stability, structure and properties of quasicrystals? First, I will shortly present the status quo, then I will address the still open <span class="hlt">questions</span>, and identify potential focus areas for future research. Because of the limited space, I will focus on decagonal quasicrystals (DQCs); the status quo for research on icosahedral quasicrystals (IQCs) is comparable.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20170009471','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20170009471"><span>Program Annual Technology Report: Cosmic <span class="hlt">Origins</span> Program Office</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pham, Thai; Neff, Susan</p> <p>2017-01-01</p> <p>What is the Cosmic <span class="hlt">Origins</span> (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second <span class="hlt">question</span>. Scientists investigating this broad theme seek to understand the <span class="hlt">origin</span> and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time. COR also seeks to understand how stars and planets form from clouds in these galaxies to create the heavy elements that are essential to life, starting with the first generation of stars to seed the universe, and continuing through the birth and eventual death of all subsequent generations of stars. The COR Programs purview includes the majority of the field known as astronomy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=system+AND+thought+AND+process&pg=6&id=EJ869051','ERIC'); return false;" href="https://eric.ed.gov/?q=system+AND+thought+AND+process&pg=6&id=EJ869051"><span>Teaching Students to Form Effective <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stafford, Tish</p> <p>2009-01-01</p> <p>The ability to <span class="hlt">question</span> lies at the heart of human curiosity and is a necessary component of cognition. The author stresses that forming <span class="hlt">questions</span> is essential to human thought and communication. As such, forming <span class="hlt">questions</span> is a foundational process that cuts across curricular areas and is embedded in content standards across the nation, including…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19770051938&hterms=textural+features&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Dtextural%2Bfeatures','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19770051938&hterms=textural+features&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3Dtextural%2Bfeatures"><span>Thermal model for <span class="hlt">impact</span> breccia lithification - Manicouagan and the moon</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Simonds, C. H.; Warner, J. L.; Phinney, W. C.; Mcgee, P. E.</p> <p>1976-01-01</p> <p>The thermal model of Simonds (1975) is extended to the full spectrum of <span class="hlt">impact</span>-produced rocks ranging from fragmental breccias to <span class="hlt">impact</span> melts, with reference to the Manicouagan <span class="hlt">impact</span> structure in Quebec. This is done by relating the basic textural features of <span class="hlt">impact</span>-lithified rocks to variations in the mixture of superheated <span class="hlt">impact</span>-fused material <span class="hlt">originating</span> near the point of <span class="hlt">impact</span> and much cooler fragmented debris <span class="hlt">originating</span> farther from the point of <span class="hlt">impact</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18208405','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18208405"><span>Donor's understanding of the definition of sex as applied to predonation screening <span class="hlt">questions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Brien, S F; Ram, S S; Yi, Q-L; Goldman, M</p> <p>2008-05-01</p> <p>Predonation screening <span class="hlt">questions</span> about sexual risk factors should provide an extra layer of safety from recently acquired infections that may be too early to be detected by testing. Donors are required to read a definition of sex as it applies to predonation screening <span class="hlt">questions</span> each time they come to donate, but how well donors apply such definitions has not been evaluated. We aimed to determine how donors define sex when answering screening <span class="hlt">questions</span>. In total, 1297 whole blood donors were asked in a private interview to select from a list of sexual activities which ones they believed were being asked about in sexual background <span class="hlt">questions</span>. Donors' definitions were coded as under-inclusive, correct or over-inclusive in relation to the blood services' definition. Qualitative interviews were carried out with 21 donors to understand reasoning behind definitions. Most donors had an over-inclusive definition (58.7%) or the correct definition (31.9%). Of the 9.4% of donors who had an under-inclusive definition, 95% included both vaginal and anal sex, but not oral sex. About 9% in each group were first-time donors (P > 0.05) who had never read the definition. The qualitative interviews indicated that donors reason their definition based on their own concept of transmissible disease risk. Donors apply a range of definitions of sex when answering <span class="hlt">questions</span> about their sexual background. This may be due to different concepts of risk activities, and required reading of the definition has little <span class="hlt">impact</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22510219','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22510219"><span>Nepalese <span class="hlt">origin</span> of cholera epidemic in Haiti.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Frerichs, R R; Keim, P S; Barrais, R; Piarroux, R</p> <p>2012-06-01</p> <p>Cholera appeared in Haiti in October 2010 for the first time in recorded history. The causative agent was quickly identified by the Haitian National Public Health Laboratory and the United States Centers for Disease Control and Prevention as Vibrio cholerae serogroup O1, serotype Ogawa, biotype El Tor. Since then, >500 000 government-acknowledged cholera cases and >7000 deaths have occurred, the largest cholera epidemic in the world, with the real death toll probably much higher. <span class="hlt">Questions</span> of <span class="hlt">origin</span> have been widely debated with some attributing the onset of the epidemic to climatic factors and others to human transmission. None of the evidence on <span class="hlt">origin</span> supports climatic factors. Instead, recent epidemiological and molecular-genetic evidence point to the United Nations peacekeeping troops from Nepal as the source of cholera to Haiti, following their troop rotation in early October 2010. Such findings have important policy implications for shaping future international relief efforts. © 2012 The Authors. Clinical Microbiology and Infection © 2012 European Society of Clinical Microbiology and Infectious Diseases.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012EGUGA..14.9928R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012EGUGA..14.9928R"><span>Tectonic escape of the Caribbean plate since the Paleocene: a consequence of the Chicxulub meteor <span class="hlt">impact</span>?</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rangin, C.; Martinez-Reyes, J.; Crespy, A.; Zitter, T. A. C.