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1

Understanding Cancer Series: Angiogenesis  

MedlinePLUS

... Mice Angiogenesis Inhibitors in the Treatment of Human Cancer Drugs That Inhibit Angiogenesis Directly Old Drug With a ... Signaling Cascade Drugs That Block Extracellular Matrix Breakdown Drugs with Other Mechanisms of Action On to ... 1-800-4-CANCER LiveHelp Online Chat NCI Home Contact Us Policies ...

2

Questioning the Questions  

ERIC Educational Resources Information Center

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…

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

2010-01-01

3

Questioning the Questions  

ERIC Educational Resources Information Center

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.…

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

2009-01-01

4

question_1296837100 — Provocative Questions  

Cancer.gov

While the causal mechanisms that link excess body weight to increased risk for certain cancers are largely unknown (as noted in other questions), we pose an associated question -- what are the causal mechanisms that link excess body weight to decreased risk of certain other cancers?

5

question_1302545047 — Provocative Questions  

Cancer.gov

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6

question_1408421701 — Provocative Questions  

Cancer.gov

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7

question_1410563953 — Provocative Questions  

Cancer.gov

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8

question_1309209288 — Provocative Questions  

Cancer.gov

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9

question_1297460130 — Provocative Questions  

Cancer.gov

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10

question_1302560270 — Provocative Questions  

Cancer.gov

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11

question_1296850328 — Provocative Questions  

Cancer.gov

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12

question_1312382828 — Provocative Questions  

Cancer.gov

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13

question_1408110976 — Provocative Questions  

Cancer.gov

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14

question_1411460063 — Provocative Questions  

Cancer.gov

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15

question_1410251969 — Provocative Questions  

Cancer.gov

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16

question_1297533065 — Provocative Questions  

Cancer.gov

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17

question_1410245819 — Provocative Questions  

Cancer.gov

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18

question_1410246408 — Provocative Questions  

Cancer.gov

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19

question_1314052528 — Provocative Questions  

Cancer.gov

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20

question_1328804555 — Provocative Questions  

Cancer.gov

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21

question_1309532294 — Provocative Questions  

Cancer.gov

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22

question_1410546275 — Provocative Questions  

Cancer.gov

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23

question_1410236555 — Provocative Questions  

Cancer.gov

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24

question_1410236285 — Provocative Questions  

Cancer.gov

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25

question_1410236800 — Provocative Questions  

Cancer.gov

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26

question_1302126805 — Provocative Questions  

Cancer.gov

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27

question_1333398119 — Provocative Questions  

Cancer.gov

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28

question_1296401928 — Provocative Questions  

Cancer.gov

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29

question_1300466005 — Provocative Questions  

Cancer.gov

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30

question_1298942394 — Provocative Questions  

Cancer.gov

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31

question_1296786622 — Provocative Questions  

Cancer.gov

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32

question_1299173164 — Provocative Questions  

Cancer.gov

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33

question_1410682918 — Provocative Questions  

Cancer.gov

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34

question_1410683477 — Provocative Questions  

Cancer.gov

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35

question_1409022716 — Provocative Questions  

Cancer.gov

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36

question_1297191280 — Provocative Questions  

Cancer.gov

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37

question_1309214151 — Provocative Questions  

Cancer.gov

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38

question_1409749007 — Provocative Questions  

Cancer.gov

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39

question_1409209586 — Provocative Questions  

Cancer.gov

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40

question_1298614465 — Provocative Questions  

Cancer.gov

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41

question_1296830406 — Provocative Questions  

Cancer.gov

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42

question_1410545293 — Provocative Questions  

Cancer.gov

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43

question_1297499720 — Provocative Questions  

Cancer.gov

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44

question_1409921534 — Provocative Questions  

Cancer.gov

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45

question_1296759663 — Provocative Questions  

Cancer.gov

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46

question_1302203772 — Provocative Questions  

Cancer.gov

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47

question_1297435384 — Provocative Questions  

Cancer.gov

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48

question_1297191134 — Provocative Questions  

Cancer.gov

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49

question_1312912193 — Provocative Questions  

Cancer.gov

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50

question_1299539367 — Provocative Questions  

Cancer.gov

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51

question_1296507921 — Provocative Questions  

Cancer.gov

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52

question_1296508079 — Provocative Questions  

Cancer.gov

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53

question_1409933220 — Provocative Questions  

Cancer.gov

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54

question_1409976519 — Provocative Questions  

Cancer.gov

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55

question_1297384627 — Provocative Questions  

Cancer.gov

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56

question_1410844360 — Provocative Questions  

Cancer.gov

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57

question_1296786566 — Provocative Questions  

Cancer.gov

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58

question_1299510834 — Provocative Questions  

Cancer.gov

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59

question_1296849841 — Provocative Questions  

Cancer.gov

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60

question_1410954604 — Provocative Questions  

Cancer.gov

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61

question_1410954609 — Provocative Questions  

Cancer.gov

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62

question_1309291860 — Provocative Questions  

Cancer.gov

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63

question_1309291793 — Provocative Questions  

Cancer.gov

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64

question_1298674892 — Provocative Questions  

Cancer.gov

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65

question_1410865099 — Provocative Questions  

Cancer.gov

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66

question_1411474796 — Provocative Questions  

Cancer.gov

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67

question_1409748730 — Provocative Questions  

Cancer.gov

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68

question_1409740665 — Provocative Questions  

Cancer.gov

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69

question_1297423727 — Provocative Questions  

Cancer.gov

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70

question_1301530459 — Provocative Questions  

Cancer.gov

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71

question_1296825839 — Provocative Questions  

Cancer.gov

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72

question_1299172071 — Provocative Questions  

Cancer.gov

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73

question_1308171779 — Provocative Questions  

Cancer.gov

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74

question_1302099820 — Provocative Questions  

Cancer.gov

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75

question_1411079495 — Provocative Questions  

Cancer.gov

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76

question_1298409202 — Provocative Questions  

Cancer.gov

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77

question_1297424940 — Provocative Questions  

Cancer.gov

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78

question_1329194782 — Provocative Questions  

Cancer.gov

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79

question_1407902564 — Provocative Questions  

Cancer.gov

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80

question_1296157694 — Provocative Questions  

Cancer.gov

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81

question_1296513894 — Provocative Questions  

Cancer.gov

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82

question_1309291494 — Provocative Questions  

Cancer.gov

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83

question_1408342453 — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

84

question_1410159378 — Provocative Questions  

Cancer.gov

Looking at cell to cell differences within a tumor bed, contributed by either DNA mutations, epigenetic or post-translational modifications (PTM) or miRNA mediated control switches or even a combination of all these, the question rise how to best design a personalized drug trial?

85

question_1411473029 — Provocative Questions  

Cancer.gov

Gemcitabine is a widely used drug for pancreatic cancer therapy, but due to poor prognosis this drug is now in question. Cells resistance to gemcitabine activates EMT in the background, but the drug itself is a potential replication blocker and activates apoptosis, then why gemcitabine induced apoptosis activates a kind of fleeting mechanism (EMT) to get protection from apoptotic threat?

86

question_1296796037 — Provocative Questions  

Cancer.gov

If this important question is answered we would be able to develop a highly tailored therapeutic approach for cancers. Actually, inflammatory type of the anti-tumor immune response such as IFN-g can also induce initial tumor inhibition but eventual tumor escape and progression.

87

question_1332002134 — Provocative Questions  

Cancer.gov

Sequencing of natural human tumors is teaching us invaluable lessons. It is becoming clear that the new dogmas created in the post genome era are being questioned. The previously suspected genetic heterogeneity of tumors is now proven on the sequence level. The extreme genetic heterogeneity of individual tumors and the existence of multiple tumors (not metastases) pose fundamental doubt on the prevailing dogma of targeted drug(s) and personalized treatments.

88

Provocative Questions  

Cancer.gov

NCI’s Provocative Questions Project seeks to go beyond the questions that are self-evident or that have been studied for many years. NCI asked investigators to propose intriguing questions that need attention or have stumped us in the past.

89

Questioning Strategies  

NSDL National Science Digital Library

In this brief article from the Charles A. Dana Center at the University of Texas at Austin the best practices of questioning strategies are explained. The author illustrates the difference between an open and a closed question and provides examples of the five categories of questions that teachers should be asking. A bibliography of additional resources is included for further study.

2012-01-01

90

About Provocative Questions — Provocative Questions  

Cancer.gov

The provocative questions initiative has assembled a list of 24 important questions from the research community to stimulate the NCI’s research communities to use laboratory, clinical and populations sciences in especially effective and imaginative ways to answer the questions. The questions are not simple restatements of long-term goals of the National Cancer Program, which are to improve the prevention, detection, diagnosis, and treatment of all forms of cancer.

91

Proposed Provocative Questions — Provocative Questions  

Cancer.gov

View all of the questions that have been submitted and see how they have been evaluated by peers. Submit your own evaluation of a submitted question, or leave a comment about a question (commenting requires log in or creation of your own PQ account).

92

Essential Questions  

ERIC Educational Resources Information Center

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…

Wilhelm, Jeffrey D.

2012-01-01

93

Curiosity Questions  

ERIC Educational Resources Information Center

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…

Nelsen, Jane; DeLorenzo, Chip

2010-01-01

94

Question Mars  

NSDL National Science Digital Library

This is a lesson about generating hypotheses and testable questions. Learners will use critical thinking and a collaborative approach to pose questions related to the study of Mars and evaluate the quality of their questions. They will explore remote-sensing data collected by a camera orbiting Mars - the Thermal Emission Imaging System (THEMIS) and develop a team science question. Students will practice critical thinking skills, use a collaborative approach to this first critical step of the scientific process. Exploring the images of the surface of Mars in Visible (VIS) images, students will come up with a topic of study, their team science question and hypotheses. The lesson models scientific inquiry using the 5E instructional model and includes teacher notes and vocabulary.

95

Tough Questions.  

ERIC Educational Resources Information Center

One professor of education's solution to the shortage of qualified urban teachers is an urban teacher selection interview that predicts would-be teachers' professional potential in the classroom. It involves relentless questioning by interviewers who test the interviewees' persistence in handling tough problems then rate their potential as…

Gursky, Daniel

1992-01-01

96

Questionable Exercises.  

ERIC Educational Resources Information Center

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…

Liemohn, Wendell; Haydu, Traci; Phillips, Dawn

1999-01-01

97

Circular questioning.  

PubMed

The plan of this paper is to explore the question: Does a model that includes the principles of double description, circularity, and coevolutionary change, all accounting for shifts in family coalitions over time and the emergence of problems in connection with these shifts, allow the family therapist to design better methods for the understanding and practice of family therapy? Concepts of double description, coevolution, and circularity from Gregory Bateson's writing and the research of other scientists describe the translation of these ideas from pure epistemology to the pragmatics of family therapy. Circular questioning developed by the Milan Associates is presented as a practice method exemplifying how these notions of circularity and coevolutionary change--especially changes in family patterns--are used during actual family sessions. PMID:7128764

Penn, P

1982-09-01

98

Questions Submitted Online — Provocative Questions  

Cancer.gov

Sequencing of natural human tumors is teaching us invaluable lessons. It is becoming clear that the new dogmas created in the post genome era are being questioned. The previously suspected genetic heterogeneity of tumors is now proven on the sequence level. The extreme genetic heterogeneity of individual tumors and the existence of multiple tumors (not metastases) pose fundamental doubt on the prevailing dogma of targeted drug(s) and personalized treatments.

99

Evaluating the NCI's Cancer Information Service Contact Centers: meeting and exceeding the expectations of the public.  

PubMed

The National Cancer Institute's (NCI's) Cancer Information Service (CIS) provides cancer information to the public via 1-800-4-CANCER, a smoking quitline, and online. The 2003 National User Survey assessed satisfaction and outcomes among users contacting NCI's CIS by telephone and LiveHelp, an instant messaging service. Ninety-five percent of respondents were very satisfied/satisfied and 88% said their expectations had been met/exceeded. Users reported increased knowledge and self-efficacy. Most had discussed CIS information with a health professional or planned to do so. Of those who contacted CIS about smoking/tobacco use, 14% had quit and 35% cut back. The CIS provides a highly valued, effective service for patients and health professionals. PMID:17571996

La Porta, Madeline; Hagood, Heather; Kornfeld, Julie; Treiman, Katherine

2007-01-01

100

CRCHD - Research Questions  

Cancer.gov

CRCHD - Research Questions  Back to CRCHD Ongoing Research PNP Project Listing Patient Navigation Research Program (PNRP) Research Questions Patient Navigation Research Program (PNRP) Overview Research Questions

101

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

ERIC Educational Resources Information Center

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)

Topper, David; Vincent, Dwight E.

2000-01-01

102

Frequently Asked Questions: Questions About Paleontology  

NSDL National Science Digital Library

This site asks and answers questions about paleontology, fossils and dinosaurs. Paleontology questions are: What is paleontology? How does paleontology differ from anthropology and archaeology? What are the practical uses of paleontology? How do paleontologists know how old their fossils are? What training is necessary to become a paleontologist? What organizations exist for paleontologists?

2007-01-01

103

Comprehensive Cancer Information - National Cancer Institute  

Cancer.gov

Search Español Find a Cancer Type Cancer Topics NCI Dictionary of Cancer Terms E-Book Library Cancer Research News About NCI We can answer your cancer questions Call 1-800-4-CANCER Email us Follow us: Exit Disclaimer Policies | Accessibility | Contact

104

Drawing on Questions.  

ERIC Educational Resources Information Center

Examines observations and research on question-answer interaction between client and therapist, and teacher and student. Discusses Patton's six-question instrument which provides categories of question options, with application for the art therapist. Argues that effective formulation of questions provides the clinician, educator, and researcher…

Bloomgarden, Joan

2000-01-01

105

Question the Author  

NSDL National Science Digital Library

This web page describes the comprehension strategy of Question the Author (QtA), a strategy in which students pose questions while reading nonfiction text. Students pose questions about the author's purpose in including certain phrases or forms of information while reading. Sample questions are provided in a three-step instructional sequence. References are included.

2012-01-01

106

Any Questions, Please?  

ERIC Educational Resources Information Center

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…

Pollio, Howard R.

1989-01-01

107

Hydrosphere: Questions and Answers  

NSDL National Science Digital Library

Detailed Example of Using Socratic Questioning in Class Content Area: Hydrosphere Back to Example This sample of plausible questions and responses is designed to help guide the instructor through an entire Socratic ...

108

Community Dialog — Provocative Questions  

Cancer.gov

View all of the questions that have been submitted and see how they have been evaluated by peers. Submit your own evaluation of a submitted question, or leave a comment about a question (commenting requires log in or creation of your own PQ account).

109

The "Trickster" and the Questionability of Questions  

ERIC Educational Resources Information Center

Tricksters represent creativity and ingenuity in ways that are also integral to arts education. Like the tricksters, strong arts programs teach that a question can have many answers and there are multiple ways to interpret what is seen (Eisner, 2002). In this article, the author discusses how she applies lessons learned from the Trickster stories…

Stewart, Connie

2009-01-01

110

Proposed Provocative Questions for the Indian PQ Workshops — Provocative Questions  

Cancer.gov

To stimulate wider participation in the Provocative Questions Initiative, scientists may pose their own Provocative Questions (Indian "Pose a Question" link) on this website or comment on questions submitted online (Indian "Questions Submitted Online" link) from the research community.

111

Unpark Those Questions  

ERIC Educational Resources Information Center

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…

Ness, Molly

2013-01-01

112

Problem of Questioning  

ScienceCinema

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

None

2011-04-25

113

Essay Questions: Another Look.  

ERIC Educational Resources Information Center

Essay questions and the effects of their use on student scores are examined by a teacher through collaborative action research. Collaboration with the teacher's graduate school faculty resulted in refinements to the research question and development of a practical study methodology. During the two years of the study, the teacher taught four…

Saurino, Dan R.

114

1 Great Question  

ERIC Educational Resources Information Center

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…

Nethery, Carrie

2011-01-01

115

Towards Answering Procedural Questions  

Microsoft Academic Search

In this paper, we first present an analysis of pro- cedural question structure. Next, we investigate the structure of procedural texts and of the relevant rhetorical relations of interest for answering ques- tions. We then show how, from a linguistic point of view, questions and procedural text fragments can match in order to produce responses.

Farida Aouladomar

116

Math Questions Worth Asking  

NSDL National Science Digital Library

This article by Wendy Petti contains an updated version of Bloom's Taxonomy and sample questions that encourage dialogue with students. The article also includes suggestions for teachers about how to create questions that stimulate higher order thinking. Although there are advertisements on this webpage, the content of the freely available article is a valuable resource for teachers.

Petti, Wendy

2010-05-18

117

The Challenge Question  

NSDL National Science Digital Library

Students are introduced to the "Walk the Line" challenge question. They write journal responses to the question and brainstorm what information they need to answer the question. Ideas are shared with the class (or in pairs and then to the class, if class size is large). Then students read an interview with an engineer to gain a professional perspective on linear data sets and best-fit lines. Students brainstorm for additional ideas and add them to the list. With the teacher's guidance, students organize the ideas into logical categories of needed knowledge.

VU Bioengineering RET Program, School of Engineering,

118

The Driving Question Board  

NSDL National Science Digital Library

"It was helpful to keep track of questions we had at the beginning so we knew what we were trying to find out." With these words, a student described the value of using a Driving Question Board (DQB) in a project-based science (PBS) unit. This instructional tool is designed to support inquiry and project-based learning by organizing and focusing students' questions and linking them to content learning goals. The authors have used this tool in both physics and chemistry classes, but it can be used with any subject matter. This article describes the purpose and process of DQB.

Weizman, Ayelet; Fortus, David; Schwartz, Yael

2008-11-01

119

Answering Questions about Unanswered Questions of Stack Overflow  

E-print Network

Answering Questions about Unanswered Questions of Stack Overflow Muhammad Asaduzzaman Ahmed Shah questions has increased significantly in the past two years. Understanding why questions remain unanswered questions from Stack Overflow. We then conduct a qualitative study to categorize unanswered questions, which

Schneider, Kevin A.

120

Lerman, Michael — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

121

Frequently Asked Questions  

Cancer.gov

Frequently Asked Questions Where is the SRK postdoctoral fellowship geographically located?The highly competitive program is for female postdoctoral fellows training in any of the National Cancer Institutes’ intramural research settings.  NCI facilities

122

Hecht, Toby — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

123

Qian, Yong — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

124

Burning Questions About Calories  

NSDL National Science Digital Library

Encouraging students to define problems through asking questions about the topic has a positive impact on classroom morale. First, the teacher benefits from increased understanding of students' knowledge and background. Second, because students have ident

Keller, J. D.; Berry, Kimberly A.

2001-04-01

125

Scardino, Peter — Provocative Questions  

Cancer.gov

Excellent question, made more provocative when we realize that the seminal vesicles and Cowper’s gland in the male, tissues adjacent to the prostate and under the same hormonal influences as the prostate, rarely if even harbor malignant tumors.

126

Griguer, Corinne — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

127

Paternostro, Giovanni — Provocative Questions  

Cancer.gov

This question addresses a very important problem but could be slightly modified to be more provocative. For example, can we design combinatorial cancer therapies that use the same strategies as biological combinatorial control?

128

Finn, Olivera — Provocative Questions  

Cancer.gov

An exciting development in this area that would be encouraged by attempting to answer this important question, is the connection between the observations of cancer risk modulation by epidemiologists and immune mechanisms that appear to be involved, described by immunologists.

129

Question All Answers.  

ERIC Educational Resources Information Center

The Council for Advancement and Support of Education's Teacher of the Year John Roth teaches students that conclusions shouldn't come easily, encouraging them to question everything they hear, read, or assume, including what he says. (MSE)

Barre, Nancy

1989-01-01

130

Thesis Statement Research Question  

E-print Network

Topic Background research Brainstorm Thesis Statement Research Question Summative Description an effective research paper is gathering sources that comprehensively address an appropriately focused topic Search library catalogue and databases Detailed Notes Plan Draft Revise Supplementary Research WRITING

Boonstra, Rudy

131

Provocative Questions Workshop  

Cancer.gov

Provocative Questions Workshop August 2, 2011 UCLA Jonsson Comprehensive Cancer Center Los Angeles, California Final Participant List Chair Edward Harlow, Ph.D Chair Department of Biological Chemistry and Molecular Pharmacology Harvard Medical

132

Cho, Hearn — Provocative Questions  

Cancer.gov

This is an important question - many cancers such as multiple myeloma are characterized by genomic instability, with new cytogenetic abnormalities, deletions or mutations, and other genetic changes detected as disease progresses.

133

Finn, Olivera — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

134

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 ...

135

Endocrine System Clicker Questions  

NSDL National Science Digital Library

This is a set of clicker questions designed for first year nursing students in an Anatomy and Physiology course, used during the endocrine system. It can also be used for an undergraduate Physiology course.

DDS/DO Elizabeth J Kavran (Ursuline College Biology)

2009-05-01

136

Questions about Biological Parents  

MedlinePLUS

... About Biological Parents Family Life Listen Questions About Biological Parents Article Body As you raise your adopted ... to her life—the fact that she has biological parents elsewhere—that may make it necessary for ...

137

Pagel, Mark — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

138

Chia, David — Provocative Questions  

Cancer.gov

Provocative Questions Skip to content. | Skip to navigation Personal tools Sign Up Log in Sections Home Home Current RFAs and PQs Cancer Prevention and Risk Mechanisms of Tumor Development or Recurrence Tumor Detection, Diagnosis, and Prognosis Cancer

139

Multiple choice questions revisited.  

PubMed

MCQs of the multiple true/false (MTF) variety were widely used in summative assessment 25 years ago. They could test a number of skills in addition to recall of factual knowledge, and were reliable, discriminatory, reproducible and cost-effective. However, there are now considerable doubts about their construct validity, mainly because of the varying responses of examinees to negative countermarking and the 'don't know' option, and the strategies they use when sitting examinations. Extended matching and one-from-five questions are now preferable, and negative countermarking is outmoded. MTF questions are still valuable in formative assessment and revision but are not recommended for summative examinations. PMID:15203517

Anderson, John

2004-03-01

140

Research Questions and Hypotheses  

NSDL National Science Digital Library

This first section guides students to ask testable questions, and formulate hypotheses and null hypotheses. Students also become familiar with the parts of a science research report. This structure reinforces the concepts of quantitative observations and comparative research. It also sets the stage for doing statistical testing. At the end of the first section, students are ready to ask a research question and formulate hypotheses for their Long-Term Research Projects (LTRP). Students finish the section by drafting the introduction paragraphs for their LTRP poster presentations. In this free section you will find Lesson 1--Ooze Observations, an Introduction and the Table of Contents.

Steel, Ashley; Kelsey, Kathryn

2001-01-01

141

Finding similar questions in large question and answer archives  

Microsoft Academic Search

There has recently been a significant increase in the number of community-based question and answer services on the Web where people answer other peoples' questions. These services rapidly build up large archives of questions and answers, and these archives are a valuable linguistic resource. One of the major tasks in a question and answer service is to find questions in

Jiwoon Jeon; Joon Ho Lee

2005-01-01

142

Questioning Ohio's Loyalty Requirement  

ERIC Educational Resources Information Center

Beginning this past summer, all new employees at some Ohio public universities, including those accepting teaching positions, are being confronted with politically sensitive and intrusive questions. In addition to the "Have you solicited any individual for membership in an organization on the U.S. Department of State Terrorist Exclusion?" inquiry,…

O'Neil, Robert M.

