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Sample records for questions 1-800-4-cancer livehelp

  1. Questions

    ERIC Educational Resources Information Center

    Kuntz, Haley

    2007-01-01

    A canoe trip guide for young people gets used to the never-ending flow of questions. Kids are constantly inquiring about how many kilometres have been traveled that day, how many kilometres to go that day, what is for dinner, and when the next set of moving water is coming up. With kids, the questions are endless. Questions often are used as a…

  2. Questioning the Questions

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

    2010-01-01

    Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of questions to…

  3. Questioning the Questions

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

    2009-01-01

    Well-known historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's classic work "The Republic" (2003). Today, teachers still use questions as one way to help students develop productive thinking skills and to understand concepts and topics.…

  4. Questioning Techniques.

    ERIC Educational Resources Information Center

    Patterson, Michelle

    1999-01-01

    Questions are so much a part of the classroom routine and they should stimulate learning and thinking. Introduces the Questioning and Understanding to Improve Learning and Thinking (QUILT) method which incorporates Bloom's Taxonomy and wait time. (ASK)

  5. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

    The author is pleased to introduce a new section in "TAJ," Four Questions. The structure is simple: four questions are asked to teaching artists working in various media and locations. The questions are always the same, but because each teaching artist's approach is unique, their answers will provide an insight into particular methodologies that…

  6. Critiquing Questions

    ERIC Educational Resources Information Center

    Zimmerman, Lynn W.

    2015-01-01

    Question formation is a basic part of teaching and learning English. However, teachers often focus on the ability to form the question properly and not as much on the quality of the information the question is seeking. Whether teaching English language learners or students who want to be English teachers, teachers need to carefully consider the…

  7. Essential Questions

    ERIC Educational Resources Information Center

    Wilhelm, Jeffrey D.

    2012-01-01

    The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions 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…

  8. Question Mapping

    ERIC Educational Resources Information Center

    Martin, Josh

    2012-01-01

    After accepting the principal position at Farmersville (TX) Junior High, the author decided to increase instructional rigor through question mapping because of the success he saw using this instructional practice at his prior campus. Teachers are the number one influence on student achievement (Marzano, 2003), so question mapping provides a…

  9. Curiosity Questions

    ERIC Educational Resources Information Center

    Nelsen, Jane; DeLorenzo, Chip

    2010-01-01

    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 questions, which the authors also call What and How questions, help children process an experience, event, or natural consequence so that they…

  10. Fermi questions

    NASA Astrophysics Data System (ADS)

    Bouffard, Karen

    1999-05-01

    This column contains problems and solutions for the general category of questions known as "Fermi" questions. Forcing the students to use their ability to estimate, giving answers in terms of order-of-magnitude, is not only a challenge for a competition, but a teaching strategy to use in the classroom to develop self-confidence and the ability to analyze answers as to whether or not they make sense, as opposed to relying on the "precision" of a calculator value.

  11. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

    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 Questions highlights teaching artists who travel extensively as part of their teaching and artistic practices and bring their expertise, energy, and creativity to…

  12. Questionable Exercises.

    ERIC Educational Resources Information Center

    Liemohn, Wendell; Haydu, Traci; Phillips, Dawn

    1999-01-01

    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 questionable exercises, explaining how some exercises, especially those designed for flexibility and muscle fitness, can cause harm. Safer…

  13. Posing Einstein's Question: Questioning Einstein's Pose.

    ERIC Educational Resources Information Center

    Topper, David; Vincent, Dwight E.

    2000-01-01

    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 question mark after it. Speculates as to the content of Einstein's lecture and the questions he might have had about the equation. (Contains over 30 references.) (WRM)

  14. Any Questions, Please?

    ERIC Educational Resources Information Center

    Pollio, Howard R.

    1989-01-01

    This pamphlet discusses the use of questioning in the college classroom and its contribution to learning. Starting with a brief examination of the ways children question, discussions cover: (1) the effects of linguistic and socio-linguistic characteristics in questioning; (2) questions in psychotherapy, law, and opinion polling; (3) classroom…

  15. Measuring victimization inside prisons: questioning the questions.

    PubMed

    Wolff, Nancy; Jing Shi; Bachman, Ronet

    2008-10-01

    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 questions used in the prison victimization literature to elicit information on victimization from inmates, compared to questions used in the general victimization literature. The questions used in the National Violence Against Women and Men Surveys are used to estimate sexual and physical victimization rates for an entire prison system. Rates of victimization were found to vary significantly by specificity of the question, definition of perpetrator, and clustering of behaviors. Facts about victimization inside prison will become more certain when the methodology becomes more standardized and consistent with definitions of victimization. PMID:18309042

  16. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J.

    1979-01-01

    Describes an exam question which challenges college freshmen, enrolled in chemistry, to derive temperature dependence of an equilibrium constant. The question requires cognitive response at the level of synthesis. (Author/SA)

  17. Questions about Adoption

    MedlinePlus

    ... Español Text Size Email Print Share Questions About Adoption Page Content Article Body What's the best way to handle my child's questions about her adoption? Many parents want to know when is the ...

  18. Burning Questions about Calories.

    ERIC Educational Resources Information Center

    Keller, J. David; Berry, Kimberly A.

    2001-01-01

    Uses questioning techniques to teach about caloric consumption and weight gain. Starts with defining questions about calories and includes the stages of measuring calories, analyzing data, and conducting inquiry research. Includes directions for the experiment. (YDS)

  19. Reading for Meaning: Questioning

    ERIC Educational Resources Information Center

    Trinkle, Catherine

    2009-01-01

    An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the…

  20. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1983-01-01

    Acceptable answers are provided for two chemistry questions. The first question is related to the prediction of the appearance of non-first-order proton nuclear magnetic resonance (NMR) spectra. The second question is related to extraterrestrial kinetic theory of gases. (JN)

  1. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1987-01-01

    Contains two articles relating to chemistry examination questions. One provides examples of how to sequence multiple choice questions so that partial credit may be given for some responses. The second includes a question and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)

  2. Improving Student Question Classification

    ERIC Educational Resources Information Center

    Heiner, Cecily; Zachary, Joseph L.

    2009-01-01

    Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This paper analyzes 411 questions from an introductory Java programming course by reducing the natural…

  3. Teachers' Classroom Questions

    ERIC Educational Resources Information Center

    Sahin, Alpaslan

    2007-01-01

    There is a large body of literature on the types of questions asked by teachers. Questions are a way that teachers use to bring students around to the correct mathematical concepts and procedures through "the negotiation of meaning for necessary condition of learning" (Voigt, 1992, p. 43). Teachers ask many questions, but we are not sure what…

  4. Questions for Surveys

    PubMed Central

    Schaeffer, Nora Cate; Dykema, Jennifer

    2011-01-01

    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 questions 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 questions and the total survey error perspective, cognitive versus interactional approaches, interviewing practices, mode and technology, visual aspects of question design, and culture. Considering avenues for future research, we advocate for a decision-oriented framework for thinking about survey questions and their characteristics. The approach we propose distinguishes among various aspects of question characteristics, including question topic, question type and response dimension, conceptualization and operationalization of the target object, question structure, question form, response categories, question implementation, and question wording. Thinking about question characteristics more systematically would allow study designs to take into account relationships among these characteristics and identify gaps in current knowledge. PMID:24970951

  5. Making Questions Flow

    ERIC Educational Resources Information Center

    Rothstein, Dan; Santana, Luz; Minigan, Andrew P.

    2015-01-01

    Getting students to ask questions can feel like pulling teeth. How can teachers transform that feeling and create classrooms that come alive with questions? The authors, developers of the question formulation technique, suggest two simple changes: First, teachers need to give students both a structure and the opportunity to practice generating…

  6. Measuring Victimization inside Prisons: Questioning the Questions

    ERIC Educational Resources Information Center

    Wolff, Nancy; Shi, Jing; Bachman, Ronet

    2008-01-01

    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 questions used in the…

  7. Question-Asking and Question-Exploring

    ERIC Educational Resources Information Center

    Sands, Lorraine; Carr, Margaret; Lee, Wendy

    2012-01-01

    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 questions to enable…

  8. Unpark Those Questions

    ERIC Educational Resources Information Center

    Ness, Molly

    2013-01-01

    Whenever Mr. Henderson's 3rd grade students had a question that he couldn't immediately answer or that seemed off-topic, he asked them to write the question on a sticky note and place it on a poster dubbed the "Parking Lot." His intention was to find time later to answer those questions, but too often, he said, the parking lot…

  9. It's about the Questions

    ERIC Educational Resources Information Center

    Bearwald, Ronald R.

    2011-01-01

    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 questions to help mentees find answers for themselves. Effective questions lead to greater reflection and solutions that teachers can use now and in the future.

  10. Asking the Right Questions.

    ERIC Educational Resources Information Center

    Galvin, Ruth Mehrtens

    1990-01-01

    Like good researchers, writers about research need to be able to tell whether scientific findings are valid. Six questions, to be asked of the researcher, can help the writer explain to others. A healthy skepticism is also important; there may be signals that more questions should be asked. (MSE)

  11. Let's Switch Questioning Around

    ERIC Educational Resources Information Center

    Tovani, Cris

    2015-01-01

    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 question answerers that by the time they reach high school, they no longer form questions of their own and instead focus on trying to figure out what answer the teacher wants. Tovani…

  12. Problem of Questioning

    ScienceCinema

    None

    2011-04-25

    Le Prof.Leprince-Ringuet, chercheur sur le plan scientifique, artistique et humain, parle de la remise en question des hommes et la remise en question 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

  13. Designing Great Hinge Questions

    ERIC Educational Resources Information Center

    Wiliam, Dylan

    2015-01-01

    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 questions--what he calls hinge questions--to quickly assess students' understanding of a concept before moving on.…

  14. Are There Any Questions?

    ERIC Educational Resources Information Center

    Dauterman, Philip

    1970-01-01

    The crucial variable in good classroom teaching is the verbal behavior of the teacher. Through his questioning techniques--what questions he asks, how and when he asks them, how he replies to students, and how he stimulates students to reply to each other--the teacher can evoke a high level of class discussion and force students to go beyond the…

  15. 1 Great Question

    ERIC Educational Resources Information Center

    Nethery, Carrie

    2011-01-01

    In this article, the author presents an ideal question that can take an art teacher and his or her students through all the levels of thought in Bloom's taxonomy--perfect for modeling the think-aloud process: "How many people is the artist inviting into this picture?" This great question always helps the students look beyond the obvious and dig…

  16. Questions About the Oceans.

    ERIC Educational Resources Information Center

    Dubach, Harold W.; Taber, Robert W.

    This book was prompted by the success of a display mounted by the National Oceanographic Data Center at the 17th International Science Fair in 1966, which enabled visiting teachers and students to ask and receive answers to questions via teletype. The book contains one hundred questions typical of those asked, together with answers ranging in…

  17. Questioning the Text.

    ERIC Educational Resources Information Center

    Harvey, Stephanie

    2001-01-01

    One way teachers can improve students' reading comprehension is to teach them to think while reading, questioning the text and carrying on an inner conversation. This involves: choosing the text for questioning; introducing the strategy to the class; modeling thinking aloud and marking the text with stick-on notes; and allowing time for guided…

  18. What is a Question?

    NASA Astrophysics Data System (ADS)

    Knuth, Kevin H.

    2003-03-01

    A given question can be defined in terms of the set of statements or assertions that answer it. Application of logical inference to these sets of assertions allows one to derive the logic of inquiry among questions. 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 measure that describes the bearing or relevance that a question 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 questions 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 2N, whereas the lattice of assuredly real questions is shown to be a sublattice of the free distributive lattice FD(N) = 22N. Thus there does not exist a one-to-one mapping of assertions to questions, there is no reflection symmetry between the two spaces, and questions in general do not possess complements. Last, with these lattice structures in mind, I discuss the relationship between probability, relevance, and entropy.

  19. Knowledge and question asking.

    PubMed

    Ibáñez Molinero, Rafael; García-Madruga, Juan Antonio

    2011-02-01

    The ability and the motivation for question asking are, or should be, some of the most important aims of education. Unfortunately, students neither ask many questions, nor good ones. The present paper is about the capacity of secondary school pupils for asking questions and how this activity depends on prior knowledge. To examine this, we use texts containing different levels of information about a specific topic: biodiversity. We found a positive relationship between the amount of information provided and the number of questions asked about the texts, supporting the idea that more knowledgeable people ask more questions. Some students were warned that there would be an exam after the reading, and this led to a diminishing number of questions asked, and yet this still did not significantly improve their exam scores. In such a case, it seems that reading was more concerned with immediacy, hindering critical thinking and the dialog between their previous ideas and the new information. Thus, question asking seems to be influenced not only by the amount of knowledge, but also by the reader's attitude towards the information. PMID:21266138

  20. What is a Question?

    NASA Technical Reports Server (NTRS)

    Knuth, Kevin H.; Clancy, Daniel (Technical Monitor)

    2002-01-01

    A given question 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 questions. 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 question 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 questions 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 questions 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 questions, there is no reflection symmetry between the two spaces, and questions in general do not possess unique complements. Last, with these lattice structures in mind, I discuss the relationship between probability, relevance and entropy.

