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1

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… ...

2

Student Evaluations That Generate More Questions Than Answers  

NSDL National Science Digital Library

As a chemical educator, one of the author's primary goals is to provide students with tools for effective learning, hopefully doing so in an engaging, motivating, and incrementally challenging experience. In her quest to figure out how to do a better job, student evaluations seemed a logical place to start looking for answers. Even though others have contested the meaningfulness of student evaluations as tools for teaching improvements (Kelter 2004), her experience, which is described in this article, provides valuable insights into how these evaluations could help improve her teaching.

Oliver-Hoyo, Maria

2008-09-01

3

Question Their Answers  

NASA Astrophysics Data System (ADS)

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

Royce, Brenda

2004-10-01

4

Hints for Students (and Examiners) on Answering MCQ Questions of the Multiple True/False Type.  

ERIC Educational Resources Information Center

Discusses some difficulties that medical students experience in taking exams containing multiple choice questions. Differentiates between multiple true/false type questions, in which several answers may be true, and one-out-of-four type, in which only one answer is correct. Provides tips for taking and making multiple choice tests. (TW)

Biran, Leonard A.

1986-01-01

5

Martin_Answers 211.pdf Student questions: Crystal Martin colloquium on "The adventures of cosmic baryons"  

E-print Network

Martin_Answers 211.pdf 1 Student questions: Crystal Martin colloquium on "The adventures of cosmic, and inability to look at the universe as a whole (from the "outside" of the universe)? Great question. Question 2: Wouldn't the quasars, which represent the early formation of the universe, be devoid of metals

Rhoads, James

6

What Can Standardized Reading Tests Tell Us? Question-Answer Relationships and Students' Performance  

ERIC Educational Resources Information Center

This study examined the comprehension subsection of Nelson-Denny Reading Test Form G (Brown, Fishco, & Hanna, 1993a) and some urban developmental students' performance on it. Three types of question-answer relations were identified using Pearson and Johnson's taxonomy. Students' performance was expressed in their scores on the three types of…

Wang, Danhua

2006-01-01

7

Student Name: ______________________________ Birthdate (MM/DD/YY): ____________ PART I SCREENING: Please answer the following questions  

E-print Network

Indonesia Iran (Islamic Republic of) Iraq Japan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Lao People greater than 2 weeks, night sweats, fever, weight loss) Yes No 5. Do you have a history of a positive. Are you an entering Geisel School of Medicine student? Yes No If you have answered YES to any question

8

Lisse_Answers 313.pdf Student questions: Carey Lisse colloquium on "Prospects for Life & Human Habitability  

E-print Network

Lisse_Answers 313.pdf 1 Student questions: Carey Lisse colloquium on "Prospects for Life & Human/or bacterial species that have similar "human-like" genetic traits that are on planet Earth today? If you mean ancestors had). It's important to remember, though, that the smartest chimp or gorilla or orangutan known

Shumway, John

9

Question answering for Biology.  

PubMed

Biologists often pose queries to search engines and biological databases to obtain answers related to ongoing experiments. This is known to be a time consuming, and sometimes frustrating, task in which more than one query is posed and many databases are consulted to come to possible answers for a single fact. Question answering comes as an alternative to this process by allowing queries to be posed as questions, by integrating various resources of different nature and by returning an exact answer to the user. We have surveyed the current solutions on question answering for Biology, present an overview on the methods which are usually employed and give insights on how to boost performance of systems in this domain. PMID:25448292

Neves, Mariana; Leser, Ulf

2014-10-28

10

CAT questions and answers  

SciTech Connect

This document, prepared in February 1993, addresses the most common questions asked by APS Collaborative Access Teams (CATs). The answers represent the best judgment on the part of the APS at this time. In some cases, details are provided in separate documents to be supplied by the APS. Some of the answers are brief because details are not yet available. The questions are separated into five categories representing different aspects of CAT interactions with the APS: (1) Memorandum of Understanding (MOU), (2) CAT Beamline Review and Construction, (3) CAT Beamline Safety, (4) CAT Beamline Operations, and (5) Miscellaneous. The APS plans to generate similar documents as needed to both address new questions and clarify answers to present questions.

Not Available

1993-02-01

11

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_ ...

12

Knowledge based question answering  

SciTech Connect

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

Pazzani, M.J.; Engelman, C.

1983-01-01

13

Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities  

ERIC Educational Resources Information Center

The Question Answer Relationship (QAR) literacy strategy was integrated into science instruction in a fourth grade classroom. Ten students who struggled with reading, including some who were diagnosed with a reading disability, participated in this study. Significant gains were made in reading by the 10 student participants in comprehending…

Kinniburgh, Leah H.; Baxter, Abigail

2012-01-01

14

Researching the Quest: Are Community College Students Motivated by Question-and-Answer Reviews?  

ERIC Educational Resources Information Center

Any effort to assess the motivational techniques employed by community college faculty is complicated by the inter-connectedness of motivational techniques and teaching techniques, as improved teaching results in improved motivation. Nonetheless, this research poses a motivation-related question: Does the use of daily question-and-answer reviews…

Cavendish, Don F., Jr.

2010-01-01

15

Evolutionary explanations in medical and health profession courses: are you answering your students' "why" questions?  

PubMed Central

Background Medical and pre-professional health students ask questions about human health that can be answered in two ways, by giving proximate and evolutionary explanations. Proximate explanations, most common in textbooks and classes, describe the immediate scientifically known biological mechanisms of anatomical characteristics or physiological processes. These explanations are necessary but insufficient. They can be complemented with evolutionary explanations that describe the evolutionary processes and principles that have resulted in human biology we study today. The main goal of the science of Darwinian Medicine is to investigate human disease, disorders, and medical complications from an evolutionary perspective. Discussion This paper contrasts the differences between these two types of explanations by describing principles of natural selection that underlie medical questions. Thus, why is human birth complicated? Why does sickle cell anemia exist? Why do we show symptoms like fever, diarrhea, and coughing when we have infection? Why do we suffer from ubiquitous age-related diseases like arteriosclerosis, Alzheimer's and others? Why are chronic diseases like type II diabetes and obesity so prevalent in modern society? Why hasn't natural selection eliminated the genes that cause common genetic diseases like hemochromatosis, cystic fibrosis, Tay sachs, PKU and others? Summary In giving students evolutionary explanations professors should underscore principles of natural selection, since these can be generalized for the analysis of many medical questions. From a research perspective, natural selection seems central to leading hypotheses of obesity and type II diabetes and might very well explain the occurrence of certain common genetic diseases like cystic fibrosis, hemochromatosis, Tay sachs, Fragile X syndrome, G6PD and others because of their compensating advantages. Furthermore, armed with evolutionary explanations, health care professionals can bring practical benefits to patients by treating their symptoms of infection more specifically and judiciously. They might also help curtail the evolutionary arms race between pathogens and antibiotic defenses. PMID:15885137

Harris, Eugene E; Malyango, Avelin A

2005-01-01

16

Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science  

ERIC Educational Resources Information Center

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

Heiner, Cecily

2009-01-01

17

Towards a virtual teaching assistant to answer questions asked by students in introductory computer science  

NASA Astrophysics Data System (ADS)

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the natural language of the questions to a vector space, and then utilizing cosine similarity to identify similar previous questions. I report classification accuracies between 23% and 56%, obtaining substantial improvements by exploiting domain knowledge (compiler error messages) and educational context (assignment name). My results are especially timely and relevant for online courses where students are completing the same set of assignments asynchronously and access to staff is limited.

Heiner, Cecily

18

Paytan_Answers 113.pdf Student questions: Adina Paytan colloquium on "Impacts of Ocean Acidification on Coral  

E-print Network

Paytan_Answers 113.pdf 1 Student questions: Adina Paytan colloquium on "Impacts of Ocean of diseases? And how will the scientist community control that not to affect marine live in ocean community that needs to ensure that the oceans' pH remains at a range where organisms can survive

Shumway, John

19

Edgar_Answers to student questions 414.pdf Student questions: Lauren Edgar colloquium on "Martian Sedimentology as Revealed by the  

E-print Network

Sedimentology as Revealed by the Curiosity Rover" 3/26/14 Question 1: How are the studies that you've done of the same kinds of instruments to investigate the sedimentology and stratigraphy at each landing site

Rhoads, James

20

Blakey_Answers to student questions 314.pdf Student questions: Ronald Blakey colloquium on "Using Paleogeographic Maps to Portray  

E-print Network

period witnessed the most profound geological evolution of modern-day North America? Probably the Archean, and it's the area I know best. Question 2: You mentioned in a slide of Old Jurassic, that rivers drained

Rhoads, James

21

Campylobacter Questions and Answers  

MedlinePLUS

... Administrative Forms Standard Forms Skip Navigation Z7_0Q0619C0JGR010IFST1G5B10H1 Web Content Viewer (JSR 286) Actions ${title} Loading... / Topics / ... and Disease / Campylobacter Q and Answers Z7_0Q0619C0JGR010IFST1G5B10H3 Web Content Viewer (JSR 286) Actions ${title} Loading... Z7_ ...

22

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 ...

23

From Asking to Answering: Making Questions Explicit  

ERIC Educational Resources Information Center

"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…

Washington, Gene

2006-01-01

24

Answering Your Questions about AIDS.  

ERIC Educational Resources Information Center

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

Kalichman, Seth C.

25

Analysis of Student Responses to Peer-Instruction Conceptual Questions Answered Using an Electronic Response System: Trends by Gender and Ethnicity  

ERIC Educational Resources Information Center

This descriptive study investigated students' answers to geoscience conceptual questions answered using electronic personal response systems. Answer patterns were examined to evaluate the peer-instruction pedagogical approach in a large general education classroom setting. (Contains 3 figures and 2 tables.)

Steer, David; McConnell, David; Gray, Kyle; Kortz, Karen; Liang, Xin

2009-01-01

26

Photo-based question answering  

Microsoft Academic Search

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

Tom Yeh; John J. Lee; Trevor Darrell

2008-01-01

27

Questions and Answers about Stroke  

MedlinePLUS

Questions and Answers About Stroke What is a stroke? A stroke occurs when blood flow to the brain is interrupted. When a stroke occurs, brain ... need to function. What are the types of strokes? A stroke can occur in two ways. In ...

28

QUESTIONS & ANSWERS ABOUT LUNG CANCER  

E-print Network

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

29

American Indians Today: Answers to Your Questions.  

ERIC Educational Resources Information Center

This booklet attempts to answer briefly the most common questions about American Indians asked by students, people who believe they have Indian ancestors, individuals who want to visit or volunteer to work on a reservation, or those who want to know the current Indian policy. Separate sections outline President Reagan's American Indian policy;…

Bureau of Indian Affairs (Dept. of Interior), Washington, DC.

30

Descriptive Question Answering with Answer Type Independent Features  

NASA Astrophysics Data System (ADS)

In this paper, we present a supervised learning method to seek out answers to the most frequently asked descriptive questions: reason, method, and definition questions. Most of the previous systems for question answering focus on factoids, lists or definitional questions. However, descriptive questions such as reason questions and method questions are also frequently asked by users. We propose a system for these types of questions. The system conducts an answer search as follows. First, we analyze the user's question and extract search keywords and the expected answer type. Second, information retrieval results are obtained from an existing search engine such as Yahoo or Google. Finally, we rank the results to find snippets containing answers to the questions based on a ranking SVM algorithm. We also propose features to identify snippets containing answers for descriptive questions. The features are adaptable and thus are not dependent on answer type. Experimental results show that the proposed method and features are clearly effective for the task.

Yoon, Yeo-Chan; Lee, Chang-Ki; Kim, Hyun-Ki; Jang, Myung-Gil; Ryu, Pum Mo; Park, So-Young

31

How Do Students with Dyslexia Perform in Extended Matching Questions, Short Answer Questions and Observed Structured Clinical Examinations?  

ERIC Educational Resources Information Center

There are an increasing number of students with learning difficulties attending university, and currently much debate about the suitability and ability of students with dyslexia at both medical school and once they graduate into clinical practice. In this study we describe the performance of students with dyslexia compared to fellow students in…

Gibson, Sandra; Leinster, Samuel

2011-01-01

32

Multilingual Question\\/Answering: the DIOGENE System  

Microsoft Academic Search

This paper presents the DIOGENE question\\/answering system developed at ITC- Irst. The system is based on a rather standard architecture which includes three components for question processing, search and answer extraction. Linguistic processing strongly relies on MULTIWORDNET, an extended version of the English WORDNET. The system has been designed to address two promising directions: multilingual question\\/answering and question\\/answering on the

Bernardo Magnini; Matteo Negri; Roberto Prevete; Hristo Tanev

2001-01-01

33

Domain Ontology Based Automatic Question Answering  

Microsoft Academic Search

In the paper, we introduce a music knowledge question answering system based on ontology knowledge base. Users can propose a question about music knowledge in natural language, the system automatically extract relative knowledge to form answer based on FAQ (frequently asked questions) and ontology knowledge base, and return the answer to users in natural language. The important modules in the

Jibin Fu; Jinzhong Xu; Keliang Jia

2009-01-01

34

Answering Key Fuel Cycle Questions  

SciTech Connect

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

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

2004-10-03

35

Probabilistic question answering on the web  

Microsoft Academic Search

Web-based search engines such as Google and NorthernLight return documents that are relevant to a user query, not answers to user questions. We have developed an architecture that augments existing search engines so that they support natural language question answering. The process entails five steps: query modulation, document retrieval, passage extraction, phrase extraction, and answer ranking. In this paper we

Dragomir R. Radev; Weiguo Fan; Hong Qi; Harris Wu; Amardeep Grewal

2002-01-01

36

Answering Key Fuel Cycle Questions  

SciTech Connect

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

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

2003-10-01

37

Applying question classification to Yahoo! Answers  

Microsoft Academic Search

Question classification is an important part in modern Question Answering systems. Most approaches to question classification are based on handcrafted rules. Recent studies classify simple questions using machine learning techniques and recommends SVM as on of the best performing classifiers. This study applies a hierarchical classifier based on the SVM machine learning algorithm on questions posed by users, drawn from

Mohan John Blooma; Dion Hoe-Lian Goh; A. Chua; Zhiquan Ling

2008-01-01

38

Analysis of the Literature on the Impact of Student Involvement on Student Development and Learning: More Questions than Answers?  

ERIC Educational Resources Information Center

Reviews the important literature published since Astin's 1985 work on involvement theory, including his subsequent publications on student involvement in learning, to determine whether student involvement does make a difference to student development and learning. Examines some of the limitations inherent in assessing student development and…

Hernandez, Karen; Hogan, Stacey; Hathaway, Cynthia; Lovell, Cheryl D.

1999-01-01

39

Answering definitional questions before they are asked  

E-print Network

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

Fernandes, Aaron D. (Aaron David)

2004-01-01

40

Extracting Exact Answers using a Meta Question Answering System  

E-print Network

that uses multiple Web search engines and Web question answering systems to retrieve snippets of text an answer, we used an approach that combines the results of several Web search engines and Web QA systems Web information re- trieval system in a unique manner in order to ex- tract the best results they can

Aliod, Diego Mollá

41

Question answering system based on Ontology  

Microsoft Academic Search

The background and system frame of the question answering system are presented. A new approach is explored in which questions are analyzed based on the detection of question focus chunk, semantic chunk and question template. Then vectors are used for the whole semantic representation. With the elicitation of ontology and semantic Web, a domain ontology is built up. Ontology and

Qinglin Guo

2008-01-01

42

Donating Blood Questions and Answers  

MedlinePLUS

... Back to top Questions about Individuals Diagnosed with Hemochromatosis and Blood Donations Is it true that individuals diagnosed with hemochromatosis can now donate? FDA has always allowed individuals ...

43

From Question Answering to Visual Exploration  

SciTech Connect

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

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

2006-08-11

44

Question Popularity Analysis and Prediction in Community Question Answering Services  

PubMed Central

With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users’ interest so as to improve the users’ experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository. PMID:24837851

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

2014-01-01

45

Question popularity analysis and prediction in community question answering services.  

PubMed

With the blooming of online social media applications, Community Question Answering (CQA) services have become one of the most important online resources for information and knowledge seekers. A large number of high quality question and answer pairs have been accumulated, which allow users to not only share their knowledge with others, but also interact with each other. Accordingly, volumes of efforts have been taken to explore the questions and answers retrieval in CQA services so as to help users to finding the similar questions or the right answers. However, to our knowledge, less attention has been paid so far to question popularity in CQA. Question popularity can reflect the attention and interest of users. Hence, predicting question popularity can better capture the users' interest so as to improve the users' experience. Meanwhile, it can also promote the development of the community. In this paper, we investigate the problem of predicting question popularity in CQA. We first explore the factors that have impact on question popularity by employing statistical analysis. We then propose a supervised machine learning approach to model these factors for question popularity prediction. The experimental results show that our proposed approach can effectively distinguish the popular questions from unpopular ones in the Yahoo! Answers question and answer repository. PMID:24837851

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

2014-01-01

46

Automatic Question Pattern Generation for Ontology-based Question Answering  

Microsoft Academic Search

This paper presents an automatic question pattern generation method for ontology-based question answering with the use of textual entailment. In this method, a set of question pat- terns, called predictive questions, which are predicted to be asked by users in a domain, were generated on the basis of a domain ontology. Their corresponding query templates, which can be used to

Shiyan Ou; Constantin Orasan; Dalila Mekhaldi; Laura Hasler

2008-01-01

47

Question & Answers Natural Gas Fueling Infrastructure Solicitation  

E-print Network

to be renewable to get the 60% award? (Answer) A minimum of 30% of compressed natural gas or liquefied naturalQuestion & Answers Natural Gas Fueling Infrastructure Solicitation PON12605 1. If you of the Solicitation which defines renewable natural gas. 3. Do the projects have to be for new stations

48

Answering Your Child's Tough Questions About Alcohol  

MedlinePLUS

... feedback today. Answering Your Child's Tough Questions About Alcohol As your child becomes curious about alcohol, he ... dad) that I wouldn’t drink.” “You drink alcohol, so why can’t I?” Remind your child ...

49

Questions and Answers: Smallpox Vaccine and Monkeypox  

MedlinePLUS

Monkeypox Clinicians Public Health Lawyers Pet Owners & Animal Handlers Veterinarians Case Definition Infection Control & Exposure Management Lab & ... Rd. Atlanta, GA 30333 USA (404) 639-3311 Monkeypox Home > QUESTIONS AND ANSWERS Smallpox Vaccine and Monkeypox ...

50

Questions and Answers about High Blood Pressure  

MedlinePLUS

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

51

Get Answers to Common Questions About...  

Cancer.gov

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

52

Ten questions and answers about superconductivity  

E-print Network

This work answers the basic questions of superconductivity in a question-and-answer format. We extend a basic hypothesis to various superconductors. This hypothesis is that superconductivity requires that the pairing gap locates around the Fermi level. On the basis of this hypothesis our calculations give the so-called three factor theory with which some key problems of the high temperature superconductivity are explained.

Tian De Cao

2010-06-29

53

Scaling question answering to the Web  

Microsoft Academic Search

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

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

2001-01-01

54

Questions Students Ask: Beta Decay.  

ERIC Educational Resources Information Center

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

Koss, Jordan; Hartt, Kenneth

1988-01-01

55

Beyond Information Retrieval—Medical Question Answering  

PubMed Central

Physicians have many questions when caring for patients, and frequently need to seek answers for their questions. Information retrieval systems (e.g., PubMed) typically return a list of documents in response to a user’s query. Frequently the number of returned documents is large and makes physicians’ information seeking “practical only ‘after hours’ and not in the clinical settings”. Question answering techniques are based on automatically analyzing thousands of electronic documents to generate short-text answers in response to clinical questions that are posed by physicians. The authors address physicians’ information needs and described the design, implementation, and evaluation of the medical question answering system (MedQA). Although our long term goal is to enable MedQA to answer all types of medical questions, currently, we currently implement MedQA to integrate information retrieval, extraction, and summarization techniques to automatically generate paragraph-level text for definitional questions (i.e., “What is X?”). MedQA can be accessed at http://www.dbmi.columbia.edu/~yuh9001/research/MedQA.html. PMID:17238385

Lee, Minsuk; Cimino, James; Zhu, Hai Ran; Sable, Carl; Shanker, Vijay; Ely, John; Yu, Hong

2006-01-01

56

Instructor-Aided Asynchronous Question Answering System for Online Education and Distance Learning  

ERIC Educational Resources Information Center

Question answering systems have frequently been explored for educational use. However, their value was somewhat limited due to the quality of the answers returned to the student. Recent question answering (QA) research has started to incorporate deep natural language processing (NLP) in order to improve these answers. However, current NLP…

Wen, Dunwei; Cuzzola, John; Brown, Lorna; Kinshuk

2012-01-01

57

Sea Level : Frequently Asked Questions and Answers  

NSDL National Science Digital Library

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

2007-12-12

58

Questions & Answers about...Marfan Syndrome.  

ERIC Educational Resources Information Center

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

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

59

Survey Questions Answered Only by Psychosocial Experts.  

ERIC Educational Resources Information Center

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

American Journal on Mental Retardation, 2000

2000-01-01

60

Online Transcript Request Questions and Answers  

E-print Network

. This will update you on the status. Q. I am a Tufts Alumnus. Can I order my transcript online? A. This new system log out of SIS Online or lose my connection before entering my payment information? A. If your paymentOnline Transcript Request Questions and Answers Q. How can I order an official transcript online? A

Tufts University

61

National Wetland Plant List Question and Answers  

E-print Network

for the names included within the proposed list, National List of Vascular Plant Species that Occur in WetlandsNational Wetland Plant List Question and Answers May 2012 Q1: How will the updated list affect as a result of the changes to the updated plant list. Approximately 12% of the wetland plant indicator

US Army Corps of Engineers

62

Question and Answers Alternative Fuel Readiness Plans  

E-print Network

Question and Answers Alternative Fuel Readiness Plans PON-13-603 September 3, 2013 Eligibility Q1 to readiness plans? A1 This solicitation is limited to readiness planning only for alternative fuels. Q2 In regards to PON-13-603 - Alternative Fuel Readiness Plans, is electricity used for transportation

63

2011 Scholarship Awards Questions and Answers about Scholarships and Awards  

E-print Network

2011 Scholarship Awards Questions and Answers about Scholarships and Awards What is the difference between scholarships and awards? The difference between scholarships and awards is that students apply for scholarships and are nominated for awards. At Cal State Fullerton, both scholarships and awards are a means

de Lijser, Peter

64

Koerner_Answers 912.pdf Student questions: David Koerner colloquium on "NAU studies of Asteroids & Comets around  

E-print Network

determine what type of planets will form in the newborn solar system? Can you tell what disks will likely form gas giants? only small rocky planets, many many planets or very few? The short answer is no ­ we don't have many planet detections in start with disks. There are a few with debris disks, however

Shumway, John

65

Management of polychlorinated biphenyls (PCBs) questions & answers  

SciTech Connect

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

NONE

1995-11-01

66

Research on Chinese restricted domain question answering system  

Microsoft Academic Search

The knowledge representing method, question semantic analysis and answer extraction algorithm are very important parts of QA (question answering system). This paper puts forward a framework which can well serve not only the simple question, but also the complex conditional question; can construct and apply ontology to drive Chinese restricted domain QA; and can conveniently extract answer by QSR (question

Jie Liu; Ji-Bin Fu; Xiao-Yu Jiang; Kang Chen

2008-01-01

67

Learning How to Answer Questions Using Trivia Games  

Microsoft Academic Search

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

Gideon S. Mann

2002-01-01

68

Ian Hinchliffe Answers Your Higgs Boson Questions  

SciTech Connect

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

Hinchliffe, Ian

2012-01-01

69

Baum_Answers N12.pdf Student questions: Stefi Baum colloquium on "Turning Science and Engineering Education  

E-print Network

a good picture. Effective evaluation is very difficult it turns out . Why Raspberry pi had been chosen among other controllers such as arduino for students to learn circuits and programming? Rasberry pi runs

Shumway, John

70

Overview of the TREC 2005 Question Answering Track  

Microsoft Academic Search

The TREC 2005 Question Answering (QA) track contained three tasks: the main question answering task, the document ranking task, and the relationship task. In the main task, question series were used to dene a set of targets. Each series was about a single target and contained factoid and list questions. The nal question in the series was an ěOtherî question

Ellen M. Voorhees; Hoa Trang Dang

2005-01-01

71

Characteristics of Attempts To Handle Indeterminate Situations--Answering Questions: University Students and University Graduates with Work Experience.  

ERIC Educational Resources Information Center

This study of the nature and characteristics of thinking examined how university students without full-time work experience and university graduates with work experience think when posed with an indeterminate situation. The focus was on such characteristics as expression tendencies, approaches to responding, thinking movements, and learning…

Martin, Ken

72

Student Questioning Educational Outreach  

E-print Network

Student Questioning Educational Outreach Dr. Dan Steinberg Kimberly Carroll #12;What is PUMA? 19 of discussing why questioning is important, how research classes(like PUMA) differ from previous science classes the development of high school students questions(PUMA) using our own rubric Teach the students the importance

Petta, Jason

73

The Artful Dodger: Answering the Wrong Question the Right Way  

ERIC Educational Resources Information Center

What happens when speakers try to "dodge" a question they would rather not answer by answering a different question? In 4 studies, we show that listeners can fail to detect dodges when speakers answer similar--but objectively incorrect--questions (the "artful dodge"), a detection failure that goes hand-in-hand with a failure to rate dodgers more…

Rogers, Todd; Norton, Michael I.

2011-01-01

74

Tie Strength in Question & Answer on Social Network Sites  

E-print Network

Tie Strength in Question & Answer on Social Network Sites Katrina Panovich, Robert C. Miller, David with opportunities to better observe this process. In this paper, we relate question answering to tie strength of tie strength in question answers. We used previous research on tie strength in social media

75

Towards Interactive Question Answering: An Ontology-Based Approach  

Microsoft Academic Search

The ability to provide both rich and natural answers with respect to a given question, and clear explanations for failures, is a crucial aspect for a future generation of question answering systems able to interact with a user. We argue that such abilities are necessarily based on a deep analysis of the content of both the question and the answer,

Bernardo Magnini; Manuela Speranza; Vikash Kumar

2009-01-01

76

Question Answering Techniques for the World Wide Web  

E-print Network

Question Answering Techniques for the World Wide Web Jimmy Lin and Boris Katz MIT Artificial of irrelevant documents. The vast amount of information readily available on the World Wide Web presents new of the World Wide Web distinguish Web-based question answering from question answering on closed corpora

Lin, Jimmy

77

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

ERIC Educational Resources Information Center

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

Miller, C. C.; And Others

1982-01-01

78

Improving Student Question Classification  

ERIC Educational Resources Information Center

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

Heiner, Cecily; Zachary, Joseph L.

2009-01-01

79

Why Users of Yahoo! Answers Do Not Answer Questions David Dearman and Khai N. Truong  

E-print Network

Why Users of Yahoo! Answers Do Not Answer Questions David Dearman and Khai N. Truong Department of collective action (e.g., Yahoo! Answers); in contrast it is not well understood why members choose to not answer a question they have already read. To explore this issue, we surveyed 135 active members of Yahoo

Toronto, University of

80

Robust Question Answering for Speech Transcripts Using Minimal Syntactic Analysis  

Microsoft Academic Search

This paper describes the participation of the Technical University of Catalonia in the CLEF 2007 Question Answering on Speech Transcripts track. For the processing of manual transcripts we have deployed a robust factual Question Answering that uses minimal syntactic information. For the handling of automatic transcripts we combine the QA system with a novel Passage Retrieval and Answer Extraction engine,

Pere R. Comas; Jordi Turmo; Mihai Surdeanu

2007-01-01

81

NUFACT11 Round Table Discussion — Questions & Answers  

NASA Astrophysics Data System (ADS)

This presents the response to questions formulated by a round table discussion panel to the NUFACT11 participants. The main points made were as follows. Neutrino mass is physics beyond the Standard Model; it presents a very deep puzzle to solve, with the answers to several fundamental questions as potential reward. Precision measurement of oscillation parameters is one essential way to access information needed to solve this puzzle and there is a relatively clear (but not easy) way forward. Large ?13 makes the appearance signals larger, but does not allow to relax the requirements on high beam intensity and large detector masses; it creates a difficult challenge on systematic errors, which will require dedicated ancillary experiments. Of particular interest is a low intensity muon storage ring for required cross-section measurements. There exist already extended bottom-up international collaboration in both physics and R&D experiments. All three main regions have plans for upgraded super-beams and associated detectors, with a variety of (mostly) complementary baselines, proceeding in an incremental way. The ultimate precision and verification of the neutrino mixing picture requires new types of neutrino beams based on storage rings. For low energy neutrinos, the beta-beam is a possible (but substantial) intermediate step. The Neutrino Factory offers the best precision and best sensitivity to deviations from the standard picture. Coordinated international R&D is pursued. International collaboration at the top level would be beneficial in acknowledging the process, so as make sure that intermediate steps are effectively building up in complementary fashion towards the ultimate goals.

Blondel, A.; Efthymiopoulos, I.; participants, NUFACT11

2013-02-01

82

Impact of Question Decomposition on the Quality of Answer Summaries  

Microsoft Academic Search

Generating answers to complex questions in the form of multi-document summaries requires access to question decomposition methods. In this paper we present three methods for decomposing complex questions and we evaluate their impact on the responsiveness of the answers they enable.