2006-01-01

143

De, Abhijit — Provocative Questions  

Cancer.gov

Looking at cell to cell differences within a tumor bed, contributed by either DNA mutations, epigenetic or post-translational modifications (PTM) or miRNA mediated control switches or even a combination of all these, the question rise how to best design a personalized drug trial?

144

Some Questions About Neurocognitive  

E-print Network

Some Questions About Neurocognitive Networks Steven Bressler Center for Complex Systems & Brain is a Brain Network? · A brain network is a large-scale system in the brain consisting of distributed neuronal ­ Dynamic Interdependency #12;Does The Brain Need Networks? · Serial processing, as found in the PNS, is too

Bressler, Steven L.

145

Questioning 9-11  

Microsoft Academic Search

Since 9-11 several assumptions have dominated our thinking about terrorism. Instead of accepting these assumptions we question each one. In every case the assumption proved wrong.One of the most important assumptions is that terrorism is a complex and difficult task to carry out. In fact, it is rather simple. In order to examine this a “reconnaissance” was conducted. Numerous targets

George C. Klein

2006-01-01

146

Exam Question Exchange.  

ERIC Educational Resources Information Center

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)

Alexander, John J., Ed.

1978-01-01

147

QUESTIONS ABOUT GLOBAL WARMING  

E-print Network

QUESTIONS ABOUT GLOBAL WARMING ¥IS IT REAL? ¥IS IT IMPORTANT? ¥WHAT IS IT DUE TO? ¥HOW MUCH MORE in the atmosphere, giving Earth its temperate climate. Global Atmosphere, Global Warming GLOBAL TEMPERATURE TREND�t a cure for global warming! Aerosols only last a short while in the atmosphere, they would have

148

Manjili, Masoud — Provocative Questions  

Cancer.gov

If this important question is answered we would be able to develop a highly tailored therapeutic approach for cancers. Actually, inflammatory type of the anti-tumor immune response such as IFN-g can also induce initial tumor inhibition but eventual tumor escape and progression.

149

A Question of Choice  

PubMed Central

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

2011-01-01

150

Question: Who Can Vote?  

ERIC Educational Resources Information Center

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…

Rodeheaver, Misty D.; Haas, Mary E.

2008-01-01

151

Questioning and Experimentation  

ERIC Educational Resources Information Center

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…

Mutanen, Arto

2014-01-01

152

Cosmic Questions Educator's Guide  

NSDL National Science Digital Library

This educator's guide contains activities relating to the Cosmic Questions national traveling exhibit's theme, our place in space and time-and information about the exhibit. Although the guide complements a museum visit, activities can be used independently from the exhibit.

2006-01-01

153

Attending, questioning, and quality.  

PubMed

Health care is just now feeling the effects of many years of neglect of serious attention to quality outcomes. We have many tools available now to change our thinking and to provide techniques to attain excellence in quality, such as Six Sigma and principals from Toyota. However, these techniques will only get us to a minimal level of quality. We need to change our questions, think the impossible, and break out of our old modes of thinking about quality. Zero defects are possible. We only have to take that quantum leap and think in new ways. We are posed on the edge of a quantum leap into new ways of thinking about quality. We will hear much more about nurse-sensitive indicators in the near future. Nurse leaders should change their questions now to attend to new models that will get us closer to the ultimate "impossible thinking" goal of zero defects in nurse-sensitive indicators of quality. PMID:15586486

Kerfoot, Karlene

2004-01-01

154

Knowledge based question answering  

SciTech Connect

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.

Pazzani, M.J.; Engelman, C.

1983-01-01

155

Questioning Skills Hugh Foy MD  

E-print Network

of Medicine #12;Objectives · Identify good and bad questioning techniques · Classify questions by level value Creating a new plan Breaking down into parts Problem solving Understanding Remembering Questioning

Maxwell, Bruce D.

156

Quarter-sheet questions  

NASA Astrophysics Data System (ADS)

The first day or two can set the stage for a positive relationship between the teacher and the students. "Icebreakers" are often used to start the conversation. Here I describe the use of quarter-sheet questions to not only get my students talking early on, but also to have them realize that I am willing to look into peripheral areas of interest to them as well as make clear what my objectives are for them.

Hubisz, John L.

2010-02-01

157

The "Looting Question" Bibliography  

NSDL National Science Digital Library

Provocatively subtitled "Web and Literary Resources on the Archaeological Politics of Private Collecting, Commercial Treasure Hunting, Looting, and 'Professional' Archaeology," this comprehensive online bibliography provides scholars and practitioners with resources related to the "looting question." The bibliography is organized by format type and focuses on North American materials. Hugh Jarvis, a doctoral candidate in Anthropology as well as a graduate student in Information and Library Studies at the State University of New York (SUNY) at Buffalo, has compiled this unique, frequently updated resource.

158

Questions of wisdom.  

PubMed

In this column questions concerning wisdom are addressed, such as, what is wisdom? Can wisdom be taught in the academy? Several perspectives on wisdom from philosophy, education, business, and psychology are presented. Wisdom with creativity-creativity with wisdom is then explored through discussion of Parse's humanbecoming teaching-learning model and Laird Hamilton's life lessons learned from surfing, which he termed wisdom of the wave. The column concludes with consideration of the wise person. PMID:19342709

Schmidt Bunkers, Sandra

2009-04-01

159

The competency question.  

PubMed

JCAHO mandates "processes that are designed to ensure that the competency of all staff members is assessed, maintained, demonstrated, and improved on an ongoing basis." However, it is difficult to collect aggregate data regarding staff competency patterns and trends. How many facilities have the time or energy to collect aggregate data, let alone statistically analyze it for patterns and trends? Not many in today's environment. I saw the need to create a test to evaluate staff competency at my facility, but soon realized I would have no way of knowing if the results were good or bad. The only way to judge the results would be to have a standardized test that was used by multiple facilities. As president of the Houston X-ray Quality Society, I brought the topic up at a meeting in 1995, and a committee was set up to work on the test. The result is two competency tests--one for staff radiographers and one for mammographers--which are currently used by 35 to 40 facilities, with approximately 1,000 technologists taking the test each year. The tests include practical questions that reflect the knowledge required to perform daily exams. Each test has five sections that assess different areas of competency. The scoring system allows technologists to fail one or more individual sections but still pass the test overall. Twenty to 30 percent of the questions are new each year. That gives us the ability to look for improvement on previous year's questions, and at the same time, avoid producing a static and ineffective test. There are 60 questions on the staff radiographer test and 65 questions on the mammographer test, which also includes clinical images. Facilities must sign an agreement that states that they cannot use the test as a disciplinary tool in the employee's evaluation, or in any other way against the technologist. As a profession, radiology administration not only has regulatory requirements to evaluate competency, but also a moral duty to insure that patients receive the best possible care. We should not cover up or ignore the blemishes that we all know exist. Instead, we should take them on, as professional and personal challenges to improve the competency of our staff. PMID:11151318

Ruthemeyer, M

2000-01-01

160

Internal Audit RFP 2013 Questions and Answers Question set 1  

E-print Network

Internal Audit RFP 2013 � Questions and Answers Question set 1: 1. What do you like about your current provider? No answer #12;Internal Audit RFP 2013 � Questions and Answers 11. Are identified control;Internal Audit RFP 2013 � Questions and Answers b. High risk areas � Accounts Payable � Accounts Receivable

Heller, Barbara

161

Welcome to Provocative Questions: The Unanswered Questions in Cancer Research — Provocative Questions  

Cancer.gov

The provocative questions initiative has assembled a list of 20 important questions from the research community to stimulate the NCI's research communities to use laboratory, clinical and population sciences in especially effective and imaginative ways to answer the questions.

162

Unanswered questions from CTX  

SciTech Connect

The big question being addressed on CTX during the past year has been: Why was energy confinement not improved by increasing the mesh flux conserver radius from 40 cm to 67 cm. A comparison of decaying spheromaks with the same values of j and n in the two cases shows tau/sub B/2 improving roughly as R/sup 2/ but little change in T/sub e/. As a result, <..beta..>/sub vol/ has gone from approx. 7.0% to approx. 2.0% and the inferred energy confinement time has remained unchanged at approx. 23 ..mu..s. An energy balance analysis of the 40 cm case showed that the observed rapid particle loss could account for most of the energy loss while providing a mechanism for the removal of impurities. At 67 cm, tau/sub p/ has also improved by about a factor of 2, particle loss therefore contributes substantially less to energy balance and the achievement in CTX of j/n/sub e/ as high as 3 x 10/sup -14/ A.m (I/sub tor/ up to 1 MA), low-Z impurities should not be a problem. A question then arises: Is CTX faced with a new strong energy loss mechanism that is characteristic of spheromaks in general. This question is not simply answered because it may involve processes of thermal conduction or convection that cannot be directly measured. In the following paragraphs we discuss many of the topics that have been considered in this search.

Wright, B.L.; Barnes, C.W.; Fernandez, J.C.; Henins, I.; Hoida, H.W.; Jarboe, T.R.; Knox, S.O.; Marklin, G.J.; Platts, D.A.

1986-01-01

163

Attending, questioning, and quality.  

PubMed

Health care is just now feeling the effects of many years of neglect of serious attention to quality outcomes. We have many tools available now to change our thinking and to provide techniques to attain excellence in quality, such as Six Sigma and principals from Toyota. However, these techniques will only get us to a minimal level of quality. We need to change our questions, think the impossible, and break out of our old modes of thinking about quality. Zero defects are possible. We only have to take that quantum leap and think in new ways. PMID:16206898

Kerfoot, Karlene

2005-08-01

164

Lerman, Michael — Provocative Questions  

Cancer.gov

This question is highly important. Indeed, high-dose cisplatin-based chemotherapy represents a curative option for patients with testicular germ cell tumors including seminoma and nonseminomas, namely embryonal carcinoma, yolk-sac tumor, teratoma, and choriocarcinoma. The curative effect is most likely due to large growth fractions in these solid and hematological tumors and probably high expression of protein target(s) of cisplatin. At least one such protein target of cisplatin was identified in species ranging from yeast to humans. These predictions could be easily verified.

165

Classroom Applications of Questioning Strategies.  

ERIC Educational Resources Information Center

Children are capable of good thinking, asking perceptive questions, ferreting out implications, making applications, formulating conclusions, and making valid predictions and evaluations. Evidence indicates that these capabilities can be improved by teaching children about questions and questioning. Before such questioning strategies have much…

Martin, Lillian

166

Using Questions To Stimulate Thinking  

NSDL National Science Digital Library

This article states that research shows 93% of teacher questions are focusing on recall of facts and that type of questioning does not stimulate the mathematical thinking of students who are engaged in open ended investigations. To improve the quality of teacher questioning techniques, the author suggests dividing questions into four main categories: starter questions, questions to stimulate mathematical thinking, assessment questions and final discussion questions and then to follow with a rigorous question. A link to an addendum to the article provides a table of generic questions that can be used by teachers to guide children through a mathematical investigation, and at the same time prompt higher order thinking, as espoused by Bloom and others.

Way, Jenni

2001-10-01

167

Read and Question: A Question-Forming Exercise.  

ERIC Educational Resources Information Center

Presents an exercise in which the aim is to practice question-forming in a game context, and to show students how to make well-formed questions. Students are broken down into groups. One member reads a story silently. The others, provided with vague clues, must ask "yes-no" questions and reconstruct the story. (Author/PJM)

Emanuel, Max

1981-01-01

168

Question popularity analysis and prediction in community question answering services.  

PubMed

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

Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu

2014-01-01

169

Question Popularity Analysis and Prediction in Community Question Answering Services  

PubMed Central

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

Liu, Ting; Zhang, Wei-Nan; Cao, Liujuan; Zhang, Yu

2014-01-01

170

Cosmic questions: an introduction.  

PubMed

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

Primack, J R; Abrams, N E

2001-12-01

171

Gallery Walk Questions on Rivers  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about rivers. The questions are organized according to the cognitive level ...

172

The Multidisciplinary Study of Questioning.  

ERIC Educational Resources Information Center

Although questioning is of interest to many fields, multidisciplinary approaches are rare. To reveal interrelationships between various literatures, a framework is formulated. The literatures on questioning in different fields are surveyed and compared. (Author/GK)

Dillon, J.T.

1982-01-01

173

Questions for music education research  

Microsoft Academic Search

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 specifically educational dimensions of music education? What

Estelle R. Jorgensen

2008-01-01

174

Questions for Music Education Research  

ERIC Educational Resources Information Center

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…

Jorgensen, Estelle R.

2008-01-01

175

Questioning to resolve decision problems  

Microsoft Academic Search

Why do we ask questions? Because we want to have some information. But why this particular kind of information? Because only information of this partic- ular kind is helpful to resolve the decision problem that the agent faces. In this paper I argue that questions are asked because their answers help to resolve the questioner's decision problem, and that this

Robert van Rooy

1999-01-01

176

Questions and Critical Thinking1  

Microsoft Academic Search

How can you stimulate critical thinking with the questions you ask in the classroom? Can these questions motivate students? Indeed, there are practical techniques, which work, that can help educators ask questions to stimulate critical thinking in class. Those of you with a strong back- ground in education literature will recognize the influence of the critical thinking literature, teaching techniques

Peter D. Hurd

177

Contemplative Pedagogy: Frequently Asked Questions  

ERIC Educational Resources Information Center

Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative…

Coburn, Tom; Grace, Fran; Klein, Anne Carolyn; Komjathy, Louis; Roth, Harold; Simmer-Brown, Judith

2011-01-01

178

A question of authority  

SciTech Connect

A Question of Authority. This article deals with a certain scenario and several reviewers are to give their opinion. This one is in regards to - Suspending an IACUC approved animal use activity is about the last thing a research institution wants to do. Consider the predicament that the Great Eastern University IACUC faced when Dr. Janet Jenkins, the Attending Veterinarian, suspended all animal use activity on an approved protocol of Dr. Roy Maslo. Jenkins had the IACUCs authority to temporarily suspend a protocol, subject to review by a quorum of the full committee. She alleged that Maslo used mice from his breeding colony, not purchased rats, to begin a new study. Jenkins saw Maslos technicians bringing mouse cages to a procedure room and setting up for a minor survival surgery. She asked them to wait until she clarified things as she felt confident that the protocol called for rats. She called Maslo and asked him if the study had been approved for mice, to which he responded affirmatively. Still not feeling quite assured, she went to her office, reviewed the protocol, and found only rat studies described. She also called the IACUC office to see if there were any approved amendments which she may not have received, and was told that there were none. By the time she returned, one procedure was completed. Understandably upset, she informed the technicians and Maslo that any further activity on the protocol was suspended until the issue was resolved. Jenkins informed the IACUC chairman who in turned called an emergency meeting of the committee.

Morgan, Earl W.(BATTELLE (PACIFIC NW LAB)) [BATTELLE (PACIFIC NW LAB)

2003-10-15

179

Photo-based question answering  

Microsoft Academic Search

Photo-based question answering is a useful way of finding information about physical objects. Current question an- swering (QA) systems are text-based and can be difficult to use when a question involves an object with distinct vi- sual features. A photo-based QA system allows direct use of a photo to refer to the object. We develop a three-layer system architecture for

Tom Yeh; John J. Lee; Trevor Darrell

2008-01-01

180

Are We Too Many? Some Questions About the Population Question  

Microsoft Academic Search

Are we too many? Few questions have sparked such heated debate in environmental political thought. It is a question that highlights fundamental tensions between humans and the environment, or people and resources. It stems from a belief that there is imbalance in the natural order and a profound sense of fear for the future of life on earth. It is

Sherilyn MacGregor

2009-01-01

181

Teacher Questions: An Experimental Analysis of the Question Effect Hypothesis.  

ERIC Educational Resources Information Center

A study examined the effects of three types of teacher questions (literal, interpretive, applied) on: (1) frequency, length, and quality of student response; (2) classroom interaction; (3) student questions; (4) intentional and incidental learning; and (5) student attitudes. Multiple-choice formats were used to assess intentional learning, and…

Mahlios, Marc; D'Angelo, Karen

182

Classroom Questioning Techniques: The T.V. Taxonomy of Questions.  

ERIC Educational Resources Information Center

The T.V. Taxonomy of Questions was developed for use by teachers who wish to stimulate their students' critical thinking skills, but who find the terminology of existing skill taxonomies both confusing and elusive. This taxonomy consists of six levels of questions. Each level is given the name of a television program reflecting how the student…

Kahn, Michael

183

Frequently Asked Questions Question: What items are not allowed on  

E-print Network

Frequently Asked Questions Question: What items are not allowed on Laboratory property? Answer: If an explosive is detected in a vehicle, what measures will be taken to protect those nearby? Answer. ENHANCED SECURITY MEASURES Security for You, for the Laboratory, and for the Nation LA-UR 12-00944 February

184

Reference Readiness for AV Questions.  

ERIC Educational Resources Information Center

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)

Drolet, Leon L., Jr.

1981-01-01

185

The Geography of Virtual Questioning  

ERIC Educational Resources Information Center

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

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

2009-01-01

186

Context, Gender, and Physics Questions  

E-print Network

; individual answers differed between 5 and 21 on pretests, between 3 and 22 on the posttests · Men averaged 13 questions differently on pretests, between 0 and 22 on posttests · Women averaged 13 questions different on content? · When cued to the test similarities, students had somewhat fewer differences between the tests

Wu, Mingshen

187

Twenty Questions about Mathematical Reasoning.  

ERIC Educational Resources Information Center

This paper poses and answers 20 questions about mathematical reasoning. Questions include: (1) Is mathematical reasoning mathematical? (2) Is mathematical reasoning useful? (3) Is mathematical reasoning an appropriate goal of school mathematics? (4) Can teachers teach mathematical reasoning? (5) Can mathematical reasoning be taught? (6) Do skills…

Steen, Lynn Arthur

188

Thirteen Questions: Reframing Education's Conversation.  

ERIC Educational Resources Information Center

This book provides alternative answers to those questions about the American educational system that have been answered until now by an outmoded, conservative educational agenda. Following the introduction that describes the rationale for a postmodern deconstruction of educational narratives, 13 chapters present essays on the following questions:…

Kincheloe, Joe L., Ed.; Steinberg, Shirley R., Ed.

189

Questions to Guide RTI's Use  

ERIC Educational Resources Information Center

This article presents 10 related questions on which Heartland Area Education Agency in Iowa base their approach for developing a response to intervention (RTI) framework. These questions are drawn from the National Association of State Directors of Special Education's publication "Response to Intervention Blueprint for Implementation." The…

Tilly, David

2008-01-01

190

Answering Your Questions about AIDS.  

ERIC Educational Resources Information Center

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…

Kalichman, Seth C.

191

Composing Questions through Conceptual Authoring  

Microsoft Academic Search

This article describes a method for composing fluent and complex natural language ques- tions, while avoiding the standard pitfalls of free text queries. The method, based on Conceptual Authoring, is targeted at question-answering systems where reliability and transparency are critical, and where users cannot be expected to undergo extensive training in question composition. This scenario is found in most corporate

Catalina Hallett; Donia Scott; Richard Power

2007-01-01

192

Unanswered Questions in Audience Research  

Microsoft Academic Search

As its title implies, this article explores a number of unanswered questions and outstanding issues in contemporary audience research. These include: models of the “active audience”; questions of cultural power; global media and transnational audiences; methodologies in audience research; problems of essentialism in the conceptualization of categories of audience members; the strengths and limitations of the encoding\\/decoding model; models of

David Morley

2006-01-01

193

Exploiting redundancy in question answering  

Microsoft Academic Search

Our goal is to automatically answer brief factual questions of the form ``When was the Battle of Hastings?'' or ``Who wrote The Wind in the Willows?''. Since the answer to nearly any such question can now be found somewhere on the Web, the problem reduces to finding potential answers in large volumes of data and validating their accuracy. We apply

Charles L. A. Clarke; Gordon V. Cormack; Thomas R. Lynam

2001-01-01

194

Types of Interviews & Interview Questions  

E-print Network

have you enjoyed the most? · Open-Ended Tell me about yourself. Why do you want to work for our recruiting new employees. The case question is generally a business problem or estimating exercise designed are most important to obtain? · Inappropriate Questions Based on Ethnicity, Religion, Sexual Orientation

Lin, Xiaodong

195

The Value Question in Metaphysics.  

PubMed

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

Kahane, Guy

2012-07-01

196

The Value Question in Metaphysics  

PubMed Central

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

Kahane, Guy

2012-01-01

197

The Gentle Art of Questioning: Writing Great Clicker Questions  

NSDL National Science Digital Library

Presented by Stephanie Chasteen, University of Colorado-Boulder, at the 2012 PhysTEC Conference. This workshop focused on writing questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in physics. Focuses on "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. Dr. Chasteen's materials from this workshop are also available on her blog.

Chasteen, Stephanie

2012-02-28

198

5 Questions 1 -UA Undergraduate  

E-print Network

#12;#12;5 Questions 1 - UA Undergraduate 2 - LPL Grad Student 3 - LPL Postdoc 4 - LPL Professor 5 a UA Undergraduate · Who won the World Series? · A - The Arizona Diamondbacks · B - The number 3 · C

Withers, Paul

199

Frequently Asked Questions - Research Bases  

Cancer.gov

NCI Community Oncology Research Program (NCORP) Updated Frequently Asked Questions on Research Bases Request for Application (RFA) Select a category by clicking on its title below. How to search the content of the FAQs: Click on the FAQ Category you

200

Women's Health Frequently Asked Questions  

MedlinePLUS

... This Guide Home > Topics & States > Topics > Women's Health Women's Health Frequently Asked Questions What are the barriers ... the barriers to health care access for rural women? Problems specific to access to care in rural ...

201

Questions Students Ask: Beta Decay.  

ERIC Educational Resources Information Center

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)

Koss, Jordan; Hartt, Kenneth

1988-01-01

202

Questions to Ask Your Doctor  

MedlinePLUS

... How to Manage a Serious Allergic Reaction Quiz: Baseball Injuries Questions to Ask Your Doctor KidsHealth > Teens > ... this serious? Will there be any long-term effects of this problem? Can I give this illness ...

203

Substance Abuse Frequently Asked Questions  

MedlinePLUS

Substance Abuse Frequently Asked Questions What is substance abuse? What are signs of substance abuse? How do ... Methamphetamine Production Prevention Act of 2008? What is substance abuse? Substance abuse is the use of a ...

204

On Clickers, Questions, and Learning  

NSDL National Science Digital Library

The purpose of this paper is to review the procedures used to help students become learning victors. Specifically, this paper will discuss the process used to integrate classroom-response-system technology and question-driven instruction into an introductory anatomy and physiology course for pre-nursing/allied health students at a community college. Emphasis is placed on a systematic process for developing effective questions. Student reaction to this strategy is also discussed.

Skinner, Steven

2009-03-01

205

Automatic Generation of Trivia Questions  

Microsoft Academic Search

We present a (nearly) domain-independent approach to mining trivia questions from a database. Generated questions are ranked\\u000a and are more “interesting” if they have a modest number of solutions and may reasonably be solved (but are not too easy).\\u000a Our functional model and genetic approach have several advantages: they are tractable and scalable, the hypothesis space size\\u000a is limited, and

Matthew Merzbacher

2002-01-01

206

Questions, Questions: Taking Energy Inquiry Further in the School Library  

NSDL National Science Digital Library

This article from Beyond Weather and the Water Cycle provides ideas on how school librarians can work with elementary teachers to teach about the Sun's impact on weather and climate. The author introduces the Standards for the 21st Century Learner, developed by the American Association of School Librarians. The author focuses on Standard 1, which calls for students to inquire, think critically, and gain knowledge through developing and refining questions, investigating answers, seeking divergent perspectives in information, and assessing whether the information found answers the questions posed. The free, online magazine draws its themes from the Seven Essential Principles of Climate Literacy, with each issue focusing on one of the seven principles.