  1. Rubella: Questions and Answers

    MedlinePlus

    ... of special precautions. Does the MMR vaccine cause autism? There is no scientific evidence that measles, MMR, ... other vaccine causes or increases the risk of autism. The question about a possible link between MMR ...

  2. A Teacher's Questions.

    ERIC Educational Resources Information Center

    Close, Elizabeth

    1995-01-01

    Presents questions and concerns of a teacher who served as a scoring assessor for the Early Adolescence/English Language Arts field test of the National Board for Professional Teaching Standards, run by the Educational Testing Service. (SR)

  3. Asking gender questions

    NASA Astrophysics Data System (ADS)

    Pritchard, Jonathan; Masters, Karen; Allen, James; Contenta, Filippo; Huckvale, Leo; Wilkins, Stephen; Zocchi, Alice

    2014-12-01

    Jonathan Pritchard, Karen Masters, James Allen, Filippo Contenta, Leo Huckvale, Stephen Wilkins and Alice Zocchi report on a survey of the gender of astronomers attending and asking questions at this year's UK National Astronomy Meeting.

  4. Biology Today: Questions & Variations.

    ERIC Educational Resources Information Center

    Flannery, Maura, Ed.

    1988-01-01

    Discusses the importance of student questions as tools of instruction and as indicators of student misconceptions. Suggests different ways in which students may gain an understanding of biological concepts through discussion of popular movies and biological problems. (CW)

  5. Question Their Answers

    NASA Astrophysics Data System (ADS)

    Royce, Brenda

    2004-10-01

    Brenda Royce has been teaching high school chemistry and physics for nine years, and is currently science department chair at University High School in Fresno, CA, a college prep charter school on the CSU Fresno campus. She also enjoys coaching Science Olympiad, and working with science and math student teachers as a workshop leader and mentor teacher through the Science and Math Education Center at CSUF. Prior to teaching, she worked in analytical and environmental chemistry for several years. Brenda shares with us her strategy of answering students' questions by "questioning their answers."

  6. Questioning and Experimentation

    ERIC Educational Resources Information Center

    Mutanen, Arto

    2014-01-01

    The paper is a philosophical analysis of experimentation. The philosophical framework of the analysis is the interrogative model of inquiry developed by Hintikka. The basis of the model is explicit and well-formed logic of questions and answers. The framework allows us to formulate a flexible logic of experimentation. In particular, the formulated…

  7. Question: Who Can Vote?

    ERIC Educational Resources Information Center

    Rodeheaver, Misty D.; Haas, Mary E.

    2008-01-01

    This year's rollercoaster primary elections and the pending national election, with an anticipated record voter turnout, provide the perfect backdrop for an examination of the questions: (1) Who can vote?; and (2) Who will vote? Historically, the American government refused voting rights to various groups based on race, gender, age, and even…

  8. My Favorite Exam Question

    ERIC Educational Resources Information Center

    Styer, Dan

    2015-01-01

    My favorite exam question comes from the final exam in an introductory mechanics course: "A rolling 31 ton railroad boxcar collides with a stationary flatcar. The coupling mechanism activates so the cars latch together and roll down the track attached. Of the initial kinetic energy, 38% dissipates as heat, sound, vibrations, mechanical…

  9. A Question of Character

    ERIC Educational Resources Information Center

    Stuart, Reginald

    2010-01-01

    When intern placement veteran Jacqueline Perkins begins counseling students at Florida A&M University (FAMU) about their prospects for getting well-paying, security-related jobs with the federal government, she confronts the 800-pound gorilla in the room--the question of whether a student has been convicted of or pleaded guilty to a misdemeanor.…

  10. More Fermi questions

    NASA Astrophysics Data System (ADS)

    Bouffard, Karen

    1999-09-01

    "Fermi" questions are a popular component of most Physics Olympics meets. Asking students to make a reasonable assumption about a problem and give answers in terms of order of magnitude is not only a great challenge for a competition, but is also a valued teaching strategy in the classroom.

  11. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1978-01-01

    Two exam questions are presented. One suitable for advanced undergraduate or beginning graduate courses in organic chemistry, is on equivalent expressions for the description of several pericyclic reactions. The second, for general chemistry students, asks for an estimation of the rate of decay of a million-year-old Uranium-238 sample. (BB)

  12. A question of choice.

    PubMed

    Grabiner, Gene

    2011-01-01

    Women's reproductive rights, reproductive health, and constitutional privacy rights in the United States are addressed in light of the contemporary onslaught of the Christian Right. The misuse of State power by fundamentalist social forces in America is critiqued. The article also briefly reviews the question of State control over women's bodies. PMID:21696627

  13. Asking Questions about Participation

    ERIC Educational Resources Information Center

    Davies, Ian; Flanagan, Bernie; Hogarth, Sylvia; Mountford, Paula; Philpott, Jenny

    2009-01-01

    We raise questions about young people's participation in light of findings from a project ("Democracy through Citizenship") funded by the Joseph Rowntree Reform Trust Limited, and managed by the Institute for Citizenship. Following a six-month feasibility study the project took place over a three-year period in one local authority in the north of…

  14. Asking the Right Questions

    ERIC Educational Resources Information Center

    Lord, Rob

    2011-01-01

    As a student teacher at Nottingham Trent University, the author explored the issues surrounding children asking investigable questions in science and the repertoire of strategies that could be employed by teachers in the classroom to support this process. His project was carried out in an inner-city primary school in Nottingham. The four focus…

  15. A Question of Choice

    PubMed Central

    2011-01-01

    Women's reproductive rights, reproductive health, and constitutional privacy rights in the United States are addressed in light of the contemporary onslaught of the Christian Right. The misuse of State power by fundamentalist social forces in America is critiqued. The article also briefly reviews the question of State control over women's bodies. PMID:21696627

  16. The Compensation Question

    ERIC Educational Resources Information Center

    Richwine, Jason; Biggs, Andrew; Mishel, Lawrence; Roy, Joydeep

    2012-01-01

    Over the past few years, as cash-strapped states and school districts have faced tough budget decisions, spending on teacher compensation has come under the microscope. The underlying question is whether, when you take everything into account, today's teachers are fairly paid, underpaid, or overpaid. In this forum, two pairs of respected…

  17. My Favorite Exam Question

    NASA Astrophysics Data System (ADS)

    Styer, Dan

    2015-12-01

    My favorite exam question comes from the final exam in an introductory mechanics course: A rolling 31 ton railroad boxcar collides with a stationary flatcar. The coupling mechanism activates so the cars latch together and roll down the track attached. Of the initial kinetic energy, 38% dissipates as heat, sound, vibrations, mechanical deformation, and so forth. How much does the flatcar weigh?

  18. Knowledge based question answering

    SciTech Connect

    Pazzani, M.J.; Engelman, C.

    1983-01-01

    The natural language database query system incorporated in the Knobs Interactive Planning System comprises a dictionary driven parser, APE-II, and script interpreter whch yield a conceptual dependency as a representation of the meaning of user input. A conceptualisation pattern matching production system then determines and executes a procedure for extracting the desired information from the database. In contrast to syntax driven q-a systems, e.g. those based on atn parsers, APE-II is driven bottom-up by expectations associated with word meanings. The goals of this approach include utilising similar representations for questions with similar meanings but widely varying surface structures, developing a powerful mechanism for the disambiguation of words with multiple meanings and the determination of pronoun referents, answering questions which require inferences to be understood, and interpreting ellipses and ungrammatical statements. The Knobs demonstration system is an experimental, expert system for air force mission planning applications. 16 refs.

  19. Living in the question.

    PubMed

    Flower, J

    1999-01-01

    We live in a fast moving-world. Business has accelerated to breathtaking speeds in the 1990s--and in the last few years the afterburner has really kicked in. The speed of change is overwhelming. Especially in health care, who has time to "live in the question?" We need to decide things quickly, get the decision out of the way, and move on, right? Maybe. Biology shows us that you can't plan ahead very far. New things come along that you don't even have a category for, and therefore you don't even see them. Things are going to happen that you literally have no notion are even possible. The key to succeeding in this environment? Don't plan ahead. Stay curious. Make small bets. Build organizational hothouses. Feed the seedlings that grow. The challenge is to remain curious, to live in the question, both personally and organizationally. PMID:10557490

  20. Neutrino Oscillations:. Hierarchy Question

    NASA Astrophysics Data System (ADS)

    Ernst, D. J.; Cogswell, B. K.; Burroughs, H. R.; Escamilla-Roa, J.; Latimer, D. L.

    2014-09-01

    The only experimentally observed phenomenon that lies outside the standard model of the electroweak interaction is neutrino oscillations. A way to try to unify the extensive neutrino oscillation data is to add a phenomenological mass term to the Lagrangian that is not diagonal in the flavor basis. The goal is then to understand the world's data in terms of the parameters of the mixing matrix and the differences between the squares of the masses of the neutrinos. An outstanding question is what is the correct ordering of the masses, the hierarchy question. We point out a broken symmetry relevant to this question, the symmetry of the simultaneous interchange of hierarchy and the sign of θ13. We first present the results of an analysis of data that well determine the phenomenological parameters but are not sensitive to the hierarchy. We find θ13 = 0.152±0.014, θ 23 = 0.25{ - 0.05}{ + 0.03} π and Δ32 = 2.45±0.14×10-3 eV2, results consistent with others. We then include data that are sensitive to the hierarchy and the sign of θ13. We find, unlike others, four isolated minimum in the χ2-space as predicted by the symmetry. Now that Daya Bay and RENO have determined θ13 to be surprisingly large, the Super-K atmospheric data produce meaningful symmetry breaking such that the inverse hierarchy is preferred at the 97.2 % level.

  1. Questioning Many Mysteries

    NASA Astrophysics Data System (ADS)

    Martin, Sara F.

    2015-04-01

    The first section of this memoir queries my formative years. Indirectly I address the question, 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 questions 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 questions 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"?

  2. To Question or Not to Question: That Seems to Be the Question.

    ERIC Educational Resources Information Center

    Bradtmueller, Weldon G.; Egan, James B.

    Research on the effects of questioning in the classroom has explored the placement, timing, type, and social impact of questions. Principles of good questioning include the following: (1) well-stated questions should be concise, clear, and complete; (2) questions should be topical in nature, requiring a complex answer; (3) yes or no questions…

  3. Approaches to Cell Biology Teaching: Questions about Questions

    ERIC Educational Resources Information Center

    Allen, Deborah; Tanner, Kimberly

    2002-01-01

    There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic, which provides a beginning point for teaching. Questions reveal misconceptions and misunderstandings that must be addressed for teachers to move student thinking…

  4. Questioning and Experimentation

    NASA Astrophysics Data System (ADS)

    Mutanen, Arto

    2014-08-01

    The paper is a philosophical analysis of experimentation. The philosophical framework of the analysis is the interrogative model of inquiry developed by Hintikka. The basis of the model is explicit and well-formed logic of questions and answers. The framework allows us to formulate a flexible logic of experimentation. In particular, the formulated model can be interpreted realistically. Moreover, the model demonstrates an explicit logic of knowledge acquisition. So, the natural extension of the model is to apply it to an analysis of the learning process.

  5. Unproven (questionable) cancer therapies.

    PubMed Central

    Brigden, M L

    1995-01-01

    More than half of all cancer patients use some form of alternative treatment during the course of their illness. Alternative therapies are often started early in patients' illness, and their use is frequently not acknowledged to health care professionals. Some alternative therapies are harmful, and their promoters may be fraudulent. Persons who try alternative cancer therapies may not be poorly educated but may ultimately abandon conventional treatment. Recent attention has focused on aspects of questionable therapies that make these treatments attractive to patients and that may be perceived as being deficient in the practice of conventional health care professionals. Physicians with patients with cancer should always make sure that unproven therapies are discussed early in the therapeutic relationship. They should also attempt to be aware of alternative therapies that are in vogue in their particular geographic area. PMID:8533410

  6. Questioning cochlear amplification

    NASA Astrophysics Data System (ADS)

    van der Heijden, Marcel; Versteegh, Corstiaen P. C.

    2015-12-01

    Thirty years ago it was hypothesized that motile processes inject mechanical energy into cochlear traveling waves. This mechanical amplification, alternatively described as negative damping, is invoked to explain both the sensitivity and the nonlinear compression of cochlear responses. There is a recent trend to present cochlear amplification as an established fact, even though the evidence is at most circumstantial and several thorny problems have remained unresolved. We analyze several of these issues, and present new basilar membrane recordings that allowed us to quantify cochlear energy flow. Specifically, we address the following questions: (1) Does auditory sensitivity require narrowband amplification? (2) Has the "RC problem" (lowpass filtering of outer hair cell receptor potential) been resolved? (3) Can OHC motility improve auditory sensitivity? (4) Is there a net power gain between neighboring locations on the basilar membrane? The analyses indicate that mechanical amplification in the cochlea is neither necessary nor useful, and that realizing it by known forms of motility would reduce sensitivity rather than enhance it. Finally, our experimental data show that the peaking of the traveling wave is realized by focusing the acoustic energy rather than amplifying it. (Abbreviations. BM: basilar membrane; CF: characteristic frequency; IHC: inner hair cell; ME: middle ear; MT; mechanotransducer; OHC: outer hair cell; SPL: sound pressure level.)

