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

  1. Questions

    ERIC Educational Resources Information Center

    Kuntz, Haley

    2007-01-01

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

  2. question_1412830344 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  3. question_1410865099 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  4. question_1414049861 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  5. question_1412590509 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  6. question_1410251969 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  7. question_1410689941 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  8. question_1298942394 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1298942394 Pose a Question Workshops 10-9-2010

  9. question_1302099820 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1302099820 Pose a Question Workshops 10-9-2010

  10. question_1337052960 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1337052960 Pose a Question Workshops 10-9-2010

  11. question_1297533065 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297533065 Pose a Question Workshops 10-9-2010

  12. question_1309291860 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1309291860 Pose a Question Workshops 10-9-2010

  13. question_1309209288 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1309209288 Pose a Question Workshops 10-9-2010

  14. question_1297191134 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297191134 Pose a Question Workshops 10-9-2010

  15. question_1302015319 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1302015319 Pose a Question Workshops 10-9-2010

  16. question_1296057192 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296057192 Pose a Question Workshops 10-9-2010

  17. question_1296826774 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296826774 Pose a Question Workshops 10-9-2010

  18. question_1296786566 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296786566 Pose a Question Workshops 10-9-2010

  19. question_1333398119 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1333398119 Pose a Question Workshops 10-9-2010

  20. question_1296850328 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296850328 Pose a Question Workshops 10-9-2010

  1. question_1297435384 — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297435384 Pose a Question Workshops 10-9-2010

  2. question_1411972022 — 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

  3. question_1411972090 — 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

  4. 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?

  5. question_1411052731 — Provocative Questions

    Cancer.gov

    This question is epidemiologic but prevention is better than cure. Since both ovarian low and high grade serous carcinomas originate from the distal fallopian tube, wouldn’t (large- scale) snipping of the fimbrial end of both tubes at the time of tubectomy (with informed consent) prevent the majority of serous carcinomas developing over time?

  6. SAMPLE INTERVIEW QUESTIONS General Questions

    E-print Network

    Suzuki, Masatsugu

    SAMPLE INTERVIEW QUESTIONS General Questions Tell me a little about yourself / describe yourself to Binghamton? Behavioral Questions Do you anticipate problems or do you react to them? How do you go about? What are some important values that you live by? Creative Questions What does success mean to you

  7. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

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

  8. Fermi questions

    NASA Astrophysics Data System (ADS)

    Bouffard, Karen

    1999-05-01

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

  9. "The" Question.

    ERIC Educational Resources Information Center

    Lowe, Pardee, Jr.

    1984-01-01

    Examines the suggestions found in Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," in the light of a possible U.S. Government's Interagency Language Roundtable receptive skills proficiency test which must supply the answer to the question of how well an individual can understand a particular language.…

  10. Four Questions

    ERIC Educational Resources Information Center

    Hark-Weber, Amara G., Ed.

    2013-01-01

    Teaching artists often find themselves working in schools and communities that are new to them, whether these are situations close to home or farther afield. This issue of Four Questions highlights teaching artists who travel extensively as part of their teaching and artistic practices and bring their expertise, energy, and creativity to…

  11. 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.

  12. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1296761243 Hecht, Toby Pose a

  13. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297533065 Qian, Yong Pose a

  14. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1297191134 Pagel, Mark Pose a

  15. 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online question_1295994802 Griguer, Corinne Pose

  16. Beware Answers with Questions

    ERIC Educational Resources Information Center

    Humble, Steve

    2005-01-01

    Answers to mathematical problems come in all forms and most come with a variety of questions. Students often forget to ask questions once they have found an answer. This paper suggests that students would always benefit by questioning answers.

  17. Study Questions for Geophysics

    NSDL National Science Digital Library

    Susan Slaymaker

    This website hosts over fifty practice questions relating geophysics. Topics covered in these questions include gravity, earthquake waves and seismicity, Earth's structure, geochronology, anomalies, viscosity, and polar wandering.

  18. Question the Author

    NSDL National Science Digital Library

    2012-05-16

    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.

  19. Drawing on Questions.

    ERIC Educational Resources Information Center

    Bloomgarden, Joan

    2000-01-01

    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…

  20. Closing Panel Question & Answer

    E-print Network

    Moore, Paul A.

    N E X T #12;Closing Panel Question & Answer REDDIN SYMPOSIUM XXI CANADIAN STUDIES"Unsecure"World Question and Answer Inuit Rights and Responsibilities in the Changing North Question & Answer Environmental to translate science into public policy. 1 #12;Closing Panel Question & Answer REDDIN SYMPOSIUM XXI CANADIAN

  1. Who Asks the Questions?

    ERIC Educational Resources Information Center

    Hervey, Sheena

    2006-01-01

    From a very young age, children actively strive to make sense of their world through constant questioning. The ability to ask questions comes naturally for young children, but such natural inclination does not continue because it teachers who ask most of the questions. Sheena Hervey suggests that teaching students how to pose questions is a…

  2. Any Questions, Please?

    ERIC Educational Resources Information Center

    Pollio, Howard R.

    1989-01-01

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

  3. Questions in reference interviews

    Microsoft Academic Search

    Marilyn Domas White

    1998-01-01

    This article characterises the questioning behaviour in reference interviews preceding delegated online searches of bibliographic databases and relates it to questioning behaviour in other types of interviews\\/settings. With one exception, the unit of analysis is the question (N=610), not the interview. The author uses A.C. Graesser‘s typology of questions to analyse type of question and M.D. White’s typology of information

  4. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J.

    1979-01-01

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

  5. Formulating a Research Question

    NSDL National Science Digital Library

    The Research Assistant (Danya International, Inc.)

    2003-08-12

    This tutorial discusses the conceptual development of a research goal, beginning with the formation of a research question. It also explains the links between a research question, specific aims, hypotheses, and long-term research goals.

  6. Using Socratic Questioning

    NSDL National Science Digital Library

    Dorothy Merritts

    Can it be, Ischomachus, that asking questions is teaching? I am just beginning to see what is behind all your questions. You lead me on by means of things I know, point to things that resemble them, and persuade ...

  7. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1983-01-01

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

  8. Student Questioning Educational Outreach

    E-print Network

    Petta, Jason

    of discussing why questioning is important, how research classes(like PUMA) differ from previous science classes still have about water filtration? What questions do you still have about Material Science? #12 average- 1.44 Question 3 average- .79 No lessons on Material Science, much information on water

  9. Improve Your Verbal Questioning

    ERIC Educational Resources Information Center

    Vogler, Kenneth E.

    2005-01-01

    Most teachers are well aware that verbal questioning can aid student learning. Asking questions can stimulate students to think about the content being studied; connect it to prior knowledge consider its meanings and implications; and explore its applications. A common problem with many teachers' use of verbal questioning is a lack of knowledge…

  10. Asking questions with focus

    NASA Astrophysics Data System (ADS)

    Liu, Fang; Xu, Yi

    2001-05-01

    This study investigates how different interrogative meanings interact with focus in determining the overall F0 profile of a question. We recorded eight native speakers of Mandarin producing statements, yes-no questions with and without a question particle, wh questions, incredulous questions, and confirmation questions. In each sentence, either the initial, medial, final, or no word was focused. The tonal components of the sentences are all high, all rising, all low, or all falling. F0 contours were extracted by measuring every complete vocal period in the initial, medial, and final disyllabic words in each sentence. Preliminary results show that in both statements and questions, the pitch range of the focused words is expanded and that of the postfocus words suppressed (compressed and lowered). However, postfocus pitch-range suppression seems less extensive in questions than in statements, and in some question types than in others. Finally, an extra F0 rise is often observed in the final syllable of a question unless the syllable is the question particle which has the neutral tone. This is indicative of a high or rising boundary tone associated with the interrogative meaning, which seems to be superimposed on the tone of the sentence-final syllable. [Work supported by NIDCD DC03902.

  11. Relocation Frequently Asked Questions General Questions

    E-print Network

    Groppi, Christopher

    Lagoyda, New Mexico Operations Business Manager and Allen Lewis. Skip can be reached at 575 to acquaint you with the relocation processes at the NRAO. This collection of frequently asked questions (FAQs for additional guidance. Contacts Who is my contact for arranging a household relocation? For Green Bank

  12. Unpark Those Questions

    ERIC Educational Resources Information Center

    Ness, Molly

    2013-01-01

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

  13. Asking Effective Questions

    NSDL National Science Digital Library

    This 8-page monograph offers strategies for effective questioning that engages students and that deepens their conceptual understanding in mathematics. It suggests questions and prompts that help students progress through various stages of the problem solving process and that help teachers assess the thinking of students. The article describes the purposes of questions at different stages of a lesson and describes situations when it is appropriate to convey information to students. A list of references is included.

  14. Question #44 Free childcare

    E-print Network

    Holland, Jeffrey

    or were you a dependent or ward of the court?" Q: I am a single mom with one child and will get free day parents deceased, were you in foster care or were you a dependent or ward of the court?" Question #52 care or were you a dependent or ward of the court?" Question #53 Section 2 "As determined by a court

  15. 1 Great Question

    ERIC Educational Resources Information Center

    Nethery, Carrie

    2011-01-01

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

  16. It's about the Questions

    ERIC Educational Resources Information Center

    Bearwald, Ronald R.

    2011-01-01

    The best coaching partnerships are built on conversation and listening, and they are not built on a coach giving answers to a mentee. Ronald Bearward explains how coaches can use questions to help mentees find answers for themselves. Effective questions lead to greater reflection and solutions that teachers can use now and in the future.

  17. Problem of Questioning

    ScienceCinema

    None

    2011-04-25

    Le Prof.Leprince-Ringuet, chercheur sur le plan scientifique, artistique et humain, parle de la remise en question des hommes et la remise en question scientifique fondamentale ou exemplaire- plusieurs personnes prennent la parole p.ex Jeanmairet, Adam, Gregory. Le Prof.Gregory clot la soirée en remerciant le Prof.Leprince-Ringuet

  18. University Of Missouri: Sample Interview Questions Creating Interview Questions

    E-print Network

    Taylor, Jerry

    University Of Missouri: Sample Interview Questions Creating Interview Questions Position Title of Missouri Page 1 #12;University Of Missouri: Sample Interview Questions Common Competencies and Behavioral. _______________________________________ List 10 Questions you will ask candidates that related to your competencies: 1

  19. ASKING AND ANSWERING QUESTIONS Guidelines for Asking Good Questions

    E-print Network

    Wagner, Diane

    ASKING AND ANSWERING QUESTIONS Guidelines for Asking Good Questions: A good, substantive question are addressing. Providing this context helps both the person who is answering the question and helps the rest of the audience understand what you are talking about. #12;Guidelines for Answering Questions: Question and answer

  20. Knowledge and question asking.

    PubMed

    Ibáńez Molinero, Rafael; García-Madruga, Juan Antonio

    2011-02-01

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

  1. The Challenge Question

    NSDL National Science Digital Library

    VU Bioengineering RET Program, School of Engineering,

    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.

  2. The Driving Question Board

    NSDL National Science Digital Library

    Ayelet Weizman

    2008-11-01

    "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.

  3. Asking gender questions

    NASA Astrophysics Data System (ADS)

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

    2014-12-01

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

  4. Questions about Biological Parents

    MedlinePLUS

    ... Espańol Text Size Email Print Share 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 ...

  5. 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.

  6. Endocrine System Clicker Questions

    NSDL National Science Digital Library

    DDS/DO Elizabeth J Kavran (Ursuline College Biology)

    2009-05-01

    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.

  7. 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

  8. Redefining the Fundamental Questions

    ERIC Educational Resources Information Center

    Crain, Margaret Ann

    2006-01-01

    Every researcher must make some fundamental questions. A researcher's questions should include the following: (1) What is the nature of the reality that I wish to study? (2) How will I know it? (3) What must I do to know it? (4) Who am I? (5) Where is God in this? and (6) For religious educators--How does my research lead to a world of peace and…

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

    ERIC Educational Resources Information Center

    Bradtmueller, Weldon G.; Egan, James B.

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

  10. Finding similar questions in large question and answer archives

    Microsoft Academic Search

    Jiwoon Jeon; Joon Ho Lee

    2005-01-01

    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

  11. Copyright Some Key Questions

    E-print Network

    Ollivier-Gooch, Carl

    #12;#12;Copyright Matters! Some Key Questions and Answers for Teachers 2nd Edition, 2005 From the Authors The authors of Copyright Matters! are pleased to offer teachers this revised edition. It replaces the first edition published in 2000. Many changes have occurred in the area of copyright since that original

  12. Cosmic Questions Educator's Guide

    NSDL National Science Digital Library

    2006-01-01

    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.

  13. Asking the Right Questions

    ERIC Educational Resources Information Center

    Lord, Rob

    2011-01-01

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

  14. 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?

  15. Any Questions? Please contact

    E-print Network

    Rubin, Yoram

    ! To Donate To purchase a package and/or item(s), email Jessica Tran at jesstran@berkeley.edu and includeAny Questions? Please contact Name: Jessica Tran Phone Number: 805-587-7753 Email: jesstran Competition Team Cal's Seismic Team educates students on earthquakedesign of high rise buildings. Students

  16. Name: Link Question

    E-print Network

    Goldman, Steven A.

    Name: Link Question: In patients with periodontal disease requiring dentures, what is the prognosis for the abutment teeth? Bottom Line: Some studies indicate that teeth with periodontal disease in periodontal disease when teeth are used as abutments in RPDs, however more studies are needed. PICO

  17. EFFECTIVELY ADDRESSING CONSUMER QUESTIONS

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Answering consumer questions can be one of the toughest aspects of working in the egg industry. Consumers enjoy being informed about the products they purchase. The increased use of the internet by consumers can prove problematic due to the wealth of inaccurate information available on the interne...

  18. Eight Questions about Corruption

    Microsoft Academic Search

    Jakob Svensson

    2005-01-01

    This paper will discuss eight frequently asked questions about public corruption: (1) what is corruption; (2) which countries are the most corrupt; (3) what are the common characteristics of countries with high corruption; (4) what is the magnitude of corruption; (5) do higher wages for bureaucrats reduce corruption; (6) can competition reduce corruption;( 7) why have there been so few

  19. The Compensation Question

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. QUESTIONS ABOUT GLOBAL WARMING

    E-print Network

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

  1. Researching Classroom Questioning

    ERIC Educational Resources Information Center

    Lores Gonzalez, Adriana

    2010-01-01

    The complexities of the modern society and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which this article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research…

  2. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1978-01-01

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

  3. An Ethics Primer: Ethical Questions

    NSDL National Science Digital Library

    2008-01-01

    This resource is a PDF that provides a short introduction to ethical questions and strategies having to do with Ethics instruction. The PDF describes an overview of ethical questions and develops student understanding of ethical questions through three different worksheets.

  4. Living in the question.

    PubMed

    Flower, J

    1999-01-01

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

  5. 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.

  6. Poultry Processing: Questions & Answers

    MedlinePLUS

    ... Administrative Forms Standard Forms Skip Navigation Z7_0Q0619C0JGR010IFST1G5B10H1 Web Content Viewer (JSR 286) Actions ${title} Loading... / Topics / ... A / Poultry Processing: Questions and Answers Z7_0Q0619C0JGR010IFST1G5B10H3 Web Content Viewer (JSR 286) Actions ${title} Loading... Z7_ ...

  7. Automatically Classifying Question Types for Consumer Health Questions

    PubMed Central

    Roberts, Kirk; Kilicoglu, Halil; Fiszman, Marcelo; Demner-Fushman, Dina

    2014-01-01

    We present a method for automatically classifying consumer health questions. Our thirteen question types are designed to aid in the automatic retrieval of medical answers from consumer health resources. To our knowledge, this is the first machine learning-based method specifically for classifying consumer health questions. We demonstrate how previous approaches to medical question classification are insufficient to achieve high accuracy on this task. Additionally, we describe, manually annotate, and automatically classify three important question elements that improve question classification over previous techniques. Our results and analysis illustrate the difficulty of the task and the future directions that are necessary to achieve high-performing consumer health question classification. PMID:25954411

  8. The competency question.

    PubMed

    Ruthemeyer, M

    2000-01-01

    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

  9. Improving Multiple-Choice Questions

    ERIC Educational Resources Information Center

    Torres, Cristina; Lopes, Ana Paula; Babo, Lurdes; Azevedo, Jose

    2011-01-01

    A MC (multiple-choice) question can be defined as a question in which students are asked to select one alternative from a given set of alternatives in response to a question stem. The objective of this paper is to analyse if MC questions may be considered as an interesting alternative for assessing knowledge, particularly in the mathematics area,…

  10. Questioning and Experimentation

    NASA Astrophysics Data System (ADS)

    Mutanen, Arto

    2014-08-01

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

  11. Improving Question Retrieval in Community Question Answering with Label Ranking

    E-print Network

    Greenberg, Albert

    Improving Question Retrieval in Community Question Answering with Label Ranking Wei Wang, Baichuan Li Department of Computer Science and Engineering The Chinese University of Hong Kong Shatin, N@research.att.com Abstract-- Community question answering services (CQA), which provides a platform for people with diverse

  12. Internal Audit RFP 2013 Questions and Answers Question set 1

    E-print Network

    Heller, Barbara

    ;Internal Audit RFP 2013 ­ Questions and Answers b. High risk areas · Accounts Payable · Accounts Receivable) for the fiscal 2013 Internal Audit Plan? We will establish our own estimates based upon our risk assessmentInternal Audit RFP 2013 ­ Questions and Answers Question set 1: 1. What do you like about your

  13. Gallery Walk Questions about Coastlines

    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 coastlines. The questions are organized according to the cognitive ...

  14. Gallery Walk Questions about Volcanism

    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 volcanism. The questions are organized according to the cognitive ...

  15. Gallery Walk Questions about Glaciers

    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 glaciers. The questions are organized according to the cognitive level ...

  16. Gallery Walk Questions on Karst

    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 karst. The questions are organized according to the cognitive level at ...

  17. Global Warming: Questions and Answers

    NSDL National Science Digital Library

    Back to Example Detailed Example of Using Socratic Questioning in Class This sample of plausible questions and responses is designed to help guide the instructor through a Socratic lesson. It will help instructors ...

  18. Question of the Day Examples

    NSDL National Science Digital Library

    Refine the Results Biosphere 2 matches Climate 2 matches Earth surface 1 match Ocean 4 matches Solid Earth 2 matches Results 1 - 10 of 11 matches Question of the Day: Efficiency of Food Production part of Question ...

  19. THE SCIENCE OF ASKING QUESTIONS

    Microsoft Academic Search

    Nora Cate Schaeffer; Stanley Presser

    2003-01-01

    ? Abstract Survey methodologists have drawn on and contributed to research by cognitive psychologists, conversation analysts, and others to lay a foundation for the science of asking questions. Our discussion of this work is structured around the decisions that must be made for two common types of inquiries: questions about events or behaviors and questions that ask for evaluations or

  20. Questions for Music Education Research

    ERIC Educational Resources Information Center

    Jorgensen, Estelle R.

    2008-01-01

    In addressing the question-set "What questions do music education researchers need to address?", an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of music education? What are and should be the institutional agencies of music education? What are and should be the…

  1. Questions Parents Ask about Schools.

    ERIC Educational Resources Information Center

    National Opinion Research Center, Chicago, IL.

    This guide presents questions that parents frequently ask about their children's school, along with answers to those questions. The questions and answers were prepared based on the results of studies conducted by the Partnership for Family Involvement in Education, the U.S. Department of Education, the GTE Foundation, and by the National Center…

  2. Sample Exam questions Advanced Databases

    E-print Network

    Thomas, Richard C.

    Sample Exam questions CITS4243 Advanced Databases #12;Things to remember · You should follow understanding. #12;Some sample questions · Explain the structure of a data warehouse and how a data warehouse sample questions · Explain clearly the major steps of decision tree induction. · Why is naive Bayesian

  3. Improving your IQ -- Intelligent Questioning.

    ERIC Educational Resources Information Center

    Kassner, Kirk

    1998-01-01

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

  4. The Question The Standard Construction

    E-print Network

    Raghavan, Dilip

    The Question The Standard Construction The ZFC construction Bibliography Solution to a Problem Construction The ZFC construction Bibliography Outline 1 The Question 2 The Standard Construction 3 The ZFC construction Dilip Raghavan Solution to a Problem of Van Douwen #12;The Question The Standard Construction

  5. Questioning as a teaching tool.

    PubMed

    Long, Michele; Blankenburg, Rebecca; Butani, Lavjay

    2015-03-01

    The Dreyfus and Bloom frameworks can help the great clinical teacher craft questions that are learner-centric and appropriately challenging.Employing strategies to ask the right questions in the right way can further add to the effectiveness of using questions as a valuable teaching,learning, and assessment tool. PMID:25647682

  6. Frontline: The Torture Question

    NSDL National Science Digital Library

    2005-01-01

    Experts and pundits continue to debate the myriad of strategies deployed by the United States in the effort to combat terrorism around the world and internally. The Frontline program on PBS has created this website to complement a special edition of their show. This show focused on the question of whether torture is a viable way to obtain effective results in combating terrorism. Visitors can dive right in by watching the program in its entirety, or they may also wish to visit one of the sections providing supplementary information. One particularly compelling area is the section that provides information on how the current administration of President George W. Bush has created a protocol for conducting such investigations. Another very useful section is titled â??Behind the Wireâ?ť and offers visitors an inside look into the U.S. Naval Base at Guantanamo Bay in Cuba. Perhaps the most moving and intense portion of the site is the discussion section, where visitors can leave feedback and read the impassioned opinions of others who have seen the program.