Mardis, Marcia

2011-02-01

207

Questions of Face: Goffman and the Management of Question Time.  

ERIC Educational Resources Information Center

Scrutinizes an academic lecture in the subsequent question and answer period in order to decompose the speech roles associated with this speech event and to increase understanding of the factors influencing the participants and the event in order to design a useful framework for language teaching. (14 references) (Adjunct ERIC Clearinghouse for…

Crichton, Jonathan; Wajnryb, Ruth

1996-01-01

208

Tolstoy and the woman question  

Microsoft Academic Search

This work examines the perceptions of women in art and literature in Russia during the later half of the nineteenth century. It specifically focuses on the women question and examines women's function and role in Russian society and how different visual artists along with Tolstoy examine this issue through their artwork. The first section of the work focuses specifically on

Jeanna Marie Whiting

2006-01-01

209

Kast, Wijbe Martin — Provocative Questions  

Cancer.gov

This is such a relevant question. Especially as evidence from animal models is mounting that therapeutic vaccines can be used very effectively in the cancer preventive setting while they do not work well in the cancer therapeutic setting. It is time to change the paradigm. Don't watchful wait, Vaccinate!

210

APPENDIX 4-B INTERVIEW QUESTIONS  

E-print Network

Birth date Dates of attendance at elementary or high school (or college) Dates of military service, children's ages, child care plans, #12;work schedule requirements. spouse's employment or salary. Gender or widowed. Military Service Questions regarding relevant experience gained during military service

Sheridan, Jennifer

211

Ten Practical Questions about Branding  

ERIC Educational Resources Information Center

"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…

Moore, Robert M.; Rattenbury, Jeanne

2004-01-01

212

Questioning Trends in University Dance  

ERIC Educational Resources Information Center

This article revisits ideas put forward at the beginning of an academic career and discusses the ways in which time and experience within academe has shifted the author's perspective. Specifically, focusing on the balance of artistic thinking with the widely perceived need to justify the arts in higher education, the author explores questions

Van Dyke, Jan

2012-01-01

213

A Question of Competing Paradigms?  

ERIC Educational Resources Information Center

There are some fundamental--i.e., "essential"--differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis used and the data constructed are irreconcilably…

Roth, Wolff-Michael

2008-01-01

214

BOMB THREAT Questions to Ask  

E-print Network

BOMB THREAT CHECKLIST Questions to Ask: 1. Where is the bomb going to explode? 2. Where is it right now? 3. What does it look like? 4. What kind of bomb is it? 5. What will cause it to explode? 6. Did you place the bomb? 7. Why? 8. What is your address? 9. What is your name? Sex of caller: Age: Race

Ravikumar, B.

215

In this Issue: Questioning "Professor  

E-print Network

interdependent world is far from an integrated world," said Bill Clinton in a wide-ranging address to the Hunter welcomes former U.S. President Bill Clinton and Hunter alumnus Mel Tukman ('61), sponsor of HunterIn this Issue: Questioning "Professor Clinton" page 2 page 2 Hunter Student Wins Fulbright page 3

Qiu, Weigang

216

Salvaging Timber: Frequently Asked Questions  

E-print Network

When timber is damaged by a storm, landowners may have questions such as "Who can I call for help? "How fast do I need to salvage my damaged timber? or "How can timber value be estimated in damaged timber stands? This publication answers...

Taylor, Eric; Foster, C. Darwin

2005-10-19

217

Qualitative Questions in Fluid Mechanics  

Microsoft Academic Search

In this paper in honour of Professor Leen van Wijngaarden, some propositions about fluid mechanics are discussed. First, basic fluid mechanics research should be judged as much by its progress in clarifying the essential questions about the phenomena of fluid flow and in establishing general concepts, as by its contribution to the solutions of specific problems. In fact, the latter

J. C. R. Hunt

1997-01-01

218

For Research Questions to ask  

E-print Network

CT Scans For Research Questions to ask: 1. Is this CT being done specifically for the research for educational purposes and is not intended to provide medical advice. Talk with your doctor or research team before acting on any information contained herein for advice specific to your situation. Common Research

Church, George M.

219

Questions about Influenza Designing Turbulence  

E-print Network

in 1943 to build the first atomic bomb. it remains a premier scientific laboratory, dedicated to nationalQuestions about Influenza Designing Turbulence Los Alamos Institutes Atoms from Nothingness 1663. The enormous project cost about $2 billion but produced atomic weapons that helped end the war in the Pacific

220

QUESTIONS & ANSWERS ABOUT LUNG CANCER  

E-print Network

QUESTIONS & ANSWERS ABOUT LUNG CANCER Q: What are the early signs of lung cancer? How would I know I have it? A: Some of the early warning signs of lung cancer are: · A cough that doesn't go away what may be causing these symptoms. Q: How is lung cancer diagnosed? A: Your doctor may do one or more

221

THE GOAL QUESTION METRIC APPROACH  

Microsoft Academic Search

As with any engineering discipline, software development requires a measurement mechanism for feedback and evaluation. Measurement is a mechanism for creating a corporate memory and an aid in answering a variety of questions associated with the enactment of any software process. It helps support project planning (e. g., How much will a new project cost?); it allows us to determine

Victor R. Basili; Gianluigi Caldiera; H. Dieter Rombach

1994-01-01

222

Four Questions to Ask Yourself  

ERIC Educational Resources Information Center

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…

Abilock, Debbie, Ed.

2007-01-01

223

Looming Questions in Performance Pay  

ERIC Educational Resources Information Center

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…

Gratz, Donald B.

2010-01-01

224

Asking Personal Questions in Mock Job Interviews.  

ERIC Educational Resources Information Center

Two studies used a job interview role-play situation to examine strategies that interviewers employed when asking personal as compared to neutral questions. They found that personal questions were asked later in the interview than neutral questions and that more hesitation markers, tag questions, and hedges were used with personal questions than…

Ng, Sik Hung

1995-01-01

225

Journal of Chemical Education: Conceptual Questions  

NSDL National Science Digital Library

This site provides examples of conceptual questions, an introduction to several different types of conceptual questions, and a discussion of what constitutes a conceptual question. Links to definitions and discussions provide the details.

Education, Journal O.; Society, Division O.

226

Unanswered Questions in Friedreich Ataxia  

PubMed Central

During the past 15 years, the pace of research advancement in Friedreich ataxia has been rapid. The abnormal gene has been discovered and its gene product characterized, leading to the development of new evidence-based therapies. Still, various unsettled issues remain that affect clinical trials. These include the level of frataxin deficiency needed to cause disease, the mechanism by which frataxin-deficient mitochondrial dysfunction leads to symptomatology, and the reason selected cells are most affected in Friedreich ataxia. In this review, we summarize these questions and propose testable hypotheses for their resolution. PMID:22832776

Lynch, David R.; Deutsch, Eric C.; Wilson, Robert B.; Tennekoon, Gihan

2013-01-01

227

Open Questions in Arithmetic Algebraic Alice Silverberg  

E-print Network

is part of a rich and beautiful theory, with many as yet unanswered questions. Our central objectsOpen Questions in Arithmetic Algebraic Geometry Alice Silverberg #12; #12; Contents Open Questions curves. 46 6.4. Abelian varieties, Shimura varieties, and open questions. 46 Bibliography 49 #12; IAS

Silverberg, Alice

228

Some unanswered questions in fluid mechanics  

Microsoft Academic Search

Perhaps a hundred questions are imbedded in this collection. It is an experiment that brings together the contributions of many people. Questions are not widely used in the authors literature. The typical paper in fluid mechanics, or in science and engineering generally, contains not a single question. Some people are clearly reluctant to pose questions for which they have no

L. M. Trefethen; R. L. Panton

1990-01-01

229

Recognizing Digressive Questions During Interactive Generation  

Microsoft Academic Search

In expository discourse, people sometimes ask ques- tions that digress from the purpose of the discussion. A system that provides interactive explanations and advice must be able to distinguish pertinent questions from questions that digress. It must also be able .to recognize questions that are incoherent. These types of questions require different treatment. Pertinent ques- tions must be answered to

Susan M. Hailer

230

Open questions in classical gravity  

SciTech Connect

In this work, the authors discuss some outstanding open questions regarding the validity and uniqueness of the standard second-order Newton-Einstein classical gravitational theory. On the observational side the authors discuss the degree to which the realm of validity of Newton's law of gravity can actually be extended to distances much larger than the solar system distance scales on which the law was originally established. On the theoretical side the authors identify some commonly accepted (but actually still open to question) assumptions which go into the formulation of the standard second-order Einstein theory in the first place. In particular, it is shown that while the familiar second-order Poisson gravitational equation (and accordingly its second-order covariant Einstein generalization) may be sufficient to yield Newton's law of gravity they are not in fact necessary. The standard theory thus still awaits the identification of some principle which would then make it necessary too. It is shown that current observational information does not exclusively mandate the standard theory, and that the conformal invariant fourth-order theory of gravity considered recently by Mannheim and Kazanas is also able to meet the constraints of data, and in fact to do so without the need for any so far unobserved nonluminous or dark matter. 37 refs., 7 figs.

Mannheim, P.D. (Univ. of Connecticut, Storrs, CT (United States))

1994-04-01

231

The Urban Institute: Five Questions  

NSDL National Science Digital Library

In the mid-1960s, President Johnson saw the need for independent nonpartisan analysis of the problems facing America's cities and their residents. The President created a blue-ribbon commission of civic leaders who recommended chartering a center to do that work and in 1968, the Urban Institute became that center. Today the Urban Institute analyzes policies, evaluates programs, and informs community development to "improve social, civic, and economic well-being." Working in all 50 states and abroad, the Institute shares its research with policymakers, business leaders, and academics. On this site, visitors can enjoy the Institute's series of interviews entitled "Five Questions For"" which poses five questions to the people behind the Urban Institute's research. Here, experts talk about the nature of their work and offer insights on what they've learned. The collection allows visitors to browse a chronological list of this series of interviews and each interview is easily emailed and is also available in a printer friendly format.

232

Les questions de migrations internationales  

NASA Astrophysics Data System (ADS)

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.

Samman, Mouna Liliane

1993-03-01

233

Comparison among antiretroviral adherence questions  

PubMed Central

Our objective was to compare antiretroviral adherence questions. Among 53 methadone maintained HIV-infected drug users, we compared five measures, including two single item measures using qualitative Likert-type responses, one measure of percent adherence, one visual analog scale, and one measure that averaged responses across antiretrovirals. Responses were termed inconsistent if respondents endorsed the highest adherence level on at least one measure but middle levels on others. We examined ceiling effects, concordance, and correlations with VL. Response distributions differed markedly between measures. A ceiling effect was less pronounced for the single-item measures than for the measure that averaged responses for each antiretroviral: the proportion with 100% adherence varied from 22% (single item measure) to 58% (multi-item measure). Overall agreement between measures ranged from fair to good; 49% of participants had inconsistent responses. Though responses correlated with VL, single-item measures had higher correlations. Future studies should compare single-item questions to objective measures. PMID:21181252

Berg, Karina M.; Wilson, Ira B.; Li, Xuan; Arnsten, Julia H.

2013-01-01

234

Evaluative Conditioning: The "How" Question  

PubMed Central

Evaluative conditioning (EC) refers to attitude formation or change toward an object due to that object's mere co-occurrence with another valenced object or objects. This chapter focuses on the “how” question, that is, the question of what cognitive processes intervene between mere co-occurrence and attitude formation or change. Though EC has typically been thought of as occurring through a single, albeit contentious, mechanism, we begin by pointing out that both the heterogeneity of EC methodologies and the abundance of inconsistent results suggest that multiple processes with different characteristics can produce EC. We describe how the earliest posited process of EC, Pavlovian conditioning or signal learning, is a valid mechanism of EC that appears to have operated in some experiments but is unlikely to have operated in others and also cannot account for various EC findings. We describe other mechanisms of EC, when they can be expected to occur, and what characteristics they have. We particularly focus our attention on a process model of EC we have recently introduced, the implicit misattribution model. Finally, we describe the implications of a multi-process view of EC, which we argue can help resolve theoretical controversies and further the application of EC as a practical intervention for influencing attitudes in various domains. PMID:22241936

Jones, Christopher R.; Olson, Michael A.; Fazio, Russell H.

2011-01-01

235

Answering Key Fuel Cycle Questions  

SciTech Connect

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 plan for? · Should we separate uranium? · If we separate uranium, should we recycle it, store it or dispose of it? · Is it practical to plan to fabricate and handle “hot” fuel? · Which transuranic elements (TRU) should be separated and transmuted? · Of those TRU separated, which should be transmuted together? · Should we separate and/or transmute Cs and Sr isotopes that dominate near-term repository heating? · Should we separate and/or transmute very long-lived Tc and I isotopes? · Which separation technology? · What mix of transmutation technologies? · What fuel technology best supports the above decisions?

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

2003-10-01

236

Statistical questions in experimental evolution  

NASA Astrophysics Data System (ADS)

Recent advances in the mathematical analysis of models describing evolutionary dynamics are rapidly increasing our ability to make precise quantitative predictions. These advances have created a growing need for corresponding improvements in our ability to observe evolutionary dynamics in laboratory evolution experiments. High-throughput experimental methods are particularly crucial, in order to maintain many replicate populations and measure statistical differences in evolutionary outcomes at both phenotypic and genomic levels. In this paper, I describe recent technical developments which have greatly increased the throughput of laboratory evolution experiments, and outline a few promising directions for further improvements. I then highlight a few ways in which these new experimental methods can help to answer simple statistical questions about evolutionary dynamics, and potentially guide future theoretical work.

Desai, Michael M.

2013-01-01

237

Minister Peng answers correspondents' questions.  

PubMed

Following a press conference where she presented the results of the 1990 census and the accomplishments of China's family planning program, Peng Peiyun, minister of the State Family Planning Commission, and other officials answered the questions of Chinese and foreign correspondents. Asked about the implementation of family planning in rural areas, Peng explained that while the 1-child policy has been followed, farmers with only 1 daughter have been allowed a second child. Nonetheless, the total fertility rate (TFR) of rural women has fallen bellow 4. On the issue of abortion, an official explained that for the past few years, there have been 10 million abortions annually. Abortion, however, is used only when contraception fails. Despite China's impressive achievements in curbing population growth, Peng noted that the country still faces serious problems. As the country enters its 8th 5-year plan, China will undergo a baby boom. An average of 17 million births each year is expected throughout the plan's duration. Peng acknowledged that the previous target of controlling China's population to 1.2 billion by the year 2000 will not be achieved. Under the new plan, which hopes to reduce the TFR from 2.35 in 1989 to 2.0 by the turn of the century, calls for the population to stabilize somewhere between 1.5 and 1.6 billion. Peng also answered questions concerning abuses by family planning workers. She stressed that China's family planning program is voluntary, although economic disincentives are used. Furthermore, Peng addressed issues concerning religion and family planning, infanticide, the safety of contraceptives, and concerns over the ageing of the population. PMID:12284670

1991-02-01

238

Aren't Those Questions Interesting Enough? Investigating the Root Causes of Unanswered Questions  

E-print Network

Aren't Those Questions Interesting Enough? Investigating the Root Causes of Unanswered Questions unanswered questions. In this paper, we mine Stack Overflow dataset to investigate why these questions remain that although there are some topics that were never answered, most questions remained unanswered because

Perry, Dewayne E.

239

Effective Question Recommendation Based on Multiple Features for Question Answering Communities  

Microsoft Academic Search

We propose a new method of recommending questions to answerers so as to suit the answerers' knowledge and inter- ests in User-Interactive Question Answering (QA) commu- nities. A question recommender can help answerers select the questions that interest them. This increases the number of answers, which will activate QA communities. An ef- fective question recommender should satisfy the following three

Yutaka Kabutoya; Tomoharu Iwata; Hisako Shiohara; Ko Fujimura

2010-01-01

240

[Questions to television from psychopathology].  

PubMed

Progress is expected in psychopathological diagnosis by using audiovisual procedures. Nowadays, a valid psychopathology concept should be broadly planned and the important method of description as well as understanding procedures should be considered. For such a model of psychopathology it seems appropriate to investigate the different psychopathological phenomenons as expression of a disturbed communication ability. Concerning this outlook, new strategies are to be developed or procedures of other disciplines are to be adapted for the psychopathological research. It seems attractive to anticipate aid from structuralistic and information-theoretical issues for the breaking of yet substancially less good apperceived facts. The interest hereby concentrates upon the relationship between verbal and averbal phenomenons and upon better criteria for an interpretation of the phenomenons as an expression of the subjective experience of the psychiatric patient as well as of his/her communicative competence. In order to use audio-visual techniques successfully, an orientation in specfic, originary particularities of the different methodological assessments is required. The way and extent of such problems can be demonstrated for the study of psychopathological phenomenons by the importance of the camera guide, the selection, the enlargement of a sequence, and the combination of different parts of an interview. The criteria of a field-specific TV-methodology must first be elaborated for the majority of the questioning. The user of audiovisual methods not only has to consider the special needs of the psychic ill, but also has to face critically the seduction ways of this potential medium. PMID:90381

Busch, H

1979-01-01

241

Questions about Smoking, Tobacco, and Health  

MedlinePLUS

... window. My Saved Articles » My ACS » Questions About Smoking, Tobacco, and Health Download Printable Version [PDF] » ( En ... here. We also answer some questions about how smoking and tobacco can affect a person’s health, including ...

242

On the interpretation of concealed questions  

E-print Network

Determiner phrases have the ability to act as "concealed questions" (CQs), embedded questions in sentences like John knows the time (i.e., John knows what time it is). The fact that know and wonder differ in their ability ...

Nathan, Lance Edward

2006-01-01

243

What Questions Do They Ask? Ausubel Rephrased.  

ERIC Educational Resources Information Center

Investigates what questions elementary students would ask when presented with various situations relating to the natural environment. Findings reveal the extraordinary range of questions that elementary students have concerning the solar system and space. (JRH)

Spargo, Peter E.; Enderstein, L. Gus

1997-01-01

244

37 CFR 354.2 - Novel questions.  

Code of Federal Regulations, 2010 CFR

...2010-07-01 2010-07-01 false Novel questions. 354.2 Section 354.2 Patents, Trademarks, and Copyrights COPYRIGHT...PROCEDURES SUBMISSIONS TO THE REGISTER OF COPYRIGHTS § 354.2 Novel questions. (a) Mandatory...

2010-07-01

245

Answering definitional questions before they are asked  

E-print Network

Most question answering systems narrow down their search space by issuing a boolean IR query on a keyword indexed corpus. This technique often proves futile for definitional questions, because they only contain one keyword ...

Fernandes, Aaron D. (Aaron David)

2004-01-01

246

Gallery Walk Questions on Earth's Radiation Balance  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about the Earth's Radiation Balance. The questions are organized ...

247

Gallery Walk Questions about Human Dimensions  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about the human dimensions of geologic issues. The questions are organized ...

248

Gallery Walk Questions on Atmosphere Composition  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about atmosphere composition, greenhouse gases, ozone. The questions are ...

249

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...

250

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 ...

251

Questions and Answers About Nuclear Power Plants.  

ERIC Educational Resources Information Center

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…

Environmental Protection Agency, Washington, DC.

252

Leading questions and the eyewitness report*1  

Microsoft Academic Search

A total of 490 subjects, in four experiments, saw films of complex, fast-moving events, such as automobile accidents or classroom disruptions. The purpose of these experiments was to investi- gate how the wording of questions asked immediately after an event may influence responses to questions asked considerably later. It is shown that when the initial question contains either true presuppositions

Elizabeth F. Loftus

1975-01-01

253

Intelligent Question Bank and Examination System  

Microsoft Academic Search

Question bank can be described as the databank that keeps all the examination questions whether pre-existing or created by user while web based examination system is an online assessment tool that used to evaluate students' performance. In this paper, we develop and implement an online Intelligent Question Bank and Examination System (IQBAES), which make use of open source technology. This

ANG TAN FONG; HU HENG SIEW; LIP YEE; LIEW CHEE SUN

2006-01-01

254

Questioning and Teaching. A Manual of Practice.  

ERIC Educational Resources Information Center

Questions and questioning play a major role in both formal and informal educative processes. They are the means by which a child expresses the desire to understand the world outside and they subsequently become the means by which a teacher assesses whether or not a child has satisfactorily assimilated something. This book considers questions from…

Dillon, J. T.

255

OPEN QUESTIONS IN REVERSE MATHEMATICS ANTONIO MONTALBAN  

E-print Network

]. There are still some unanswered questions from that paper, and I will cite a few here. This paper is not intendedOPEN QUESTIONS IN REVERSE MATHEMATICS ANTONIO MONTALB´AN 1. Introduction The objective of this paper is to provide a source of open questions in reverse mathematics and to point to areas where

Montalbán, Antonio

256

Developing Qualitative Research Questions: A Reflective Process  

ERIC Educational Resources Information Center

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…

Agee, Jane

2009-01-01

257

On a question of Pereira Moti Gitik  

E-print Network

On a question of Pereira Moti Gitik School of Mathematical Sciences Raymond and Beverly Sackler a question of Pereira we show that it is possible to have a model violating the Singular Cardinal Hypothesis, then for some Pereira for asking an interesting question and his

Gitik, Moti

258

Planetary protection - some legal questions  

NASA Astrophysics Data System (ADS)

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 we have to examine: Protection where, of whom and of what: On Earth: Humans, other life forms, but also all man made things as well as air, water, soil. On Other celestial bodies: Crew of manned Space Missions, Stations on C.B., possible alien life forms, or remnants of such, water, other environment on C.B.- even if completely barren? Protection of C.B. from becoming "an area of international conflict" Finally we have to discuss overriding interests, such as deflection of Asteroids which threaten to hit Earth, then the legally permitted "Use" of C.B., also mining versus protection, and too high costs of absolutely sterile Spacecraft etc. With this we have de lege ferenda to create an order of values of protection as follows, whereby the protection of the higher category has priority over the lesser ones: 1)Human life, be it on Earth or beyond it, 2)Other terrestrial life, 3)Inanimate terrestrial environment, 4)Possible life forms or their remnants on the Moon or other C.B., 5)The natural environment of the Moon and other C.B., 6)Asteroids, Meteorites, Comets etc.

Fasan, E.

259

Planetary protection - some legal questions  

NASA Astrophysics Data System (ADS)

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 examine: Protectionwhere, of whom andofwhat: On Earth: Humans, and nature, namely other life forms, air, water and soil, but also all man made things. On Other celestial bodies: Crew of manned Space Missions, Stations on C.B., possible alien life forms, or remnants of such, water, other environment on C.B. - even if completely barren? Protection of C.B. from becoming "an area of international conflict". Finally, we have to discuss overriding interests, such as deflection of Asteroids which threaten to hit Earth, then the legally permitted "Use" of C.B., also mining versus protection, then, too high costs of absolutely sterile Spacecraft, etc. With this, we have de lege ferenda to create an order of values of protection, whereby the protection of the higher category has priority over the lesser ones.

Fasan, E.

2004-01-01

260

150 Student Questions on Solar Physics  

NASA Astrophysics Data System (ADS)

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.