Finley Lacatusu; Andrew Hickl; Sanda Harabagiu; Japanese Yakuza; Pablo Escobar; Manuel Noriega; Juan Sanchez-Perez; Leopoldo Piloto

83

Learning search engine specific query transformations for question answering  

Microsoft Academic Search

We introduce a method for learning query transformations that im- proves the ability to retrieve answers to questions from an informa- tion retrieval system. During the training stage the method involves automatically learning phrase features for classifying questions into different types, automatically generating candidate query transfor- mations from a training set of question\\/answer pairs, and automat- ically evaluating the candidate

Eugene Agichtein; Steve Lawrence; Luis Gravano

2001-01-01

84

Connecting Students to Content: Student-Generated Questions  

ERIC Educational Resources Information Center

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…

Davis, Thomas A.

2013-01-01

85

ASKING AND ANSWERING QUESTIONS Guidelines for Asking Good Questions  

E-print Network

involves critical thinking, and focuses on the substance or content of what a person has said. A question question because it involves no critical thinking on the questioner's part (however, these questions could) The critical thinking required in asking a good, substantive question involves making a careful analysis

Wagner, Diane

86

Classifying German Questions According to Ontology-Based Answer Types  

Microsoft Academic Search

Summary. In this paper we describe the evaluation of three machine learning algo- rithms that assign ontology based answer types to questions in a question-answering task. We used shallow and syntactical features to classify about 1400 German ques- tions with a Decision Tree, a k-nearest Neighbor, and a Na¨ive Bayes algorithm.

Adriana Davidescu; Andrea Heyl; Stefan Kazalski; Irene M. Cramer; Dietrich Klakow

2006-01-01

87

The Indeterminacy of the Question and Answer Format.  

ERIC Educational Resources Information Center

Reader, writers, and teachers of expository prose should pay closer attention to the question and answer (Q&A) format's theoretical and practical implications. The Q&A format contributes to the seemingly endless succession of questions and answers and is part of that flight from one signifier to another characteristic of postmodern culture. The…

Hall, Dennis

88

Question Answering using Integrated Information Retrieval and Information Extraction  

E-print Network

in the DARPA GALE distillation evaluation. 1 Introduction As question-answering systems advance from han- dling approach has been evaluated in the frame- work of the DARPA GALE1 program. One of the GALE evaluations The language of the question immediately raises the question of what is meant by prosecution. Unlike a question

Schiffman, Barry

89

Overview of the TREC 2004 Question Answering Track  

Microsoft Academic Search

The TREC 2004 Question Answering track contained a single task in which question series were used to define a set of targets. Each series contained factoid and list questions and related to a single target. The final question in the series was an \\

Ellen M. Voorhees

2004-01-01

90

A Combination of Hand-Held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning  

ERIC Educational Resources Information Center

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging…

Harris, Michelle A.; Peck, Ronald F.; Colton, Shannon; Morris, Jennifer; Neto, Elias Chaibub; Kallio, Julie

2009-01-01

91

Concealed Questions. In Search of Answers  

ERIC Educational Resources Information Center

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

Frana, Ilaria

2010-01-01

92

Genetic algorithms for data-driven web question answering.  

PubMed

We present an evolutionary approach for the computation of exact answers to natural languages (NL) questions. Answers are extracted directly from the N-best snippets, which have been identified by a standard Web search engine using NL questions. The core idea of our evolutionary approach to Web question answering is to search for those substrings in the snippets whose contexts are most similar to contexts of already known answers. This context model together with the words mentioned in the NL question are used to evaluate the fitness of answer candidates, which are actually randomly selected substrings from randomly selected sentences of the snippets. New answer candidates are then created by applying specialized operators for crossover and mutation, which either stretch and shrink the substring of an answer candidate or transpose the span to new sentences. Since we have no predefined notion of patterns, our context alignment methods are very dynamic and strictly data-driven. We assessed our system with seven different datasets of question/answer pairs. The results show that this approach is promising, especially when it deals with specific questions. PMID:18386997

Figueroa, Alejandro G; Neumann, Günter

2008-01-01

93

Negative answers to some positivity questions  

E-print Network

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

Lesieutre, John

2014-01-01

94

Children answered 24 questions in 3 sections  

E-print Network

· The length of time it took to make each item Sixty nine children from a primary school in South Yorkshire were tested from Year 2 (mean = 6y 7m), Year 4 (mean = 8y 11m) and Year 6 (mean = 10y 7m). The CTK Question Type Percentage of Questions Correct Year 2 Year 4 Year 6 Short-Term Tasks 0 2 4 6 Year Seconds

Haase, Markus

95

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

PubMed

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

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

2014-01-01

96

A Question Answering System based on Conceptual Graph Formalism  

NASA Astrophysics Data System (ADS)

This paper proposes a new text-based question answering system. It models knowledge in documents and questions with conceptual graph formalism (CGF). To prepare knowledge to be modeled, natural language processing is applied to the text using OpenNLP, and then syntactic and semantic information is realized using VerbNet and WordNet. We handle different types of questions, especially questions constructed with wh- pronouns, and questions constructed with "how", and we propose a model to represent them in CGF so that their target is realized and marked. Each question's type has different conceptual graph (CG) representations; thus, for each question, many CGs are generated using formulas. Some of these formulas are introduced here. The projection operator is used to compare a question's CG to a sentence's CG, and then the exact answer is extracted from the part of the sentence's CG that has been projected under the question target's concept.

Salloum, Wael

2009-11-01

97

Artificial consciousness: Hazardous questions (and answers)  

Microsoft Academic Search

Summary If human consciousness is the result of complex neural electro-chemical interactions occurring in the brain, the question of whether a machine can ever become self-aware could be a matter of time: the time necessary to fully understand the functional behavior of the brain structure, develop a mathematical model of it, and implement an artificial system capable of working according

Giorgio Buttazzo

2008-01-01

98

Asking Essay Questions: Answering Contemporary Needs  

ERIC Educational Resources Information Center

Essay questions have been a stable fixture of teacher assessment activity for decades. Assessment reforms of the early 90's encouraged the development and use of "newer" forms of assessment including portfolios, performance tasks, and authentic assessments. As of late, however, there appears to be a regressive emphasis toward the use of objective…

Criswell, John R.; Criswell, Susan J.

2004-01-01

99

CLVQ: cross-language video question\\/answering system  

Microsoft Academic Search

Multilanguage information retrieval promotes users to browse documents in the form of their mother language, and more and more peoples interested in retrieves short answers rather than a full document. In this paper, we present a cross-language video QA system i.e. CLVQ, which could process the English questions, and find answers in Chinese videos. The main contribution of this research

Yu-Chyeh Wu; Chia-Hui Chang; Yue-Shi Lee

2004-01-01

100

Tie strength in question answer on social network sites  

E-print Network

Asking friends, colleagues, or other trusted people to help answer a question or find information is a familiar and tried-and-true concept. Widespread use of online social networks has made social information seeking easier, ...

Panovich, Katrina Marie

101

Berkeley Lab Answers Your Home Energy Efficiency Questions  

ScienceCinema

In this follow-up "Ask Berkeley Lab" video, energy efficiency expert Iain Walker answers some of your questions about home energy efficiency. How do you monitor which appliances use the most energy? Should you replace your old windows? Are photovoltaic systems worth the cost? What to do about a leaky house? And what's the single biggest energy user in your home? Watch the video to get the answers to these and more questions.

Walker, Iain

2013-11-14

102

Overview of the CLEF 2005 Multilingual Question Answering Track  

Microsoft Academic Search

The general aim of the third CLEF Multilingual Question Answering Track was to set up a common and replicable evaluation framework to test both monolingual and cross-language Question Answering (QA) systems that process queries and documents in several European languages. Nine target languages and ten source languages were exploited to enact 8 monolingual and 73 cross-language tasks. Twenty-four groups participated

Alessandro Vallin; Bernardo Magnini; Danilo Giampiccolo; Lili Aunimo; Christelle Ayache; Petya Osenova; Anselmo Peńas; Maarten De Rijke; Bogdan Sacaleanu; Diana Santos; Richard F. E. Sutcliffe

2005-01-01

103

Response to Intervention: Questions and Answers  

ERIC Educational Resources Information Center

A better understanding of the basic mechanisms of the Problem-solving/Response to Intervention (PS/RtI) framework will help educators address students' diverse learning and behavioral needs. It will also help educators who may view PS/RtI as a compliance matter rather than an informative educational process that helps children reach their…

Monetti, David M.; Breneiser, Jennifer E.; McAuley, Michael G.

2013-01-01

104

Answers to the 50 Most Important Questions about Private Mental Health Practice.  

ERIC Educational Resources Information Center

Designed for anyone contemplating or presently established in private mental health practice, this book provides the answers to 50 pertinent questions concerning private practice. Questions were culled from a survey of graduate students in psychology, as well as experienced psychotherapists, psychiatrists, social workers, mental health counselors,…

Forman, Bruce D.; Silverman, Wade H.

105

Records--The Achilles' Heel of School Nursing: Answers to Bothersome Questions  

ERIC Educational Resources Information Center

This article addresses practice issues related to school health records and school nursing documentation. Because the issues have been posed by practicing school nurses, the article is in Question and Answer (Q&A) format. Specifically, the questions addressed concern the following: ownership and storage location of student health records when the…

Schwab, Nadine C.; Pohlman, Katherine J.

2004-01-01

106

Questions about how plants die leads to climate change answers  

E-print Network

- 1 - Questions about how plants die leads to climate change answers March 12, 2012 How trees die in drought key to plant, climate change questions How plants die during drought is one of the largest uncertainties in determining how plants will succumb to changing climate. 3:01 Tree Death Study's Climate Change

107

EBPT: Asking the right question and finding the answer  

E-print Network

EBPT: Asking the right question and finding the answer #12;Objectives · Formulate clinical want to know? #12;Types of Questions · Background ­ Normal physiology or behavior ­ Pathophysiology exercise more effective than exercise alone in restoring functional use of the UE in a 65 year old male

Weber, David J.

108

Asking and Answering Questions about Unfamiliar APIs: An Exploratory Study  

E-print Network

Asking and Answering Questions about Unfamiliar APIs: An Exploratory Study Ekwa Duala}@cs.mcgill.ca Abstract--The increasing size of APIs and the increase in the number of APIs available imply developers must fre- quently learn how to use unfamiliar APIs. To identify the types of questions developers want

Robillard, Martin

109

Preparing for the Flu During the 2009-10 School Year: Questions and Answers for Schools  

ERIC Educational Resources Information Center

This brochure provides answers to the following questions: (1) Why do school districts, schools, teachers, parents, and communities need to plan for the continuation of learning for students during flu season this year? (2) How should districts and schools go about planning to continue students' education when they are at home because of H1N1?…

US Department of Education, 2009

2009-01-01

110

Out of State Employee Report Complete this document if you answer no to both questions below.  

E-print Network

Out of State Employee Report Complete this document if you answer no to both questions below. Is this employee a Student or Graduate Student of MSU? Is this employee a Resident of Montana? This document their work outside of Montana. (This could be their state or another state or a foreign country.) This form

Dyer, Bill

111

Update on motherisk updates. Seven years of questions and answers.  

PubMed Central

QUESTION: Every month I read the Motherisk Updates in your journal and find them very helpful in counseling my patients on exposures during pregnancy and breastfeeding. I was wondering: what are the most common questions you receive from family physicians? ANSWER: Since the Motherisk Update began, we have received an increasing number of inquiries from family physicians across Canada. Most questions are about drug exposures. The three classes of drugs asked about most often are antidepressants, antiepileptics, and antihistamines. PMID:12228958

Einarson, Adrienne; Portnoi, Galina; Koren, Gideon

2002-01-01

112

BioGrapher: Biography Questions as a Restricted Domain Question Answering Task  

E-print Network

BioGrapher: Biography Questions as a Restricted Domain Question Answering Task Oren Tsur Text and Data Mining Group Bar Ilan University tsuror@cs.biu.ac.il Maarten de Rijke Informatics Institute questions, i.e., questions asking for biographi- cal facts about persons. The domain of biographical

de Rijke, Maarten

113

Improving comprehension of science content: Generating self-explanation questions and creating explanatory answers  

NASA Astrophysics Data System (ADS)

The emphasis on learning in content area classrooms is heavily dependent on remembering facts and memorizing definitions. Because of this, students often achieve shallow levels of comprehension and are deficient in the skills necessary to achieve deeper comprehension. Teaching students to generate self-explanation questions and answers related to teacher lectures and from reading text can improve comprehension. Students who attempt to explain what the content means understand it better and at a deeper level. The purpose of this study was to examine the effectiveness of teaching students to ask self-explanation questions as a means for improving comprehension. Eighth-grade students from three heterogeneous science classrooms participated in one of the treatment or comparison groups. The first treatment group was taught to generate self-explanation questions while the second treatment group was taught to generate self-explanation questions and to create explanatory answers using a rubric. The comparison group received their regular science instruction. Self-explanation question/answer participants scored significantly higher than the regular instruction group more often than the self-explanation question only group, on memory and essay measures. Analyses were performed with MANCOVA on all three groups' scores as a set. ANCOVA was used to determine if differences existed between groups on each of the dependent variables, and Bonferonni's post-hoc contrasts were used to determine where differences existed among treatment and comparison groups. Results revealed that students who were taught to generate self-explanation questions and/or to create explanatory answers outperformed the regular instruction students on some of the memory and essay measures. Additionally, teaching students a self-explanation strategy resulted in improved ability to respond to essay questions two weeks following the conclusion of the study compared to students who received regular instruction.

Clelland, Peggie L.

114

25 CFR 162.026 - Who can answer questions about leasing?  

...false Who can answer questions about leasing? 162.026 Section 162.026 Indians...026 Who can answer questions about leasing? An Indian landowner or prospective...land for answers to questions about the leasing...

2014-04-01

115

25 CFR 162.026 - Who can answer questions about leasing?  

Code of Federal Regulations, 2013 CFR

...false Who can answer questions about leasing? 162.026 Section 162.026 Indians...026 Who can answer questions about leasing? An Indian landowner or prospective...land for answers to questions about the leasing...

2013-04-01

116

Some questions and answers about the Satellite Power System (SPS)  

SciTech Connect

The Office of Energy Research, US DOE is evaluating the concept of obtaining significant amounts of electrical energy from space through the Satellite Power System Project Office (SPS PO) formed for that purpose. The SPS PO prepared and is implementing a Concept Development and Evaluation Program plan. The CDEP runs roughly three years (from July 1977 through July 1980) and consists of four primary elements: (1) Systems Definition, (2) Environmental Assessment, (3) Societal Assessment, and (4) Comparative Assessment. One facet of the Societal Assessment is an investigation of public concerns. To further this investigation, a public outreach experiment was initiated to determine the initial response of three selected interest groups to the SPS, both qualitatively and quantititavely, and to gain some experience for use in future public participation activities. Three groups were contacted and agreed to participate in the experiment. They were: the Citizens Energy Project (CEP), the Forum for the Advancement of Students in Science and Technology (FASST), and the L-5 Society (L-5). They each agreed to condense twenty final SPS reports into approximately four pages each, have them typeset, printed and distributed to 3,000 of their constituents for their review, together with a request that they respond to the parent organization regarding the information presented. All responses were summarized and provided to Planning Research Corporation who then solicited the answers from the SPS PO investigator most directly concerned.The questions and answers are presented and will be distributed by the three groups to the individual respondents. Each of the three groups is also preparing a report to the Project Office detailing their work and results. These, together with other responses and studies will be used to more effectively involve the public in the SPS Participatory Technology Process.

Not Available

1980-01-01

117

The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context  

ERIC Educational Resources Information Center

Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in…

Toe, Dianne M.; Paatsch, Louise E.

2010-01-01

118

Important Questions Answers Why This Matters: What is the overall  

E-print Network

services? In Network: $0 person/ $0 family. Out of Network: Not Covered No You don't have to meet you pay these expenses, they don't count toward the out-of-pocket limit. Is there an overall annualImportant Questions Answers Why This Matters: What is the overall deductible? See the chart

119

The Process of Question Answering. Research Report No. 88.  

ERIC Educational Resources Information Center

The computational model of question answering proposed by a computer program, QUALM, is a theory of conceptual information processing based on models of human memory organization. It has been developed from the perspective of natural language processing in conjunction with story understanding systems. The processes in QUALM are divided into four…

Lehnert, Wendy

120

Question answering based on pervasive agent ontology and Semantic Web  

Microsoft Academic Search

Semantic Web technologies bring new benefits to knowledge-based question answering system. Especially, ontology is becoming the pivotal methodology to represent domain-specific conceptual knowledge in order to promote the semantic capability of a QA system. In this paper we present a QA system in which the domain knowledge is represented by means of ontology. In addition, personalized services are enabled through

Qinglin Guo; Ming Zhang

2009-01-01

121

Personalized Question Answering System Based on Ontology and Semantic Web  

Microsoft Academic Search

Semantic Web technologies bring new benefits to knowledge-based question answering system. Especially, ontology is becoming the pivotal methodology to represent domain-specific conceptual knowledge in order to promote the semantic capability of a QA system. In this paper we present a QA system in which the domain knowledge is represented by means of ontology. In addition, personalized services are enabled through

Pengfei Zhang; Chunhua Wu; Cong Wang; Xiaohong Huang

2006-01-01

122

Journal of Philosophy, Inc. Questions, Answers, and Presuppositions  

E-print Network

Journal of Philosophy, Inc. Questions, Answers, and Presuppositions Author(s): Nuel D. Belnap, Jr. Source: The Journal of Philosophy, Vol. 63, No. 20, American Philosophical Association Eastern Division Sixty-Third Annual Meeting (Oct. 27, 1966), pp. 609-611 Published by: Journal of Philosophy, Inc. Stable

Belnap, Nuel

123

Nuclear Power and the Environment--Questions and Answers.  

ERIC Educational Resources Information Center

This booklet has been developed to help the layman understand and evaluate the various efforts being undertaken to utilize nuclear power for the benefit of mankind. The question and answer format is utilized. Among the topics discussed are: Our Needs for Electricity; Sources of Radiation; Radiation from Nuclear Power Plants; Biological Effects of…

Campana, Robert J.; Langer, Sidney

124

Priberam's question answering system in a cross-language environment  

E-print Network

system relies on previous work done for a multilingual semantic search engine developed in the framework semantic search engine capable of processing and answering natural language questions in English, French, the University of Economics, Prague (UEP) and TiP, are also using this framework to develop Czech and Polish

Xing, Eric P.

125

Overview of the CLEF 2004 Multilingual Question Answering Track  

Microsoft Academic Search

Following the pilot Question Answering Track at CLEF 2003, a new evaluation exercise for multilingual QA systems took place in 2004. This paper reports on the novelties introduced in the new campaign and on participants' results. Almost all the cross-language combinations between nine source languages and seven target languages were exploited to set up more than fifty different tasks, both

Bernardo Magnini; Alessandro Vallin; Christelle Ayache; Gregor Erbach; Anselmo Peńas; Maarten De Rijke; Paulo Rocha; Kiril Ivanov Simov; Richard F. E. Sutcliffe

2004-01-01

126

What about the Bottle? Answers to Common Questions.  

ERIC Educational Resources Information Center

Acknowledges the large amount of confusing information about bottle feeding in areas including nutrition, sanitation, dental health, psychology, and child development. Answers specific questions pertaining to choice of formula and formula preparation, supporting breastfeeding, bottle choice, solid food introduction, feeding position, spitting up,…

Laird, Valerie

2001-01-01

127

Responses to Questions and Answers Advanced Vehicle Technology Manufacturing Solicitation  

E-print Network

1 Responses to Questions and Answers Advanced Vehicle Technology Manufacturing Solicitation PON successful applicants after the Notice of Proposed Awards to confirm this role and obtain any additional definition of "manufacturing equipment?" For example, would purchases of tooling or assembly line equipment

128

"Legal Problem Question Answer Genre" across Jurisdictions and Cultures  

ERIC Educational Resources Information Center

This paper seeks to analyse discourse patterns of legal opinions in two languages and cultures--namely, Legal Problem Question Answers (LPQs) in the UK academic writing context and Pareri (Ps) in the Italian professional writing context. The qualitative and quantitative analysis of discourse in this paper, based on the tenets of genre analysis,…

Tessuto, Girolamo

2011-01-01

129

Answering Questions after Initial Study Guides Attention during Restudy  

ERIC Educational Resources Information Center

Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes…

Dirkx, Kim J.; Thoma, Gun-Brit; Kester, Liesbeth; Kirschner, Paul. A.

2015-01-01

130

Questions and Answers In this chapter, I address a number of commonly raised questions about  

E-print Network

Chapter 1 Questions and Answers Ron Sun In this chapter, I address a number of commonly raised and similarity among various concrete situations, and therefore may lose sight of some critical information

Sun, Ron

131

Fundamental Studies on Generation of Questions to Users in an Interactive Question Answering System  

E-print Network

matching of user query with natural language knowledge base. In Proceedings of the 1st ACL SIGdial Workshop. HITIQA: Towards analytical question answering. In Proceedings of the COL- ING, pp. 1291­1297, 2004. #12;

Shirai, Kiyoaki

132

Analysis of short-answer question styles versus gender in pre-clinical veterinary education.  

PubMed

One large study in medical education has reported that the choice of question format (or question content) could introduce a gender bias, with men outperforming women on questions with a true-false component or that required knowledge of anatomy or physiology. The purpose of our study was to ascertain whether this finding is also true in veterinary medical education. Two veterinary student cohorts were analyzed across four different modules over a three-year period (804 questions in total). The results of the study show that the women's and men's performance did not differ in any of the question types analyzed across any module or year. When students' (both women and men) overall average performance on different question types was compared with their performance on standard multiple-choice questions (MCQs), performance levels increased when students were asked to answer MCQs that contained an image-based prop (IMCQ) such as a photograph, X-ray image, or diagram. In contrast, students' performance was consistently lower when answering assertion-reason questions (ARQs), and this performance could not be explained by the demographic makeup of the two cohorts analyzed. When comparing standard MCQs with MCQs that contained a true-false question stem, no specific trend in the data could be determined. In conclusion, this study suggests that the short-answer question style does not bias against one gender in veterinary medical education, but that overall students do perform differently according to question type and, in particular, less well when ARQs are used in examinations. PMID:21805937

Foster, Neil

2011-01-01

133

CERCLA Site Assessment questions and answers (Qs&As)  

SciTech Connect

This documents contains commonly asked questions and corresponding answers (Qs&As) on the CERCLA Site Assessment process. These questions were derived from DOE element responses to a solicitation calling for the identification of (unresolved) issues associated with the conduct of CERCLA site assessments, and from inquiries received during a series of Site Assessment Workshops provided by the Environmental Protection Agency (EPA) and the Office of Environmental Guidance, RCRA/CERCLA Division (EH-231). Answers to these questions were prepared by EH-231 in cooperation with the EPA Federal Facilities Team in Office of Solid Waste and Emergency Response, Site Assessment Branch, and in coordination with the Office of Environmental Compliance, Facilities Compliance Division (EH-222).

Traceski, T.T.

1993-11-09

134

Semantic information integration and question answering based on pervasive agent ontology  

Microsoft Academic Search

The traditional search engines return a large number of relative web pages rather than accurate answers. However, in a question answering system, users could use sentences in daily life to raise questions. The question answering system will analyze and comprehend these questions and return answers to users directly. Aiming at the problems in current network environment, such as low precision

Qing-lin Guo; Ming Zhang

2009-01-01

135

Epistemic Questions and Answers for Software System Safety  

NASA Technical Reports Server (NTRS)

System safety is primarily concerned with epistemic questions, that is, questions concerning knowledge and the degree of confidence that can be placed in that knowledge. For systems with which human experience is long, such as roads, bridges, and mechanical devices, knowledge about what is required to make the systems safe is deep and detailed. High confidence can be placed in the validity of that knowledge. For other systems, however, with which human experience is comparatively short, such as those that rely in part or in whole on software, knowledge about what is required to ensure safety tends to be shallow and general. The confidence that can be placed in the validity of that knowledge is consequently low. In a previous paper, we enumerated a collection of foundational epistemic questions concerning software system safety. In this paper, we review and refine the questions, discuss some difficulties that attend to answering the questions today, and speculate on possible research to improve the situation.

Holloway, C. M.; Johnson, Chris W.

2010-01-01

136

Home Education Reason and Research: Common Questions and Research-Based Answers about Homeschooling  

ERIC Educational Resources Information Center

This is a brief review of research on a variety of topics related to home education and answers the most common questions asked regarding Homeschooling. Examples of the topics addressed are: the teaching parent's education level, academic achievement of students, population growth, philosophy, government (state) regulation and homeschool…

Ray, Brian D.

2009-01-01

137

Hope for Tomorrow: A Booklet of Questions and Answers. The United Nations for Young People.  

ERIC Educational Resources Information Center

Suitable for junior and senior high school students and presented in a synthesized, easy-to-read format, this booklet includes more than 80 questions and answers relating to the United Nations. With the U.N. proclamation of 1985 as International Youth Year serving as an underlying theme, the booklet begins by outlining U.N. activities during…

United Nations, New York, NY.

138

Venus Express: Answered and unanswered questions on Venus (Invited)  

NASA Astrophysics Data System (ADS)

After having orbited our sister planet for more than seven Earth years Venus Express has collected a very large data set allowing a great number of fundamental scientific questions to be addressed and answered. Most of the questions included in the mission's science requirement, as formulated in the mission proposal, have been answered. These include topics in atmospheric dynamics, structure and chemistry, clouds and hazes, surface and interior, radiation balance and greenhouse, induced magnetosphere and plasma environment, and planetary evolution. Solid results have been achieved in all these fields but with some weakness in the radiation balance measurements, mostly due to the early loss of the planetary Fourier spectrometer providing data at the mid infrared wavelengths. Naturally, due to the limited scope and budget of the Venus Express mission a number of important questions had to be left unaddressed and to be taken up by future missions. This talk will summarise the major results of Venus Express and discuss a number of questions where additional data will be needed in order to provide answers. A wish list for future missions will be provided.

Svedhem, H.; Titov, D.

2013-12-01

139

Analyzing Student Confidence in Classroom Voting with Multiple Choice Questions  

ERIC Educational Resources Information Center

The purpose of this paper is to present results of a recent study in which students voted on multiple choice questions in mathematics courses of varying levels. Students used clickers to select the best answer among the choices given; in addition, they were also asked whether they were confident in their answer. In this paper we analyze data…

Stewart, Ann; Storm, Christopher; VonEpps, Lahna

2013-01-01

140

1.Answer the following questions: (a)& you have learned in your physical metallurgy class, diffusion rate in solid may be  

E-print Network

1.Answer the following questions: (a)& you have learned in your physical metallurgy class on the physical metallurgy principles, the student suggested two possibilities for the stress drop: 1) The stress

Huang, Haimei

141

CNM2 SOP Question Sheet New users only answer the questions on this page.  

E-print Network

CNM2 SOP Question Sheet New users only answer the questions-------------------------------------- Breadth of Hazards 1. What are the 3 major possibilities for explosions at CNM2 any two common sharps at CNM2. 2. Where can you find gauze and bandages

Yoo, S. J. Ben

142

A Domain-Specific Question Answering System Based on Ontology and Question Templates  

Microsoft Academic Search

The rapid growth in the development of Internet-based information systems increases the demand for natural language interfaces that are easy to set up and maintain. Unfortunately, the problem of deep understanding natural language queries is far from being solved. In this paper, an automated question answering system based on domain ontology and question template is proposed, which does not need

D. S. Wang

2010-01-01

143

Question Answering System Based on Ontology and Semantic Web  

Microsoft Academic Search

Semantic web and ontology are the key technologies of Question Answering system. Ontology is becoming the pivotal methodology\\u000a to represent domain-specific conceptual knowledge in order to promote the semantic capability of a QA system. In this paper\\u000a we present a QA system in which the domain knowledge is represented by means of Ontology. In addition, a Chinese Natural Language\\u000a human-machine

Qinglin Guo; Ming Zhang

2008-01-01

144

Why Students Answer TIMSS Science Test Items the Way They Do  

ERIC Educational Resources Information Center

The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the…

Harlow, Ann; Jones, Alister

2004-01-01

145

QUASAR: The Question Answering System of the Universidad Politecnica de Valencia  

E-print Network

QUASAR: The Question Answering System of the Universidad Polit´ecnica de Valencia Jos´e Manuel G, ebisbal, prosso, esanchis}@dsic.upv.es Abstract. This paper describes the QUASAR Question Answering In by the previous modules in order to extract the correct answer. QUASAR (QUestion AnSwering And information

Rosso, Paolo

146

Graduate Information Booklet, Spring 1986 [and] Answers to Frequently Asked Questions about Graduation and Transition from School for Special Education Students.  