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

    ERIC Educational Resources Information Center

    Grace, Sarah; Langhout, Regina Day

    2014-01-01

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

  8. A question of authority

    SciTech Connect

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

    2003-10-15

    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.

  9. A question of character.

    PubMed

    Wetlaufer, S

    1999-01-01

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

  10. Integrated Exams System CMS Exam Questions CMS: Exam Questions

    E-print Network

    Sussex, University of

    8.0 View Exam Marks 9.0 Problems 10.0 Appendices 10.1 Web reports 1.0 Overview The CMS: ExamIntegrated Exams System ­ CMS Exam Questions CMS: Exam Questions Author: Colin Clark 6 th April.2 Record Marks by Question 4.3 Record Marks by Candidate 5.0 Conflation 6.0 Confirmation 7.0 Send to Exams

  11. The Geography of Virtual Questioning

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  12. Frequently Asked Questions in Cosmology

    NSDL National Science Digital Library

    Wright, Edward

    This web page, created by Edward L. Wright of the University of California, Los Angeles, provides answers to common questions regarding cosmology. Questions include the Universe's age, its origin, its fate, and its physical properties. It is part of an in depth cosmology tutorial covering some of the history of scientific cosmology, observations, curvature, inflation, and the age of the universe.

  13. Asking Questions, All the Time

    NSDL National Science Digital Library

    Jessica Fries-Gaither

    The ability to ask and answer questions while reading is essential to comprehension. This article discusses instructional strategies used to teach questioning and provides many online resources. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which explores the seven essential principles of the climate sciences for teachers in k-grade 5 classrooms.

  14. Questions Dog Design of Tests

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2012-01-01

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

  15. Test Pool Questions, Area III.

    ERIC Educational Resources Information Center

    Sloan, Jamee Reid

    This manual contains multiple choice questions to be used in testing students on nurse training objectives. Each test includes several questions covering each concept. The concepts in section A, medical surgical nursing, are diseases of the following systems: musculoskeletal; central nervous; cardiovascular; gastrointestinal; urinary and male…

  16. The Value Question in Metaphysics

    PubMed Central

    Kahane, Guy

    2012-01-01

    Much seems to be at stake in metaphysical questions about, for example, God, free will or morality. One thing that could be at stake is the value of the universe we inhabit—how good or bad it is. We can think of competing philosophical positions as describing possibilities, ways the world might turn out to be, and to which value can be assigned. When, for example, people hope that God exists, or fear that we do not possess free will, they express attitudes towards these possibilities, attitudes that presuppose answers to questions about their comparative value. My aim in this paper is to distinguish these evaluative questions from related questions with which they can be confused, to identify structural constraints on their proper pursuit, and to address objections to their very coherence. Answers to such evaluative questions offer one measure of the importance of philosophical disputes. PMID:23024399

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

    ERIC Educational Resources Information Center

    Scarth, John; And Others

    1986-01-01

    Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

  18. Phrasal Paraphrase Based Question Reformulation for Archived Question Retrieval

    PubMed Central

    Lu, Ke; Ji, Rongrong; Wang, Fanglin; Liu, Ting

    2013-01-01

    Lexical gap in cQA search, resulted by the variability of languages, has been recognized as an important and widespread phenomenon. To address the problem, this paper presents a question reformulation scheme to enhance the question retrieval model by fully exploring the intelligence of paraphrase in phrase-level. It compensates for the existing paraphrasing research in a suitable granularity, which either falls into fine-grained lexical-level or coarse-grained sentence-level. Given a question in natural language, our scheme first detects the involved key-phrases by jointly integrating the corpus-dependent knowledge and question-aware cues. Next, it automatically extracts the paraphrases for each identified key-phrase utilizing multiple online translation engines, and then selects the most relevant reformulations from a large group of question rewrites, which is formed by full permutation and combination of the generated paraphrases. Extensive evaluations on a real world data set demonstrate that our model is able to characterize the complex questions and achieves promising performance as compared to the state-of-the-art methods. PMID:23805178

  19. Answering Questions About Underage Drinking

    MedlinePLUS

    ... problem? Despite the law, the statistics, and the science, some people still think teen drinking is not a serious problem. Here are some of the more common questions and assertions you may hear from neighbors and ...

  20. Six Questions on Complex Systems

    NASA Astrophysics Data System (ADS)

    Symons, John F.; Sanayei, Ali

    2011-09-01

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

  1. Interview Questions with Bentham Scientific

    NASA Technical Reports Server (NTRS)

    Mather, John C.

    2013-01-01

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

  2. Questions Students Ask: Beta Decay.

    ERIC Educational Resources Information Center

    Koss, Jordan; Hartt, Kenneth

    1988-01-01

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

  3. Winter Weather Frequently Asked Questions

    MedlinePLUS

    ... Health Matters What's New Preparation & Planning Disasters & Severe Weather Earthquakes Extreme Heat Floods Hurricanes Landslides Tornadoes Tsunamis ... Weather Information on Specific Types of Emergencies Winter Weather Frequently Asked Questions Language: English Espańol (Spanish) Recommend ...

  4. OSHA Frequently Asked Questions: HAZWOPER

    NSDL National Science Digital Library

    This OSHA web page provides answers to many of the more common questions regarding the Hazardous Waste Operations and Emergency Response (HAZWOPER) regulation. Many of the answers provided are regarding the HAZWOPER training requirements.

  5. Automatic Generation of Trivia Questions

    Microsoft Academic Search

    Matthew Merzbacher

    2002-01-01

    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

  6. On Clickers, Questions, and Learning

    NSDL National Science Digital Library

    Steven Skinner

    2009-03-01

    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.

  7. Answering Questions about Unanswered Questions of Stack Overflow

    E-print Network

    Schneider, Kevin A.

    is an ex- ample of such a service that targets developers and software engineers. In general, questions of knowledge on the site. SO's active community attracts information seekers from around the globe harvesting its knowledge-base. Many visitors become members of the site and contribute to the site dynamics

  8. Question Taxonomy and Implications for Automatic Question Generation

    E-print Network

    Calvo, Rafael A.

    University of Sydney, Sydney, NSW 2006, Australia Abstract: Many Automatic Question Generation (AQG academic writing. We conducted a large-scale case study with 25 supervisors and 36 research students, produced by supervisors, and how they support these students' literature review writing. In this paper, we

  9. Quick Questions: Create a Survey

    NSDL National Science Digital Library

    TERC

    2010-01-01

    In this activity, learners will conduct an open-ended survey, and then organize and analyze results. What languages does everyone speak? What’s the most common? the least common? Do you think we’d get the same results if we asked this question in a different neighborhood? Start out by posing an open-ended question. Everyone writes answers on stick-on notes and sticks them on a large piece of paper. Explore ways to organize the responses to make sense of them. For instance, if the question is about languages, one approach is to put all the stick-on notes with the same language together. A further step could involve grouping related languages (Eastern European, Southeast Asian, etc.). Available as a web page or downloadable pdf.

  10. Response times to conceptual questions

    NASA Astrophysics Data System (ADS)

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

    2013-09-01

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

  11. Global Warming: Frequently Asked Questions

    NSDL National Science Digital Library

    David Easterling

    This global warming site contains questions commonly addressed to climate scientists and brief replies (based on the Intergovernmental Panel on Climate Change (IPCC) reports and other research). The questions concern the greenhouse effect and its impact on our climate, whether greenhouse gases are increasing and the climate warming, the relation of El Nino to global warming, change in the hydrological cycle (evaporation and precipitation) and atmospheric/oceanic circulation, climate becoming more variable and extreme, the importance of these changes in a longer-term context, the rise of sea levels, whether the observed changes can be explained by natural variability, and the future of global warming.

  12. Key questions regarding work engagement

    Microsoft Academic Search

    Arnold B. Bakker; Simon L. Albrecht; Michael P. Leiter

    2011-01-01

    This article discusses the concept of work engagement and summarizes research on its most important antecedents. The authors formulate 10 key questions and shape a research agenda for engagement. In addition to the conceptual development and measurement of enduring work engagement, the authors discuss the importance of state work engagement. Further, they argue that the social context is crucial and

  13. Addressing Phonological Questions with Ultrasound

    ERIC Educational Resources Information Center

    Davidson, Lisa

    2005-01-01

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

  14. Practice Questions for Business Statistics

    NSDL National Science Digital Library

    Schott, Brian

    This site offers a list of sample questions that can be used when teaching basic probability concepts, probability distributions, data collection methods, inferential statistics, hypothesis testing, analysis of variance, regression analysis, or problem sensing related to descriptive statistics. Links to the answers are also provided. Application is not limited to business.

  15. In this Issue: Questioning "Professor

    E-print Network

    Qiu, Weigang

    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

  16. Salvaging Timber: Frequently Asked Questions 

    E-print Network

    Taylor, Eric; Foster, C. Darwin

    2005-10-19

    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...

  17. Explaining Errors in Children's Questions

    ERIC Educational Resources Information Center

    Rowland, Caroline F.

    2007-01-01

    The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that,…

  18. ANSWERING CONSUMER QUESTIONS ABOUT EGGS

    Technology Transfer Automated Retrieval System (TEKTRAN)

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

  19. For Research Questions to ask

    E-print Network

    Church, George M.

    CT Scans For Research Questions to ask: 1. Is this CT being done specifically for the research study or is it also a part of my regular medical care? 2. Where will I go for my CT scan? 3. How many Procedures: CT Scans What is computed tomography (CT)? Computed tomography (CT) is a procedure that uses x

  20. Response to Literature: Student Questions.

    ERIC Educational Resources Information Center

    Asher, Deborah L.

    Reading comprehension involves making connections between prior knowledge and the visual information on the page. To reduce uncertainty, the reader makes orthographic, syntactic, or semantic predictions. Thus, comprehension is relative, dependent on the answers to different readers' different kinds of questions. The reader does not record a…

  1. Looming Questions in Performance Pay

    ERIC Educational Resources Information Center

    Gratz, Donald B.

    2010-01-01

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

  2. Folic Acid Questions and Answers

    MedlinePLUS

    ... Multimedia & Tools Partners About Us Information For... Media Policy Makers Questions and Answers Language: English Espańol (Spanish) Recommend on Facebook Tweet Share Compartir Q: Why can’t I wait until I’m pregnant—or planning to get pregnant to start taking folic acid? ...

  3. Question & Answer QQ&&AA

    E-print Network

    ssyysstteemmss bbiioollooggyy?? Systems biology is the study of com- plex gene networks, protein networks as an amplifier, a switch or a logic gate. Typically, the graphs of these systems possess fewer than a dozen (or a good answer to this question. He likens biology's current status to that of planetary astronomy

  4. Questions Teachers Ask about Spelling.

    ERIC Educational Resources Information Center

    Templeton, Shane; Morris, Darrell

    1999-01-01

    Answers teachers' most frequently asked questions about spelling, including issues related to why English spelling is the way it is; how students learn to spell; selection and organization of spelling words; determining spelling levels; invented spelling; effective instructional activities; spelling strategies; assessment; and adjusting…

  5. Cloud Seeding Frequently Asked Questions

    NSDL National Science Digital Library

    Griffith, Don

    This site is provided by North American Weather Consultants, Inc. The site briefly answers questions such as "when did application of modern cloud seeding technology begin?," "Is cloud seeding effective?," and "Do the commonly used seeding materials pose any direct health or environmental risks?"

  6. Solar Physics: The Big Questions

    NSDL National Science Digital Library

    Hathaway, David

    This site describes unanswered questions about the sun. These include the coronal heating process, the nature of solar flares, the origin of the sunspot cycle, and missing neutrinos. In each case the problem is stated along with what is known to date. The text includes links to further information.

  7. Questionable Methods in Alcoholism Research.

    ERIC Educational Resources Information Center

    Koocher, Gerald P.

    1991-01-01

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

  8. Questions to Ask Your Doctor

    MedlinePLUS

    ... for Parents for Kids for Teens Teens Home Body Mind Sexual Health Food & Fitness Diseases & Conditions Infections Q&A School & Jobs Drugs & Alcohol Staying Safe Recipes En Espańol ... Guy's Guide to Body Image Questions to Ask Your Doctor KidsHealth > Teens > ...

  9. [Questions by adolescents about dieting].

    PubMed

    Bloch, A

    1989-12-15

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

  10. Frequently Asked Questions: NRSA Fellowships

    NSDL National Science Digital Library

    2010-09-15

    The NIH supports various Individual Fellowship Programs, all of which have transitioned to the electronic application submission process through grants.gov with the August 2009 application receipt dates. While most programs are funded under the authority for National Research Service Awards or NRSA (e.g., F30, F31, F32, F33), there are non-NRSA programs (e.g., F05, F37) that may vary in the applicant institution and fellow eligibility requirements, funding amounts, and specific program related issues (see the NIH F Kiosk). Each NIH fellowship program is announced as a Funding Opportunity Announcement (FOA) in the NIH Guide for Grants and Contracts. This document represents frequently asked questions and answers to many questions fielded by the Office of Extramural Programs (OEP).

  11. Common questions in veterinary toxicology.

    PubMed

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

    2015-05-01

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

  12. PBS: The Question of God

    NSDL National Science Digital Library

    PBS may not have cornered the entire market on thoughtful and intelligent television programming, but they certainly have garnered the lion's share of this type of material. One of the network's most recent programs (and this website which accompanies it), The Question of God, is certainly proof positive of this fact. The four-hour series (based on a popular Harvard course taught by Dr. Armand Nicholi) explores some of the basic questions of humanity, such as "What is happiness?" and "How do we find meaning and purpose in our lives?" The program itself does this by looking through the lens of the eyes of two of the 20th century's most well-known intellectuals, Sigmund Freud, who was a strong critic of religious belief, and C.S. Lewis, who was a strong proponent of "faith based on reason." On the site, visitors can learn about the lives of Freud and Lewis through excerpts from their own writings, read synopses of the programs, and read other perspectives on the question of God from such individuals as Oliver Wendell Holmes, Jr. and D.T. Suzuki. Additionally, visitors can watch clips from the program and listen in on roundtable conversations moderated by Dr. Nicholi.

  13. That's Fast! Questions Section 5.2

    E-print Network

    That's Fast! Questions · Section 5.2 That's Fast! Questions · Section 5.2 STOPfor science Science? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ That's Fast! Questions · Section 5.2 STOPfor science Science Topic Outreach posters #12;That's Fast! Answers · Section 5.2 STOPfor science Science Topic Outreach posters Level ONE Questions (#1-3) 1. What

  14. Sample Interview Questions Where Innovation Is Tradition

    E-print Network

    Sample Interview Questions Where Innovation Is Tradition Interview Questions are as easy as 1 it? Page 1 of 4 11/27/2012 #12;Sample Interview Questions Where Innovation Is Tradition Drive when you received too much direction. Page 2 of 4 11/27/2012 #12;Sample Interview Questions Where

  15. The Purposes of Language Teachers' Questions.

    ERIC Educational Resources Information Center

    Nunn, Roger

    1999-01-01

    Illustrates a three-level analysis of classroom discourse as a means of examining in detail the implications of characterizing language teachers' questions as "display" questions. Attempts to demonstrate that the characterization of teachers' questions as display questions because they are non-referential is only relevant on one level of analysis.…

  16. Quick Questions: Learn About Data

    NSDL National Science Digital Library

    TERC

    2010-01-01

    In this activity, learners will collect and analyze data to learn about the people around them. How many letters in everyone’s first name? What’s the most common number of letters? What’s most or least? Start out by posing a multiple choice question. Everyone records answers on a large chart. Then, explore the data. This works well as a family activity or in a public area—museum, library, school building. Post the chart and review answers after at least 100 people have responded. Available as a web page or downloadable pdf.

  17. Evaluation of four maternal smoking questions.

    PubMed Central

    Kharrazi, M; Epstein, D; Hopkins, B; Kreutzer, R; Doebbert, G; Hiatt, R; Swan, S; Eskenazi, B; Pirkle, J L; Bernert, J T

    1999-01-01

    OBJECTIVE: The authors evaluated four questions about maternal smoking during pregnancy for use on birth certificates. METHODS: Question 1 (yes/no format) and Question 2 (trimester-specific design) were tested among 1171 women who delivered at two Kaiser Permanente medical centers in northern California. Responses to Questions 1 and 2 were compared with smoking information provided by participants in telephone interviews conducted during pregnancy. Question 3 (multiple choice format) and Question 4 (month- and grouped month-specific design) were tested among 900 women who enrolled in a statewide prenatal screening program and who delivered in 20 hospitals in four Central Valley counties. Responses to Questions 3 and 4 were compared with mid-pregnancy serum cotinine levels. The authors evaluated the four questions in terms of conciseness, response rate, data accuracy, and type of data requested. RESULTS: Questions 1 and 2 were the most concise. Response rates could not be calculated for Questions 1 and 2. Response rates were 86.0% for Question 3 and 74.2% for Question 4. Sensitivity was 47.3% for Question 1, 62.1% for Question 2, 83.8% for Question 3, and 86.7% for Question 4. The types of data requested by Questions 2 and 4 seem to best satisfy the needs of the broad audience of birth certificate users. CONCLUSIONS: No single question was clearly superior. The authors propose a combination of Questions 2 and 4, which asks about average number of cigarettes smoked per day in the three months before pregnancy and in each trimester of pregnancy. PMID:9925173

  18. [Topical questions of psychiatric ethics].

    PubMed

    Kovács, József

    2015-01-01

    The article analyzes some ethical problems in psychiatry that have been emerging in recent years. It deals with the ongoing intensive debates about the DSM-5 before its publication, and with some of the criticisms of the DSM-5 itself. Then it goes on to analyze the use of placebo. This is followed by the ethical problems of the treatment of ADHD with stimulant drugs, among which one is the question of authenticity, namely whether the pre-treatment or the post-treatment personality is the real, authentic self of the patient. This question has been raised not only in the case of the ADHD, but also in relation with the antidepressant treatment of depression earlier, and in relation with deep brain stimulation and dopamine replacement therapy now, all of which causes changes in the treated patient's personality and motivations. Finally the article describes some ethical problems of informed consent in the case of antidepressant medication, together with the necessity to involve psychiatric nurses and rating scales in the assessment of the patient's decision making capacity. PMID:25867886

  19. 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.

  20. Open questions in classical gravity

    SciTech Connect

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

    1994-04-01

    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.

  1. Evaluative Conditioning: The “How” Question

    PubMed Central

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

    2011-01-01

    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

  2. Answering Key Fuel Cycle Questions

    SciTech Connect

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

    2003-10-01

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

  3. The effect of distributed questioning with varied examples on exam performance on inference questions

    Microsoft Academic Search

    Arnold Lewis Glass

    2009-01-01

    The purpose of this study was to investigate whether the distributed presentation of different versions of a question would produce better performance on a new version of the question than distributed presentation of the same version of the question. A total of 48 four question sets of five alternative multiple?choice questions were presented during a college lecture course. The answers

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

    E-print Network

    Cortes, Corinna

    }@gmail.com Abstract Asking the right question in the right way is an art (and a science). In a communityGreat Question! Question Quality in Community Q&A Sujith Ravi Bo Pang Vibhor Rastogi Ravi Kumar question-answering setting, a good question is not just one that is found to be use- ful by other people

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

    E-print Network

    of your answer to a long essay question. Create a set of sample questions that covers the material you of sample questions. For the rest, make a list of every significant topic in the course you are studying, and make up questions for every topic not already well covered with the sample questions you have on hand

  6. Importing Questions Using Microsoft Excel Page 1 Importing Questions Using Microsoft Excel

    E-print Network

    Xu, Shouhuai

    Importing Questions Using Microsoft Excel Page 1 Importing Questions Using Microsoft Excel Excel Question Format You can create different question types in Microsoft Excel and upload the questions answers, use the column that follow) Create a Test in Microsoft Excel 1. From Microsoft Excel, create your

  7. Big questions about the universe

    NASA Astrophysics Data System (ADS)

    Stavinschi, Magda

    2011-06-01

    Astronomy is not only a branch of science but also an important part of the culture and civilisations of peoples. Starting with archeoastronomy to the present day, it has always contributed to a better understanding of life, of humanity. After 400 years of modern astronomy, it still addresses major problems such as: Why there is something rather than nothing? Why is nature comprehensible to humans? How is cosmos related to humanity? Do multiverses exist? Is there life on other planets? Are we alone in the universe? Does the universe have a beginning? If so, what does it mean? How did the universe originate? All these questions are a challenge for interdisciplinary and transdisciplinary investigations, for philosophers, physicists, cosmologists, mathematicians, theologians. The new insights gained by pursuing in depth these common investigations will shape the society we live in and have important consequences on the future we are creating.

  8. Minister Peng answers correspondents' questions.

    PubMed

    1991-02-01

    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

  9. Questions to Ask My Healthcare Team

    MedlinePLUS

    ... Clinical Trials New Directions in Lung Cancer Side Effect Management Questions to Ask My Healthcare Team Support & Resources ... Clinical Trials New Directions in Lung Cancer Side Effect Management Questions to Ask My Healthcare Team Support & Resources ...