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

2010-12-01

261

Personal knowledge questions for fallback authentication: security questions in the era of Facebook  

Microsoft Academic Search

ABSTRACT Security questions (or challenge questions) are commonly used to authenticate users who,have lost their passwords. We examined the password retrieval mechanisms for a num- ber of personal banking websites, and found that many of them rely in part on security questions with serious usability and security weaknesses. We discuss patterns in the secu- rity questions we observed. We argue

Ariel Rabkin

2008-01-01

262

Hard Questions 1 When Hard Questions are Asked: Evaluating Writing Centers  

E-print Network

Hard Questions 1 When Hard Questions are Asked: Evaluating Writing Centers James H. Bell University of Northern British Columbia 3333 University Way Prince George, BC Canada V2N 4Z9 RUNNING HEAD: Hard Questions Reading and Learning. Thank you to three reviewers for their revision suggestions. #12;Hard Questions 2

Northern British Columbia, University of

263

Good Question! Statistical Ranking for Question Generation Michael Heilman Noah A. Smith  

E-print Network

Good Question! Statistical Ranking for Question Generation Michael Heilman Noah A. Smith Language,nasmith}@cs.cmu.edu Abstract We address the challenge of automatically generating questions from reading materials, we focus on question generation (QG) for the creation of educational materials for read- ing practice

Eskenazi, Maxine

264

Children's questions: a mechanism for cognitive development.  

PubMed

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. This information is available to them when they are particularly receptive to it, and because it comes as the result of their own disequilibrium, it may have depth of processing benefits. In that questions allow children to get information they need to move their knowledge structures closer to adult-like states, the ability to ask questions to gather needed information constitutes an efficient mechanism for cognitive development (referred to in this paper as the Information Requesting Mechanism [IRM]; this term is used because it includes question-asking and other information recruiting behaviors such as gestures, expressions, and vocalizations). However, the role of children's questions in their cognitive development has been largely overlooked. If questions are a force in cognitive development, the following must be true: (1) children must actually ask questions that gather information; (2) children must receive informative answers to their questions if they are able to be of use to cognitive development; (3) children must be motivated to get the information they request, rather than asking questions for other purposes such as attention; (4) the questions children ask must be relevant and of potential use to their cognitive development; (5) we must see evidence that children's questions help them in some way-that is, that they can ask questions for a purpose, and use the information they receive purposefully to successfully achieve some change of knowledge state. This monograph reports data on these points. Study 1 analyzed questions taken from four children's transcripts in the CHILDES database (age 1;2-5;1). This methodology allowed detailed, veridical analysis of every question asked by the children during their recording sessions. Results indicate that children ask many information-seeking questions and get informative answers. When they do not get an informative response, they keep asking; attention is not enough. Results also indicate that the content of children's questions parallel their conceptual advances, and shift within an exchange and over the course of development to reflect the learning process. So, these data suggest that the components of the IRM are in place and are used by children from very early in development, and the information they seek changes with time. Study 2 asked whether preverbal children who are not yet asking linguistic questions can recruit information via gestures, expressions, and vocalizations, in addition to further investigating the linguistic questions of older children. This study analyzed questions from a cross-sectional diary study, kept by 68 parents of their children's questions (aged 1;0-5;0). Also, this methodology allowed for data collection over a large number of children, a large range of situational contexts, and allows for the collection of low frequency, high-salience events. Results from Study 2 suggest that all of the components of the IRM are in place, and extends these findings down to younger, preverbal children who recruit information using gesture and vocalizations. Study 3 investigated the questions asked in one specific domain, biological knowledge, and examined the impact that different stimulus types have on children's questions. This study gathered data from 112 parent/child dyads (children aged 2, 3, and 4 years) walking through one of three zoos (one with real animals, one with drawings of animals, and one with three-dimensional replicas of animals), looking at the animals together. Results from this study also suggest that all of the components of the IRM are in place from the earliest age, further supporting the findings from Studies 1 and 2. In addition, while children still ask many nonbiological questions a

Chouinard, Michael M

2007-01-01

265

How to... Ask the Right Questions  

NSDL National Science Digital Library

Questions, questions, questions! They are a large part of a teacher's stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation. The aim of this "How to�" booklet is to help you focus on a common teaching activity--the asking of questions. To illustrate some of the classifications and concepts discussed, excerpts from a videotaped lesson to third graders on magnetism appears at the end of this booklet.

Blosser, Patricia E.

2000-01-01

266

Chordoma Links and Resources  

Cancer.gov

National Cancer Institute (NCI)The NCI provides information on cancer to the public at no charge. Call 1-800-4-CANCER (1-800-422-6237) to speak with an information specialist about cancer-related questions. The website provides information on current research, including clinical trials located both within and outside NCI, for a variety of cancer sites. It is an excellent resource for patients who wish to find out whether there are clinical trials available that are testing new drugs for a particular type of cancer.

267

Some unanswered questions in fluid mechanics  

SciTech Connect

Perhaps a hundred questions are imbedded in this collection. It is an experiment that brings together the contributions of many people. Questions are not widely used in the authors literature. The typical paper in fluid mechanics, or in science and engineering generally, contains not a single question. Some people are clearly reluctant to pose questions for which they have no answers. But the absence of questions is also in part because they are not part of their profession's tradition. Not so in mathematics, where the first question column in a magazine appeared 250 years ago. The custom continues today, e.g. as a regular column in the American Mathematical Monthly. A major hope behind the assembling of the questions in this paper is that they may bring into focus some of the unresolved problem in fluid mechanics. Another hope, of course, is that questions from a variety of fields may stimulate the kind of interdisciplinary ideas juxtaposition has so often spawned in the past. Finally, the authors are curious as to whether questions are potentially more useful or less useful than their current frequency of occurrence indicates.

Trefethen, L.M. (Tufts Univ., Medford, MA (United States)); Panton, R.L. (Univ. of Texas, Austin (United States))

1990-08-01

268

Pre-Lab Questions For Introductory Physics  

NSDL National Science Digital Library

These simulation-based interactive question sets are pre-lab questions for the first and second semesters of an introductory physics lab at Kennesaw State University. The pre-lab questions for the first semester cover a wide range of introductory laboratories, including vectors, gravity, projectile motion, Newton's laws, conservation of energy and momentum, and pendular motion. Second semester pre-lab questions cover laboratories for capacitors, the Wheatstone bridge and Ohm's law, resistive circuits, magnetism, induction, LRC circuits, Snell's law, lenses, and double slit interference, and diffraction.

Mzoughi, Taha

2008-07-01

269

Teaching Dystopias: The Value of Religious Questioning.  

ERIC Educational Resources Information Center

Argues that a true general education should encourage the exploration of religious questions. Describes the author's use of works showing dystopian societies based on existing values, such as Huxley's "Brave New World," to encourage students to rethink their assumptions and develop openness toward the questions that religions address. (22…

Seabury, Marcia Bundy

1995-01-01

270

Questionnaire Design: Asking Questions with a Purpose  

NSDL National Science Digital Library

This short document guides the user through the stages of creating and implementing an effective questionnaire. The types of questions and how they should be worded are addressed, and many good examples of the different types of questions that could go into a questionnaire are presented. This resource is intended for novice evaluators.

Taylor-Powell, Ellen

1998-05-01

271

Self-Questioning Instructional Research: A Review.  

ERIC Educational Resources Information Center

Studies in self-questioning designed to improve students' prose processing are reviewed in the context of three theoretical perspectives: active processing perspective, metacognitive theory, and schema theory. The effects of self-questioning training on students' prose processing seem successful. Constraints of content knowledge and metacognitive…

Wong, Bernice Y. L.

1985-01-01

272

Biomedical Questions on Water Pollution Databases  

Microsoft Academic Search

A recent question on acid rain toxicity motivated this informal look at SDC's WATERLIT and DIALOG'S Water Resources Abstracts. Thc same question was Iormulated for comparison on BIOSIS. The data bases were examined for ease of access to the indexing through key citations. The scope of the two water databases is discussed from the perspective of biomedical queries.

Nancy G. Bruce

1983-01-01

273

Mental Models of Research: Generating Authentic Questions  

ERIC Educational Resources Information Center

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…

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

2010-01-01

274

[Questions about the Part H Program.  

ERIC Educational Resources Information Center

Directed to the state lead agency directors, the memorandum from the Office of Special Education Programs answers questions concerning implementation of Part H of the EHA, Education of the Handicapped Act, the Early Intervention Program for Infants and Toddlers with Handicaps. The following questions are addressed: (1) Can a child who is counted…

Bellamy, G. Thomas

275

Question Asking and the Teaching of Writing.  

ERIC Educational Resources Information Center

This paper argues that provocative questions can be used by teachers to help students write. Described are a series of questions drawn from rhetorical theory, such as "How many times can I change focus so as to get the most complete understanding of a topic?""When does X occur?""Why does X occur?" and "What does X cause or prompt?" Several…

Odell, Lee

276

Asking Good Questions & Promoting Discourse (Part 1)  

NSDL National Science Digital Library

This brief NCTM article ( and Part 2 cataloged separately) presents tips on asking good questions and promoting discourse, which is an integral part of the teaching and learning in a classroom. The article includes suggestions on how teachers can improve their questioning techniques as well as how they respond to student discourse.

2013-01-01

277

Academic Oversight: Asking Questions, Building Bridges  

ERIC Educational Resources Information Center

The best way for trustees to fully understand and fulfill their responsibility to ensure that their institution is providing quality education and meeting academic goals is by asking appropriate questions. Collaboration among trustees, faculty members, and administrators is essential to framing questions from a strategic perspective. Just the act…

Wilson, E. B.

2011-01-01

278

41 Papers on Tensegrity Some Questions  

E-print Network

41 Papers on Tensegrity Highlights Some Questions Home Page Title Page Page 1 of 79 Go Back Full of Tensegrity Brigitte Servatius #12;41 Papers on Tensegrity Highlights Some Questions Home Page Title Page Page. 41 Papers on Tensegrity 1 Tensegrity Frameworks, Roth, Whiteley, 1981 2 On generic rigidity

Servatius, Brigitte

279

Fixed-Response Questions with a Difference.  

ERIC Educational Resources Information Center

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)

Johnstone, Alex H.; Ambusaidi, Abdullah

2002-01-01

280

Questions for Collaboration: Lessons from Reggio Emilia.  

ERIC Educational Resources Information Center

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…

Fyfe, Brenda

1998-01-01

281

Concealed Questions. In Search of Answers  

ERIC Educational Resources Information Center

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…

Frana, Ilaria

2010-01-01

282

NCI Director Discusses the Provocative Questions Project  

Cancer.gov

NCI Director Discusses the Provocative Questions Project NCI Director Discusses the Provocative Questions Project You will need Adobe Flash Player 8 or later and JavaScript enabled to view this video. You can view the movie here NCI Director Harold Varmus,

283

Lunar interferometric astronomy: Some basic questions  

NASA Technical Reports Server (NTRS)

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.

Woolf, Neville

1992-01-01

284

The Effects of Questioning on Thinking Processes.  

ERIC Educational Resources Information Center

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…

Shiang, Ching-Pyng; McDaniel, Ernest

285

Children's Questions: A Mechanism for Cognitive Development  

ERIC Educational Resources Information Center

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.…

Chouinard, Michelle M.

2007-01-01

286

Developing Offline Strategies for Answering Medical Questions  

Microsoft Academic Search

We describe ongoing developments on two offline strategies for automatically answering questions in the medical domain: one based on an analysis of the document structure, the other based on dependency parsing. We highlight differences with open domain question answering, and provide a preliminary evaluation of the current state of our strategies. Copyright (c) 2005, American Association for Artificial Intelligence (www.aaai.org).

E. F. Tjong Kim Sang; G. Bouma; Rijke de M

2005-01-01

287

"Wh"-Questions in the English Language  

ERIC Educational Resources Information Center

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…

Mowarin, Macaulay

2011-01-01

288

What Is a Good Guiding Question?  

ERIC Educational Resources Information Center

Many cherished school curriculum units are intellectually weak and fragmented because of confusion about what students are supposed to learn. A key component missing from curriculum design is the guiding question--the fundamental query directing the search for understanding. Such questions are neither leading nor generic but are succinct,…

Traver, Rob

1998-01-01

289

Can automated questioning help children's reading comprehension?  

E-print Network

. The choices consist of the missing word plus three distractor words. E.g. Why bother about _____? Choices a randomly inserted generic multiple-choice What/Where/When question, children were likelier to correctly a multiple choice question. It displays a prompt and a menu of choices, and reads them both aloud

Mostow, Jack

290

Processing the Curriculum through Quality Questioning  

ERIC Educational Resources Information Center

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,…

Gregerson, Jessica

2011-01-01

291

Debugging by asking questions about program output  

Microsoft Academic Search

One reason debugging is the most time-consuming part of software development is because developers struggle to map their questions about a program's behavior onto debugging tools' limited support for analyzing code. Interrogative debugging is a new debugging paradigm that allows developers to ask questions directly about their programs' output, helping them to more efficiently and accurately determine what parts of

Andrew Jensen Ko

2006-01-01

292

Privacy Questions from Practicing School Nurses  

ERIC Educational Resources Information Center

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…

Bergren, Martha Dewey

2004-01-01

293

Questions to Ask Your Liability Insurance Broker  

ERIC Educational Resources Information Center

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"…

Neugebauer, Roger

2006-01-01

294

Focus Questions: The Engines of Lessons.  

ERIC Educational Resources Information Center

Argues that teachers can easily structure social studies lessons to enhance students' thinking skills by using carefully structured focus questions. States that such questions--often beginning with such words as "is,""could,""should," does," and "can,"--go beyond asking for simple recall of facts or shallow explanation, to requesting the solution…

Killoran, James

1987-01-01

295

Questionnaire Design: Asking Questions with a Purpose  

E-print Network

favor legalization of marijuana for use in private homes but not in public places?? Respondents have no way to say whether they favor both places, oppose both places, oppose home but favor public use or oppose legalization as a concept in general. Ask... about legalization of marijuana in the home and in public places separately. ? Avoid bias in questions. Such questions influence people to respond in a way that does not accurately reflect their position. A question can be biased in several ways: It can...

Pope, Paul; Boleman, Chris; Cummings, Scott

2005-08-31

296

Considering Children's Questions at Group Time: Let Children's Questions and Curiosity Lead Your Group Time Explorations  

ERIC Educational Resources Information Center

Often children's questions are about the things they observe. The beauty of using children's questions about life to inspire discussions is that it invites children to work collectively toward a common goal. This article describes the process of using children's questions to facilitate great group time interactions. The process starts where the…

Church, Ellen Booth

2007-01-01

297

Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices  

ERIC Educational Resources Information Center

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.…

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

298

Great Question! Question Quality in Community Q&A Sujith Ravi  

E-print Network

the time and we seek answers by hook or crook. In fact, in almost every human endeavor, progress is made of a question is a function of the collective benefits a com- munity derives from it, the quality of a question for the Advancement of Artificial Intelligence (www.aaai.org). All rights reserved. questions (with not

Cortes, Corinna

299

Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity.  

ERIC Educational Resources Information Center

The effects of conceptual change text and application questions in 139 college students' learning of electricity concepts were investigated. The experiment was a 2X2X2X2 factorial. Compared to traditional text and no questions, conceptual change text and application questions, respectively, improved acquisition of qualitative concepts.…

Wang, Tianyu; Andre, Thomas

1991-01-01

300

Guest Lecture THE QUESTION OF JOB  

E-print Network

on the Study of Religion. Earlier, he taught in departments of religion or Near Eastern studies at Case Western of progressively undermining what it says. The question, then, is whe- ther anything is left to say after

Kaus, Boris

301

Evolutionary Psychology Controversies, Questions, Prospects, and Limitations  

E-print Network

. Buss University of Texas at Austin Evolutionary psychology has emerged over the past 15 yearsEvolutionary Psychology Controversies, Questions, Prospects, and Limitations Jaime C. Confer from misunderstandings about the logic of evolutionary psychology; and some from rea- sonable

Pillow, Jonathan

302

Questions and Answers about High Blood Pressure  

MedlinePLUS

... High Blood Pressure Questions and Answers About High Blood Pressure What is high blood pressure? Blood pressure is the force of blood ... a doctor. Am I at risk for high blood pressure? Anyone can develop high blood pressure. But ...

303

A Response to the Question of Elitism.  

ERIC Educational Resources Information Center

Points out that Ralph Smith's article, "A Question of Elitism," offers useful distinctions for advancing the cause of elitism in education. Contends that excellence and democratic values are indeed compatible. (BSR)

Hausman, Jerome J.

1987-01-01

304

A Response to the Question of Elitism.  

ERIC Educational Resources Information Center

Responds to Ralph Smith's essay, "The Question of Elitism," by arguing that translating the skills of critical thinking and value criteria to the classroom is problematic. Offers an analysis of why these skills are difficult to teach. (BSR)

Rideout, Roger

1987-01-01

305

Questions and Answers: Smallpox Vaccine and Monkeypox  

MedlinePLUS

... 404) 639-3311 Monkeypox Home > QUESTIONS AND ANSWERS Smallpox Vaccine and Monkeypox Download PDF version formatted for ... 132 KB/2 pages) How effective is the smallpox vaccine in preventing monkeypox? Past data from Africa ...

306

Pertussis (Whooping Cough) Outbreaks: Questions and Answers  

MedlinePLUS

... Treatment Prevention Adults Parents-to-be Infants & Children Preteens & Teens Travelers Healthcare Personnel Frequently Asked Questions Photos ... the 11-12 year old check up. For Preteens and Teens: Vaccine protection for pertussis, tetanus, and ...

307

Negative answers to some positivity questions  

E-print Network

We construct counterexamples to a number of questions related to positivity properties of line bundles on algebraic varieties. The examples are based on studying the geometry of varieties that admit pseudo automorphisms ...

Lesieutre, John

2014-01-01

308

Investigating Evolutionary Questions Using Online Molecular Databases.  

ERIC Educational Resources Information Center

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)

Puterbaugh, Mary N.; Burleigh, J. Gordon

2001-01-01

309

Different Questions, Different Methods of Study  

NSDL National Science Digital Library

Students will learn that scientists not only do controlled experiment but other forms of investigations. Different types of questions lead to different types of investigations. Not all scientific knowledge is obtained through experimentation.

Admin, Admin

2011-10-07

310

Similar Density Questions with Very Different Results  

NSDL National Science Digital Library

While developing a standardized fluids assessment covering buoyancy and pressure, we discovered deficiencies in student understanding of density. In particular, many college students do not recognize that density is a fixed property of a solid substance, such as aluminum or gold. We added questions to our diagnostic exam to probe the extent of student difficulties. In one of our questions, only 50-60% of students (depending upon class) recognize that the density of gold is a fixed value. When similar questions from an existing diagnostic¹ are used, however, 88-100% of students correctly identify the density of a piece of wood and of a diamond as fixed values. In this paper we discuss the differences between these questions and how those differences affect student responses. ¹ Yeendâs Density Survey.

Lindow, Ashley; Carbone, Elizabeth; Wagner, Doris J.

2014-02-01

311

Frequently Asked Questions about Digital Mammography  

MedlinePLUS

... Interest Articles Other Resources Frequently Asked Questions About Digital Mammography The following Q&As provide information for consumers about Digital Mammography. F requently A sked Q uestions: What is ...

312

Questions and Answers about Ebola and Pets  

MedlinePLUS

... Travelers Healthcare Workers More Questions and Answers about Ebola and Pets Language: English Español Share Compartir ... the United States. How are animals involved in Ebola outbreaks? Because the natural reservoir host of Ebola ...

313

Questions to Ask My Healthcare Team  

MedlinePLUS

... Best Care? Understanding Treatment Options Clinical Trials New Treatment Directions Side Effect Management Questions to Ask My Healthcare Team ©2014, Lung Cancer Alliance HelpLine: 800-298-2436 (US only); 202- ...

314

Get Answers to Common Questions About...  

Cancer.gov

Get Answers to Common Questions About... Biological Specimens Drug Availability, Labeling and Distribution Ethics Indemnity Insurance Planning Clinical Trials and Navigating Regulatory Requirements Protocols Quality Assurance and Monitoring Software

315

Heart Failure Questions to Ask Your Doctor  

MedlinePLUS

... Pressure High Blood Pressure Tools & Resources Stroke More Heart Failure Questions to Ask Your Doctor Updated:Apr 2, ... content was last reviewed on 08/20/2012." Heart Failure News Read the latest heart failure related news. ...

316

Earthquake Hazards Program: Frequently Asked Questions  

NSDL National Science Digital Library

This frequently-asked-questions feature deals with the relationship between earthquakes, faults, and plate tectonics; myths about earthquakes; effects and experiences; preparedness; and many other topics. The page includes a collection of links which may aid in geology instruction.

2012-04-11

317

Scaling question answering to the Web  

Microsoft Academic Search

The wealth of information on the web makes it an attractive resource for seeking quick answers to simple, factual questions such as "e;who was the first American in space?"e; or "e;what is the second tallest mountain in the world?"e; Yet today's most advanced web search services (e.g., Google and AskJeeves) make it surprisingly tedious to locate answers to such questions.

Cody C. T. Kwok; Oren Etzioni; Daniel S. Weld

2001-01-01

318

Police Questioning of Law Abiding Citizens  

Microsoft Academic Search

Police Questioning of Law Abiding Citizens\\u000aFor a member of one of the most staid occupations, I have had a disturbing number of encounters with the police. I can count nine or ten times that I have been stopped and questioned in the past few years -almost enough to qualify me as an adjunct member of the Mafia. Most recently,

Charles A. Reich

1966-01-01

319

On the Question, “What is Law?”  

Microsoft Academic Search

Re-framing discussion of the question, “What is law?“ in terms of the contexts in which the whole question makes sense allows\\u000a us to see that jurisprudence is about boundary disputes concerning law – that is about what should count as law – and about\\u000a responses to attacks on the value of law. Concern for these two issues constitutes the boundary

David Howarth

2000-01-01

320

A control question test oriented towards students.  

PubMed

Control Question Tests were altered for 12 of 24 students who were examined with a polygraph about a mock crime which half of them had committed. The altered tests substituted control questions about students' cheating and plagiarism for the standard questions about crime issues. Responses to the altered tests were compared with those from tests using regular control questions which are usually about criminal issues. All tests were conducted by a professor. Detection scores derived from response magnitudes of skin resistance differed between innocent (M = 2.0) and guilty participants (M = -1.9). Guilt and innocence interacted with the type of test. Those examined with control questions oriented towards students scored as more innocent when actually innocent (M = 4.3) than guilty students examined with the student form (M = -3.0) or the crime form (M = -0.8) of the test and innocent students (M = -0.3) examined with control questions oriented towards crimes. The discussion is augmented by results from a direct analysis of magnitude of scores. PMID:9842625

Bradley, M T; Black, M E

1998-10-01

321

From Question Answering to Visual Exploration  

SciTech Connect

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.

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

2006-08-11

322

Ian Hinchliffe Answers Your Higgs Boson Questions  

SciTech Connect

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

Hinchliffe, Ian

2012-01-01

323

Ian Hinchliffe Answers Your Higgs Boson Questions  

ScienceCinema

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

Hinchliffe, Ian

2013-05-29

324

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

PubMed

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

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

2014-04-01

325

Religion, Democratic Community, and Education: Two Questions  

ERIC Educational Resources Information Center

This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society?…

D'Souza, Mario Osbert

2012-01-01

326

Common Interview Questions: Tell me about yourself.  

E-print Network

you/your parents born? What is your religion? What race are you? What type of military dischargeCommon Interview Questions: Tell me about yourself. What are your strengths and weaknesses of the orglorganization? How do you establish a working relationship with new people? What prompted you to study

Zhou, Chongwu

327

Children Ask Questions about West African Art.  