</p> <p>2012-04-01</p> <p>The debate for Pacific exotic <span class="hlt">origin</span> versus in situ inter American plate Atlantic <span class="hlt">origin</span> of the Caribbean plate is active in the scientific community since decades. Independently of the <span class="hlt">origin</span> of this plate, its fast motion towards the east at a present rate of 2cm/yr is accepted to have been initiated during the early-most Cenozoic. The Paleocene is a key period in the global evolution of Central America mainly marked also by the Chicxulub multiring meteor <span class="hlt">impact</span> in Yucatan. We <span class="hlt">question</span> here the genetic relationship between this <span class="hlt">impact</span> event and the incipient tectonic escape of the Caribbean plate. The mostly recent published models suggest this <span class="hlt">impact</span> has affected the whole crust down to the Moho, the upper mantle being rapidly and considerably uplifted. The crust was then fragmented 600km at least from the point of <span class="hlt">impact</span>, and large circular depressions were rapidly filled by clastic sediments from Cantarell to Western Cuba via Chiapas and Belize. North of the <span class="hlt">impact</span>, the whole Gulf of Mexico was affected by mass gravity sliding, initiated also during the Paleocene in Texas, remaining active in this basin up to present time. South of the <span class="hlt">impact</span>, in the Caribbean plate, the Yucatan basin was rapidly opened, indicating a fast escape of the crustal material towards the unique free boundary, the paleo-Antilles subduction zone. Shear waves velocity data below the Caribbean plate suggest this crustal tectonic escape was enhanced by the fast eastward flowing mantle supporting a fragmented and stretched crust. The proposed model suggests Chicxulub <span class="hlt">impact</span> (but also the hypothetic Beata <span class="hlt">impact</span>) have fragmented brittle crust, then easily drifted towards the east. This could explain the Paleogene evolution of the Caribbean plate largely stretched during its early evolution. Geologically, this evolution could explain the absence of evident Paleogene oblique subduction along the Caribbean plate northern and southern margins, marked only by Mid Cretaceous dragged volcanic</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2568849','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2568849"><span>An exploratory analysis of PubMed's free full-text limit on citation retrieval for clinical <span class="hlt">questions</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Krieger, Mary M.; Richter, Randy R.; Austin, Tricia M.</p> <p>2008-01-01</p> <p>Objective: The research sought to determine (1) how use of the PubMed free full-text (FFT) limit affects citation retrieval and (2) how use of the FFT limit <span class="hlt">impacts</span> the types of articles and levels of evidence retrieved. Methods: Four clinical <span class="hlt">questions</span> based on a research agenda for physical therapy were searched in PubMed both with and without the use of the FFT limit. Retrieved citations were examined for relevancy to each <span class="hlt">question</span>. Abstracts of relevant citations were reviewed to determine the types of articles and levels of evidence. Descriptive analysis was used to compare the total number of citations, number of relevant citations, types of articles, and levels of evidence both with and without the use of the FFT limit. Results: Across all 4 <span class="hlt">questions</span>, the FFT limit reduced the number of citations to 11.1% of the total number of citations retrieved without the FFT limit. Additionally, high-quality evidence such as systematic reviews and randomized controlled trials were missed when the FFT limit was used. Conclusions: Health sciences librarians play a key role in educating users about the potential <span class="hlt">impact</span> the FFT limit has on the number of citations, types of articles, and levels of evidence retrieved. PMID:18974812</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED31A0272H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED31A0272H"><span>The influence of <span class="hlt">question</span> type, reasoning level, and wait time on student participation rates when using clicker <span class="hlt">questions</span> with large classes</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hartman, K.; Koh, J.; Murty, S. A.; Ramos, R. D. P.; Goodkin, N.</p> <p>2017-12-01</p> <p>"Wait time" is defined as the length of the pause between an instructor initiating a <span class="hlt">question</span> and either the student answering it or the instructor interjecting (Rowe, 1974). However, the nature of the <span class="hlt">question</span>-answer dynamic changes with student response systems that allow hundreds of students to answer the same <span class="hlt">question</span> simultaneously before displaying the results to the class. In this study, we looked at 129 student response <span class="hlt">questions</span> asked across 240 minutes of class lectures to determine if longer wait times were associated with higher student response rates. We also examined whether the type and reasoning level of the <span class="hlt">questions</span> were diagnostic of their response rates. 644 undergraduate science students enrolled in an interdisciplinary environmental science course. During each of the course's lessons, the instructor presented a mix of lecture content, short student response activities (clicker <span class="hlt">questions</span>), and small group discussion opportunities. Using the recorded videos, we coded each student response <span class="hlt">question</span> for its <span class="hlt">question</span> type and reasoning level. We divided the <span class="hlt">question</span> types into three categories: yes/no <span class="hlt">questions</span>, yes/no/maybe <span class="hlt">questions</span>, and other <span class="hlt">questions</span>. To code for the reasoning level necessary to answer each <span class="hlt">question</span>, we used a collapsed version of Bloom's Revised Taxonomy (Krathwohl, 2002). <span class="hlt">Questions</span> that had a definite answer and relied on recalling facts or paraphrasing the lecture content were coded as "knowledge" <span class="hlt">questions</span>. <span class="hlt">Questions</span> that required students to apply what they had learned to analyze a new scenario, or come to a judgement were coded as "higher order" <span class="hlt">questions</span>. An analysis of variance (ANOVA) using the <span class="hlt">question</span> type and reasoning level as fixed factors and wait time as a covariate to predict student response rate indicated a strong interaction between <span class="hlt">question</span> type and reasoning level F(6, 94) = 4.53, p<.01. In general, knowledge <span class="hlt">questions</span> were answered by a higher percentage (M=91%) of students than higher order <span class="hlt">questions</span> (M</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=originals&pg=4&id=EJ1045684','ERIC'); return false;" href="https://eric.ed.gov/?q=originals&pg=4&id=EJ1045684"><span>The Use of <span class="hlt">Original</span> Sources and Its Potential Relation to the Recruitment Problem</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jankvist, Uffe Thomas</p> <p>2014-01-01</p> <p>Based on a study about using <span class="hlt">original</span> sources with Danish upper secondary students, the paper addresses the potential outcome of such an approach in regard to the so-called recruitment problem to the mathematical sciences. 24 students were exposed to questionnaire <span class="hlt">questions</span> and 16 of these to follow-up interviews, which form the basis for both a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27232928','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27232928"><span><span class="hlt">Impact</span> of the <span class="hlt">origin</span> of the collateral feeding donor artery on short-term mortality in ST-elevation myocardial infarction with comorbid chronic total occlusion.