  10. 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 ...

  11. Gallery Walk Questions about the Solar System

    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 solar system. The questions are organized according to the ...

  12. 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...

  13. Indexing Low Frequency Information for Question Answering

    E-print Network

    Kosseim, Leila

    system over questions formulated by proxy users. To test the influence of the IR component in the context to capitalize on the redundancy of the Web and bypass the document collection for answering a question (e

  14. 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 ...

  15. Are Nanobacteria Alive: Sample Socratic Questions

    NSDL National Science Digital Library

    By Monica Bruckner, Montana State University, Bozeman (based on MLER website:Nanobes and Nanobacteria).

    This example Socratic questioning page provides an outline for leading a classroom discussion regarding whether or not nanobacteria exist. Sample questions, resources for background information, and tips and assessment information are provided.

  16. Gallery Walk Questions about the Ocean

    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 ocean. The questions are organized according to the cognitive ...

  17. Gallery Walk Questions on Map Reading

    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 map reading. The questions are organized according to the cognitive ...

  18. Gallery Walk Questions about the Biosphere

    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 biosphere. The questions are organized according to the cognitive ...

  19. A Web-based Question Answering System

    E-print Network

    Zhang, Dell

    The Web is apparently an ideal source of answers to a large variety of questions, due to the tremendous amount of information available online. This paper describes a Web-based question answering system LAMP, which is ...

  20. On the interpretation of concealed questions

    E-print Network

    Nathan, Lance Edward

    2006-01-01

    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 ...

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

    MedlinePLUS

    ... Questions Frequently Asked Questions 1. What is palliative care and when is it provided? Palliative care is ... Does my child have to be in hospice care to receive palliative care? No, your child does ...

  2. 32 CFR 17.4 - Interlocutory questions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...2010-07-01 false Interlocutory questions. 17.4 Section 17.4 National Defense Department of Defense OFFICE...MILITARY COMMISSIONS ADMINISTRATIVE PROCEDURES § 17.4 Interlocutory questions. (a) Certification...

  3. Questioning Strategies: Implications for Teacher Training.

    ERIC Educational Resources Information Center

    Frager, Alan M.

    Well-known questioning strategies, built on question classification systems, are examined. Types of question classification systems are identified as: "hierarchical," which are sequential and cumulative; "non-hierarchical," which are based on elements which should not be rank ordered; systems which are "context-bound" to specifics; and…

  4. Leading questions and the eyewitness report*1

    Microsoft Academic Search

    Elizabeth F. Loftus

    1975-01-01

    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

  5. Question Moon: An Introduction to the

    E-print Network

    Christian, Eric

    1 Question Moon: An Introduction to the Process of Science Learning Objectives: · Generate a big picture question related to the Moon. · Generate hypotheses related to lunar geology. · Generate a research question related to lunar geology. Overview: In this activity, students step into the shoes

  6. Good Student Questions in Inquiry Learning

    ERIC Educational Resources Information Center

    Lombard, François E.; Schneider, Daniel K.

    2013-01-01

    Acquisition of scientific reasoning is one of the big challenges in education. A popular educational strategy advocated for acquiring deep knowledge is inquiry-based learning, which is driven by emerging "good questions". This study will address the question: "Which design features allow learners to refine questions while preserving…

  7. Formal Verification: All Questions and Some Answers

    E-print Network

    Pnueli, Amir

    , WIS 9.5.99 CS Leading Teachers Course, WIS, 9.5.99 #12; Formal Verification: Questions and Answers A Leading Teachers Course, WIS, 9.5.99 1 #12; Formal Verification: Questions and Answers A. Pnueli Mathematics! CS Leading Teachers Course, WIS, 9.5.99 2 #12; Formal Verification: Questions and Answers A

  8. Better Questions and Answers Equal Success.

    ERIC Educational Resources Information Center

    Swicegood, Philip R.; Parsons, James L.

    1989-01-01

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

  9. Developing Qualitative Research Questions: A Reflective Process

    ERIC Educational Resources Information Center

    Agee, Jane

    2009-01-01

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

  10. Intelligent Question Bank and Examination System

    Microsoft Academic Search

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

    2006-01-01

    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

  11. Improving Comprehension? That's A Good Question.

    ERIC Educational Resources Information Center

    Smith, Charlotte T.

    This paper presents (1) data indicating the need to increase the percentage of higher cognitive questions in the instructional program, based upon research showing that questioning strategies are instrumental in improving comprehension; (2) data indicating that questions currently included in instructional programs are predominantly of the lower…

  12. Some counting questions Math 10120, Spring 2013

    E-print Network

    Galvin, David

    Some counting questions Math 10120, Spring 2013 January 30, 2013 Math 10120 (Spring 2013) Counting (Spring 2013) Counting questions January 30, 2013 2 / 9 #12;Poker hands A poker hand consists (Spring 2013) Counting questions January 30, 2013 3 / 9 #12;Notre Dame Hockey Notre dame hockey has a 26

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

    ERIC Educational Resources Information Center

    Goodwin, Alan

    2003-01-01

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

  14. Answering Student Questions Saurabh W. Jha

    E-print Network

    Glashausser, Charles

    Answering Student Questions Saurabh W. Jha Rutgers DELTA-P Seminar October 16, 2014 1Thursday, October 16, 14 #12;Answering Student Questions Saurabh W. Jha Rutgers DELTA-P Seminar October 16, 2014 2Thursday, October 16, 14 #12;answering students' questions well · helps students learn! · student

  15. The Physics Question of the Week

    NSDL National Science Digital Library

    Berg, Richard E.

    A collection of thought provoking physics questions covering various introductory physics topics from the University of Maryland. The questions can be used in class or like in Maryland as an outreach activity. The archive provide the questions as well as the answers. In most cases, the answers are accompanied with videos of pictures of the activity.

  16. An Edge Question: What Now ?

    NSDL National Science Digital Library

    This feature from the nonprofit Edge Foundation, Inc. (reviewed previously in the July 25, 2000 Scout Report for Social Sciences & Humanities) is an impressive collection of thoughtful words in response to the recent terrorist attacks and ensuing war. The Edge postulated the question, "What now?" to its members with the idea that, as editor John Brockman explains, "within the community is invaluable expertise in many pertinent areas, not to mention the intelligence that the 'Edgies' can bring to the subjects." What separates this forum from many others dealing with recent issues of terrorism is that Brockman asks for "'hard-edge' comments, derived from empirical results or experience specific to the expertise of the contributors," rather than emotional or purely rhetorical responses. Here are a few of the pieces -- some essay length, others only a few sentences -- found here: psychiatrist Richard Rabkin takes a "strategic psychotherapy" approach to dealing with terrorism, science writer and television commentator Margaret Wertheim and archaeologist Timothy Taylor both touch on the corruption of science by weapons development as well as the intermingling of science and religion, and evolutionary scholar Richard Dawkins brings up the tendency to "bend over backwards to see the other point of view and blame ourselves for everything." Take time to peruse this collection of 44,000 words from 55 contributors and you'll be glad you did.

  17. A Tree Kernel approach to Question and Answer Classification Question Answering Systems

    E-print Network

    Moschitti, Alessandro

    A Tree Kernel approach to Question and Answer Classification in Question Answering Systems Alessandro Moschitti and Roberto Basili University of Rome Tor Vergata, Department of Computer Science in Question Answering design is the definition of the models for question focus identification and answer

  18. Any Questions? Automatic Question Detection in Kofi Boakye, Benoit Favre, Dilek Hakkini-Tur

    E-print Network

    Favre, Benoit

    ,favre,dilek}@icsi.berkeley.edu Abstract--In this paper, we describe our efforts toward the automatic detection of English questions of various features for automatic detection of English questions in the meetings domain. For this task weAny Questions? Automatic Question Detection in Meetings Kofi Boakye, Benoit Favre, Dilek Hakkini

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

    E-print Network

    Northern British Columbia, University of

    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

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

    Microsoft Academic Search

    Ariel Rabkin

    2008-01-01

    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

  1. Answering complex, list and context questions with LCC's Question-Answering Server

    E-print Network

    Mihalcea, Rada

    Answering complex, list and context questions with LCC's Question-Answering Server Sanda Harabagiu the architecture of the Question- Answering Server (QAS) developed at the Language Computer Corporation (LCC) and used in the TREC- 10 evaluations. LCC's QAS TM extracts answers for (a) factual questions of vairable

  2. Children's questions: a mechanism for cognitive development.

    PubMed

    Chouinard, Michael M

    2007-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2005-08-01

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

  4. Developing Offline Strategies for Answering Medical Questions

    Microsoft Academic Search

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

    2005-01-01

    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).

  5. Answer Passage Retrieval for Question Answering

    Microsoft Academic Search

    Andres Corrada-Emmanuel; W. Bruce Croft; Vanessa Murdock

    Document or passage retrieval is typically used as the first step in current question answering systems. The accuracy of the answer that is extracted from the passages and the efficiency of the question answering process will depend to some extent on the quality of this initial ranking. We show how language model approaches can be used to improve answer passage

  6. Electricity and Light Pre Lab Questions

    E-print Network

    Yu, Jaehoon

    question is worth 1 point towards the lab grade for the unit. The questions are designed to give you some;Name___________________________ Course #14__ ID#__________________ Section # ____ UNIT 15#__________________ Section # ____ UNIT 16 Electric Fields: 1) What is an electric field? 2) What are the units

  7. Mental Models of Research: Generating Authentic Questions

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. 9/11: Reflections, Memories, and Questions

    ERIC Educational Resources Information Center

    Zingone, Joe

    2011-01-01

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

  9. Question Answering Based on Semantic Graphs

    Microsoft Academic Search

    Lorand Dali; Delia Rusu; Marko Grobelnik

    2009-01-01

    In this paper we present a question answering system supported by semantic graphs. Aside from providing answers to natural language questions, the system offers explanations for these answers via a visual representation of documents, their associated list of facts described by subject - verb - object triplets, and their summaries. The triplets, automatically extracted from the Penn Treebank parse tree

  10. Conscience in Childhood: Old Questions, New Answers

    ERIC Educational Resources Information Center

    Aksan, Nazan; Kochanska, Grazyna

    2005-01-01

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

  11. DICK'S HOUSE Questions and answers to frequently

    E-print Network

    Myers, Lawrence C.

    DICK'S HOUSE FAQ Questions and answers to frequently asked questions at the Geisel School of Medicine Always identify yourself as a Geisel student when you contact Dick's House!! Updated: December 2013 #12;Dick's House FAQ Contents How do I find what I need quickly in this document? 2 Mental Health

  12. The Syntax of Questions in Child English.

    ERIC Educational Resources Information Center

    Radford, Andrew

    1994-01-01

    Provides a contemporary Government-and-Binding reinterpretation and evaluation of Klima and Bellugi's 1966 work on the acquisition of interrogatives. It is argued that wh-questions in Child English involve a wh-pronoun positioned in the head complementizer position within the Complementizer Phrase (CP) and that children learn that wh-questions

  13. Good Questions for Sound Decision Making.

    ERIC Educational Resources Information Center

    Boyle, Thomas P.

    1995-01-01

    Argues that good budgets flow from good planning, and that good planning requires a careful process that asks the right questions. Looks at the need for planning, the importance of vision, the role of values, campus environment, hierarchies, the economic context, and unforeseen events. Advocates asking good questions using good information. (RJM)

  14. Statistics Test Questions: Content and Trends

    ERIC Educational Resources Information Center

    Salcedo, Audy

    2014-01-01

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

  15. Concealed Questions. In Search of Answers

    ERIC Educational Resources Information Center

    Frana, Ilaria

    2010-01-01

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

  16. Fixed-Response Questions with a Difference.

    ERIC Educational Resources Information Center

    Johnstone, Alex H.; Ambusaidi, Abdullah

    2002-01-01

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

  17. Lexical validation of answers in Question Answering

    E-print Network

    Ligozat, Anne-Laure

    Lexical validation of answers in Question Answering Anne-Laure Ligozat, Brigitte Grau, Anne Vilnat answering (QA) aims at retrieving precise in- formation from a large collection of documents, typically, it is impor- tant to evaluate question answering systems. The objective of an Answer Validation task

  18. Answers to Questions in Class Andrew Binder

    E-print Network

    Weinberger, Hans

    Answers to Questions in Class Andrew Binder March 8, 2012 This page contains the answers only to the questions I wrote on the board in class today. There may be typos in this answer sheet, so if your answer stated in class that the phase angle for the last problem is /8. The answer should be /4, and you can

  19. Patterns and Punctuation: Learning to Question Language

    ERIC Educational Resources Information Center

    Schlessman, Elizabeth

    2011-01-01

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

  20. Revisiting Examination Questions in Tertiary Academic Writing.

    ERIC Educational Resources Information Center

    Lewis, Marilyn; Starks, Donna

    1997-01-01

    Evaluates Horowitz's (1989) test question categories in a different context from his North American study. Examines questions from two tertiary institutions in New Zealand and compares differences between New Zealand and American institutions. Results suggest that assessment workshops within an institution may be useful for standardizing…

  1. From Asking to Answering: Making Questions Explicit

    ERIC Educational Resources Information Center

    Washington, Gene

    2006-01-01

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

  2. Can Teacher Questions Be "Too" Open?

    ERIC Educational Resources Information Center

    Parks, Amy Noelle

    2009-01-01

    Many educators recommend using open-ended questions to encourage students to share their thinking. However, inexplicit open-ended questions can make it difficult for students to determine the teacher's intentions and to participate confidently in mathematical conversations. This article describes strategies teachers can use to make the language of…

  3. Teaching with Cases: Learning to Question.

    ERIC Educational Resources Information Center

    Boehrer, John; Linsky, Marty

    1990-01-01

    This chapter discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for case discussion, including the role of questions, and new directions for case teaching. (MLW)

  4. Questioning Skills Facilitate Online Synchronous Discussions

    ERIC Educational Resources Information Center

    Wang, C.-H.

    2005-01-01

    The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple…

  5. The Right Questions, the Right Way

    ERIC Educational Resources Information Center

    Wiliam, Dylan

    2014-01-01

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

  6. Question Answering from FrequentlyAsked Question Files: Experiences with the FAQ Finder System

    E-print Network

    Burke, Robin

    Question Answering from Frequently­Asked Question Files: Experiences with the FAQ Finder System, Noriko Tomuro, & Scott Schoenberg School of Computer Science, DePaul University 243 S. Wabash, Chicago -- not for citation Abstract This paper describes FAQ Finder, a natural language question­answering system that uses

  7. BioGrapher: Biography Questions as a Restricted Domain Question Answering Task

    E-print Network

    de Rijke, Maarten

    University of Amsterdam simaan@science.uva.nl Abstract We address Question Answering (QA) for biograph- icalBioGrapher: Biography Questions as a Restricted Domain Question Answering Task Oren Tsur Text University of Amsterdam mdr@science.uva.nl Khalil Sima'an Institute for Logic, Language and Computation

  8. Bernard Jacquemin, A derivational rephrasing experiment for question answering A derivational rephrasing experiment for question answering

    E-print Network

    Paris-Sud XI, Université de

    Bernard Jacquemin, A derivational rephrasing experiment for question answering A derivational rephrasing experiment for question answering Bernard Jacquemin Université de Haute Alace / CREM EA3476 10 rue, preserving the initial meaning; its impact on the re- sults coping with a real issue, ie a question answering

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

    E-print Network

    Heller, Barbara

    Questions for IIT ­ Waste Diversion RFP 1 Question: What are the recycling/waste goals of IIT? Answer: Our formal goal is to reduce waste per person by 75% by 2020. For calendar year 2014, our interim goal is to achieve a 60% recycling rate by year-end. Question: Does IIT want a single stream recycling

  10. 2-4-2011 PQ Roster — 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 Community Dialog US Workshops Questions from Workshops Questions Submitted Online Pose a Question Workshops 10-9-2010 PQ

  11. STAT 100, Section 1 Sample final exam questions, Chpt. 2225 Fall, 2005 The following questions are similar to the types of questions you will see on the final

    E-print Network

    Hunter, David

    STAT 100, Section 1 Sample final exam questions, Chpt. 22­25 Fall, 2005 The following questions for some of these sample questions, a calculator will not be needed for the final exam. Question 1 (B) .975 (C) .025 (D) .95 Question 8. If the sample size is large enough, almost any null hypothesis

  12. The Effect of Question Order on Responses to Multiple-choice Questions

    NSDL National Science Digital Library

    Gray, Kara

    This paper, presented at the 2002 Physics Education Research Conference, investigates how the order of two related FCI questions (#13 and 14) affects students' responses. This study also investigates the effect an unrelated FCI question (#23) has on answers to the above problems. Four versions of a survey were administered before and after instruction to 243 students taking an algebra-based physics class. Versions 1 and 2 of the survey included the related physics questions in opposite order. Versions 3 and 4 included the unrelated physics question and one of the above questions. Student responses for the four versions were compared for both the pre- and post-instruction surveys.

  13. Response to Questions on Presentation to NAS

    SciTech Connect

    Meier, W R

    2011-03-17

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

  14. 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 ...

  15. The Big Questions For Biodiversity Informatics

    E-print Network

    Peterson, A. Townsend; Knapp, Sandra; Guralnick, Robert P.; Soberó n, Jorge; Holder, Mark T.

    2010-01-01

    of biodiversity information. This emerging field of biodiversity informatics has been growing quickly, but without overarching scientific questions to guide its development; the result has been developments that have no connection to genuine insight and forward...

  16. Alcohol and Public Health: Frequently Asked Questions

    MedlinePLUS

    ... CDC Cancel Submit Search The CDC Alcohol and Public Health Note: Javascript is disabled or is not supported ... please visit this page: About CDC.gov . Alcohol & Public Health Frequently Asked Questions (FAQs) Fact Sheets Age 21 ...

  17. ANNUAL REPORT 20112012 ASKING BETTER QUESTIONS

    E-print Network

    Bhunia, Swarup

    spacecraft without using toxic propellants--even ways to solve some of life's everyday annoyances like design?" from "How do you design for the real world?" Better questions lead not just to innovations . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 08 Health.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 12 Design

  18. Sending diagnostic samples: your questions answered

    Microsoft Academic Search

    Sue Cade

    2010-01-01

    Diagnostic veterinary laboratories are regularly asked exactly how samples should be packaged and sent to them. In this article, Sue Cade answers the most commonly asked questions and explains the rules behind sample transportation.

  19. 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.

  20. The Geomagnetic Field: Frequently Asked Questions

    NSDL National Science Digital Library

    This is a group of frequently asked questions and answers about Earth's magnetic field and poles, the magnetic compass, magnetic reversals, and geomagnetic models. Links to maps and illustrations are embedded in the text.

  1. Current questions on space and time encoding.

    PubMed

    Hasselmo, Michael E; Stern, Chantal E

    2015-06-01

    The Nobel Prize in Physiology or Medicine 2014 celebrated the groundbreaking findings on place cells and grid cells by John O'Keefe and May-Britt Moser and Edvard Moser. These findings provided an essential foothold for understanding the cognitive encoding of space and time in episodic memory function. This foothold provides a closer view of a broad new world of important research questions raised by the phenomena of place cells and grid cells. These questions concern the mechanisms of generation of place and grid cell firing, including sensory influences, circuit dynamics and intrinsic properties. Similar questions concern the generation of time cells. In addition, questions concern the functional role of place cells, grid cells and time cells in mediating goal-directed behavior and episodic memory function. © 2015 Wiley Periodicals, Inc. PMID:25786389

  2. Laboratory Testing for Anthrax: Frequently Asked Questions

    MedlinePLUS

    ... Questions Which laboratories can test specimens for the bacteria that cause anthrax? Laboratories that are a part ... patient specimens for Bacillus anthracis , the type of bacteria that causes anthrax. LRN labs are strategically located ...

  3. Lymphatic Filariasis: Frequently Asked Questions (FAQs)

    MedlinePLUS

    ... message, please visit this page: About CDC.gov . Parasites - Lymphatic Filariasis Parasites Home Share Compartir Frequently Asked Questions (FAQs) On ... develop clinical symptoms, despite the fact that the parasite damages the lymph system. A small percentage of ...

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

    ERIC Educational Resources Information Center

    Gibbon, Alan

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

  5. Frequently Asked Questions about Genetic Disorders

    MedlinePLUS

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

  6. Frequently Asked Questions about Genetic Counseling

    MedlinePLUS

    ... used on this page Frequently Asked Questions About Genetic Counseling What are genetic professionals and what do ... see a geneticist or other specialist? What are genetic professionals and what do they do? Genetics professionals ...

  7. Frequently Asked Questions on Ebola Virus Disease

    MedlinePLUS

    ... Response Network Biorisk Reduction Frequently asked questions on Ebola virus disease May 2015 FAQs from August 2014 ... based on recent evidence. For more information on Ebola virus disease Fact sheet on Ebola virus disease ...

  8. Questions and Answers: Apple Juice and Arsenic

    MedlinePLUS

    ... Home Food Resources for You Consumers Questions & Answers: Apple Juice and Arsenic July 15, 2013 What is ... MMA), may also be a health concern. Are apple and other fruit juices safe to drink? The ...