ERIC Educational Resources Information Center

Presents a collection of questions that fifth-grade students asked about African artwork and answers provided by staff from the Museum of Fine Arts in Houston, Texas. Observes that students' interest in important visual aspects of the art creates lead-ins to more detailed discussions of West African art and culture. (DSK)

Abercrombie, Denice; Cochran, Mathilda; Mims, Margaret

1997-01-01

328

Questioning Constructionism: Toward an Ethics of Finitude  

Microsoft Academic Search

This article develops an existential-phenomenological critique of the social constructionist movement in psychology, taking its lead from what Kenneth Gergen calls “the most pressing question”: What happens to us when we begin to employ constructionist ideas in our lives? It is suggested that contemporary consumer societies already work according to the logic of social construction and that constructionism already has

Svend Brinkmann

2006-01-01

329

Suicide in America Frequently asked questions  

E-print Network

Family history of a mental disorder or substance abuse Family history of suicide Family violence or jail Being exposed to others' suicidal behavior, such as that of family members, peers, or mediaSuicide in America Frequently asked questions National Institute of Mental Health U.S. Depar

Baker, Chris I.

330

Distance Education Complexities: Questions To Be Answered.  

ERIC Educational Resources Information Center

Discussion of the development of distance education for instruction and training due to new technologies and software focuses on questions that need to be asked to ensure efficiency and effectiveness. Highlights include institutional and organizational concerns; content design analyses; development issues; implementation; evaluation; management…

Dwyer, Francis; Li, Ning

2000-01-01

331

Questioning the Athlete's Right to Sue.  

ERIC Educational Resources Information Center

Questions to a legal expert discuss athletes' right to sue for injuries occurring in inherently dangerous sports. Proposed legislation could establish that injuries are assumed to have occurred from inherent risks, unless it can be proved that they occurred from defendant negligence. (SM)

Lubell, Adele

1989-01-01

332

Some Questions about Feature Re-Assembly  

ERIC Educational Resources Information Center

In this commentary, differences between feature re-assembly and feature selection are discussed. Lardiere's proposals are compared to existing approaches to grammatical features in second language (L2) acquisition. Questions are raised about the predictive power of the feature re-assembly approach. (Contains 1 footnote.)

White, Lydia

2009-01-01

333

Mobile Communications Device Allowances Frequently Asked Questions  

E-print Network

Mobile Communications Device Allowances Frequently Asked Questions Q: Why is NC State University-saving measure and to provide more flexibility for employees who must carry a mobile communications device education, state agencies, federal agencies, etc., as well as private corporations. Q: Why is my MCD

334

That's Fast! Questions Section 5.2  

E-print Network

a Peregrine falcon travel faster than a race horse a Peregrine falcon travel faster than a race horse/Class # ____________________ ________________ ____________________ ________________ Level TWO Questions (#4-6) 4. What could go the farthest in a minute, the space shuttle or a meteor

335

Brain Training Draws Questions about Benefits  

ERIC Educational Resources Information Center

While programs to improve students' working memory are among the hottest new education interventions, new studies are calling into question whether exercises to improve this foundational skill can actually translate into greater intelligence, problem-solving ability, or academic achievement. Working memory is the system the mind uses to hold…

Sparks, Sarah D.

2012-01-01

336

Student Learning Commons Questions & Answers for Faculty  

E-print Network

and services are open to all SFU students: undergraduate, graduate, international, mature, EAL/ESL, and othersStudent Learning Commons Questions & Answers for Faculty What is the SFU Student Learning Commons? The Student Learning Commons (SLC), is an academic learning centre which provides peer-based assistance

337

Insistent Questions in Our Learning Age  

ERIC Educational Resources Information Center

Changes in the content and structure of museum/school programs reveal serious questions about how museums are perceived as essential educational resources. In this article, the author examines this relationship as symptomatic of the continuing marginalization of museums in public policy and recognition and, ultimately, public support. She urges…

Sheppard, Beverly

2010-01-01

338

Answering the Sphinx's Questions on Neutrinos  

NASA Astrophysics Data System (ADS)

In answering the difficult questions on neutrinos asked by Sphinx I argue that search for proton decay is the most important experiment in coming 5-10 years. I also emphasize the crucial importance of the neutrinoless double beta decay with sensitivity of

Minakata, H.

339

Children answered 24 questions in 3 sections  

E-print Network

Children answered 24 questions in 3 sections: · General knowledge ­ e.g. how many minutes month comes after August? Short-Term Tasks Children completed two computer tasks designed using Kinelab: · Sequencing: Children saw six shapes in succession, before having to indicate the order they were presented

Haase, Markus

340

Children's School Research Questions and Answers  

E-print Network

Children's School Research Questions and Answers 2012-2013 Who conducts the research? · The primary researchers at the Children's School are the psychology faculty together with the post-doctoral fellows that conduct studies at the Children's School, led by Dr. David Rakison, Dr. Brian MacWhinney, Dr. David Klahr

341

BOMB THREAT CHECKLIST QUESTIONS TO ASK  

E-print Network

BOMB THREAT CHECKLIST QUESTIONS TO ASK: 1. When is the bomb going to explode? 2. Where is it right now? 3. What does it look like? 4. What kind of bomb is it? 5. What will cause it to explode? 6. Did you place the bomb? 7. Why? 8. What is your address? 9. What is your name? CALLER'S VOICE: ___Calm

Cui, Yan

342

Addendum to Questions, Answers and Clarifications  

E-print Network

hydrogen fueling stations to serve the current population of fuel cell vehicles (FCVs) and to accommodate-606 Alternative and Renewable Fuel and Vehicle Technology Program California Energy Commission Q.1 EligibleAddendum to Questions, Answers and Clarifications Hydrogen Fuel Infrastructure Solicitation PON-12

343

Extracting Simplified Statements for Factual Question Generation  

E-print Network

Minister Vladimir V. Putin, the country's paramount leader, cut short a trip to Siberia, returning to Moscow to oversee the federal response. Mr. Putin built his reputation in part on his success set of questions:3 (2) Prime Minister Vladimir V. Putin is the country's paramount leader. (3) Prime

Eskenazi, Maxine

344

Answers to Health Questions in Physical Education.  

ERIC Educational Resources Information Center

Culled from the answers of physical education teachers and coaches, this booklet attempts to indicate the scope of health problems and suggests some directions which the solutions may take. It is divided into three parts. Part 1, Health and Safety in Activity Programs, answers questions on first aid, excused absences, and desirability of…

Kaplan, Robert, Ed.

345

Treatment of Anthrax Disease Frequently Asked Questions  

SciTech Connect

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.

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

2010-05-14

346

Indigenising Curriculum: Questions Posed by Baiga "Vidya."  

ERIC Educational Resources Information Center

The Baiga of central India are known for their extensive knowledge of the forest and healing. Healing knowledge is transmitted orally from male expert practitioners to novices. Features of this instruction, which is experiential and geared to the apprentice's levels of interest and ability, raise questions about the feasibility of including…

Sarangapani, Padma M.

2003-01-01

347

Questioning and Oracy in a Reading Program  

ERIC Educational Resources Information Center

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…

Vaish, Viniti

2013-01-01

348

Questions & Answers about...Marfan Syndrome.  

ERIC Educational Resources Information Center

This fact sheet answers general questions about Marfan syndrome, a heritable condition that affects the connective tissue. It describes the characteristics of the disorder, the diagnostic process, and ways to manage symptoms. Characteristics include: (1) people with Marfan syndrome are typically very tall, slender, and loose jointed; (2) more than…

National Inst. of Arthritis and Musculoskeletal and Skin Diseases (NIH), Bethesda, MD.

349

Science's Big Questions / Deep Impact Update  

NSDL National Science Digital Library

This radio broadcast addresses two issues. The first segment consists of discussion and interviews with researchers about what they believe to be the biggest remaining unanswered questions in science. In the second segment, a project scientist with NASA's Deep Impact mission talks about what researchers have learned about Comet Tempel-1 in the few days after the probe's collision with it.

350

How to Arrive at Good Research Questions?  

ERIC Educational Resources Information Center

Identifying an area of research a topic, deciding on a problem, and formulating it in to a researchable question are very difficult stages in the whole research process at least for beginners. Few books on research methodology elaborates the various process involved in problem selection and clarification. Viewing research and problem selection as…

Gafoor, K. Abdul

2008-01-01

351

Striving for Optimal Relevance when Answering Questions  

ERIC Educational Resources Information Center

When people are asked "Do you have the time?" they can answer in a variety of ways, such as "It is almost 3," "Yeah, it is quarter past two," or more precisely as in "It is now 1:43." We present the results of four experiments that examined people's real-life answers to questions about the time. Our hypothesis, following previous research…

Gibbs, Raymond W., Jr.; Bryant, Gregory A.

2008-01-01

352

Migraine and ischemic stroke: a debated question  

Microsoft Academic Search

Numerous epidemiologic observations reporting high prevalence of migraine among young individuals with stroke as well as dysfunction of cerebral arteries during migraine attacks prompt speculation on the existence of a comorbidity between the two disorders. The recent finding of silent infarct-like brain lesions in migraineurs reinforced this hypothesis and raised questions on whether migraine may be a progressive disorder rather

Elisabetta Del Zotto; Alessandro Pezzini; Alessia Giossi; Irene Volonghi; Alessandro Padovani

2008-01-01

353

ANALYSING AN ESSAY QUESTION Other Handouts  

E-print Network

with non-human animal cells and cloned. This opens up the possibility of developing organ banks for `spare material has been fused with non-human animal cells and cloned. 2. Next, a question directs your attention for a cloned pig-human kidney? If we create an organ that is part human and part pig does that make the pig

354

Business Education: Addressing the "What" Question  

ERIC Educational Resources Information Center

In an attempt to diversify the economy and stimulate private enterprise development, government agencies and private institutions in many countries have emphasized the importance of setting up and developing small and medium-size enterprises and promoting entrepreneurship. An important question confronting policy makers, however, is how they can…

Almoharby, Darwish

2008-01-01

355

Theory of laminated turbulence: open questions  

E-print Network

Theory of laminated turbulnece includes continuous layer of turbulence (statistical description, kinetic equations, Zakharov-Kolmogorov spectra, etc) AND discrete layer of turbulence (isolated groups of interacting waves, no statisticaldescription). This theory is presented, examples of possible applications are given, important open questions are formulated.

E. Kartashova

2006-07-30

356

Questioning Strategies for Teaching Cognitively Rigorous Curricula  

ERIC Educational Resources Information Center

Depth of knowledge is a common measure of rigor used extensively at the state level to align assessments with state content standards. However, the use of depth of knowledge at the classroom level is just beginning. In this article, we establish a link between depth of knowledge and the questioning strategies teachers should consider employing…

Olvera, Gerlinde W.; Walkup, John R.

2010-01-01

357

Addressing the Attribution Question in Extension.  

ERIC Educational Resources Information Center

Program directors and evaluators need to address the important program accountability question of attribution of outcomes. This discussion is a beginning. Starting with some basics, such as the meaning of the program, approaches to program theory development, and the nature of attribution, the paper suggests three types of attribution. An…

Verma, Satish; Burnett, Michael

358

Questions and Answers John Rominger-Watts  

E-print Network

- Weighs 7000 metric tons - Detected first events in 2008 #12;ATLAS Detector Systems Inner Detector: #12;ATLAS Detector Systems Calorimeter: #12;ATLAS Detector Systems Muon Spectrometer: #12;Question: What objects Image: toothpastefordinner.com Image: nasa.gov Image: sparknotes.com Image: mit.edu #12;Answer

Budker, Dmitry

359

Questions and research opportunities in online education  

Microsoft Academic Search

This colloquium piece is intended to provoke thoughts and questions about research into the influence of corporatisation and marketisation in the area of online education. The topics related to these issues include the rise of for-profit online education companies, the mergers of traditional with for-profit institutions and the changing demographics of the college student. An assertion is made that there

Jason Caudill

360

Questions of Inclusion in Scotland and Europe  

ERIC Educational Resources Information Center

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…

Allan, Julie

2010-01-01

361

Frequently Asked Questions 1. Technology Transfer  

E-print Network

to develop a new technology. Often these approaches are associated with the raising of venture capital (VCFrequently Asked Questions 1. Technology Transfer 2. Patent 3. Requirements for obtaining a patent is not addressed, please contact Colleen Michael at 631-344 -4919. #12;What is Technology Transfer? Technology

362

Sea Level : Frequently Asked Questions and Answers  

NSDL National Science Digital Library

Visitors can find answers to frequently asked questions regarding sea level and sea level changes. Topics addressed include how mean sea level is defined, how much sea level would rise if all the worlds ice were to melt, differences in sea level between oceans and at different latitudes, the meaning of altitude above sea level, and others.

2007-12-12

363

Job Interview: Disability-Related Questions  

E-print Network

Job Interview: Disability-Related Questions (What IS and IS NOT ok to ask in a job interview for the job (such as education, training, experience, skills, or licenses) and perform the essential functions of the job. But how can the employer find this out without violating the sometimes confusing rules of the ADA

Sheridan, Jennifer

364

Survey Questions Answered Only by Psychosocial Experts.  

ERIC Educational Resources Information Center

Twelve tables provide a breakdown of answers to a survey responded to by 48 experts in the psychosocial treatment of psychiatric and behavioral problems in people with mental retardation. Questions address treatment of self-injurious or aggressive behavior, specific psychiatric disorders, specific target symptoms, use of applied behavior analysis…

American Journal on Mental Retardation, 2000

2000-01-01

365

Attitudes towards questionable negotiation tactics in Turkey  

Microsoft Academic Search

Purpose – The purpose of this paper is to examine the impact of individualism-collectivism, trust, and ethical ideology on ethically questionable negotiation tactics, such as pretending, deceiving and lying, in Turkey. Design\\/methodology\\/approach – Survey questionnaires translated from English to Turkish were administered to 400 respondents, of whom 379 fully completed the questionnaires. Findings – The research empirically corroborated a classification

Ahmet Erku?; Moshe Banai

2011-01-01

366

Public Opinion Poll Question Databases: An Evaluation  

ERIC Educational Resources Information Center

This paper evaluates five polling resource: iPOLL, Polling the Nations, Gallup Brain, Public Opinion Poll Question Database, and Polls and Surveys. Content was evaluated on disclosure standards from major polling organizations, scope on a model for public opinion polls, and presentation on a flow chart discussing search limitations and usability.

Woods, Stephen

2007-01-01

367

Questions and Answers: Information about Your Hearing  

MedlinePLUS

... Hearing default Questions and Answers: Information About Your Hearing 1. What sounds can hurt your hearing, if you are around them too long? 2. ... concert can result in a lifetime of reduced hearing. 13. Only you can protect your ears. Be ...

368

Vocabulary Questions on Informal Reading Inventories.  

ERIC Educational Resources Information Center

Examines the utility of informal reading inventories (IRI) and acknowledges four limitations of the research. Indicates that no validity-enhancing measures were implemented in conjunction with the three IRIs analyzed. Suggests that IRI vocabulary questions do not appear to be useful. (MG)

Duffelmeyer, Fredrick A.; And Others

1989-01-01

369

Frequently Asked Questions on Ebola Virus Disease  

MedlinePLUS

Frequently asked questions on Ebola virus disease Updated 8 August 2014 1. What is Ebola virus disease? Download the FAQ on Ebola in pdf format ... in detail. Should patients with suspected or confirmed Ebola virus be separated from other patients? Isolating patients ...

370

Questioning the Founders--and Ourselves  

ERIC Educational Resources Information Center

The question of the relation between liberal education and political liberty, perennially important, is driven for this forum by the Obama administration's endorsement of "A Crucible Moment: College Learning & Democracy's Future," according to which the chief ends of postsecondary civic education ought to include the promotion of sweeping…

Lindsay, Thomas K.

2012-01-01

371

FREQUENTLY ASKED QUESTIONS 1. What is Intramurals?  

E-print Network

: The captain's agreement outlines the responsibilities and duties that the Department of Recreation expects is not deposited if a team has satisfactorily met the conditions of the captains agreement. Q: What sportsFREQUENTLY ASKED QUESTIONS 1. What is Intramurals? 2. What IM sports are offered? 3. How do I

Sharp, Kim

372

Creating with the 4 Essential Questions  

ERIC Educational Resources Information Center

As part of a Professional Learning Community (PLC), the author is asked to focus on the four essential questions of learning when developing projects: (1) What is it teachers want their students to learn?; (2) How will teachers know if each student has learned it?; (3) How will teachers respond when some students do not learn it?; and (4) How can…

Coy, Mary

2009-01-01

373

On a question of Cooper and Kennedy  

E-print Network

On a question of Cooper and Kennedy@rsmb.tuwien.ac.at In [2], Cooper and Kennedy note the following: If xn = axn-1 + bxn-2 + cxn. Kennedy. Proof of a result by Jarden by generalizing* * a proof of Carlitz. Fibonacci Quarterly, 33

Prodinger, Helmut

374

Questions of Intimacy: Rethinking Population Education.  

ERIC Educational Resources Information Center

This document contains 14 papers that examine recent changes in the definition, principles, and delivery of population education throughout the world. The paper titles are as follows: "Introduction" (Linda King); "Reaching Men for Health and Development" (Benno de Keijzer); "Boys, Men and Questions of Masculinity in South Africa" (Robert Morrell);…

King, Linda, Ed.

375

Frequently Asked Questions Tobacco Free Campus  

E-print Network

that utilizes a derivative of tobacco, electronic cigarette use on WVU Campus is prohibited. 4. WhatFrequently Asked Questions Tobacco Free Campus July 1, 2014 1. Is smoking in a personal vehicle a violation of the policy? A. Yes. Tobacco use within a personal vehicle, state vehicle or any other vehicle

Mohaghegh, Shahab

376

Fish and Wildlife Management Questions and RM&E Strategies Key Management Questions  

E-print Network

1 Fish and Wildlife Management Questions and RM&E Strategies Key Management Questions 1. Are we meeting biological and programmatic performance objectives established within the Columbia Basin Fish implemented and accomplished as proposed? Strategic Category: Fish Population Status Monitoring The following

377

Questions for IIT Waste Diversion RFP Question: What are the recycling/waste goals of IIT?  

E-print Network

commodities handled outside of the single stream or dual stream collection process (e.g., e-waste, fluorescent expected to haul the Black outside Hawk bins? Answer: No, this is handled by our staff. Question: Have you disposal and recycling) Answer: 1,500 - 1,550 Question: Do the student housing facilities have food

Heller, Barbara

378

The Priority of the Question: Focus Questions for Sustained Reasoning in Science  

ERIC Educational Resources Information Center

Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity…

Lustick, David

2010-01-01

379

Any Questions? Want to Stimulate Student Curiosity? Let Them Ask Questions!  

ERIC Educational Resources Information Center

Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask questions and define problems (NRC 2012). Constructing a range of questions about an object or phenomenon validates not only what students have…

Weiss, Tarin Harrar

2013-01-01

380

Analysis of Instructional Consultants' Questions and Alternatives to Questions during the Problem Identification Interview  

ERIC Educational Resources Information Center

This study sought to determine the relation between Instructional Consultants' communication skills and competence using videotapes of simulated Problem Identification interviews. A quantitative analysis identified the frequencies of questions and alternatives to questions used, and the qualitative analysis examined the content of the…

Benn, A. Efrat; Jones, Grace W.; Rosenfield, Sylvia

2008-01-01

381

Seekers, sloths and social reference: Homework questions submitted to a question-answering community  

Microsoft Academic Search

An increasing number of students are seeking homework help outside library structures and systems, such as on social reference sites, where questions are answered by online community members who rate one another's answers and provide collaborative filtering in place of traditional expertise. This paper reports the preliminary results of a participant observation and content analysis of homework questions submitted to

Rich Gazan

2007-01-01

382

Outstanding questions: physics beyond the Standard Model.  

PubMed

The Standard Model of particle physics agrees very well with experiment, but many important questions remain unanswered, among them are the following. What is the origin of particle masses and are they due to a Higgs boson? How does one understand the number of species of matter particles and how do they mix? What is the origin of the difference between matter and antimatter, and is it related to the origin of the matter in the Universe? What is the nature of the astrophysical dark matter? How does one unify the fundamental interactions? How does one quantize gravity? In this article, I introduce these questions and discuss how they may be addressed by experiments at the Large Hadron Collider, with particular attention to the search for the Higgs boson and supersymmetry. PMID:22253238

Ellis, John

2012-02-28

383

Model Answers to Lipid Membrane Questions  

PubMed Central

Ever since it was discovered that biological membranes have a core of a bimolecular sheet of lipid molecules, lipid bilayers have been a model laboratory for investigating physicochemical and functional properties of biological membranes. Experimental and theoretical models help the experimental scientist to plan experiments and interpret data. Theoretical models are the theoretical scientist’s preferred toys to make contact between membrane theory and experiments. Most importantly, models serve to shape our intuition about which membrane questions are the more fundamental and relevant ones to pursue. Here we review some membrane models for lipid self-assembly, monolayers, bilayers, liposomes, and lipid–protein interactions and illustrate how such models can help answering questions in modern lipid cell biology. PMID:21610116

Mouritsen, Ole G.

2011-01-01

384

Are debatable scientific questions debatable? (Invited)  

NASA Astrophysics Data System (ADS)

Are debatable scientific questions debatable? In 2000, the physicist-philosopher John Ziman posed this pithy—and crucial—question. He noted that scientists were at a disadvantage in public debate, because the rules of engagement are different in scientific discourse than in public discourse in ways that make it difficult for scientists to ‘win’ public arguments, even when the facts are on their side. In this paper, I revisit Ziman’s arguments in light of the difficulties that climate scientists have had in communicating the reality and gravity of global warming. In addition to the problem posed by Ziman, I also address the role of organized disinformation in further increasing the challenges that climate scientists face.

Oreskes, N.

2010-12-01

385

Aging and depression: some unanswered questions.  

PubMed

The subject of aging and depression leaves many unanswered questions, and the lack of precise and universally accepted definitions (not to mention an inadequate nosology) further complicates the issue. Little is known regarding the differentiation of depressive illness from a melancholic response to the stressful aging process, and equally little regarding the natural history of depressions with onset in the teens, 20s, or 30s. Studies are focusing on biochemical and physiological aspects of depression, but at present biochemists suffer from the uncertainties of the clinicians, and the clinicians and geneticists from the limitations of the biochemists. However, despite our uncertainties about the condition, several effective forms of therapy have been developed, ranging from a focus on the therapeutic milieu to the use of pharmacologic antidepressants (particularly lithium). Ultimately, the question remains: Why are not all elderly persons suffering from depression? The answer may lie in the interaction of environment, life stresses, and the internal adaptive capacities of the individual. PMID:1270768

Jarvik, L F

1976-05-01

386

On leadership: attending, questioning and quality.  

PubMed

Health care is just now feeling the effects of many years of neglect of serious attention to quality outcomes. We have many tools available now to change our thinking and to provide techniques to attain excellence in quality, such as Six Sigma and principals from Toyota. However, these techniques will only get us to a minimal level of quality. We need to change our questions, think the impossible, and break out of our old modes of thinking about quality. Zero defects are possible. We only have to take that quantum leap and think in new ways. We are posed on the edge of a quantum leap into new ways of thinking about quality. We will hear much more about nurse-sensitive indicators in the near future. Nurse leaders should change their questions now to attend to new models that will get us closer to the ultimate "impossible thinking" goal of zero defects in nurse-sensitive indicators of quality. PMID:15782932

Kerfoot, Karlene

2005-02-01

387

On leadership: attending, questioning, and quality.  