ERIC Educational Resources Information Center

The "Graduate Information Booklet" provides directory-type information on Montgomery County (Maryland) services for disabled students who are graduating from high school. The first section on practical information explains armed services registration, acquisition of school records, personal identification cards, social security cards, reduced-fare…

Meissner, Margit; Patton, Ellen

147

RECONS Answers Fundamental Questions in the Solar Neighborhood  

NASA Astrophysics Data System (ADS)

Comprehensive surveys are often the best way to answer fundamental questions about the Universe, but it is typically difficult to get reliable results unless great care is taken to develop and understand the sample. By observing a complete sample of red and brown dwarfs (spectral types mid-M to mid-L) in the southern sky within 15 pc --- defined by trigonometric parallax --- the RECONS (www.recons.org, REsearch Consortium On Nearby Stars) team is searching for answers to three basic questions: (1) where are the breaks in the luminosity and mass functions at the stellar/substellar border? (2) what are the populations of stellar, brown dwarf, and Jovian planets orbiting the red dwarfs that account for 75% of all stars? and (3) do the smallest stars exhibit long-term activity cycles like our Sun? We identify a sample of more than 300 of the nearest red and brown dwarfs using a combination of astrometry (parallaxes, proper motions, orbits), and photometry (plate BRI from SuperCOSMOS, VRI from our CCD observations, JHK from 2MASS, and new WISE data). Our observing program, now in its 14th year, is carried out at the CTIO/SMARTS 0.9m telescope. This is the largest long-term study of members of the solar neighborhood in the southern hemisphere, so it provides unparalleled astrometric and photometric time coverage for the nearest red and brown dwarfs. By focusing on a carefully vetted sample of the Sun's neighbors, we can hope to reveal the real answers to the three questions posed above. This effort is supported by the NSF through grants AST-0908402 and AST-1109445, and via observations made possible by the SMARTS Consortium.

Henry, Todd J.; Dieterich, S.; Ianna, P. A.; Jao, W.; Koerner, D. W.; Riedel, A. R.; Slatten, K. J.; Subasavage, J. P.; Winters, J. G.; RECONS

2013-06-01

148

PrimeAnswers: A practical interface for answering primary care questions.  

PubMed

This paper describes an institutional approach taken to build a primary care reference portal. The objective for the site is to make access to and use of clinical reference faster and easier and to facilitate the use of evidence-based answers in daily practice. Reference objects were selected and metadata applied to a core set of sources. Metadata were used to search, sort, and filter results and to define deep-linked queries and structure the interface. User feedback resulted in an expansion in the scope of reference objects to meet the broad spectrum of information needs, including patient handouts and interactive risk management tools. RESULTS of a user satisfaction survey suggest that a simple interface to customized content makes it faster and easier for primary care clinicians to find information during the clinic day and to improve care to their patients. The PrimeAnswers portal is a first step in creating a fast search of a customized set of reference objects to match a clinician's patient care questions in the clinic. The next step is developing methods to solve the problem of matching a clinician's question to a specific answer through precise retrieval from reference sources; however, lack of internal structure and Web service standards in most clinical reference sources is an unresolved problem. PMID:15905488

Ketchell, Debra S; St Anna, Leilani; Kauff, David; Gaster, Barak; Timberlake, Diane

2005-01-01

149

26 CFR 1.402(f)-1 - Required explanation of eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2011 CFR

...Required explanation of eligible rollover distributions; questions and answers. 1.402...Required explanation of eligible rollover distributions; questions and answers. The...Internal Revenue Code of 1986 relating to distributions eligible for rollover...

2011-04-01

150

26 CFR 1.402(f)-1 - Required explanation of eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2013 CFR

...Required explanation of eligible rollover distributions; questions and answers. 1.402...Required explanation of eligible rollover distributions; questions and answers. The...Internal Revenue Code of 1986 relating to distributions eligible for rollover...

2013-04-01

151

26 CFR 1.402(f)-1 - Required explanation of eligible rollover distributions; questions and answers.  

...Required explanation of eligible rollover distributions; questions and answers. 1.402...Required explanation of eligible rollover distributions; questions and answers. The...Internal Revenue Code of 1986 relating to distributions eligible for rollover...

2014-04-01

152

26 CFR 31.3405(c)-1 - Withholding on eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2011 CFR

... Withholding on eligible rollover distributions; questions and answers. 31.3405... Withholding on eligible rollover distributions; questions and answers. The following...to withholding on eligible rollover distributions under section 3405(c) of...

2011-04-01

153

26 CFR 1.402(f)-1 - Required explanation of eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2012 CFR

...Required explanation of eligible rollover distributions; questions and answers. 1.402...Required explanation of eligible rollover distributions; questions and answers. The...Internal Revenue Code of 1986 relating to distributions eligible for rollover...

2012-04-01

154

26 CFR 1.402(f)-1 - Required explanation of eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2010 CFR

...Required explanation of eligible rollover distributions; questions and answers. 1.402...Required explanation of eligible rollover distributions; questions and answers. The...Internal Revenue Code of 1986 relating to distributions eligible for rollover...

2010-04-01

155

26 CFR 31.3405(c)-1 - Withholding on eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2013 CFR

... Withholding on eligible rollover distributions; questions and answers. 31.3405... Withholding on eligible rollover distributions; questions and answers. The following...to withholding on eligible rollover distributions under section 3405(c) of...

2013-04-01

156

26 CFR 31.3405(c)-1 - Withholding on eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2012 CFR

... Withholding on eligible rollover distributions; questions and answers. 31.3405... Withholding on eligible rollover distributions; questions and answers. The following...to withholding on eligible rollover distributions under section 3405(c) of...

2012-04-01

157

26 CFR 31.3405(c)-1 - Withholding on eligible rollover distributions; questions and answers.  

Code of Federal Regulations, 2010 CFR

... Withholding on eligible rollover distributions; questions and answers. 31.3405... Withholding on eligible rollover distributions; questions and answers. The following...to withholding on eligible rollover distributions under section 3405(c) of...

2010-04-01

158

MURAX: a robust linguistic approach for question answering using an on-line encyclopedia  

Microsoft Academic Search

Robust linguistic methods are applied to the task of answering closed-class questions using a corpus of natural language. The methods are illustrated in a broad domain: answering general-knowledge questions using an on-line encyclopedia.A closed-class question is a question stated in natural language, which assumes some definite answer typified by a noun phrase rather than a procedural answer. The methods hypothesize

Julian Kupiec

1993-01-01

159

Automatic Evaluation of Students' Answers using Syntactically Enhanced LSA  

Microsoft Academic Search

Latent semantic analysis (LSA) has been used in several intelligent tutoring systems(ITS's) for assessing students' learning by evaluat- ing their answers to questions in the tutoring domain. It is based on word-document co- occurrence statistics in the training corpus and a dimensionality reduction technique. How- ever, it doesn't consider the word-order or syntactic information, which can improve the knowledge representation

Dharmendra Kanejiya; Arun Kumary; Surendra Prasad

2003-01-01

160

A Model Driven Question-Answering System for a CAI Environment. Final Report (July 1970 to May 1972).  

ERIC Educational Resources Information Center

A question answering system which permits a computer-assisted instruction (CAI) student greater initiative in the variety of questions he can ask is described. A method is presented to represent the dynamic processes of a subject matter area by augmented finite state automata, which permits efficient inferencing about dynamic processes and…

Brown, John S.; And Others

161

Unwieldy questions? Circuitous answers? Journalists as panelists in presidential election debates  

Microsoft Academic Search

This study investigated journalist?panelists’ questions and candidates’ corresponding answers in the televised presidential and vice presidential debates from 1976 to 1992. There were no trends for longer or more complex questions. Question length and complexity, however, were both positively associated with longer responses. Question complexity was also positively associated with the failure of candidates to answer all or component parts

Frances R. Matera; Michael B. Salwen

1996-01-01

162

78 FR 29140 - Center for Devices and Radiological Health Appeals Processes: Questions and Answers About 517A...  

Federal Register 2010, 2011, 2012, 2013

...Radiological Health Appeals Processes: Questions and Answers About...Radiological Health (CDRH) Appeals Processes: Questions and Answers About...added by the FDA Safety and Innovation Act (FDASIA), as those...Radiological Health Appeals Processes: Questions and Answers...

2013-05-17

163

Design of a Low-Cost Adaptive Question Answering System for Closed Domain Factoid Queries  

ERIC Educational Resources Information Center

Closed domain question answering (QA) systems achieve precision and recall at the cost of complex language processing techniques to parse the answer corpus. We propose a "query-based" model for indexing answers in a closed domain factoid QA system. Further, we use a phrase term inference method for improving the ranking order of related questions.…

Toh, Huey Ling

2010-01-01

164

29 CFR 2509.75-5 - Questions and answers relating to fiduciary responsibility.  

...answers relating to fiduciary responsibility. On June 25, 1975, the Department of Labor issued an interpretive bulletin, ERISA IB 75-5, containing questions and answers relating to certain aspects of the recently enacted Employee Retirement Income...

2014-07-01

165

Can undergraduate biology students learn to ask higher level questions?  

NASA Astrophysics Data System (ADS)

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.

Marbach-Ad, Gili; Sokolove, Phillip G.

2000-10-01

166

Design and realization of intelligent question answering system based on ontology  

Microsoft Academic Search

This paper presents an intelligent question answering system based on ontology, which adopts Chinese natural language processing technology to generate concise and appropriate answers to the studentpsilas questions. The accuracy and intelligence of the system are guaranteed through ontology based knowledge description, word segmentation, and question pattern recognition.

Xiaobo Wang; Wei Cui; Weicun Zhang

2008-01-01

167

An Analysis of Lyrics Questions on Yahoo! Answers: Implications for Lyric \\/ Music Retrieval Systems  

Microsoft Academic Search

This paper analyzes 237 questions posted to Yahoo! Answers, a popular community-driven question and answer service. The questions are all natural language and are self-categorized by their poster as being related to music lyrics, and as such they provide a rich context for understanding lyrics- related information behavior outside the constraints imposed by specific lyrics retrieval systems. We categorize the

Sally Jo Cunningham; Simon Laing

168

Questions and Answers about Bilingual Education = Preguntas y Respuestas Acerca de la Educacion Bilingue.  

ERIC Educational Resources Information Center

This resource booklet, in both English and Spanish, was developed to answer commonly asked questions about bilingual education. The booklet is intended to clarify the benefits to be derived from quality bilingual education. Questions and answers are divided under the following headers: (1) program questions (e.g., what is bilingual education and…

Sosa, Alicia Salinas

169

Reducing Our Ignorance: Finding Answers to Certain Epistemic Questions for Software Systems  

NASA Technical Reports Server (NTRS)

In previous papers, we asserted that software system safety is primarily concerned with epistemic questions, that is, questions concerning knowledge and the degree of confidence that can be placed in that knowledge. We also enumerated a set of 21 foundational epistemic questions, discussed some of the difficulties that exist in answering these questions adequately today, and speculated briefly on possible research that may provide improved confidence in the sufficiency of answers in the future. This paper focuses on three of the foundational questions. For each of these questions, current answers are discussed and potential research is proposed to help increase the justifiable level of confidence.

Holloway, C. Michael; Johnson, Christopher W.

2011-01-01

170

Getting Ready for the "School of the Future": Key Questions and Tentative Answers  

NASA Astrophysics Data System (ADS)

This paper explores some key aspects of "today's school", as opposed to those that have characterized "yesterday's school", with the final aim of shedding light on "tomorrow's school". In this direction, the paper puts forward tentative answers to some key questions related to the new characteristics and roles of teachers and students (main actors of the learning process) and the new features/ potentialities of contemporary educational tools which, in turn, require the enactment of innovative pedagogical approaches and educational methods. The emerging picture of the present learning landscape helps in figuring out a future situation where learning possibilities are substantially increased.

Ott, Michela; Pozzi, Francesca

171

Use of social network sites for question and answer behavior  

E-print Network

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

Panovich, Katrina (Katrina Marie)

2011-01-01

172

Attempting to answer a meaningful question enhances subsequent learning even when feedback is delayed.  

PubMed

Attempting to retrieve information from memory enhances subsequent learning even if the retrieval attempt is unsuccessful. Recent evidence suggests that this benefit materializes only if subsequent study occurs immediately after the retrieval attempt. Previous studies have prompted retrieval using a cue (e.g., whale-???) that has no intrinsic answer. Experiment 1 replicated prior word pair studies, but in Experiment 2, when participants learned meaningful trivia questions, testing enhanced learning even when subsequent study was delayed. Even in Experiment 3, when subsequent study was delayed by up to 24 hr, tests enhanced learning on a final test another 24 hr later. These findings may give comfort to educators who worry that asking a question or giving a test, on which students inevitably make mistakes, impairs learning if feedback is not immediate. They also suggest that there is a consensus in the literature thus far: Questions with rich semantic content enhance subsequent learning even when feedback is delayed, but less meaningful questions without an intrinsic answer enhance learning only when feedback is immediate. (PsycINFO Database Record (c) 2013 APA, all rights reserved). PMID:23855547

Kornell, Nate

2014-01-01

173

Interactions between Electromagnetic Fields and Biological Tissues: Questions, Some Answers and Future Trends.  

E-print Network

The daily exposure to an electromagnetic environment raises the question of the effects of electromagneticInteractions between Electromagnetic Fields and Biological Tissues: Questions, Some Answers and Future Trends. Abstract This paper deals with the electromagnetic field computation in biological

Poignard, Clair

174

Study and Implementation of Chinese Intelligent Question Answering System Based on Restricted Domain  

Microsoft Academic Search

The current status of Chinese question answering system (QA) was introduced in the paper firstly. QA is the study on the methodology that returns exact answers to natural language questions. This paper attempts to increase the speed of the system responding to the users and accuracy of QA systems. To achieve this objective, the processing includes: Firstly, it introduces the

Wei Tian; Wenjie Liu; Tinghuai Ma

2009-01-01

175

Information Extraction and Knowledge Acquisition from Texts Using Bilingual Question-Answering  

Microsoft Academic Search

A novel approach is introduced in this paper for the implementation of a question–answering based tool for the extraction of information and knowledge from texts. This effort resulted in the computer implementation of a system answering bilingual questions directly from a text using Natural Language Processing. The system uses domain knowledge concerning categories of actions and implicit semantic relations. The

John Kontos; Ioanna Malagardi

1999-01-01

176

Analyzing Electronic Question/Answer Services: Framework and Evaluations of Selected Services.  

ERIC Educational Resources Information Center

This report develops an analytical framework based on systems analysis for evaluating electronic question/answer or AskA services operated by a wide range of types of organizations, including libraries. Version 1.0 of this framework was applied in June 1999 to a selective sample of 11 electronic question/answer services, which cover a range of…

White, Marilyn Domas, Ed.

177

Questions and Answers about Child Care: A Sloan Work and Family Research Network Fact Sheet  

ERIC Educational Resources Information Center

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Child Care, and answers the following questions about child care: (1) How many children are in child care?; (2) How many hours per week do…

Sloan Work and Family Research Network, 2008

2008-01-01

178

Design and implementation of intelligent question answering system based on ontology  

Microsoft Academic Search

The traditional question answering systems have shortcoming that they are not satisfactorily intelligent. To overcome the defect, the paper proposes a new system which applies ontology and search engine to the intelligent question answering system. By making use of clear semantic relation in ontology, the new system is able to expand users' problems in semantic term, enhance its understanding of

Jin Xu; Yunqing Li

2010-01-01

179

The Integration of Lexical Knowledge and External Resources for Question Answering  

Microsoft Academic Search

For the short, factoid questions in TREC, the query terms we get from the original questions are either too brief or often do not contain most relevant information in the corpus. It will be very difficult to find the answer (especially exact answer) in a large text document collection because of the gap between the query space and the document

Hui Yang; Tat-seng Chua

2002-01-01

180

Web-based Anaphora Resolution for the QUASAR Question Answering System  

E-print Network

Web-based Anaphora Resolution for the QUASAR Question Answering System Davide Buscaldi and Yassine resolution module. 1 Introduction QUASAR (QUestion AnSwering And Retrieval) is the name we gave to our the results of QUASAR in the 2007 CLEF QA task. 2 System Architecture In Fig.1 we show the architecture

Rosso, Paolo

181

What Are Students Thinking When They Pick Their Answer? A Content Analysis of Students' Explanations of Gas Properties  

NASA Astrophysics Data System (ADS)

A sample of 330 students was asked to answer a multiple-choice question concerning gas properties at the microscopic level and explain the reasoning they used to make their choice. These comments were analyzed, paying particular attention to students' beliefs about particle velocity, particle distribution (gas volume), the number of particle collisions (gas pressure), and the state of matter of the sample. The results showed that 33% of the students chose the correct answer for the multiple-choice question. Of the students who picked the correct answer, 80% provided explanations that were consistent with the scientifically accepted answer, while 90% of the students who picked an incorrect choice provided explanations with at least one misconception. Although these results support the validity of the multiple-choice question, we identified three threats to the validity of this question: The static question does not depict the critical attribute of change (particle motion); Students do not see a distinction between two of the distractors in the question; Students may be choosing an incorrect option based on an incorrect guess of the melting or boiling point of the gas and not based on a misconception.

Sanger, Michael J.; Phelps, Amy J.

2007-05-01

182

Answer to a Question of Wayne Richter Sy D. Friedman  

E-print Network

a n elementary submodel of L? The answer is Yes. We give the proof here for the case n = 2. Say that x} is a 2 elementary submodel of L. Given this claim, we prove the desired result as follows: L 1 does

183

Getting Answers to Natural Language Questions on the Web.  

ERIC Educational Resources Information Center

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

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

2002-01-01

184

Can Consortial Reference Partners Answer Your Local Users' Library Questions?  

ERIC Educational Resources Information Center

The purpose of this article is to explore location-based questions as a weakness of virtual reference consortia and discuss how to mitigate related issues. Content analysis of how both local and non-local academic librarians responded to location-based questions provides insight into considerations academic libraries must make when participating…

Bishop, Bradley Wade

2012-01-01

185

The Prostate, Lung, Colorectal, and Ovarian (PLCO) Cancer Screening Trial: Questions and Answers  

Cancer.gov

The Prostate, Lung, Colorectal and Ovarian (PLCO) Cancer Screening Trial is a large, randomized study to determine whether the use of certain screening tests will reduce the risk of dying of those four cancers. In addition to answering questions about the screening tests, the PLCO asked questions about many aspects of the study participants’ health and collected biospecimens (blood and some tissues) to answer many other questions about cancer.

186

Parents Ask...C.D.A. Answers: A Handbook with Some Answers to Questions about the CDA Assessment Process.  

ERIC Educational Resources Information Center

This handbook for parents describes the Child Development Associate (CDA) assessment process. Eighteen basic questions are answered in order to provide an introduction to the process of CDA accreditation. Regional Offices of the Department of Health, Education and Welfare Administration for Children, Youth and Families are listed. The 14 CDA…

Child Development Associate Consortium, Inc., Washington, DC.

187

Using Separate Answer Sheets with Grade 3 Students  

ERIC Educational Resources Information Center

The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b)…

Brooks, Thomas; O'Malley, Kimberly; Ragland, Shelley; Young, Michael; Kirkpatrick, Rob

2014-01-01

188

Science Sampler : Thinking about students' questions  

NSDL National Science Digital Library

Asking questions is a vital component in any classroom, but it is absolutely essential in a science classroom. As science teachers, we know that questioning plays a major role in the inquiry process and has a positive impact on students' learning. This article discusses the importance of questioning skills and current research on questioning techniques. In addition, this article will present a series of lessons that were implemented by the author to improve the questioning abilities of middle school students.

Turner, Jaclyn

2006-01-01

189

Discourse Processing for Context Question Answering Based on Linguistic Knowledge  

E-print Network

is Hawaii located? Q2: What is the state fish? Q3: Is it endangered? Q4: Any other endangered species? We endangered species in Hawaii. This example in- dicates that each of these questions needs to be interpreted

190

Astronaut Jeff Williams Answers Your Questions - Duration: 6:50.  

NASA Video Gallery

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

191

Climate Change Science Instruction using a Model: Students Asking Quantitative Questions  

Microsoft Academic Search

The act of asking a question is arguably the most important part of the scientific process as it is the starting point of the scientific inquiry. And while students learn much from asking questions, they are often reticent to do so in the class-room and more often than not the instructor asks the questions while the students answer them. Here

C. Gautier

2004-01-01

192

Using Questions to Depress Student Thought.  

ERIC Educational Resources Information Center

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

Dillon, J. T.

1978-01-01

193

Identifying authoritative actors in question-answering forums: the case of Yahoo! answers  

Microsoft Academic Search

We consider the problem of identifying authoritative users in Yahoo! Answers. A common approach is to use link analysis techniques in order to provide a ranked list of users based on their degree of authority. A major problem for such an approach is determining how many users should be chosen as authoritative from a ranked list. To address this problem,

Mohamed Bouguessa; Benoît Dumoulin; Shengrui Wang

2008-01-01

194

Debugging Reinvented: Asking and Answering Why and Why Not Questions about Program Behavior  

E-print Network

Debugging Reinvented: Asking and Answering Why and Why Not Questions about Program Behavior Andrew a question about program output from a set of why did and why didn't questions derived from the program for determining potential sources of values and explanations for why a line of code was not reached. Evaluations

Anderson, Richard

195

ES2A7 -Fluid Mechanics Example Classes Model Answers to Example Questions (Set III)  

E-print Network

ES2A7 - Fluid Mechanics Example Classes Model Answers to Example Questions (Set III) Question 1 10610 40031.8 -- Ă?=Ă?= Ă? Ă? == APN RT d Question 2: Type of Fluid #12;Consider 2 identical vertical tubes are filled with the same height of fluid: A Newtonian fluid is used with tube X whereas a non-Newtonian fluid

Thomas, Peter J.

196

Naptime Tips: Answers to Caregivers Most Frequent Questions.  

ERIC Educational Resources Information Center

Asserts that children vary in the amount of sleep they need but that rest is important. Gives advice in response to caregiver questions concerning child naptime, including determining length of nap, getting children settled, providing a conducive classroom environment, dealing with resistance, and addressing parental concerns. (BGC)

Texas Child Care, 1996

1996-01-01

197

A Question Answering System Developed as a Project in a Natural Language Processing Course  

Microsoft Academic Search

This paper describes the Question Answering Sys- tem constructed during a one semester graduate- level course on Natural Language Processing (NLP). We hypothesized that by using a combination of syn- tactic and semantic features and machine learning techniques, we could improve the accuracy of ques- tion answering on the test set of the Remedia corpus over the reported levels. The

W. Wang; J. Auer; R. Parasuraman; I. Zubarev; D. Brandyberry; M. P. Harpm

2000-01-01

198

Learning to Find Answers to Questions on the Web EUGENE AGICHTEIN  

E-print Network

Learning to Find Answers to Questions on the Web EUGENE AGICHTEIN Columbia University STEVE (answers.- google.com) facilitate interaction with human experts. Authors' addresses: Eugene Agichtein (eugene@cs.columbia.edu), Steve Lawrence (lawrence@necmail.com), Luis Gravano (gravano

Agichtein, Eugene

199

Questions and Answers about the Diabetes Prevention Program Outcomes (DPPOS) Study  

MedlinePLUS

... For Reporters Media Contacts Questions & Answers about the Diabetes Prevention Program Outcomes (DPPOS) Study Page Content October 2009 What is the Diabetes Prevention Program (DPP)? The DPP was a randomized, ...

200

76 FR 64175 - Loans in Areas Having Special Flood Hazards; Interagency Questions and Answers Regarding Flood...  

Federal Register 2010, 2011, 2012, 2013

...Docket No. OP-1431] FEDERAL DEPOSIT INSURANCE CORPORATION [RIN 3064-ZA00] FARM...Questions and Answers Regarding Flood Insurance AGENCIES: Office of the Comptroller...Reserve System (Board); Federal Deposit Insurance Corporation (FDIC); Farm Credit...

2011-10-17

201

Retirement and Health Care Coverage: Questions and Answers for Dislocated Workers  

MedlinePLUS

... Assets In Summary For More Information Retirement and Health Care Coverage... Questions and Answers for Dislocated Workers en ... help you in making critical decisions about your health care coverage and your retirement benefits. Protecting Your Health ...

202

Know Hepatitis B Questions and Answers for Asian Americans and Pacific Islanders (AAPIs)  

MedlinePLUS

... Campaign About our Partner Spread the Word Know Hepatitis B Questions and Answers Share Compartir On this ... Overview Transmission Symptoms Testing Treatment Overview What is Hepatitis B? Hepatitis B is a liver disease. It ...

203

The E-Learning Question and Answer Book: A Survival Guide for Trainers and Business Managers.  

ERIC Educational Resources Information Center

This book answers more than 70 key questions that business managers and trainers ask about using e-learning in their company as a business tool. Chapters 1 and 3-11 are comprised of questions and answers related to these topics: what e-learning is all about; what e-learning costs; applying e-learning to the business; what today's e-learning…

Henderson, Allan J.

204

Magna Carta at 800: Ten Key Questions Answered  

ERIC Educational Resources Information Center

2015 marks the 800th anniversary of Magna Carta. For Americans, this iconic document is a formative element of our own legal and political heritage. This "Lessons on the Law" column offers an overview of the "Great Charter," why it is significant, and what students and teachers should know about it. The article also highlights…

Kaplan, Howard

2014-01-01

205

Anorexia Nervosa and Bulimia: Questions and Answers for School Personnel.  

ERIC Educational Resources Information Center

School personnel can have a vital role in the early detection and treatment of anorexia nervosa and bulimia by understanding certain signs and symptoms. This article provides specific information about early detection, approaches to use when confronting the student, and methods to facilitate treatment. (Author/DF)

Mallick, M. Joan

1984-01-01

206

Questions and Answers from the University Librarian April 30, 2012  

E-print Network

by over 70 positions (one fifth of our people). Two self-study teams of library professionals, drawn the models recommended by the self-study teams call for the transformation of library space. The plan to me evolve into departmental libraries, reading rooms, or other places for faculty-student interaction

California at Berkeley, University of

207

Is Direct Instruction an Answer to the Right Question?  

ERIC Educational Resources Information Center

Kirschner, Sweller, and Clark (2006) make a general case for the effectiveness of a teaching method--direct instruction--without reference to any context of what it is that is being taught by whom and to whom. In so doing, they bypass what is arguably the most pressing concern facing educators--not how to teach students but what to teach them. An…

Kuhn, Deanna

2007-01-01

208

Answering Fundamental Questions about Cataclysmic Variables and Classical Novae  

NASA Astrophysics Data System (ADS)

Cataclysmic variables (CVs) are interacting binaries consisting of a white dwarf primary, and a non-degenerate secondary star. There are numerous subclasses of CVs (any of which could become a Classical Nova), but broadly, these classifications are believed to arise from either differing values of the mass accretion rate, or whether the white dwarf primary is magnetic. There continue to be numerous questions about the origin, and evolution of these systems. We will review some of the outstanding issues, and address how advances in interferometry might be used to resolve them.

Harrison, T. E.

2014-09-01

209

Is Direct Instruction an Answer to the Right Question?  

Microsoft Academic Search

Kirschner, Sweller, and Clark (2006) make a general case for the effectiveness of a teaching method—direct instruction—without reference to any context of what it is that is being taught by whom and to whom. In so doing, they bypass what is arguably the most pressing concern facing educators—not how to teach students but what to teach them. An argument is

DEANNA KUHN

2007-01-01

210

Natural Language Based Reformulation Resource and Web Exploitation For Question Answering  

E-print Network

We describe and evaluate how a generalized natural language based reformulation resource in our TextMap question answering system improves web exploitation and answer pinpointing. The reformulation resource, which can be viewed as a clausal extension of WordNet, supports high-precision syntactic and semantic reformulations of questions and other sentences, as well as inferencing and answer generation. The paper shows in some detail how these reformulations can be used to overcome challenges and benefit from the advantages of using the Web.

Ulf Hermjakob; Abdessamad Echihabi; Daniel Marcu

2002-01-01

211

15 CFR Supplement No. 1 to Part 734 - Questions and Answers-Technology and Software Subject to the EAR  

Code of Federal Regulations, 2010 CFR

...2010-01-01 false Questions and Answers-Technology and Software Subject to the EAR No...Part 734—Questions and Answers—Technology and Software Subject to the EAR ...explanatory questions and answers relating to technology and software that is...

2010-01-01

212

Answers to frequently asked questions about cleanup activities at Three Mile Island, Unit 2  

SciTech Connect

This question-and-answer report provides answers in nontechnical language to frequently asked questions about the status of cleanup activities at Three Mile Island, Unit 2. The answers update information first prepared in 1981, shortly after the cleanup got under way. Since then, a variety of important developments in the cleanup has occurred. The information in the report should be read in conjunction with NUREG 1060, a discussion of increased occupational exposure estimates for the cleanup. The questions and answers in this report cover purpose and community involvement, decontamination of water and reactor, fuel removal, radwaste transport, environmental impact, social and economic effects, worker exposures and safety, radiation monitoring, potential for accidents, and schedule and funding.

Not Available

1984-03-01

213

"Laying Bare of Questions Which Have Been Hidden by Answers": The English Language Arts Standards of the Common Core, K-5  

ERIC Educational Resources Information Center

The authors question the answer the national Common Core State Standards (CCSS, 2010) claims. The questions center on the validity of the new standardized tests based on the CCSS and teachers' evaluations being tied to student test scores on flawed tests. The proposed tests on the CCSS will position children as deficient, and will not recognize…

Gangi, Jane M.; Reilly, Mary Ann

2013-01-01

214

Pathogenesis of systemic juvenile idiopathic arthritis: some answers, more questions  

PubMed Central

Systemic juvenile idiopathic arthritis (sJIA) has long been recognized as unique among childhood arthritides, because of its distinctive clinical and epidemiological features, including an association with macrophage activation syndrome. Here, we summarize research into sJIA pathogenesis. The triggers of disease are unknown, although infections are suspects. Once initiated, sJIA seems to be driven by innate proinflammatory cytokines. Endogenous Toll-like receptor ligands, including S100 proteins, probably synergize with cytokines to perpetuate inflammation. These and other findings support the hypothesis that sJIA is an autoinflammatory condition. Indeed, IL-1 is implicated as a pivotal cytokine, but the source of excess IL-1 activity remains obscure and the role of IL-1 in chronic arthritis is less clear. Another hypothesis is that a form of hemophagocytic lymphohistiocytosis underlies sJIA, with varying degrees of its expression across the spectrum of disease. Alternatively, sJIA with MAS might be a genetically distinct subtype. Yet another hypothesis proposes that inadequate downregulation of immune activation is central to sJIA, supporting evidence for which includes ‘alternative activation’ of monocyte and macrophages and possible deficiencies in IL-10 and T regulatory cells. Some altered immune phenotypes persist during clinically inactive disease, which suggests that this stage might represent compensated inflammation. Despite much progress being made, many questions remain, providing fertile ground for future research. PMID:21647204

Mellins, Elizabeth D.; Macaubas, Claudia; Grom, Alexei A.