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

    PubMed Central

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

    2014-01-01

    With the blooming of Web 2.0, Community Question Answering (CQA) services such as Yahoo! Answers (http://answers.yahoo.com), WikiAnswer (http://wiki.answers.com), and Baidu Zhidao (http://zhidao.baidu.com), etc., have emerged as alternatives for knowledge and information acquisition. Over time, a large number of question and answer (Q&A) pairs with high quality devoted by human intelligence have been accumulated as a comprehensive knowledge base. Unlike the search engines, which return long lists of results, searching in the CQA services can obtain the correct answers to the question queries by automatically finding similar questions that have already been answered by other users. Hence, it greatly improves the efficiency of the online information retrieval. However, given a question query, finding the similar and well-answered questions is a non-trivial task. The main challenge is the word mismatch between question query (query) and candidate question for retrieval (question). To investigate this problem, in this study, we capture the word semantic similarity between query and question by introducing the topic modeling approach. We then propose an unsupervised machine-learning approach to finding similar questions on CQA Q&A archives. The experimental results show that our proposed approach significantly outperforms the state-of-the-art methods. PMID:24595052

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

    PubMed

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

    2014-01-01

    With the blooming of Web 2.0, Community Question Answering (CQA) services such as Yahoo! Answers (http://answers.yahoo.com), WikiAnswer (http://wiki.answers.com), and Baidu Zhidao (http://zhidao.baidu.com), etc., have emerged as alternatives for knowledge and information acquisition. Over time, a large number of question and answer (Q&A) pairs with high quality devoted by human intelligence have been accumulated as a comprehensive knowledge base. Unlike the search engines, which return long lists of results, searching in the CQA services can obtain the correct answers to the question queries by automatically finding similar questions that have already been answered by other users. Hence, it greatly improves the efficiency of the online information retrieval. However, given a question query, finding the similar and well-answered questions is a non-trivial task. The main challenge is the word mismatch between question query (query) and candidate question for retrieval (question). To investigate this problem, in this study, we capture the word semantic similarity between query and question by introducing the topic modeling approach. We then propose an unsupervised machine-learning approach to finding similar questions on CQA Q&A archives. The experimental results show that our proposed approach significantly outperforms the state-of-the-art methods. PMID:24595052

  11. Magweth Pengolodh: The Question of Pengolod 

    E-print Network

    Tyellas

    2005-01-01

    Magweth Pengolodh Page 1 Magweth Pengolodh HŤI The Question of Pengolod A Fanfiction Novel for Silmarillion & “History of Middle?Earth” Fans By Tyellas Pausing in Númenor en route to Elvenhome, the elvish loremaster Pengolod decides to... tarry for a time. In the company of both humble Goodman and scions of the Line of Elros, he recalls his past in Middle?Earth, and seeks to answer a question regarding Arda Marred. Contents Prologue...

  12. 6.SP.1 Identifying Statistical Questions

    NSDL National Science Digital Library

    This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the following are statistical questions? (A statistical question is one that can be answered by collecting data and where there will be variab...

  13. Do clinicians use more question marks?

    PubMed Central

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

    2015-01-01

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

  14. From Question Answering to Visual Exploration

    SciTech Connect

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

    2006-08-11

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

  15. In Praise of Questions: Elevating the Role of Questions for Inquiry in Secondary School Science

    NSDL National Science Digital Library

    Catherine Milne

    2008-01-01

    If scientific inquiry is to be part of the focus in secondary school science, teachers must develop learning situations in which question posing is essential and they must help students learn how to pose scientifically oriented questions. In focusing on questions, teachers and students both play an important role the classroom. Teachers provide rich inquiry-based opportunities for students, while students engage in exploring the phenomena they encounter in class.

  16. Ian Hinchliffe Answers Your Higgs Boson Questions

    ScienceCinema

    Hinchliffe, Ian

    2013-05-29

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

  17. Ian Hinchliffe Answers Your Higgs Boson Questions

    SciTech Connect

    Hinchliffe, Ian

    2012-01-01

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

  18. Open questions in lipid droplet biology.

    PubMed

    Ohsaki, Yuki; Suzuki, Michitaka; Fujimoto, Toyoshi

    2014-01-16

    Lipid droplets (LDs) have been the focus of intense research for the past decade because of their active engagement in lipid metabolism and relationship with diseases. In contrast to other intracellular organelles, LDs are composed of a mass of hydrophobic lipid esters that is covered with a phospholipid monolayer. The unique architecture makes the LD a formidable object to study by the methods available today, and many fundamental questions remain unanswered. This review focuses on some of those questions, such as how LDs form and grow, how proteins move to and from LDs, and how LDs are related to protein degradation; we will also discuss what is not known about LDs. We think that small LDs that have thus far eluded analysis are the key to resolving many of the above-mentioned questions. PMID:24239006

  19. Questions and Physical Reality -Simple Philosophical considerations-

    E-print Network

    Michele Caponigro; Helen Lynn

    2006-08-01

    We argue, through some philosophical considerations, on (i)dependent or (ii) an independent existence of physical reality underlying quantum states. According these simple considerations, we conclude that is impossible to have a clear independent existence of physical reality, we need to search the reasons in the relationship between our questions (the observers) and the consequent answers (always estimated by the same observers). Finally, we infer that every theory is affected by our "questions", so we cannot speak about an unconditional and independent theory underlying physical reality. Plan of the paper. The existence of physical reality underlying quantum states: (i) it before bit,(ii)it without bit,(iii)it from bit.

  20. Why "Who Is the Client?" Is the Wrong Ethical Question

    ERIC Educational Resources Information Center

    Fisher, Mary Alice

    2014-01-01

    The familiar question "Who is the client?" elicits a singular answer. This may be appropriate as a clinical question, and it is sometimes necessary as a legal question or reimbursement question, but on ethical questions, the National Association of School Psychologists Ethics Code requires school psychologists to "think plural"…

  1. STAT 100, Section 4 Sample Final Exam Questions, Part 2 Fall 2012 The following questions are similar to the types of questions you will see on the final

    E-print Network

    Hunter, David

    STAT 100, Section 4 Sample Final Exam Questions, Part 2 Fall 2012 The following questions. On this sample exam, some of the choices may require a calculator. Question 61. It is known. Question 67. To obtain a margin of error of 1% we need a sample of size: (A) 1,000 (B) 100,000 (C) 10

  2. A Questioning Environment for Scaffolding Learners' Questioning Engagement with Academic Text: A University Case Study

    ERIC Educational Resources Information Center

    Hardman, J.; Ng'ambi, D.

    2003-01-01

    Access to the textual world of academia requires that learners are familiar with the critical open-ended questioning stance demanded by textuality. Anecdotal evidence suggests that learners registered for the Bachelor of Education Honours degree are unable to generate appropriate questions to interrogate academic text, impacting on their ability…

  3. Questions in Cuban and CaribbeanQuestions in Cuban and Caribbean Archaeology:Archaeology

    E-print Network

    Martin, Jeff

    Questions in Cuban and CaribbeanQuestions in Cuban and Caribbean Archaeology:Archaeology: Across was not only the biggest language in the Caribbean, but was also used as lingua franca throughout the region evidence about their language, only place names · Theory: the only non-Arawak language in the Caribbean Sea

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  5. The Importance of Questioning & Questions for Consideration in Programming for Intercultural Language Learning

    ERIC Educational Resources Information Center

    Morgan, Anne-Marie

    2008-01-01

    The significance of questioning in intercultural language learning was highlighted during Phase 1 of the project as project team members worked with teachers preparing units of work and long-term programs. This paper explores the types of questions asked by team members to elicit teachers' thinking regarding students' learning and teachers' roles…

  6. Meiosis Study Questions General Biology 2

    E-print Network

    Prestwich, Ken

    Meiosis Study Questions General Biology 2 1. Does meiosis generate new alleles? Explain. 2. What are the two main functional outcomes of meiosis in terms of the genetics of the final daughter cells? 3. What are the two mechanisms whereby meiosis creates genetic groupings that were different from those inherited from

  7. New Busch Building Frequently Asked Questions Requirements

    E-print Network

    New Busch Building Frequently Asked Questions Requirements: What are the requirements for living in this new building? o General Residents Must be in one of the following Schools: Arts and Sciences position but still wish to live in the building as a general resident if not chosen for a leadership

  8. Student Learning Commons Questions & Answers for Faculty

    E-print Network

    Student Learning Commons Questions & Answers for Faculty What is the SFU Student Learning Commons with academic writing, studying and learning strategies, English language support, and works closely lectures, or developing more effective studying strategies. Can faculty send students to the SLC? Faculty

  9. Theory of laminated turbulence: open questions

    E-print Network

    E. Kartashova

    2006-11-17

    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.

  10. Creating with the 4 Essential Questions

    ERIC Educational Resources Information Center

    Coy, Mary

    2009-01-01

    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…

  11. Extracting Simplified Statements for Factual Question Generation

    E-print Network

    Eskenazi, Maxine

    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

  12. Ask the Experts: March 2005 - Question #1

    NSDL National Science Digital Library

    2005-03-01

    Have you ever wondered what would be considered a native species in a place such as Hawaii? It seems like everything that exists there was introduced to the Aloha State because nothing live came up without the lava from the ocean waters when the islands formed... Discover the answer to this thought-provoking question in this month's, "Ask the Experts" column.

  13. The AP Descriptive Chemistry Question: Student Errors

    ERIC Educational Resources Information Center

    Crippen, Kent; Brooks, David W.

    2005-01-01

    For over a decade, the authors have been involved in a design theory experiment providing software for high school students preparing for the descriptive question on the Advanced Placement (AP) chemistry examination. Since 1997, the software has been available as a Web site offering repeatable practice. This study describes a 4-year project during…

  14. Modular Towers Construction and Diophantine Questions

    E-print Network

    Fried, Michael

    Modular Towers Construction and Diophantine Questions Pierre D`ebes Abstract. Modular towers|). The tower of modular curves X1 (pn ) (n>0) is the original example: the group G is then the dihedral group Dp. There are diophantine conjectures on modular towers, inspired by modular curves: the spirit

  15. On a question of Cooper and Kennedy

    E-print Network

    Prodinger, Helmut

    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

  16. 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.

  17. Job Interview: Disability-Related Questions

    E-print Network

    Sheridan, Jennifer

    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

  18. Overview, Hard Problems, and Open Questions

    E-print Network

    Spirtes, Peter

    observations: ­ Big stuff is made of lots of little stuff, and features of big stuff are aggregates of features of little stuff · There are regularities among features of little stuff ­ When we manipulate features of big stuff we are manipulating many features of little stuff #12;Large-scale from Small-scale · Two questions

  19. Adaptive Question Asking for Population Health Monitoring

    Microsoft Academic Search

    Barry Sanders; Richard Berlin; Bruce Schatz

    How can population health monitoring be implemented by national information infrastructure? Internet information portals touch millions of persons daily. To manage chronic illness, health must be measured at sufficient resolution to account for all lifestyle factors. Quality of life questionnaires could scale to the volume, if computer administered, but not to the resolution. The missing technology is adaptive question asking,

  20. Learning How to Ask Research Questions

    ERIC Educational Resources Information Center

    Musante, Susan

    2010-01-01

    Collaborative research is a demanding endeavor, and for a group of undergraduate students tasked with identifying their own interdisciplinary research problem, the challenges are even greater. "It was scary--we didn't know what to ask the professors, and we couldn't decide on a research question," says Miran Park, a student at the University of…

  1. Why Would Someone Make Questionable Methodological Judgments?

    ERIC Educational Resources Information Center

    Howard, George S.

    1994-01-01

    Responds to article by Horan, Hanish, Keen, Saberi, and Hird (1993) criticizing Howard and Curtin's (1993) study of productivity and impact in counseling psychology and offering different version of productivity study. Contends that Horan et al.'s questioning of Howard and Curtin's methodological decisions is unfounded and at variance with facts…

  2. Curriculum Issues: Using Questions to Elevate Thinking

    ERIC Educational Resources Information Center

    VanTassel-Baska, Joyce

    2012-01-01

    Instructional strategies have always been underestimated for their role in enhancing gifted student learning. The use of deliberate questions is a critical strategy for getting gifted students to learn about their world in more complex and in-depth ways. It provides multiple pathways for challenging the gifted through their content learning. It…

  3. The Theatre Production Course: Questions and Considerations.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Curriculum Development.

    Prepared as an aid to implementing a theatre production course for grades 9 through 12, this guide is designed to enable students who are participating in play production activities to receive recognition and academic credit for their many hours of creative and educational endeavor. The first portion of the guide answers questions frequently asked…

  4. Synthesis of Research on Teachers' Questioning.

    ERIC Educational Resources Information Center

    Gall, Meredith

    1984-01-01

    Reseach on use of questioning in classroom teaching reveals that recitation is a poor method, but teachers use it anyway because it is effective in teaching curriculum that is largely textbook based. Teacher educators may be advised to help teachers learn to use recitation well. (MD)

  5. Sample Exam Questions University of Waterloo

    E-print Network

    Waterloo, University of

    . You should use this as a guide to the "relevance" of the various questions to the course material catching fish with all 8 arms out of a passing school of fish. 1 #12;2 CS488/688 Introduction to Computer

  6. Questions of Intimacy: Rethinking Population Education.

    ERIC Educational Resources Information Center

    King, Linda, Ed.

    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);…

  7. Increasing Deception Detection Accuracy with Strategic Questioning

    ERIC Educational Resources Information Center

    Levine, Timothy R.; Shaw, Allison; Shulman, Hillary C.

    2010-01-01

    One explanation for the finding of slightly above-chance accuracy in detecting deception experiments is limited variance in sender transparency. The current study sought to increase accuracy by increasing variance in sender transparency with strategic interrogative questioning. Participants (total N = 128) observed cheaters and noncheaters who…

  8. Children answered 24 questions in 3 sections

    E-print Network

    Haase, Markus

    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

  9. Questions on uncertainties in parton distributions

    Microsoft Academic Search

    R. S. Thorne; H Böttcher; A. M. Cooper-Sarkar; B. Reisert; V Shekelyan; W. J. Stirling; D. R. Stump; A. Vogt

    2002-01-01

    A discussion is presented of the manner in which uncertainties in parton distributions and related quantities are determined. One of the central problems is the criteria used to judge what variation of the parameters describing a set of partons is acceptable within the context of a global fit. Various ways of addressing this question are outlined.(From the workshop ‘Advanced Statistical

  10. Text Dependent Questions and the CCSS

    ERIC Educational Resources Information Center

    Aspen Institute, 2012

    2012-01-01

    An effective text dependent question first and foremost embraces the key principle of close reading embedded in the Common Core State Standards (CCSS) Anchor Reading Standards by asking students to provide evidence from complex text and draw inferences based on what the text explicitly says (Standards 1 and 10). A close look at the intervening…

  11. Comprehensive Written Exams: Questions and Answers.

    ERIC Educational Resources Information Center

    Hardy, Janice Valerye

    This document contains four papers that are answers to comprehensive examination questions of a doctoral student in instructional technology. The first paper, "Federal Support and Funding of School Library Media Programs into the 21st Century," includes sections on why federal support and funding are needed, how school library media programs…

  12. Forthcoming, Policy Sciences Ask a Simple Question

    E-print Network

    Sadeh, Norman M.

    scientist of the last millennium, died on February 9, 2001, aged 84. Simon's lifelong obsession was to understand how humans make decisions and solve problems. The obsession was triggered by a policy question posed to him at the age of 19 about allocation behavior in a municipal government. This obsession

  13. Memorial Consequences of Answering SAT II Questions

    ERIC Educational Resources Information Center

    Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III

    2009-01-01

    Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting…

  14. Common Questions Why should I soil test?

    E-print Network

    Isaacs, Rufus

    Common Questions Why should I soil test? Soil testing is an important diagnostic tool to evaluate nutrient imbalances and understand plant growth. The most important reason to soil test is to have a basis for intelligent application of fertilizer and lime. Testing also allows for growers and homeowners to maintain

  15. Insistent Questions in Our Learning Age

    ERIC Educational Resources Information Center

    Sheppard, Beverly

    2010-01-01

    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…

  16. Business Education: Addressing the "What" Question

    ERIC Educational Resources Information Center

    Almoharby, Darwish

    2008-01-01

    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…

  17. Vocation Project Interview Questions--Support Document

    ERIC Educational Resources Information Center

    Wheelahan, Leesa; Leahy, Mary; Fredman, Nick; Moodie, Gavin; Arkoudis, Sophie; Bexley, Emmaline

    2012-01-01

    This document was produced by the authors based on their research for the report "Missing Links: The Fragmented Relation between Tertiary Education and Jobs. It is an added resource for further information. It contains interview questions for: (1) graduates; (2) learning advisors; (3) managers; (4) pathways officers; (5) students; and (6)…

  18. Questions & Answers about...Marfan Syndrome.

    ERIC Educational Resources Information Center

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

    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…

  19. Why-Questions : 87 SYLVALN BROMBERGER

    E-print Network

    Fitelson, Branden

    else can be discovered and judged. This inspiration gave me then a very rare joy which was, of course exposed to air.' We will not be concerned with every sort of why-question. We will ignore why, we will reserve the term answer to refer to what is conveyed by the sentence at p abstracted from

  20. On Claims That Answer the Wrong Questions

    Microsoft Academic Search

    James G. Greeno

    1997-01-01

    Anderson, Reder, and Simon (1996) contested four propositions that they incorrectly called “claims of situated learning.” This response argues that the important differences between situative and cognitive perspectives are not addressed by discussion of these imputed claims. Instead, there are significant differences in the framing assumptions of the two perspectives. I clarify these differences by inferring questions to which Anderson

  1. SUPPLEMENTAL APPLICATION PLEASE ANSWER THE FOLLOWING QUESTIONS

    E-print Network

    Glasser, Adrian

    SUPPLEMENTAL APPLICATION PLEASE ANSWER THE FOLLOWING QUESTIONS a. If you have ever applied to UHCO? Applicant Full Name: OptomCas ID#: RESIDENCY Yes No 1. Are you a Texas Resident? 2. If you answered "No" What is your State of Residency? 3. If you answered "Yes" to Q1, On whom are you basing your claim

  2. Memorial consequences of answering SAT II questions.

    PubMed

    Marsh, Elizabeth J; Agarwal, Pooja K; Roediger, Henry L

    2009-03-01

    Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting incorrect alternatives on multiple-choice tests and then believing they were correct (Roediger & Marsh, 2005). In the current experiments, undergraduates and high school students answered multiple-choice questions retired from SAT II tests (that are no longer in the testing pool) on biology, chemistry, U.S. history, and world history, and later answered cued-recall questions about these subjects. In 3 experiments, we observed positive testing effects: More final cued-recall questions were answered correctly if the items had appeared on the initial multiple-choice test. We also sometimes observed negative testing effects: intrusions of multiple-choice distractors as answers on the final cued-recall test. Students who scored well on the initial test benefited from taking the test, but lower achieving students showed either less benefit (undergraduates) or costs from the testing (high school students). PMID:19309212

  3. Frequently Asked Questions about Today's Cryptography

    NSDL National Science Digital Library

    Many common questions about cryptography are answered in this May 2000 handbook by RSA Security, Inc. The contents include a basic introduction to cryptography, tools, applications, problems, cryptoanalysis, techniques, real world uses of cryptography, and legal issues. There is also some discussion of mathematical concepts involved and suggestions for further reading.

  4. Suicide in America Frequently asked questions

    E-print Network

    Baker, Chris I.

    adults? Older adults are at risk for suicide, too. In fact, white males age 85 and older consistentlySuicide in America Frequently asked questions National Institute of Mental Health U.S. DeparTMeNT of HealTH aND HUMaN ServIceS National Institutes of Health #12;· · · · · · · · Suicide

  5. Questions and Answers about CD ROM.

    ERIC Educational Resources Information Center

    Kuhn, Carolyn

    1987-01-01

    Question and answer column about the CD ROM medium discusses: (1) optical storage devices available; (2) language teaching applications; (3) types of courseware available; (4) costs to hook up a CD ROM drive as a peripheral to an existing system; (5) how to go about developing and mastering a disk; and (6) mastering and replication costs.…

  6. Thinking through Quality Questioning: Deepening Student Engagement

    ERIC Educational Resources Information Center

    Walsh, Jackie Acree; Sattes, Beth Dankert

    2011-01-01

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

  7. The Big Questions of Public Administration Education.

    ERIC Educational Resources Information Center

    Denhardt, Robert B.

    2001-01-01

    Identifies four questions related to public administration education: (1) do we seek to educate students with respect to theory or practice? (2) do we prepare students for first jobs or later jobs? (3) what are appropriate delivery systems? and (4) what personal commitments do we make as public administrators? (Contains 48 references.) (JOW)

  8. Six questions about translational due diligence.

    PubMed

    Selinger, Evan

    2010-04-28

    To maintain stable respect and support, translational research must be guided by appropriate ethical, social, legal, and political concerns and carry out culturally competent practices. Considering six key questions concerning due diligence will enable the translational research community to examine critically how it approaches these endeavors. PMID:20427818

  9. EECS Town Hall Agenda Most popular questions

    E-print Network

    California at Irvine, University of

    EECS Town Hall Agenda Most popular questions: · - "How are faculty encouraged to be good advisers at this town hall and make sure that this is not just another report on shelf? - Faculty usually get feedback from graduate students through student administered quizzes. This is the first town hall in 10 years

  10. Benedict Arnold: A Question of Honor.

    ERIC Educational Resources Information Center

    Nicolosi, Annie; O'Connell, Libby Haight; Rust, Mead

    2003-01-01

    The spring 2003 The Idea Book for Educators highlights television programming from the Arts and Entertainment Network (A&E), the History Channel, and the Biography Channel, with a focus on an A&E original movie premiere, "Benedict Arnold: A Question of Honor." The booklet contains the following materials: "A&E Study Guide: Benedict Arnold: A…

  11. Treatment of Anthrax Disease Frequently Asked Questions

    SciTech Connect

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

    2010-05-14

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

  12. Epistemology: Five Questions Joseph Y. Halpern

    E-print Network

    Halpern, Joseph Y.