  7. Cosmic questions: an introduction.

    PubMed

    Primack, J R; Abrams, N E

    2001-12-01

    This introductory talk at the Cosmic Questions conference sponsored by the AAAS summarizes some earlier pictures of the universe and some pictures based on modern physics and cosmology. The uroboros (snake swallowing its tail) is an example of a traditional picture. The Biblical flat-earth picture was very different from the Greek spherical earth-centered picture, which was the standard view until the end of the Middle Ages. Many people incorrectly assume that the Newtonian picture of stars scattered through otherwise empty space is still the prevailing view. Seeing Earth from space shows the power of a new picture. The Hubble Space Telescope can see all the bright galaxies, all the way to the cosmic Dark Ages. We are at the center of cosmic spheres of time: looking outward is looking backward in time. All the matter and energy in the universe can be represented as a cosmic density pyramid. The laws of physics only allow the material objects in the universe to occupy a wedge-shaped region on a diagram of mass versus size. All sizes--from the smallest size scale, the Planck scale, to the entire visible universe--can be represented on the Cosmic Uroboros. There are interesting connections across this diagram, and the human scale lies in the middle. PMID:11797741

  8. Promoting Student Learning Through Questioning: A Study of Classroom Questions.

    ERIC Educational Resources Information Center

    Edwards, Sandra; Bowman, Mary Ann

    1996-01-01

    A study in a graduate-level occupational therapy class found that questions asked by teachers and the instructional format in which they were asked influenced the frequency and level of student questioning. Subjects were 5 undergraduate and 15 graduate students. It was concluded that improved classroom questioning strategies may contribute to…

  9. Question Popularity Analysis and Prediction in Community Question Answering Services

    PubMed Central

    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

  10. A question of character.

    PubMed

    Wetlaufer, S

    1999-01-01

    For the most part, Glamor-a-Go-Go's board has been thrilled with CEO Joe Ryan's performance. Ryan, after all, had transformed the private-label cosmetics company into a retail powerhouse with flashy outlets from New York to Los Angeles. In addition to saving the company from bankruptcy shortly after his arrival in 1992, Ryan had made Glamor-a-Go-Go a fun and exciting place to work, increasing workers' wages and creating boundless opportunities for anyone willing to work hard and think out of the box. He had also brought more women and people of color on board. And he had made many employees wealthy, with generous stock giveaways and options for the most senior employees down to the most junior. Glamor-a-Go-Go's stock price had grown tenfold during Ryan's tenure. But Ryan's personal affairs were beginning to call into question his leadership abilities. The local paper's gossip column recently ran a photo of Ryan--a married man--leaving a gala event with a beautiful young woman from the company, with the headline "Who's That Girl?" Indeed, rumors about Ryan's philandering were starting to take on a harsher edge. Some people believed his secretary left because Ryan had sexually harassed her. Others believed a mail-room employee had been promoted to factory supervisor because of her affair with the CEO. Having warned Ryan several times about his alleged infidelities, the board is stuck. What should it do about Ryan's extracurricular behavior? Does Ryan's personal behavior even affect the company? Is what Ryan does outside the office the board's concern? Six commentators weigh in. PMID:10621266

  11. Questions and Answers about Psychosis

    MedlinePlus

    ... treatment options? Questions & Answers about the NIMH RAISE Project What is RAISE? Why is RAISE important? What ... more information Questions & Answers about the NIMH RAISE Project Q: What is RAISE? A: In 2008, the ...

  12. Antibiotic Resistance Questions and Answers

    MedlinePlus

    ... on the Farm Get Smart About Antibiotics Week Antibiotic Resistance Questions and Answers Language: English Español (Spanish) Recommend ... Many ear infections Top of Page Questions about Antibiotic Resistance Examples of How Antibiotic Resistance Spreads Click for ...

  13. Children Who Question Their Heterosexuality

    ERIC Educational Resources Information Center

    Carver, Priscilla R.; Egan, Susan K.; Perry, David G.

    2004-01-01

    Many gay, lesbian, and bisexual adults report a period of childhood sexual questioning--an uneasy questioning of their heterosexuality brought on by same-sex attractions and motivating same-sex sexual exploration. This article evaluates hypotheses about the correlates, causes, and consequences of childhood sexual questioning. Participants were 182…

  14. Questions for Music Education Research

    ERIC Educational Resources Information Center

    Jorgensen, Estelle R.

    2008-01-01

    In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions 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…

  15. Improving your IQ -- Intelligent Questioning.

    ERIC Educational Resources Information Center

    Kassner, Kirk

    1998-01-01

    Stresses the importance for teachers to analyze their Intelligent Questioning (IQ) and Responding to Answers (RSA) scores. Provides three methods for measuring IQ and RSA: Flowchart for Asking Effective Questions, Questioning Observation form, and Flanders Technique of Interaction Analysis. Contends that by improving these teaching skills,…

  16. Improving the Questions Students Ask

    ERIC Educational Resources Information Center

    Donohue-Smith, Maureen

    2006-01-01

    Teachers often tell their classes that "there is no such thing as a stupid question." But this is not completely honest. Questions aren't asked in a vacuum; their intelligence or stupidity depends on a variety of contextual variables. The ideal question is the right one, posed to the right source in the right way at the right time for the right…

  17. Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

    ERIC Educational Resources Information Center

    Grace, Sarah; Langhout, Regina Day

    2014-01-01

    The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational…

  18. Student Moderators in Asynchronous Online Discussion: A Question of Questions

    ERIC Educational Resources Information Center

    Zingaro, Daniel

    2012-01-01

    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 questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed…

  19. Reference Readiness for AV Questions.

    ERIC Educational Resources Information Center

    Drolet, Leon L., Jr.

    1981-01-01

    Reviews 50 reference tools which librarians can use to answer almost any audiovisual question including queries on trivia, equipment selection, biographical information, and motion picture ratings. (LLS)

  20. Answering Your Questions about AIDS.

    ERIC Educational Resources Information Center

    Kalichman, Seth C.

    This book focuses on AIDS education and answers 350 commonly asked questions about Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) taken from questions addressed to two major urban AIDS hotlines (Milwaukee, Wisconsin, and Houston, Texas). Chapter 1, "HIV - The Virus That Causes AIDS," discusses: the HIV virus; the…

  1. Asking Research Questions: Theoretical Presuppositions

    ERIC Educational Resources Information Center

    Tenenberg, Josh

    2014-01-01

    Asking significant research questions is a crucial aspect of building a research foundation in computer science (CS) education. In this article, I argue that the questions 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…

  2. Questions Dog Design of Tests

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2012-01-01

    On the verge of signing a contract to help design assessments for the common standards, ACT Inc. has withdrawn from the project amid conflict-of-interest questions sparked by its own development of a similar suite of tests. Even though it involves only a small subcontract, the move by the Iowa-based test-maker, and the questions from the state…

  3. Test Pool Questions, Area III.

    ERIC Educational Resources Information Center

    Sloan, Jamee Reid

    This manual contains multiple choice questions to be used in testing students on nurse training objectives. Each test includes several questions 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…

  4. Kids Ask the Best Questions.

    ERIC Educational Resources Information Center

    Deal, Debby; Sterling, Donna

    1997-01-01

    According to 1995 National Science Education Standards, "inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Effective classroom questions promote relevance, encourage ownership, help students interpret their observations, and link new learning to what students already know. Two…

  5. The Value Question in Metaphysics.

    PubMed

    Kahane, Guy

    2012-07-01

    Much seems to be at stake in metaphysical questions 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 questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions 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 questions offer one measure of the importance of philosophical disputes. PMID:23024399

  6. The Value Question in Metaphysics

    PubMed Central

    Kahane, Guy

    2012-01-01

    Much seems to be at stake in metaphysical questions 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 questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions 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 questions offer one measure of the importance of philosophical disputes. PMID:23024399

  7. A Set of Questions, A Question of Sets.

    ERIC Educational Resources Information Center

    Mathematics in School, 1985

    1985-01-01

    Two versions of a page of exercises using set ideas are presented, one in plain language and one in technical language. Some questions and answers about the appropriateness of set terminology and symbols are then given. (MNS)

  8. Questioning ORACLE: An Assessment of ORACLE's Analysis of Teachers' Questions and [A Comment on "Questioning ORACLE"].

    ERIC Educational Resources Information Center

    Scarth, John; And Others

    1986-01-01

    Analysis of teachers' questions, 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 questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

  9. Questioning Strategies to Develop Critical Thinking Skills.

    ERIC Educational Resources Information Center

    Barnes, Carol P.

    Major research on questioning has focused on the numbers and types of questions asked by teachers, the effects of teachers' questions on students, the questioning process, questioning as used in textbooks, and the questioning pattern (what the teacher does immediately after asking a question). Teachers who have few skills to utilize questioning…

  10. Questions Students Ask: Beta Decay.

    ERIC Educational Resources Information Center

    Koss, Jordan; Hartt, Kenneth

    1988-01-01

    Answers a student's question about the emission of a positron from a nucleus. Discusses the problem from the aspects of the uncertainty principle, beta decay, the Fermi Theory, and modern physics. (YP)

  11. Birds: Old Questions and New.

    ERIC Educational Resources Information Center

    Flannery, Maura C.

    2002-01-01

    Discusses questions such as how birds fly and the meaning of bird songs. Explains the relationship between birds and ecological activism and points out the excitement in research and observation of birds. (Contains 34 references.) (YDS)

  12. Winter Weather Frequently Asked Questions

    MedlinePlus

    ... Planning Information on Specific Types of Emergencies Winter Weather Frequently Asked Questions Language: English Español (Spanish) Recommend ... I do if I get stranded in cold weather? Tie a brightly colored cloth to the antenna ...

  13. HPV Vaccine - Questions and Answers

    MedlinePlus

    ... and Media Resources News Newsletters Events Redirect for HPV Vaccine FAQ Recommend on Facebook Tweet Share Compartir ... to the address below. http://www.cdc.gov/hpv/parents/questions-answers.html File Formats Help: How ...

  14. Solar physics: Dynamo theory questioned

    NASA Astrophysics Data System (ADS)

    Charbonneau, Paul

    2016-07-01

    Observations of X-ray emission -- a diagnostic tool for the mechanisms driving stellar magnetic fields -- from four cool stars call into question accepted models of magnetic-field generation in the Sun and stars. See Letter p.526

  15. Organ Transplantation: Frequently Asked Questions

    MedlinePlus

    ... contact. What questions should I ask the transplant team? What kind of medical tests are done in ... listing? Who are the members of the transplant team and what are their jobs? How many attending ...

  16. Interview Questions with Bentham Scientific

    NASA Technical Reports Server (NTRS)

    Mather, John C.

    2013-01-01

    John Mather answers questions for an interview for the Bentham Science Newsletter. He covers topics ranging from his childhood, his professional career and his thoughts on research, technology and today's scientists and engineers.

  17. Six Questions on Complex Systems

    NASA Astrophysics Data System (ADS)

    Symons, John F.; Sanayei, Ali

    2011-09-01

    This paper includes an interview with John F. Symons regarding some important questions in "complex systems" and "complexity". In addition, he has stated some important open problems concerning complex systems in his research area from a philosophical point of view.

  18. Questions to Ask Your Doctor

    MedlinePlus

    ... Donate Home > Education > Questions to Ask Your Doctor Education What is mbc? Diagnosis Guide for the Newly ... treatment in a community-based medical office. Consider distance from home, availability of specialists, access to clinical ...

  19. On asking the right questions.

    PubMed

    Rayner, P

    1986-03-01

    Despite the vast array of theoretical formulations now available, none is sufficiently well developed. Some of the philosophical questions thrown up by such material are posed. Under the heading of "Discourse," the questions of what constitutes reasonableness and how logical validity is established are raised. Under the heading of "Epistemology," the nature of concept formulation and causality is raised. Under the heading of "Language," the nature of linguistic representation and artificially constructed language or "artificial intelligence" is raised. It is suggested that these and other issues in the philosophy of science require the urgent attention of family therapy theorists. PMID:3754225

  20. Response times to conceptual questions

    NASA Astrophysics Data System (ADS)

    Lasry, Nathaniel; Watkins, Jessica; Mazur, Eric; Ibrahim, Ahmed

    2013-09-01

    We measured the time taken by students to respond to individual Force Concept Inventory (FCI) questions. We examine response time differences between correct and incorrect answers, both before and after instruction. We also determine the relation between response time and expressed confidence. Our data reveal three results of interest. First, response times are longer for incorrect answers than for correct ones, indicating that distractors are not automatic choices. Second, response times increase after instruction for both correct and incorrect answers, supporting the notion that instruction changes students' approach to conceptual questions. Third, response times are inversely related to students' expressed confidence; the lower their confidence, the longer it takes to respond.

  1. The Geography of Virtual Questioning

    ERIC Educational Resources Information Center

    Mon, Lorri; Bishop, Bradley Wade; McClure, Charles R.; McGilvray, Jessica; Most, Linda; Milas, Theodore Patrick; Snead, John T.

    2009-01-01

    This article explores the geography of virtual questioning by using geographic information systems to study activity within the Florida Electronic Library "Ask a Librarian" collaborative chat service. Researchers mapped participating libraries throughout the state of Florida that served as virtual "entry portals" for users as they asked questions…

  2. Questioning Shakespeare through Student Journals.

    ERIC Educational Resources Information Center

    Thornton, Kathleen K.