2014-01-01

215

A Rule-based Question Answering System for Reading Comprehension Tests  

Microsoft Academic Search

We have developed a rule-based system, Quarc, that can reada short story and find the sentence in the story that best answers a given question. Quarc uses heuristic rules that look for lexical and semantic clues in the question and the story. We have tested Quarc on reading comprehen- sion tests typically given to children in grades 3-6. Overall, Quarc

Ellen Riloff; Michael Thelen

2000-01-01

216

The communication skills used by deaf children and their hearing peers in a question-and-answer game context.  

PubMed

Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in a "trivia" game with their hearing peers. Thirty-four children with normal hearing and 34 children with a hearing loss ranging from mild to profound (>90 dB HL) participated in this study. Each of the 34 dyads included 1 child with normal hearing and 1 child with hearing loss, matched by gender and grade level at school. Dyads were videotaped and analyzed. Pairs were compared in terms of their capacity to repeat the question, strategies used to seek information, and accuracy of responses. Results showed that the group of hearing children was able to repeat more questions verbatim compared to the deaf/HH children. The deaf/HH group required a significantly greater number of repetitions, sought a greater number of general clarifications, and correctly answered more questions compared with the group of hearing children. The implications of these findings are discussed in terms of peer communication and pragmatic skill development. PMID:20299450

Toe, Dianne M; Paatsch, Louise E

2010-01-01

217

Questions Students Ask: About Terminal Velocity.  

ERIC Educational Resources Information Center

If a ball were given an initial velocity in excess of its terminal velocity, would the upward force of air resistance (a function of velocity) be greater than the downward force of gravity and thus push the ball back upwards? An answer to this question is provided. (JN)

Meyer, Earl R.; Nelson, Jim

1984-01-01

218

Evolutionary explanations in medical and health profession courses: are you answering your students' \\  

Microsoft Academic Search

BACKGROUND: Medical and pre-professional health students ask questions about human health that can be answered in two ways, by giving proximate and evolutionary explanations. Proximate explanations, most common in textbooks and classes, describe the immediate scientifically known biological mechanisms of anatomical characteristics or physiological processes. These explanations are necessary but insufficient. They can be complemented with evolutionary explanations that describe

Eugene E Harris; Avelin A Malyango

2005-01-01

219

Peer interaction through student-made questions: does it facilitate reading comprehension?  

Microsoft Academic Search

The present study was carried out to compare the effect of text simplification versus peer interaction generated by student-made questions on the reading comprehension of 83 Iranian adult English as a foreign language students. Three groups of participants were involved in the study. The first experimental group read two unmodified reading passages and answered 15 multiple-choice comprehension questions. They were

Sasan Baleghizadeh

2011-01-01

220

Using the Weighted Keyword Model to Improve Information Retrieval for Answering Biomedical Questions  

PubMed Central

Physicians ask many complex questions during the patient encounter. Information retrieval systems that can provide immediate and relevant answers to these questions can be invaluable aids to the practice of evidence-based medicine. In this study, we first automatically identify topic keywords from ad hoc clinical questions with a Condition Random Field model that is trained over thousands of manually annotated clinical questions. We then report on a linear model that assigns query weights based on their automatically identified semantic roles: topic keywords, domain specific terms, and their synonyms. Our evaluation shows that this weighted keyword model improves information retrieval from the Text Retrieval Conference Genomics track data. PMID:21347188

Yu, Hong; Cao, Yong-gang

2009-01-01

221

Do Online Information Retrieval Systems Help Experienced Clinicians Answer Clinical Questions?  

PubMed Central

Objective: To assess the impact of clinicians' use of an online information retrieval system on their performance in answering clinical questions. Design: Pre-/post-intervention experimental design. Measurements: In a computer laboratory, 75 clinicians (26 hospital-based doctors, 18 family practitioners, and 31 clinical nurse consultants) provided 600 answers to eight clinical scenarios before and after the use of an online information retrieval system. We examined the proportion of correct answers pre- and post-intervention, direction of change in answers, and differences between professional groups. Results: System use resulted in a 21% improvement in clinicians' answers, from 29% (95% confidence interval [CI] 25.4–32.6) correct pre- to 50% (95% CI 46.0–54.0) post-system use. In 33% (95% CI 29.1–36.9) answers were changed from incorrect to correct. In 21% (95% CI 17.1–23.9) correct pre-test answers were supported by evidence found using the system, and in 7% (95% CI 4.9–9.1) correct pre-test answers were changed incorrectly. For 40% (35.4–43.6) of scenarios, incorrect pre-test answers were not rectified following system use. Despite significant differences in professional groups' pre-test scores [family practitioners: 41% (95% CI 33.0–49.0), hospital doctors: 35% (95% CI 28.5–41.2), and clinical nurse consultants: 17% (95% CI 12.3–21.7; ?2 = 29.0, df = 2, p < 0.01)], there was no difference in post-test scores. (?2 = 2.6, df = 2, p = 0.73). Conclusions: The use of an online information retrieval system was associated with a significant improvement in the quality of answers provided by clinicians to typical clinical problems. In a small proportion of cases, use of the system produced errors. While there was variation in the performance of clinical groups when answering questions unaided, performance did not differ significantly following system use. Online information retrieval systems can be an effective tool in improving the accuracy of clinicians' answers to clinical questions. PMID:15684126

Westbrook, Johanna I.; Coiera, Enrico W.; Gosling, A. Sophie

2005-01-01

222

Twenty questions about student errors  

NASA Astrophysics Data System (ADS)

Errors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his/her errors to develop a deeper understanding of a concept as long as the error can be recognized and appropriate, informative feedback can be obtained. A safe, non-threatening, and nonpunitive environment which encourages dialogue helps students to express their conceptions and to risk making errors. Pedagogical methods that systematically address common student errors produce significant gains in student learning. Just as the nature-nurture interaction is integral to the development of living things, so the individual-environment interaction is basic to thought processes. At a minimum, four systems interact: (1) the individual problem solver (who has a worldview, relatively stable cognitive characteristics, relatively malleable mental states and conditions, and aims or intentions), (2) task to be performed (including relative importance and nature of the task), (3) knowledge domain in which task is contained, and (4) the environment (including orienting conditions and the social and physical context).Several basic assumptions underlie research on errors and alternative conceptions. Among these are: Knowledge and thought involve active, constructive processes; there are many ways to acquire, organize, store, retrieve, and think about a given concept or event; and understanding is achieved by successive approximations. Application of these ideas will require a fundamental change in how science is taught.

Fisher, Kathleen M.; Lipson, Joseph Isaac

223

Twenty questions about student errors  

Microsoft Academic Search

Errors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his\\/her errors to develop a deeper understanding of a concept as long as the error can

Kathleen M. Fisher; Joseph Isaac Lipson

1986-01-01

224

Guiding Students to Answers: Query Recommendation  

ERIC Educational Resources Information Center

This paper reports on a guided navigation system built on the textbook search engine developed at Anadolu University to support distance education students. The search engine uses Turkish Language specific language processing modules to enable searches over course material presented in Open Education Faculty textbooks. We implemented a guided…

Yilmazel, Ozgur

2011-01-01

225

A Medical Consultation Service on Facebook: Descriptive Analysis of Questions Answered  

PubMed Central

Background Social media is used increasingly by the general public to access health information. However, a lack of models for health information distribution limits the presence of publicly funded services on social media sites. Objective The goal of the study was to present a model for delivering child health information to parents through a social media site. Methods A Facebook site was launched for 11 months based on a question-and-answer service produced by a pediatrician and open to Facebook users over 18 years old. If the answer did not include a further referral to a health care service provider, the question was considered comprehensively answered. The site was funded by a pharmaceutical company, and it included an advertisement of a pharmaceutical product for children’s fever and pain. Results During the study, 768 questions were submitted: an average of 69.8 (SD 31.7) per month. There were 245,533 independent Facebook users on the site, with an average of 727.0 (SD 2280.6) per day. Infections were the most common theme in questions (355/768, 46.2%). Questions were more likely to be comprehensively answered if they were related to infections (279/355, 78.6%) than questions related to non-infectious symptoms (265/423, 64.2%, P=.003). Conclusions On this site aimed at parents of small children, personalized answers were an effective way of delivering information. The service is likely to have reduced the need for further contacts with a health care service provider in more than half of the cases. The site could serve as a model for publicly funded health information distribution. PMID:25189182

2014-01-01

226

Welcome to Business Ethics! This course will help you answer the question,  

E-print Network

Welcome to Business Ethics! BETH 351 This course will help you answer the question, "What kind stewardship/sustainability. 11. We will learn and discuss issues regarding international business ethics. 12. We will learn and discuss how ethical commitments may shape business in the future. 13. We will learn

Carter, John

227

PARAMEDICAL AND HEALTH RELATED PROGRAMS IN THE JUNIOR COLLEGE--SOME QUESTIONS AND ANSWERS.  

ERIC Educational Resources Information Center

AT THE ALABAMA STATE CONFERENCE ON PARAMEDICAL EDUCATION IN JUNE 1966, PARTICIPANTS IDENTIFIED 37 PROBLEMS FOR DISCUSSION. THIS REPORT STATES THE QUESTIONS AND THE ANSWERS OFFERED BY CONSULTANTS AT THE CONFERENCE. TOPICS ARE (1) ASSOCIATE DEGREE NURSING PROGRAMS, WITH EMPHASIS ON ADMINISTRATIVE ORGANIZATION, THE ROLE OF ADMINISTRATORS, PERSONNEL…

SKAGGS, K.G.

228

Questions and Answers About LeukemiaCENTERS FOR DISEASE CONTROL AND PREVENTION  

E-print Network

Questions and Answers About LeukemiaCENTERS FOR DISEASE CONTROL AND PREVENTION What is leukemia the disease develops (acute vs. chronic leukemia) and by the type of blood cell involved (lymphocytic. About 20% of adult acute myeloid leukemias are attributed to cigarette smoking. Also, avoiding chemicals

229

Questions and Answers About Kidney CancerCENTERS FOR DISEASE CONTROL AND PREVENTION  

E-print Network

Questions and Answers About Kidney CancerCENTERS FOR DISEASE CONTROL AND PREVENTION What is kidney carcinoma of the renal pelvis) is cigarette smoking. Experts estimate that the majority of transitional cell phone: 1-800-4-CANCER web site: www.rex.nci.nih.gov National Kidney and Urologic Disease Information

230

Why Not, WINE?: Towards Answering Why-Not Questions in Social Image Search  

E-print Network

Image Retrieval (TagIR) for finding relevant high-quality images using keyword queries have recently this goal, it is often challenging to generate high quality search results for a search query which canWhy Not, WINE?: Towards Answering Why-Not Questions in Social Image Search Sourav S Bhowmick Aixin

Aixin, Sun

231

Questions, Answers and Clarifications Used MediumDuty Electric Vehicle Repower Demonstration  

E-print Network

Questions, Answers and Clarifications Used MediumDuty Electric Vehicle Repower Demonstration PON). Q5. A plug-in hybrid electric vehicle repower could provide some electric drive with an engine for extended range. Would a plug-in hybrid electric vehicle with an internal combustion engine be considered

232

The New Senior High School French as a Second Language Program: Questions and Answers.  

ERIC Educational Resources Information Center

Information is offered, in question-and-answer format, on the design, objectives, standards, and procedures for the revised French second language program to be offered in Alberta's (Canada) high schools. The new program consists of 3 well-defined levels of competency: beginning, intermediate, and advanced. Learner expectations exist at each level…

Alberta Dept. of Education, Edmonton. Language Services Branch.

233

Data-Intensive Question Answering Eric Brill, Jimmy Lin, Michele Banko, Susan Dumais and Andrew Ng  

E-print Network

redundancy than the Web ­ the TREC QA database consists of fewer than 1 million documents, whereas Web search on the Microsoft Research Cambridge submissions for the filtering and Web tracks (Robertson et al., 2002). We have been exploring data-driven techniques for Web question answering, and modified our system somewhat

Lin, Jimmy

234

Data-Intensive Question Answering Eric Brill, Jimmy Lin, Michele Banko, Susan Dumais and Andrew Ng  

E-print Network

than the Web ­ the TREC QA database consists of fewer than 1 million documents, whereas Web search on the Microsoft Research Cambridge submissions for the filtering and Web tracks (Robertson et al., 2002). We have been exploring data-driven techniques for Web question answering, and modified our system somewhat

Ng, Andrew Y.

235

Gathering Knowledge for a Question Answering System from Heterogeneous Information Sources  

E-print Network

their own knowl- edge is for humans to tell the computers what the knowledge means in a language that the comput- ers can understand--but still in a language that humans can produce. A good way to accomplish Transformations) Natural Language Sys- tem (Katz, 1990; Katz, 1997) is an example of a question answering system

Lin, Jimmy

236

Gathering Knowledge for a Question Answering System from Heterogeneous Information Sources  

E-print Network

is for humans to tell the computers what the knowledge means in a language that the comput­ ers can understand---but still in a language that humans can produce. A good way to accomplish this is with the use of natural) Natural Language Sys­ tem (Katz, 1990; Katz, 1997) is an example of a question answering system that uses

Massachusetts Institute of Technology (MIT), Computer Science and Artificial Intelligence Laboratory, InfoLab

237

Let's Talk About Food. Answers to your Questions About Foods and Nutrition.  

ERIC Educational Resources Information Center

This book on the subject of nutrition is written in the form of often-asked questions and detailed, informative answers. In ten chapters the following range of nutrition topics is covered: (1) meaning of RDA, nutrition labeling, calorie tables, nutrient density; (2) adequate diet, pregnancy, physical fitness, vitamins, diet for athletes, baby…

White, Philip L., Ed.; Selvey, Nancy, Ed.

238

American Recovery and Reinvestment Act Cost Share PIER Questions and Answers from the Geothermal Workshop  

E-print Network

the Geothermal Workshop NOTE: It is suggested that interested persons also read the Questions and Answers from. No, but it would be helpful. 5. The scoring criteria appear not to favor geothermal analysis solicitation package. 9. If an applicant plans to use proprietary software in a geothermal project, does

239

An Open-Ended, Short Answer, Text Question Tool: Improving Interactivity on the Web.  

ERIC Educational Resources Information Center

This paper reports the results of a study of the development of an innovative learning element designed to be implemented in a computer-facilitated learning (CFL) module. The learning element is an open-ended, short answer, text question tool (TQT) designed to be used in World Wide Web-based courses or incorporated into hybrid Web/CD-ROM systems.…

Kennedy, David M.; Eizenberg, Norm

240

Olympian Parents Answer the Question of How Parents Contribute towards Their Child's Academic Productivity  

ERIC Educational Resources Information Center

How do parents contribute toward their child's academic productivity? This article analyzes studies conducted over the last 30 years on this topic. During these three decades a number of theories and theoretical frameworks have been developed to answer this fundamental question. There have been nine national studies published and six reviews of…

Campbell, James Reed

2011-01-01

241

Young Children's Sensitivity to New and Given Information when Answering Predicate-Focus Questions  

ERIC Educational Resources Information Center

In two studies we investigated 2-year-old children's answers to predicate-focus questions depending on the preceding context. Children were presented with a successive series of short video clips showing transitive actions (e.g., frog washing duck) in which either the action (action-new) or the patient (patient-new) was the changing, and therefore…

Salomo, Dorothe; Lieven, Elena; Tomasello, Michael

2010-01-01

242

A Question Answer Approach to Building Semantic , Janusz A. Starzyk1,2  

E-print Network

database [1]. Similarly, PLANES was another QA system that could answer questions posed in English using a relational database consisting of aircraft maintenance and flight information data [2]. QA systems have come a long way since then. Modern QA systems, using information retrieval (IR) and information extraction (IE

Starzyk, Janusz A.

243

How do you Answer the Life on Mars Question? Use Multiple Small Landers like Beagle 2  

NASA Astrophysics Data System (ADS)

Beagle 2 lander is a flight qualified scientific payload and it offers a unique suite of instruments which can offer answers to the life on Mars question. Using multiple Beagle 2 landers on Mars offers a low-cost and outstanding scientific option.

Gibson, E. K.; Pillinger, C. T.; Wright, I. P.; Hurst, S. J.; Richter, L.; Sims, M. R.

2012-06-01

244

Supplementary Materials for "Why Question Answering using Sentiment Analysis and Word Classes"  

E-print Network

Supplementary Materials for "Why Question Answering using Sentiment Analysis and Word Classes" Jong-Hoon Oh Kentaro Torisawa Chikara Hashimoto Takuya Kawada§ Stijn De Saeger¶ Jun'ichi Kazama Yiou Wang and Communications Technology (NICT) { rovellia, torisawa, ch,§ tkawada,¶ stijn, kazama, wangyiou}@nict.go.jp 1

245

Questions, Answers and Clarifications Commercial Scale Advanced Biofuels Production Facilities Solicitation  

E-print Network

Questions, Answers and Clarifications Commercial Scale Advanced Biofuels Production Facilities biofuels production facility? A.1 An existing biofuels facility is an existing facility that, as of the application due date of PON-13-601, produces (or did produce) biofuels in California. Q.2 Must an eligible

246

Answering questions with an electroencephalogram-based brain-computer interface  

Microsoft Academic Search

Objective: To demonstrate that humans can learn to control selected electroencephalographic components and use that control to answer simple questions.Methods: Four adults (one with amyotrophic lateral sclerosis) learned to use electroencephalogram (EEG) mu rhythm (8 to 12Hz) or beta rhythm (18 to 25Hz) activity over sensorimotor cortex to control vertical cursor movement to targets at the top or bottom edge

Laurie A. Miner; Dennis J. McFarland; Jonathan R. Wolpaw

1998-01-01

247

Geography 128 Analytical and Computer Cartography Sample Mid-Term Short answer essay questions  

E-print Network

Geography 128 Analytical and Computer Cartography Sample Mid-Term Short answer essay questions 1. What is Analytical Cartography? Analytical cartography was described by Waldo Tobler, who first defined of cartography that remain when technology changes. These include geometric, topological, algebraic and other

Clarke, Keith

248

WebLinks OLFS Reporting Vendors, Payments, and Liens Section Frequently Asked Questions Answers  

E-print Network

WebLinks OLFS Reporting ­ Vendors, Payments, and Liens 1 of 12 Section Frequently Asked Questions Answers Vendors, Payments, and Liens using: Accounts Payable Report GL Transaction Detail Reference: Web look up an invoice by either the vendor's Invoice ID or the Voucher ID. Why do I see a charge in Web

Yamamoto, Keith

249

The Effect of Field Representation on Student Responses to Magnetic Force Questions  

NASA Astrophysics Data System (ADS)

We examine student understanding of the magnetic force exerted on a charged particle and report three findings from a series of tests administered to introductory physics students. First, we expand on previous findings that many students believe in "charged" magnetic poles and find that although students may answer according to a model where a positive charge is attracted to a south pole and repulsed by a north, these students may not believe that the poles are charged. Additional models produce identical answer schemes, the primary being magnetic force parallel to magnetic field. Second, the representation format affects responses: students answer differently when the magnetic field is portrayed by a field source vs. by field lines. Third, after traditional instruction improvement in student performance is greater on questions portraying field lines than for questions portraying field sources.

Scaife, Thomas M.; Heckler, Andrew F.

2007-11-01

250

The Uses of Local Norms: A Question & Answer Overview. Research Brief. Volume 0406  

ERIC Educational Resources Information Center

The purpose of this paper is to promote local norms as a new way of reporting Florida Comprehensive Assessment Test (FCAT) results for Miami-Dade County district. The norms would: (1) show a student's relative standing in the district, and (2) show the student's growth compared to similar students. This paper presents questions about local norms,…

Froman, Terry

2005-01-01

251

Using Student-Generated Questions for Student-Centred Assessment  

ERIC Educational Resources Information Center

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…

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

2012-01-01

252

Geophysical Summer Field Camp: Answering questions about the subsurface for the local community  

NASA Astrophysics Data System (ADS)

Summer Geophysics Field Camp is part of the core requirement for undergraduate Geophysics majors at Boise State University (CSM), as well as at Colorado School of Mines (CSM). We have found it to be most effectively taught when the target of the camp involves answering questions, which impact society. For example, currently the CSM/BSU geophysics summer camp focuses on ground water resources and geothermal potential in the Upper Arkansas River Basin, a part of the Rio Grande Rift system in Chaffee County, Colorado. A prime goal is to train students how to combine diverse sources of information into a unified interpretation: Students examine lithologies and structures on the periphery of the basin. Cross sections are constructed to predict the geophysical signature. Geophysical tools then are used to ascertain the gross structure and examine subsurface conditions in greater detail. These tools include surveying, regional gravity, deep and shallow seismic surveys, magnetics, DC resistivity, Ground Penetrating Radar, electromagnetics, hydrochemistry, and karaoke. While BSU and CSM own a considerable amount of geophysical hardware, our field camps are only possible because of extensive support by corporations and governmental agencies. In addition, the Society of Exploration Geohysics (SEG) Foundation provides financial support, Chaffee County assists with housing costs, and local land owners provide open access. In turn, the field camp results aid the community of Chaffee County in assessing their water resources for long term growth planning, as well as understanding the geothermal potential for hydroelectric power generation. BSU is currently exploring with the SEG Foundation under the Geophysicists Without Borders program to apply this model of combined education and social outreach in the form a geophysics camp for Southeast Asia, where we propose to study geohazards,geoarcheology and groundwater issues.

van Wijk, K.; Batzle, M.; Liberty, L.; Raynolds, R.

2008-12-01

253

Summer Financial Aid Information and Application Read through the following information to help answer questions regarding your application for summer financial aid.  

E-print Network

Summer Financial Aid Information and Application Read through the following information to help answer questions regarding your application for summer financial aid. What steps do I need to complete in order to apply for Summer Financial Aid? Results of a FAFSA (Free Application for Federal Student Aid

Gering, Jon C.

254

Cancer Evaluation The following questions are about today's program. Place a check (T) in front of the answer.  

E-print Network

EAT SMART Cancer Evaluation The following questions are about today's program. Place a check (T the information from this program. # I have or have had cancer. YES NO As you answer each question, think about

255

Developing Student Ability to Ask Scientific Questions  

NSDL National Science Digital Library

This activity is a two-part (three week) lab in which students initially develop a claim (non-scientific) and learn how to use evidence to support a claim. They then are provided with a scientific research question for which they need to make a claim supported with evidence from their own models (river/stream tables). Based on their results, they then ask a new research question, design the model, carry out their tests and report their results.

Kaatje Kraft

256

Analysis of Student Performance on Multiple-Choice Questions in General Chemistry  

ERIC Educational Resources Information Center

The percentage of students choosing the correct answer (PSCA) on 17 multiple-choice algorithmic questions taken from general chemistry exams is analyzed. PSCAs for these questions varied from 47 to 93%, and a decrease of 4.5% in PSCA was observed with each additional step in the algorithm required for solving the problem (R[superscript 2] = 0.80).…

Hartman, JudithAnn R.; Lin, Shirley

2011-01-01

257

A Neural Network for Factoid Question Answering over Mohit Iyyer1  

E-print Network

textual composition- ality. We apply our model, qanta, to a dataset of questions from a trivia competition and college students play a game where they map raw text to well-known entities. This is a trivia competition

Daume III, Hal

258

Why Students Answer TIMSS Science Test Items the Way They Do  

NASA Astrophysics Data System (ADS)

The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students'' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.

Harlow, Ann; Jones, Alister

2004-04-01

259

CSShark Answers Frequently Asked Questions: The CSS Know-How Site  

NSDL National Science Digital Library

Cascading Style Sheets (CSS) is an Internet tool that separates the presentation from the structural markup of a Web site. CSS keeps the structure of a document lean and fast while controlling the appearance of its content. This product is not an adapted tool from print or programming; rather, it is a means of enhancing HTML. For users interested in learning more about this tool, this informative and well-constructed site answers some of those frequently asked questions regarding CSS. In addition, the site explains some of the basics of CSS, provides tips and tricks for tackling the problems with Netscape 4, offers a tutorial concerning positioning with CSS (CSS-P, Web design without tables), and gives various resource links to other related sites. In short, for those with questions concerning CSS and its functions, the CSShark is ready to provide answers.

Mako.

2007-07-05

260

An on-line question-answering systems with natural language and pictorial input  

Microsoft Academic Search

Various approaches have been employed in the design of question-answering systems with natural language input. An excellent survey of such systems can be found in Simmons.1 A more recent and critical survey of data-retrieval systems prepared by Kasher points out what he considers to be some of the major weaknesses of previous work. One of the problems cited by Kasher

L. Stephen Coles

1968-01-01

261

Model structure adequacy analysis: selecting models on the basis of their ability to answer scientific questions  

Microsoft Academic Search

Models carry the meaning of science. This puts a tremendous burden on the process of model selection. In general practice,\\u000a models are selected on the basis of their relative goodness of fit to data penalized by model complexity. However, this may\\u000a not be the most effective approach for selecting models to answer a specific scientific question because model fit is

Mark L. Taper; David F. Staples; Bradley B. Shepard

2008-01-01

262

Comparing the Use of an Online Expert Health Network against Common Information Sources to Answer Health Questions  

PubMed Central

Background Many workers have questions about occupational safety and health (OSH). It is unknown whether workers are able to find correct, evidence-based answers to OSH questions when they use common information sources, such as websites, or whether they would benefit from using an easily accessible, free-of-charge online network of OSH experts providing advice. Objective To assess the rate of correct, evidence-based answers to OSH questions in a group of workers who used an online network of OSH experts (intervention group) compared with a group of workers who used common information sources (control group). Methods In a quasi-experimental study, workers in the intervention and control groups were randomly offered 2 questions from a pool of 16 standardized OSH questions. Both questions were sent by mail to all participants, who had 3 weeks to answer them. The intervention group was instructed to use only the online network ArboAntwoord, a network of about 80 OSH experts, to solve the questions. The control group was instructed that they could use all information sources available to them. To assess answer correctness as the main study outcome, 16 standardized correct model answers were constructed with the help of reviewers who performed literature searches. Subsequently, the answers provided by all participants in the intervention (n = 94 answers) and control groups (n = 124 answers) were blinded and compared with the correct model answers on the degree of correctness. Results Of the 94 answers given by participants in the intervention group, 58 were correct (62%), compared with 24 of the 124 answers (19%) in the control group, who mainly used informational websites found via Google. The difference between the 2 groups was significant (rate difference = 43%, 95% confidence interval [CI] 30%–54%). Additional analysis showed that the rate of correct main conclusions of the answers was 85 of 94 answers (90%) in the intervention group and 75 of 124 answers (61%) in the control group (rate difference = 29%, 95% CI 19%–40%). Remarkably, we could not identify differences between workers who provided correct answers and workers who did not on how they experienced the credibility, completeness, and applicability of the information found (P > .05). Conclusions Workers are often unable to find correct answers to OSH questions when using common information sources, generally informational websites. Because workers frequently misjudge the quality of the information they find, other strategies are required to assist workers in finding correct answers. Expert advice provided through an online expert network can be effective for this purpose. As many people experience difficulties in finding correct answers to their health questions, expert networks may be an attractive new source of information for health fields in general. PMID:22356848

Lenderink, Annet F; van Dijk, Frank JH; Hulshof, Carel TJ

2012-01-01

263

The AP Descriptive Chemistry Question: Student Errors  

ERIC Educational Resources Information Center

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…

Crippen, Kent; Brooks, David W.

2005-01-01

264

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models  

NASA Astrophysics Data System (ADS)

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

Gold, A. U.; Harris, S. E.

2013-12-01

265

Students Asking Questions in the Middle School Mathematics Classroom  

ERIC Educational Resources Information Center

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…

Fitzsimmons, Martha

2011-01-01

266

INDUSTRIAL CONTROL SYSTEM CYBER SECURITY: QUESTIONS AND ANSWERS RELEVANT TO NUCLEAR FACILITIES, SAFEGUARDS AND SECURITY  

SciTech Connect

Typical questions surrounding industrial control system (ICS) cyber security always lead back to: What could a cyber attack do to my system(s) and; how much should I worry about it? These two leading questions represent only a fraction of questions asked when discussing cyber security as it applies to any program, company, business, or organization. The intent of this paper is to open a dialog of important pertinent questions and answers that managers of nuclear facilities engaged in nuclear facility security and safeguards should examine, i.e., what questions should be asked; and how do the answers affect an organization's ability to effectively safeguard and secure nuclear material. When a cyber intrusion is reported, what does that mean? Can an intrusion be detected or go un-noticed? Are nuclear security or safeguards systems potentially vulnerable? What about the digital systems employed in process monitoring, and international safeguards? Organizations expend considerable efforts to ensure that their facilities can maintain continuity of operations against physical threats. However, cyber threats particularly on ICSs may not be well known or understood, and often do not receive adequate attention. With the disclosure of the Stuxnet virus that has recently attacked nuclear infrastructure, many organizations have recognized the need for an urgent interest in cyber attacks and defenses against them. Several questions arise including discussions about the insider threat, adequate cyber protections, program readiness, encryption, and many more. These questions, among others, are discussed so as to raise the awareness and shed light on ways to protect nuclear facilities and materials against such attacks.