    Epistemology: Five Questions Joseph Y. Halpern Professor Computer Science Dept. Cornell Unversity Ithaca, NY http://www.cs.cornell.edu/home/halpern 1. Why were you initially drawn to epistemology (and what keeps you in- terested)? I was initially drawn to epistemology because I enjoyed looking

  13. 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.

  14. Pew Research Center Global Attitudes Project Question Database

    NSDL National Science Digital Library

    Pew Research Center

    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.

  15. Exam Question Exchange: A Popular Approach to Reaction Kinetics.

    ERIC Educational Resources Information Center

    Collins, Michael P. S.; Alexander, John J., Ed.

    1979-01-01

    Presents an undergraduate physical chemistry question and its acceptable solution. This question, presented to share exam questions with other teachers, shows the analogy between molecular kinetics and population dynamics. (HM)

  16. 10 CFR 709.12 - Defining polygraph examination questions.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ...2012-01-01 false Defining polygraph examination questions. 709...Security § 709.12 Defining polygraph examination questions. The examiner...determines the exact wording of the polygraph questions based on the...

  17. 10 CFR 709.12 - Defining polygraph examination questions.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ...2013-01-01 false Defining polygraph examination questions. 709...Security § 709.12 Defining polygraph examination questions. The examiner...determines the exact wording of the polygraph questions based on the...

  18. 10 CFR 709.12 - Defining polygraph examination questions.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ...2014-01-01 false Defining polygraph examination questions. 709...Security § 709.12 Defining polygraph examination questions. The examiner...determines the exact wording of the polygraph questions based on the...

  19. Use of social network sites for question and answer behavior

    E-print Network

    Panovich, Katrina (Katrina Marie)

    2011-01-01

    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 ...

  20. 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

  1. Questions to Ask Your Doctor about Treatment Clinical Trials

    MedlinePLUS

    ... been in the trial? Questions about Risks and Benefits What are the possible side effects or risks ... can help answer any questions from my insurance company? Questions about Daily Life How could the trial ...

  2. Proposing Questions for the Upcoming Midterm Exam

    NSDL National Science Digital Library

    Leslie Gertsch

    This in-class exercise is done during the last half of the class meeting prior to a midterm exam (which is held during a class period), to get the students to initiate their own review processes. To begin, a map of the lecture hall is shown, divided into a large number of seating areas (18, in the example used in the attached material). The exact number is not too important, it just needs to be enough to ensure not too much repetition yet sufficient variety among the teams. Each seating area is assigned a particular type of exam question (diagram, matching, ordering, multiple answer, short essay answer, or whatever other question types you use) and a topic that will be on the immediately upcoming midterm exam. The topics are currently taken from the textbook, divided relatively finely but not so finely that there is insufficient material for them to formulate an exam question from the material. Ten minutes is allotted for the students to form groups of 2-3 (more in a team is less productive for individual students), then for each team to review its assigned topic, and to create a reasonable question and answer set in the assigned format. Following this, another 10 minutes is allotted for the teams to evaluate one other team's set and to work out improvements with the originating team, if needed. (This last activity doesn't always happen.) At the end of this stage I collect a copy of the question, the answer, the names of the originators, and the names of the checkers for each Q&A set. I post all the question/answer sets on Blackboard as fast as I can enter them, so they can serve all the students as a review basis for the exam. Depending on my schedule, that can take from 2-6 hours. I try not to correct incorrect answers or other problems, preferring instead to post a warning (see attached examples) urging students to check the answers given. This is not generally successful, as many students merely memorize the list, right or wrong, without apparently checking it.

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

    Microsoft Academic Search

    Nahyun Kwon

    2007-01-01

    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

  4. Essential questions on suicide bereavement and postvention.

    PubMed

    Andriessen, Karl; Krysinska, Karolina

    2012-01-01

    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

  5. Frequently asked questions about global modeling.

    PubMed

    Letellier, Christophe; Aguirre, Luis A; Freitas, U S

    2009-06-01

    When a global model is attempted from experimental data, some preprocessing might be required. Therefore it is only natural to wonder what kind of effects the preprocessing might have on the modeling procedure. This concern is manifested in the form of recurrent frequently asked questions, such as "how does the preprocessing affect the underlying dynamics?" This paper aims at providing answers to important questions related to (i) data interpolation, (ii) data smoothing, (iii) data-estimated derivatives, (iv) model structure selection, and (v) model validation. The answers provided will hopefully remove some of those doubts and one shall be more confident not only on global modeling but also on various data analyses which may be also dependent on data preprocessing. PMID:19566238

  6. Methodological questions in studying consonant acquisition

    PubMed Central

    Edwards, Jan; Beckman, Mary E.

    2009-01-01

    Consonant mastery is one of the most widely used metrics of typical phonological acquisition and of phonological disorder. Two fundamental methodological questions concerning research on consonant acquisition are (1) how to elicit a representative sample of productions and (2) how to analyse this sample once it has been collected. This paper address these two questions by reviewing relevant aspects of experience in evaluating word-initial consonant accuracy from transcriptions of isolated-word productions elicited from 2- and 3-year-olds learning four different first languages representing a telling range of consonant systems (English, Cantonese, Greek, Japanese). It is suggested that both researchers and clinicians should consider a number of different item-related factors, such as phonotactic probability and word length, when constructing word lists to elicit consonant productions from young children. This study also proposes that transcription should be supplemented by acoustic analysis and the perceptual judgements of naďve listeners. PMID:19031192

  7. Analysis of questioned documents: a review.

    PubMed

    Calcerrada, Matías; García-Ruiz, Carmen

    2015-01-01

    During the last years (2000-2014), many publications concerning the forensic analysis of questioned documents have been published, and new techniques and methodologies are nowadays employed to overcome forensic caseworks. This article reviews a comprehensive collection of the works focused on this issue, including dating studies, the analysis of inks from pens and printers, the analysis of paper, the analysis of other samples related to questioned documents and studies on intersecting lines. These sections highlight the most relevant analytical studies by a wide range of analytical techniques. Separation and spectrometric techniques are critically discussed and compared, emphasizing the advantages and disadvantages of each one. Finally, concluding remarks on the research published are included. PMID:25467455

  8. Management of polychlorinated biphenyls (PCBs) questions & answers

    SciTech Connect

    NONE

    1995-11-01

    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.

  9. Toward Question-Asking Machines: The Logic of Questions and the Inquiry Calculus

    NASA Technical Reports Server (NTRS)

    Knuth,Kevin H.

    2005-01-01

    For over a century, the study of logic has focused on the algebra of logical statements. This work, first performed by George Boole, has led to the development of modern computers, and was shown by Richard T. Cox to be the foundation of Bayesian inference. Meanwhile the logic of questions has been much neglected. For our computing machines to be truly intelligent, they need to be able to ask relevant questions. In this paper I will show how the Boolean lattice of logical statements gives rise to the free distributive lattice of questions thus defining their algebra. Furthermore, there exists a quantity analogous to probability, called relevance, which quantifies the degree to which one question answers another. I will show that relevance is not only a natural generalization of information theory, but also forms its foundation.

  10. The Effect of Question Preview in Listening Comprehension Tests.

    ERIC Educational Resources Information Center

    Sherman, Jane

    1997-01-01

    Presents the results of four versions of an English-as-a-Second-Language listening test: one with questions before, one with questions after, one with questions sandwiched between two hearings and one without questions. Subjects completed questionnaires and wrote a free recall. Results from the recall were inconclusive, but in the tests, the…

  11. Document Retrieval in the Context of Question Answering

    E-print Network

    Monz, Christof

    -mail: christof@science.uva.nl URL: www.science.uva.nl/~christof Abstract. Current question answering systems relyDocument Retrieval in the Context of Question Answering Christof Monz Language & Inference's question. A question answering system heavily depends on the effectiveness of a retrieval system

  12. Managing Affect in Learners' Questions in Undergraduate Science

    ERIC Educational Resources Information Center

    Pedrosa-de-Jesus, Helena; Watts, Mike

    2014-01-01

    This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call…

  13. Frequently begged questions and how to answer them [software

    Microsoft Academic Search

    N. Zvegintzov

    1998-01-01

    Typical empirical questions about software and the software business include “How productive are programming teams?”, “What are the industry norms?”, “What are the best practices?”, and “How should I measure the productivity of a programming team?” These, and others like them, are frequently asked questions. I always answer these questions with a question. “What are you trying to decide?” People

  14. Natural Language Question Answering Over Triple Knowledge Bases

    E-print Network

    Sanner, Scott

    for translating questions into queries over the knowledge base. is report describes a question answering systemNatural Language Question Answering Over Triple Knowledge Bases Aaron Defazio Supervisor: Scott answering system built over a triple knowledge base. Typical document retrieval systems and some question

  15. Students Asking Questions in the Middle School Mathematics Classroom

    ERIC Educational Resources Information Center

    Fitzsimmons, Martha

    2011-01-01

    Asking questions is a vital part of student learning. Teachers ask students questions in order to get their minds working and thinking. Students ask questions in order to gain more knowledge or satiate their curiosity. If a student has trouble asking questions in the classroom they might miss an important step and become lost. In a class, such as…

  16. Using Political Cartoons to Improve Your Verbal Questioning

    ERIC Educational Resources Information Center

    Vogler, Kenneth

    2004-01-01

    Researchers have noted that one of the key skills critical to proficient teaching is verbal questioning. With teachers asking about 300 to 400 questions per day and, depending on the type of lesson, as many as 120 questions per hour, it is essential that they be skilled in using verbal questioning. Unfortunately, researchers studying teachers' use…

  17. Implementing Online Question Generation to Foster Reading Comprehension

    ERIC Educational Resources Information Center

    Yeh, Hui-Chin; Lai, Pei-Yi

    2012-01-01

    Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading…

  18. TryEngineering: A Question of Balance

    NSDL National Science Digital Library

    This is a lesson plan that explores the use of weight scales and measurement by manufacturing engineers, developed to help teachers integrate engineering practices in the secondary classroom. Students will work in teams to plan and design a packaging system that generates consistent packages of marbles or paper clips. The driving question of the lesson: How do manufacturing engineers develop systems to create consistent products that are uniform in weight or count? This collection is part of TryEngineering.org, a website maintained by the Institute of Electrical and Electronics Engineers (IEEE).

  19. Science questions for the Magellan continuing mission

    NASA Technical Reports Server (NTRS)

    Saunders, R. S.; Stofan, E. R.

    1992-01-01

    Magellan has completed two mapping cycles around the planet Venus, returning high resolution synthetic aperture images and altimetry data of over 95 percent of the planet's surface. Venus is dominated by low lying volcanic plains with an impact crater population indicating an average surface age of about 500 million years. Highland regions either tend to be characterized by volcanic shield complexes and rifting or by complex ridged terrain. Successful as the primary mission of Magellan has been, significant scientific questions remain to be addressed with imaging and gravity data that will be collected over the next several years.

  20. Prima Facie Questions in Quantum Gravity

    E-print Network

    Isham, C J

    2009-01-01

    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.

  1. Prima Facie Questions in Quantum Gravity

    E-print Network

    C. J. Isham

    1993-10-22

    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.

  2. Nietzsche's Questions Concerning the Will to Truth

    E-print Network

    Jenkins, Scott

    2012-01-01

    , will further confirm the understanding of the will to truth outlined here. Section 2 considers Nietzsche’s remarks on cognition and his best-known discussion of the will to truth (GS 344). Here i show that Nietzsche sees no easy answer to the question Why... there is an element governing belief formation and reten- tion that goes by a number of different names in Nietzsche’s writings, including “intellectual honesty” (A 12), “integrity in matters of the spirit” (A 50), and “intel- lectual conscience” (GS 2; GS 335; GM...

  3. Philosophy 164/264 Paper Topics & Questions --Weeks 910 The following questions pertain to various issues involving scientific explanation.

    E-print Network

    Fitelson, Branden

    , and then answer the each of the following two questions: We have a sample of gas in a cylinder with a movablePhilosophy 164/264 Paper Topics & Questions -- Weeks 9­10 The following questions pertain atmospheres? Would that be a problem for Hempel's D-N model of explanation? [Hint: Consider the question

  4. [5ARI and PSA: open questions.

    PubMed

    Tubaro, Andrea; Puccini, Federica; De Nunzio, Cosimo

    2014-09-23

    No consensus has ever been reached on the predictive value of serum prostate specific antigen(PSA) for the diagnosis of prostate cancer. Limitations of PSA testing in clinical practice have beenoften discussed in the peer-reviewed literature following data derived from clinical trials such as theProstate Cancer Prevention Trial (PCPT) and the Reduction by Dutasteride of Prostate Cancer Events(REDUCE) study that showed a linear rise in the risk of prostate cancer with increasing PSA levels.Benign prostatic hyperplasia is a known confounding factor for the use of PSA as a marker of prostatecancer. Increased prostate volume observed with ageing, urinary retention, acute and chronicinflammatory conditions of the prostate, sexual activity and digital rectal examination may all cause anincrease of PSA values. Both finasteride and dutasteride, 5-alpha reductase inhibitors (5ARI) used inthe treatment of BPH, are known to induce a significant decrease of serum PSA levels close to 50%.The observed change in PSA values following 5ARI treatment has raised questions about the accuracyof PSA testing for the early diagnosis of prostate cancer in patients on finasteride/dutasteride treatment.Careful analysis of data from various clinical trials on pharmacological treatment of LUTS due toBPH suggested that the accuracy of PSA testing is not just maintained but rather increased following5ARI use. Then, the question of PSA accuracy during 5ARI treatment can be considered closed. PMID:25350562

  5. Solving the puzzle of autoimmunity: critical questions

    PubMed Central

    Smilek, Dawn E.

    2015-01-01

    Despite recent advances in delineating the pathogenic mechanisms of autoimmune disease, the puzzle that reveals the true picture of these diverse immunological disorders is yet to be solved. We know that the human leukocyte antigen (HLA) loci as well as many different genetic susceptibility loci with relatively small effect sizes predispose to various autoimmune diseases and that environmental factors are involved in triggering disease. Models for mechanisms of disease become increasingly complex as relationships between components of both the adaptive and innate immune systems are untangled at the molecular level. In this article, we pose some of the important questions about autoimmunity where the answers will advance our understanding of disease pathogenesis and improve the rational design of novel therapies. How is autoimmunity triggered, and what components of the immune response drive the clinical manifestations of disease? What determines whether a genetically predisposed individual will develop an autoimmune disease? Is restoring immune tolerance the secret to finding cures for autoimmune disease? Current research efforts seek answers to these big questions. PMID:25750735

  6. Autoantibodies in systemic sclerosis: unanswered questions.

    PubMed

    Kayser, Cristiane; Fritzler, Marvin J

    2015-01-01

    Systemic sclerosis (SSc) is an autoimmune disease characterized by vascular abnormalities, and cutaneous and visceral fibrosis. Serum autoantibodies directed to multiple intracellular antigens are present in more than 95% of patients and are considered a hallmark of SSc. They are helpful biomarkers for the early diagnosis of SSc and are associated with distinctive clinical manifestations. With the advent of more sensitive, multiplexed immunoassays, new and old questions about the relevance of autoantibodies in SSc are emerging. In this review, we discuss the clinical relevance of autoantibodies in SSc emphasizing the more recently published data. Moreover, we will summarize recent advances regarding the stability of SSc autoantibodies over the course of disease, whether they are mutually exclusive and their potential roles in the disease pathogenesis. PMID:25926833

  7. Automatic Structures — Recent Results and Open Questions

    NASA Astrophysics Data System (ADS)

    Stephan, Frank

    2015-06-01

    Regular languages are languages recognised by finite automata; automatic structures are a generalisation of regular languages where one also uses automatic relations (which are relations recognised by synchronous finite automata) and automatic functions (which are functions whose graph is an automatic relation). Functions and relations first-order definable from other automatic functions and relations are again automatic. Automatic functions coincide with the functions computed by position-faithful one-tape Turing machines in linear time. This survey addresses recent results and open questions on topics related to automatic structures: How difficult is the isomorphism problem for various types of automatic structures? Which groups are automatic? When are automatic groups Abelian or orderable? How can one overcome some of the limitations to represent rings and fields by weakening the automaticity requirements of a structure?

  8. Frequently asked questions about Shape Dynamics

    E-print Network

    H. Gomes; T. Koslowski

    2013-11-30

    Barbour's interpretation of Mach's principle led him to postulate that gravity should be formulated as a dynamical theory of spatial conformal geometry, or in his terminology, "shapes." Recently, it was shown that the dynamics of General Relativity can indeed be formulated as the dynamics of shapes. This new Shape Dynamics theory, unlike earlier proposals by Barbour and his collaborators, implements local spatial conformal invariance as a gauge symmetry that replaces refoliation invariance in General Relativity. It is the purpose of this paper to answer frequent questions about (new) Shape Dynamics, such as its relation to Poincar\\'e invariance, General Relativity, Constant Mean (extrinsic) Curvature gauge, earlier Shape Dynamics, and finally the conformal approach to the initial value problem of General Relativity. Some of these relations can be clarified by considering a simple model: free electrodynamics and its dual shift symmetric formulation. This model also serves as an example where symmetry trading is used for usual gauge theories.

  9. Pulmonary arterial hypertension: a clot in question.

    PubMed

    Patel, Bhavin; Pakala, Aneesh; Aronson, Willard; Magharyous, Hany; Brown, Brent

    2014-07-01

    Pulmonary arterial hypertension (PAH) is a group of disorders characterized by a progressive increase in pulmonary vascular resistance leading to right heart failure and premature death. We present an unusual case of PAH diagnosed initially as Idiopathic PAH (IPAH) after secondary causes were excluded which was successfully managed for a number of years with vasodilators and anticoagulation. Over the months after stopping anticoagulation (because of recurring small bowel hemorrhaging) patient developed progressive findings of right heart failure, which failed to respond to escalating doses of prostacyclin. The patient died and an autopsy revealed the surprising finding of extensive organized central pulmonary artery thrombi as is seen in patients with chronic thromboembolic pulmonary hypertension (CTEPH). We discuss the question of whether these thrombi are generally embolic or develop in situ and recommend that clinicians have a high index of suspicion for central thrombi in patients with IPAH were anticoagulation is contraindicated. PMID:25223151

  10. Developing Questions for Gallery Walk to Engage Higher Order Thinking

    NSDL National Science Digital Library

    This section introduces Bloom's Taxonomy of Educational Objectives as an aid in writing questions for Gallery Walk (Bloom, 1964). Questions using the analysis, synthesis, and evaluation categories seem to work ...

  11. Analyse et transformation des questions mdicales en requtes SPARQL

    E-print Network

    Zweigenbaum, Pierre

    Analyse et transformation des questions médicales en requętes SPARQL Asma Ben Abacha* -- Pierre, Information Extraction, Question Answering CORIA 2012, pp. 111­122, Bordeaux, 21-23 mars 2012 #12;112 Asma Ben

  12. 10 CFR 830.203 - Unreviewed safety question process.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ...Unreviewed safety question process. 830.203 Section...DEPARTMENT OF ENERGY NUCLEAR SAFETY MANAGEMENT Safety Basis Requirements ...Unreviewed safety question process. (a) The contractor...establish, implement, and take actions...

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

    ERIC Educational Resources Information Center

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

    1998-01-01

    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)

  14. 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… ...

  15. 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 ...

  16. Gallery Walk Questions about Energy and Material Cycles

    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 energy and material cycles. The questions are organized according to ...

  17. Questions and Answers about Paget's Disease of Bone

    MedlinePLUS

    ... Disease of Bone Paget's Disease Basics Questions and Answers about Paget's Disease of Bone Related Resources Paget's ... Your Health Care Team (FDA) Questions Are the Answer: Get More Involved in Your Health Care (AHRQ) ...

  18. Canadian In-Class Question-Charge Distribution

    NSDL National Science Digital Library

    Harrison, David

    In this set of in-class questions, a solid sphere carrying a positive charge is placed next to a negatively charged circular plate. The questions address the topic of charge distribution. All questions are available for download in PDF format.