PubMed

Health care is just now feeling the effects of many years of neglect of serious attention to quality outcomes. We have many tools available now to change our thinking and to provide techniques to attain excellence in quality, such as Six Sigma and principals from Toyota. However, these techniques will only get us to a minimal level of quality. We need to change our questions, think the impossible, and break out of our old modes of thinking about quality. Zero defects are possible. We only have to take that quantum leap and think in new ways. We are posed on the edge of a quantum leap into new ways of thinking about quality. We will hear much more about nurse-sensitive indicators in the future. Nurse leaders should change their questions now to attend to new models that will get us closer to the ultimate ossible thinking" goal of zero defects in nurse-sensitive indicators of quality.$ PMID:17674605

Kerfoot, Karlene

2007-06-01

388

Organizing Questions for Reduced-Gravity Flammability  

NASA Technical Reports Server (NTRS)

A team consisting of of the Microgravity Flight Project Scientists for solid flammability experiments has been reviewing and prioritizing a set of organizing questions for fire prevention (material flammability).In particular the team has been charged with determining:What experiments must be conducted to best answer these questions, and can some of the quest ions be answered using existing/planned hardware or experimental concepts?Is the NASA STD 6001, Test 1 configuration conservative or non-conservative in assessing material flammability in reduced gravity?NASA ST D 6001, Test 1 is an upward flammability test, considered the most stringent test in normal gravity. A material that passes this test would most likely not burn in a quiescent microgravity environment.A forced ignition and spread test is described.

Miller, Fletcher

2004-01-01

389

Some important questions in charmonium physics  

SciTech Connect

This paper is devoted to three propositions: (1) Some of the most basic questions in heavy-quark physics remain unanswered; (2) Charmonium physics is the best place to address those questions at the required level of precision; (3) A tau-charm factory, with a commensurate state-of-the-art detector, are mandatory for doing the job. While open-charm and tau physics will certainly be done at beauty factories, charmonium physics will not. It must, therefore, form an important part of the physics program at a tau charm factory. With this as an introduction, the author then reviews the status of charmonium studies at this point, and ongoing work, with its projected weaknesses.

Seth, K.

1994-10-01

390

Essential Questions on Suicide Bereavement and Postvention  

PubMed Central

During the past decades public and research interest in postvention, i.e., support for families and communities after a suicide, has increased. However, the postvention field is still facing a number of important challenges and questions. This article aims to discuss a series of essential issues on suicide bereavement and postvention, regarding the current state of the art and future developments. Who is a suicide survivor and how many suicide survivors are there? Is suicide bereavement different from other types of bereavement? What are the needs of suicide survivors and what is postvention from a clinical perspective and from a public health perspective? Can postvention be prevention? With this last question, the article concludes with a series of recommendations in order to strengthen the potential of postvention as prevention. PMID:22470275

Andriessen, Karl; Krysinska, Karolina

2011-01-01

391

Essential questions on suicide bereavement and postvention.  

PubMed

During the past decades public and research interest in postvention, i.e., support for families and communities after a suicide, has increased. However, the postvention field is still facing a number of important challenges and questions. This article aims to discuss a series of essential issues on suicide bereavement and postvention, regarding the current state of the art and future developments. Who is a suicide survivor and how many suicide survivors are there? Is suicide bereavement different from other types of bereavement? What are the needs of suicide survivors and what is postvention from a clinical perspective and from a public health perspective? Can postvention be prevention? With this last question, the article concludes with a series of recommendations in order to strengthen the potential of postvention as prevention. PMID:22470275

Andriessen, Karl; Krysinska, Karolina

2012-01-01

392

Pre-Lab Questions: Acceleration Due to Gravity  

NSDL National Science Digital Library

A series of simulation based interactive questions that were used as pre-lab questions at Kennesaw State University. The simulations in this case are based on Davidson's college Physlets. These particular questions focus on free fall.

Mzoughi, Taha

2008-09-21

393

NCI Community Cancer Centers Program - Frequently Asked Questions  

Cancer.gov

NCI Community Cancer Centers Program - Frequently Asked Questions Search NCCCP Contact Us Overview Frequently Asked Questions Frequently Asked Questions NCI Community Cancer Centers Program Pilot: 2007-2010 Key Points The NCI Community

394

Use of social network sites for question and answer behavior  

E-print Network

In this thesis, we look at the behavior of posting questions as status updates on popular social network sites like Twitter and Facebook. This question asking behavior is similar to the use of search engines, question and ...

Panovich, Katrina (Katrina Marie)

2011-01-01

395

Ground Water and Drinking Water: Frequently Asked Questions (FAQ)  

NSDL National Science Digital Library

This site, from the Office of Ground Water and Drinking Water, presents a list of most frequently asked questions (with answers). Question topics include: drinking water standards, getting information about your tap water and questions about bottled water.

396

Pew Research Center Global Attitudes Project Question Database  

NSDL National Science Digital Library

The Pew Global Attitudes Project Question Database includes survey questions from all Pew Global Attitudes polls since 2001. To search for a question, enter any keyword or combination of words and/or select a topic area of interest.

Center, Pew R.

397

Salamander Superpowers A Question of Regeneration  

NSDL National Science Digital Library

This case, developed for a course in human biology, provides students with a context for discussing stem cells and cloning by exploring regeneration in salamanders and the ethical as well as scientific and health-related issues of applying what scientists know about that natural process to humans. Students read the case and then answer questions about cell differentiation and regeneration as they explore the pros and cons of providing natural regeneration in humans versus stem cell transplants for wound and organ repair.

Stonefoot, Sarah G.

2003-01-01

398

Question Answering Using a Large NLP System  

Microsoft Academic Search

IntroductionThere is a separate report in this volume on the Microsoft Research Cambridge participation in the Filtering and Query tracks(Robertson and Walker 2001).The Microsoft Research question-answering system for TREC-9 was based on a combination of the Okapi retrieval engine,Microsoft's natural language processing system (NLPWin), and a module for matching logical forms. There is no recentpublished account of NLPWin, although a

David Elworthy

2000-01-01

399

The Martian atmosphere - Some unanswered questions  

NASA Technical Reports Server (NTRS)

The study of the Martian atmosphere and its significance for the possible origin of life on Mars is still very incomplete. Further investigations are needed to define the total volatile inventory, the early history of the atmosphere, and the relationship of the atmosphere to the question of indigenous life. In addition, studies of Venus, comets, and the Jupiter system will add significantly to our abilities to understand the early history of Mars.

Owen, T.

1979-01-01

400

Thinking skills: the question of generality  

Microsoft Academic Search

This paper examines the question of whether there are useful general thinking skills. It oÄ ers a working de® nition ofthinking skill' and identi® es ways in which this concept has been over-applied. Thinking skills, used across domains, are not inevitably weak as a result of the generality± power tradeoÄ . Admitting that thinking skills require domain-speci® c knowledge for

Gerald F. Smith

2002-01-01

401

Two Questions about Data-Oriented Parsing  

Microsoft Academic Search

In this paper I present ongoing work on the data-oriented parsing (DOP) model. In previous work, DOP was tested on a cleaned-up set of analyzed part-of-speech strings from the Penn Treebank, achieving excellent test results. This left, however, two important questions unanswered: (1) how does DOP perform if tested on unedited data, and (2) how can DOP be used for

Rens Bod

1996-01-01

402

Obesity and pulmonary disease: unanswered questions.  

PubMed

Obesity is associated with risk of pulmonary disease, and adversely affects lung function. The parallel increase in obesity and asthma suggests the two conditions are linked; indeed, they can worsen each other. Obesity and inadequate asthma control are associated with poor quality of life, and place a high economic burden on public health. Although the obesity-lung interaction is a major issue for basic research and clinical studies, various questions remain unanswered. Do intrauterine and early life factors impact on the development of obesity and lung disease? If so, can this be prevented? Asthma is generally more severe in obese subjects, but is adiposity a driver of a new asthma phenotype that features greater morbidity and mortality, worse control and decreased response to medications? Obese individuals have small lung volumes, hence their airway calibre is reduced and airway resistance is increased. What puzzles physicians is whether peripheral airways undergo remodelling, which would increase bronchoconstriction. Obese asthmatics respond suboptimally to anti-inflammatory treatment, which raises the question: 'what drug for what patient?' Life expectancy is decreased in obesity and in chronic pulmonary disorders, but does obesity protect against or trigger chronic obstructive pulmonary disease? The time has come to find answers to these questions. PMID:22646804

Santamaria, F; Montella, S; Pietrobelli, A

2012-09-01

403

Management of polychlorinated biphenyls (PCBs) questions & answers  

SciTech Connect

This {open_quotes}Management of PCBs Questions and Answers{close_quotes} has been developed from a presentation given by Dr. John Smith of the Environmental Protection Agency (EPA), and the transcribed question and answer session which followed the presentation. Dr. Smith was featured at the first DOE complex-wide PCB Focus Group meeting held in San Francisco, California in December 1992. The meeting was attended by representatives from field elements who were actively involved in the management of PCBs. The meeting served as a forum for the exchange of information and discussion of PCB management issues. This document has been prepared as one of several guidance documents developed by the Department of Energy Office of Environmental Policy and Assistance (EH-41) (formerly the Office of Environmental Guidance, EH-23) to assist DOE elements in their PCB management programs. This document is organized into three parts: (1) an introduction describing the conception and development of this document, (2) a summary of Dr. Smith`s presentation, and (3) the question and answer session.

NONE

1995-11-01

404

Commentary on Studying circular questioning "in situ".  

PubMed

In their discursive study of circular questioning in a systemic family therapy session, the authors raise some interesting perspectives on the original Milan therapy team's guidelines for the therapist as the conductor of therapy. By emphasizing circularity from a discourse point of view, they suggest these guidelines can be used to help family members hypothesize about their own perspectives on themselves and the other family members in circular terms, and, drawing upon Cecchin's notion of neutrality, by creating a state of curiosity in their talk and maybe in their minds. Their emphasis on circularity also helps us to become more sensitive to ways in which the natural recursion in language can help us to appreciate the new guiding lines circular questions can suggest with previously spoken elements. If we follow this line of argument, then circular questions can be seen as a critical part of a therapy we can call recursive family therapy in which we use the recursive element of all natural living languages to help our clients to recursively change their language and lives naturally. PMID:24063285

Chenail, Ronald J

2014-01-01

405

Unanswered questions, unmet needs in venous thromboprophylaxis.  

PubMed

Although significant progress has been made over the past 25 years in preventing thromboembolic disease in patients undergoing total hip and total knee arthroplasty, important questions remain unanswered. Few would debate the need to seek a balance between maximal antithrombotic efficacy and minimal bleeding in choosing a thromboprophylactic strategy, but there is less agreement as to how efficacy should be defined, and whether efficacy and safety (however each is defined) are intrinsic to the thromboprophylactic agent chosen or depend as well on exogenous factors, ranging from the timing of drug administration to surgical technique. Differences between recent guidelines from the American Academy of Orthopaedic Surgeons (AAOS) and the American College of Chest Physicians (ACCP) illustrate these unanswered questions. The AAOS guidelines focus solely on preventing symptomatic pulmonary embolism and ignores the importance of other acute and chronic manifestations of venous thromboembolic disease. The ACCP, on the other hand, does consider these other manifestations of venous thromboembolic disease, and thus reaches very different conclusions about what constitutes effective thromboprophylaxis. Despite these questions and uncertainties, there are fundamental truths: (1) venous thromboembolism (VTE) is a known and serious complication of total joint arthroplasty, and (2) evidence-based thromboprophylaxis works. Gaps between guideline-recommended and actual orthopedic practice must be reduced. PMID:20201478

Cushner, Fred D; Nett, Michael P

2009-12-01

406

CritiCal CommuniCation matters la CommuniCation Critique en question[s  

E-print Network

CritiCal CommuniCation matters la CommuniCation Critique en question[s] #12;#12;1 #12;2 UNE'épanouissement de nouvelles générations d'érudits, d'éducateurs et de citoyens engagés dans la communication assuré les premiers pas de 20 étudiants en communications, tandis que 18 de leurs collègues bénéficiaient

Fabry, Frederic

407

Building a corpus and developing a question classifier to support messaging-based question answering  

Microsoft Academic Search

We are investigating question classification for restricted domains with the broader goal of supporting mixed-initiative interaction on mobile phones. In this paper, we discuss the development of a new domain-specific corpus of cancer-related questions and our efforts toward training a classifier. This work includes the development of a new taxonomy of expected answer types that we have been evaluating. Our

Adam Kurmally; Barbara Di Eugenio; Charles E. Kahn Jr.; Susan McRoy

2010-01-01

408

Public library patrons' use of collaborative chat reference service: The effectiveness of question answering by question type  

Microsoft Academic Search

This study investigated the effectiveness of question answering by question types in the inter-institutional collaborative chat reference service at a public library system. In particular, this study examined whether subject-based research type questions are answered as effectively as simple factual type questions, and whether local-specific questions are answered as effectively as non-local questions in the inter-institutional chat reference service. Effectiveness

Nahyun Kwon

2007-01-01

409

Moon and Terrestrial Planets: Unresolved Questions  

NASA Astrophysics Data System (ADS)

Human exploration during Apollo began the documentation of the evolution of the Moon and of its importance in understanding the origin and evolution of the terrestrial planets. This revolution in planetary geology continues as a vigorous and vibrant arena for discovery and debate for new generations of geoscientists. Although much has been learned and, indeed, resolved in lunar science, we are left with major questions unresolved. One fundamental question is that of the origin of the Moon. A large consensus has developed in the planetary science community that the Moon was created by the "giant impact" of a Mars-sized asteroid on the Earth after the accretion of the Earth was largely complete and differentiation had begun. A minority, however, questions this consensus hypothesis because of increasing indications that the lower mantle of the Moon may be largely undifferentiated. If the issue of the high angular momentum of the Earth-Moon system can be resolved through new modeling studies, then capture of a co-orbiting planetesimal may be an important alternative to a "giant impact". Another important question, particularly in consideration of the terrestrial and Martian surface environments during the first 0.8 billion years of Earth history, is the impact record of that period as recorded on the Moon. Again, a large consensus has developed that the 50 or so large and very large impact basins identified on the Moon were created over a very short "cataclysm" between about 3.9 and 3.8 billion years ago. Here also, a minority suggests that this period of large basin formation, although distinct in lunar history, took place over several hundred million years and that the apparent cataclysm is an artifact of sampling the effects of the last few basin-forming impacts. Either way, a previously unavailable source of impactors appeared somewhere in the solar system and greatly affected terrestrial environments at the time the precursors to life were appearing on Earth. Additional unresolved questions raised by lunar exploration and study include 1) the effect of chondritic proto-cores on the timing of core formation in the terrestrial planets, 2) the number of extremely large basin-forming events (lunar diameters >2000 km) and the potential for proto-continents being formed by the differentiation of their melt sheets on water-rich planets, 3) effect of clays produced by the weathering of the debris and glass produced by pervasive asteroid and cometary impacts, 4) the many details of the differentiation of magma oceans, and 5) the processes governing the evolution of the lunar regolith. Finally, there is the question of when humans shall return to the Moon. On the one hand, the use of this unique and accessible planetary body as a scientific resource has barely begun. On the other hand, the Helium-3 fusion energy resources and deep space travel consumables that remain untapped in the lunar regolith hardly can be ignored in the face of human and environmental challenges on Earth and the species' desire to go to Mars. On both hands, it is time we took another walk on the Moon. 30 years going on 40 is long enough to think about what once was possible.

Schmitt, H. H.

2002-12-01

410

Asking sociological questions about Lagrange five  

NASA Astrophysics Data System (ADS)

As human habitation in space seems increasingly feasible, sociologists must begin to identify issues that will emerge. Space colonization raises questions involving the whole range of sociology and offers a novel way of introducing them. Space colonies can be used to explore ideas about communities, particularly uptopian communities, and to illustrate important concerns of sociology. One can relate the essential requirements for the survival of any society or community to space colonies, and then go beyond speculation about communities in space and introduce critical analysis of conflicting views in sociological thought.

Turner, Barry A.

1986-08-01

411

Prima Facie Questions in Quantum Gravity  

E-print Network

The long history of the study of quantum gravity has thrown up a complex web of ideas and approaches. The aim of this article is to unravel this web a little by analysing some of the {\\em prima facie\\/} questions that can be asked of almost any approach to quantum gravity and whose answers assist in classifying the different schemes. Particular emphasis is placed on (i) the role of background conceptual and technical structure; (ii) the role of spacetime diffeomorphisms; and (iii) the problem of time.

C. J. Isham

1993-10-22

412

The most intriguing question in synesthesia research.  

PubMed

This discussion paper forms an insightful addition to the synesthesia literature. Accompanying a steep increase in recent publications on synesthesia, it helps remedy the conspicuous paucity of mechanistic process models explaining the condition. The paper furthermore addresses what is arguably among the most interesting questions: Why do most synesthetes *not* get confused by their additional sensations? This is particularly interesting when phrased in a broader context: What are the mechanisms for deciding which of the sensations we experience reflect something "real" (phenomena in the outside world) and which reflect something that is "not real" (internally generated and private phenomena). PMID:24735051

Rouw, Romke; Ridderinkhof, K Richard

2014-01-01

413

Begging the Question: Some Pragmatic Aspects of Argument.  

ERIC Educational Resources Information Center

Begging the question, or the "petitio" fallacy, is problematic for logicians because rules of logic dictate that if an argument of a particular form begs the question at issue, any other argument of the same form also begs the question; yet such questions can appear satisfactory in other contexts. The fallacy benefits from considering the…

Wilson, Kent

414

Automatic question answering using the web: Beyond the Factoid  

Microsoft Academic Search

In this paper we describe and evaluate a Question Answering (QA) system that goes beyond answering factoid questions. Our approach to QA assumes no restrictions on the type of questions that are handled, and no assumption that the answers to be provided are factoids. We present an unsupervised approach for collecting question and answer pairs from FAQ pages, which we

Radu Soricut; Eric Brill

2006-01-01

415

Asking the right questions: Ecotoxicology and statistics  

SciTech Connect

A two day workshop entitled `Asking the Right Questions: Ecotoxicology and Statistics` was held at Royal Holloway, University of London from 26--27 April 1995 under the auspices of SETAC-Europe. Twenty four invited participants from the United States, Canada, the United Kingdom, the Netherlands, Denmark, Germany, and Italy were asked to consider key questions about the current description and use of statistics in toxicity test guidelines. The workshop participants were divided into four groups and asked to review several guidance documents on toxicity tests with Daphnia, fishes, terrestrial animals, and aquatic and terrestrial plants. The documents reviewed by the groups were selected by the organizers as representative of those across the field of regulatory tonicity testing. Group members were asked to provide general comments on the design and analysis, rather than a detailed critique of each guideline. On the current status of guidelines it was concluded that, in general, advice on design, analysis and reporting of results is either absent or severely lacking in detail. It was also observed that the level of detail in guidelines was very heterogeneous, even within guidelines produced by the same organization. The outcome of the workshop is a large list of recommendations for how the statistics in guidelines can be improved. These recommendations cover a wide range including: objectives of tests and the need to be made more precise; the relevance of NOECs; advice on methods of analysis and how these should be described in guidelines and protocols; and what should be reported from toxicity studies.

Chapman, P.F.; McIndoe, E.C. [Zeneca Agrochemicals, Bracknell (United Kingdom). Jealott`s Hill Research Station; Crane, M. [Univ. of London, Egham (United Kingdom); Wiles, J.A. [Univ. of Southampton (United Kingdom); Noppert, F. [BKH Consulting Engineers, Delft (Netherlands)

1995-12-31

416

[On the question of a practice.].  

PubMed

The author, a psycho-sociologist and a professor in the department of sociology at l'Université de Montreal, looks back and reflects on his practice as an intervener in different types of groups. He returns to his first experiences with T-groups and to the analysis of them which he made at the beginning of his practice. Furthermore, this analysis touches on questions that remain very relevant. Thus the author explains why, for social reasons, he came to privilege work with "real groups" rather than that with spontaneous groups. On the basis of twenty years of experience and a view of many group approaches it can be asked whether the question of man in society as a change agent should not be posed to a greater extent within groups. 1) Dans Sociologie A Sociétés, vol. 9, no 2, d'octobre 1977, le lecteur trouvera un article de moi qui préserve une réflexion plus systématique mais sans référence immédiate à ma propre pratique. Oe numéro, entièrement consacré au thème "psychologie, sociologie, intervention" comprend également plusieurs textes qui ne sont pas étrangers à certains thèmes développés ici. On y trouvera aussi de nombreuses références bibliographiques. PMID:17093678

Sévigny, R

1979-01-01

417

The Museum of Questionable Medical Devices  

NSDL National Science Digital Library

Featuring items on loan from the U.S. Food and Drug Administration, the American Medical Association, and others, the Minneapolis-based Museum of Questionable Medical Devices is an interesting resource about the history of medicine. From frightening turn-of-the-century phrenology machines to the vibrating "Relaxicisor," taken off the market in 1971, and even an electric shock contraption, "The Stimulator," introduced in 1996, the site features a wide array of machines. Visitors can click on a machine's name and go to a page that includes a photo or illustration, a bit of history of the machine including the date and manufacturer, and a series of related links both to other pages on the museum's site and to outside sites. The links take readers to interesting, informative quackery sites such as Quackwatch.com, Internet Hoax Watch, and the National Council for Reliable Health Information. Well-organized, lively, and information-rich, the Museum of Questionable Medical Devices Website provides a worthwhile diversion.

418

Provocative Questions for the Deuterium Session  

NASA Astrophysics Data System (ADS)

Analyses of spectra obtained with the Far Ultraviolet Spectrograph Explorer (FUSE) satellite, together with spectra from the Copernicus, Hubble Space Telescope (HST), and Interstellar Medium Absorption Profile Spectrograph (IMAPS) instruments reveal a very wide range in the observed deuterium/hydrogen (D/H) ratios for interstellar gas in the Galactic disk beyond the Local Bubble. For gas located beyond the Local Bubble but within several hundred parsecs, the observed D/H ratios differ by a factor of 4-5. A critically important question is what value or values of D/H in the local region of our Galaxy should be compared with chemical evolution models of the Galaxy and with the primordial deuterium abundance. Linsky et al. [Astrophys. J. 647, 1106 (2006)] argued that spatial variations in the depletion of deuterium onto dust grains can explain these local variations in the observed gas-phase D/H ratios. In this provacative introduction to the deuterium session, I ask six questions concerning analysis techniques and proposed results from the FUSE D/H program in the hope that the speakers and participants in this conference will give serious thought to the robustness of our present understanding of this important topic. In particular, is the deuterium depletion model valid? Is it only part of the explanation?

Linsky, Jeffrey L.

2009-05-01

419

What Makes a Good Research Question? 1. A good scientific question is one that can be answered through  

E-print Network

What Makes a Good Research Question? 1. A good scientific question is one that can be answered through scientific research. · "Is Stone Creek polluted?"This is a good question because you can predict's polluted. · "Why is quicksand so dangerous?"This is not a good question.There is no way to observe it

420

The male suburethral sling: remaining questions.  