Robert S. Anderson; Mark Schanfein; Trond Bjornard; Paul Moskowitz

2011-07-01

267

Quick Questions  

NSDL National Science Digital Library

This activity provides an introduction to data analysis. The instructor poses a simple multiple choice question for the children to answer. Students are then prompted to answer questions about the data such as which answer is most common, which least common. Variations for presenting the data as a bar graph and using the data to make predictions are included. Students should have basic reading and writing skills.

2010-01-01

268

Practical question-and-answer guide on VDTS (video display terminals) for BEES (base bioenvironmental engineer). Final report  

SciTech Connect

The USAF OEHL conducted an extensive literature review of Video Display Terminals (VDTs) and the health problems commonly associated with them. The report is presented in a question-and-answer format in an attempt to paraphrase the most commonly asked questions about VDTs that are forwarded to USAF OEHL/RZN. The questions and answers have been divided into several topic areas: Ionizing Radiation; Nonionizing Radiation; Optical Radiation; Ultrasound; Static Electricity; Health Complaints/Ergonomics; Pregnancy.

Olson, B.M.

1985-01-01

269

The use of why-questions to enhance college science students' comprehension of their textbooks  

NASA Astrophysics Data System (ADS)

Why-questions adjunct to reading material consistently help students remember unfamiliar information (recall) according to research investigating elaborative interrogation. Why-questions ask students to explain why statements pulled-out from a text are true. But no one apparently has assessed why-questions' effectiveness when measuring comprehension of paraphrased meaningful information and when students are learning in a naturalistic classroom context. This study investigated the use of why-questions in enhancing science reading comprehension. Undergraduates (123 males and 171 females) using a chapter from their introductory biology textbooks were randomly assigned to a treatment group with 21 adjunct why-questions or to a control group with no adjunct why-questions. The treatment group was instructed to read the textbook material and to answer the why-questions. The control group was instructed to read the same textbook material twice, a standard methodological procedure used in such research. Posttest data was collected using a posttest only equivalent group design. A test for students' prior knowledge and a test for students' verbal ability were administered to the students prior to the study. Findings revealed that students in the treatment group using adjunct why-question outperformed (p < .05) students in the control group without why-questions on a comprehension posttest. Of interest is that students with low-verbal ability who answered adjunct why-questions significantly outperformed students with low-verbal ability in the control group. Why-questions seem to be a potentially powerful learning device to improve student comprehension of college biology textbooks.

Smith, Betty Lou

2002-01-01

270

Learning biology through research papers: a stimulus for question-asking by high-school students.  

PubMed

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness. PMID:14673492

Brill, Gilat; Yarden, Anat

2003-01-01

271

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students  

PubMed Central

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness. PMID:14673492

Brill, Gilat; Yarden, Anat

2003-01-01

272

Standardised nomenclature for glucocorticoid dosages and glucocorticoid treatment regimens: current questions and tentative answers in rheumatology  

PubMed Central

In rheumatology and other medical specialties there is a discrepancy between the widespread use and the imprecise designation of glucocorticoid treatment regimens. Verbal descriptions of glucocorticoid treatment regimens used in various phases of diseases vary between countries and institutions. Given this background, a workshop under the auspices of the EULAR Standing Committee on International Clinical Studies including Therapeutic Trials was held to discuss this issue and to seek a consensus on nomenclature for glucocorticoid treatment. This report summarises the panel's discussion and recognises that answers derived from consensus conferences are not definitive. Nevertheless, recommendations on glucocorticoid treatment are presented that (1) reflect current and best knowledge available and (2) take into account current clinical practice. A question-answer rationale presentation style has been chosen to convey the messages, to summarise the meeting in a readable format, and to avoid dogmatism. PMID:12117678

Buttgereit, F; Da Silva, J A P; Boers, M; Burmester, G; Cutolo, M; Jacobs, J; Kirwan, J; Kohler, L; van Riel, P; Vischer, T; Bijlsma, J

2002-01-01

273

The potential for automated question answering in the context of genomic medicine: an assessment of existing resources and properties of answers.  

PubMed

Knowledge gained in studies of genetic disorders is reported in a growing body of biomedical literature containing reports of genetic variation in individuals that map to medical conditions and/or response to therapy. These scientific discoveries need to be translated into practical applications to optimize patient care. Translating research into practice can be facilitated by supplying clinicians with research evidence. We assessed the role of existing tools in extracting answers to translational research questions in the area of genomic medicine. We: evaluate the coverage of translational research terms in the Unified Medical Language Systems (UMLS) Metathesaurus; determine where answers are most often found in full-text articles; and determine common answer patterns. Findings suggest that we will be able to leverage the UMLS in development of natural language processing algorithms for automated extraction of answers to translational research questions from biomedical text in the area of genomic medicine. PMID:19761578

Overby, Casey Lynnette; Tarczy-Hornoch, Peter; Demner-Fushman, Dina

2009-01-01

274

'Big data' reporting guidelines: how to answer big questions, yet avoid big problems.  

PubMed

The extent and depth of routine health care data are growing at an ever-increasing rate, forming huge repositories of information. These repositories can answer a vast array of questions. However, an understanding of the purpose of the dataset used and the quality of the data collected are paramount to determine the reliability of the result obtained. This Editorial describes the importance of adherence to sound methodological principles in the reporting and publication of research using 'big' data, with a suggested reporting framework for future Bone & Joint Journal submissions. Cite this article: Bone Joint J 2014;96-B:1575-7. PMID:25452357

Perry, D C; Parsons, N

2014-12-01

275

HITS on Question Answer Portals: Exploration of Link Analysis for Author Ranking  

E-print Network

-Answer portals such as Naver and Yahoo! Answers are growing in popularity. However, despite the increased from Yahoo! Answers are promising, and warrant further exploration along the lines outlined Naver (http://www.naver.com) and Yahoo! Answers (http://answers.yahoo.com). Yahoo! Answers already

Agichtein, Eugene

276

Progressive Questioning: Improving Students' Critical-Thinking, Logic, and Problem-Solving Skills  

NSDL National Science Digital Library

The senior-level course Water Pollution and Purification for environmental science majors at the University of Maryland-Eastern Shore requires students to use interdisciplinary knowledge, critical-thinking, logic, and problem-solving skills. Starting with a unit on surfacewater versus groundwater pollution, students acquire these skills through continuously answering progressive questions; they use audiovisual aids, do library assignments, and perform case studies. The process improved students' test performance and overall interest in addressing real-life problems.

Gupta, Gian

2005-01-01

277

A Whole Language Program in the Intermediate Grades: Questions and Answers.  

ERIC Educational Resources Information Center

Focusing on a whole language program for the middle grades in Canada's Northwest Territories, this interview transcript consists of responses by Anne Davies, a teacher from Yellow Knife, in the Northwest Territories, and currently a doctoral student, to questions posed by Norma Mickelson, a professor at the University of Victoria in British…

Mickelson, Norma; Davies, Anne

278

How Do You Answer the Life on Mars Question? Use Multiple Small Landers Like Beagle 2  

NASA Technical Reports Server (NTRS)

To address one of the most important questions in planetary science Is there life on Mars? The scientific community must turn to less costly means of exploring the surface of the Red Planet. The United Kingdom's Beagle 2 Mars lander concept was a small meter-size lander with a scientific payload constituting a large proportion of the flown mass designed to supply answers to the question about life on Mars. A possible reason why Beagle 2 did not send any data was that it was a one-off attempt to land. As Steve Squyres said at the time: "It's difficult to land on Mars - if you want to succeed you have to send two of everything".

Gibson, Everett K.; Pillinger, C. T.; Wright, I. P.; Hurst, S. J.; Richter, L.; Sims, M. R.

2012-01-01

279

The JAVELIN Question-Answering System at TREC 2003: A Multi-Strategh Approach with Dynamic Planning  

Microsoft Academic Search

The JAVELIN system evaluated at TREC 2003 is an integrated architecture for open-domain question answering. JAVELIN employs a mod- ular approach that addresses individual aspects of the QA task in an abstract manner. The Sys- tem implements a planner that controls the ex- ecution and information flow, as well as a mul- tiple answer seeking strategies used differently depending on

Eric Nyberg; Teruko Mitamura; James P. Callan; Jaime G. Carbonell; Robert E. Frederking; Kevyn Collins-thompson; Laurie Hiyakumoto; Yifen Huang; Curtis Huttenhower; Scott Judy; Jeongwoo Ko; Anna Kupsc; Lucian Vlad Lita; Vasco Pedro; David Svoboda; Benjamin Van Durme

2003-01-01

280

The Answering System to Yes-No Truth-Functional Questions in Korean-English Bilingual Children  

ERIC Educational Resources Information Center

This study presents an experiment that explores the patterns of answers to yes-no truth-functional questions in English and Korean. The answering patterns are examined from 12 Korean-English bilingual children and 10 Korean-monolingual children. Four types of sentences in relation to given situations (Wason in "Br J Psychol" 52:133-142,…

Choi, Hansook

2014-01-01

281

Towards Answering Opinion Questions: {S}eparating Facts from Opinions and Identifying the Polarity of Opinion Sentences  

Microsoft Academic Search

Opinion question answering is a challenging task for natural language processing. In this paper, we discuss a necessary component for an opinion ques- tion answering system: separating opinions from fact, at both the document and sentence level. We present a Bayesian classifier for discriminating be- tween documents with a preponderance of opinions such as editorials from regular news stories, and

Hong Yu; Vasileios Hatzivassiloglou

2003-01-01

282

Electric Power Lines : Questions and Answers on Research into Health Effects.  

SciTech Connect

Most people know that electric power lines, like the wiring in our homes, can cause serious electric shocks if we`re not careful. Many people also want to know whether the EMF (electric and magnetic fields) produced by power lines and other electrical devices affect our health. Although no adverse health effects of electric power EMF have been confirmed, there is continued scientific uncertainty about this issue. Research on EMF is ongoing throughout the world. The purpose of this booklet is to answer some common questions that the BPA (Bonneville Power Administration) receives about the possible effects of power lines on health. First, some basic electrical terms are defined, and electric and magnetic fields are debed. Next, answers are given to several questions about recent scientific studies. Some important information about electrical safety follows. We then describe how BPA is addressing public concerns about potential health effects of power lines. The last section tells you how to obtain more detailed information about the health and safety issues summarized in this booklet.

United States. Bonneville Power Administration.

1995-06-01

283

Guiding Questions Enhance Student Learning from Educational Videos  

ERIC Educational Resources Information Center

We tested a procedure designed to enhance psychology students' learning from educational videos. Introductory psychology students (N = 127) watched a video about social psychology during a regular class session. Students in some sections of the course watched the video with no special instructions; students in other sections answered 8 guiding…

Lawson, Timothy J.; Bodle, James H.; Houlette, Melissa A.; Haubner, Richard R.

2006-01-01

284

QUESTIONS AND ANSWERS: EPA'S GUIDELINES FOR CARCINOGEN RISK ASSESSMENT AND SUPPLEMENTAL GUIDANCE FROM ASSESSING SUSCEPTIBILITY FROM EARLY-LIFE EXPOSURE TO CARCINOGENS  

EPA Science Inventory

March 29, 2005 EPA's Guidelines for Carcinogen Risk Assessment And Supplemental Guidance from Assessing Susceptibility from Early-life Exposure to Carcinogens Questions and Answers The following questions ...

285

26 CFR 5f.168(f)(8)-1 - Questions and answers concerning transitional rules and related matters regarding certain safe...  

Code of Federal Regulations, 2010 CFR

...2010-04-01 false Questions and answers concerning...168(f)(8)-1 Questions and answers concerning...leases. The following questions and answers concern...manufacturing, production, or extraction process, none of which...the Safe Harbor Lease Information Return, no...

2010-04-01

286

Students' questions: a potential resource for teaching and learning science  

Microsoft Academic Search

Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways

Christine Chin; Jonathan Osborne

2008-01-01

287

Compatible solute influence on nucleic acids: Many questions but few answers  

PubMed Central

Compatible solutes are small organic osmolytes including but not limited to sugars, polyols, amino acids, and their derivatives. They are compatible with cell metabolism even at molar concentrations. A variety of organisms synthesize or take up compatible solutes for adaptation to extreme environments. In addition to their protective action on whole cells, compatible solutes display significant effects on biomolecules in vitro. These include stabilization of native protein and nucleic acid structures. They are used as additives in polymerase chain reactions to increase product yield and specificity, but also in other nucleic acid and protein applications. Interactions of compatible solutes with nucleic acids and protein-nucleic acid complexes are much less understood than the corresponding interactions of compatible solutes with proteins. Although we may begin to understand solute/nucleic acid interactions there are only few answers to the many questions we have. I summarize here the current state of knowledge and discuss possible molecular mechanisms and thermodynamics. PMID:18522725

Kurz, Matthias

2008-01-01

288

The ContactFinder agent: Answering bulletin board questions with referrals  

SciTech Connect

ContactFinder is an intelligent agent whose approach to assisting users is valuable and innovative in the following four ways. First, ContactFinder operates proactively in reading and responding to messages on electronic bulletin boards rather than acting in response to user queries. Second, ContactFinder assists users by referring them to other people who can help them, rather than attempting to find information that directly answers the user`s specific question. Third, ContactFinder categorizes messages and extracts their topic areas using a set of heuristics that are very efficient and demonstrably highly effective. Fourth, ContactFinder posts its referrals back to the bulletin boards rather than simply communicating with specific users, to increase the information density and connectivity of the system. This paper discusses these aspects of the system and demonstrates their effectiveness in over six months of use on a large-scale internal bulletin board.

Krulwich, B.; Burkey, C. [Center for Strategic Technology Research, Northbrook, IL (United States)

1996-12-31

289

STS-80 CREW ANSWERS PRESS QUESTIONS AT PAD 39B DURING TERMINAL COUNTDOWN DEMONSTRATION TEST  

NASA Technical Reports Server (NTRS)

STS-80 crew members participating in the Terminal Countdown Demonstration Test (TCDT), a dress rehearsal for launch, talk to press representatives (off camera) and answer their questions at Launch Pad 39B. From left, are Mission Specialists Thomas D. Jones and Tamara E. Jernigan, Commander Kenneth D. Cockrell (with microphone), Pilot Kent V. Rominger and Mission Specialist Story Musgrave. The STS-80 mission, the seventh and final Shuttle flight of 1996, will feature two spacewalks and the deployment, operation and retrieval of two scientific satellites, the Orbiting Retrievable Far and Extreme Ultraviolet Spectrometer- Shuttle Pallet Satellite-2 (ORFEUS-SPAS-2) and the Wake Shield Facility-3 (WSF-3). The mission will be conducted aboard the Space Shuttle orbiter Columbia.

1996-01-01

290

Can Undergraduate Biology Students Learn To Ask Higher Level Questions?  

ERIC Educational Resources Information Center

Explores the types of written questions students ask after reading one or more chapters from a textbook and investigates students' ability to improve their questions during the course of a single semester. Examines two comparable populations, undergraduate students who were taught in the traditional lecture format and students who were taught in…

Marbach-Ad, Gili; Sokolove, Phillip G.

2000-01-01

291

Answering orientation questions and following single-step verbal commands: effect on aspiration status.  

PubMed

In the acute-care setting patients with altered mental status as a result of such diverse etiologies as stroke, traumatic brain injury, degenerative neurologic impairments, dementia, or alcohol/drug abuse are routinely referred for dysphagia testing. A protocol for dysphagia testing was developed that began with verbal stimuli to determine patient orientation status and ability to follow single-step verbal commands. Although unknown, it would be beneficial to ascertain if this information on mental status was predictive of aspiration risk. The purpose of this investigation was to determine if there was a difference in odds for aspiration based upon correctly answering specific orientation questions, i.e., 1. What is your name? 2. Where are you right now? and 3. What year is it?, and following specific single-step verbal commands, i.e., 1. Open your mouth. 2. Stick out your tongue. and 3. Smile. In a consecutive retrospective manner data from 4070 referred patients accrued between 1 December 1999 and 1 January 2007 were analyzed. The odds of liquid aspiration were 31% greater for patients not oriented to person, place, and time (odds ratio [OR] = 1.305, 95% CI = 1.134-1.501). The odds of liquid aspiration (OR = 1.566, 95% CI = 1.307-1.876), puree aspiration (OR = 1.484, 95% CI = 1.202-1.831), and being deemed unsafe for any oral intake (OR = 1.688, 95% CI = 1.387-2.054) were, respectively, 57, 48, and 69% greater for patients unable to follow single-step verbal commands. Being able to answer orientation questions and follow single-step verbal commands provides information on odds of aspiration for liquid and puree food consistencies as well as overall eating status prior to dysphagia testing. Knowledge of potential increased odds of aspiration allows for individualization of dysphagia testing thereby optimizing swallowing success. PMID:19263106

Leder, Steven B; Suiter, Debra M; Lisitano Warner, Heather

2009-09-01

292

Biology 253 Human Anatomy Exam I Spring 2010 page 1 of 8 IMPORTANT INSTRUCTIONS: ANSWER ONLY 50 QUESTIONS. Do not answer more than 50 questions. If  

E-print Network

Biology 253 Human Anatomy Exam I Spring 2010 page 1 of 8 IMPORTANT INSTRUCTIONS: ANSWER ONLY 50 of the orbit? A) lacrimal B) ethmoid C) maxilla D) frontal E) sphenoid #12;Biology 253 Human Anatomy Exam I is the superior margin of the heart? A) jugular notch B) costal margin C) 8 th thoracic intervertebral disc D

Houde, Peter

293

An Online Partner for Holocaust Remembrance Education: Students Approaching the Yahoo! Answers Community  

ERIC Educational Resources Information Center

Holocaust education has gained increased importance in recent decades and attention has latterly been directed to the role of the Internet within the field. Of major importance within the virtual space are Question and Answer communities. We investigated the interactions taking place within the Yahoo! Answers community following questions posted…

Lazar, Alon; Litvak Hirsch, Tal

2015-01-01

294

Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions  

PubMed Central

Use of in-class concept questions with clickers can transform an instructor-centered “transmissionist” environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors’ and nonmajors’ genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students. PMID:21364100

Smith, M.K.; Wood, W.B.; Krauter, K.; Knight, J.K.

2011-01-01

295

Effects of Wh-Question Graphic Organizers on Reading Comprehension Skills of Students with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum…

Bethune, Keri S.; Wood,Charles L.

2013-01-01

296

An Informative Interactive Question and Answer Page on Internet Ethics, C...merce Ethics, Web Ethics, Medical Ethics and Other General Ethical Issues An Informative Interactive Question and Answer Page on  

E-print Network

Page on Internet Ethics, Computer Ethics, Cyber Ethics, E-Commerce Ethics, Web Ethics, Business Ethics Information in the Twenty-First Century Jewish Business Ethics From Amazon.com httpAn Informative Interactive Question and Answer Page on Internet Ethics, C...merce Ethics, Web

Redmiles, David F.

297

A study of advanced training technology: Emerging answers to tough questions  

SciTech Connect

This study reports the result of an extensive nationwide review of military, private sector, and other federal agencies and organizations that are implementing a wide variety of advanced training technologies. This report classifies the general categories of advanced training technologies found and provides an overview of each, including specific types and examples. In addition, the research findings present an organizational model for training development linking overall organizational maturity to readiness to implement specific kinds of advanced training technologies. It also presents proposed methods for selecting media, describes the organizations and the data gathered, and provides a summary of implementation success at each organization. This study is organized as a set of five topics. Each topic raises a number of important questions and provides complete or emerging answers. For organizations who have made advanced training selections, this study is a resource to benchmark their success with other organizations who have made similar selections. For new or developing training organizations, this study will help plan their future technology selections by comparing their level of organizational maturity to the documented experiences of similar organizations.

NONE

1995-03-01

298

Ten Common Questions (and Their Answers) About Off-label Drug Use  

PubMed Central

The term off-label drug use (OLDU) is used extensively in the medical literature, continuing medical education exercises, and the media. Yet, we propose that many health care professionals have an underappreciation of its definition, prevalence, and implications. This article introduces and answers 10 questions regarding OLDU in an effort to clarify the practice's meaning, breadth of application, acceptance, and liabilities. Off-label drug use involves prescribing medications for indications, or using a dosage or dosage form, that have not been approved by the US Food and Drug Administration. Since the Food and Drug Administration does not regulate the practice of medicine, OLDU has become common. It occurs in every specialty of medicine, but it may be more common in areas of medicine in which the patient population is less likely to be included in clinical trials (eg, pediatric, pregnant, or psychiatric patients). Pharmaceutical companies are not allowed to promote their medications for an off-label use, which has lead to several large settlements for illegal marketing. To limit liability, physicians should prescribe medications only for indications that they believe are in the best interest of the patient. In addition, health care professionals should educate themselves about OLDU to weigh the risks and benefits and provide the best possible care for their patients. PMID:22877654

Wittich, Christopher M.; Burkle, Christopher M.; Lanier, William L.

2012-01-01

299

Frequently Asked Questions What is Student Affairs?  

E-print Network

at Tech. The Student Affairs staff promotes student success and enhances student in learning more about staying fit and getting involved in recreational sports. What one of our many intramural sports or club sports. For more information

Li, Mo

300

Teaching Students to Form Effective Questions  

ERIC Educational Resources Information Center

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

Stafford, Tish

2009-01-01

301

Use of key feature questions in summative assessment of veterinary medicine students  

PubMed Central

Purpose To prove the hypothesis that procedural knowledge might be tested using Key Feature (KF) questions in written exams, the University of Veterinary Medicine Hannover Foundation (TiHo) pioneered this format in summative assessment of veterinary medicine students. Exams in veterinary medicine are either tested orally, practically, in written form or digitally in written form. The only question formats which were previously used in the written e-exams were Type A Single-choice Questions, Image Analysis and Short Answer Questions. E-exams are held at the TiHo using the electronic exam system Q [kju:] by CODIPLAN GmbH. Methods In order to examine less factual knowledge and more procedural knowledge and thus the decision-making skills of the students, a new question format was integrated into the exam regulations by the TiHo and some examiner used this for the first time in the computer based assessment. Following a successful pilot phase in formative e-exams for students, KF questions were also introduced in summative exams. A number of multiple choice questions were replaced by KF questions in four computer based assessment in veterinary medicine. The subjects were internal medicine, surgery, reproductive medicine and dairy science. Results The integration and linking of KF questions into the computer based assessment system Q [kju:] went without any complications. The new question format was well received both by the students and the teaching staff who formulated the questions. Conclusion The hypothesis could be proven that Key Feature questions represent a practicable addition to the existing e-exam question formats for testing procedural knowledge. The number of KF questions will be therefore further increased in examinations in veterinary medicine at the TiHo. PMID:23497425

2013-01-01

302

Question Answering with QED and Wee at TREC-2004 Kisuh Ahn, Johan Bos, Stephen Clark, James R. Curran  

E-print Network

, 1997). The result was indexed with the Managing Gigabytes (MG 1.3g) search engine (Witten et al., 1999 at the TREC-2004 question answering evaluation exercise. Our system combines two approaches: one with deep the web. The results of our exper- iments support the following claims: (1) Web- based IR is a good

Curran, James R.

303

Nevada Education Law: Federal and State Law Governing Nevada K-12 Education in Question/Answer Format.  

ERIC Educational Resources Information Center

This book provides answers to the most common legal questions of Nevada's school board members, administrators, and educators. Chapter 1, "The Nevada School System: Governance, Programs, and Standards," explores the constitutional, legal, and statutory basis of school system governance. Chapter 2, "The Nevada Plan: Finance of Public Education,"…

Daugherty, Richard F.; Cockerill, Charles P.

304

An online network tool for quality information to answer questions about occupational safety and health: usability and applicability  

PubMed Central

Background Common information facilities do not always provide the quality information needed to answer questions on health or health-related issues, such as Occupational Safety and Health (OSH) matters. Barriers may be the accessibility, quantity and readability of information. Online Question & Answer (Q&A) network tools, which link questioners directly to experts can overcome some of these barriers. When designing and testing online tools, assessing the usability and applicability is essential. Therefore, the purpose of this study is to assess the usability and applicability of a new online Q&A network tool for answers on OSH questions. Methods We applied a cross-sectional usability test design. Eight occupational health experts and twelve potential questioners from the working population (workers) were purposively selected to include a variety of computer- and internet-experiences. During the test, participants were first observed while executing eight tasks that entailed important features of the tool. In addition, they were interviewed. Through task observations and interviews we assessed applicability, usability (effectiveness, efficiency and satisfaction) and facilitators and barriers in use. Results Most features were usable, though several could be improved. Most tasks were executed effectively. Some tasks, for example searching stored questions in categories, were not executed efficiently and participants were less satisfied with the corresponding features. Participants' recommendations led to improvements. The tool was found mostly applicable for additional information, to observe new OSH trends and to improve contact between OSH experts and workers. Hosting and support by a trustworthy professional organization, effective implementation campaigns, timely answering and anonymity were seen as important use requirements. Conclusions This network tool is a promising new strategy for offering company workers high quality information to answer OSH questions. Q&A network tools can be an addition to existing information facilities in the field of OSH, but also to other healthcare fields struggling with how to answer questions from people in practice with high quality information. In the near future, we will focus on the use of the tool and its effects on information and knowledge dissemination. PMID:20969777

2010-01-01

305

Postreading Questioning and Middle School Students' Understanding of Literature  

ERIC Educational Resources Information Center

The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This…

Liang, Lauren Aimonette; Watkins, Naomi M.; Graves, Michael F.; Hosp, John

2010-01-01

306

The Place of Health Information and Socio-Emotional Support in Social Questioning and Answering  

ERIC Educational Resources Information Center

Introduction: Little is known about the quality of health information in social contexts or how socio-emotional factors impact users' evaluations of quality. We explored how librarians, nurses and users assessed the quality of health answers posted on Yahoo! Answers, focusing on socio-emotional reactions displayed, advice given to users and…

Worrall, Adam; Oh, Sanghee

2013-01-01

307

The Process of Answering Reference Questions. A Test of a Descriptive Model.  

ERIC Educational Resources Information Center

This study was conducted to determine how librarians answer reference queries, and to develop instructional materials for teaching the answering process. Twenty-three science and technology reference librarians used and commented on a six-step model of the search strategy process. The model was then revised to include the following steps: (1)…

Jahoda, Gerald

308

Assessing the Quality of a Student-Generated Question Repository  

ERIC Educational Resources Information Center

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…

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

2014-01-01

309

Questions Students Ask: The Frequencies of Metal Locators.  

ERIC Educational Resources Information Center

Answers a question about operating frequency of metal locators, discussing signal attenuation due to inverse square law and interaction with conducting media. Compares frequency to conductivity for various media and resultant penetration of media by signal, relating to transmission of extremely low frequency signals for submarine communications by…

Mills, Roger E.

1984-01-01

310

Questioning Cycle: Making Students' Thinking Explicit During Scientific Inquiry  

NSDL National Science Digital Library

Are you thinking about ways to get your students to think about science? Inquiry learning is an excellent way for students to get actively involved in science. Use the informative questioning cycle described in this article to ensure that students are making progress toward learning goals.

Furtak, Erin M.; Ruiz-Primo, Maria A.

2005-01-01

311

The 5 key questions coping with risks due to natural hazards, answered by a case study  

NASA Astrophysics Data System (ADS)

Based on Maslow's hierarchy of needs, human endeavours concern primarily existential needs, consequently, to be safeguarded against both natural as well as man made threads. The subsequent needs are to realize chances in a variety of fields, as economics and many others. Independently, the 5 crucial questions are the same as for coping with risks due to natural hazards specifically. These 5 key questions are I) What is the impact in function of space and time ? II) What protection measures comply with the general opinion and how much do they mitigate the threat? III) How can the loss be adequately quantified and monetized ? IV) What budget for prevention and reserves for restoration and compensation are to be planned ? V) Which mix of measures and allocation of resources is sustainable, thus, optimal ? The 5 answers, exemplified by a case study, concerning the sustainable management of risk due to the debris flows by the Enterbach / Inzing / Tirol / Austria, are as follows : I) The impact, created by both the propagation of flooding and sedimentation, has been forecasted by modeling (numerical simulation) the 30, 50, 100, 150, 300 and 1000 year debris flow. The input was specified by detailed studies in meteorology, precipitation and runoff, in geology, hydrogeology, geomorphology and slope stability, in hydraulics, sediment transport and debris flow, in forestry, agriculture and development of communal settlement and infrastructure. All investigations were performed according to the method of ETAlp (Erosion and Transport in Alpine systems). ETAlp has been developed in order to achieve a sustainable development in alpine areas and has been evaluated by the research project "nab", within the context of the EU-Interreg IIIb projects. II) The risk mitigation measures of concern are in hydraulics at the one hand and in forestry at the other hand. Such risk management is evaluated according to sustainability, which means economic, ecologic and social, in short, "triple" compatibility. 100% protection against the 100 year event shows to be the optimal degree of protection. Consequently, impacts statistically less frequent than once in 100 year are accepted as the remaining risk. Such floods and debris flows respectively cause a fan of propagation which is substantially reduced due to the protection measures against the 100 year event. III) The "triple loss distribution" shows the monetized triple damage, dependent on its probability. The monetization is performed by the social process of participation of the impacted interests, if not, by official experts in representation. The triple loss distribution rises in time mainly due to the rise in density and value of precious goods. A comparison of the distributions of the triple loss and the triple risk, behaving in opposite direction, is shown and explained within the project. IV) The recommended yearly reserves to be stocked for restoration and compensation of losses, caused by debris flows, amount to € 70'000.- according to the approach of the "technical risk premium". The discrepancy in comparison with the much higher amounts according to the common approaches of natural hazards engineering are discussed. V) The sustainable mix of hydraulic and forestry measures with the highest return on investment at lowest risk is performed according to the portfolio theory (Markowitz), based on the triple value curves, generated by the method of TripelBudgetierung®. Accordingly, the optimum mix of measures to protect the community of Inzing against the natural hazard of debris flow, thus, the most efficient allocation of resources equals to 2/3 for hydraulic, 1/3 for forestry measures. In detail, the results of the research pilot project "Nachhaltiges Risikomanagement - Enterbach / Inzing / Tirol / Austria" may be consulted under www.ibu.hsr.ch/inzing.