    Reader-response journals were successfully employed in a "Reading Shakespeare" course for non-majors, making literary tradition accessible to students untrained in classical rhetoric. Students were encouraged to employ any combination of four approaches. First, students were invited to ask questions about the language, sequence of events,…

  3. Addressing Phonological Questions with Ultrasound

    ERIC Educational Resources Information Center

    Davidson, Lisa

    2005-01-01

    Ultrasound can be used to address unresolved questions in phonological theory. To date, some studies have shown that results from ultrasound imaging can shed light on how differences in phonological elements are implemented. Phenomena that have been investigated include transitional schwa, vowel coalescence, and transparent vowels. A study of…

  4. Constructivism and Objectivism: Additional Questions

    ERIC Educational Resources Information Center

    Meltzer, Edmund S.

    2006-01-01

    In past issues of "The Educational Forum," David Elkind (2004; 2005) and Jamin Carson (2005) have engaged in a dialogue about constructivism and objectivism as viable philosophies of education. In this issue, yet another author joins in the discussion by questioning the role of science and religion in objectivism.

  5. Questioning Centre-Periphery Platforms

    ERIC Educational Resources Information Center

    Postiglione, Gerard A.

    2005-01-01

    How much is hegemony and how much is self-determination in the higher education systems in Southeast Asia? This paper argues that while the question of centre and periphery is still relevant to the analysis of international university systems, the analytical frameworks from which it has arisen may lose viability in the long term. Southeast Asian…

  6. Four Questions to Ask Yourself

    ERIC Educational Resources Information Center

    Abilock, Debbie, Ed.

    2007-01-01

    One's commitment to intellectual freedom is manifested not just in the creation of a strong and clear selection policy or the celebration of Banned Books Week but by his or her willingness to examine his or her practices openly with others. In this article, the author proposes four questions to explore in one's teaching and in professional…

  7. What Children Learn from Questioning

    ERIC Educational Resources Information Center

    Harris, Paul

    2015-01-01

    Research shows that young children ask a multitude of why and how questions. And when they do, they're not simply trying to get adult attention; instead, they're actively seeking information. In this article, Paul Harris describes the findings of a number of research analyses based on extensive transcripts of children's natural speech. Some of the…

  8. Education Answers That Vouchers Question.

    ERIC Educational Resources Information Center

    Sroufe, Gerald E.

    This speech explains education voucher programs and responds to criticisms of such programs. The education voucher system is described as one that questions traditional structures and methods while it equalizes opportunities to purchase education, fosters federally funded and controlled alternative school settings and programs, and gives parents…

  9. [Questions by adolescents about dieting].

    PubMed

    Bloch, A

    1989-12-15

    In recent years there has been increasing concern and involvement of Israeli adolescents with dieting. An increase in the incidence of obesity has been emphasized by the mass media. This has been marked by an increase in the number of questions on dieting sent anonymously by 12 to 14 year-olds to a column in a popular youth magazine about adolescent sexuality. These letters include requests for diets to prevent obesity in general and fatness of certain parts of the body in particular, such as the thighs or buttocks; questions as to side-effects of diets already started, particularly amenorrhea; and questions about the onset of bulimia and anorexia nervosa, expressing fear of the consequences. This study gives examples of the questions and the answers, and indicates the professions of those to whom the applicants were referred for further diagnosis and treatment. Newer techniques of health education with regard to adolescent dieting are urgently needed so that the health staff can promote insight and indicate the need for treatment at as early a stage as possible. The use of mass media in a suitable manner is critical, given the increase in diet-advertising. PMID:2620891

  10. Explaining Errors in Children's Questions

    ERIC Educational Resources Information Center

    Rowland, Caroline F.

    2007-01-01

    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 questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that,…

  11. Looming Questions in Performance Pay

    ERIC Educational Resources Information Center

    Gratz, Donald B.

    2010-01-01

    When proposing performance pay for teachers, reformers first must answer three questions: What is the definition of teacher performance? What is the definition of student performance? and What are the goals of schooling? Reformers also need to examine the assumptions that guide their proposals and prepare to deal with the implementation issues…

  12. ANSWERING CONSUMER QUESTIONS ABOUT EGGS

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Answering consumer questions is an important aspect of egg marketing. Consumers expect those they contact to be able to address their situation and help find answers. Topics of general consumer concerns include: proper storage, safe handling, food safety, and food quality. With the vast array of ...

  13. Questionable Methods in Alcoholism Research.

    ERIC Educational Resources Information Center

    Koocher, Gerald P.

    1991-01-01

    Alcoholism research paradigms that use substantial cash incentives to attract participants and that call for alcoholics to consume ethanol in laboratory raise ethical questions. When using such methods, investigators should be obligated to discuss risk-benefit rationales and detail precautionary behaviors to protect participants. Discussion of…

  14. Multiple True-False Questions

    ERIC Educational Resources Information Center

    Hill, G. C.; Woods, G. T.

    1974-01-01

    Two types of objective questions are compared: the multiple choice item, in which one and only one of several stated alternatives is correct for a given initial statement, and the multiple true-false item, where the stem is followed by several completions of which one or more can be correct. (DT)

  15. Ten Practical Questions about Branding

    ERIC Educational Resources Information Center

    Moore, Robert M.; Rattenbury, Jeanne

    2004-01-01

    "Marketing" and "branding" were once considered dirty words on campus but faculty, staff, and board members now appreciate the value of getting their message out and managing their reputation. The question is not so much whether to invest, but when, how, and most important, what's the return on investment? A roundtable of accomplished marketing…

  16. 47 CFR 13.215 - Question pools.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 1 2011-10-01 2011-10-01 false Question pools. 13.215 Section 13.215... Question pools. The question pool for each written examination element will be composed of questions acceptable to the FCC. Each question pool must contain at least five (5) times the number of...

  17. 47 CFR 13.215 - Question pools.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 1 2010-10-01 2010-10-01 false Question pools. 13.215 Section 13.215... Question pools. The question pool for each written examination element will be composed of questions acceptable to the FCC. Each question pool must contain at least five (5) times the number of...

  18. On a question of Gross

    NASA Astrophysics Data System (ADS)

    Banerjee, Abhijit

    2007-03-01

    Using the notion of weighted sharing of sets we prove two uniqueness theorems which improve the results proved by Fang and Qiu [H. Qiu, M. Fang, A unicity theorem for meromorphic functions, Bull. Malaysian Math. Sci. Soc. 25 (2002) 31-38], Lahiri and Banerjee [I. Lahiri, A. Banerjee, Uniqueness of meromorphic functions with deficient poles, Kyungpook Math. J. 44 (2004) 575-584] and Yi and Lin [H.X. Yi, W.C. Lin, Uniqueness theorems concerning a question of Gross, Proc. Japan Acad. Ser. A 80 (2004) 136-140] and thus provide an answer to the question of Gross [F. Gross, Factorization of meromorphic functions and some open problems, in: Proc. Conf. Univ. Kentucky, Lexington, KY, 1976, in: Lecture Notes in Math., vol. 599, Springer, Berlin, 1977, pp. 51-69], under a weaker hypothesis.

  19. Common questions in veterinary toxicology.

    PubMed

    Bates, N; Rawson-Harris, P; Edwards, N

    2015-05-01

    Toxicology is a vast subject. Animals are exposed to numerous drugs, household products, plants, chemicals, pesticides and venomous animals. In addition to the individual toxicity of the various potential poisons, there is also the question of individual response and, more importantly, of species differences in toxicity. This review serves to address some of the common questions asked when dealing with animals with possible poisoning, providing evidence where available. The role of emetics, activated charcoal and lipid infusion in the management of poisoning in animals, the toxic dose of chocolate, grapes and dried fruit in dogs, the use of antidotes in paracetamol poisoning, timing of antidotal therapy in ethylene glycol toxicosis and whether lilies are toxic to dogs are discussed. PMID:25728477

  20. Biology Question Generation from a Semantic Network

    NASA Astrophysics Data System (ADS)

    Zhang, Lishan

    Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question 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 questions and the rest studied with mal-adaptive order of questions. 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 questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from

  1. Open forum: Question and responses

    SciTech Connect

    Schulze, R.H.; Krupa, S.; Shen, T.T.

    1993-01-01

    The question addressed in this section is: With the end of the Cold War and the exchange of information improving between East and West, what roles should government agencies and non-government organizations from developed countries play in assisting less developed countries in developing a stronger environmental protection program Responses presented here were obtained from Richard H. Schulze (President of Trinity Consultants, Inc.), Sagar Krupa (Professor, Department of Plant Pathology, University of Minnesota), and Thomas T. Shen (Ph.D., D.AAEE, Retiree of the New York Department of Environmental Conservation).

  2. Les questions de migrations internationales

    NASA Astrophysics Data System (ADS)

    Samman, Mouna Liliane

    1993-03-01

    International migrations have growing implications for both countries of origin 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 questions 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, questions 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.

  3. [The questions of international migration].

    PubMed

    Samman, M L

    1993-03-01

    International migrations have growing implications for both 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 diffusing the resulting social tensions by preparing the minds of learners and helping to develop new attitudes. In particular, when educational programs address questions of international migration, these should be treated in the framework of historical evolution in order 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, questions 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 light of the complementary or competing actions of the media. (author's modified) PMID:12286405

  4. Answering Key Fuel Cycle Questions

    SciTech Connect

    Piet, S.J.; Dixon, B.W.; Bennett, R.G.; Smith, J.D.; Hill, R.N.

    2004-10-03

    Given the range of fuel cycle goals and criteria, and the wide range of fuel cycle options, how can the set of options eventually be narrowed in a transparent and justifiable fashion? It is impractical to develop all options. We suggest an approach that starts by considering a range of goals for the Advanced Fuel Cycle Initiative (AFCI) and then posits seven questions, such as whether Cs and Sr isotopes should be separated from spent fuel and, if so, what should be done with them. For each question, we consider which of the goals may be relevant to eventually providing answers. The AFCI program has both ''outcome'' and ''process'' goals because it must address both waste already accumulating as well as completing the fuel cycle in connection with advanced nuclear power plant concepts. The outcome objectives are waste geologic repository capacity and cost, energy security and sustainability, proliferation resistance, fuel cycle economics, and safety. The process objectives are rea diness to proceed and adaptability and robustness in the face of uncertainties.

  5. The Questioning Strategies Observation System (QSOS).

    ERIC Educational Resources Information Center

    Morse, Kevin R.; Davis, O. L., Jr.

    The Questioning Strategies Observation System (QSOS) is designed to record verbal behaviors occurring in the classroom which are associated with the teacher's use of questions. Twenty-four categories are used in three main sections: initiation of the question, response to the question, and reaction to the response. Under initiation, the categories…

  6. Five Strategies for Questioning with Intention

    ERIC Educational Resources Information Center

    Costa, Arthur L.; Kallick, Bena

    2015-01-01

    Masterful teachers don't just ask a lot of questions; they ask questions in a purposeful way. In this article, Costa and Kallick describe five strategies that can help teachers become more purposeful in designing and posing questions. One strategy is to plan questions that elicit student thinking at various cognitive levels, from simple recall of…

  7. [Nursing] Test Pool Questions. Area II.

    ERIC Educational Resources Information Center

    Watkins, Nettie; Patton, Bob

    This manual consists of area 2 test pool questions which are designed to assist instructors in selecting appropriate questions to help prepare practical nursing students for the Oklahoma state board exam. Multiple choice questions are utilized to facilitate testing of nursing 2 curriculum objectives. Each test contains questions covering each…

  8. [Nursing] Test Pool Questions. Area I.

    ERIC Educational Resources Information Center

    Watkins, Nettie; Patton, Bob

    This manual consists of area 1 test pool questions which are designed to assist instructors in selecting appropriate questions to help prepare practical nursing students for the Oklahoma state board exam. Multiple choice questions are utilized to facilitate testing of nursing 1 curriculum objectives. Each test contains questions covering each…

  9. 29 CFR 18.104 - Preliminary questions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Preliminary questions. 18.104 Section 18.104 Labor Office of... OF ADMINISTRATIVE LAW JUDGES Rules of Evidence § 18.104 Preliminary questions. (a) Questions of admissibility generally. Preliminary questions concerning the qualification of a person to be a witness,...

  10. 29 CFR 18.104 - Preliminary questions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 1 2011-07-01 2011-07-01 false Preliminary questions. 18.104 Section 18.104 Labor Office... OFFICE OF ADMINISTRATIVE LAW JUDGES Rules of Evidence § 18.104 Preliminary questions. (a) Questions of admissibility generally. Preliminary questions concerning the qualification of a person to be a witness,...