PubMed

The AdVance transobturator sling represents an important treatment option for male stress urinary incontinence. Accordingly, recent data suggests AdVance to yield success rates of 62%-77% through 3 year follow up.1,2 Although experience to date is favorable, many questions exist. Foremost, the ideal technique for intraoperative placement and tensioning remains a topic of discussion. The exact mechanism by which sling placement restores continence is unknown, but is hypothesized to comprise an elevation of the bulbar urethra both ventrally and cranially. This "repositioning" may then lead to improved urethral coaptation. Concurrently, urodynamic investigation suggests that sling action does not involve an obstructive effect.3 Despite these findings, other investigation highlights the questions that remain regarding sling mechanism of action and the role that urethral compression may place in continence restoration. Accordingly, study of postoperative MRI findings suggests that urethral bulb indentation may be associated with postoperative continence.4 Further, acute urinary retention (AUR) is frequently observed following sling placement, seen in 12%-21% of cases.2,5 Although it is hypothesized that the high rate of AUR may relate to a detrusor muscle deconditioned during prolonged periods of low outlet resistance, a role of urethral compression cannot be excluded. The authors seek to investigate the hypothesis that postoperative AUR may actually be associated with improved continence outcomes. The authors identify continence rates of 100% and 26% in comparison of patients experiencing postoperative AUR versus patients undergoing successful void trial, respectively.6 While this finding is of value, several issues are important to mention. Foremost, additional research is needed to confirm the primary study finding given that prior multivariate analysis has demonstrated that AUR presence/absence was not an independent risk factor for sling failure.7 Second, given some data suggesting that sling success rates deteriorate over time, longitudinal long term investigation is important to determine whether postoperative AUR may be a predictor for durable success rates.8 Finally, assessment of urgency outcomes following male sling placement is important. De novo irritative symptoms and voiding dysfunction following midurethral sling placement in women are a significant concern. Such adverse effects are thought to arise due to an obstructive or irritative effect of the sling. Although the mechanism of action of the AdVance sling is likely different, data regarding urgency outcomes is nonetheless important. This is especially true of patients experiencing AUR postoperatively, even if transient. Despite the many questions that remain, the primary study finding of improved outcomes in patients experiencing AUR is important. Anecdotally, I have observed this tendency in my own practice and believe this to be an observation warranting investigation. PMID:25171277

Rapp, David E

2014-08-01

421

Improving case retrieval by remembering questions  

SciTech Connect

This paper discusses techniques that improve the performance of a case retrieval system, after it is deployed, as a result of the continued usage of the system, by remembering previous episodes of question answering. The user generates a request for information and the system responds with the retrieval of relevant case(s). A history of such transactional behavior over a given set of data is maintained by the system and used as a foundation for adapting its future retrieval behavior. With each transaction, the system acquires information about the usage of the system that is subsequently used to adjust the behavior of the system. This notion of a case retrieval system draws on a distinction between the system in isolation and the system as it is used for a particular set of cases. It also draws on distinctions between the designed system, the deployed system, and the system that emerges as it is used.

Alterman, R.; Griffin, D. [Brandeis Univ., Waltham, MA (United States)

1996-12-31

422

The Awesome Power of Twenty Questions  

NSDL National Science Digital Library

This page shows how elements of a systems can be eliminated as causes in problem troubleshooting. The principles of twenty questions are frequently used in the business world to conduct computerized searches of massive data bases. These are called a binary searches and are one of the fastest search methods available. To conduct binary searches, data must be sorted in order or alphabetized. The computer determines which half of the list contains the item. The half containing the item is divided in half again and the process repeated until the item is found or the list can no longer be divided. Problem solvers should avoid focusing on the cause and instead ask which elements of the system can be eliminated as causes.

2009-02-17

423

Atrial fibrillation: unanswered questions and future directions.  

PubMed

Just more than a decade ago, Haissaguerre and colleagues provided the seminal demonstration of the role of pulmonary vein triggers in the pathogenesis of atrial fibrillation (AF) and the potential therapeutic role of catheter ablation to treat patients who have paroxysmal AF. This initial observation ushered in the modern era of catheter ablation to treat patients who have AF, and tremendous progress has been made in understanding its pathogenesis and the catheter approaches to treating this rhythm. Although the current state of AF catheter ablation is well described earlier in this issue, this article reflects on some of the major unanswered questions about AF management, and the future technological and investigational directions being explored in the nonpharmacologic management of AF. PMID:18061007

Reddy, Vivek Y

2008-01-01

424

Caffey disease: new perspectives on old questions.  

PubMed

The autosomal dominant form of Caffey disease is a largely self-limiting infantile bone disorder characterized by acute inflammation of soft tissues and localized thickening of the underlying bone cortex. It is caused by a recurrent arginine-to-cysteine substitution (R836C) in the ?1(I) chain of type I collagen. However, the functional link between this mutation and the underlying pathogenetic mechanisms still remains elusive. Importantly, it remains to be established as to how a point-mutation in type I collagen leads to a cascade of inflammatory events and spatio-temporally limited hyperostotic bone lesions, and how structural and inflammatory components contribute to the different organ-specific manifestations in Caffey disease. In this review we attempt to shed light on these questions based on the current understanding of other mutations in type I collagen, their role in perturbing collagen biogenesis, and consequent effects on cell-cell and cell-matrix interactions. PMID:24389367

Nistala, Harikiran; Mäkitie, Outi; Jüppner, Harald

2014-03-01

425

Cem Kaner Essay Questions Page 1 How to Answer Essay Questions in the Graduate Level  

E-print Network

of space on irrelevant material. Several answers were so disorganized that it took significant work. Now answer your sample questions. No one would prepare to run a race primarily by talking about races with friends, or watching a race on television, or reading about races in books. o To prepare to run a race

426

Answering Questions and Questioning Answers. Part I. University of Central Florida Conference Papers.  

ERIC Educational Resources Information Center

Brief analyses are provided of presentations at a conference, held at the University of Central Florida in Orlando, which addressed questions and answers relating to research and education. Conference sessions explored the role of research in relation to educational practices with special focus on theory, research, issues, and application. Papers…

Miller, C. C.; And Others

1982-01-01

427

Learning to Love the Questions: How Essential Questions Promote Creativity and Deep Learning  

ERIC Educational Resources Information Center

Educators know that creativity and innovation involve questioning and the capacity to frame topics as problems to be solved. They know that we are living in a time of a new generation of standards, including the Common Core State Standards (CCSS). In the U.S., compliance with these standards requires that educators encourage students to ask…

Wilhelm, Jeffrey D.

2014-01-01

428

Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews  

Microsoft Academic Search

Developing appropriate questioning techniquesis an important part of mathematics teachingand assessment. This study examined thequestioning strategies used by 48 preserviceteachers during one-on-one diagnosticmathematics interviews with children. Eachparticipant conducted an audiotaped interviewwith one child, followed by an analysis andreflection of the interview. Data wereanalyzed to develop general categories ofquestions used by the preservice teachers. These categories included: 1) checklisting, 2) instructing

Patricia S. Moyer; Elizabeth Milewicz

2002-01-01

429

Writing Effective Online Homework Questions for Astro 101  

NASA Astrophysics Data System (ADS)

The online environment provides benefits and limitations to the scope and implementation of homework questions. In this session we discussed this topic, as well as the methodology used to write effective computer-graded online homework questions, specifically discussing targeted feedback and randomization. I demonstrated a few existing online astronomy questions and then workshop participants worked in groups to write their own questions. We concluded with a discussion of effective strategies for writing online homework questions. We focused on developing and writing questions within an environment that includes randomization and targeted feedback, similar to Sapling Learning, MasteringAstronomy, and WebAssign.

Urban, A.

2014-07-01

430

Do Melt Inclusions Answer Big Questions?  

NASA Astrophysics Data System (ADS)

In a pioneering paper, Sobolev and Shimizu (1993) demonstrated the existence of ultra-depleted melt inclusions in olivine phenocrysts in MORB. They interpreted these as evidence for the preservation of parental melts formed by progressive near-fractional melting. Subsequently many cases have been described where melt inclusions from single basalt samples display enormous chemical and isotopic heterogeneity. The interpretation of these observations hinges critically on whether such melt inclusions can faithfully preserve primary or parental melt composition. If they do, melt inclusion data can truly answer big questions from small-scale observations. If they do not, they answer rather small questions. Favoring the second possibility, Danyushevsky et al. (2004) have suggested that much of the observed variability of highly incompatible trace elements in melt inclusions “may not represent geologically significant melts, but instead reflect localized, grain-scale reaction processes within the magmatic plumbing system.” We disagree and show that this mechanism cannot, for example, explain isotopic heterogeneity measured in several suites of melt inclusions, nor does it not account for the presence of ultra-depleted melts and "ghost" plagioclase signatures in other inclusions. More recently, Spandler et al. (2007) have suggested on the basis of experimental evidence that diffusion rates for REE in olivine are so rapid that parental melt compositions in melt inclusions are rapidly falsified by diffusional exchange with (evolved) host lava. We show that the very fact that extreme chemical and isotopic heterogeneities are routinely preserved in melt inclusions demonstrates that this conclusion is unwarranted, either because residence times of the olivine phenocrysts are much shorter than assumed by Spandler et al. or because the high experimental diffusion rates are caused by an unknown experimental artifact. Although there is no obvious flaw in design and execution of their experiments, geologically relevant diffusion rates are notoriously difficult to determine and may depend on factors not incorporated in the laboratory experiments. More recent diffusion experiments by Remmert et al. (2008) and by Cherniak (2009) have yielded diffusion coefficients three order of magnitude lower than those measured by Spandler. The heavy REE represent a possible exception to the above conclusions. We present data from olivine melt inclusions from Iceland basalts, which show unusual HREE patterns possibly caused by diffusional exchange with the host lava. Sobolev, A.V. & Shimizu, N. (1993) Nature 363, 151-154. Danyushevskii, L.V. et al. (2004) J. Petrol. 45, 2531-2553. Spandler, G., O’Neill, H.St.C., Kamenetsky, V.S. (2007) Nature, 447, 303-306. Remmert, P. Dohmen, R., Chakraborty, S. (2008) EOS Trans. AGU abs. MR331-1844. Cherniak, D.J. (2009) Am. Mineral. Ms. subm.

Hofmann, A. W.; Sobolev, A. V.

2009-12-01

431

Malpractice bill stirs discussion, raises moral questions.  

PubMed

Catholic health care providers should raise a number of ethical considerations in the debate surrounding the Moore-Gephardt bill, which would establish an alternative malpractice liability system. The proposal encourages states to enact legislation under which providers and patients would reach settlements that compensate for economic losses resulting from negligent treatment. In states that do not enact such laws, HR 5400 would apply to federal program patients only. Under the proposal, if a health care provider who is potentially liable for malpractice offers to compensate for the patient's actual economic loss, the patient would be forever barred from bringing a malpractice suit against the provider. The recovery would be limited to the individual's net economic loss. Though the bill's sponsors have performed a considerable service in identifying a major problem and generating public discussion, the bill raises several important moral questions. How much "defensive medicine," for example, is actually prudent practice that is in patients' best interests? Will thorough and holistic care be sacrificed in the proposal's attempt to save money? If states do not enact an alternative liability system for all patients and the proposal affects only federal program patients, will the result be disproportionate treatment among categories of patients? And is it fair to deny persons recovery for their emotional distress, physical impairment, pain and suffering, and similar kinds of damages? These are but a few of the issues that Catholic providers should raise in the debate, which otherwise might well be oriented toward fiscal concerns only. PMID:10268334

Showalter, J S

1984-10-01

432

When Children Pose Inquiry Questions that Disagree with Society's Beliefs.  

ERIC Educational Resources Information Center

Presents the dilemma of teachers determining the acceptability of a child's inquiry question (such as the making of a bomb). Lists reflective questions on moral and ethical concerns to guide decision making about whether such inquiries should be pursued. (SK)

Pataray-Ching, Jann; Kavanaugh-Anderson, Deborah C.

1998-01-01

433

August 28-29, 2002 Questions/Comments  

Cancer.gov

POST-TRANSLATIONAL PROTEIN MODIFICATION: NOVEL TECHNOLOGIES AND IMPLICATIONS FOR CANCER PREVENTION WORKSHOP Questions/Comments For additional information or questions about the conference please contact: Thea Kalebic, MD, PhD Lung and Upper Aerodigestive

434

Gallery Walk Questions on the Hydrosphere and Cryosphere  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about the hydrosphere and cryosphere. The questions are organized according ...

435

Questions to Ask a Veteran's Health Care Providers  

MedlinePLUS

... caregiver.va.gov Questions to Ask a Veteran’s Health Care Providers . The list of questions below can help ... you accept? . Planning for Discharge from the Hospital/Health Care Facility . As part of the process of planning ...

436

Are Open-Ended Questions Tying You in Knots?  

ERIC Educational Resources Information Center

Notes that open-ended questions provide valuable feedback but are time consuming to analyze. Demonstrates a software-based method to analyze word frequency and word grouping in open-ended survey questions. (SK)

Santos, J. Reynaldo A.; Mitchell, Diann; Pope, Paul

1999-01-01

437

Gallery Walk Questions on Weathering and Mass Wasting  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about weathering and mass wasting. The questions are organized according to ...

438

Buzziness as usual? Questioning the global pollination crisis  

E-print Network

Buzziness as usual? Questioning the global pollination crisis Jaboury Ghazoul Imperial College, conservationists and political decision makers to the impending `global pollinator crisis'. In questioning-mature. Parameters of a pollinator-mediated food crisis First, I consider the para

Cruzan, Mitchell B.

439

49 CFR 630.8 - Questionable data items.  

Code of Federal Regulations, 2010 CFR

...Regulations Relating to Transportation (Continued) FEDERAL TRANSIT ADMINISTRATION, DEPARTMENT OF TRANSPORTATION NATIONAL TRANSIT DATABASE § 630.8 Questionable data items. FTA may enter a zero, or adjust any questionable data item(s), in any...

2010-10-01

440

49 CFR 630.8 - Questionable data items.  

Code of Federal Regulations, 2013 CFR

...Regulations Relating to Transportation (Continued) FEDERAL TRANSIT ADMINISTRATION, DEPARTMENT OF TRANSPORTATION NATIONAL TRANSIT DATABASE § 630.8 Questionable data items. FTA may enter a zero, or adjust any questionable data item(s), in any...

2013-10-01

441

49 CFR 630.8 - Questionable data items.  

Code of Federal Regulations, 2011 CFR

...Regulations Relating to Transportation (Continued) FEDERAL TRANSIT ADMINISTRATION, DEPARTMENT OF TRANSPORTATION NATIONAL TRANSIT DATABASE § 630.8 Questionable data items. FTA may enter a zero, or adjust any questionable data item(s), in any...

2011-10-01

442

49 CFR 630.8 - Questionable data items.  

Code of Federal Regulations, 2012 CFR

...Regulations Relating to Transportation (Continued) FEDERAL TRANSIT ADMINISTRATION, DEPARTMENT OF TRANSPORTATION NATIONAL TRANSIT DATABASE § 630.8 Questionable data items. FTA may enter a zero, or adjust any questionable data item(s), in any...

2012-10-01

443

25 CFR 217.3 - Referral of questions by superintendent.  

Code of Federal Regulations, 2011 CFR

...The superintendent shall refer all questions and problems related to the management of the assets as they...analysis of alternative solutions to each question or problem, to the business committee and to the board of directors for...

2011-04-01

444

25 CFR 217.3 - Referral of questions by superintendent.  

Code of Federal Regulations, 2013 CFR

...The superintendent shall refer all questions and problems related to the management of the assets as they...analysis of alternative solutions to each question or problem, to the business committee and to the board of directors for...

2013-04-01

445

25 CFR 217.3 - Referral of questions by superintendent.  

...The superintendent shall refer all questions and problems related to the management of the assets as they...analysis of alternative solutions to each question or problem, to the business committee and to the board of directors for...

2014-04-01

446

25 CFR 217.3 - Referral of questions by superintendent.  

Code of Federal Regulations, 2012 CFR

...The superintendent shall refer all questions and problems related to the management of the assets as they...analysis of alternative solutions to each question or problem, to the business committee and to the board of directors for...

2012-04-01

447

Nano Lect 1 Questions and Keypoints Key Points  

E-print Network

Nano Lect 1 ­ Questions and Keypoints Key Points 1. What is nano technology: a. Very small technology with device in the 1nm to 100nm lots of useful properties Questions 1. Define nanotechnology. Is an nano

Smy, Tom

448

30 CFR 250.1200 - Question index table.  

Code of Federal Regulations, 2010 CFR

... 2010-07-01 false Question index table. 250.1200 Section 250.1200 Mineral Resources MINERALS MANAGEMENT SERVICE...Measurement, Surface Commingling, and Security § 250.1200 Question index table. The table in...

2010-07-01

449

30 CFR 250.1200 - Question index table.  

Code of Federal Regulations, 2011 CFR

... 2011-07-01 false Question index table. 250.1200 Section 250.1200 Mineral Resources BUREAU OF OCEAN ENERGY...Measurement, Surface Commingling, and Security § 250.1200 Question index table. The table in...

2011-07-01

450

Gallery Walk Questions on Air Pressure and Wind  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about Air Pressure and Wind. The questions are organized according to the ...

451

Gallery Walk Questions about Time and Earth History  

NSDL National Science Digital Library

created by Mark Francek, Central Michigan University The following are potential questions that could be used in a gallery walk activity about time and earth history. The questions are organized according to the ...

452

Question Answering using Uni cation-based Vlado Ke selj  

E-print Network

of providing an intelligible answer to a question using a knowledge base. ? This work is supported by NSERC The question with the longest minimal answer is: Why did David Koresh ask the FBI for a word processor

Keselj, Vlado

453

Drug Facts Chat Day: NIH Experts Answer Students' Drug Questions  

MedlinePLUS

... Home Current Issue Past Issues Drug Facts Chat Day: NIH Experts Answer Students' Drug Questions Past Issues / ... Drug Abuse during their first Drug Facts Chat Day. Photo courtesy of NIDA The questions poured in… ...

454

Medications for Your Pet... Questions for Your Vet  

MedlinePLUS

... for You Animal Health Literacy CVM Kid's Page Medications for Your Pet ... Questions for Your Vet Questions you should ask your veterinarian when medication is prescribed Printer-friendly PDF (10 KB) Why ...

455

Finding question-answer pairs from online forums  

Microsoft Academic Search

Online forums contain a huge amount of valuable user gener- ated content. In this paper we address the problem of extract- ing question-answer pairs from forums. Question-answer pairs extracted from forums can be used to help Question Answering services (e.g. Yahoo! Answers) among other applications. We propose a sequential patterns based classification method to detect questions in a forum thread,

Gao Cong; Long Wang; Chin-Yew Linz; Young-in Song; Yongheng Sun

2008-01-01

456

Mapping location-based questions to inform mobile campus apps  

Microsoft Academic Search

This poster presents spatial analysis of location-based questions asked on a university campus to inform mobile campus application development. Location-based questions are inquiries that concern a georeferencable site. Findings indicate the majority of location-based questions concern the same site as the location where they were asked. Findings include the frequency and locations of questions asked across campus to inform mobile

Bradley Wade Bishop

2012-01-01

457

An Online National Archive of Multiple-Choice Questions for Astro 101 and the Development of the Question Complexity Rubric  

NASA Astrophysics Data System (ADS)

We are developing a national archive of multiple-choice questions for use in the Astronomy 101 classroom. These questions are intended to supplement an instructor's implementation of Think-Pair-Share or for their assessment purposes (i.e., exams and homework). We are also developing the Question Complexity Rubric (QCR) to guide members of the Astro 101 teaching and learning community in assisting us with hierarchically ranking questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge. The highest QCR score is given to questions with a reasoning pathway that requires multiple connected cognitive steps. When completed, the online question archive will provide users with the utility to 1) use the QCR to score questions 2) search for and download questions based on topic and/or QCR score, and 3) add their own questions to the archive. Stop by our poster to test your skills at determining question complexity by trying out the QCR with our sample questions.

Cormier, S.; Prather, E.; Brissenden, G.

2011-09-01

458

A New Method of Measurement for Question Difficulty.  

ERIC Educational Resources Information Center

Proposes a new technique for the evaluation of question difficulty. Suggests that question dispersion by multidimensional scaling models the question-response pattern required by test theory, but without the population density requirements of the traditional methods. Considers the effect on knowledge management functions, including library…

Rorvig, Mark

2000-01-01

459

Using Notable Children's Literature and Questioning Techniques to Enhance Comprehension.  

ERIC Educational Resources Information Center

Intended for language arts teachers of the upper elementary grades, this guide suggests vocabulary and discussion questions for teaching novels. The questions are on an inferential level of interpretation, rather than literal, and address such topics as style, technique, and plot development. Novels for which questions are provided are: (1) "White…

Poole, Gary; Poole, Scott

460

Key Questions for Reviewing Virtual Charter School Proposals  

ERIC Educational Resources Information Center

This document contains key questions to consider when evaluating virtual charter school proposals.The insert is designed to help authorizers evaluate school quality and capacity in light of the distinctive attributes of virtual schooling. These questions address major functional areas as well essential questions that authorizers should ask of…

National Association of Charter School Authorizers (NJ1), 2011

2011-01-01

461

Defining and Quantifying Potentially Discriminatory Questions in Employment Interviewing.  

ERIC Educational Resources Information Center

A study determined what constitutes an illegal pre-employment question, reviewed current laws and literature on the subject, and determined the prevalence of illegal questions asked by organizations. Except in the case of specific statutory law, there is no precise way to define what constitutes an illegal question; however, state and federal…

Springston, Jeffery K.; Keyton, Joann

462

Respecifying Display Questions: Interactional Resources for Language Teaching  

ERIC Educational Resources Information Center

Previous research into teachers' questions has focused on what types of questions are more conducive for developing students' communicative language use. In this regard, "display questions," whose answers the teacher already knows, are considered less effective because they limit opportunities for students to use genuine language use (Long & Sato,…

Lee, Yo-An

2006-01-01

463

Principles of asking effective questions during student problem solving  

Microsoft Academic Search

Using effective teaching practices is a high priority for educators. One important pedagogical skill for computer science instructors is asking effective questions. This paper presents a set of instructional principles for effective question asking during guided problem solving. We illustrate these principles with results from classifying the questions that untrained human tutors asked while working with students solving an introductory

Kristy Elizabeth Boyer; William Lahti; Robert Phillips; Michael D. Wallis; Mladen A. Vouk; James C. Lester

2010-01-01

464

Linking Research Questions to Mixed Methods Data Analysis Procedures  

ERIC Educational Resources Information Center

The purpose of this paper is to discuss the development of research questions in mixed methods studies. First, we discuss the ways that the goal of the study, the research objective(s), and the research purpose shape the formation of research questions. Second, we compare and contrast quantitative research questions and qualitative research…

Onwuegbuzie, Anthony J.; Leech, Nancy L.

2006-01-01

465

Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies  

ERIC Educational Resources Information Center

The purpose of this article is to offer preschool teachers strategies for preventing challenging behavior and supporting the development of social skills and emotional competencies. This article is framed in a question and answer format using questions from teachers who the authors have worked with in the past. These questions and strategies are…

Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Corso, Robert M.

2012-01-01

466

Students Questioning Students (SQS): a Technique to Invite Students' Involvement  

Microsoft Academic Search

A most successful teaching strategy has been developed in my gifted\\/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to

Judith S. Engel

1988-01-01

467

Asking the Right Question: The Essence of Teaching. Fastback 343.  

ERIC Educational Resources Information Center

Understanding the potential power of questions to promote thoughtful examination is at the heart of classroom teaching. If classroom discussions are to bear fruit, with students examining issues intelligently, teachers must develop an awareness of and be sensitive to how questions are framed. Good questions follow an interactive rhythm that…

Wassermann, Selma

468

Questions about Number (for the volume: New Directions in Mathematics)  

E-print Network

ancient problems. This question is still unanswered, and goes under the name of the ABC-Conjecture. It has- .. Questions about Number B. Mazur (for the volume: New Directions in Mathematics) If you read to Legendre, you might well be struck by how many of the earliest and the most innocent-sounding questions

Mazur, Barry

469

30 CFR 250.1200 - Question index table.  

...2014-07-01 false Question index table. 250.1200 Section 250.1200... § 250.1200 Question index table. The table in this section lists questions...What are the requirements for a periodic well test used for allocation?...