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fujii, Toshiharu; Sakai, Katsuaki; Nakano, Masataka; Ohno, Yohei; Nakazawa, Gaku; Shinozaki, Norihiko; Matsukage, Takashi; Yoshimachi, Fuminobu; Ikari, Yuji</p> <p>2016-09-01</p> <p>Patients with ST-elevation myocardial infarction (STEMI) and multi-vessel disease (MVD) have higher mortality, especially with comorbid chronic total occlusion (CTO). The <span class="hlt">origin</span> of collateral flow to the CTO segment has not been studied in regard to short-term mortality. This study examined the <span class="hlt">impact</span> of collateral feeding donor arteries from an infarct-related artery (IRA) or non-IRA to the comorbid CTO segment in regard to STEMI short-term mortality. Data from 760 consecutive STEMI patients who underwent primary percutaneous coronary intervention were obtained retrospectively from medical records. The number of vessels involved and <span class="hlt">origin</span> of the collateral feeding donor artery were evaluated using angiograms from the primary percutaneous coronary intervention. The study population was divided into patients with: single-vessel disease (SVD) (n=483), MVD without CTO (n=208), and MVD with CTO (n=64). All CTO segments had collateral flow from an IRA (n=23) or non-IRA (n=46). All-cause mortality (30-day) was analyzed. Compared to SVD and MVD without CTO, MVD with comorbid CTO had a higher mortality (5.4% vs. 15.9% vs. 24.6%, P<0.0001, respectively). Of patients with CTO, those with collateral flow from the IRA had significantly higher mortality than the non-IRA group (52.2% vs. 10.9%, P<0.0001). Collateral flow from the IRA was extracted as an independent predictor associated with 30-day all-cause mortality using a multivariate Cox proportional hazards model (hazard ratio 4.71, 95% confidence interval 1.60-14.2, P=0.0005). The <span class="hlt">origin</span> of the collateral donor artery from the IRA had an <span class="hlt">impact</span> on short-term mortality in STEMI patients with comorbid CTO lesions. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Male+AND+reproductive+AND+system&pg=3&id=ED170607','ERIC'); return false;" href="https://eric.ed.gov/?q=Male+AND+reproductive+AND+system&pg=3&id=ED170607"><span>Test Pool <span class="hlt">Questions</span>, Area III.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sloan, Jamee Reid</p> <p></p> <p>This manual contains multiple choice <span class="hlt">questions</span> to be used in testing students on nurse training objectives. Each test includes several <span class="hlt">questions</span> covering each concept. The concepts in section A, medical surgical nursing, are diseases of the following systems: musculoskeletal; central nervous; cardiovascular; gastrointestinal; urinary and male…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19750015372','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19750015372"><span>Tektites and their <span class="hlt">origin</span>. [properties and distribution</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Okeefe, J. A.</p> <p>1975-01-01</p> <p>A study was conducted of the literature pertaining to the <span class="hlt">origin</span> and characteristics of tektites. Topics discussed include tektite distribution in geographical locations, shapes of tektites, internal structure of tektites, physical properties, mechanical properties, optical properties, chemical composition, and comparisons with compositions of <span class="hlt">impact</span> materials. Various arguments are presented on the terrestrial <span class="hlt">origin</span> of tektites. It was found that some lunar craters of considerable size must be the products of volcanism which occurred during the past few million years, and that the moon must have within it a reservoir of rock which is considerably more like the mantle of the earth than like the rocks from which the basalts of the lunar crust are derived.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19513910','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19513910"><span><span class="hlt">Questioning</span> gender norms with men to improve health outcomes: evidence of <span class="hlt">impact</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barker, G; Ricardo, C; Nascimento, M; Olukoya, A; Santos, C</p> <p>2010-01-01</p> <p>This article describes a review of 58 evaluation studies of programmes with men and boys in sexual and reproductive health (including HIV prevention, treatment, care and support); father involvement; gender-based violence; maternal, newborn and child health; and gender socialisation more broadly. While few of the programmes go beyond the pilot stage, or a relatively short-term timeframe, they offer compelling evidence that well-designed programmes with men and boys can lead to positive changes in their behaviours and attitudes related to sexual and reproductive health; maternal, newborn and child health; their interaction with their children; their use of violence against women; their <span class="hlt">questioning</span> of violence with other men; and their health-seeking behaviour. The evidence indicates that programmes that incorporate a gender-transformative approach and promote gender-equitable relationships between men and women are more effective in producing behaviour change than narrowly focused interventions, as are programmes which reach beyond the individual level to the social context.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=SERVICES+AND+BANKING&id=EJ855411','ERIC'); return false;" href="https://eric.ed.gov/?q=SERVICES+AND+BANKING&id=EJ855411"><span>Delivery of QTIiv2 <span class="hlt">Question</span> Types</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wills, Gary B.; Davis, Hugh C.; Gilbert, Lester; Hare, Jonathon; Howard, Yvonne; Jeyes, Steve; Millard, David; Sherratt, Robert</p> <p>2009-01-01</p> <p>The IMS <span class="hlt">Question</span> and Test Interoperability (QTI) standard identifies 16 different <span class="hlt">question</span> types which may be used in online assessment. While some partial implementations exist, the R2Q2 project has developed a complete solution that renders and responds to all 16 <span class="hlt">question</span> types as specified. In addition, care has been taken in the R2Q2 project…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012IEITI..95.2009Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012IEITI..95.2009Y"><span>Descriptive <span class="hlt">Question</span> Answering with Answer Type Independent Features</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yoon, Yeo-Chan; Lee, Chang-Ki; Kim, Hyun-Ki; Jang, Myung-Gil; Ryu, Pum Mo; Park, So-Young</p> <p></p> <p>In this paper, we present a supervised learning method to seek out answers to the most frequently asked descriptive <span class="hlt">questions</span>: reason, method, and definition <span class="hlt">questions</span>. Most of the previous systems for <span class="hlt">question</span> answering focus on factoids, lists or definitional <span class="hlt">questions</span>. However, descriptive <span class="hlt">questions</span> such as reason <span class="hlt">questions</span> and method <span class="hlt">questions</span> are also frequently asked by users. We propose a system for these types of <span class="hlt">questions</span>. The system conducts an answer search as follows. First, we analyze the user's <span class="hlt">question</span> and extract search keywords and the expected answer type. Second, information retrieval results are obtained from an existing search engine such as Yahoo or Google. Finally, we rank the results to find snippets containing answers to the <span class="hlt">questions</span> based on a ranking SVM algorithm. We also propose features to identify snippets containing answers for descriptive <span class="hlt">questions</span>. The features are adaptable and thus are not dependent on answer type. Experimental results show that the proposed method and features are clearly effective for the task.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20040081076','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20040081076"><span>Lattice Duality: The <span class="hlt">Origin</span> of Probability and Entropy</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Knuth, Kevin H.</p> <p>2004-01-01</p> <p>Bayesian probability theory is an inference calculus, which <span class="hlt">originates</span> from a generalization of inclusion on the Boolean lattice of logical assertions to a degree of inclusion represented by a real number. Dual to this lattice is the distributive lattice of <span class="hlt">questions</span> constructed from the ordered set of down-sets of assertions, which forms the foundation of the calculus of inquiry-a generalization of information theory. In this paper we introduce this novel perspective on these spaces in which machine learning is performed and discuss the relationship between these results and several proposed generalizations of information theory in the literature.