  19. Choke up on that bat! Questions Section 4.2

    E-print Network

    ? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Choke up on that bat! Questions · Section 4.2 STOPfor science Science Topic Outreach pChoke up on that bat! Questions · Section 4.2 Choke up on that bat! Questions · Section 4.2 STOPfor science Science Topic Outreach posters STOPfor science Science Topic Outreach posters Name Grade

  20. 2012 Question Booklet Code CS : COMPUTER SCIENCE & INFORMATION TECHNOLOGY

    E-print Network

    Krishnapura, Nagendra

    2012 Question Booklet Code CS-A 1/20 CS : COMPUTER SCIENCE & INFORMATION TECHNOLOGY Duration: Three of the Question Booklet until you are asked to do so by the invigilator. 2. Take out the Optical Response Sheet (ORS) from this Question Booklet without breaking the seal and read the instructions printed on the ORS

  1. Facilitating Students' Collaboration and Learning in a Question and Answer

    E-print Network

    Narayanan, N. Hari

    Facilitating Students' Collaboration and Learning in a Question and Answer System Abstract Green Dolphin (GD) is a question and answer system for students learning programming, with a social web interface. It crowd-sources the task of answering technical questions to the peers of students who ask

  2. Some questions in higher randomness Institute of Mathematical Science

    E-print Network

    Yu, Liang

    Some questions in higher randomness Liang Yu Institute of Mathematical Science Nanjing University May 24, 2010 Liang Yu Institute of Mathematical Science Nanjing University Some questions in higher of Mathematical Science Nanjing University Some questions in higher randomness #12;-randomness Given a class P(2

  3. Principles of Asking Effective Questions During Student Problem Solving

    E-print Network

    Young, R. Michael

    science instructors is asking effective questions. This paper presents a set of instructional principles in knowledge. These principles can help computer science educators ask more effective questions in a variety and compare these approaches to principles of effective question asking from the relevant cognitive science

  4. A Survey of Answer Extraction Techniques in Factoid Question Answering

    E-print Network

    Pratt, Vaughan

    of Computer Science Carnegie Mellon University Factoid question answering is the most widely studied taskA Survey of Answer Extraction Techniques in Factoid Question Answering Mengqiu Wang School in question answering. In this paper, we survey several different techniques to answer extraction for factoid

  5. Open-Domain Question Answering Mark Andrew Greenwood

    E-print Network

    Bontcheva, Kalina

    Open-Domain Question Answering Mark Andrew Greenwood Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Department of Computer Science University of Sheffield, UK Macdonald (1999) #12;#12;Table of Contents Preface xi I What Is Question Answering? 1 Question Answering

  6. Answering Science Questions: Deduction with Answer Extraction and Procedural Attachment

    Microsoft Academic Search

    Richard Waldinger; Jeff Shrager

    An approach to question answering through automated deduction is advocated. Answers to questions are extracted from proofs of associated conjectures over an axiomatic theory of the subject domain. External knowledge resources, including data and software, are consulted through a mechanism known as procedural attachment. A researcher ignorant of the subject domain theory or its logical language can formulate questions via

  7. 2013 Question Booklet Code CS : COMPUTER SCIENCE AND INFORMATION TECHNOLOGY

    E-print Network

    Krishnapura, Nagendra

    2013 Question Booklet Code CS-A 1/20 CS : COMPUTER SCIENCE AND INFORMATION TECHNOLOGY Duration of the Question Booklet until you are asked to do so by the invigilator. 2. Take out the Optical Response Sheet (ORS) from this Question Booklet without breaking the seal and read the instructions printed on the ORS

  8. Measuring the Benefits of Examinee-Selected Questions

    ERIC Educational Resources Information Center

    Allen, Nancy L.; Holland, Paul W.; Thayer, Dorothy T.

    2005-01-01

    Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine…

  9. Learning How to Answer Questions Using Trivia Games

    Microsoft Academic Search

    Gideon S. Mann

    2002-01-01

    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

  10. Automatic question answering for Turkish with pattern parsing

    Microsoft Academic Search

    Erbug Celebi; Burak Gunel; Baturman Sen

    2011-01-01

    In this study, documents are processed with pattern matching techniques and features of documents are extracted for question answering system. We propose to categorize the questions automatically and then select the correct answer from corresponding answer set. We have used name entity recognition and pattern matching to categorize the type of questions. Additionally we have used range queries to submit

  11. Fostering Effective Studying and Study Planning with Study Questions

    ERIC Educational Resources Information Center

    Wilhelm, Pascal; Pieters, Jules M.

    2007-01-01

    In a course on biological psychology and neuropsychology, study questions were provided that also appeared as test questions in the course exam. This method was introduced to support students in active processing and reproduction of the study texts, and study planning. Data were gathered to test the hypothesis that study question use would be…

  12. Key Questions for Reviewing Virtual Charter School Proposals

    ERIC Educational Resources Information Center

    National Association of Charter School Authorizers (NJ1), 2011

    2011-01-01

    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…

  13. Assessing Level of Difficulty in Web Search Questions.

    ERIC Educational Resources Information Center

    White, Marilyn Domas; Iivonen, Mirja

    2002-01-01

    This article focuses on assessing the level of difficulty of search questions for Web searching, looking at variations in judgments by type of questions and the reasons underlying these judgments. Analyzes the decisions and reasoning of 54 experiences Web searchers on 16 search questions of four types, and includes the questionnaire used.…

  14. Explicit versus Implicit Questioning: Inviting All Children to Think Mathematically

    ERIC Educational Resources Information Center

    Parks, Amy Noelle

    2010-01-01

    Background/Context: Open-ended, or implicit, questioning has been described as central to reform teaching in mathematics. However, concerns about equity have caused some researchers to question whether this kind of teaching is productive for all children. Purpose: This study explores the role that implicit and explicit questions played in…

  15. Do Bees Sneeze? And Other Questions Kids Ask about Insects.

    ERIC Educational Resources Information Center

    Wangberg, James K.

    This book is written for teachers, librarians, museum staff, educational program leaders, and parents who are often faced with a myriad of questions from children about insects. Questions were obtained during visits to schools and published solicitation and represent those most commonly asked. There are 210 questions from children representing 18…

  16. ME/AE/CompE/EE 378 Mechatronics Questions: Actuators

    E-print Network

    Landers, Robert G.

    frequency plots. QUESTION 5 For a permanent magnet DC motor, explain how the bandwidth changesME/AE/CompE/EE 378 ­ Mechatronics Questions: Actuators QUESTION 1 A DC motor is attached equations describing the dynamics of the current, motor angular velocity, motor angular position, load

  17. Answering List Questions using Co-occurrence and Clustering

    E-print Network

    Kosseim, Leila

    Answering List Questions using Co-occurrence and Clustering Majid Razmara and Leila Kosseim CLa answering list questions is not a new research area, answering them automatically still remains a challenge. The median F-score of systems that participated in TREC 2007 Question Answering track is still very low (0

  18. Data-driven Type Checking in Open Domain Question Answering

    E-print Network

    Ahn, David

    Data-driven Type Checking in Open Domain Question Answering Stefan Schlobach a,1 David Ahn b,2 question answering systems answer questions by first harvesting a large number of candidate answers, and then picking the most promising one from the list. One criterion for this answer selection is type checking

  19. A QUESTION ANSWERING SYSTEM FOR PROJECT MANAGEMENT APPLICATIONS

    E-print Network

    Stanford University

    A QUESTION ANSWERING SYSTEM FOR PROJECT MANAGEMENT APPLICATIONS Jinxing Cheng1 , Bimal Kumar2 of these tools. A question answering system can potentially provide a means to directly extracting answers from these computer outputs. This paper examines various issues involved in building such a question answering system

  20. Linking Research Questions to Mixed Methods Data Analysis Procedures

    ERIC Educational Resources Information Center

    Onwuegbuzie, Anthony J.; Leech, Nancy L.

    2006-01-01

    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…

  1. Questioning Techniques of Fifth and Sixth Grade Reading Teachers

    ERIC Educational Resources Information Center

    Bintz, William P.; Williams, Lynne

    2005-01-01

    Asking questions is a powerful way for students to learn. They use questions as a "pathway to wandering and wondering" and as a tool to turn confusing curriculum into meaningful learning. In this way, "student generated questions may lead to more demanding study, particularly when the prescribed curriculum is too often preoccupied with answers to…

  2. Quora.com: Another Place for Users to Ask Questions

    ERIC Educational Resources Information Center

    Ovadia, Steven

    2011-01-01

    Quora (www.quora.com) is a contemporary, web-based take on reference. Users post questions within Quora and other users answer the questions. Users can vote for and against answers (or not vote at all). It is users asking questions of friends and strangers and then sorting through the results. If the model sounds familiar, it's because it is.…

  3. Respecifying Display Questions: Interactional Resources for Language Teaching

    ERIC Educational Resources Information Center

    Lee, Yo-An

    2006-01-01

    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,…

  4. Functional symptoms in neurology: questions and answers

    PubMed Central

    Reuber, M; Mitchell, A; Howlett, S; Crimlisk, H; Grunewald, R

    2005-01-01

    Between 10 and 30% of patients seen by neurologists have symptoms for which there is no current pathophysiological explanation. The objective of this review is to answer questions many neurologists have about disorders characterised by unexplained symptoms (functional disorders) by conducting a multidisciplinary review based on published reports and clinical experience. Current concepts explain functional symptoms as resulting from auto-suggestion, innate coping styles, disorders of volition or attention. Predisposing, precipitating, and perpetuating aetiological factors can be identified and contribute to a therapeutic formulation. The sympathetic communication of the diagnosis by the neurologist is important and all patients should be screened for psychiatric or psychological symptoms because up to two thirds have symptomatic psychiatric comorbidity. Treatment programmes are likely to be most successful if there is close collaboration between neurologists, (liaison) psychiatrists, psychologists, and general practitioners. Long term, symptoms persist in over 50% of patients and many patients remain dependent on financial help from the government. Neurologists can acquire the skills needed to engage patients in psychological treatment but would benefit from closer working relationships with liaison psychiatry or psychology. PMID:15716517

  5. Five hematologic tests and treatments to question.

    PubMed

    Hicks, Lisa K; Bering, Harriet; Carson, Kenneth R; Haynes, Adam E; Kleinerman, Judith; Kukreti, Vishal; Ma, Alice; Mueller, Brigitta U; O'Brien, Sarah H; Panepinto, Julie A; Pasquini, Marcelo C; Rajasekhar, Anita; Sarode, Ravi; Wood, William A

    2014-12-01

    Choosing Wisely® is a medical stewardship initiative led by the American Board of Internal Medicine Foundation in collaboration with professional medical societies in the United States. The American Society of Hematology (ASH) released its first Choosing Wisely® list in 2013. Using the same evidence-based methodology as in 2013, ASH has identified 5 additional tests and treatments that should be questioned by clinicians and patients under specific, indicated circumstances. The ASH 2014 Choosing Wisely® recommendations include: (1) do not anticoagulate for more than 3 months in patients experiencing a first venous thromboembolic event in the setting of major, transient risk factors for venous thromboembolism; (2) do not routinely transfuse for chronic anemia or uncomplicated pain crises in patients with sickle cell disease; (3) do not perform baseline or surveillance computed tomography scans in patients with asymptomatic, early-stage chronic lymphocytic leukemia; (4) do not test or treat for heparin-induced thrombocytopenia if the clinical pretest probability of heparin-induced thrombocytopenia is low; and (5) do not treat patients with immune thrombocytopenia unless they are bleeding or have very low platelet counts. PMID:25696917

  6. Five hematologic tests and treatments to question.

    PubMed

    Hicks, Lisa K; Bering, Harriet; Carson, Kenneth R; Haynes, Adam E; Kleinerman, Judith; Kukreti, Vishal; Ma, Alice; Mueller, Brigitta U; O'Brien, Sarah H; Panepinto, Julie A; Pasquini, Marcelo C; Rajasekhar, Anita; Sarode, Ravi; Wood, William A

    2014-12-01

    Choosing Wisely(®) is a medical stewardship initiative led by the American Board of Internal Medicine Foundation in collaboration with professional medical societies in the United States. The American Society of Hematology (ASH) released its first Choosing Wisely(®) list in 2013. Using the same evidence-based methodology as in 2013, ASH has identified 5 additional tests and treatments that should be questioned by clinicians and patients under specific, indicated circumstances. The ASH 2014 Choosing Wisely(®) recommendations include: (1) do not anticoagulate for more than 3 months in patients experiencing a first venous thromboembolic event in the setting of major, transient risk factors for venous thromboembolism; (2) do not routinely transfuse for chronic anemia or uncomplicated pain crises in patients with sickle cell disease; (3) do not perform baseline or surveillance computed tomography scans in patients with asymptomatic, early-stage chronic lymphocytic leukemia; (4) do not test or treat for heparin-induced thrombocytopenia if the clinical pretest probability of heparin-induced thrombocytopenia is low; and (5) do not treat patients with immune thrombocytopenia unless they are bleeding or have very low platelet counts. PMID:25472968

  7. Sylvester's question and the random acceleration process

    NASA Astrophysics Data System (ADS)

    Hilhorst, H. J.; Calka, P.; Schehr, G.

    2008-10-01

    Let n points be chosen randomly and independently in the unit disk. 'Sylvester's question' concerns the probability pn that they are the vertices of a convex n-sided polygon. Here we establish the link with another problem. We show that for large n this polygon, when suitably parameterized by a function r(phi) of the polar angle phi, satisfies the equation of the random acceleration process (RAP), d2r/dphi2 = f(phi), where f is Gaussian noise. On the basis of this relation we derive the asymptotic expansion log pn = -2n log n + n log(2?2e2)-c0n1/5 + . . ., of which the first two terms agree with a rigorous result due to Bárány. The non-analyticity in n of the third term is a new result. The value \\case {1}{5} of the exponent follows from recent work on the RAP due to Györgyi et al (2007 Phys. Rev. E 75 021123). We show that the n-sided polygon is effectively contained in an annulus of width ~n-4/5 along the edge of the disk. The distance ?n of closest approach to the edge is exponentially distributed with average (2n)-1.

  8. CAFFEY DISEASE: NEW PERSPECTIVES ON OLD QUESTIONS

    PubMed Central

    Nistala, Harikiran; Mäkitie, Outi; Jüppner, Harald

    2014-01-01

    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 of I collagen. However, the functional link between this mutation and the underlying pathogenetic mechanisms still remains elusive. First, 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 second, the contribution of the structural and inflammatory components 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

  9. The lingering question of menthol in cigarettes.

    PubMed

    Besaratinia, Ahmad; Tommasi, Stella

    2015-02-01

    Tobacco use is the single most important preventable cause of cancer-related deaths in the USA and many parts of the world. There is growing evidence that menthol cigarettes are starter tobacco products for children, adolescents, and young adults. Accumulating research also suggests that smoking menthol cigarettes reinforces nicotine dependence, impedes cessation, and promotes relapse. However, menthol cigarettes are exempt from the US Food and Drug Administration ban on flavored cigarettes due, in part, to the lack of empirical evidence describing the health consequences of smoking menthol cigarettes relative to regular cigarettes. Determining the biological effects of menthol cigarette smoke relative to regular cigarette smoke can clarify the health risks associated with the use of respective products and assist regulatory agencies in making scientifically based decisions on the development and evaluation of regulations on tobacco products to protect public health and to reduce tobacco use by minors. We highlight the inherent shortcomings of the conventional epidemiologic, clinical, and laboratory research on menthol cigarettes that have contributed to the ongoing debate on the public health impact of menthol in cigarettes. In addition, we provide perspectives on how future investigations exploiting state-of-the-art biomarkers of exposure and disease states can help answer the lingering question of menthol in cigarettes. PMID:25416451

  10. Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions?

    ERIC Educational Resources Information Center

    Larson, L. R.; Lovelace, M. D.

    2013-01-01

    Classroom questions represent a potentially powerful tool for interacting with students and stimulating critical thinking. However, the efficacy of the question-and-answer approach to teaching is influenced by many factors, such as the type and cognitive level of questions asked as well as students' response time. To examine these factors and…

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

    ERIC Educational Resources Information Center

    Hasson, Eilat; Yarden, Anat

    2012-01-01

    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…

  12. Questioning: a tool in the nurse educator's kit.

    PubMed

    Nicholl, Honor M; Tracey, Catherine A B

    2007-09-01

    Effective questioning is one of the most important teaching techniques and plays a crucial role in creating an effective learning environment. Yet, in nurse education little has been written about this technique or its importance. Most literature refers to the need for lecturers to be skilled in questioning, but less is written about how to develop this essential technique. Being skilled in questioning is an important fundamental step towards becoming an effective lecturer. Developing the skills necessary to help students draw on and apply acquired knowledge in new, unique situations requires the skilled use of questioning. Most experienced lecturers use both written and verbal questioning, but evidence suggests that the majority of their questioning is posed at lower cognitive levels of description. Quality teaching requires students to be engaged with the content of learning tasks designed to reach understanding. Using questioning appropriately facilitates the learning process by requiring the student to participate in the process and to achieve higher comprehension skills by acquiring deep, elaborate understanding of the subject. To acquire and develop this skill, the lecturer is required to understand questioning, to select the tool appropriately and to use questions that are varied, planned, appropriate and humanely posed. The functions of questioning, types of questions and the key skills required for the effective use of this teaching strategy are outlined in this article. PMID:17689455

  13. Designing Effective Questions for Classroom Response System Teaching

    E-print Network

    Beatty, I D; Gerace, W J

    2005-01-01

    Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and homework problems. Every CRS question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be engineered to fulfil their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to instructor and students via CRS-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that help in the design of potent questions, and present four "makeovers" showing how these tactics can be used to convert traditional physics questions into more powerful CRS questions.

  14. Computer Analysis of Paintings Raises Questions

    NSDL National Science Digital Library

    2006-01-01

    UO study questions paintingsâ?? authenticityhttp://www.oregonlive.com/news/oregonian/index.ssf?/base/news/1139455529308930.xml&coll=7Fractals and art: In the hands of a masterhttp://www.nature.com/news/2006/060206/full/439648a.htmlJackson Pollockhttp://www.nga.gov/feature/pollock/pollockhome.htmlRichard Taylor: Further Information [pdf]http://materialscience.uoregon.edu/taylor/art/info.htmlUnpopular Front: American Art and the Cold Warhttp://www.newyorker.com/critics/content/articles/051017crat_atlargeRobert Hughes, the venerable art critic for Time magazine, stated in 1982 â??It is impossible to make a forgery of Jackson Pollockâ??s workâ?ť. It is certainly true that the physicality of his paintings, along with Pollockâ??s famed â??pourâ?ť technique was forward-looking for its time. Given this information, it is not surprising that previously unknown works by Pollock that materialize draw close scrutiny from art historians, and increasingly, scientists. This week, the New York Times reported that Professor Richard Taylor of the University of Oregon had utilized fractal geometry to examine 14 of Pollockâ??s painting to help determine, and perhaps put into question, the authenticity of a cache of paintings found in 2003 in Wainscott, New York. This cache of paintings was discovered by Alex Matter, whose parents were friends with Pollock. Currently, Matter is planning a large exhibition of these newly discovered works, and this growing controversy has been closely followed among those in the art world. Dr. Taylor has remarked that his examination of the works has revealed â??significant differencesâ?ť between the patterns of these newer works and those of known Pollock works. He also mentioned that â??Thatâ??s either due to one person who is extremely varied, or itâ??s due to a number of different artists.â?ťThe first link will take visitors to a piece from this Thursdayâ??s New York Times, which discusses the recent computer analysis of the paintings. The second link will whisk visitors away to a fine article by The Oregonianâ??s Richard L. Hill that discusses Dr. Taylorâ??s findings and the rising tide of controversy surrounding these works. The third link will lead users to an intriguing piece from the magazine, Nature, which explores the science behind Dr. Taylorâ??s investigations and Pollockâ??s idiosyncratic style and manner. The fourth link leads to a National Gallery of Art web exhibition on Pollock and his work that begins with a rather intense photograph of Pollock holding a cigarette to his forehead. The fifth link leads to Dr. Taylorâ??s homepage at the University of Oregon, where users may read some of his compelling articles and other writings on his analyses of Pollockâ??s work through the use of fractal geometry. The sixth and final link leads to a piece by Louis Menand, writing in The New Yorker on the subject of American art and its function and ideology during the Cold War.

  15. Rainfall Simulation: methods, research questions and challenges

    NASA Astrophysics Data System (ADS)

    Ries, J. B.; Iserloh, T.

    2012-04-01

    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.

  16. Comparison of integrated testlet and constructed-response question formats

    NASA Astrophysics Data System (ADS)

    Slepkov, Aaron D.; Shiell, Ralph C.

    2014-12-01

    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.

  17. Evidence-based medicine for diagnostic questions.

    PubMed

    Evers, Johannes L H; Land, Jolande A; Mol, Ben W

    2003-02-01

    When searching the medical care literature for evidence on a diagnostic test, three questions should be addressed each time a study is found: (1) Is this evidence about a diagnostic test valid? (2) Does the test accurately discriminate between patients who do and patients who do not have a specific disorder? (3) Can the test be applied to this patient who is right now sitting in front of me? We will discuss hysterosalpingography (HSG) as an example of a valid and accurate diagnostic test to be applied in a general population of subfertile couples to assess tubal patency (specificity 0.83). HSG is an unreliable test for diagnosing tubal occlusion however (sensitivity 0.65). If HSG were normal, other investigations could be pursued and diagnostic laparoscopy (LS) only performed if conception had not occurred by a later date. If HSG were abnormal, LS would be needed to confirm or exclude tubal occlusion. Patients with risk factors for pelvic or tubal disease, including an abnormal Chlamydia antibody test (CAT) and those showing abnormalities at pelvic examination, should proceed directly to LS because they are significantly more likely to have pelvic pathology. A completely different issue would be HSG as a prognostic test for the occurrence of pregnancy. In theory, the occurrence of pregnancy may be considered a gold standard; however, in reproductive medicine, with so many causes of subfertility other than tubal pathology, a diagnostic test for one single disorder, if normal, will never be able to accurately predict the eventual occurrence of pregnancy. PMID:12806555

  18. Can undergraduate biology students learn to ask higher level questions?

    NASA Astrophysics Data System (ADS)

    Marbach-Ad, Gili; Sokolove, Phillip G.