Hardegger, P.; Sausgruber, J. T.; Schiegg, H. O.

2009-04-01

312

How many faces does a cube have?the answer is 6. Okay, I'm going to restate the question: how many 2-dimensional faces does  

E-print Network

1 Cube face How many faces does a cube have?­­the answer is 6. Okay, I'm going to restate the question: how many 2-dimensional faces does a 3-dimensional cube have? The answer hasn't changed--it's still 6. But now we are aware of more gen- eral questions. There are different dimensions of cubes

McCann, Robert J.

313

Questions and Answers about School-Age Children in Self-Care: A Sloan Work and Family Research Network Fact Sheet  

ERIC Educational Resources Information Center

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Children in Self-Care, and answers the following questions about school-age children in self-care: (1) How many school-age children are in…

Sloan Work and Family Research Network, 2009

2009-01-01

314

ANSWERS TO QUESTIONS MOST FREQUENTLY ASKED BY VISITORS TO FLINT'S COMMUNITY SCHOOLS.  

ERIC Educational Resources Information Center

QUESTIONS ARE RAISED CONCERNING THE RELATIONSHIP BETWEEN THE MOTT FOUNDATION PROGRAM, THE FLINT BOARD OF EDUCATION, THE COST OF THE PROGRAM, AND THE ADMINISTRATION OF THE COMMUNITY SCHOOL PROGRAM. QUESTIONS PERTAINING TO THE COMMUNITY SCHOOL DIRECTOR RANGE FROM HIS ROLE TO HIS ON-THE-JOB TRAINING. QUESTIONS PERTAINING TO ADULT EDUCATION AND THE…

Flint Board of Education, MI.

315

The answering system to yes-no truth-functional questions in Korean-English bilingual children.  

PubMed

This study presents an experiment that explores the patterns of answers to yes-no truth-functional questions in English and Korean. The answering patterns are examined from 12 Korean-English bilingual children and 10 Korean-monolingual children. Four types of sentences in relation to given situations (Wason in Br J Psychol 52:133-142, 1961) were provided as questions such as true affirmative (TA), true negative (TN), false affirmative (FA), and false negative (FN). The bilingual children's answers were observed in separate language settings, English and Korean. The results by the bilingual in the Korean setting were compared with those by the monolinguals. The results show that bilingual children can process two systems rather successfully by providing correct responses to the given questions. But difficulty patterns, measured from error rates in each setting, are found different in two languages. The bilinguals' difficulty patterns in English and Korean, however, show deviation from monolinguals' difficulty patterns suggested in previous studies (Wason in Br J Psychol 52:133-142, 1961, Akiyama in Dev Psychol 20:219-228, 1984, Kim in Dev Psychol 21(3):462-472, 1985, Choi in Dev Psychol 29(3):407-420, 1991). The present work also shows that negatives are not uniformly reported with more errors than affirmatives when the truth condition and the answering system are further involved. All in all, the current study suggests that bilingual children have two separate processing systems for yes-no truth-functional questions. However, the two systems cannot be understood as a simple coexistence of two monolingual systems. Interaction of the two competing linguistic systems is discussed further. PMID:23639994

Choi, Hansook

2014-06-01

316

The Question-Driven Classroom: Student Questions as Course Curriculum in Biology.  

ERIC Educational Resources Information Center

Presents a sample exercise developed for use in a student-driven classroom as part of a first-year, one-semester course, "Mechanisms of Biology." The approach places each student in an active role as questioner and as an intrinsic part of the course structure itself. The exercise is given on the first day of the course as a primer. (LZ)

Shodell, Michael

1995-01-01

317

Identification and presentation of student answers to in-class exercises in classroom learning partner  

E-print Network

In this thesis. we present a user interface to be used by teachers in K-12 math and science classrooms. Our system collects answers sent by students for in-class exercises and allows the teacher to browse through these ...

Jó?wiak, Martyna Anna

2011-01-01

318

DESCRIPTION: In this event, students will be asked to identify trees by their scientific names (Genus and species) and answer correlated  

E-print Network

Forestry DESCRIPTION: In this event, students will be asked to identify trees by their scientific names (Genus and species) and answer correlated questions pertaining to tree structure and ecology parts of the tree. Indentification will be based on an examination of living or preserved leaf

Indiana University

319

The Answer Book: Job Search Strategies for Students with Disabilities.  

ERIC Educational Resources Information Center

This manual on job search strategies for students with disabilities was developed as part of the EASE (Equal Access for Students to Education and Experience) Project at seven community colleges in northeastern Minnesota. The manual contains text, questionnaires, worksheets, checklists, examples, and lists of suggested resources to help students

Parsons, Jane

320

Accounting for variability in student responses to motion questions  

NSDL National Science Digital Library

We describe the results of an experiment conducted to test predictions about student responses to questions about motion based on an explicit model of student thinking in terms of the cuing of a variety of different physical intuitions or conceptual resources. This particular model allows us to account for observed variations in patterns of student responses in a way that positing the existence of fixed student conceptions about motion does not. As a result of the experiment, we suggest refinements of our model in order to better account for additional features of the student responses.

Frank, Brian W.; Kanim, Stephen E.; Gomez, Luanna S.

2010-03-11

321

Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom  

ERIC Educational Resources Information Center

The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…

Logan, Jennifer; Plumlee, Gerald L.

2012-01-01

322

Sensitivity and Predictive Value of 15 PubMed Search Strategies to Answer Clinical Questions Rated Against Full Systematic Reviews  

PubMed Central

Background Clinicians perform searches in PubMed daily, but retrieving relevant studies is challenging due to the rapid expansion of medical knowledge. Little is known about the performance of search strategies when they are applied to answer specific clinical questions. Objective To compare the performance of 15 PubMed search strategies in retrieving relevant clinical trials on therapeutic interventions. Methods We used Cochrane systematic reviews to identify relevant trials for 30 clinical questions. Search terms were extracted from the abstract using a predefined procedure based on the population, interventions, comparison, outcomes (PICO) framework and combined into queries. We tested 15 search strategies that varied in their query (PIC or PICO), use of PubMed’s Clinical Queries therapeutic filters (broad or narrow), search limits, and PubMed links to related articles. We assessed sensitivity (recall) and positive predictive value (precision) of each strategy on the first 2 PubMed pages (40 articles) and on the complete search output. Results The performance of the search strategies varied widely according to the clinical question. Unfiltered searches and those using the broad filter of Clinical Queries produced large outputs and retrieved few relevant articles within the first 2 pages, resulting in a median sensitivity of only 10%–25%. In contrast, all searches using the narrow filter performed significantly better, with a median sensitivity of about 50% (all P < .001 compared with unfiltered queries) and positive predictive values of 20%–30% (P < .001 compared with unfiltered queries). This benefit was consistent for most clinical questions. Searches based on related articles retrieved about a third of the relevant studies. Conclusions The Clinical Queries narrow filter, along with well-formulated queries based on the PICO framework, provided the greatest aid in retrieving relevant clinical trials within the 2 first PubMed pages. These results can help clinicians apply effective strategies to answer their questions at the point of care. PMID:22693047

Merglen, Arnaud; Courvoisier, Delphine S; Combescure, Christophe; Garin, Nicolas; Perrier, Arnaud; Perneger, Thomas V

2012-01-01

323

Treatment of burns in the first 24 hours: simple and practical guide by answering 10 questions in a step-by-step form  

PubMed Central

Residents in training, medical students and other staff in surgical sector, emergency room (ER) and intensive care unit (ICU) or Burn Unit face a multitude of questions regarding burn care. Treatment of burns is not always straightforward. Furthermore, National and International guidelines differ from one region to another. On one hand, it is important to understand pathophysiology, classification of burns, surgical treatment, and the latest updates in burn science. On the other hand, the clinical situation for treating these cases needs clear guidelines to cover every single aspect during the treatment procedure. Thus, 10 questions have been organised and discussed in a step-by-step form in order to achieve the excellence of education and the optimal treatment of burn injuries in the first 24 hours. These 10 questions will clearly discuss referral criteria to the burn unit, primary and secondary survey, estimation of the total burned surface area (%TBSA) and the degree of burns as well as resuscitation process, routine interventions, laboratory tests, indications of Bronchoscopy and special considerations for Inhalation trauma, immediate consultations and referrals, emergency surgery and admission orders. Understanding and answering the 10 questions will not only cover the management process of Burns during the first 24 hours but also seems to be an interactive clear guide for education purpose. PMID:22583548

2012-01-01

324

A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.  

PubMed

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise--a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students. PMID:21948507

Bottomley, Steven; Denny, Paul

2011-01-01

325

The Answer Depends on the Question: A Reply to Eric Jensen  

ERIC Educational Resources Information Center

The question that Eric Jensen addresses in his article is whether brain research can provide a basis for educational practice. He debates John Bruer, president of the James S. McDonnell Foundation, and argues that brain research can, in fact, provide a basis for what educators do. Most of Jensen's article is devoted to showing ways in which brain…

Sternberg, Robert J.

2008-01-01

326

Arabic QA4MRE at CLEF 2012: Arabic Question Answering for Machine Reading Evaluation  

E-print Network

and complex inference. Keywords: Machine Reading, Reading Comprehension, Knowledge Reasoning, Arabic Language of questions about it. This evaluation manner is similar to reading comprehension tests designed to evaluate on `Reading comprehension tests as evaluation for computer-based language understanding systems' workshop

Rosso, Paolo

327

FLEXIBLE MEDICAL CARE AND DEPENDENT CARE REIMBURSMENT ACCOUNTS Frequently Asked Questions and Answers  

E-print Network

FLEXIBLE MEDICAL CARE AND DEPENDENT CARE REIMBURSMENT ACCOUNTS Frequently Asked Questions a portion of your salary for non-reimbursed medical expenses or dependent care expenses on a pre-tax basis is placed into a medical care and/or dependent care reimbursement account and reimbursed to you as you incur

Snider, Barry B.

328

Solutions to Infertility: Even the Simplest Medical Answer Raises Troubling Ethical Questions for Catholics.  

ERIC Educational Resources Information Center

Considers the ethical issues surrounding the "simplest" case of in vitro fertilization from the author's interpretation of a Catholic perspective. Discusses serious moral objections to in vitro fertilization voiced by the Vatican, and presents theological reasons why Catholics should question in vitro fertilization. (Author/NB)

Boyle, Philip

1989-01-01

329

Technical Assistance For Eligible Solar Equipment Lists Pre-Bid Conference Questions and Answers  

E-print Network

only required to be completed by the prime bidder? Response: Only the bidder completes Attachments 2 and 4. Question #3: The RFP states that bidders should provide a current resume for all team members of the solicitation, on the same page, the definition of "team members" specifies "all Bidder staff and subcontractors

330

Exploring the Validity of Assessment in Anatomy: Do Images Influence Cognitive Processes Used in Answering Extended Matching Questions?  

ERIC Educational Resources Information Center

Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the…

Vorstenbosch, Marc A. T. M.; Bouter, Shifra T.; van den Hurk, Marianne M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

2014-01-01

331

Preformed dietary DHA: The answer to a scientific question may in practice become translated to its opposite.  

PubMed

In a previous issue of AJHB, Carlson and Kingston ([2007]: Am J Hum Biol 19:132-141) raised the question whether modern humans need preformed docosahexaenoic acid (DHA) from the aquatic food chain in their diet. The authors concluded that at the moment, there is not sufficient hard evidence to answer this scientific question in a positive way. In our comment on their review, we argue that because results from various studies and trials strongly indicate a positive correlation between preformed dietary DHA and human health and development, it may be a risky strategy to await the ultimate evidence before recommending the inclusion of sufficient seafood or fish oil supplements in the modern human diet. PMID:17546621

Joordens, Josephine C A; Kuipers, Remko S; Muskiet, Frits A J

2007-01-01

332

Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions  

PubMed Central

The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences. PMID:22491812

Denton, Carolyn A.

2012-01-01

333

Crowdsourcing for Multiple-Choice Question Answering Bahadir Ismail Aydin, Yavuz Selim Yilmaz, Yaliang Li, Qi Li, Jing Gao and Murat Demirbas  

E-print Network

Crowdsourcing for Multiple-Choice Question Answering Bahadir Ismail Aydin, Yavuz Selim Yilmaz, Yaliang Li, Qi Li, Jing Gao and Murat Demirbas Department of Computer Science and Engineering University) and the machine learn- ing (ML) communities. While search engines can answer well-formed factual queries

Demirbas, Murat

334

CS21 Lab 10 Worksheet, Swarthmore College, Fall 2011 Print this out and write your answers on the printout. There are questions on both sides. This  

E-print Network

CS21 Lab 10 Worksheet, Swarthmore College, Fall 2011 Name: Print this out and write your answers on the printout. There are questions on both sides. This worksheet is due Wednesday, November 16 in class. 1

Newhall, Tia

335

Name___________________________________ MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.  

E-print Network

) 0.589 C) 0.749 D) 0.246 E) 0.995 5) 6) College students were given three choices of pizza toppings.484 D) 0.535 E) 0.363 2) 3) The table below describes the smoking habits of a group of asthma sufferers that a student responded "meat"? A) 0.203 B) 0.15 C) 0.292 D) 0.068 E) 0.288 6) 7) You are dealt a hand of three

DeMaio, Joe

336

Common Questions & Answers for International Applicants Problem/Issue Resource/Contact  

E-print Network

& issues 4. Grants.gov registration questions 5. eRA Commons registration 6. EIN 1. Contact the System for Award Management 2. Contact NCAGE 3. Contact Dun & Bradstreet 4. Contact the Grants.gov Contact Center 5://grants.nih.gov/grants/guide/index.html) and in Grants.gov Find (http://www.grants.gov/applicants/find_grant_opportunities.jsp) Application Submission I

Baker, Chris I.

337

Tough Questions and Straight Answers: Educating Technical Communicators in the Next Decade.  

ERIC Educational Resources Information Center

Uses information from the 1994 Education and Research Professional Interest Committee Focus Group of the Society for Technical Communication (STC) and from questionnaires to outline educational goals and to suggest ways in which STC members and the Society can prepare undergraduate students for careers in technical communication in the next…

Southard, Sherry G.; Reaves, Rita

1995-01-01

338

H1N1 Flu & U.S. Schools: Answers to Frequently Asked Questions  

ERIC Educational Resources Information Center

A severe form of influenza known as H1N1, commonly being called swine flu, has health officials around the world concerned. In the United States, the outbreak of H1N1 has prompted school closures and cancellation of school-related events. As the flu spreads, the Department of Education encourages school leaders, parents and students to know how to…

US Department of Education, 2009

2009-01-01

339

Questions & Answers What can I do with a Women's and Gender Study degree?  

E-print Network

the criteria below to search the class schedule for the term displayed above. It is important to keep your? To register in your courses, navigate to Carleton Central and enter your student number and password. Then follow these steps: -First select your term Summer/Fall/Winter -The course's CRN code is the number you

340

A text of two titles: Kant's 'A renewed attempt to answer the question: "is the human race continually improving"?  

PubMed

The essay, 'A renewed attempt to answer the question: "Is the human race continually improving?"' appeared as Part II of Kant's 1798 publication, The conflict of the faculties, where it was subordinated under a second title: 'The conflict of the philosophy faculty with the faculty of law'. How did this new situation (and title) affects the meaning of the essay? My argument considers first, the conflict of the faculty of philosophy with the faculty of law; second, the earlier philosophy of history Kant had developed; and, finally, the revision of this position in 'A renewed attempt'. The situation of his argument in the contest between the philosophical and the legal faculties points to other veins of argumentation in Kant's political theory, particularly his appeal to a principle of publicity, but they hardly achieve the theoretical clarity or the systematic centrality they should command. They are displaced in the quest for prediction of the future history of mankind. The question of human progress exceeds the frame of the coordination of the university, and the main question must remain: what was new in Kant's approach to the question of human progress, and was it in fact an enhancement of his philosophy of history? In those terms, 'A renewed attempt' must be regarded a distinct failure. Its innovations prove problematic. Its retreats and equivocations, moreover, threaten to undermine the grander vision of Kant's philosophical history and his political theory, entangling them in an unacceptably theological recourse. PMID:19391372

Zammito, John H

2008-12-01

341

Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness  

ERIC Educational Resources Information Center

After a review of the literature elucidating the status quo for students experiencing homelessness, this article shares the results of a mixed methods study. With a phenomenological qualitative emphasis, the mixed methods study explored the perceptions of parents and children experiencing homelessness regarding their academic needs and the…

Grothaus, Tim; Lorelle, Sonya; Anderson, Kie; Knight, Jasmine

2011-01-01

342

The plant Golgi apparatus: last 10 years of answered and open questions.  

PubMed

Plant Golgi bodies possess unique morphological and functional characteristics that are key to several biological and biotechnological processes, such as transport of the cell's building blocks to energy-rich compartments, including chloroplasts, storage vacuoles and a cellulosic cell wall. During the last decade it has become apparent that the plant Golgi apparatus has features that are remarkably different from other systems. Here we summarize the most recent findings on this organelle and we highlight pressing questions that are likely to drive the next 10 years of research on the plant Golgi apparatus. PMID:19800330

Faso, Carmen; Boulaflous, Aurelia; Brandizzi, Federica

2009-12-01

343

Do calendrical savants use calculation to answer date questions? A functional magnetic resonance imaging study  

PubMed Central

Calendrical savants can name the weekdays for dates from different years with remarkable speed and accuracy. Whether calculation rather than just memory is involved is disputed. Grounds for doubting whether they can calculate are reviewed and criteria for attributing date calculation skills to them are discussed. At least some calendrical savants possess date calculation skills. A behavioural characteristic observed in many calendrical savants is increased response time for questions about more remote years. This may be because more remote years require more calculation or because closer years are more practised. An experiment is reported that used functional magnetic resonance imaging to attempt to discriminate between these explanations. Only two savants could be scanned and excessive head movement corrupted one savant's mental arithmetic data. Nevertheless, there was increased parietal activation during both mental arithmetic and date questions and this region showed increased activity with more remote dates. These results suggest that the calendrical skills observed in savants result from intensive practice with calculations used in solving mental arithmetic problems. The mystery is not how they solve these problems, but why. PMID:19528025

Cowan, Richard; Frith, Chris

2009-01-01

344

What is the Right Answer  

NSDL National Science Digital Library

The purpose of this resource is to introduce students to the concept that sometimes there is no one "right" answer to a question or measurement. Students learn to be careful when searching for a right answer to questions such as 'What time is it?' by comparing multiple measurements of the time of day. Students gain an intuitive understanding of the characteristics of imperfect measurements. Using different clocks, students simultaneously record the displayed times. The resulting time measurements are converted from minutes and seconds to seconds. These measurements are plotted to illustrate the mathematical techniques of averages and deviations from an average.

The GLOBE Program, University Corporation for Atmospheric Research (UCAR)

2003-08-01

345

Student performance on conceptual questions: Does instruction matter?  

NSDL National Science Digital Library

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

Heron, Paula R.

2013-08-31

346

Answering the ultimate question “What is the Proximal Cause of Aging?”  

PubMed Central

Recent discoveries suggest that aging is neither driven by accumulation of molecular damage of any cause, nor by random damage of any kind. Some predictions of a new theory, quasi-programmed hyperfunction, have already been confirmed and a clinically-available drug slows aging and delays diseases in animals. The relationship between diseases and aging becomes easily apparent. Yet, the essence of aging turns out to be so startling that the theory cannot be instantly accepted and any possible arguments are raised for its disposal. I discuss that these arguments actually support a new theory. Are any questions remaining? And might accumulation of molecular damage still play a peculiar role in aging? PMID:23425777

Blagosklonny, Mikhail V.

2012-01-01

347

Field-Based Teacher Research: How Teachers and Scientists Working Together Answers Questions about Turtle Nesting Ecology while Enhancing Teachers' Inquiry Skills  

NASA Astrophysics Data System (ADS)

Providing rigorous academic supplement to a professional development program for teachers, QUEST is a fusion of Drexel University's environmental science research department with Princeton University's Program in Teacher Preparation. Completed in the summers of 2012 (in partnership with Earthwatch) and 2013 in Barnegat Bay, New Jersey, QUEST's terrapin field research program enhances K-12 teachers' ecological knowledge, develops inquiry-based thinking in the classroom, and builds citizen science engagement. With a focus on quality question development and data analysis to answer questions, teachers are coached in developing, implementing, and presenting independent research projects on diamondback terrapin nesting ecology. As a result, teachers participating in QUEST's week long program bring a realistic example of science in action into their classrooms, helping to develop their own students' critical thinking skills. For teachers, this program provides training towards educating students on how to do real and imaginative science - subsequently sending students to university better prepared to engage in their own independent research. An essential component of the collaboration through QUEST, in addition to the teacher's experience during and after the summer institute, is the research data collected which supplements that of the Principal Investigator. In 2012, by documenting terrapin nest site predators, teachers gained valuable scientific experience, while Drexel acquired important ecological data which would have not been able to be collected otherwise. In 2013, teachers helped answer important questions about terrapin nesting success post Superstorm Sandy. In fact, the 2013 QUEST teachers are the first to visualize the frighteningly increased erosion of a primary terrapin nesting site due to Sandy; showing how most terrapin nests now lie in the bay, instead of safe on shore. Teachers comment that interacting with scientists in the field, and contributing to the research was 'an invaluable experience.' Conceptual models of QUEST's philosophy will be distributed at our presentation to encourage audience members interested in starting their own field-based educator professional development project. Through our presentation of this unique program, we will share how we have successfully incorporated real scientific research into classrooms through teachers' experiences, and discuss the lessons learned regarding replication and sustainability of educator-scientist collaborations.

Winters, J. M.; Jungblut, D.; Catena, A. N.; Rubenstein, D. I.

2013-12-01

348

The Open Student: Questioning the Future of the Open Student  

ERIC Educational Resources Information Center

Miller Singleton, a high school student, recently produced a video that shared her vision of a program in which learners could use materials from the MIT OpenCourseWare (OCW) initiative to obtain a college degree. She calls the program the Open Content Educational Program (OCEP), a program that is offered to high school seniors that gives them the…

Davis, Vicki

2010-01-01

349

Overwintering of herbaceous plants in a changing climate. Still more questions than answers.  

PubMed

The increase in surface temperature of the Earth indicates a lower risk of exposure for temperate grassland and crop to extremely low temperatures. However, the risk of low winter survival rate, especially in higher latitudes may not be smaller, due to complex interactions among different environmental factors. For example, the frequency, degree and length of extreme winter warming events, leading to snowmelt during winter increased, affecting the risks of anoxia, ice encasement and freezing of plants not covered with snow. Future climate projections suggest that cold acclimation will occur later in autumn, under shorter photoperiod and lower light intensity, which may affect the energy partitioning between the elongation growth, accumulation of organic reserves and cold acclimation. Rising CO2 levels may also disturb the cold acclimation process. Predicting problems with winter pathogens is also very complex, because climate change may greatly influence the pathogen population and because the plant resistance to these pathogens is increased by cold acclimation. All these factors, often with contradictory effects on winter survival, make plant overwintering viability under future climates an open question. Close cooperation between climatologists, ecologists, plant physiologists, geneticists and plant breeders is strongly required to predict and prevent possible problems. PMID:25017157

Rapacz, Marcin; Ergon, Ashild; Höglind, Mats; Jřrgensen, Marit; Jurczyk, Barbara; Ostrem, Liv; Rognli, Odd Arne; Tronsmo, Anne Marte

2014-08-01

350

The nucleation of vortices in superfluid [sup 4]He: Answers and questions  

SciTech Connect

The velocity threshold for phase slips, v[sub c], has been measured in ultra-pure [sup 4]He and ultra-dilute [sup 3]He-[sup 4]He mixtures, down to a temperature of 15 mK. These experiments have revealed a crossover from a temperature-dependent regime above [approximately]150 mK to a plateau of v[sub c] below in ultra-pure [sup 4]He. Concentrations of [sup 3]He impurities as low as a few parts in 10[sup [minus]9] greatly affect the plateau regime, causing v[sub c] to decrease markedly at low temperature. These observations are interpreted in the framework of the nucleation, either thermally activated or by quantum tunnelling, of vortices in the appropriate shape of half-rings. These vortices form on wall asperities at local velocities u[sub s] estimated to be [approximately]22 m/s in these experiments. The half-ring model is shown to yield a critical velocity of the same magnitude but leaves many basic questions unanswered.

Avenel, O.; Ihas G.G. (Centre d'Etudes de Saclay (France)); Varoquaux, E. (Universite Paris-Sud, Orsay (France))

1993-12-01

351

Eye tracking research to answer questions about augmentative and alternative communication assessment and intervention.  

PubMed

Recently, eye tracking technologies (i.e., technologies that automatically track the point of an individual's gaze while that person views or interacts with a visual image) have become available for research purposes. Based on the sampling of the orientation of the individual's eyes, researchers can quantify which locations within the visual image were fixated (viewed), for how long, and how many times. These automated eye tracking research technologies open up a wealth of avenues for investigating how individuals with developmental or acquired communication disabilities may respond to aided augmentative and alternative communication (AAC) systems. In this paper, we introduce basic terminology and explore some of the special challenges of conducting eye tracking research with populations with disabilities who might use AAC, including challenges of inferring attention from the presence of fixation and challenges related to calibration that may result from participant characteristics, behavioral idiosyncracies, and/or the number of calibration points. We also examine how the technology can be applied to ask well-structured experimental questions that have direct clinical relevance, with a focus on the unique contributions that eye tracking research can provide by (a) allowing evaluation of skills in individuals who are difficult to assess via traditional methods, and (b) facilitating access to information on underlying visual cognitive processes that is not accessible via traditional behavioral measures. PMID:24758526

Wilkinson, Krista M; Mitchell, Teresa

2014-06-01

352

A collectionwise normal, hereditarily weakly -refinable Dowker space This paper answers a question the author posed over three decades ago in an  

E-print Network

A collectionwise normal, hereditarily weakly -refinable Dowker space This paper answers a question Proceedings [1]. Question 1. Is every collectionwise normal, weakly -refinable space paracompact? The best, collectionwise normal space that is not countably metacompact (hence not paracompact). This appeared in the same

Nyikos, Peter J.

353

Unpark Those Questions  

ERIC Educational Resources Information Center

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

Ness, Molly

2013-01-01

354

La Frontera: Student Achievement in Texas Border and Nonborder Districts. Issues & Answers. REL 2007-No. 027  

ERIC Educational Resources Information Center

This report contrasts the characteristics of border and nonborder districts in Texas from both a demographic and student achievement standpoint. The information in this report should also inform and strengthen border initiatives, such as those emphasized at the 2006 U.S.-Mexico Border Governors Conference. The study sought to answer three…

Sloat, Edward F.; Makkonen, Reino; Koehler, Paul

2007-01-01

355

Science Sampler: Mail time! Addressing student questions in science class  

NSDL National Science Digital Library

How can you encourage students to question and explore their day-to-day encounters with science and still get through the curriculum for the year? At a local hardware store--you'll discover the solution--a big metal mailbox. It has all the trimmings: a flip door, a red flag on the side, even the approval of the Postmaster General. This is the birth of the mailbox question. This strategy is sure to "deliver" inquiry based learning into your science curriculum.

Simms-Smith, Amos; Sterling, Donna R.

2006-12-01

356

CAA of Short Non-MCQ Answers  

Microsoft Academic Search

This paper presents a new approach for the computer-assisted assessment (CAA) of non- multiple choice questions (Non-MCQ) type and short answers given by students. The technique is developed for the assessment of text contents of free text answers to questions of factual disciplines. The Automated Text Marker (ATM) prototype automatically breaks down an expertly written model answer, to a closed-ended

David Callear; Jenny Jerrams-Smith; Victor Soh

2001-01-01

357

8/20/09 9:32 AMResearchers Show Why Peer Discussion Improves Student Performance on 'Clicker' Questions // Current Page 1 of 7http://current.com/items/89676493_researchers-show-why-peer-discussion-improves-student-performance-on-clicker-questions.htm  

E-print Network

a Quick Upturn 0 responses Families Angry Over Bomber's Release 0 responses Plant Has Appetite For Rodents-peer-discussion-improves-student-performance-on-clicker-questions.htm login | register |home tv shows schedule uploads viewer ads groups search News Movies Music Green Tech their responses to questions against those of their neighbors and making adjustments to those answers in hopes

Su, Tin Tin

358

Secondary Students' Stable and Unstable Optics Conceptions Using Contextualized Questions  

NASA Astrophysics Data System (ADS)

This study focuses on elucidating and explaining reasons for the stability of and interrelationships between students' conceptions about Light Propagation and Visibility of Objects using contextualized questions across 3 years of secondary schooling from Years 7 to 9. In a large-scale quantitative study involving 1,233 Korean students and 1,149 Singaporean students, data were analyzed from responses to the Light Propagation Diagnostic Instrument consisting of four pairs of items, each of which evaluated the same concept in two different problem situations. Findings show that only about 10-45 % of students could apply their conceptions of basic optics in contextualized problem situations giving rise to both stable and unstable alternative conceptions. Students' understanding of Light Propagation concepts compared with Visibility of Objects concepts was more stable in different problem situations. The concepts of Light Propagation and Visibility of Objects were only moderately correlated. School grade was not a strong predictive variable, but students' school achievement correlated strongly with their conceptual understanding in optics. The teaching and learning approach and education systems in the two countries may have had some influence on students' conceptual understanding.