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Polling&pg=3&id=EJ937874','ERIC'); return false;" href="https://eric.ed.gov/?q=Polling&pg=3&id=EJ937874"><span>Single-Concept Clicker <span class="hlt">Question</span> Sequences</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lee, Albert; Ding, Lin; Reay, Neville W.; Bao, Lei</p> <p>2011-01-01</p> <p>Students typically use electronic polling systems, or clickers, to answer individual <span class="hlt">questions</span>. Differing from this tradition, we have developed a new clicker methodology in which multiple clicker <span class="hlt">questions</span> targeting the same underlying concept but with different surface features are grouped into a sequence. Here we present the creation,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=blood+AND+transfusions%2c+AND+animal+AND+testing&id=ED417128','ERIC'); return false;" href="https://eric.ed.gov/?q=blood+AND+transfusions%2c+AND+animal+AND+testing&id=ED417128"><span>Answering Your <span class="hlt">Questions</span> about AIDS.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kalichman, Seth C.</p> <p></p> <p>This book focuses on AIDS education and answers 350 commonly asked <span class="hlt">questions</span> about Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) taken from <span class="hlt">questions</span> addressed to two major urban AIDS hotlines (Milwaukee, Wisconsin, and Houston, Texas). Chapter 1, "HIV - The Virus That Causes AIDS," discusses: the HIV…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26997231','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26997231"><span>Setting a research <span class="hlt">question</span>, aim and objective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Doody, Owen; Bailey, Maria E</p> <p>2016-03-01</p> <p>To describe the development of a research <span class="hlt">question</span>, aim and objective. The first steps of any study are developing the research <span class="hlt">question</span>, aim and objective. Subsequent steps develop from these and they govern the researchers' choice of population, setting, data to be collected and time period for the study. Clear, succinctly posed research <span class="hlt">questions</span>, aims and objectives are essential if studies are to be successful. Researchers developing their research <span class="hlt">questions</span>, aims and objectives generally experience difficulties. They are often overwhelmed trying to convert what they see as a relevant issue from practice into research. This necessitates engaging with the relevant published literature and knowledgeable people. This paper identifies the issues to be considered when developing a research <span class="hlt">question</span>, aim and objective. Understanding these considerations will enable researchers to effectively present their research <span class="hlt">question</span>, aim and objective. To conduct successful studies, researchers should develop clear research <span class="hlt">questions</span>, aims and objectives.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2845199','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2845199"><span>An <span class="hlt">Origin</span> of Life on Mars</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>McKay, Christopher P.</p> <p>2010-01-01</p> <p>Evidence of past liquid water on the surface of Mars suggests that this world once had habitable conditions and leads to the <span class="hlt">question</span> of life. If there was life on Mars, it would be interesting to determine if it represented a separate <span class="hlt">origin</span> from life on Earth. To determine the biochemistry and genetics of life on Mars requires that we have access to an organism or the biological remains of one—possibly preserved in ancient permafrost. A way to determine if organic material found on Mars represents the remains of an alien biological system could be based on the observation that biological systems select certain organic molecules over others that are chemically similar (e.g., chirality in amino acids). PMID:20452949</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110023281','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110023281"><span><span class="hlt">Origins</span> of Protein Functions in Cells</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Seelig, Burchard; Pohorille, Andrzej</p> <p>2011-01-01</p> <p>In modern organisms proteins perform a majority of cellular functions, such as chemical catalysis, energy transduction and transport of material across cell walls. Although great strides have been made towards understanding protein evolution, a meaningful extrapolation from contemporary proteins to their earliest ancestors is virtually impossible. In an alternative approach, the <span class="hlt">origin</span> of water-soluble proteins was probed through the synthesis and in vitro evolution of very large libraries of random amino acid sequences. In combination with computer modeling and simulations, these experiments allow us to address a number of fundamental <span class="hlt">questions</span> about the <span class="hlt">origins</span> of proteins. Can functionality emerge from random sequences of proteins? How did the initial repertoire of functional proteins diversify to facilitate new functions? Did this diversification proceed primarily through drawing novel functionalities from random sequences or through evolution of already existing proto-enzymes? Did protein evolution start from a pool of proteins defined by a frozen accident and other collections of proteins could start a different evolutionary pathway? Although we do not have definitive answers to these <span class="hlt">questions</span> yet, important clues have been uncovered. In one example (Keefe and Szostak, 2001), novel ATP binding proteins were identified that appear to be unrelated in both sequence and structure to any known ATP binding proteins. One of these proteins was subsequently redesigned computationally to bind GTP through introducing several mutations that introduce targeted structural changes to the protein, improve its binding to guanine and prevent water from accessing the active center. This study facilitates further investigations of individual evolutionary steps that lead to a change of function in primordial proteins. In a second study (Seelig and Szostak, 2007), novel enzymes were generated that can join two pieces of RNA in a reaction for which no natural enzymes are known</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AIPC.1195..871B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AIPC.1195..871B"><span>Shock Chemistry of Organic Compounds Frozen in Ice Undergoing <span class="hlt">Impacts</span> at 5 km s-1</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Burchell, M. J.; Parnell, J. P.; Bowden, S.</p> <p>2009-12-01</p> <p>How complex organics developed is a key <span class="hlt">question</span> in the study of the <span class="hlt">origin</span> of life. One possibility is that existing molecules underwent shock driven synthesis into more complex forms. This could have occurred during high speed <span class="hlt">impacts</span> onto planetary surfaces. Such <span class="hlt">impacts</span> may also break apart existing complex molecules. Here we consider the case of <span class="hlt">impacts</span> on icy bodies where existing organic molecules are frozen into the ice. As described in an earlier paper [1], a suite of 3 molecules were used; β,β carotene, stearic acid and anthracene. They have a range of <span class="hlt">origins</span> (biological to abiological) and masses (178-536 daltons). They were mixed together and frozen in a water ice layer at 160 K. The ice targets were then <span class="hlt">impacted</span> by stainless steel projectiles. The ejecta from the shots were collected at various angles of ejection and later analyzed by UV-VIS spectrometry and GC-MS. All the compounds were found in the ejecta although the concentrations varied significantly with angle of ejection [1]. In addition, some so far unidentified additional compounds were also found in the ejecta. Here the peak shock pressures in the experiments are estimated for the first time and the physical properties of the ejecta are discussed in more detail. We find for example that compared to <span class="hlt">impacts</span> in pure water ice, the cratering efficiency in the organic rich ice is a factor of ˜4.5 times greater and the fraction of material removed as low angle spall is reduced. We also discuss the implications for application to space missions such as LCROSS to the Moon.