  11. Improving Teacher Questions in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Teachers need to be able to ask quality questions in the teaching of reading--questions to assess student comprehension and to clarify content, questions to enable learners to engage in higher levels of cognition such as creative and critical thinking, questions to help students engage in meaningful reading experiences and become lifelong…

  12. Answering Key Fuel Cycle Questions

    SciTech Connect

    Steven J. Piet; Brent W. Dixon; J. Stephen Herring; David E. Shropshire; Mary Lou Dunzik-Gougar

    2003-10-01

    The Advanced Fuel Cycle Initiative (AFCI) program has both “outcome” and “process” goals because it must address both waste already accumulating as well as completing the fuel cycle in connection with advanced nuclear power plant concepts. The outcome objectives are waste geological repository capacity and cost, energy security and sustainability, proliferation resistance, fuel cycle economics, and safety. The process objectives are readiness to proceed and adaptability and robustness in the face of uncertainties. A classic decision-making approach to such a multi-attribute problem would be to weight individual quantified criteria and calculate an overall figure of merit. This is inappropriate for several reasons. First, the goals are not independent. Second, the importance of different goals varies among stakeholders. Third, the importance of different goals is likely to vary with time, especially the “energy future.” Fourth, some key considerations are not easily or meaningfully quantifiable at present. Instead, at this point, we have developed 16 questions the AFCI program should answer and suggest an approach of determining for each whether relevant options improve meeting each of the program goals. We find that it is not always clear which option is best for a specific question and specific goal; this helps identify key issues for future work. In general, we suggest attempting to create as many win-win decisions (options that are attractive or neutral to most goals) as possible. Thus, to help clarify why the program is exploring the options it is, and to set the stage for future narrowing of options, we have developed 16 questions, as follows: · What are the AFCI program goals? · Which potential waste disposition approaches do we plan for? · What are the major separations, transmutation, and fuel options? · How do we address proliferation resistance? · Which potential energy futures do we plan for? · What potential external triggers do we

  13. Big questions about the universe

    NASA Astrophysics Data System (ADS)

    Stavinschi, Magda

    2011-06-01

    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 originate? All these questions 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.

  14. Fundamental Questions of Practical Cosmology

    NASA Astrophysics Data System (ADS)

    Baryshev, Yurij; Teerikorpi, Pekka

    The book guides the reader (astronomer, physicist, university student) through central questions of Practical Cosmology, a term used by the late Allan Sandage to denote the modern scientific enterprise to find out the cosmological model best describing the universe of galaxies, its geometry, size, age, and material contents. The authors draw from their personal experience in astrophysics and cosmology to explain key concepts of cosmology, both observational and theoretical, and to highlight several items which give cosmology its special character: - idiosyncratic features of the "cosmic laboratory" - Malmquist bias in determination of cosmic distances - theory of gravitation as a cornerstone of cosmological models - crucial tests checking the reality of space expansion - methods of analyzing the structures of the universe as mapped by galaxies - usefulness of fractal as a model to describe the large-scale structure - new cosmological physics inherent in the Friedmann world model

  15. SNTEMP (In)frequently asked questions

    USGS Publications Warehouse

    Bartholow, J.M.

    2000-01-01

    Here, you will find a series of questions and answers resulting from many years of technical assistance with SNTEMP and SSTEMP. These (in)frequently asked questions are presented here so that you may get a feel for the range of questions posed, learn from the questions and their 'answers,' and share in the discussions if you wish. I certainly didn't answer all the questions, nor do I feel like I've got the only answer for them all.

  16. Common questions about Barrett esophagus.

    PubMed

    Zimmerman, Thomas G

    2014-01-15

    Barrett esophagus is a precancerous metaplasia of the esophagus that is more common in patients with chronic reflux symptoms, although it also occurs in patients without symptomatic reflux. Other risk factors include smoking, male sex, obesity, white race, hiatal hernia, and increasing age (particularly older than 50 years). Although Barrett esophagus is a risk factor for esophageal adenocarcinoma, its management and the need for screening or surveillance endoscopy are debatable. The annual incidence of progression to esophageal cancer is 0.12% to 0.33%; progression is more common in patients with high-grade dysplasia and long-segment Barrett esophagus. Screening endoscopy should be considered for patients with multiple risk factors, and those who have lesions with high-grade dysplasia should undergo endoscopic mucosal resection or other endoscopic procedures to remove the lesions. Although the cost-effectiveness is questionable, patients with nondysplastic Barrett esophagus can be followed with endoscopic surveillance. Lowgrade dysplasia should be monitored or eradicated via endoscopy. Although there is no evidence that medical or surgical therapies to reduce acid reflux prevent neoplastic progression, proton pump inhibitors can be used to help control reflux symptoms. PMID:24444576

  17. Two-Year-Old Children Differentiate Test Questions from Genuine Questions

    ERIC Educational Resources Information Center

    Grosse, Gerlind; Tomasello, Michael

    2012-01-01

    Children are frequently confronted with so-called "test questions". While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question…

  18. Frequently Asked Questions (Palliative Care: Conversations Matter)

    MedlinePlus

    ... Questions Frequently Asked Questions: What is pediatric palliative care? Pediatric palliative (pal-lee-uh-tiv) care is ... for patients and families. Who provides pediatric palliative care? Every palliative care team is different. The team ...

  19. Provocative Questions in Cancer: NCI Seminar

    Cancer.gov

    science writers' seminar to discuss various aspects of one of NCI’s signature efforts -- the Provocative Questions project. Discussion will focus on the scientific research that surrounds some of these questions.

  20. Answers to Common Questions about Scars

    MedlinePlus

    ... Donation Volunteer Efforts Answers to Common Questions About Scars skip to submenu Parents & Individuals Information for Parents & Individuals Answers to Common Questions About Scars To download the PDF version of this factsheet, ...

  1. EXPOSURE FACTORS HANDBOOK - FREQUENTLY ASKED QUESTIONS

    EPA Science Inventory

    This page provides a list of the most frequently asked questions and answers related to exposure factors. The following questions and answers have been compiled from inquiries made by users of the Exposure Factors Handbook. These questions and answers provide general information ...

  2. Critical Thinking: Crucial Distinctions for Questioning.

    ERIC Educational Resources Information Center

    Elder, Linda; Paul, Richard

    1997-01-01

    Stresses the importance of questioning as a key element in the art of learning. Defines three types of questions: (1) multisystem, which considers more than one relevant viewpoint in thinking through a problem, issue, or question; (2) one-system, which can be tested with a multiple-choice format; and (3) no-system, which are matters of sheer…

  3. Better Questions and Answers Equal Success.

    ERIC Educational Resources Information Center

    Swicegood, Philip R.; Parsons, James L.

    1989-01-01

    Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for student…

  4. Good Student Questions in Inquiry Learning

    ERIC Educational Resources Information Center

    Lombard, François E.; Schneider, Daniel K.

    2013-01-01

    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 questions". This study will address the question: "Which design features allow learners to refine questions while preserving…

  5. Questions That Science Teachers Find Difficult (II).

    ERIC Educational Resources Information Center

    Goodwin, Alan

    2003-01-01

    Presents some questions that science teachers find difficult. Focuses on three further questions relating to "simple" everyday situations that are normally explained in terms of the kinetic theory of matter. Identifies looking at the difference between chemical and physical changes as the most problematic question. (Author/YDS)

  6. 32 CFR 316.7 - Questions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 2 2011-07-01 2011-07-01 false Questions. 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 Questions. Questions on both the substance and procedure...

  7. 32 CFR 316.7 - Questions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Questions. 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 Questions. Questions on both the substance and procedure...

  8. Leading Questions and the Eyewitness Report

    ERIC Educational Resources Information Center

    Loftus, Elizabeth F.

    1975-01-01

    Investigates how the wording of questions asked immediately after an event may influence responses to questions asked considerably later. Discussion of the findings develops the thesis that questions asked about an event shortly after it occurs may distort the witness' memory of that event. (RC)

  9. Teaching Students to Form Effective Questions

    ERIC Educational Resources Information Center

    Stafford, Tish

    2009-01-01

    The ability to question lies at the heart of human curiosity and is a necessary component of cognition. The author stresses that forming questions is essential to human thought and communication. As such, forming questions is a foundational process that cuts across curricular areas and is embedded in content standards across the nation, including…

  10. 37 CFR 354.2 - Novel questions.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Section 354.2 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF CONGRESS COPYRIGHT...) Mandatory referrals. If the material question of substantive law described in § 354.1(a) is a novel question... discretionary referral of material questions of copyright law to the Register of Copyrights by the...

  11. 37 CFR 354.2 - Novel questions.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Section 354.2 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF CONGRESS COPYRIGHT...) Mandatory referrals. If the material question of substantive law described in § 354.1(a) is a novel question... discretionary referral of material questions of copyright law to the Register of Copyrights by the...

  12. 37 CFR 354.2 - Novel questions.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Section 354.2 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF CONGRESS COPYRIGHT...) Mandatory referrals. If the material question of substantive law described in § 354.1(a) is a novel question... discretionary referral of material questions of copyright law to the Register of Copyrights by the...

  13. 32 CFR 17.4 - Interlocutory questions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... trial by military commission. In accordance with 32 CFR 9.4(a)(5)(iv), however, the Presiding Officer... 32 National Defense 1 2010-07-01 2010-07-01 false Interlocutory questions. 17.4 Section 17.4... ADMINISTRATIVE PROCEDURES § 17.4 Interlocutory questions. (a) Certification of interlocutory questions....

  14. 32 CFR 17.4 - Interlocutory questions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... trial by military commission. In accordance with 32 CFR 9.4(a)(5)(iv), however, the Presiding Officer... 32 National Defense 1 2011-07-01 2011-07-01 false Interlocutory questions. 17.4 Section 17.4... ADMINISTRATIVE PROCEDURES § 17.4 Interlocutory questions. (a) Certification of interlocutory questions....

  15. 37 CFR 354.2 - Novel questions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 37 Patents, Trademarks, and Copyrights 1 2011-07-01 2011-07-01 false Novel questions. 354.2... ROYALTY JUDGES RULES AND PROCEDURES SUBMISSIONS TO THE REGISTER OF COPYRIGHTS § 354.2 Novel questions. (a) Mandatory referrals. If the material question of substantive law described in § 354.1(a) is a novel...

  16. Using Questioning to Stimulate Mathematical Thinking

    ERIC Educational Resources Information Center

    Way, Jenni

    2008-01-01

    Good questioning 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 questions that teachers asked" (Wood, 2002). Past research shows that 93% of teacher questions were "lower order" knowledge-based questions…

  17. 37 CFR 354.2 - Novel questions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false Novel questions. 354.2... ROYALTY JUDGES RULES AND PROCEDURES SUBMISSIONS TO THE REGISTER OF COPYRIGHTS § 354.2 Novel questions. (a) Mandatory referrals. If the material question of substantive law described in § 354.1(a) is a novel...

  18. Questioning Profiles in Secondary Science Classrooms

    ERIC Educational Resources Information Center

    Almeida, Patricia; de Souza, Francisle Neri

    2010-01-01

    In this paper, we are concerned with the role of both teachers and students' questioning in classroom interaction. Bearing in mind that the current guidelines point out to student centred teaching, our aim is to analyse and characterise the questioning patterns of contemporary secondary science classes and compare them to the questioning profiles…

  19. Using Questions to Depress Student Thought.

    ERIC Educational Resources Information Center

    Dillon, J. T.

    1978-01-01

    Examines the traditional and prevailing view that teacher questions are effective stimulants to student thought. Through an examination of research, practice, and theory related to question use, the author develops a counterargument that questions inhibit thought and discussion, or at least do not stimulate student participation. (RH)

  20. Doctors' questions as displays of understanding.

    PubMed

    Deppermann, Arnulf; Spranz-Fogasy, Thomas

    2011-01-01

    Based on German data from history-taking in doctor-patient interaction, the paper shows that the three basic syntactic types of questions (questions fronted by a question-word (w-questions), verb-first (V1) questions, and declarative questions) provide different opportunities for displaying understanding in medical interaction. Each syntactic question-format is predominantly used in a different stage of topical sequences in history taking: w-questions presuppose less knowledge and are thus used to open up topical sequences; declarative questions are used to check already achieved understandings and to close topical sequences. Still, the expected scope of answers to yes/no-questions and to declarative questions is less restricted than previously thought. The paper focuses in detail on the doctors' use of formulations as declarative questions, which are designed to make patients elaborate on already established topics, giving more details or accounting for a confirmation. Formulations often involve a shift to psychological aspects of the illness. Although patients confirm doctors' empathetic formulations, they, however, regularly do not align with this shift, returning to the description of symptoms and to biomedical accounts instead. The study shows how displays of understanding are responded to not only in terms of correctness, but also (and more importantly) in terms of their relevance for further action. PMID:23264976

  1. How to Make Your Questions Essential

    ERIC Educational Resources Information Center

    Wiggins, Grant; Wilbur, Denise

    2015-01-01

    Good essential questions rarely emerge in the first draft. Common first-draft questions typically are convergent low-level questions 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…

  2. Developing Qualitative Research Questions: A Reflective Process

    ERIC Educational Resources Information Center

    Agee, Jane

    2009-01-01

    The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all…

  3. Delivery of QTIiv2 Question Types

    ERIC Educational Resources Information Center

    Wills, Gary B.; Davis, Hugh C.; Gilbert, Lester; Hare, Jonathon; Howard, Yvonne; Jeyes, Steve; Millard, David; Sherratt, Robert

    2009-01-01

    The IMS Question and Test Interoperability (QTI) standard identifies 16 different question 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 question types as specified. In addition, care has been taken in the R2Q2 project…

  4. Questions and Answers About Nuclear Power Plants.

    ERIC Educational Resources Information Center

    Environmental Protection Agency, Washington, DC.