Chu, Hye-Eun; Treagust, David F.

2014-04-01

359

Data Mining Student Answers with Moodle to Investigate Learning Pathways in an Introductory Geohazards Course  

NASA Astrophysics Data System (ADS)

The recent growth of online learning in higher education is primarily motivated by a desire to (a) increase the availability of learning experiences for learners who cannot, or choose not, to attend traditional face-to-face offerings, (b) assemble and disseminate instructional content more cost-efficiently, or (c) enable instructors to handle more students while maintaining a learning outcome quality that is equivalent to that of comparable face-to-face instruction. However, a less recognized incentive is that online learning also provides an opportunity for data mining, or efficient discovery of non-obvious valuable patterns from a large collection of data, that can be used to investigate learning pathways as opposed to focusing solely on assessing student outcomes. Course management systems that enable online courses provide a means to collect a vast amount of information to analyze students' behavior and the learning process in general. One of the most commonly used is Moodle (modular object-oriented developmental learning environment), a free learning management system that enables creation of powerful, flexible, and engaging online courses and experiences. In order to examine student learning pathways, the online learning modules we are constructing take advantage of Moodle capabilities to provide immediate formative feedback, verifying answers as correct or incorrect and elaborating on knowledge components to guide students towards the correct answer. By permitting multiple attempts in which credit is diminished for each incorrect answer, we provide opportunities to use data mining strategies to assess thousands of students' actions for evidence of problem solving strategies and mastery of concepts. We will show preliminary results from application of this approach to a ~90 student introductory geohazard course that is migrating toward online instruction. We hope more continuous assessment of students' performances will help generate cognitive models that can inform instructional redesign, improve overall efficiency of student learning, and, potentially, be used to create an intelligent tutoring system.

Sit, S. M.; Brudzinski, M. R.; Colella, H. V.

2012-12-01

360

Minitti_Answers to student questions 914.pdf Student questions: Michelle Minitti colloquium on "MAHLI at Gale Crater: Science and  

E-print Network

-portraits at all our major sampling stops. Are the sedimentary rocks on Mars only confined to basins within craters? No, the Mars Exploration Rover Opportunity found sedimentary rocks across a large region of Mars to find a variety of sedimentary rock types on a planet. You kept referring to Sol as a unit of time

Rhoads, James

361

Manning_Answers to student questions O14.pdf Student questions: Robert Manning colloquium on "The Challenges of Exploring Mars  

E-print Network

that the JPL Morse code section of the wheels looks to be holding up quite well on all 6 wheels. Would the 2020's wheels potentially be all Morse code pattern? Or is there a significant addition of cosmetic in the manner of the odometry pattern (Morse Code area) would do the trick and probably a lot more (with

Rhoads, James

362

Prism : an answer projection system  

E-print Network

Prism is an answer projection system that combines the best attributes of traditional and Web-based question answering systems. Traditional question answering systems retrieve answers with pinpoint accuracy but limited ...

Wu, Lynn, 1981-

2003-01-01

363

Seasonal Influenza Questions & Answers  

MedlinePLUS

... Images Flu Prevention Toolkit Influenza Types Seasonal Avian Swine Variant Pandemic Other Get Email Updates To receive ... stomach or intestinal disease. Influenza Types Seasonal Avian Swine Variant Pandemic Other Get Email Updates To receive ...

364

Questions and Answers  

MedlinePLUS

... percent of) individuals with TSC develop malignant (cancerous) kidney tumors. What is the normal life expectancy of an individual with tuberous sclerosis? Most people with TSC will live a ... organs such as the kidneys and brain that can lead to severe difficulties ...

365

Salmonella Questions and Answers  

MedlinePLUS

... Administrative Forms Standard Forms Skip Navigation Z7_0Q0619C0JGR010IFST1G5B10H1 Web Content Viewer (JSR 286) Actions ${title} Loading... / Topics / ... and Disease / Salmonella Q and A Z7_0Q0619C0JGR010IFST1G5B10H3 Web Content Viewer (JSR 286) Actions ${title} Loading... Z7_ ...

366

Answering the Questions  

ERIC Educational Resources Information Center

As a mother of a daughter with special needs, as well as to a son without, the author can say having had both experiences, all mothers, regardless of her children, struggle in one form or another. That may actually be a part of the job description: Mother: must be able to function well with minimal sleep; is capable of multi-tasking; be clever…

Wolfe, Julie Leavitt

2011-01-01

367

Rubella: Questions and Answers  

MedlinePLUS

... measles, mumps, and rubella become available? The first measles vaccines (an inactivated and a live virus product) became ... measles and mumps) • people who received inactivated (killed) measles vaccine or measles vaccine of unknown type during 1963- ...

368

XMRV: Questions and Answers  

Cancer.gov

Retroviruses are found in a wide range of mammals, and may contribute to the development of cancers, such as leukemia or lymphoma, and neurological diseases. The first of two human retroviruses identified, HTLV-1 has been found to cause adult T cell leukemia and HTLV-II is not associated with any disease. Human immunodeficiency virus (HIV), which causes AIDS, is a different type of retrovirus.

369

Instrumental Music Program Philosophy Welcome to the Sequoyah High School Instrumental Music Program and the Sequoyah High School Musical Arts Booster Club (SHSMABC). The following information is presented to you as a parent, guardian and\\/or student as an introduction to our program and to aid you in answering most questions from the beginning of your association with the instrumental  

Microsoft Academic Search

The director, staff and students at SHS believe that instrumental music is an integral and rewarding activity for all students who are dedicated to developing musical, social and leadership skills through the participation in the SHS Instrumental Music Program. The Music Program is open and available to all students and does not discriminate on the basis of race, religion or

David E. Harrison

370

[Radiotherapy combined with hormonal therapy as treatment method in patients with prostate cancer: still more questions than answers].  

PubMed

Treatment of prostate cancer is a challenge for both urologists and radiation oncologists. Currently two radical methods of treatment are recommended i.e. radical prostatectomy and radiotherapy. Hormonal therapy is mainly indicated for treatment of patients with metastases, but lately has become popular in combination with radical radiotherapy. Outcome of radiotherapy in more advanced stage of disease due to high risk of distant metastases and local failure is unsatisfactory. In the last years the introduction of combined treatment consisted of radiotherapy and hormonal therapy may lead to improvement of results of treatment. The general rationales for combining radiotherapy and hormonal therapy are fourfold: decreasing prostate volume, diminishing of amount of cancer cells, improving tumor oxygenation, and elimination of micro metastasis. One of the first trials, which indicated that combined treatment might improve results of treatment, was RTOG 8307. In this trial two strategies of hormonal therapy were compared: megestrol acetate versus diethylostilbestrol. The comparison of results from this trial to historical study control group indicated that combined treatment gave benefit. Another trial, which indicated that combined treatment might produce better results, was RTOG 8531. Results from this trial indicated that better local control is achieved by combined treatment. Another trial, which indicated benefit due to implementation of hormonal therapy to radiotherapy, was trial RTOG 8610 The EORTC 22863 reported an improvement in the estimated 5-year overall survival (79% vs. 63%). In investigational trial hormonal therapy after radiotherapy ending was continued for three years. The RTOG 9202 was the latest study, which indicated benefits obtained by long lasting adjuvant hormonal treatment. This study showed that 2 years of adjuvant hormonal therapy produced significant prolongation of the 5-year overall survival by 80% in comparison to 69% for patients treated without adjuvant hormonal therapy. Despite these few trials, lacking is still data and the following crucial questions are waiting for answers in the near future: What is the optimal timing of hormonal therapy? Which patients will obtain the greatest benefits due to combined strategy? How does long lasting hormonal therapy influence on patient's quality of life? Future trials (RTOG 9413 and RTOG 9901) will give some answers to the mentioned above questions. Currently we can conclude that in the group of patients with high risk of relapse, hormonal therapy with radiotherapy improve results of treatment. PMID:16786772

Milecki, Piotr

2005-01-01

371

Conflicting paradigms in radiation protection: 20 Questions with answers from the regulator, the health physicist, the scientist, and the lawyers  

SciTech Connect

George Orwell`s {open_quotes}doublethink{close_quotes} should be generalized to {open_quotes}polythink{close_quotes} to describe the multiplicity of views that radiation protection professionals must simultaneously accommodate. The paradigms, that is, organizing principles and beliefs, that (1) regulators, (2) operational health physicists, (3) scientists, (4) lawyers for the defendant, and (5) lawyers for the plaintiff use in their approaches to radiation protection are presented. What we believe as scientists often conflicts with what we do for purposes of radiation protection. What we need to do merely to protect humankind and the environment from harmful effects of radiation is far less than what we must do to satisfy the regulator, whose paradigm has checklists, score-keeping, and penalties. In the hands of lawyers, our work must overcome different challenges. Even if the paradigms of the operational health physicist, the scientist, and the regulator match, the odds against the lawyers paradigms also matching are astronomical. The differing paradigms are illustrated by example questions and answers. It is important for educators, trainers, and health physicists to recognize and separate the score-keeping, practice, science, and legal issues in health physics.

Strom, D.J.; Stansbury, P.S. [Pacific Northwest Lab., Richland, WA (United States); Porter, S.W. Jr. [Porter Consultants, Inc., Ardmore, PA (United States)

1995-01-01

372

Answering the big questions about differential response in Colorado: Safety and cost outcomes from a randomized controlled trial.  

PubMed

Over the past 20 years, jurisdictions across the United States have implemented differential response (DR), which provides child protective services with the flexibility to tailor their response to reports of child abuse or neglect based on the level of risk. Given the widespread adoption of DR, there has been an increasing demand from policymakers, practitioners, and community stakeholders to build the evidence base for this innovative child welfare approach. This study was designed to answer the big questions regarding the effect of differential response on child welfare outcomes and costs using a randomized controlled trial in five Colorado counties. Specifically, the study examined the safety outcomes and costs of families who were randomly assigned to either a family assessment response (FAR) or an investigation response (IR). According to the regression results, there were no differences between the tracks on measures of system re-involvement. However, survival analysis findings indicate that FAR families were 18% less likely, over time, to have a high risk assessment after their initial accepted referral than were IR families. The cost study revealed no differences between the tracks on initial costs for caseworker contacts, services, and out-of-home placements. However, the results suggest that follow-up costs for IR cases were significantly higher (p<0.001) than for FAR cases. The authors discuss policy and practice implications for jurisdictions considering DR. PMID:24997071

Winokur, Marc; Ellis, Raquel; Drury, Ida; Rogers, John

2015-01-01

373

Selection, Generalization, and Theories of Cause in Qualitative Physics Education Research: Answers to the Hard-Hitting Questions Asked by Skeptical Quantitative Researchers  

E-print Network

Qualitative research incorporates distinct methods for selecting data for analysis, generalizing results, and making causal claims. Unanswered questions about these methods may constrain researchers more familiar with quantitative methods from participating in or critically engaging with qualitative research. We use results from interviews with physics education researchers, a synthesis of the literature on research methodologies, and published examples of qualitative and quantitative research to answer hard-hitting questions that quantitative researchers may pose.

Robertson, Amy D; Scherr, Rachel E

2013-01-01

374

Report to the New Jersey State Board of Agriculture Rutgers NJAES sponsored a forum, "GMOs: Questions and Answers for New Jersey Farmers," on May 9  

E-print Network

, "GMOs: Questions and Answers for New Jersey Farmers," on May 9 at the Rutgers EcoComplex in Bordentown. The economic injury is due to the larvae, which feed and develop inside the flower buds and prevent of the cranberry weevil aggregation pheromone. The results will help in the development of a lure for monitoring

Goodman, Robert M.

375

I Didn't Know Oxygen Could Boil! What Preservice and Inservice Elementary Teachers' Answers to "Simple" Science Questions Reveals about Their Subject Matter Knowledge. Research Report  

ERIC Educational Resources Information Center

In this descriptive study, the science subject matter knowledge of preservice and inservice elementary teachers was examined and compared. Over an eight-year period, answers to 13 science questions, including 10 from the US National Science Foundation's Survey of Public Attitudes Toward and Understanding of Science and Technology, were collected…

Rice, Diana C.

2005-01-01

376

What are propositions and why does a realist believe in them? To answer this, consider the question: What is asserted when you say (or think)  

E-print Network

What are propositions and why does a realist believe in them? To answer this, consider the question: What is asserted when you say (or think) "a is F"? Let's take as an example "This ink is black + context" is not what is asserted. It doesn't make sense to assert a "sentence + a context". Although

Fitelson, Branden

377

26 CFR 1.1(i)-1T - Questions and answers relating to the tax on unearned income certain minor children (Temporary).  

Code of Federal Regulations, 2011 CFR

...Questions and answers relating to the tax on unearned income certain...DEPARTMENT OF THE TREASURY INCOME TAX INCOME TAXES Normal Taxes...attributable to interest on principal created by earned income and...to 1987, will not affect the tax treatment of this income...

2011-04-01

378

26 CFR 1.1(i)-1T - Questions and answers relating to the tax on unearned income certain minor children (Temporary).  

Code of Federal Regulations, 2010 CFR

...Questions and answers relating to the tax on unearned income certain...DEPARTMENT OF THE TREASURY INCOME TAX INCOME TAXES Normal Taxes...attributable to interest on principal created by earned income and...to 1987, will not affect the tax treatment of this income...

2010-04-01

379

*Adapted, with permission, from Pavela, G. (2001). LPR 26: Questions and answers on classroom disruption. ASJA Law and Policy Report, July 18, 2001.  

E-print Network

have broad authority to manage the classroom environment. One court compared teachers to judges on classroom disruption. ASJA Law and Policy Report, July 18, 2001. QUESTIONS AND ANSWERS ON CLASSROOM should disruptive behavior in the classroom be defined? A. Classroom disruption is generally regarded

380

26 CFR 31.3306(b)-1T - Question and answer relating to the definition of wages in section 3306(b) (Temporary).  

Code of Federal Regulations, 2011 CFR

...2011-04-01 false Question and answer relating to the definition of wages in section 3306(b) (Temporary). 31.3306(b)-1T Section 31.3306(b)-1T Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY...

2011-04-01

381

26 CFR 31.3306(b)-1T - Question and answer relating to the definition of wages in section 3306(b) (Temporary).  

Code of Federal Regulations, 2010 CFR

...2010-04-01 false Question and answer relating to the definition of wages in section 3306(b) (Temporary). 31.3306(b)-1T Section 31.3306(b)-1T Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY...

2010-04-01

382

Answers to Questions Commonly Asked by Families, Professionals, and Members of the Community. Information Pages for People Involved in the Lives of Individuals with Deaf-Blindness.  

ERIC Educational Resources Information Center

This packet contains six information pages providing basic answers to questions commonly asked by people involved with individuals who are deaf blind. The first one is on understanding deaf-blindness and addresses what the condition is, its impact on the ability to receive information, how the condition affects caregiver strategies, and what it is…

Wiley, David

383

A Quest to Improve: Helping Students Learn How to Pose Investigable Questions  

ERIC Educational Resources Information Center

Questions are powerful tools that are central to scientific inquiry. Given the importance of investigable questions to scientific inquiry, what can teachers do to help students learn how to generate them? Possibilities the author explores in this article are (a) demonstrating to students that we value their questions, (b) providing students with…

Sharkawy, Azza

2010-01-01

384

A Statistical Analysis of Student Questions in a Cell Biology Laboratory  

ERIC Educational Resources Information Center

Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students

Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

2009-01-01

385

Unexpected Answers  

NSDL National Science Digital Library

This lesson is designed to introduce students to statistical situations where the probabilities or outcomes might not be what is first expected. The lesson provides links to discussions and activities motivated by the idea of unexpected answers. Finally, the lesson provides links to follow-up lessons designed for use in succession with an introduction to probability and unexpected answers in probability.

Shodor

2012-03-30

386

The effects of types, quantity, and quality of questioning in improving students' understanding  

E-print Network

and students’ pre-and-post test scores were used to investigate the effects of teachers’ types, quality, and quantity of questioning students’ knowledge of algebra concepts and skills in variables, change, equality, and equations in middle school students...

Sahin, Alpaslan

2009-05-15

387

Exploring Relationship between Students' Questioning Behaviors and Inquiry Tasks in an Online Forum through Analysis of Ideational Function of Questions  

ERIC Educational Resources Information Center

In this study we explored questioning behaviors among elementary students engaging in inquiry science using the "Knowledge Forum", a computer-supported collaborative learning tool. Adapting the theory of systemic functional linguistics, we developed the Ideational Function of Question (IFQ) analytical framework by means of inductive analysis of…

Tan, Seng-Chee; Seah, Lay-Hoon

2011-01-01

388

15 CFR Supplement No. 1 to Part 734 - Questions and Answers-Technology and Software Subject to the EAR  

...service? Answer: Electronic and print services for the distribution of information may be relatively expensive in the marketplace because of the value vendors add in retrieving and organizing information in a useful way. If such information is also...

2014-01-01

389

Question-writing as a learning tool for students – outcomes from curricular exams  

PubMed Central

Background Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students’ learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams could encourage students to discuss the learning material. Methods All students had to pass 4 exams in 7 fields of Internal Medicine. Three exams were comprised of 20 questions, and we applied the new method in one of these exams. The fourth exam was comprised of 30 questions, 15 of which were chosen from a students’ pool. After all exams had been completed we asked the students to fill in a web-based questionnaire on their learning habits and their views on the new approach. The test-results were compared to the results of the lecturers’ questions that defined high and low performing students. Results A total of 102 students completed all four exams in a row, 68 of whom filled in the questionnaire. Low performing students achieved significantly better results in the studentsquestions. There was no difference in the number of constructed questions between both groups of students. The new method did not promote group work significantly. However, high performing students stated a stronger wish to be rewarded by good performance. Conclusions Creating a curricular exam by choosing questions from a pool constructed by students did not influence the learning habits significantly and favored low performing students. Since the high performing students sought to be rewarded for their efforts, we do not consider the approach applied in our study to be appropriate. PMID:23787038

2013-01-01

390

Relationship of Students' Prior Knowledge and Order of Questions on Tests to Students' Test Scores.  

ERIC Educational Resources Information Center

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

Papp, Klara K.; And Others

1987-01-01

391

Questioning Student Learning: An Exploration of Student's Views on Learning to Become Independent Nurse Prescribers  

ERIC Educational Resources Information Center

This illuminative evaluation study gives insights into attitudes to learning, interaction and the perceived roles of theory, evidence, reading and previous experience. These insights lead us to question some aspects of the course as currently presented. Students indicated that they found the course material stimulating but prior guidance on the…

Banning, Maggi; Cortazzi, Martin

2004-01-01

392

The effects on interest, instruction, and achievement on the science question level of middle school students  

NASA Astrophysics Data System (ADS)

The effects of instruction in writing researchable questions, science topic interest, and achievement (science, reading, and mathematics) on science question level in seventh grade students were investigated experimentally. The hypotheses were: students instructed in researchable questioning in science would outperform students who were not instructed on a measure of science question level; students interested in science topics would score higher on a measure of science question level, than when they are not interested; and high achieving students in mathematics, reading or science would outperform students who are not high achievers on a measure of science question level. Eight classes of normally achieving seventh graders (n = 106 students), from a middle school in west central Florida, were randomly assigned to two treatments. One group received instruction in writing researchable questions in science, the other group did not receive instruction. Each student in each of the eight classes completed "The Middle School Students' Science Topic Interest Rating Scale", developed for this study (test-retest reliability, rsbs =.84), rating each of the thirteen topics from one to three. All students selected two topics in which they were least interested, and two topics in which they were most interested. They then wrote researchable questions for each topic. All students took the Scholastic Aptitude Tests (SAT) in reading, mathematics and science. The questions were rated using the four levels described by "The Middle School Students' Science Question Rating Scale", developed for this study (inter-rater reliability, rsbs =.96). The scores for each question were averaged for two raters then summed for each interest level for each student The means and standard deviations were computed for questions generated at a low level of interest, questions generated at a high level of interest, reading SAT scores, mathematics SAT scores, and science SAT scores. The data were analyzed for main effects and interaction effects using general linear modeling procedures. The variable modeled was question level. There was one within subjects factor, science topic interest, and four between subjects factors: instruction, science achievement, mathematics achievement and reading achievement. The results, consistent with the hypotheses, indicate that students who received instruction in researchable questioning outperformed those students who were not instructed on a measure of science question level; when students were interested in a science topic their question level was significantly higher than when they were not interested; and students who were high achievers in mathematics, reading or science outperformed those students who were not high achievers on a measure of science question level.

Cuccio Schirripa, Santine

393

The Challenge Question  

NSDL National Science Digital Library

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

VU Bioengineering RET Program, School of Engineering,

394

Distinguishing among Declarative, Descriptive and Causal Questions to Guide Field Investigations and Student Assessment  

ERIC Educational Resources Information Center

Teachers as well as students often have difficulty formulating good research questions because not all questions lend themselves to scientific investigation. The following is a guide for high-school and college life-science teachers to help students define question types central to biological field studies. The mayfly nymph was selected as the…

Odom, Arthur Louis; Bell, Clare V.

2011-01-01

395

Questions Asked by Primary Student Teachers about Observations of a Science Demonstration  

ERIC Educational Resources Information Center

Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the…

Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa

2011-01-01

396

What's in a Domain: Understanding How Students Approach Questioning in History and Science  

ERIC Educational Resources Information Center

How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of domain, age, and previous experience with content on the ways students approach questioning across history and science texts. In 3 experiments, 3rd-, 8th-, and 10th-grade students in large…

Portnoy, Lindsay Blau; Rabinowitz, Mitchell

2014-01-01

397

What's in a Domain: Understanding How Students Approach Questioning in History and Science  

ERIC Educational Resources Information Center

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and…

Portnoy, Lindsay Blau

2013-01-01

398

Find the Question Activity for A Whale of an Ocean Feature Story: Grades 2-3  

NSDL National Science Digital Library

This activity is designed to be used with the Feature Story, A Whale of an Ocean, and students in grades 2-3. After reading the text, students work in pairs to match questions and answers posted around the classroom. The PDF document includes questions and answers, directions, and an answer key.

Allen, Tracey; Reeson, Clarissa

399

Find the Question Activity for A Whale of an Ocean Feature Story: Grades 4-5  

NSDL National Science Digital Library

This activity is designed to be used with the Feature Story, A Whale of an Ocean, and students in grades 4-5. After reading the text, students work in pairs to match questions and answers posted around the classroom. The PDF document includes questions and answers, directions, and an answer key.

Allen, Tracey; Reeson, Clarissa

400

Batting 1,000: Questioning Techniques in Student-Centered Classrooms.  

ERIC Educational Resources Information Center

Argues that questioning used artfully can transform a classroom from a traditional lecture setting into a lively student-centered community. Outlines three different kinds of questions. Compares learning to ask good questions with learning to bat in professional baseball, and discusses several elements involved in developing excellent questioning

Harris, Robin Lee

2000-01-01

401

Is obesity a risk factor for low back pain? An example of using the evidence to answer a clinical question  

E-print Network

Background: Obesity as a causal factor for low back pain has been controversial with no definitive answer to this date. The objective of this study was to determine whether obesity is associated with low back pain. In addition this paper aims...

Mirtz, Timothy A.; Greene, Leon

2005-04-11

402

Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.  

PubMed

In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade <6), moderate (grade 6-8) and excellent (grade ?8) students. Therefore, we compared the discriminatory properties of extended matching questions (EMQs) versus multiple-choice questions (MCQs) and identified the role of sex, age and examination preference on this score. Data were collected for 452 first-year medical and biomedical science students during three distinct course examinations: one examination with EMQ only, one with MCQ only and one mixed examination (including EMQ and MCQ). Logistic regression analysis revealed that MCQ examination was 3 times better in identifying poor students compared with EMQ (RR 3.0, CI 2.0-4.5), whereas EMQ better detected excellent students (average grade ?8) (RR 1.93, CI 1.47-2.53). Mixed examination had comparable characteristics to MCQ. Sex and examination preference did not impact the score of the student. Students ?20 years had a 4-fold higher risk ratio of obtaining a poor grade (<6) compared with students ?18 years old (RR 4.1, CI 2.1-8.0). Given the strong discriminative capacity of MCQ examinations to identify poor students, we recommend the use of this type of examination during the propaedeutic phase of medicine and biomedical science study programmes, in the light of the binding study advice. PMID:24203858

Eijsvogels, Thijs M H; van den Brand, Tessa L; Hopman, Maria T E

2013-11-01

403

Answering six questions in extracting children’s mismatch negativity through combining wavelet decomposition and independent component analysis  

Microsoft Academic Search

This study combines wavelet decomposition and independent component analysis (ICA) to extract mismatch negativity (MMN) from\\u000a electroencephalography (EEG) recordings. As MMN is a small event-related potential (ERP), a systematic ICA based approach\\u000a is designed, exploiting MMN’s temporal, frequency and spatial information. Moreover, this study answers which type of EEG\\u000a recordings is more appropriate for ICA to extract MMN, what kind

Fengyu Cong; Igor Kalyakin; Hong Li; Tiina Huttunen-Scott; Yixiang Huang; Heikki Lyytinen; Tapani Ristaniemi

404

Quality assessment of expert answers to lay questions about cystic fibrosis from various language zones in Europe: the ECORN-CF project  

PubMed Central

Background The European Centres of Reference Network for Cystic Fibrosis (ECORN-CF) established an Internet forum which provides the opportunity for CF patients and other interested people to ask experts questions about CF in their mother language. The objectives of this study were to: 1) develop a detailed quality assessment tool to analyze quality of expert answers, 2) evaluate the intra- and inter-rater agreement of this tool, and 3) explore changes in the quality of expert answers over the time frame of the project. Methods The quality assessment tool was developed by an expert panel. Five experts within the ECORN-CF project used the quality assessment tool to analyze the quality of 108 expert answers published on ECORN-CF from six language zones. 25 expert answers were scored at two time points, one year apart. Quality of answers was also assessed at an early and later period of the project. Individual rater scores and group mean scores were analyzed for each expert answer. Results A scoring system and training manual were developed analyzing two quality categories of answers: content and formal quality. For content quality, the grades based on group mean scores for all raters showed substantial agreement between two time points, however this was not the case for the grades based on individual rater scores. For formal quality the grades based on group mean scores showed only slight agreement between two time points and there was also poor agreement between time points for the individual grades. The inter-rater agreement for content quality was fair (mean kappa value 0.232 ± 0.036, p < 0.001) while only slight agreement was observed for the grades of the formal quality (mean kappa value 0.105 ± 0.024, p < 0.001). The quality of expert answers was rated high (four language zones) or satisfactory (two language zones) and did not change over time. Conclusions The quality assessment tool described in this study was feasible and reliable when content quality was assessed by a group of raters. Within ECORN-CF, the tool will help ensure that CF patients all over Europe have equal possibility of access to high quality expert advice on their illness. PMID:22309508

2012-01-01

405

Presenter Responses to Questions Not Answered During the Webinar Note: Some of the responses to questions below refer to USGS Circular 1376, Streamflow Depletion by  

E-print Network

electronically at http://pubs.usgs.gov/circ/1376/ . For paper copies of that publication, and further questions. Analytical models cannot address these types of complexity. How was ET calculated for the model? ET is available online at: http://pubs.usgs.gov/sir/2010/5149/ #12;2 Were pumping rates used in the models based

406

Melis_Answers 912.pdf Student questions: Carl Melis colloquium on "Observations of Terrestrial  

E-print Network

have a few rocky planets (like our Solar System) and some of which may have none, then the average scenario is capable of explaining many of the Earth-Moon system features. Why young stars don't have U not yet had time to perturb them. Approximately how many exoterrestrial planets do you expect to find

Shumway, John

407

Ishii_Answers 212.pdf Student questions: Miaki Ishii colloquium on "Dissecting Giant Earthquakes: Things We  

E-print Network

, it is difficult to assess what is "normal", especially when the earthquakes occur in different environment (e the earthquakes, and they occur with a repeat time of more than 1000 years. We only have information for a little normally take place on ocean fault lines? The largest of earthquakes occur along the subduction zones

Elser, Jim

408

Banner Student Self Service Tools Click on a question below to jump to the answer.  

E-print Network

channel click Add or Drop Classes 3. Choose the term from the dropdown box and click Submit 4. Enter your Alternate PIN and click Submit #12;5. To register for a new class click Class Search 6. To change the Class Search button. 5 6 6 If you are searching for Internet classes you can select "Internet Only

Heller, Barbara

409

Heart Health Evaluation The following questions are about today's program. Place a check (T) in front of the answer.  

E-print Network

EAT SMART Heart Health Evaluation The following questions are about today's program. Place a check not planning to use the information in this program. # I have heart disease or high blood pressure. YES

410

Student Questioning in the Presence of the Teacher during Problem Solving in Science.  