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=WILL+AND+ADVANCE&pg=3&id=EJ1048537','ERIC'); return false;" href="https://eric.ed.gov/?q=WILL+AND+ADVANCE&pg=3&id=EJ1048537"><span>Asking Research <span class="hlt">Questions</span>: Theoretical Presuppositions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tenenberg, Josh</p> <p>2014-01-01</p> <p>Asking significant research <span class="hlt">questions</span> is a crucial aspect of building a research foundation in computer science (CS) education. In this article, I argue that the <span class="hlt">questions</span> that we ask are shaped by internalized theoretical presuppositions about how the social and behavioral worlds operate. And although such presuppositions are essential in making…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25069559','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25069559"><span>The effects of <span class="hlt">question</span>-generation training on metacognitive knowledge, self regulation and learning approaches in science.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cano García, Francisco; García, Ángela; Berbén, A B G; Pichardo, M C; Justicia, Fernando</p> <p>2014-01-01</p> <p>Although much research has examined the <span class="hlt">impact</span> of <span class="hlt">question</span> generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) <span class="hlt">questioning</span>-training by providing prompts; (G2) <span class="hlt">question</span>-generation without any explicit instruction; and (G3) no <span class="hlt">question</span> control. Participants' pre-test and post-test self-reported measures of metacognitive knowledge, self-regulation and learning approaches were collected and data analysed with multivariate and univariate analyses of covariance. (a) MANCOVA revealed a significant effect for group; (b) ANCOVAs showed the highest average gains for G1 and statistically significant between-group differences in the two components of metacognition: metacognitive knowledge and self-regulation; and (c) the direction of these differences seemed to vary in each of these components. <span class="hlt">Question</span>-generation training influenced how students learned and studied, specifically their metacognition, and it had a medium to large effect size, which was somewhat related to the prompts used.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19910013694','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19910013694"><span>Pre-terrestrial <span class="hlt">origin</span> of rust in the Nakhla meteorite</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wentworth, Susan J.; Gooding, James L.</p> <p>1990-01-01</p> <p>The authors present quantative elemental compositions and summarize textural evidence for the pre-terrestrial <span class="hlt">origin</span> of rust on the Nakhla meteorite. The material in <span class="hlt">question</span> is called 'rust' because its phase composition remains unknown. Compelling evidence for the pre-terrestrial <span class="hlt">origin</span> of the rust is found in rust veins truncated by fusion crust and preserved as faults in sutured igneous crystals. Rust veins that approach the meteorite's fusion crust become discontinuous and exhibit vugs that suggest partial decrepitation; no veins that penetrate the fusion crust have been found. Because the rust probably contains volatile compounds, it is reasonable to expect that heating near the ablation surface (formed during atmospheric entry to Earth) would encourage devolatilization of the rust. Hence, the absence of rust veins in fusion crust and vugs in rust veins near fusion crust clearly imply that the rust existed in the meteorite before atmospheric entry.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29522236','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29522236"><span>Patient Acceptance of Sexual Orientation and Gender Identity <span class="hlt">Questions</span> on Intake Forms in Outpatient Clinics: A Pragmatic Randomized Multisite Trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rullo, Jordan E; Foxen, Jilian L; Griffin, Joan M; Geske, Jennifer R; Gonzalez, Cesar A; Faubion, Stephanie S; van Ryn, Michelle</p> <p>2018-03-09</p> <p>To (1) test whether patient attitudes toward intake forms at three Midwestern outpatient clinics are significantly more negative among those who are asked to complete SOGI <span class="hlt">questions</span> versus those who are not; and (2) gain an in-depth understanding of patient concerns about SOGI <span class="hlt">questions</span>. Data were collected between 6/29/2015 and 2/29/2016 from new patients (N = 491) who presented at three outpatient clinics in a large academic medical center. This study was <span class="hlt">originally</span> a quality improvement project, and later, institutional review board approval was obtained for secondary data analysis. Two-stage mixed-methods study. (1) Experimental: New patients at three sites were randomly assigned to complete either routine intake forms (control) or routine intake forms with SOGI <span class="hlt">questions</span> (experimental); and (2) qualitative: interviews with patients who responded negatively to SOGI <span class="hlt">questions</span>. There were no significant differences in patient attitudes between experimental and control groups (p > .05). Of those who received SOGI <span class="hlt">questions</span>, only 3 percent reported being distressed, upset, or offended by the SOGI <span class="hlt">questions</span>. Collection of SOGI data as a part of the routine clinical patient intake process is not distressing to 97 percent of patients who are heterosexual, cisgender, and older than 50 years. © Health Research and Educational Trust.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19753848','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19753848"><span>[Excitation-contraction coupling in skeletal muscle: <span class="hlt">questions</span> remaining after 50 years of research].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Calderón-Vélez, Juan Camilo; Figueroa-Gordon, Lourdes Carolina</p> <p>2009-03-01</p> <p>The excitation-contraction coupling mechanism was defined as the entire sequence of reactions linking excitation of plasma membrane to activation of contraction in skeletal muscle. By using different techniques, their regulation and interactions have been studied during the last 50 years, defining until now the importance and <span class="hlt">origin</span> of the calcium ion as a contractile activator and the main proteins involved in the whole mechanism. Furthermore, the study of the ultrastructural basis and pharmacological regulation of the excitation-contraction coupling phenomenon has begun. The excitation-contraction coupling is thought to be altered in situations as ageing, muscle fatigue and some muscle diseases. However, many <span class="hlt">questions</span> remain to be answered. For example, (1) How excitation-contraction coupling develops and ages? (2) What role does it play in muscle fatigue and other diseases? (3) What is the nature of the interaction between the proteins believed to be involved? The present review describes excitation-contraction coupling in skeletal muscle and techniques used to better understand it as an introduction for discussing unanswered <span class="hlt">questions</span> regarding excitation-contraction coupling.