    This pamphlet is designed to answer many of the questions that have arisen about nuclear power plants and the environment. It is organized into a question and answer format, with the questions taken from those most often asked by the public. Topics include regulation of nuclear power sources, potential dangers to people's health, whether nuclear…

  5. Planetary protection - some legal questions

    NASA Astrophysics Data System (ADS)

    Fasan, E.

    2004-01-01

    When we legally investigate the topic of Planetary Protection, we have to realise that there are primarily two very distinct parts of our juridical work: We have to study lexlata, theexistingapplicableLaw, especially Space Law, and also lexferenda, whatshouldbethe law . With this in mind, we have to deliberate the legal meaning of the notions "Planetary", and "Protection". About " Planetary": Our own Earth is our most important planet. At present only here do exist human beings, who are sensu strictu the only legal subjects. We make the law, we have to apply it, and we are to be protected as well as bound by it. But what is further meant by "Planetary"? Is it planets in an astronomical sense only, the nine planets which revolve around our fixed star, namely the sun, or is it also satellites, moving around most of these planets, as our own Moon circles Earth. "The Moon and other Celestial Bodies (C.B.)" are subject to Space Law, especially to International Treaties, Agreements, Resolutions of the UN, etc. I propose that they and not only the planets in an strictly astronomical sense are to be protected. But I do not think that the said notion also comprises asteroids, comets, meteorites, etc. although they too belong to our solar system. Our investigation comes to the result that such bodies have a different (lesser) legal quality. Also we have to ask Protectionfrom what ? From: Natural bodies - Meteorites, NEO Asteroids, Comets which could hit Earth or C.B.Artificial Objects: Space Debris threatening especially Earth and near Earth orbits.Terrestrial Life - no infection of other celestial bodies. Alien life forms which could bring about "harmful contamination" of Earth and the life, above all human life, there, etc. Here, astrobiological questions have to be discussed. Special realms on C.B. which should be protected from electronic "noise" such as craters SAHA or Deadalus on the Moon, also taking into account the "Common Heritage" Principle. Then, we have to

  6. Planetary protection - some legal questions

    NASA Astrophysics Data System (ADS)

    Fasan, E.

    When we legally investigate the topic of Planetary Protection, we have to realise that there are primarily two very distinct parts of our juridical work: We have to study lex lata, the existing applicable Law, especially Space Law, and also lex ferenda, what should be the law. With this in mind, we have to deliberate the legal meaning of "Planetary", and of "Protection". About "Planetary": Our own Earth is the most important planet. At present only here do exist human beings, who are sensu strictu the only legal subjects. We make the law, we have to apply it, and we are to be protected as well as bound by it. Then, we have to discuss what is further meant by "Planetary": Is it planets in an astronomical sense only, the nine planets which revolve around our fixed star, namely the sun, or is it also satellites, moving around most of these planets, as our own Moon circles Earth. "The Moon and other Celestial Bodies (C.B)" are subject to Space Law, especially to International Treaties, Agreements, Resolutions of the UN etc. I propose that they and not only the planets in an strictly astronomical sense are to be protected. But I do not think that the said notion also comprises asteroids, comets, meteorites etc. although they too belong to our solar system. Our investigation comes to the result that such bodies have a different (lesser) legal quality. Also we have to ask Protection from what? From: Natural bodies - Meteorites, NEO Asteroids, Comets which could hit Earth or C.B. Artificial Objects: Space Debris threatening especially Earth and near Earth orbits. Terrestrial Life - no infection of other celestial bodies. Alien life forms which could bring about "harmful contamination" of Earth and the life, above all human life, there etc. Here, astrobiological questions have to be discussed. Special realms on C.B. which should be protected from Electronic "Noise" such as craters SAHA or Deadalus on the Moon, also taking into account the "Common Heritage" Principle. Then

  7. 150 Student Questions on Solar Physics

    NASA Astrophysics Data System (ADS)

    Lopez, R. E.; Gross, N. A.; Knipp, D. J.

    2010-12-01

    The Center for Integrated Space Weather Modeling (CISM) holds a two-week Space Weather Summer School for introductory graduate students and space weather professionals to gain a system level understanding of the space environment and the effects of space weather. A typical day in the summer school consists of three morning lectures followed by an afternoon lab session. After the morning lectures, the participants are each asked to submit a question about the mornings topics on a question card. The lecturers then take the time to answer these questions prior to afternoon sessions. In the last 5 years over 1000 such question cards have been collected and cataloged. Despite detailed lectures by experts similar questions appear every year. We have analyzed over 150 questions related to the introductory lectures on solar physics and solar activity. Questions content was categorized using the AGU Index, and question sophistication was categorized using Bloom’s Taxonomy of Educational Objectives. Specific analysis results along with lists of questions will be presented. We hope that these results can be used to improve the lecture and classroom content and allow students to move beyond low level education objectives and ask more sophisticated questions.

  8. Is There a Relationship between Chemistry Performance and Question Type, Question Content and Gender?

    ERIC Educational Resources Information Center

    Hudson, Ross D.

    2012-01-01

    This research inquires into the effectiveness of the two predominant forms of questions--multiple-choice questions and short-answer questions--used in the State University Entrance Examination for Chemistry including the relationship between performance and gender. It examines not only the style of question but also the content type examined…

  9. Correlation between Question Intonation and Focus of Interrogation--Evidence from French Dislocated Questions.

    ERIC Educational Resources Information Center

    Shen, Xiao-nan

    This study explores the relationship between question intonation patterns in French using dislocated questions and question-focus (Q- focus). A dislocated question 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, toi?"), or in the…

  10. Question Classification Taxonomies as Guides to Formulating Questions for Use in Chemistry Classrooms

    ERIC Educational Resources Information Center

    Festo, Kayima

    2016-01-01

    Teacher questions play an important role in facilitating classroom discourse. Using appropriate question types and proper questioning techniques help to create reflective-active learners. Teacher questions can elicit students' explanations, elaboration of their ideas and thinking, and they can be used to disclose students' misconceptions. Despite…

  11. Twenty Questions Games Always End With Yes

    NASA Astrophysics Data System (ADS)

    Wu, W.; Gill, J. T., III

    2011-08-01

    Huffman coding is often presented as the optimal solution to Twenty Questions. However, a caveat is that Twenty Questions games always end with a reply of Yes, whereas Huffman codewords need not obey this constraint. We bring resolution to this issue by showing that the average number of questions still lies between H(X) and H(X)+1. IPNPR Volume 42-187 Tagged File.txt

  12. Exam Question Exchange: Potential Energy Surfaces.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1988-01-01

    Presents three examination questions, graded in difficulty, that explore the topic of potential energy surfaces using a diagrammatic approach. Provides and discusses acceptable solutions including diagrams. (CW)

  13. Doing Science and Asking Questions II: An Exercise That Generates Questions

    NASA Astrophysics Data System (ADS)

    Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

    2005-08-01

    Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

  14. Questions & Answers about Aeronautics and Space.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC.

    Answers to 27 questions about aeronautics, space, and the National Aeronautics and Space Administration (NASA) are provided in this pamphlet. Among the topics dealt with in these questions are: costs of the space program; NASA's role in aeronautics; benefits received from the space program; why the United States hasn't developed means of rescuing…

  15. The Right Questions, the Right Way

    ERIC Educational Resources Information Center

    Wiliam, Dylan

    2014-01-01

    According to Dylan Wiliam, the traditional classroom practice in which a teacher asks a question, students raise their hands, and the teacher calls on a volunteer does not actually provide much useful information--and it may even impede learning. When teachers ask questions in this way, they're only engaging the most confident students in the…

  16. Processing the Curriculum through Quality Questioning

    ERIC Educational Resources Information Center

    Gregerson, Jessica

    2011-01-01

    In this inquiry-based project, student-generated questions became the basis for student-directed individual and group projects that provided practice with problem solving, critical thinking, and research skills while digging deeper into the Earth science curriculum. The author used her students' high-level questions to provide relevance,…

  17. Adopted Children: A Question of Identity

    ERIC Educational Resources Information Center

    Mahmood, Samina; Visser, John

    2015-01-01

    This article draws upon a study completed in a specific school in Bangalore where most children enter at the pre-school level and continue till high school. While the particular children in the study constitute a small number--four--it was observed that questions of identity mainly arose when they started questioning the circumstances behind their…

  18. Questioning: A Path to Critical Thinking.

    ERIC Educational Resources Information Center

    Christenbury, Leila; Kelly, Patricia P.

    Intended to help upper elementary and secondary school teachers increase their students' critical thinking, this booklet discusses the theory and techniques behind the use of questioning to evoke prior knowledge and further inquiry. The first portion of the booklet discusses the theory and research that underlie the use of questioning, examining…

  19. HOW PEOPLE RESPOND TO CONTINGENT VALUATION QUESTIONS

    EPA Science Inventory

    The purpose of the project is to understand better how individuals interpret and respond to contingent valuation (CV) questions. The research will address three issues: the reliability of the referendum questions format, the importance of reminding respondents about subst...

  20. The Notion of Coercion in Courtroom Questioning.

    ERIC Educational Resources Information Center

    Bulow-Moller, Anne Marie

    To account for coercive force in questions posed by counsel to defendants and witnesses, several levels of speech must be addressed. Forensic linguistics literature discusses the scale of coerciveness as reflected in the syntactic form of the questions. It is argued that this type of analysis fails to account for the inferences made by hearers…

  1. Fixed-Response Questions with a Difference.

    ERIC Educational Resources Information Center

    Johnstone, Alex H.; Ambusaidi, Abdullah

    2002-01-01

    Offers three types of fixed-response questions that are designed to overcome drawbacks appearing in the conventional forms of fixed-response questions such as not allowing the examiner to investigate reasoning, background, or prevent guessing. (Contains 14 references.) (Author/YDS)

  2. Questions and Answers in Mohawk Conversation.

    ERIC Educational Resources Information Center

    Feurer, Hanny

    This dissertation surveys question-answer patterns in Mohawk conversation. After discussing some theoretical issues, a morpho-syntactic description of questions is presented and the description is expanded to the level of discourse. Although the approach followed is modelled on generative semantics, it departs from it in significant ways, in order…

  3. Asking Questions: Cultivating the Habit of Inquiry

    ERIC Educational Resources Information Center

    Deluty, Evelyn Wortsman

    2010-01-01

    Learning how to think critically is a slow, painstaking process but one well worth cultivating. Some students never realize that questioning matters. Their smug mockery of any reflective endeavor threatens their comfort zone and creates an obstacle to thinking critically. They simply devalue it. Questioning is a sure sign that the student is…

  4. Privacy Questions from Practicing School Nurses

    ERIC Educational Resources Information Center

    Bergren, Martha Dewey

    2004-01-01

    This Question and Answer (Q&A) article addresses practice issues related to school health records and school nursing documentation that were posed by school nurses in the field. Specifically, the questions addressed concern the following: education records, medication privacy issues, sharing of sensitive health information, privacy of individual…

  5. Mathematics, Questions, and "Schools Without Failure"

    ERIC Educational Resources Information Center

    Perl, Teri

    1974-01-01

    Most questions in the mathematics classroom deal with memorization and learning, and have one correct answer. Suggestions for using three other types of questions identified by Glasser (SCHOOLS WITHOUT FAILURE) are provided. Activities discussed include tangrams, attribute blocks, pattern recognition, and games. (SD)

  6. Patterns and Punctuation: Learning to Question Language

    ERIC Educational Resources Information Center

    Schlessman, Elizabeth

    2011-01-01

    As teachers plan instruction--even instruction about punctuation--they have the opportunity to engage students' minds and create new labels: question-asking, problem-solving. How teachers teach embeds a vision of who they think kids are and what they think kids are capable of. Are they destined for a future of critical thinking, questioning,…

  7. Questions to Ask Your Liability Insurance Broker

    ERIC Educational Resources Information Center

    Neugebauer, Roger

    2006-01-01

    This paper discusses some important questions to ask an insurance broker regarding liability insurance. The author based these questions on his interviews with Kathryn Hammerback, Craig Hammer, and Mike North: (1) Are centers covered when...?; (2) How can a center director cut costs on this policy?; (3) Is this an "occurrence" or a "claims-made"…

  8. 47 CFR 97.523 - Question pools.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 5 2012-10-01 2012-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO SERVICE Qualifying Examination Systems § 97.523 Question pools. All VECs must cooperate in maintaining...

  9. 47 CFR 97.523 - Question pools.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 47 Telecommunication 5 2013-10-01 2013-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO SERVICE Qualifying Examination Systems § 97.523 Question pools. All VECs must cooperate in maintaining...

  10. 47 CFR 97.523 - Question pools.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 5 2014-10-01 2014-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO SERVICE Qualifying Examination Systems § 97.523 Question pools. All VECs must cooperate in maintaining...

  11. 47 CFR 97.523 - Question pools.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 47 Telecommunication 5 2011-10-01 2011-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO SERVICE Qualifying Examination Systems § 97.523 Question pools. All VECs must cooperate in maintaining...

  12. 47 CFR 97.523 - Question pools.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 47 Telecommunication 5 2010-10-01 2010-10-01 false Question pools. 97.523 Section 97.523 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AMATEUR RADIO SERVICE Qualifying Examination Systems § 97.523 Question pools. All VECs must cooperate in maintaining...