    2000-10-01

    Our goals in this study were to explore the type of written questions students ask after reading one or more chapters from their textbook, and to investigate the ability of students to improve their questions during the course of a single semester. In order to classify student's questions we used a taxonomy that we have developed specifically for this purpose. Two comparable populations were examined: Undergraduate students in a large, introductory biology class who were taught in traditional lecture format, and students in a similar class who were taught in cooperative/active learning style. After the taxonomy was presented to the active learning class, more students were able to pose better, written questions. Their questions became more insightful, thoughtful, and content-related, and were not easily answered by consulting the textbook or another readily available source. The best questions could be recast as scientific research questions (i.e., hypotheses). In contrast, when the taxonomy was presented to students in the traditionally taught class, the quality of student-posed questions was largely unchanged. Various explanations for the difference in outcomes are discussed, and methods are suggested about how generally to encourage students' questions and to improve their question-asking skills regardless of overall teaching style.

  19. Critical Questions for Space Human Factors

    NASA Technical Reports Server (NTRS)

    Woolford, Barbara; Bagian, Tandi

    2000-01-01

    Traditional human factors contributions to NASA's crewed space programs have been rooted in the classic approaches to quantifying human physical and cognitive capabilities and limitations in the environment of interest, and producing recommendations and standards for the selection or design of mission equipment. Crews then evaluate the interfaces, displays, or equipment, and with the assistance of human factors experts, improvements are made as funds, time, control documentation, and weight allow. We have come a long way from the early spaceflight days, where men with the ' right stuff were the solution to operating whatever equipment was given to them. The large and diverse Shuttle astronaut corps has impacted mission designs to accommodate a wide range of human capabilities and preferences. Yet with existing long duration experience, we have seen the need to address a different set of dynamics when designing for optimal crew performance: critical equipment and mission situations degrade, and human function changes with mission environment, situation, and duration. Strategies for quantifying the critical nature of human factors requirements are being worked by NASA. Any exploration-class mission will place new responsibilities on mission designers to provide the crew with the information and resources to accomplish the mission. The current duties of a Mission Control Center to monitor system status, detect degradation or malfunction, and provide a proven solution, will need to be incorporated into on-board systems to allow the crew autonomous decision-making. The current option to resupply and replace mission systems and resources, including both vehicle equipment and human operators, will be removed, so considerations of maintenance, onboard training, and proficiency assessment are critical to providing a self-sufficient crew. As we 'move in' to the International Space Station, there are tremendous opportunities to investigate our ability to design for autonomous crews. Yet prioritizing the research that can and should be done by NASA will be based on the critical nature of the issues, and the impact of the individual research questions on mission design. The risks to crew health and safety associated with answering critical human factors issues must be properly included and communicated in order to support the Agency's decisions regarding future space programs.

  20. 5 ( 24 10 16 ) Question 4 B H |= E H B E |= H

    E-print Network

    Banbara, Mutsunori

    5 ( 24 10 16 ) 25 1 9 Question 1 Answer 1 Question 2 Answer 2 Question 3 Answer 3 Question 4 B H |= E H B E |= H Answer 4 |= B H |= E B E H Question 5 SOLAR Answer 5 SOLAR 1 #12;Question 6 Answer 6 Question 7 Answer 7 ( [2, 8, 9, 18]). Question 8 Answer 8 Question 9 Answer 9 Question 10 Answer 10 ( [11

  1. Data-Driven Dialogue for Interactive Question Answering

    Microsoft Academic Search

    Roberto Basili; Diego De Cao; Cristina Giannone; Paolo Marocco

    2007-01-01

    In this paper, a light framework for dialogue based interactive question answering is presented. The resulting architecture\\u000a is called REQUIRE (Robust Empirical QUestion answering for Intelligent Retrieval), and represents a flexible and adaptive platform for domain specific dialogue. REQUIRE characterizes as a domain-driven\\u000a dialogue system, whose aim is to support the specific tasks evoked by interactive question answering scenarios. Among

  2. Using student?generated questions for student?centred assessment

    Microsoft Academic Search

    Tracey Papinczak; Raymond Peterson; Awais Saleem Babri; Kym Ward; Vaughan Kippers; David Wilkinson

    2011-01-01

    In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question?writing and enhance students’ metacognitive abilities, in particular, their ability to self?regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End?of?year formal examinations comprised

  3. Using student-generated questions for student-centred assessment

    Microsoft Academic Search

    Tracey Papinczak; Raymond Peterson; Awais Saleem Babri; Kym Ward; Vaughan Kippers; David Wilkinson

    2012-01-01

    In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question?writing and enhance students’ metacognitive abilities, in particular, their ability to self?regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End?of?year formal examinations comprised

  4. 2-4-2011 PQ Summary — Provocative Questions

    Cancer.gov

    Twenty-six cancer researchers assembled at the Stone House on the NIH campus on February 4, 2011 for the NCI Behavioral, Population, Epidemiology, and Prevention 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.

  5. Automatically Extracting Information Needs from Complex Clinical Questions

    PubMed Central

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

    2010-01-01

    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

  6. Measuring Questions: Relevance and its Relation to Entropy

    NASA Technical Reports Server (NTRS)

    Knuth, Kevin H.

    2004-01-01

    The Boolean lattice of logical statements induces the free distributive lattice of questions. Inclusion on this lattice is based on whether one question answers another. Generalizing the zeta function of the question lattice leads to a valuation called relevance or bearing, which is a measure of the degree to which one question answers another. Richard Cox conjectured that this degree can be expressed as a generalized entropy. With the assistance of yet another important result from Janos Acz6l, I show that this is indeed the case; and that the resulting inquiry calculus is a natural generalization of information theory. This approach provides a new perspective of the Principle of Maximum Entropy.

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

    Microsoft Academic Search

    S. Cormier; E. Prather; G. Brissenden

    2011-01-01

    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

  8. The following is a sample of questions from the second exam in Fall 2013. These exemplify the format of the questions and are similar in substance to the questions that will appear on exam 2 Fall 2014 on

    E-print Network

    Houde, Peter

    1 The following is a sample of questions from the second exam in Fall 2013. These exemplify 2014 on 11/17/2014. The sampled questions do not necessarily represent the breadth of questions the format of the questions and are similar in substance to the questions that will appear on exam 2 Fall

  9. Being Taught can be Faster than Asking Questions

    E-print Network

    Rivest, Ronald L.

    are selected by the teacher in teacher-directed learning and by the learner itself in self-directed learning, and self-directed learning repre- sents the scenario in which a smart learner asks questions and learns-directed learn- ing is always larger than that in self-directed learning. This raises an interesting question

  10. How to Help Students Confront Life's "Big Questions"

    ERIC Educational Resources Information Center

    Walvoord, Barbara E.

    2008-01-01

    Many college students are interested in spirituality and the "big questions" about life's meaning and values, but many professors seem not to know how to respond to that interest. In this article, the author offers several strategies to help students confront the "big questions". One way is to structure assignments and discussions so that students…

  11. Using the Four-Questions Technique to Enhance Learning

    ERIC Educational Resources Information Center

    Dietz-Uhler, Beth; Lanter, Jason R.

    2009-01-01

    To assess the effect of a 4-question reflective learning technique on quiz performance, students engaged in an interactive activity, responded to 4 questions to encourage analyzing (i.e., what was learned), reflecting (i.e., why it is important), relating (i.e., how the material related to their personal lives), and generating (i.e., what…

  12. Question Answering and Generation Arthur C. Graesser1

    E-print Network

    Rus, Vasile

    Question Answering and Generation Arthur C. Graesser1 , Vasile Rus2 , Zhiqiang Cai1 , and Xiangen Hu1 1 Department of Psychology 2 Department of Computer Science Institute for Intelligent Systems The University of Memphis Memphis, TN 38152 USA ABSTRACT Automated Question Answering and Asking are two active

  13. Finding Expert Users in Community Question Answering Fatemeh Riahi

    E-print Network

    Milios, Evangelos E.

    Finding Expert Users in Community Question Answering Fatemeh Riahi Faculty of Computer Science@cs.dal.ca Evangelos Milios Faculty of Computer Science Dalhousie University eem@cs.dal.ca ABSTRACT Community Question Dalhousie University riahi@cs.dal.ca Zainab Zolaktaf Faculty of Computer Science Dalhousie University

  14. Modeling Community Question-Answering Archives Zainab Zolaktaf

    E-print Network

    Milios, Evangelos E.

    Modeling Community Question-Answering Archives Zainab Zolaktaf Faculty of Computer Science Faculty of Computer Science Dalhousie University eem@cs.dal.ca Abstract Community Question Answering (CQA Dalhousie University zolaktaf@cs.dal.ca Fatemeh Riahi Faculty of Computer Science Dalhousie University riahi

  15. Is Context Actually Helpful? Preliminary Experiments in Contextual Question Answering

    E-print Network

    Kosseim, Leila

    Is Context Actually Helpful? Preliminary Experiments in Contextual Question Answering Steven Winikoff and Leila Kosseim Department of Computer Science Concordia University Montreal, Canada [smw|kosseim]@cs.concordia.ca Abstract In this paper, we present a preliminary experiment in contextual question- answering

  16. Climate Science: Key Questions and Answers Tuesday, May 11, 2010

    E-print Network

    Climate Science: Key Questions and Answers Tuesday, May 11, 2010 12:00 to 1:30pm Capitol Visitor (IPCC) have led to questions about some climate change research results, the ethics of practicing to examine which climate change science results are well understood and where key uncertainties exist

  17. Outstanding Lunar Science Questions and Opportunities Created by the ESA

    E-print Network

    Anand, Mahesh

    Outstanding Lunar Science Questions and Opportunities Created by the ESA Lunar Lander Programme Ian ,,dark ages] Science objectives and overlap with STFC ,,Big Science Questions #12;Recommendation 13 the latter part of solar system history Key Lunar Science Drivers #12;Lunar Science at the South Pole #12

  18. Model Tree Learning for Query Term Weighting in Question Answering

    E-print Network

    Monz, Christof

    Model Tree Learning for Query Term Weighting in Question Answering Christof Monz Department of Computer Science Queen Mary, University of London Mile End Road, London E1 4NS, United Kingdom E-mail: christof@dcs.qmul.ac.uk URL: www.dcs.qmul.ac.uk/christof Abstract. Question answering systems rely

  19. Knowledge-Intensive Question Answering Christof Monz Maarten de Rijke

    E-print Network

    de Rijke, Maarten

    Knowledge-Intensive Question Answering Christof Monz Maarten de Rijke Language and Inference Technology, ILLC, U. of Amsterdam Nieuwe Achtergracht 166, 1018 WV Amsterdam Email: {christof,mdr}@science's Textual Question Answering System, in: E. Voorhees and D.K. Harman (eds), The Tenth Text REtrieval

  20. Unsupervised Question Answering Data Acquisition From Local Corpora

    E-print Network

    Carbonell, Jaime

    Unsupervised Question Answering Data Acquisition From Local Corpora Lucian Vlad Lita Computer Science Department Carnegie Mellon University 5000 Forbes Avenue Pittsburgh, PA 15213 USA llita, PA 15213 USA jgc@cs.cmu.edu ABSTRACT Data-driven approaches in question answering (QA) are in

  1. A Tool for Rethinking Teachers' Questioning

    ERIC Educational Resources Information Center

    Simpson, Amber; Mokalled, Stefani; Ellenburg, Lou Ann; Che, S. Megan

    2014-01-01

    In this article, the authors present a tool, the Cognitive Rigor Matrix (CRM; Hess et al. 2009), as a means to analyze and reflect on the type of questions posed by mathematics teachers. This tool is intended to promote and develop higher-order thinking and inquiry through the use of purposeful questions and mathematical tasks. The authors…

  2. The Art of Questions: Inquiry, the CCSS, and School Librarians

    ERIC Educational Resources Information Center

    Wadham, Rachel

    2013-01-01

    This article examines the association among inquiry, the Common Core State Standards (CCSS) and school librarians. It explains the significance of asking questions, and describes the characteristics of the questions that are central to inquiry learning. The role of school librarians in inquiry learning and the implementation of CCSS is also…

  3. Combining Resources to Find Answers to Biomedical Questions

    Microsoft Academic Search

    Dina Demner-fushman; Susanne M. Humphrey; Nicholas C. Ide; Russell F. Loane; James G. Mork; Patrick Ruch; Miguel E. Ruiz; Lawrence H. Smith; W. John Wilbur; Alan R. Aronson

    2007-01-01

    One of the NLM experimental approaches to the 2007 Genomics track question answering task followed the track evaluation design: we attempted identifying exact answers in the form of semantic relations between biomedical entities named in questions and the potential answer types and then marked the passages containing the relations as containing the answers. The goal of this knowledge- based approach

  4. Keys to Success: School Facilities Primer, Questions & Answers 101.

    ERIC Educational Resources Information Center

    Brady, Jim

    This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools;…

  5. Questions of Culture in Distance Learning: A Research Review

    ERIC Educational Resources Information Center

    Uzuner, Sedef

    2009-01-01

    This paper reviews past research that focused on questions of culture in distance learning. Of specific interest are the studies that examined the influence of culture on students' learning and engagement in asynchronous learning networks (ALNs). The purpose of this review is three-fold: to present the state of knowledge concerning the questions

  6. Science Bowl and Challenge Sample Questions (Grades 1 8)

    E-print Network

    Weaver, Harold A. "Hal"

    Science Bowl and Challenge Sample Questions (Grades 1 ­ 8) 1. A meter is a unit of (a) length (b) f) n e u t r o n #12;Science Bowl and Challenge Sample Questions (Grades 9 ­ 12) 1. A mile is about, lead, uranium (6) hydrogen, helium, oxygen, uranium, lead #12;Physics Bowl and Challenge Sample

  7. How Tall is Tall? Questions Section 3.2

    E-print Network

    Science Topic Outreach posters STOPfor science Science Topic Outreach posters Name Grade/Class # Name? #12;How Tall is Tall? Questions · Section 3.2 STOPfor science Science Topic Outreach posters Name? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ How Tall is Tall? Questions · Section 3.2 STOPfor science Science Topic Outreach posters #12;How Tall

  8. Taking on the Role of Questioner: Revisiting Reciprocal Teaching

    ERIC Educational Resources Information Center

    Williams, Joan A.

    2010-01-01

    English learners (ELs) often struggle with asking questions in the classroom. They frequently need support to become confident questioners when confusion arises during reading. This skill becomes even more significant when such learners transition into mainstream classrooms. One possible framework for helping ELs make this transition includes the…

  9. Seachange: design of online quiz questions to foster deep learning

    Microsoft Academic Search

    Catherine Mcloughlin; Nick Reid

    2002-01-01

    The design of different types of quiz question will influence the extent to which formative and summative feedback is presented to students. Typically, quiz questions are considered limited in their capacity to assess higher order cognitive skills. This paper extends the notion of online quiz design by presenting examples in a WebCT learning environment in order to demonstrate a formative

  10. Script Concordance Testing: More Cases or More Questions?

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  11. Educators' Commonly Asked Questions about Assistive Technology Devices and Services.

    ERIC Educational Resources Information Center

    Wolfenden, Deborah Parker

    This monograph, intended for Maine educators, presents basic information in question-and-answer format on assistive technology devices and services and the role of assistive technology in delivering appropriate education to children with disabilities in the least restrictive environment. Questions address the following topics: definitions;…

  12. A Question Managing Suite for Automatic Lecture Recording

    ERIC Educational Resources Information Center

    Lampi, Fleming; Lemelson, Hendrik; Kopf, Stephan; Effelsberg, Wolfgang

    2009-01-01

    Purpose: The purpose of this paper is describing the seamless integration of the question-answer interaction into automatic lecture recordings (ALRs). This includes the design and implementation of the question management (QM) software for a virtual camera team. Design/methodology/approach: Coming from the human role model the interaction and its…

  13. Getting Answers to Natural Language Questions on the Web.

    ERIC Educational Resources Information Center

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

    2002-01-01

    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,…

  14. Intercultural Ethics: Questions of Methods in Language and Intercultural Communication

    ERIC Educational Resources Information Center

    Phipps, Alison

    2013-01-01

    This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These…

  15. An online examination system supporting user-defined question type

    Microsoft Academic Search

    Shan Wei-feng; Huang Meng; Li Jun

    2010-01-01

    The online examination system not only reflects the justification and objectivity of examination, but also releases the workload of teachers, which is accepted by more and more schools, certification organizations and training organizations. Most online examination systems only support several fixed question types and don't allow users define their own question types, so they have pool scalability. This paper proposes

  16. Conceptual Questions in Health Education and Philosophical Inquiry.

    ERIC Educational Resources Information Center

    Balog, Joseph

    1982-01-01

    Concepts and conceptual analysis are viewed in examining basic differences between types of questions. Six techniques used in the inquiry of concepts are: (1) isolating questions; (2) model cases; (3) contrary cases; (4) counterexamples; (5) related cases; and (6) invented cases. (JN)

  17. The MET Project: The Wrong 45 Million Dollar Question

    ERIC Educational Resources Information Center

    Gabriel, Rachael; Allington, Richard

    2012-01-01

    In 2009, the Bill and Melinda Gates Foundation funded the investigation of a $45 million question: How can we identify and develop effective teaching? Now that the findings from their Measures of Effective Teaching (MET) project have been released, it's clear they asked a simpler question, namely, What other measures match up well with value-added…

  18. Characteristics of Question Format Web Queries: An Exploratory Study.

    ERIC Educational Resources Information Center

    Spink, Amanda; Ozmutlu, H. Cenk

    2002-01-01

    Provides results from a study that examined queries in question format submitted to two Web search engines, Ask Jeeves and Excite. Identifies four types of user Web queries: keyword, Boolean, question, and request; discusses implications for Web search services; and suggests further research needs. (Author/LRW)

  19. The Emotional Experience of Guilt in Ethically Questionable Consumer Situations

    Microsoft Academic Search

    S. STEENHAUT; P. VAN KENHOVE

    2006-01-01

    The current research scrutinizes the discrete emotion of guilt in situations in which the consumer benefits at the expense of the seller. A first objective was to endorse previous made assumptions of guilt being an important emotion in ethically questionable consumer situations. Therefore, in a first study the experience of guilt (versus shame) is explored across four different questionable consumer

  20. Frequently Asked Questions: Common Core State Standards Initiative

    ERIC Educational Resources Information Center

    Common Core State Standards Initiative, 2015

    2015-01-01

    The document provides answers to some of the frequently asked questions about the Common Core State Standards, from how they were developed to what they mean for states and local communities. The questions are organized into the following categories: (1) Overview; (2) Process; (3) Implementation and Future Work; and (4) Content and Quality of the…

  1. New Responses to Enduring Questions in Religious and Theological Education

    ERIC Educational Resources Information Center

    Siejk, Cate

    2011-01-01

    This article offers a response to two provocative questions about the relationship of theology to religious education posed by Norma Thompson in her Presidential address given at the annual meeting of APRRE in 1978. I offer contemporary answers to these questions from the perspective of a theological educator. First, I show how feminist theory and…

  2. Conceptual Question Response Times in Peer Instruction Classrooms

    ERIC Educational Resources Information Center

    Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

    2014-01-01

    Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to…

  3. Basic questions on Artin-Tits groups Eddy Godelle

    E-print Network

    Paris-Sud XI, Université de

    Basic questions on Artin-Tits groups Eddy Godelle and Luis Paris May 5, 2011 Abstract This paper is a short survey on four basic questions on Artin-Tits groups: the torsion, the center, the word problem: (1) if all free of infinity Artin-Tits groups are torsion free, then all Artin-Tits groups

  4. Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples

    ERIC Educational Resources Information Center

    Beck, Isabel L.; McKeown, Margaret G.; Kucan, Linda

    2008-01-01

    Responding to readers' stories, questions, and requests for extended examples, this book was developed as a complementary volume to "Bringing Words to Life." The authors present additional tools, tips, and explanations of such questions as which words to teach, when and how to teach them, and how to adapt instruction for English language learners.…

  5. Interviewing in mathematics education research: Choosing the questions

    Microsoft Academic Search

    Rina Zazkis; Orit Hazzan

    1998-01-01

    With the development of qualitative methodologies, interviewing has become one of the main tools in mathematics education research. As the first step in analyzing interviewing in mathematics education we focus here on the stage of planning, specifically, on designing the interview questions. We attempt to outline several features of interview questions and understand what guides researchers in choosing the interview

  6. Enhancing learning using questions adjunct to science charts

    Microsoft Academic Search

    William G. Holliday; Garth Benson

    1991-01-01

    This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study

  7. Enhancing learning using questions, adjunct to science charts

    Microsoft Academic Search

    William G. Holliday; Garth Benson

    1991-01-01

    This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study

  8. Assessing the quality of a student-generated question repository

    NASA Astrophysics Data System (ADS)

    Bates, Simon P.; Galloway, Ross K.; Riise, Jonathan; Homer, Danny

    2014-12-01

    We present results from a study that categorizes and assesses the quality of questions and explanations authored by students in question repositories produced as part of the summative assessment in introductory physics courses over two academic sessions. Mapping question quality onto the levels in the cognitive domain of Bloom's taxonomy, we find that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar studies of student-authored content in different subject domains. Similarly, the quality of student-authored explanations for questions was also high, with approximately 60% of all explanations classified as being of high or outstanding quality. Overall, 75% of questions met combined quality criteria, which we hypothesize is due in part to the in-class scaffolding activities that we provided for students ahead of requiring them to author questions. This work presents the first systematic investigation into the quality of student produced assessment material in an introductory physics context, and thus complements and extends related studies in other disciplines.