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19350849','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19350849"><span>The <span class="hlt">impact</span> factor and journals in laboratory medicine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lippi, Giuseppe; Favaloro, Emmanuel J; Guidi, Gian Cesare</p> <p>2009-01-01</p> <p>The <span class="hlt">impact</span> factor, <span class="hlt">originally</span> devised by Eugene Garfield, offsets the advantages of journal size and age, and is a tool often used for the evaluation of journals and scientists, and is considered to provide a reliable trend of basic and clinical research worldwide. Overall, the median <span class="hlt">impact</span> factor of all medical laboratory journals increased by 23% from 2001 to 2007, but it was slightly decreased from that of the previous year (-4.1%). Moreover, the aggregate <span class="hlt">impact</span> factor of all these journals, which takes into account the number of citations for all journals in this category and the number of articles from all journals in the same category, increased from 2.042 in 2003 to 2.153 in 2004, but decreased to 2.060 in 2005 and has remained fairly stable in subsequent years (2.054 in 2006 and 2.080 in 2007), reflecting remarkable increases and substantial reductions observed for individual journals. This trend mirrored that of biochemistry and molecular biology journals, whereas journals listed under the subject categories "pathology", "surgery" and "Medicine, general and internal" substantially increased their aggregate <span class="hlt">impact</span> factor from 2003 to 2007. According to the <span class="hlt">impact</span> factor trend of laboratory medicine journals, it appears that medical laboratory science has reached a steady state. This might be partially due to the radical changes that have occurred within medical laboratory science since the beginning of the last millennium and raises the <span class="hlt">question</span> of whether laboratory professionals should consider embracing new areas of research, such as the role of laboratory diagnostics in surgery and internal medicine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11455419','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11455419"><span>Pondering the procephalon: the segmental <span class="hlt">origin</span> of the labrum.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haas, M S; Brown, S J; Beeman, R W</p> <p>2001-02-01</p> <p>With accumulating evidence for the appendicular nature of the labrum, the <span class="hlt">question</span> of its actual segmental <span class="hlt">origin</span> remains. Two existing insect head segmentation models, the linear and S-models, are reviewed, and a new model introduced. The L-/Bent-Y model proposes that the labrum is a fusion of the appendage endites of the intercalary segment and that the stomodeum is tightly integrated into this segment. This model appears to explain a wider variety of insect head segmentation phenomena. Embryological, histological, neurological and molecular evidence supporting the new model is reviewed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27157533','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27157533"><span>Female Genital Mutilation/Cutting among Women of Somali and Kurdish <span class="hlt">Origin</span> in Finland.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Koukkula, Mimmi; Keskimäki, Ilmo; Koponen, Päivikki; Mölsä, Mulki; Klemetti, Reija</p> <p>2016-09-01</p> <p>The tradition of female genital mutilation/cutting (FGM/C) has spread in Europe as a result of immigration. Although it is known to have negative health <span class="hlt">impacts</span>, the exact prevalence of FGM/C and its health effects in Finland are unknown. This study explores the prevalence of FGM/C, the sociodemographic characteristics associated with it, and its health effects among women of Somali and Kurdish <span class="hlt">origin</span> in Finland. Data were obtained from the Migrant Health and Well Being Study carried out in 2010-2012. This study uses data from interviews with Somali (N = 165) and Kurdish <span class="hlt">origin</span> (N = 224) women. The participation rate was 37 percent for Somali and 54 percent for Kurdish <span class="hlt">origin</span> women. The prevalence of FGM/C was 69 percent among those of Somali <span class="hlt">origin</span> and 32 percent among those of Kurdish <span class="hlt">origin</span>. Having no education and older age were significantly associated with FGM/C, as was marriage amongst women of Somali <span class="hlt">origin</span>, and the practice of Islam among women of Kurdish <span class="hlt">origin</span>. Reporting good self-perceived health was more common among women without FGM/C. Outpatient visits to medical doctors were less common among women of Somali <span class="hlt">origin</span> with FGM/C, compared with women without FGM/C. About 26 percent of Somali <span class="hlt">origin</span> and 39 percent of Kurdish <span class="hlt">origin</span> women with FGM/C reported reproductive or other health problems because of FGM/C. FGM/C is more common in Finland than previously assumed, particularly among women of Kurdish <span class="hlt">origin</span>. Women with FGM/C need improved access to culturally competent health services to address the health <span class="hlt">impacts</span> of FGM/C. Education and outreach to immigrant communities to prevent future FGM/C are also urgently needed. © 2016 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=english+AND+o+AND+level&id=EJ1089162','ERIC'); return false;" href="https://eric.ed.gov/?q=english+AND+o+AND+level&id=EJ1089162"><span>The Target of the <span class="hlt">Question</span>: A Taxonomy of Textual Features for Cambridge University "O" Levels English</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Benjamin, Shanti Isabelle</p> <p>2015-01-01</p> <p>This study investigates the typical textual features that are most frequently targeted in short-answer reading comprehension <span class="hlt">questions</span> of the Cambridge University "O" Level English Paper 2. Test writers' awareness of how textual features <span class="hlt">impact</span> on understanding of meanings in text decisions will determine to great extent their decisions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28731291','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28731291"><span>Critical <span class="hlt">questions</span>: Advancing the health of female Veterans.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Muirhead, Lisa; Hall, Priscilla; Jones-Taylor, Cedrella; Clifford, Gari D; Felton-Williams, Tasha; Williams, Kathy</p> <p>2017-10-01</p> <p>Women are the fastest growing Veteran population in the United States and many receive all or part of their health care outside of the Department of Veterans Affairs (VA). The purpose of this article is to review the healthcare issues of women Veterans and discuss implications for care. Review of selected literature, VA resources and guidelines, and expert opinion. Few providers are aware of the <span class="hlt">impact</span> military service has on the health of women and fail to ask the all-important <span class="hlt">question</span>, "Have you served in the military?" Recognizing women's military service can reveal important information that can answer perplexing clinical <span class="hlt">questions</span>, aid in designing comprehensive plans of care, and enable women to receive the assistance needed to address complex physical and psychosocial issues to improve the quality of their lives. There are gender disparities related to physical health conditions, mental health issues, environmental exposures, and socioeconomic factors that contribute to female Veterans' vulnerabilities. Many of the health conditions, if recognized in a timely manner, can be ameliorated and shift the health trajectory of this population. Clinicians play a critical role in identifying health risk and helping female Veterans start the sometimes arduous journey toward wellness. Discovering and acknowledging women's military history is critical in ensuring quality care and appropriate decision making. ©2017 American Association of Nurse Practitioners.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1690718','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1690718"><span>The monophyletic <span class="hlt">origin</span> of freshwater crayfish estimated from nuclear and mitochondrial DNA sequences.