  13. Risk Factor Analysis and the Youth Question

    ERIC Educational Resources Information Center

    France, Alan

    2008-01-01

    This paper is concerned with exploring how in late modernity the "youth question" is being addressed by public policy and what impact this is having on understandings of childhood and youth. Historically the youth question has been shaped by adult anxieties over youth delinquency and their problems of social integration. In late modernity, this is…

  14. Questioning Techniques: A Study of Instructional Practice

    ERIC Educational Resources Information Center

    Hill, Joan Buchanan

    2012-01-01

    This study took place in an independent all girls' school which serves over six hundred students in grades pre-kindergarten through twelve. This study seeks to answer the question: To what extent do teachers use questions to encourage deeper thinking and fuller responses. Through a review of literature, observations, interviews and analysis,…

  15. From Asking to Answering: Making Questions Explicit

    ERIC Educational Resources Information Center

    Washington, Gene

    2006-01-01

    "From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

  16. Using Questioning To Guide Student Thinking.

    ERIC Educational Resources Information Center

    van Zee, Emily; Minstrell, Jim

    1997-01-01

    Analyzes ways in which an experienced physics teacher uses questioning to guide student thinking during a benchmark discussion on measurement. Proposes that teachers may shift toward more reflective discourse by asking questions that help students clarify their meanings, consider various points of view, and monitor their own thinking. (Author/DKM)

  17. Single-Concept Clicker Question Sequences

    ERIC Educational Resources Information Center

    Lee, Albert; Ding, Lin; Reay, Neville W.; Bao, Lei

    2011-01-01

    Students typically use electronic polling systems, or clickers, to answer individual questions. Differing from this tradition, we have developed a new clicker methodology in which multiple clicker questions targeting the same underlying concept but with different surface features are grouped into a sequence. Here we present the creation,…

  18. Statistics Test Questions: Content and Trends

    ERIC Educational Resources Information Center

    Salcedo, Audy

    2014-01-01

    This study presents the results of the analysis of a group of teacher-made test questions for statistics courses at the university level. Teachers were asked to submit tests they had used in their previous two semesters. Ninety-seven tests containing 978 questions were gathered and classified according to the SOLO taxonomy (Biggs & Collis,…

  19. Conscience in Childhood: Old Questions, New Answers

    ERIC Educational Resources Information Center

    Aksan, Nazan; Kochanska, Grazyna

    2005-01-01

    Although conscience has been the focus of reflection for centuries, fundamental questions regarding its organization have not been fully answered. To address those questions, the authors applied structural equation modeling techniques to longitudinal data comprising multiple behavioral measures of children's conscience, obtained in parallel…

  20. Lunar interferometric astronomy: Some basic questions

    NASA Technical Reports Server (NTRS)

    Woolf, Neville

    1992-01-01

    The author examines some basic questions as to why there should be astronomical facilities on the far side of the moon. The questions are ones of appropriateness, i.e., is this a proper use for human resources, what the real goals are, and are the present concepts the best match for the goals.

  1. The Effects of Questioning on Thinking Processes.

    ERIC Educational Resources Information Center

    Shiang, Ching-Pyng; McDaniel, Ernest

    This study investigated the effects of self-generated questions and external questions on thinking processes. Thirty-three college students acted as investigators in a computer simulation of a Congressional investigation into the Pearl Harbor attack. The simulation--known as "The Attack on Pearl Harbor: Cloud of Mystery?"--presented the background…

  2. Questions for Collaboration: Lessons from Reggio Emilia.

    ERIC Educational Resources Information Center

    Fyfe, Brenda

    1998-01-01

    Identifies questions teachers are learning to ask themselves and each other as they move toward a negotiated, co-constructed and systematic approach that places documentation at the heart of an emergent curriculum. Discusses these questions in terms of documentation, discourse, and design, three components that define a dynamic system of learning…

  3. Mental Models of Research: Generating Authentic Questions

    ERIC Educational Resources Information Center

    Donham, Jean; Heinrich, Jill A.; Bostwick, Kerry A.

    2010-01-01

    In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in…

  4. Children's Questions: A Mechanism for Cognitive Development

    ERIC Educational Resources Information Center

    Chouinard, Michelle M.

    2007-01-01

    Preschoolers' questions may play an important role in cognitive development. When children encounter a problem with their current knowledge state (a gap in their knowledge, some ambiguity they do not know how to resolve, some inconsistency they have detected), asking a question allows them to get targeted information exactly when they need it.…

  5. QUEST: A Cognitive Model of Question Answering.

    ERIC Educational Resources Information Center

    Graesser, Arthur C.; Franklin, Stanley P.

    1990-01-01

    Describes the seven main components of QUEST, a cognitive model of question answering that attempts to simulate the answers adults produce when they answer different types of questions, both closed class and open class. Illustrates how the model could be applied to different types of knowledge structures, including causal networks, goal…

  6. "Wh"-Questions in the English Language

    ERIC Educational Resources Information Center

    Mowarin, Macaulay

    2011-01-01

    This paper analyzes "wh"-questions in the English Language based mainly on Chomsky's Minimalist Programme of transformational grammar as the theoretical model. The four main objectives of this paper are as follows: first, it undertakes a cross linguistic typological analysis of "wh"-questions and it then discusses the derivation of…

  7. 9/11: Reflections, Memories, and Questions

    ERIC Educational Resources Information Center

    Zingone, Joe

    2011-01-01

    What were you doing on September 11th? This seems like an obvious question to prompt conversations about the World Trade Center tragedy, but is it a good question to ask high school students a decade removed from the event? Many students now in high school were toddlers at the time. What do they really remember from that day? Are these memories…

  8. Concealed Questions. In Search of Answers

    ERIC Educational Resources Information Center

    Frana, Ilaria

    2010-01-01

    This dissertation examines the semantic interpretation of various types of DPs in so-called concealed-question (CQ) constructions, as "Bill's phone number" in the sentence "John knows Bill's phone number". The peculiar characteristic of DP-CQs is that they are interpreted as having the meaning of an embedded question. So, for instance, the…

  9. Writing clinical scenarios for clinical science questions.

    PubMed

    Smith, Phil Em; Mucklow, John C

    2016-04-01

    Written knowledge assessments for physicians in training typically involve multiple-choice questions that use a clinical scenario in a single-best-answer format. The Royal College of Physicians Part 1 MRCP(UK) examination includes basic sciences themes that are challenging to assess through a clinical scenario. A realistic clinical setting based on everyday clinical practice and integral to the question is the clearest demonstration that the knowledge being assessed is clinically relevant. However, without special attention to detail, the scenario in a clinical science question can appear redundant or artificial. Reading unnecessary material frustrates candidates and threatens the reputation of the assessment. In this paper we discuss why a clinical scenario is important for basic science questions and offer advice on setting realistic and plausible clinical scenarios for such questions. PMID:27037383

  10. Modified essay question (MEQ) paper: perestroika.

    PubMed

    Lockie, C; McAleer, S; Mulholland, H; Neighbour, R; Tombleson, P

    1990-11-01

    Traditionally the modified essay question (MEQ) paper has attempted to test problem solving and decision making based on an on-going family saga using seven or eight questions to be answered in 90 minutes. Candidates' scripts are double marked by two College examiners. This format imposes constraints on the range of questions asked and results in contrived scenarios. It is possible to be 'coached' for this and double marking is expensive in examiner time. Recent studies show that validity and reliability are improved by increasing the number and range of questions in a 'surgery type' paper. Single marking has been instituted and the MEQ paper will in future consist of 10 or more questions to be answered in 2 hours. Examiners' marking performance is monitored by senior examiners. Technical and statistical considerations are discussed, as are implications for candidates and course organizers. PMID:1670201

  11. Ordered questions bias eyewitnesses and jurors.

    PubMed

    Michael, Robert B; Garry, Maryanne

    2016-04-01

    Eyewitnesses play an important role in the justice system. But suggestive questioning 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 questions altered people's beliefs about their accuracy on those questions (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 questions. Across six experiments, we show that the order of questions matters. Eyewitnesses reported higher accuracy and were more confident about their memory when questions 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 questioning procedures. PMID:26335413

  12. Textbook Questions to Support Spatial Thinking: Differences in Spatiality by Question Location

    ERIC Educational Resources Information Center

    Jo, Injeong; Bednarz, Sarah W.

    2011-01-01

    This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinking--concepts of space, using tools of representation, and processes of reasoning--more than questions in other locations within the text. Three…

  13. The Technology of the Question: Structure and Use of Questions in Educational Technology

    ERIC Educational Resources Information Center

    Hokanson, Brad

    2015-01-01

    This writing looks at an elemental aspect of learning and communication, the question, and contends that questions can be viewed as a technology for education. Questions that we ask in the classroom, online, or in discussion can shape learning and develop skills in students, and they should be more systematically employed in education. This…

  14. 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.…

  15. Questioning Strategies in Reading or Is the Right Person Being Trained to Ask the Questions?

    ERIC Educational Resources Information Center

    Piercey, Dorothy

    Teachers have been learning to improve their questioning strategies to facilitate students' thinking. The students too should learn the skill of questioning to be a good reader for the rest of their lives. The teacher's first job is to identify for students the skill of questioning as a way of understanding the writer, pinpointing his purpose,…

  16. The Effects of Questions and Anxiety on Attention, Question Confidence, and Metacognition.

    ERIC Educational Resources Information Center

    Fasko, Daniel, Jr.; Skidmore, Ronald

    The effects of questions of different cognitive levels were investigated in four undergraduate classes involving a total of 80 students. Previous research suggested that questions may distract students from a lecture, and that students felt more confident about responding accurately to low-order questions. These results do not support previous…

  17. Asking Good Questions: Promoting Greater Understanding of Mathematics through Purposeful Teacher and Student Questioning

    ERIC Educational Resources Information Center

    Di Teodoro, Susan; Donders, Sharon; Kemp-Davidson, Joy; Robertson, Peggy; Schuyler, Lori

    2011-01-01

    This action research report follows the journey of four elementary school teachers as they learn to define and ask "deeper" or meaningful mathematical questions in their teachings. It chronicles the way that teaching through problem solving and developing criteria for questioning increased the percentage of "deeper" questions being asked and…

  18. Response to Questions on Presentation to NAS

    SciTech Connect

    Meier, W R

    2011-03-17

    Response to questions on the presentation 'Overview to Chamber and Power Plant Designs for IFE' made at the 1/29-31 meeting of the National Academies Committee on the Prospects for Inertial Confinement Fusion Energy Systems.

  19. Head Lice: Frequently Asked Questions (FAQs)

    MedlinePlus

    ... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

  20. Head Lice: Treatment Frequently Asked Questions (FAQs)

    MedlinePlus

    ... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

  1. Body Lice Frequently Asked Questions (FAQs)

    MedlinePlus

    ... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

  2. Frequently Asked Questions about Genetic Disorders

    MedlinePlus

    ... used on this page Frequently Asked Questions About Genetic Disorders What are genetic disorders? A genetic disorder is a disease caused ... significant risk of developing the disease. . Geneticists group genetic disorders into three categories: Monogenetic disorders are caused ...

  3. Frequently Asked Questions about Genetic Testing

    MedlinePlus

    ... sobre las pruebas genéticas Frequently Asked Questions About Genetic Testing What is genetic testing? What can I ... find more information about genetic testing? What is genetic testing? Genetic testing uses laboratory methods to look ...

  4. Astronaut Jeff Williams Answers Your Questions

    NASA Video Gallery

    Expedition 22 Commander Jeff Williams, aboard the International Space Station 220 miles above Earth, responds to questions posted on YouTube concerning the station's orientation, life in space and ...

  5. Frequently Asked Questions about Digital Mammography

    MedlinePlus

    ... Consumer Information (MQSA) Frequently Asked Questions About Digital Mammography Share Tweet Linkedin Pin it More sharing options ... mammography exams, such as DBT? What is digital mammography? Full field digital mammography (FFDM, also known simply ...

  6. Olympics: Questions & Answers on the Major Events.

    ERIC Educational Resources Information Center

    Gibbon, Alan

    This book presents background information on the major Olympic events with a question-answer format. Events considered include track and field, swimming, diving, boxing, weightlifting, the equestrian events, and gymnastics. Line drawings illustrate the text. (MM)

  7. Women and Diabetes: Frequently Asked Questions

    MedlinePlus

    ... A A A Listen En Español Women and Diabetes: Frequently Asked Questions Why are women with diabetes ... 08-book-sabores-de-cuba.html More from diabetes.org Shopdiabetes.org: Take the Guesswork out of ...