2014-07-01

470

DISRUPTIVE TECHNOLOGY OFFICE ADVANCED QUESTION ANSWERING FOR INTELLIGENCE  

E-print Network

DISRUPTIVE TECHNOLOGY OFFICE ADVANCED QUESTION ANSWERING FOR INTELLIGENCE (AQUAINT) PROGRAM 1 Bringsjord (PI) Summary Current QA technology aims at the very early, pre-reasoning stages of IA where, the analyst's questions will require knowledge-based technology, if these questions are to be answered

471

Learning How to Answer Questions Using Trivia Games  

Microsoft Academic Search

In this paper we examine a sentence comprehension task: given a question, and an extended sentence known to answer that question, the goal is to extract the short answer to the question. As an initial solution, a novel robust statistical model is presented which combines the semantics of the expected answer with the expected context within which the answer will

Gideon S. Mann

2002-01-01

472

30 CFR 250.1200 - Question index table.  

Code of Federal Regulations, 2013 CFR

...2013-07-01 false Question index table. 250.1200 Section 250.1200... § 250.1200 Question index table. The table in this section lists questions...What are the requirements for a periodic well test used for allocation?...

2013-07-01

473

30 CFR 250.1200 - Question index table.  

Code of Federal Regulations, 2012 CFR

...2012-07-01 false Question index table. 250.1200 Section 250.1200... § 250.1200 Question index table. The table in this section lists questions...What are the requirements for a periodic well test used for allocation?...

2012-07-01

474

Children's Question Asking and Curiosity: A Training Study  

ERIC Educational Resources Information Center

A primary instructional objective of most early science programs is to foster children's scientific curiosity and question-asking skills (Jirout & Klahr, 2011). However, little is known about the relationship between curiosity, question-asking behavior, and general inquiry skills. While curiosity and question asking are invariably mentioned in…

Jirout, Jamie; Klahr, David

2011-01-01

475

Environmental Problems, Causes, and Solutions: An Open Question  

ERIC Educational Resources Information Center

In a national evaluation of environmental literacy in Israel, (Negev, Sagy, Garb, Salzberg, & Tal, 2008), the authors included both multiple choice questions and open questions. In this article the authors describe the qualitative analysis of the answers to an open question regarding a local environmental problem. Most participants specified solid…

Negev, Maya; Garb, Yaakov; Biller, Roni; Sagy, Gonen; Tal, Alon

2010-01-01

476

Perspectives: The Art (and Science) of Asking Questions  

NSDL National Science Digital Library

Questions serve as formative assessments that provide information to teachers about student learning in relation to curricular goals. In addition to helping students build science concepts, teacher questions can help develop scientific habits of mind. This month's column discusses how teachers can change their questioning techniques to improve their students' science learning.

Rogers, Meredith A.; Abell, Sandra K.

2008-10-01

477

Rainfall Simulation: methods, research questions and challenges  

NASA Astrophysics Data System (ADS)

In erosion research, rainfall simulations are used for the improvement of process knowledge as well as in the field for the assessment of overland flow generation, infiltration, and erosion rates. In all these fields of research, rainfall experiments have become an indispensable part of the research methods. In this context, small portable rainfall simulators with small test-plot sizes of one square-meter or even less, and devices of low weight and water consumption are in demand. Accordingly, devices with manageable technical effort like nozzle-type simulators seem to prevail against larger simulators. The reasons are obvious: lower costs and less time consumption needed for mounting enable a higher repetition rate. Regarding the high number of research questions, of different fields of application, and not least also due to the great technical creativity of our research staff, a large number of different experimental setups is available. Each of the devices produces a different rainfall, leading to different kinetic energy amounts influencing the soil surface and accordingly, producing different erosion results. Hence, important questions contain the definition, the comparability, the measurement and the simulation of natural rainfall and the problem of comparability in general. Another important discussion topic will be the finding of an agreement on an appropriate calibration method for the simulated rainfalls, in order to enable a comparison of the results of different rainfall simulator set-ups. In most of the publications, only the following "nice" sentence can be read: "Our rainfall simulator generates a rainfall spectrum that is similar to natural rainfall!". The most substantial and critical properties of a simulated rainfall are the drop-size distribution, the fall velocities of the drops, and the spatial distribution of the rainfall on the plot-area. In a comparison of the most important methods, the Laser Distrometer turned out to be the most up-to-date and the best measurement method for drop-spectra and drop fall velocities. The measured rainfall amounts resulting from the different methods differ by two orders of magnitude, due to the different exposure times and measuring areas, and thus the efficiency also ranges between 0.2 and 108 %. This also shows that a standardized method for the calibration of simulated rainfall should be determined. As a third point, the three major challenges for the experimental soil erosion research of the Physical Geography Department in Trier will be presented: 1) Influence of land-use and treatments, 2) Influence of Sheep (goat) trampling and 3) Influence of wind-driven rain. The presented results indicate increases of the sediment yields due to wind influence between 113 % and at the maximum even 1100 %, that equals one order of magnitude. The main conclusions are: Rainfall simulations are an adequate tool for soil erosion studies with different experimental set-ups. A calibration of the simulated rainfall is necessary, and an appropriate method should be found. Rainfall simulations with small portable simulators show discriminative results depending on land-cover types and treatments. Wind-driven rain increases the soil erosion rate, while the runoff stays almost unaffected. This fact has to be considered for the interpretation of rainfall simulation results gained excluding wind influence, as it is usually the case.

Ries, J. B.; Iserloh, T.

2012-04-01

478

Medical marijuana: more questions than answers.  

PubMed

With 23 states and the District of Columbia having enacted medical marijuana laws as of August 2014, it is important that psychiatrists be able to address questions about medical marijuana from patients, families, and other health care professionals. The author discusses the medical literature on synthetic cannabinoids and medical marijuana. The synthetic cannabinoids dronabinol and nabilone are approved by the United States Food and Drug Administration for nausea and vomiting associated with cancer chemotherapy and appetite stimulation in patients with wasting diseases such as acquired immunodeficiency syndrome (AIDS). Results of clinical trials of these agents for other conditions have varied widely thus far. In addition, few data are available on the use of the marijuana plant as a medical treatment. The author concludes that there is a clear need for additional research on possible medical uses of cannabinoids. He notes that discussions with prospective medical marijuana patients should emphasize the importance of communication among all parties due to the possible side effects of treatment with marijuana and its potential to interact with other medications the patient may be taking. Facilitating a thorough substance abuse consultation is one of most positive ways that psychiatrists, especially addiction psychiatrists, can make an impact as medical marijuana becomes increasingly common. A careful review of the prospective medical marijuana user's substance use history, co-occurring medical and psychiatric conditions, family history, and psychosocial stressors is essential in evaluating the potential risks of medical marijuana for these patients. The author concludes that psychiatrists can have a significant impact by increasing the likelihood that medical marijuana will be used in a safe and responsible way. PMID:25226202

Hill, Kevin P

2014-09-01

479

Metacognitive effects of initial question difficulty on subsequent memory performance.  

PubMed

In two experiments, we examined whether relative retrieval fluency (the relative ease or difficulty of answering questions from memory) would be translated, via metacognitive monitoring and control processes, into an overt effect on the controlled behavior-that is, the decision whether to answer a question or abstain. Before answering a target set of multiple-choice general-knowledge questions (intermediate-difficulty questions in Exp. 1, deceptive questions in Exp. 2), the participants first answered either a set of difficult questions or a set of easy questions. For each question, they provided a forced-report answer, followed by a subjective assessment of the likelihood that their answer was correct (confidence) and by a free-report control decision-whether or not to report the answer for a potential monetary bonus (or penalty). The participants' ability to answer the target questions (forced-report proportion correct) was unaffected by the initial question difficulty. However, a predicted metacognitive contrast effect was observed: When the target questions were preceded by a set of difficult rather than easy questions, the participants were more confident in their answers to the target questions, and hence were more likely to report them, thus increasing the quantity of freely reported correct information. The option of free report was more beneficial after initial question difficulty than after initial question ease, in terms of both the gain in accuracy (Exp. 2) and a smaller cost in quantity (Exps. 1 and 2). These results demonstrate that changes in subjective experience can influence metacognitive monitoring and control, thereby affecting free-report memory performance independently of forced-report performance. PMID:24557603

Pansky, Ainat; Goldsmith, Morris

2014-10-01

480

Separating the Research Question from the Laboratory Techniques: Advancing High-School Biology Teachers' Ability to Ask Research Questions  

ERIC Educational Resources Information Center

Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the…

Hasson, Eilat; Yarden, Anat

2012-01-01

481

Comparison of Performance on Multiple-Choice Questions and Open-Ended Questions in an Introductory Astronomy Laboratory  

ERIC Educational Resources Information Center

When considering the variety of questions that can be used to measure students' learning, instructors may choose to use multiple-choice questions, which are easier to score than responses to open-ended questions. However, by design, analyses of multiple-choice responses cannot describe all of students' understanding. One method that can…

Wooten, Michelle M.; Cool, Adrienne M.; Prather, Edward E.; Tanner, Kimberly D.

2014-01-01

482

Designing effective questions for classroom response system teaching  

NSDL National Science Digital Library

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing studentsâ attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four âmakeoversâ to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

Beatty, Ian D.; Gerace, William J.; Leonard, William J.; Dufresne, Robert J.

2012-07-03

483

Comparison of integrated testlet and constructed-response question formats  

NASA Astrophysics Data System (ADS)

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized) setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to reward partial knowledge, while efficiently scoring examinations.

Slepkov, Aaron D.; Shiell, Ralph C.

2014-12-01

484

Dauphiné twins or not, that's the question  

NASA Astrophysics Data System (ADS)

Dauphiné twinning in trigonal low-quartz is defined by a two-fold axis (180° rotation) about the crystallographic c-axis [0001]. Dauphiné twinning has thus no effect on the orientation of the crystallographic axes of quartz, but transposes the positive and negative rhombs. Therefore, Dauphiné twinning remain undetectable by standard optical microscopy. Dauphiné twins were first resolved in euhedral quartz crystals by natural or artificial etching. In texture analysis, the different orientation distribution of the positive and negative rhombs indicates that Dauphiné twinning has likely been active within many polycrystalline quartz aggregates. Since the introduction of EBSD-OIM (SEM) Dauphiné twin boundaries can effectively be mapped in polycrystalline quartz aggregates. Dauphiné twins in quartz can be a primary microstructure, formed during crystal growth, or a secondary microstructure, resulting from transformational or mechanical twinning. Transformational Dauphiné twinning, occurring at the polymorphic transition of hexagonal high-quartz to trigonal low-quartz (573°C at atmospheric conditions), causes a variant selection through slight atomic displacements arising from internal thermal vibrations. Mechanical Dauphiné twinning in low-quartz, on the other hand, is stress-induced. It acts to align the direction of greatest elastic compliance, orthogonal to the positive rhombs, with the compressive principal stress direction. Dauphiné twin boundaries separate the two variant domains within the quartz grain. The question, though, is which of the variant domains is the 'twin' and which is the 'host'. In previous work on mechanical Dauphiné twinning in naturally deformed quartz-bearing rocks, the distinction between 'host' and 'twin' has been made mostly arbitrarily, guided by an observations bias (e.g. smallest fraction in grain represents the 'twin') or an interpretational bias (e.g. twins develop at grain boundaries). However, with respect to grains that are (nearly) free of Dauphiné twin boundaries, it is impossible to unequivocally conclude whether the grain has been (nearly) completely twinned (and should be labeled 'twin') or has remained (nearly) completely untwinned (and should be labeled 'host'). Whether or not Dauphiné twinning initiated or went to completion, largely depends on the crystallographic orientation of the quartz grain with respect to the principal stresses that have triggered mechanical Dauphiné twinning in the polycrystalline quartz aggregate. Only by means of a procedure, in which the orientation distribution of the rhombs in the individual variant domains of individual quartz grains is related to the compressive principal stresses, an attempt can be made to correctly label the different variant domains within an individual quartz grain as 'r-domains' or 'z-domains', rather than 'twin' and 'host' respectively (cf. 'r-twin' and 'z-twin' of Menegon et al., 2011). This procedure is based on the assumption that grains (nearly) free of Dauphiné twin boundaries are, on the one hand, favorably oriented with respect to the principal stresses so that twinning could easily go to completion, or, on the other hand, have a 'stable' crystallographic orientation with respect to the principal stresses, so that they remained untwinned. In both cases, these grains can be labeled as 'single r-domain grains'. We will illustrate this procedure for a sample taken from a massive quartz vein that precipitated and deformed in low-grade metamorphic conditions during the late stages of orogeny. References Menegon et al. 2011. Contribution to Mineralogy and Petrology 161, 635-652.

Sintubin, Manuel; Wenk, Hans-Rudolf

2014-05-01

485

How to... Ask the Right Questions (e-Book)  

NSDL National Science Digital Library

Questions, questions, questions! They are a large part of a teacher's stock-in-trade. We use questions to help students review, to check on comprehension, to stimulate critical thinking, to encourage creativity, to emphasize a point, to control classroom activities, reduce disruptive behavior, to help determine grades, to encourage discussion, to discourage inattentiveness, and for other reasons and purposes. Questioning style and content varies from teacher to teacher, student group to student group, and situation to situation. The aim of this "How to�" booklet is to help you focus on a common teaching activity--the asking of questions. To illustrate some of the classifications and concepts discussed, excerpts from a videotaped lesson to third graders on magnetism appears at the end of this booklet.

Blosser, Patricia E.

2000-01-01

486

Measuring injury risk factors: question reliability in a statewide sample  

PubMed Central

Background—Recently (1996–98), Colorado added 15 questions pertaining to injury related risks and behaviors to the behavioral risk factor surveillance system (BRFSS). Questions addressed bicycle helmet use, traffic crashes, exposure to violence, suicidal behavior, and gun storage. Objective—To measure the test-retest reliability of these injury related questions. Methods—Of 330 BRFSS participants, 229 (69%) were called a second time and reasked nine selected injury questions. Retests were completed 7–28 days after the original interview. Results—Test-retest agreement was very high (? >0.80) for bicycle helmet use, domestic police visits, and gun ownership. All other injury risk questions had substantial agreement (? >0.60). Conclusions—The injury related questions added to the Colorado BRFSS have high test-retest reliability. PMID:10875674

Koziol-McLain, J.; Brand, D.; Morgan, D.; Leff, M.; Lowenstein, S.

2000-01-01

487

7-21-2011 PQ Summary — Provocative Questions  

Cancer.gov

Eighteen cancer researchers assembled at the Fred Hutchinson Cancer Research Center on July 21, 2011 for a Provocative Questions workshop. The participants were invited by the project's organizers to craft a list of interesting questions that might highlight potential new research directions among NCI-supported investigators or reinvigorate research in important areas that have been neglected, and to discuss and evaluate some of the questions submitted by the participants prior to the workshop.

488

7-11-2011 PQ Summary — Provocative Questions  

Cancer.gov

Twenty one cancer researchers assembled at the Salk Institute for Biological Studies on July 11, 2011 for a Provocative Questions workshop. The participants were invited by the project's organizers to craft a list of interesting questions that might highlight potential new research directions among NCI-supported investigators or reinvigorate research in important areas that have been neglected, and to discuss and evaluate some of the questions submitted by the participants prior to the workshop.

489

8-4-2011 PQ Summary — Provocative Questions  

Cancer.gov

Fourteen cancer researchers assembled at the Mission Bay Conference Center at UCSF on August 4, 2011 for a Provocative Questions workshop. The participants were invited by the project's organizers to craft a list of interesting questions that might highlight potential new research directions among NCI-supported investigators or reinvigorate research in important areas that have been neglected, and to discuss and evaluate some of the questions submitted by the participants prior to the workshop.

490

Automatically Extracting Information Needs from Complex Clinical Questions  

PubMed Central

Objective Clinicians pose complex clinical questions when seeing patients, and identifying the answers to those questions in a timely manner helps improve the quality of patient care. We report here on two natural language processing models, namely, automatic topic assignment and keyword identification, that together automatically and effectively extract information needs from ad hoc clinical questions. Our study is motivated in the context of developing the larger clinical question answering system AskHERMES (Help clinicians to Extract and aRrticulate Multimedia information for answering clinical quEstionS). Design and Measurements We developed supervised machine-learning systems to automatically assign predefined general categories (e.g., etiology, procedure, and diagnosis) to a question. We also explored both supervised and unsupervised systems to automatically identify keywords that capture the main content of the question. Results We evaluated our systems on 4,654 annotated clinical questions that were collected in practice. We achieved an F1 score of 76.0% for the task of general topic classification and 58.0% for keyword extraction. Our systems have been implemented into the larger question answering system AskHERMES. Our error analyses suggested that inconsistent annotation in our training data have hurt both question analysis tasks. Conclusion Our systems, available at http://www.askhermes.org, can automatically extract information needs from both short (the number of word tokens <20) and long questions (the number of word tokens >20), and from both well-structured and ill-formed questions. We speculate that the performance of general topic classification and keyword extraction can be further improved if consistently annotated data are made available. PMID:20670693

Cao, Yong-gang; Cimino, James J; Ely, John; Yu, Hong

2010-01-01

491

Script concordance testing: more cases or more questions?  

PubMed

Script concordance test (SCT) is a case based assessment format of clinical reasoning in which questions are nested into several cases. Recent results using Q4 format suggest that nested questions contribute more to reliability of measure than cases. The present study aims at documenting variance components associated with SCT cases and nested questions and to determine what are the optimal number and combinations of cases and nested questions. Data from SCT in three different fields are presented. G study and D study methodology are used to estimate variance component and to determine optimal number and combinations of cases and questions. Questions nested into cases contributed a large amount of score variance (more than 70%). D studies with varying samples show that, depending on the reliability of the test, an optimal number of 2-4 questions nested into 15-25 cases represents the best combination. Nested questions contribute to a significant portion of score variance, with the implication that formulation of up to 5 questions per case is an efficient way to optimize the reliability of SCT scores. PMID:18481187

Gagnon, Robert; Charlin, Bernard; Lambert, Carole; Carrière, Benoit; Van der Vleuten, C

2009-08-01

492

"What's the difference?" women's wheelchair basketball, reverse integration, and the question(ing) of disability.  

PubMed

The inclusion of able-bodied athletes within disability sport, a phenomenon known as reverse integration, has sparked significant debate within adapted physical activity. Although researchers and practitioners have taken up positions for or against reverse integration, there is a lack of supporting research on the experiences of athletes who already play in such settings. In this study, we explore how competitive female athletes who have a disability experience reverse integration in Canadian wheelchair basketball. Athletic identity was used as the initial conceptual framework to guide semistructured interviews with nine participants. The results suggest that participation in this context contributed to positive athletic identities. Interviews also pointed to the unexpected theme of "what's the difference?" that this sporting context provided a space for the questioning and creative negotiation of the categories of disability and able-bodiedness. Methodologically, this paper also explores the possibilities and challenges of inter- worldview and insider-outsider research collaboration. PMID:21914903

Spencer-Cavaliere, Nancy; Peers, Danielle

2011-10-01

493

Comparative assessment of multiple choice questions versus short essay questions in pharmacology examinations.  

PubMed

This retrospective study compared the performance of medical students in multiple choice questions (MCQs) and short essay questions (SEQs). During the 3 year analysis, 533 students had an average score of 51.34% (SD 9.9) in the SEQ and 64.71%(SD 9.9)in the MCQs. Regression analysis showed a significant correlation(r=0.64, P<0.01) between MCQs and SEQs. When student performance was grouped by final course grade, a statistically significant correlation between MCQs and SEQs scores existed only for the 405 students who received a passing grade (r=0.21, P<0.01). The MCQ and SEQ scores were not correlated for the 128 students who failed (r=0.11, P=0.08) or for 70 students who achieved distinctions (r=-0.27, P=0.13). MCQ scores were significantly higher (P<0.01) than SEQ for each of the groups when analyzed by the two-way ANOVA test. The result of this study suggests that for most students, the strong correlation between MCQ and SEQ indicates that student performance was independent of testing format. For students at either end of the performance spectrum, the lack of correlation suggests that the performance in one of the testing format had a strong influence on the final course grade. In addition, those students who failed the course were likely to be weak in both testing modalities, whereas students in all grade groups were more likely to perform better in the MCQs than SEQs. PMID:22569324

Mujeeb, A Momin; Pardeshi, M L; Ghongane, B B

2010-03-01

494

The Question Complexity Rubric: Development and Application for a National Archive of Astro 101 Multiple-Choice Questions  

NASA Astrophysics Data System (ADS)

For the last two years we have been developing an online national archive of multiple-choice questions for use in the Astro 101 classroom. These questions are intended to either supplement an instructor's implementation of Think-Pair-Share or be used for assessment purposes (i.e. exams and homework). In this talk we will describe the development, testing and implementation of the Question Complexity Rubric (QCR), which is designed to guide the ranking of questions in this archive based on their conceptual complexity. Using the QCR, a score is assigned to differentiate each question based on the cognitive steps necessary to comprehensively explain the reasoning pathway to the correct answer. The lowest QCR score is given to questions with a reasoning pathway requiring only declarative knowledge whereas the highest QCR score is given to questions that require multiple pathways of multi-step reasoning. When completed, the online question archive will provide users with the utility to 1) search for and download questions based on subject and average QCR score, 2) use the QCR to score questions, and 3) add their own questions to the archive. We will also discuss other potential applications of the QCR, such as how it informs our work in developing and testing of survey instruments by allowing us to calibrate the range of question complexity. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

495

Puzzle Them First! Motivating Adolescent Readers with Question-Finding  

ERIC Educational Resources Information Center

In this book, the author suggests that to truly learn, students should be puzzled about new knowledge. Question-finding, the unique strategy described in the book, fosters this learning by leading adolescent students to probe the multiple meanings of text and ask challenging, open-ended questions. Focus units illustrate how teachers can use…

Ciardiello, A. Vincent

2007-01-01

496

Getting Answers to Natural Language Questions on the Web.  

ERIC Educational Resources Information Center

Describes a study that investigated the use of natural language questions on Web search engines. Highlights include query languages; differences in search engine syntax; and results of logistic regression and analysis of variance that showed aspects of questions that predicted significantly different performances, including the number of words,…

Radev, Dragomir R.; Libner, Kelsey; Fan, Weiguo

2002-01-01

497

REVEALING CONCEALMENT A (Neuro-)Logical Investigation of Concealed Questions  

E-print Network

REVEALING CONCEALMENT A (Neuro-)Logical Investigation of Concealed Questions MSc Thesis on this project from across the Atlantic. Liina got me started thinking about concealed questions by offering me. The experimental work was carried out during my two-year tenure as Lab Manager for the NYU Neurolinguistics Lab

Amsterdam, University of

498

Educational Research and Statistics: Examples of Questions and Answers.  

ERIC Educational Resources Information Center

Some questions that might be asked of students with respect to educational research and related statistical analysis are presented with answers. The questions focus on: (1) the definition of operational variables; (2) null and research hypotheses; (3) the use of analysis of variance (ANOVA); (4) when ANOVA is appropriate; (5) whether statistical…

Inoue, Yukiko

499

Research Design and Analysis: Examples of Questions and Answers.  

ERIC Educational Resources Information Center

This document provides some examples of questions that might be asked about research design and analysis, or that might be used in test construction. The accompanying answers form a basic discussion of research design and analysis techniques. Short-answer constructed response answers are provided for questions about: (1) control in an experiment;…

Inoue, Yukiko

500

Physics of solar neutron production: Questionable detection of neutrons  

E-print Network

Physics of solar neutron production: Questionable detection of neutrons from the 31 December 2007 neutron production: Questionable detection of neutrons from the 31 December 2007 flare, J. Geophys. Res the detection at 0.48 AU of 1­8 MeV neutrons from a solar flare on 31 December 2007. The flare was behind

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