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Crandall, K A; Harris, D J; Fetzner, J W</p> <p>2000-01-01</p> <p>Despite their widespread use as model organisms, the phylogenetic status of the around 520 species of freshwater crayfish is still in doubt. One hypothesis suggests two distinct <span class="hlt">origins</span> of freshwater crayfish as indicated by their geographical distribution, with two centres of <span class="hlt">origin</span> near the two present centres of diversity; one in south-eastern United States and the other in Victoria, Australia. An alternative theory proposes a single (monophyletic) <span class="hlt">origin</span> of freshwater crayfish. Here we use over 3000 nucleotides from three different gene regions in estimating phylogenetic relationships among freshwater crayfish and related Crustacea. We show clear evidence for monophyly of freshwater crayfish and for the sister-group relationship between crayfish and clawed lobsters. Monophyly of the superfamilies Astacoidea and Parastacoidea is also supported. However, the monophyly of the family Cambaridae is <span class="hlt">questioned</span> with the genus Cambaroides being associated with the Astacidae. PMID:11467432</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23766347','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23766347"><span>Ask the right <span class="hlt">question</span>: a critical step for practicing evidence-based laboratory medicine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Price, Christopher P; Christenson, Robert H</p> <p>2013-07-01</p> <p>The purpose of laboratory medicine is to facilitate better decision making in clinical practice and healthcare delivery. Decision making implies an unresolved issue, problem or unmet need. The most important criterion for any investigation to be of value in clinical practice is that it addresses an unmet need. The different ways in which laboratory investigations are utilized in patient care can be represented in the form of <span class="hlt">questions</span>. It is important that these <span class="hlt">questions</span> are articulated to highlight the variables that will <span class="hlt">impact</span> on the effectiveness of the investigation in the scenario being considered. These variables include the characteristics of the patient (or population) and clinical setting, the nature of the decision and action taken on receipt of the test result and the expected outcome. Asking a <span class="hlt">question</span> is the first step of the evidence-based laboratory medicine (EBLM) cycle, the other steps being acquiring the evidence, critically appraising the evidence, applying the evidence and auditing use of the evidence. Getting the <span class="hlt">question</span> right determines the quality of the whole process, thus, defines the quality in practice of laboratory medicine. Whilst the main focus of the EBLM cycle is to provide a strong evidence base for use in clinical practice, it is clear that the five steps are equally applicable in commissioning, delivery and audit (performance management) of services. Asking the right <span class="hlt">question</span> is crucial to improving the quality of evidence, and practice, in laboratory medicine, and should be used in routine laboratory medicine practice and management throughout healthcare.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20010020499&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Danticipation','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010020499&hterms=anticipation&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3Danticipation"><span><span class="hlt">Impact</span> Crater Hydrothermal Niches for Life on Mars: <span class="hlt">Question</span> of Scale</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pope, K. O.; Ames, D. E.; Kieffer, S. W.; Ocampo, A. C.</p> <p>2000-01-01</p> <p>A major focus in the search for fossil life on Mars is on ancient hydrothermal deposits. Nevertheless, remote sensing efforts have not found mineral assemblages characteristic of hydrothermal activity. Future remote sensing work, including missions with higher spatial resolution, may detect localized hydrothermal deposits, but it is possible that dust mantles will prohibit detection from orbit and lander missions will be required. In anticipation of such missions, it is critical to develop a strategy for selecting potential hydrothermal sites on Mars. Such a strategy is being developed for volcanogenic hydrothermal systems, and a similar strategy is needed for <span class="hlt">impact</span> hydrothermal systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26040193','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26040193"><span>Public stigma in intellectual disability: do direct versus indirect <span class="hlt">questions</span> make a difference?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Werner, S</p> <p>2015-10-01</p> <p>Stigma may negatively <span class="hlt">impact</span> individuals with intellectual disabilities (ID). However, most studies in the field have been based on the use of direct measurement methods for assessing stigma. This study examined public stigma towards individuals with ID within a representative sample of the Israeli public by comparing direct versus indirect <span class="hlt">questioning</span>. Vignette methodology was utilised with two questionnaire versions. In the direct questionnaire (n = 306), the participants were asked how they would think, feel and behave if a man with ID asked them a <span class="hlt">question</span> in a public place. In the indirect questionnaire (n = 301), the participants were asked to report how a hypothetical 'other man' would think, feel and behave in the same situation. Higher levels of stigma were reported among participants that answered the indirect questionnaire version. Furthermore, among those participants that answered the indirect questionnaire version, subjective knowledge of ID was a less important correlate of stigma than for those participants that answered the direct questionnaire. Several explanations are suggested for the finding that indirect <span class="hlt">questioning</span> elicits more negative stigmatic attitudes. Among others, indirect <span class="hlt">questioning</span> may be a more appropriate methodology for eliciting immediate beliefs. Furthermore, the results call for implementing a comprehensive, multi-level programme to change stigma. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20000025375&hterms=How+soil+form&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DHow%2Bsoil%2Bform','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20000025375&hterms=How+soil+form&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DHow%2Bsoil%2Bform"><span>Mars 2001 Mission: Addressing Scientific <span class="hlt">Questions</span> Regarding the Characteristics and <span class="hlt">Origin</span> of Local Bedrock and Soil</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Saunders, R. S.; Arvidson, R. E.; Weitz, C. M.; Marshall, J.; Squyres, S. W.; Christensen, P. R.; Meloy, T.; Smith, P.</p> <p>1999-01-01</p> <p>The Mars Surveyor Program 2001 Mission will carry instruments on the orbiter, lander and rover that will support synergistic observations and experiments to address important scientific <span class="hlt">questions</span> regarding the local bedrock and soils. The martian surface is covered in varying degrees by fine materials less than a few mms in size. Viking and Pathfinder images of the surface indicate that soils at those sites are composed of fine particles. Wheel tracks from the Sojourner rover suggest that soil deposits are composed of particles <40 mm. Viking images show that dunes are common in many areas on Mars and new MOC images indicate that dunes occur nearly everywhere. Dunes on Mars are thought to be composed of 250-500 microns particles based upon Viking IRTM data and Mars wind tunnel experiments. If martian dunes are composed of sand particles > 100 microns and soils are dominated by <10 micron particles, then where are the intermediate grain sizes? Have they been wom away through prolonged transport over the eons? Were they never generated to begin with? Or are they simply less easy to identify because do they not form distinctive geomorphic features such as dunes or uniform mantles that tend to assume superposition in the soil structure?