  8. Investigating Evolutionary Questions Using Online Molecular Databases.

    ERIC Educational Resources Information Center

    Puterbaugh, Mary N.; Burleigh, J. Gordon

    2001-01-01

    Recommends using online molecular databases as teaching tools to illustrate evolutionary questions and concepts while introducing students to public molecular databases. Provides activities in which students make molecular comparisons between species. (YDS)

  9. Questions about Research That Makes a Difference.

    ERIC Educational Resources Information Center

    Field, John

    1991-01-01

    Answers the following questions about transformative research: (1) is the concept needed? (2) does it represent a new methodology? (3) how does it relate to social movements? and (4) is it limited to postindustrial societies? (SK)

  10. A Topic Clustering Approach to Finding Similar Questions from Large Question and Answer Archives

    PubMed Central

    Zhang, Wei-Nan; Liu, Ting; Yang, Yang; Cao, Liujuan; Zhang, Yu; Ji, Rongrong

    2014-01-01

    With the blooming of Web 2.0, Community Question 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 question 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 question queries by automatically finding similar questions that have already been answered by other users. Hence, it greatly improves the efficiency of the online information retrieval. However, given a question query, finding the similar and well-answered questions is a non-trivial task. The main challenge is the word mismatch between question query (query) and candidate question for retrieval (question). To investigate this problem, in this study, we capture the word semantic similarity between query and question by introducing the topic modeling approach. We then propose an unsupervised machine-learning approach to finding similar questions on CQA Q&A archives. The experimental results show that our proposed approach significantly outperforms the state-of-the-art methods. PMID:24595052

  11. A topic clustering approach to finding similar questions from large question and answer archives.

    PubMed

    Zhang, Wei-Nan; Liu, Ting; Yang, Yang; Cao, Liujuan; Zhang, Yu; Ji, Rongrong

    2014-01-01

    With the blooming of Web 2.0, Community Question 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 question 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 question queries by automatically finding similar questions that have already been answered by other users. Hence, it greatly improves the efficiency of the online information retrieval. However, given a question query, finding the similar and well-answered questions is a non-trivial task. The main challenge is the word mismatch between question query (query) and candidate question for retrieval (question). To investigate this problem, in this study, we capture the word semantic similarity between query and question by introducing the topic modeling approach. We then propose an unsupervised machine-learning approach to finding similar questions on CQA Q&A archives. The experimental results show that our proposed approach significantly outperforms the state-of-the-art methods. PMID:24595052

  12. From Question Answering to Visual Exploration

    SciTech Connect

    McColgin, Dave W.; Gregory, Michelle L.; Hetzler, Elizabeth G.; Turner, Alan E.

    2006-08-11

    Research in Question Answering has focused on the quality of information retrieval or extraction using the metrics of precision and recall to judge success; these metrics drive toward finding the specific best answer(s) and are best supportive of a lookup type of search. These do not address the opportunity that users? natural language questions present for exploratory interactions. In this paper, we present an integrated Question Answering environment that combines a visual analytics tool for unstructured text and a state-of-the-art query expansion tool designed to compliment the cognitive processes associated with an information analysts work flow. Analysts are seldom looking for factoid answers to simple questions; their information needs are much more complex in that they may be interested in patterns of answers over time, conflicting information, and even related non-answer data may be critical to learning about a problem or reaching prudent conclusions. In our visual analytics tool, questions result in a comprehensive answer space that allows users to explore the variety within the answers and spot related information in the rest of the data. The exploratory nature of the dialog between the user and this system requires tailored evaluation methods that better address the evolving user goals and counter cognitive biases inherent to exploratory search tasks.

  13. Ian Hinchliffe Answers Your Higgs Boson Questions

    SciTech Connect

    Hinchliffe, Ian

    2012-01-01

    contingent with the ATLAS experiment at CERN, answers many of your questions about the Higgs boson. Ian invited viewers to send in questions about the Higgs via email, Twitter, Facebook, or YouTube in an "Ask a Scientist" video posted July 3: http://youtu.be/xhuA3wCg06s CERN's July 4 announcement that the ATLAS and CMS experiments at the Large Hadron Collider have discovered a particle "consistent with the Higgs boson" has raised questions about what scientists have found and what still remains to be found -- and what it all means. If you have suggestions for future "Ask a Scientist" videos, post them below or send ideas to askascientist@lbl.gov

  14. Ian Hinchliffe Answers Your Higgs Boson Questions

    ScienceCinema

    Hinchliffe, Ian

    2013-05-29

    contingent with the ATLAS experiment at CERN, answers many of your questions about the Higgs boson. Ian invited viewers to send in questions about the Higgs via email, Twitter, Facebook, or YouTube in an "Ask a Scientist" video posted July 3: http://youtu.be/xhuA3wCg06s CERN's July 4 announcement that the ATLAS and CMS experiments at the Large Hadron Collider have discovered a particle "consistent with the Higgs boson" has raised questions about what scientists have found and what still remains to be found -- and what it all means. If you have suggestions for future "Ask a Scientist" videos, post them below or send ideas to askascientist@lbl.gov

  15. Do clinicians use more question marks?

    PubMed Central

    Otte, Willem M; van’t Klooster, Maryse A; van Diessen, Eric; Leijten, Frans SS; Sander, Josemir W

    2015-01-01

    Objective To quantify the use of question marks in titles of published studies. Design and setting Literature review. Participants All Pubmed publications between 1 January 2013 and 31 December 2013 with an available abstract. Papers were classified as being clinical when the search terms clin*, med* or patient* were found anywhere in the paper’s title, abstract or the journal’s name. Other papers were considered controls. As a verification, clinical journals were compared to non-clinical journals in two different approaches. Also, 50 highest impact journals were explored for publisher group dependent differences. Main outcome measure Total number of question marks in titles. Results A total of 368,362 papers were classified as clinical and 596,889 as controls. Clinical papers had question marks in 3.9% (95% confidence interval 3.8–4.0%) of titles and other papers in 2.3% (confidence interval 2.3–2.3%; p < 0.001). These findings could be verified for clinical journals compared to non-clinical journals. Different percentages between four publisher groups were found (p < 0.01). Conclusion We found more question marks in titles of clinical papers than in other papers. This could suggest that clinicians often have a question-driven approach to research and scientists in more fundamental research a hypothesis-driven approach. An alternative explanation is that clinicians like catchy titles. Publishing groups might have pro- and anti-question mark policies. PMID:26085937

  16. Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.

    PubMed

    Adams, Nancy E

    2015-01-01

    In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions 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 question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. 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. PMID:26496396

  17. Key Questions in Marine Megafauna Movement Ecology.

    PubMed

    Hays, Graeme C; Ferreira, Luciana C; Sequeira, Ana M M; Meekan, Mark G; Duarte, Carlos M; Bailey, Helen; Bailleul, Fred; Bowen, W Don; Caley, M Julian; Costa, Daniel P; Eguíluz, Victor M; Fossette, Sabrina; Friedlaender, Ari S; Gales, Nick; Gleiss, Adrian C; Gunn, John; Harcourt, Rob; Hazen, Elliott L; Heithaus, Michael R; Heupel, Michelle; Holland, Kim; Horning, Markus; Jonsen, Ian; Kooyman, Gerald L; Lowe, Christopher G; Madsen, Peter T; Marsh, Helene; Phillips, Richard A; Righton, David; Ropert-Coudert, Yan; Sato, Katsufumi; Shaffer, Scott A; Simpfendorfer, Colin A; Sims, David W; Skomal, Gregory; Takahashi, Akinori; Trathan, Philip N; Wikelski, Martin; Womble, Jamie N; Thums, Michele

    2016-06-01

    It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. PMID:26979550

  18. Cognitive and emotional reactions to questions in the Comparison Question Test.

    PubMed

    MacNeill, A Luke; Bradley, M T; Cullen, M C; Arsenault, Andrea M

    2014-04-01

    The effect of situational factors on perceptions of items on the polygraph Comparison Question Test (CQT) was assessed. In an initial experiment, 86 students (30 men, 56 women; M age = 20.3 yr., SD = 4.0) imagined one of eight scenarios that varied by guilt or innocence, the commission of a real crime or mock crime, and interrogation by a police officer or a professor. They then rated generic CQT questions for importance and emotional concern. All participants rated crime-relevant questions as being more important than past-crime comparison questions. "Guilty" participants also rated these questions as being more emotionally concerning, but "innocent" participants showed no differences in their ratings of concern for the two question types. Interrogator or crime type did not affect the general pattern of responding. A second experiment involving 80 students (21 men, 58 women, 1 non-specified; M age = 22.5 yr., SD = 7.3) replaced the generic CQT questions with content-specific questions developed by the participant. Those imagining guilt showed no differencesin their ratings of relevant and comparison questions, whereas those imagining innocence rated comparison questions as more concerning. Again, interrogator type and crime type had little effect on results. Overall these findings indicated distinctions in cognitive and emotional appraisal for CQT questions, with the nature of emotional concern dependent on guilt/innocence status and the personal relevance of comparison questions. Evidence suggests that the CQT is robust to other situational factors, such as crime type and interrogator type. PMID:24897878

  19. Questioning and Oracy in a Reading Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2013-01-01

    This paper is about the questioning patterns of teachers in an early intervention reading program and the exceptions to this typical interactional pattern. Literacy experts recommend a rich diet of oral language for young learners of English literacy. Teachers offer this rich diet by creating an appropriate learning environment in the classroom…

  20. Two questions about surrogacy and exploitation.

    PubMed

    Wertheimer, Alan

    1992-01-01

    In this article I will consider two related questions about surrogacy and exploitation: (1) Is surrogacy exploitative? (2) If surrogacy is exploitative, what is the moral force of this exploitation? Briefly stated, I shall argue that whether surrogacy is exploitative depends on whether exploitation must be harmful to the exploited party or whether (as I think) there can be mutually advantageous exploitation. It also depends on some facts about surrogacy about which we have little reliable evidence and on our philosophical view on what counts as a harm to the surrogate. Our answer to the second question will turn in part on the account of exploitation we invoke in answering the first question and in part on the way in which we resolve some other questions about the justification of state interference. I shall suggest, however, that if surrogacy is a form of voluntary and mutually advantageous exploitation, then there is a strong presumption that surrogacy contracts should be permitted and even enforceable, although that presumption may be overridden on other grounds. PMID:11652070

  1. Using Questions To Facilitate Motor Skill Acquisition.

    ERIC Educational Resources Information Center

    Knight, G. William; And Others

    1997-01-01

    Describes a dental teaching strategy that promotes acquisition of psychomotor skills through use of metacognition and problem-solving. In five steps, questions are asked to guide the learner through a sequence of discriminations leading to recognition of problems and solutions. Clearly defined criteria in a sequence reflecting procedure are…

  2. 2 CFR 200.84 - Questioned cost.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 2 Grants and Agreements 1 2014-01-01 2014-01-01 false Questioned cost. 200.84 Section 200.84 Grants and Agreements Office of Management and Budget Guidance for Grants and Agreements OFFICE OF MANAGEMENT AND BUDGET GUIDANCE Reserved UNIFORM ADMINISTRATIVE REQUIREMENTS, COST PRINCIPLES, AND...

  3. Continuing the Conversation: Questions about the "Framework"

    ERIC Educational Resources Information Center

    Dempsey, Megan E.; Dalal, Heather; Dokus, Lynee R.; Charles, Leslin H.; Scharf, Davida

    2015-01-01

    This essay raises questions about the future of information literacy in higher education, given the prevalence of the "Information Literacy Competency Standards" in the library profession for the past 15 years, and the heated debate that took place regarding whether the "Framework for Information Literacy" and the…

  4. Thinking through Quality Questioning: Deepening Student Engagement

    ERIC Educational Resources Information Center

    Walsh, Jackie Acree; Sattes, Beth Dankert

    2011-01-01

    This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student…

  5. Questions and Answers about Sex (For Parents)

    MedlinePlus

    ... different parts of the world. Although every family's values are different, privacy is an important concept for all kids to learn. Parents should ... understand sexuality within the context of your family's values. Body ... issues are an important part of human development. If you have questions ...

  6. Survey Questions Answered Only by Medication Experts.

    ERIC Educational Resources Information Center

    American Journal on Mental Retardation, 2000

    2000-01-01

    Fifty-eight tables provide a breakdown of answers to a survey responded to by 45 experts in the medication treatment of psychiatric and behavioral problems in people with mental retardation. Questions address treatment of specific disorders, ratings of various medications for specific disorders or symptoms, and preferences in mood stabilizers,…

  7. Guiding Questions for Data Analysis, by Reports

    ERIC Educational Resources Information Center

    Wake County Public School System, 2015

    2015-01-01

    This document, which is provided by the Data and Accountability Department staff at Wake County Public School System (WCPSS), is to be used as a resource to help guide the review of student data. This document provides examples of questions to consider when reviewing frequently accessed reports located in Case21, Quickr, EVAAS®, mClass®, or…

  8. Questions of Inclusion in Scotland and Europe

    ERIC Educational Resources Information Center

    Allan, Julie

    2010-01-01

    This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions--many of which give cause for concern--that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns…

  9. Treatment of Anthrax Disease Frequently Asked Questions

    SciTech Connect

    Judd, Kathleen S.; Young, Joan E.; Lesperance, Ann M.; Malone, John D.

    2010-05-14

    This document provides a summary of Frequently Asked Questions (FAQs) on the treatment of anthrax disease caused by a wide-area release of Bacillus anthracis spores as an act bioterrorism. These FAQs are intended to provide the public health and medical community, as well as others, with guidance and communications to support the response and long-term recovery from an anthrax event.

  10. Systemic Sclerosis: Commonly Asked Questions by Rheumatologists

    PubMed Central

    Young, Amber; Khanna, Dinesh

    2016-01-01

    Systemic sclerosis is a rare autoimmune disorder with significant morbidity and mortality due to multi-organ system involvement. Early diagnosis and screening for organ involvement is critical as earlier treatment appears to improve function and may impact mortality. The purpose of this article is to address some of the commonly asked questions by rheumatologists on systemic sclerosis. PMID:25807095