  9. What's Up With the Weather: Frequently Asked Questions

    NSDL National Science Digital Library

    2007-12-12

    This list of frequently asked questions helps the average citizen navigate the debate about climate change, which is a highly complex subject, spanning several technical disciplines - from meteorology to climate modelling, from economics to paleoclimatology. It is also highly politicized and contentious. Question topics range from the difference between weather and climate to our dependence on fossil fuels and energy efficiency.

  10. A characterization of clinical questions asked by rehabilitation therapists*†

    PubMed Central

    Kloda, Lorie Andrea; Bartlett, Joan C

    2014-01-01

    Objective: This study explored the information needs of rehabilitation therapists (occupational therapists, physical therapists, and speech-language pathologists) working with patients who have had strokes in order to characterize their clinical questions, defined as their formalized information needs arising in the context of everyday clinical practice. Methods: The researchers took a constructivist, interpretive approach, in which fifteen rehabilitation therapists working in various settings were recruited. Data were gathered using diaries, followed by diary-guided interviews, and thematically analyzed using template analysis. Results: Rehabilitation therapists' clinical questions were characterized as having one or more of twelve foci and containing one or more of eight possible structural elements. Conclusions: Findings demonstrate that the evidence-based practice framework currently applied for questions relating to rehabilitation is inadequate for representing rehabilitation therapists' clinical questions. A new framework that is more comprehensive and descriptive is proposed. Implications: Librarians working with students and clinicians in rehabilitation can employ knowledge of the twelve foci and the question structure for rehabilitation to guide the reference interview. Instruction on question formulation in evidence-based practice can employ the revised structure for rehabilitation, offering students and clinicians an alternative to the traditional patient, intervention, comparison, outcome (PICO) structure. Information products, including bibliographic databases and synopsis services, can tailor their interfaces according to question foci and prompt users to enter search terms corresponding to any of the eight possible elements found in rehabilitation therapists' clinical questions. PMID:24860260

  11. Answer Formulation for Question-Answering Leila Kosseim1

    E-print Network

    Kosseim, Leila

    Answer Formulation for Question-Answering Leila Kosseim1 , Luc Plamondon2 and Louis experimentations in evaluating answer formulation for question-answering (QA) systems. In the context of QA, answer formulation can serve two purposes: improving answer ex- traction or improving human-computer interaction (HCI

  12. Discovering Authorities in Question Answer Communities by Using Link Analysis

    E-print Network

    Agichtein, Eugene

    Discovering Authorities in Question Answer Communities by Using Link Analysis Pawel Jurczyk of Mathematics and Computer Science Emory University eugene@mathcs.emory.edu ABSTRACT Question-Answer portals such as Naver and Yahoo! Answers are quickly becoming rich sources of knowledge on many topics which

  13. Culture and Survey Question Answering: A Behavior Coding Approach

    Microsoft Academic Search

    Young Ik Cho; Anne Fuller; Thom File; Allyson L. Holbrook; Timothy P. Johnson

    Creating survey questions that are well understood uniformly across cultures is a challenge of growing importance for survey researchers conducting surveys of increasingly heterogeneous populations. A number of studies have demonstrated that respondent comprehension of survey questions varies across cultures (e.g., Warnecke et al., 1997). One approach to doing so has been to use behavior coding, a methodology in which

  14. Connecting Students to Content: Student-Generated Questions

    ERIC Educational Resources Information Center

    Davis, Thomas A.

    2013-01-01

    Students learn best by being actively engaged in the learning process. This essay describes a teaching technique where students generate their own questions about a course topic. This occurs at the beginning of each new section of a course. The instructor works with the class to answer the students' own questions throughout that section of…

  15. Pre-Passage Questions: The Influence of Structural Importance.

    ERIC Educational Resources Information Center

    Wilhite, Stephen C.

    A study examined the differential effects of previewing textual information with questions containing higher-order versus lower-order information. The 104 college students in the study read three passages, each of which was preceded by different combinations of questions about information high or low in the structural hierarchy of the text, then…

  16. 99 Facts about the FBI: Questions and Answers.

    ERIC Educational Resources Information Center

    Federal Bureau of Investigation, Quantico, VA.

    This booklet on the Federal Bureau of Investigation (FBI) attempts to provide an overview of the FBI's functions. Presented in a question and answer format, the 99 questions and answers discuss the federal government agency's history, administrative matters, jurisdiction, criminal investigations, security matters, foreign counter-intelligence, and…

  17. Contextual Concept Language Model for Answering Biomedical Questions

    Microsoft Academic Search

    Qi Sun; Jinguo Yao; Junyu Niu

    2009-01-01

    In this paper, we utilize MeSH vocabulary to capture concepts of each word appearing in questions and documents and two new methods, contextual concept smoothing language model (CCSLM) and contextual concept language model (CCLM), are proposed to find the answer sentences from biomedical literature to questions proposed by biomedical experts. The concepts employed in the models, instead of keywords, guarantee

  18. Automatic Generation and Ranking of Questions for Critical Review

    ERIC Educational Resources Information Center

    Liu, Ming; Calvo, Rafael A.; Rus, Vasile

    2014-01-01

    Critical review skill is one important aspect of academic writing. Generic trigger questions have been widely used to support this activity. When students have a concrete topic in mind, trigger questions are less effective if they are too general. This article presents a learning-to-rank based system which automatically generates specific trigger…

  19. Pulp Healing and Regeneration: More Questions than Answers

    Microsoft Academic Search

    M. Goldberg

    2011-01-01

    Differences between pulp repair and regeneration guide different strategic options. After mild carious dentin lesions, odontoblasts and Hoehl’s cells are implicated in the formation of reactionary dentin. Reparative dentin formation and\\/or pulp regeneration after partial degradation is under the control of pulp progenitors. A series of questions arise from recent researches on tissue engineering. In this series of questions, we

  20. lgbtqi lesbian gay bisexual transgender queer/questioning intersex

    E-print Network

    Portman, Douglas

    lgbtqi lesbian · gay · bisexual · transgender queer/questioning · intersex #12;LGBTQI, a national non-profit organization, has recently called the University of Rochester one of the top gay environment for the Lesbian, Gay, Bisexual, Transgendered, Queer/Questioning, and Intersex (LGBTQI) students

  1. Moving Students' Questions out of the Parking Lot

    ERIC Educational Resources Information Center

    Ness, Molly

    2014-01-01

    This article provides teachers with ideas on how to address students' self-generated questions. Following a third-grade classroom, the article explores the use of a "parking lot" -- a repository for the seemingly off-task questions which curious students naturally pose. As students encounter informational text with genuine purposes,…

  2. Early Childhood Teacher Research: From Questions to Results

    ERIC Educational Resources Information Center

    Castle, Kathryn

    2011-01-01

    What is early childhood teacher research and why is it important? How does a teacher researcher formulate a research question and a plan for doing research? How do teachers apply research results to effect change? "Early Childhood Teacher Research" is an exciting new resource that will address the sorts of questions and concerns that pre- and…

  3. Asking the right questions to elicit product requirements

    Microsoft Academic Search

    Min Wang; Yong Zeng

    2009-01-01

    Eliciting precise and comprehensive product requirements from customers is of critical importance for the success of product development. In this paper, a generic process is proposed for eliciting product requirements by asking questions based on linguistic analysis. The linguistic analysis transforms a text into a graphic language called recursive object model (ROM). Two types of questions are asked in the

  4. Reframing the Question of Whether Education Can Change Society

    ERIC Educational Resources Information Center

    Apple, Michael W.

    2015-01-01

    Among the most important questions critical educators can ask today are the following: Can schools play a role in making a more just society possible? If not, why not? If so, what can they do? These questions provide the basis for this article by Michael Apple, as well as for the books under discussion here. The books by David Blacker, John Marsh,…

  5. Supporting Argumentation through Students' Questions: Case Studies in Science Classrooms

    ERIC Educational Resources Information Center

    Chin, Christine; Osborne, Jonathan

    2010-01-01

    This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12-14 years, from two countries, first wrote questions about the phenomenon. Then, working…

  6. Is Dialogic Questioning Possible in Social Studies Classrooms?

    ERIC Educational Resources Information Center

    Dull, Laura J.; Murrow, Sonia E.

    2008-01-01

    Many scholars agree that students should be regularly engaged in dialogues that require them to question texts, values, or issues. We observed social studies classrooms in secondary schools serving urban, rural, and suburban students of different socioeconomic backgrounds in New York to learn what kinds of questioning strategies teachers were…

  7. Improving question wording in surveys of culturally diverse populations

    Microsoft Academic Search

    Richard B. Warnecke; Timothy P. Johnson; Noel Chávez; Seymour Sudman; Diane P. O'Rourke; Loretta Lacey; John Horm

    1997-01-01

    PURPOSE: The purpose of this paper is to briefly describe a theoretical model articulating cognitive theory and sources of potential response bias resulting from racial or ethnic cultural experience to survey questions that deal with health behavior. The theory components are then evaluated using questions obtained from national health surveys conducted by the National Center for Health Statistics and Centers

  8. Power Dynamics and Questioning in Elementary Science Classrooms

    ERIC Educational Resources Information Center

    Reinsvold, Lori A.; Cochran, Kathryn F.

    2012-01-01

    We describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. We focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. We relate the consequences of teacher use of…

  9. Promoting Self-Questioning through Picture Book Illustrations

    ERIC Educational Resources Information Center

    Lohfink, Gayla

    2013-01-01

    This teaching tip manuscript demonstrates how picture book illustrations can be used as an inquiry tool that facilitates one's connecting of visual investigations in a picture to the process of generating self-questions. Techniques suggested to promote self-questioning are (1) introducing young readers to an interactive picture book read aloud…

  10. PhET Teacher Ideas & Activities: Wave Clicker Questions

    NSDL National Science Digital Library

    2009-03-23

    This page contains a set of 67 concept (clicker) questions with answer key on the topic of waves, available for free download in Power Point or pdf format. It is a PhET Gold Star award-winning resource, developed for use with PhET interactive simulations on waves. Concept questions are intended to introduce a topic and probe students' existing beliefs prior to formal instruction. Students discuss their viewpoints, then "vote" on the correct response to the concept question. The use of concept questions has been extensively tested by physics education researchers and correlated with improved learner outcomes. The clicker questions were created specifically to supplement the following PhET simulations: Fourier: Making Waves, Sound, Wave on a String, Wave Interference, Geometric Optics, and Resonance. This resource is part of a set of teacher-created materials developed to supplement the PhET collection of interactive physics simulations.

  11. Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers

    Microsoft Academic Search

    Errikos Ventouras; Dimos Triantis; Panagiotis Tsiakas; Charalampos Stergiopoulos

    2010-01-01

    The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final formulation of the score. The error is

  12. Examining the impact of question surface features on students' answers to constructed-response questions on photosynthesis.

    PubMed

    Weston, Michele; Haudek, Kevin C; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-06-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312

  13. Study questions. First Exam. Evolution (L567) 2006 Note: the same question is sometimes asked in different ways.

    E-print Network

    Lively, Curt

    Study questions. First Exam. Evolution (L567) 2006 Note: the same question is sometimes asked and covariance? Why did Francis Galton (Darwin's cousin) reject Darwin's view of evolution by natural selection by "fixation" in population genetics? What is the heritability of two ears on a population of mice, all having

  14. Study questions. First Exam. Evolution (L567) 2010 Note: the same question is sometimes asked in different ways.

    E-print Network

    Lively, Curt

    1 Study questions. First Exam. Evolution (L567) 2010 Note: the same question is sometimes asked and covariance? Why did Francis Galton (Darwin's cousin) reject Darwin's view of evolution by natural selection" in population genetics? What is the heritability of two ears on a population of mice, all having two ears? What

  15. Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

    PubMed Central

    Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-01-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. PMID:25999312

  16. Frequently Asked Questions We will update this document as questions occur, so please get in touch with Ucycle on

    E-print Network

    Evans, Paul

    Frequently Asked Questions We will update this document as questions occur, so please get in touch after my bike? You are responsible for the appropriate maintenance of it. You will lose some or all for these two sessions. If you fail to attend the 6 month service check you will lose Ł20 from your deposit

  17. Potential Questions for Exam in Game Theory ---Spring 1999 Last update Appril 9, 1999 ---Final list of questions

    E-print Network

    Gajic, Zoran

    Potential Questions for Exam in Game Theory --- Spring 1999 Last update Appril 9, 1999 --- Final list of questions 1. Define deterministic finite games in extensive form (class notes (1), pp. 5--6). 2. Define the finite deterministic game in normal form and give an example that relates game's extensive

  18. UNH Cooperative Extension Info Line Question of the Week Question: How can I control poison ivy without using chemical herbicides?

    E-print Network

    New Hampshire, University of

    UNH Cooperative Extension Info Line Question of the Week Poison Ivy Question: How can I control poison ivy without using chemical herbicides? Answer: Controlling poison ivy is difficult, and it may goats or sheep feed on your poison ivy. This can keep plants from getting too big. One way to manage

  19. [Building questions in forensic medicine and their logical basis].

    PubMed

    Kovalev, A V; Shmarov, L A; Ten'kov, A A

    2015-01-01

    The authors characterize in brief the requirements to the correct formulation of the questions posed to forensic medical experts with special reference to the mistakes made in building the questions and the ways to avoid them. This article actually continues the series of publications of the authors concerned with the major logical errors encountered in expert conclusions. Further publications will be dedicated to the results of the in-depth analysis of the logical errors contained in the questions posed to forensic medical experts and encountered in the expert conclusions. PMID:25874321

  20. Narrow It Down: Asking Yes-No Questions

    NSDL National Science Digital Library

    2012-01-23

    In this activity, the learner asks yes-no questions to identify a secret object (similar to Twenty Questions). This game is easy to adapt for different ages and different kinds of contexts. Each group spreads out a set of objects (coins, stamps, rocks, or just about anything), and one person, The Leader, secretly chooses one of them. Other players take turns asking yes-or-no questions to identify the object. They may ask about characteristics of the objects, but they may not ask if an object is the secret one. The player who identifies the object wins. Available as a web page, downloadable pdf, and in Spanish.

  1. Study Questions Safety of Chemicals Used in Plastic Consumer Products

    MedlinePLUS

    ... news/fullstory_153507.html Study Questions Safety of Chemicals Used in Plastic Consumer Products Researchers say they ... July 9, 2015 (HealthDay News) -- Two supposedly safer chemicals used to replace a known harmful one in ...

  2. 37 CFR 354.1 - Material questions of copyright law.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    37 Patents, Trademarks, and Copyrights 1 2014-07-01 2014-07-01 false Material questions of copyright law. 354.1 Section 354.1 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF...

  3. 37 CFR 354.1 - Material questions of copyright law.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    37 Patents, Trademarks, and Copyrights 1 2012-07-01 2012-07-01 false Material questions of copyright law. 354.1 Section 354.1 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF...

  4. 37 CFR 354.1 - Material questions of copyright law.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    37 Patents, Trademarks, and Copyrights 1 2013-07-01 2013-07-01 false Material questions of copyright law. 354.1 Section 354.1 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF...

  5. 37 CFR 354.1 - Material questions of copyright law.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    37 Patents, Trademarks, and Copyrights 1 2011-07-01 2011-07-01 false Material questions of copyright law. 354.1 Section 354.1 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF...

  6. Opportunities and questions for the fundamental biological sciences in space

    NASA Technical Reports Server (NTRS)

    Sharp, Joseph C.; Vernikos, Joan

    1993-01-01

    With the advent of sophisticated space facilities we discuss the overall nature of some biological questions that can be addressed. We point out the need for broad participation by the biological community, the necessary facilities, and some unique requirements.

  7. Using Critical Science Questions in Working with a Family

    ERIC Educational Resources Information Center

    Smith, Frances M.

    2007-01-01

    An example of the use of critical science questions provides insight related to one particular family over a 2 year period. The cultures of providers and recipients are viewed simultaneously to examine the cultural differences.

  8. The Export Question: Designing Policy for British Columbia Electricity Trade

    E-print Network

    Pedersen, Tom

    The Export Question: Designing Policy for British Columbia Electricity Trade Dr. George Hoberg..........................................................................................................................................5 2 BC's Electricity Trade Picture: Context and Trends........................................................................6 2.1 How electricity trading works

  9. Aspects of spatial thinking in geography textbook questions 

    E-print Network

    Jo, Injeong

    2009-05-15

    This study examined questions embedded in four high school world geography textbooks to evaluate the degree to which the three components of spatial thinking were incorporated: concepts of space, tools of representation, and processes of reasoning...

  10. Astronaut Sally Ride responds to question from interviewer

    NASA Technical Reports Server (NTRS)

    1983-01-01

    Astronaut Sally K. Ride, mission specialist for STS-7, responds to a question from an interviewer during a taping session for ABC's Night Line. Dr. Ride is in the shuttle mockup and integration laboratory.

  11. Questions raised by the controversy over recovered memories of incest.

    PubMed

    Lief, Harold I

    2003-01-01

    The controversy in the mental health community over recovered memory has been heated. The devastation to families falsely accused of incest has been profound. A fortunate consequence, however, has been the vigorous pursuit of answers to a variety of mind-behavior questions raised by the controversy. In this article I raise some of the important questions and in reply I review and summarize some of the data. Some questions deal with the nature of memory and of unconscious processes, especially the role of implicit memory; the techniques of recovered memory therapy and the evolution of pseudomemories and its relevance to clinical practice; the effects, real and alleged, of trauma; the place of dreams, flashbacks, and repetitive patterns of behavior in the understanding of memory and behavior; and finally, questions dealing with the definition of reality. All of these are important issues for the psychoanalyst. PMID:12866698

  12. The Americans with Disabilities Act: Some Questions and Answers.

    ERIC Educational Resources Information Center

    Allred, Stephen

    1991-01-01

    The Americans with Disabilities Act (ADA) will be phased in over a two-year period beginning July 26, 1992. Title I of ADA prohibits discrimination in employment. Some questions relevant to education and employment are addressed. (14 references) (MLF)

  13. Questions Concerning the Disconnection and Eruption of Filaments and CMEs

    NASA Technical Reports Server (NTRS)

    Kucera, Theresa

    2007-01-01

    Reviews examples of eruptions and failed eruptions of filaments and CMEs and review questions concerning the processes and mechanisms involved. Where and how does disconnection occur? What can we learn (if anything!) about CME eruptions by observing related filament eruptions?

  14. Questions and Answers about Writing and Young Children.

    ERIC Educational Resources Information Center

    Miels, Jill

    1998-01-01

    Discusses 10 often-asked questions regarding writing and young children, synthesizing current research on developmental writing stages, information from experienced classroom teachers, and observations from a variety of early childhood settings. (SR)

  15. On a characterization question for symmetric random variables

    Microsoft Academic Search

    Andrey Feuerverger; J. Michael Steele

    1985-01-01

    If X1, X2 are independent with common density g symmetric about zero, then for all real [alpha]. We provide a counter example to show that the converse is false and thus settle a question posed by Burdick (1972).

  16. Role of Discrepant Questioning Leading to Model Element Modification

    NASA Astrophysics Data System (ADS)

    Rea-Ramirez, Mary Anne; Nunez-Oviedo, Maria Cecilia; Clement, John

    2009-04-01

    Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in Model of conceptual understanding in human respiration and strategies for instruction, Dissertation Abstracts International, 59 (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding and suggested new models of learning.

  17. Frequently asked questions about the Inventory of Learning Styles (ILS)

    NSDL National Science Digital Library

    Richard Felder

    This website presents frequently asked questions (FAQ's) about the Inventory of Learning Styles, a tool designed to identify students' preferred methods of learning and to help to improve their learning skills.

  18. Math 16, Second Midterm Review Questions April, 2003

    E-print Network

    Goodman, Fred

    potato is taken out of the microwave oven at 99 degrees C and placed on your dinner plate in a room at 22Math 16, Second Midterm Review Questions April, 2003 1. Work through the review sheet for the first

  19. Core Renewal What we have been hearing: Questions and Answers

    E-print Network

    Huang, Jianyu

    Core Renewal What we have been hearing: Questions and Answers August this issue? Answer: The renewed Core does not increase the overall size the requirements of the renewed Core. We all believe that the benefit to most

  20. Cosmonaut Solovyev answers questions at STS-71 news conference

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Cosmonaut Anatoliy Y. Solovyev, mission commander for Mir 19, responds to a question from a news media representative. Crew members for two of the joint Space Shuttle/Mir missions met the press at JSC.