</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/air-quality-analysis/interim-exceptional-events-rule-frequently-asked-questions','PESTICIDES'); return false;" href="https://www.epa.gov/air-quality-analysis/interim-exceptional-events-rule-frequently-asked-questions"><span>Interim Exceptional Events Rule Frequently Asked <span class="hlt">Questions</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Air agencies and other stakeholders have raised technical <span class="hlt">questions</span> and issues related to implementation since the EPA promulgated the EER. This <span class="hlt">Question</span> and Answer (Q&A) document is intended to respond to some of these frequently asked <span class="hlt">questions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19880028208&hterms=NAA&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DNAA','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19880028208&hterms=NAA&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3DNAA"><span>Ureilites - Trace element clues to their <span class="hlt">origin</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Janssens, Marie-Josee; Hertogen, Jan; Wolf, Rainer; Ebihara, Mitsuru; Anders, Edward</p> <p>1987-01-01</p> <p>The <span class="hlt">question</span> of the <span class="hlt">origin</span> of ureilites was reexamined using new data obtained by radiochemical NAA for Ag, Au, Bi, Br, Cd, Cs, Ge, In, Ir, Ni, Pd, Os, Rb, Re, Sb, Se, Te, Tl, U, and Zn in two vein separates from Haveroe and Kenna and a bulk sample of Kenna. Vein material was found to be enriched in all elements analyzed, except Zn, and to account for most of the carbon, noble gases, and, presumably, siderophiles in the meteorite. The results support the earlier interpretation of Higuchi et al. (1976) on the composition of ureilite parent body (similar to C3V or H3, but not C3O chondrites).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19870046817&hterms=Workers+india&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3DWorkers%2Bindia','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19870046817&hterms=Workers+india&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3DWorkers%2Bindia"><span>Tektite-like bodies at Lonar Crater, India - Implications for the <span class="hlt">origin</span> of tektites</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Murali, A. V.; Zolensky, M. E.; Blanchard, D. P.</p> <p>1987-01-01</p> <p>Homogeneous dense glass bodies (both irregular and splash form) with high silica contents (about 67 pct SiO2) occur in the vicinity of Lonar Crater, India. Their lack of microlites and mineral remnants and their uniform chemical composition virtually preclude a volcanic <span class="hlt">origin</span>. They are similar to tektites reported in the literature. While such a close association of tektite-like bodies with <span class="hlt">impact</span> craters is already known (Aouelloul Crater, Mauritania; Zhamanshin Crater, U.S.S.R.), the tektite-like bodies at Lonar Crater are unique in that they occur in an essentially basaltic terrain. Present geochemical data are consistent with these high silica glass bodies being <span class="hlt">impact</span> melt products of two-thirds basalt and one-third local intertrappean sediment (chert). The tektite-like bodies of the <span class="hlt">impact</span> craters Lonar, Zhamanshin, and Aouelloul are generally similar. Strong terrestrial geochemical signatures reflect the target rock REE patterns and abundance ratios and demonstrate their terrestrial <span class="hlt">origin</span> resulting from meteorite <span class="hlt">impact</span>, as has been suggested by earlier workers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28898728','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28898728"><span>Nursing students collaborating to develop multiple-choice exam revision <span class="hlt">questions</span>: A student engagement study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Craft, Judy A; Christensen, Martin; Shaw, Natasha; Bakon, Shannon</p> <p>2017-12-01</p> <p>Nursing students find bioscience subjects challenging. Bioscience exams pose particular concerns for these students, which may lead to students adopting a surface-approach to learning. To promote student collective understanding of bioscience, improve their confidence for the final exam, and improve deeper understanding of bioscience. In order to address exam anxiety, and improve student understanding of content, this student engagement project involved nursing students collaborating in small groups to develop multiple-choice <span class="hlt">questions</span> and answers, which became available to the entire student cohort. This study was conducted at two campuses of an Australian university, within a first year bioscience subject as part of the undergraduate nursing programme. All students enrolled in the subject were encouraged to attend face-to-face workshops, and collaborate in revision <span class="hlt">question</span> writing. Online anonymous questionnaires were used to invite student feedback on this initiative; 79 respondents completed this feedback. Students collaborated in groups to write revision <span class="hlt">questions</span> as part of in-class activities. These <span class="hlt">questions</span> were made available on the student online learning site for revision. An online feedback survey was deployed at the conclusion of all workshops for this subject, with <span class="hlt">questions</span> rated using a Likert scale. Participants indicated that they enjoyed the opportunity to collaborate in this activity, and almost all of these respondents used these <span class="hlt">questions</span> in their exam preparation. There was strong agreement that this activity improved their confidence for the final exam. Importantly, almost two-thirds of respondents agreed that writing <span class="hlt">questions</span> improved their understanding of content, and assisted in their active reflection of content. Overall, this initiative revealed various potential benefits for the students, including promoting bioscience understanding and confidence. This may improve their long-term understanding of bioscience for nursing practice</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19940016272&hterms=history+Argentina&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dhistory%2BArgentina','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19940016272&hterms=history+Argentina&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dhistory%2BArgentina"><span>Further analyses of Rio Cuarto <span class="hlt">impact</span> glass</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Schultz, Peter H.; Bunch, T. E.; Koeberl, C.; Collins, W.</p> <p>1993-01-01</p> <p>Initial analyses of the geologic setting, petrology, and geochemistry of glasses recovered from within and around the elongate Rio Cuarto (RC) craters in Argentina focused on selected samples in order to document the general similarity with impactites around other terrestrial <span class="hlt">impact</span> craters and to establish their <span class="hlt">origin</span>. Continued analysis has surveyed the diversity in compositions for a range of samples, examined further evidence for temperature and pressure history, and compared the results with experimentally fused loess from oblique hypervelocity <span class="hlt">impacts</span>. These new results not only firmly establish their <span class="hlt">impact</span> <span class="hlt">origin</span> but provide new insight on the <span class="hlt">impact</span> process.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.cancer.gov/news-events/press-releases/2012/PQScienceWritersSeminarDec2012','NCI'); return false;" href="https://www.cancer.gov/news-events/press-releases/2012/PQScienceWritersSeminarDec2012"><span>Provocative <span class="hlt">Questions</span> in Cancer: NCI Seminar</span></a></p> <p><a target="_blank" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>science writers' seminar to discuss various aspects of one of NCI’s signature efforts -- the Provocative <span class="hlt">Questions</span> project. Discussion will focus on the scientific research that surrounds some of these <span class="hlt">questions</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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