ERIC Educational Resources Information Center

Student questioning within the Search, Solve, Create, and Share (SSCS) problem solving instructional model was investigated. The results suggest that the SSCS problem-solving instructional model increases student questioning in the presence of the teacher (n=22) when compared to a teacher-directed laboratory instructional model. The implications…

Pizzini, Edward L; Shepardson, Daniel P.

1991-01-01

411

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students  

ERIC Educational Resources Information Center

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers…

Brill, Gilat; Yarden, Anat

2003-01-01

412

A Student Questions How Much Protesters Are Really Learning  

ERIC Educational Resources Information Center

At age 27, the author became a chairwoman of the Board of Directors of a $75-million conglomerate, the largest student-governed business in the nation. At Associated Students UCLA (University of California at Los Angeles), four undergraduate and four graduate students serve on the board, which oversees the several bookstores, dozens of…

Ho, Melanie

2008-01-01

413

English Language Proficiency Levels of Limited English Proficient Students in Idaho. Issues & Answers. REL 2012-No. 125  

ERIC Educational Resources Information Center

This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the…

Nishioka, Vicki; Burke, Arthur; Deussen, Theresa

2012-01-01

414

English Language Proficiency Levels of Limited English Proficient Students in Idaho. Summary. Issues & Answers. REL 2012-No. 125  

ERIC Educational Resources Information Center

This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the…

Nishioka, Vicki; Burke, Arthur; Deussen, Theresa

2012-01-01

415

Teacher Question and Student Response with Regard to Cognition and Language Use  

ERIC Educational Resources Information Center

In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being…

Lee, Youngju; Kinzie, Mable B.

2012-01-01

416

Answering Gauguin?s Questions: Where Are We Coming From, Where Are We Going, and What Are We?  

ScienceCinema

Ellis discusses how the knowledge of matter revealed by the current reigning theory of particle physics, known as the Standard Model, still leaves open many basic questions, for example: What is the origin of the matter in the Universe, how does its mass originate, what is the nature of the dark matter that fills the Universe, and are there additional dimensions of space?

John Ellis

2010-09-01

417

Answering Gauguin’s Questions: Where Are We Coming From, Where Are We Going, and What Are We?  

SciTech Connect

Ellis discusses how the knowledge of matter revealed by the current reigning theory of particle physics, known as the Standard Model, still leaves open many basic questions, for example: What is the origin of the matter in the Universe, how does its mass originate, what is the nature of the dark matter that fills the Universe, and are there additional dimensions of space?

John Ellis

2010-05-26

418

question_1296786512 — Provocative Questions  

Cancer.gov

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

419

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students  

Microsoft Academic Search

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research

Gilat Brill; Anat Yarden

2003-01-01

420

Screening, assessment, and treatment of osteoporosis for the nurse practitioner: Key questions and answers for clinical practice—A Canadian perspective  

PubMed Central

Purpose Using a case-based approach, we review key clinical questions relevant to nurse practitioners (NPs) regarding the screening, assessment, and treatment of patients at risk for osteoporosis and fractures in a Canadian general practice setting. Data sources A case presentation with relevant questions and answers to guide management of a patient. Conclusions Osteoporosis is a common condition in both the aging male and female populations. Screening, diagnosis, and treatment of osteoporosis is lagging behind relative to other chronic disease states. NPs have a unique opportunity to help reduce this care gap by playing an integral role in the identification, risk stratification, and treatment of patients at risk for osteoporosis and fractures. Implications for practice This case highlights the important role an NP can have in screening a patient previously not diagnosed or managed for osteoporosis. Performing a focused history and physical exam of the patient to determine appropriate screening tests and fracture risk will help in guiding treatment decisions. PMID:24911524

Rice, Peggy; Mehan, Upender; Hamilton, Celeste; Kim, Sandra

2014-01-01

421

Anchor Essays for Critical Thinking The following sample responses are intended to represent student answers to Critical  

E-print Network

Anchor Essays for Critical Thinking The following sample responses are intended to represent student answers to Critical Thinking assignments that reflect the various levels of proficiency identified@buffalostate.edu. In addition, as campuses continue to develop instruments to assess critical thinking a pool of assignments

Suzuki, Masatsugu

422

PDI: Knowing What They Know: Writing Assessment Questions That Reveal Student Thinking, New Orleans, Louisiana; March 18, 2009  

NSDL National Science Digital Library

Consider this scenario... After a unit on seasons, a science teacher asked students the following item on a test: Which of the following locations would you expect to have the least temperature variation throughout the year? Toronto, Canada London, England Sydney, Australia Manta, Ecuador The teacher had done a thorough job teaching the unit, and based on student responses to questions she asked during class, she was confident they would recognize a location on the equator as the correct answer. She was disappointed and confused when three-fourths of the class missed the item. As she returned the tests, she asked several students why they got the question wrong. Almost without exception, each student asked, "Where's Ecuador?" Most teachers have probably had a moment of realization similar to this teacher's. They write a test item they are sure is crystal clear, only to find later that students lacked some prerequisite knowledge, or that students interpreted the item differently than intended. As a result, the item reveals little or nothing of what students understand about the science. For the last several years, we at Horizon Research, Inc. (HRI) have been developing assessment items and tests for students through a project funded by the National Science Foundation. Through this work and through workshops we have conducted around the country, we have had the opportunity to compile item-writing principles from several sources and to add our own. In this PDI, teachers will have focused, practical experience applying these principles by writing and revising assessment items in a collaborative setting. The PDI will involve participants in a process for developing questions that uncover what students understand about science concepts. The process begins with a clear focus on the science content being assessed and continues with drafting and revising items, continuously evaluating them against the principles discussed. Individual teachers can use the process, and it is especially well suited for collaborative item writing. It serves as an effective form of ongoing, collegial professional development. The PDI is intended for any K-12 science teacher. It will focus on writing multiple-choice items, but the principles apply equally well to open-ended or constructed response questions. Each teacher who attends will have access to the items written during the PDI. We encourage teachers to bring laptop computers to the session, but they are not required.

1900-01-01

423

Increasing business students' Confidence in Questioning the Validity and Reliability of their Research  

Microsoft Academic Search

Business students like to think that their research is of practical value but rarely have the confidence to question the validity of the data they have collected. Teachers expect that students will demonstrate a critical awareness of the limits of their own and others' research. The paper outlines different ways of teaching students how to recognise the key issues surrounding

Teresa Smallbone; Sarah Quinton

424

Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities  

ERIC Educational Resources Information Center

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

Jones, Valerie

2012-01-01

425

Evidence of epistemological framing in survey question misinterpretation  

NSDL National Science Digital Library

Physics students' views about what kinds of learning and knowledge-generating activities are expected in class, their epistemological framing, influences their reasoning and what they learn. In previous work, we observed that students' likelihood of correctly answering a kinematics question easily solved through common sense depended on whether preceding questions on the survey were designed to prime "sense-making" or schoolish "answermaking". To get insight into students' reasoning we collected 24 think-alouds. The think-aloud data indicate that some participants who incorrectly answered the question misinterpreted the physical situation it describes. On its face this observation might be seen as evidence that inferring answer-making from an incorrect answer lacks validity. However, analysis indicates that students misinterpret the question because of how they frame their approach to answering it. So, misinterpretation of the kinematics question is a signal of epistemological framing, not an impediment to seeing it.

Hutchison, Paul; Elby, Andrew

2013-08-10

426

Multiple Choice Questions for Groundwater  

NSDL National Science Digital Library

This online quiz was written by Dr. John C. Butler at the University of Houston for 100-level geology students. There are 44 multiple choice questions and 8 fill in the blank questions, Topics include groundwater resources, the water cycle, karst features, the water table and parts of an aquifer. Answers are linked directly from the quiz page.

John C. Butler

427

Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science  

NASA Astrophysics Data System (ADS)

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students' cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.

Smart, Julie B.; Marshall, Jeff C.

2013-03-01

428

An Active-Learning Assignment Requiring Pharmacy Students to Write Medicinal Chemistry Examination Questions  

PubMed Central

Objectives. To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Design. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Assessment. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year’s class. Also, students’ responses on a qualitative survey instrument indicated that the assignment provided students’ guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Conclusion. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material. PMID:22919088

2012-01-01

429

The art and science of searching MEDLINE to answer clinical questions. Finding the right number of articles.  

PubMed

The current medical environment makes information retrieval a matter of practical importance for clinicians. Many avenues present themselves to the clinician, but here we focus on MEDLINE by summarizing the current state of the art and providing an innovative approach for skill enhancement. Because new search engines appear rapidly, we focus on generic principles that can be easily adapted to various systems, even those not yet available. We propose an idealized classification system for the results of a MEDLINE search. Type A searches produce a few articles of high quality that are directly focused on the immediate question. Type B searches yield a large number of articles, some more relevant than others. Type C searches produce few or no articles, and those that are located are not germane. Providing that relevant, high-quality articles do exist, type B and C searches may often be improved with attention to search technique. Problems stem from poor recall and poor precision. The most daunting task lies in achieving the balance between too few and too many articles. By providing a theoretical framework and several practical examples, we prepare the searcher to overcome the following barriers: a) failure to begin with a well-built question; b) failure to use the Medical Subject Headings; c) failure to leverage the relationship between recall and precision; and d) failure to apply proper limits to the search. Thought and practice will increase the utility and enjoyment of searching MEDLINE. PMID:10507188

Allison, J J; Kiefe, C I; Weissman, N W; Carter, J; Centor, R M

1999-01-01

430

Learning to Ask Naive Questions with IT Product Design Students  

ERIC Educational Resources Information Center

What does it mean to use, or do, theory in the scholarship of teaching and learning? The article approaches the question by considering the role of design anthropology in developing studio-based engineering programmes. Central to my discussion within situated contexts of learning is the idea of practice-based exploration conceived as a way of…

Gunn, Wendy

2008-01-01

431

Who goes there. A dialogue of questions and answers about benign hacking. [Securing access to computer from outside sources  

SciTech Connect

On August 23, 1986, it was noticed that the accounting files for one of LBL's computing systems failed to balance. On August 24, we received word that an unauthorized person was attempting entry into a US Navy computer from LBL. Preliminary investigation indicated that LBL was the victim of a benign hacker, where ''benign'' is used in the medical sense. It was thought that the perpetrator was a graduate student from a neighboring university, and that it would provide a useful object lesson to other such folk if he were caught and admonished. LBL therefore embarked upon a journey of detection and containment instead of prevention. That journey continues today, having led first across the country, then across the Atlantic. In the course of the journey we have gathered a number of observations that should be of interest to anyone running a computer with any connection to the outside world.

Stevens, D.F.

1987-04-01

432

Questions Arise about Algebra 2 for All Students  

ERIC Educational Resources Information Center

Should all students take Algebra 2? Florida seemed to say "no" this spring with the passage of a law striking it from graduation requirements. Texas said much the same in legislation Republican Gov. Rick Perry signed this week that also backs away from Algebra 2 for all. Those steps come as the Common Core State Standards for math set the…

Robelen, Erik W.

2013-01-01

433

CHESt--An Educational Tool That Understands Students' Questions  

ERIC Educational Resources Information Center

New technologies are used in many courses and for many occasions. Good teachers try to use the best tool and the best method to introduce or to treat difficult subjects by presenting the information in different ways: spoken words, written text, pictures, graphs, movies or by using interactive computer tools. It is a fact that students who…

Linckels, Serge; Meinel, Christoph

2004-01-01

434

Old Questions for New Schools: What Are the Students Doing?  

ERIC Educational Resources Information Center

This study was conducted in a lighthouse school with a long and successful history of restructuring. In this article we describe our (surprising) impressions of shadowing Jake, one of the highest achieving students in the school. We present a researcher's account of Jake's classroom experience over the first four periods of a single day and an…

Wallace, John; Wildy, Helen

2004-01-01

435

Answering the big questions in neuroscience: DoD's experimental research wing takes on massive, high-risk projects.  

PubMed

When the Defense Advanced Research Projects Agency (DARPA) asks research questions, it goes big. This is, after all, the same agency that put together teams of scientists and engineers to find a way to connect the worlds computers and, in doing so, developed the precursor to the Internet. DARPA, the experimental research wing of the U.S. Department of Defense, funds the types of research queries that scientists and engineers dream of tackling. Unlike a traditional granting agency that conservatively metes out its funding and only to projects with a good chance of success, DARPA puts its money on massive, multi-institutional projects that have no guarantees, but have enormous potential. In the 1990s, DARPA began its biological and medical science research to improve the safety, health, and well being of military personnel, according to DARPA program manager and Army Colonel Geoffrey Ling, Ph.D., M.D. More recently, DARPA has entered the realm of neuroscience and neurotechnology. Its focus with these projects is on its prime customer, the U.S. Department of Defense, but Ling acknowledged that technologies developed in its programs "certainly have potential to cascade into civilian uses." PMID:22344946

Mertz, Leslie

2012-01-01

436

Beyond the Sponge Model: Encouraging Students' Questioning Skills in Abnormal Psychology.  

ERIC Educational Resources Information Center

Argues that educators should provide students with explicit training in asking critical questions. Describes a training strategy taught in abnormal psychology courses at Bowling Green State University (Ohio). Based on a pre- and post-test, results support the promise of using explicit questioning training in promoting the evaluative aspects of…

Keeley, Stuart M.; Ali, Rahan; Gebing, Tracy

1998-01-01

437

An Audience Response System May Influence Student Performance on Anatomy Examination Questions  

ERIC Educational Resources Information Center

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint…

Hoyt, Amy; McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Ensminger, David; Price, Ron, Jr.; Naheedy, Ross

2010-01-01

438

Heterosexism in High School and Victimization among Lesbian, Gay, Bisexual, and Questioning Students  

ERIC Educational Resources Information Center

This study examined relationships between perceived heterosexism in high school policies and programs, social environments, and victimization rates among lesbian, gay, bisexual and questioning (LGBQ) students. Secondary analyses of Internet survey data from a large cohort of LGBQ students (N = 2037; 76% male, 82% White; mean age = 16.07; 56% gay…

Chesir-Teran, Daniel; Hughes, Diane

2009-01-01

439

Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions  

ERIC Educational Resources Information Center

The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry…

Hardy, Judy; Bates, Simon P.; Casey, Morag M.; Galloway, Kyle W.; Galloway, Ross K.; Kay, Alison E.; Kirsop, Peter; McQueen, Heather A.

2014-01-01

440

Interactions between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science  

ERIC Educational Resources Information Center

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using…

Smart, Julie B.; Marshall, Jeff C.

2013-01-01

441

To Risk or Not to Risk It: Student (Non-)Engagement with Seen Examination Questions  

ERIC Educational Resources Information Center

This case study explores students' perceptions of seen examination questions about topics not covered by the formal curriculum of a final-year economics module and of the associated group support sessions. Eight semi-structured interviews with a total of 13 students were analysed. Contrary to expectations, learners taking a strategic approach to…

Reimann, Nicola

2011-01-01

442

The Effect of Guiding Questions on Students' Performance and Attitude towards Statistics  

ERIC Educational Resources Information Center

Background: In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations. Aim: The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics. Sample and…

Bude, Luc; van de Wiel, M. W. J.; Imbos, Tjaart; Berger, Martijn P. F.

2012-01-01

443

Semi-Automatic Generation of Cloze Question Distractors Effect of Students' L1  

E-print Network

of an intelligent tutor for English as a Second Language (ESL) vocabulary learning. This tutor, REAP, retrieves of cloze question Currently, students read documents containing target words that they need to learn. Cloze by students ac- cording to their native language. 2. Background Goodrich [2] analyzed the potency (how

Eskenazi, Maxine

444

Frequently asked questions about the Cornell Physics Program (for incoming students) 2012  

E-print Network

is the Sky Blue?", and "Physics of Musical Sound" · Introductory physics courses of interest to studentsFrequently asked questions about the Cornell Physics Program (for incoming students) 2012 Come to our info session on the Physics Major Sunday August 25, 2013 2:00pm­3:00pm 701 Clark Hall Come to our

Wang, Z. Jane

445

A Problem-Based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students  

ERIC Educational Resources Information Center

The purpose of this study is to investigate the effects of a ubiquitous problem-based learning system (UPBLS) on students' question-raising performance in field inquiry activities. An experiment was conducted on an elementary school natural science course. A total of 43 sixth and fifth grade elementary students divided into experienced and…

Hung, Pi-Hsia; Hwang, Gwo-Jen; Lee, Yueh-Hsun; Wu, Tsung-Hsun; Vogel, Bahtijar; Milrad, Marcelo; Johansson, Emil

2014-01-01

446

Ebola virus: questions, answers, and more questions.  

PubMed

Ebola virus causes a hemorrhagic fever with a high case-fatality rate. Treatment remains supportive although a variety of specific treatments are still in the early stages of investigation. This report reviews the clinical virology of Ebola virus, the reported proposed treatments, and the current outbreak. PMID:25452350

Brizendine, Kyle D

2014-12-01

447

Rethinking Drinking: Questions and Answers  

MedlinePLUS

... down the road. A related "all or nothing" misconception is that all heavy drinkers are automatically alcoholics. ... year. This helps to counter a commonly held misconception that “everybody” drinks a lot. The second purpose ...

448

Get Your Medicare Questions Answered  

MedlinePLUS

... and through your State Health Insurance Assistance Program (SHIP). SHIPs are state programs that get money from the ... local health insurance counseling to people with Medicare. SHIPs are independent and not connected to any insurance ...

449

Questions and Answers about Monkeypox  

MedlinePLUS

... the CDC case count page . Check the CDC Web site for the monkeypox case definition and other ... officers. Additional information will be posted on CDC’s Web site as it becomes available. Pets and Monkeypox ...

450

Answers to Questions: Nuclear Energy.  

ERIC Educational Resources Information Center

Electricity is an increasingly important part of our everyday lives. Its versatility allows one to heat, cool, and light homes; cook meals; watch television; listen to music; power computers; make medical diagnosis and treatment; explore the vastness of space; and study the tiniest molecules. Nuclear energy, second to coal, surpasses natural gas,…

Department of Energy, Washington, DC. Nuclear Energy Office.

451

Answering Questions About Underage Drinking  

MedlinePLUS

... in Europe is younger than it is in the U.S. Why don't European kids have alcohol-related ... teen drinking and accidents. However, after careful study, the U.S. Department of Transportation concluded that the minimum drinking ...

452

HPV Vaccine - Questions and Answers  

MedlinePLUS

... the HPV vaccine was introduced. Q: How long will the HPV vaccine last? A: Protection provided by ... the ability to provide protection over time. Q: Will the vaccine require a booster? A: Currently in ...

453

Internet firewalls: questions and answers  

NASA Astrophysics Data System (ADS)

As organizations consider connecting to the Internet, the issue of internetwork security becomes more important. There are many tools and components that can be used to secure a network, one of which is a firewall. Modern firewalls offer highly flexible private network security by controlling and monitoring all communications passing into or out of the private network. Specifically designed for security, firewalls become the private network's single point of attack from Internet intruders. Application gateways (or proxies) that have been written to be secure against even the most persistent attacks ensure that only authorized users and services access the private network. One-time passwords prevent intruders from `sniffing' and replaying the usernames and passwords of authorized users to gain access to the private network. Comprehensive logging permits constant and uniform system monitoring. `Address spoofing' attacks are prevented. The private network may use registered or unregistered IP addresses behind the firewall. Firewall-to-firewall encryption establishes a `virtual private network' across the Internet, preventing intruders from eavesdropping on private communications, eliminating the need for costly dedicated lines.

Ker, Keith

1996-03-01

454

Bone Cancer: Questions and Answers  

MedlinePLUS

... Are there different types of primary bone cancer? Yes. Cancer can begin in any type of bone tissue. Bones are made up ... follow-up treatment necessary? What does it involve? Yes. Bone cancer ... and should report any unusual symptoms right away. Follow-up varies for ...

455

Question & Answer QQ&&AA  

E-print Network

gravitation provided a further abstraction and simplification, with Kepler's laws following as simple. Then came Johannes Kepler, who came up with simple theories (ellipti- cal heliocentric orbits; equal areas in equal times) that empirically accoun- ted for Brahe's data. Fifty years later, Newton's law of universal

456

Questions and Answers about PKU  

MedlinePLUS

... in Washington, D.C. (ulichter@cnmc.org, the web site http://www.cnmc.org ). There also is a "loading" test, but it is only 90% accurate and I ... in the Adults with PKU section of the Web site. These are practical guidelines ... of time (between blood tests) can that cause intermittent episodes of behavior problems ...

457

Question and Answer Guide for  

E-print Network

? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Are there any tips for creating business plans? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 How can I strengthen the financial health of my business? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Which numbers should I use to assess the ongoing financial health of my business

Liskiewicz, Maciej

458

Generic Drugs: Questions and Answers  

MedlinePLUS

... Resources for You Understanding Generic Drugs Drugs@FDA Electronic Orange Book First-Time Generic Drug Approvals Generic ... also search for generic equivalents by using the " Electronic Orange Book ." Search by proprietary "brand" name," then ...

459

Hepatitis A: Questions and Answers  

MedlinePLUS

... in many travel destinations, even when using luxury tourist accommodations. Technical content reviewed by the Centers for ... travelers before departure are Canada, Western Europe, Australia, New Zealand, and Japan. How does a person know ...

460

Contrasts in Student Understanding of Simple E&M Questions in Two Countries  

NSDL National Science Digital Library

We administered a survey on electricity and magnetism to two populations of undergraduate students: one from Ohio State University, the other from Bucharest University (Romania), The survey had two multiple part questions. One question invited use of Gauss's Law in several different region. A bare majority of students could solve the simplest problem, that of the electric field inside a conductor. The other question asked about the force on and trajectory of charged particles in regions of magnetic field. These latter questions rely on understanding the Lorentz force and on transfer of general knowledge from classical mechanics studied earlier. Our results show that mechanics knowledge learned earlier does not transfer to electricity and magnetism. Transfer of learning about electricity and magnetism in both countries as measured by our instrument is less successful than we, as teachers, would have wished.

Aubrecht Ii., Gordon J.; Raduta, Cristian

2010-01-18

461

Medical school 2.0: How we developed a student-generated question bank using small group learning.  

PubMed

Abstract Background: The multiple-choice question (MCQ) is one of the most common methods for formative and summative assessment in medical school. Common challenges with this format include (1) creating vetted questions and (2) involving students in higher-order learning activities. Involving medical students in the creation of MCQs may ameliorate both of these challenges. What we did: We used a small group learning structure to develop a student-generated question bank. Students created their own MCQ based on self-study materials, and then reviewed each other's questions within small groups. Selected questions were reviewed with the class as a whole. All questions were later vetted by the instructor and incorporated into a question bank that students could access for formative learning. Post-session survey indicated that 91% of the students felt that the class-created MCQ question bank was a valuable resource, and 86% of students would be interested in collaborating with the class for creating practice questions in future sessions. Conclusions: Developing a student-generated question bank can improve the depth and interactivity of student learning, increase session enjoyment and provide a potential resource for student assessment. PMID:25310243

Gooi, Adrian C C; Sommerfeld, Connor S

2014-10-13

462

question_1296796037 — Provocative Questions  

Cancer.gov

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

463

When Web Sites Post Test Answers, Professors Worry  

ERIC Educational Resources Information Center

Several Web sites have emerged in recent years that encourage students to upload old exams to build a bank of test questions and answers that can be consulted by other students. This article reports that some professors have raised concerns about these sites, arguing that these could be used to cheat, especially if professors reuse old tests.…

Young, Jeffrey R.

2008-01-01

464

Checklist to Determine if the Agreement on Internal Trade Applies to a UWO Purchase If the answer to every question falls in a shaded area, then the Agreement applies.  

E-print Network

Checklist to Determine if the Agreement on Internal Trade Applies to a UWO Purchase If the answer to every question falls in a shaded area, then the Agreement applies. 1. Is this a purchase, lease time, the total value over the life of the contract (including possible extensions) must be considered

Sinnamon, Gordon J.

465

Template for NSF Data Management Plan. In general, the data management plan should answer these two questions: 1) What data is generated by your project? 2) What is your plan for  

E-print Network

questions: 1) What data is generated by your project? 2) What is your plan for managing the data? 1Template for NSF Data Management Plan. In general, the data management plan should answer these two. Expected Data Describe the types of data, samples, physical collections, software, or other material

Collar, Juan I.

466

Hour Exam #1 Questions submitted by students State Newton's 3 laws of motion.  

E-print Network

AST 111 Fall 2010 Hour Exam #1 Questions submitted by students · State Newton's 3 laws of motion. · State Kepler's 3 laws of planetary orbits. · What is Newton's version of Kepler's 3rd law? · What is Kepler's 2nd Law of planetary motion? At what point in a planet's orbit does it move most quickly? · What

Lowenthal, James D.

467

School Counselors and Social Justice Advocacy for Lesbian, Gay, Bisexual, Transgender, and Questioning Students  

ERIC Educational Resources Information Center

Lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students often face considerable isolation, discrimination, and violence at school, which can exacerbate the acute psychosocial and academic problems they already encounter. The purpose of this article is to introduce gay-straight alliances (GSAs) as a social justice and advocacy approach…

Bidell, Markus P.

2011-01-01

468

Transfer Student Next Steps Questions? We're here to help!  

E-print Network

the Transfer Student Fee and complete the Credit Agreement. Submit a University Housing Contract If you plan to live on campus, submit a University Housing Contract. A $100 Housing Contract Deposit charge to universityhousing.uwm.edu. For questions contact University Housing at 414-229-4065 or university-housing

Saldin, Dilano

469

The Distant Exploration of Wolves: Using Technology to Explore Student Questions About Wolves  

NSDL National Science Digital Library

Radio telemetry data available via the internet are used to facilitate long-term inquiry projects. Through these projects, students gain a deeper understanding of specific inquiry and the nature of science, while developing their own questions and procedures and carrying out those procedures before sharing their findings with peers.

Campbell, Todd

2006-07-01

470

Urban Service Providers' Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study  

ERIC Educational Resources Information Center

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ…

Varjas, Kris; Graybill, Emily; Mahan, Will; Meyers, Joel; Dew, Brian; Marshall, Megan; Singh, Anneliese; Birckbichler, Lamar

2007-01-01

471

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

NSDL National Science Digital Library

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.

Gray, Kara E.; Rebello, N. S.; Zollman, Dean A.

2006-12-06

472

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

NSDL National Science Digital Library

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.

Gray, Kara; Rebello, Sanjay; Zollman, Dean

2010-12-02

473

Looming Questions in Performance Pay  

ERIC Educational Resources Information Center

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

Gratz, Donald B.

2010-01-01

474

Mystery #5 Answer  

... the questions are provided. 1.   There are no endemic species of cactus on any of the islands. Answer: FALSE. Endemic ... due to decimation by goats and competition with non-native vegetation. Answer: TRUE. Invasive plants such as quinine ...

2013-04-22

475

What Is a Reasonable Answer? Ways for Students to Investigate and Develop Their Number Sense  

ERIC Educational Resources Information Center

Although number sense is difficult to define, it involves having a good intuition about numbers and their relationships, including the ability to have a "feel" for the relative size of numbers and to make reasonable estimations. Students with good number sense typically recognise the relative magnitude of numbers, appreciate the effect of…

Muir, Tracey

2012-01-01

476

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance  

ERIC Educational Resources Information Center

Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.

2015-01-01

477

Tier 2 Frequently asked questions 1. Can I work in the time remaining on my Tier 4 student visa after  

E-print Network

Tier 2 Frequently asked questions 1. Can I work in the time remaining on my Tier 4 student visa after my course ends? Most students can stay in the UK for around four months after their course finishes. During this period, you can work full-time in a temporary job until your student visa expires

Strathclyde, University of

478

The Effects of the Use of the Question Exploration Routine on Student Performance in Secondary Content Classrooms. Research Report.  

ERIC Educational Resources Information Center

The tenth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study explored the use of a Question Exploration Routine as a means of enhancing the performance of students with disabilities in ninth-grade inclusive content classes. Participants were 134 students, with and…

Bulgren, Janis A.; Lenz, B. Keith; Marquis, Janet; Schumaker, Jean B.; Deshler, Donald D.

479

Society for College Science Teachers: Grade Inflation -- Is Ranking Students the Answer?  

NSDL National Science Digital Library

In recent years, several solutions have been proposed at various institutions nationwide to curb the phenomena of "grade inflation". Solutions include limiting the number of A's awarded, converting to a +/- system, publishing the class GPA next to each grade, or publishing an index based on the grades typically awarded in the class (Johnson 2003). With the many variations, exceptions and ranking systems being debated, the fundamental issue remains, whether students should be ranked as a means to contend with the effects of grade inflation.

Donald P. French

2005-05-01

480

Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students  

NSDL National Science Digital Library

We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions in a CQIPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of a CQIPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it and then reason about the solution conceptually. Even in individual interviews, when students who were only given conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling.

Singh, Chandralekha

2009-01-24

481

Preguntas Y Respuestas, Programa para Ninos Migratorios Bajo el Titulo I de ESEA. 1971. (Questions and Answers, Program for Migrant Children Under ESEA Title I. 1971).  

ERIC Educational Resources Information Center

Title I of the Elementary and Secondary Education Act of 1965 is specifically designed to help educationally deprived children. It was amended in 1966 to include the children of migratory agricultural workers. Today more than 235,000 migrant children receive educational and special supplementary services under Title I. Answers to some of the…

Office of Education (DHEW), Washington, DC. Office of Programs for the Disadvantaged.

482

Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing  

NSDL National Science Digital Library

Questions, Claims, and Evidence presents a new approach to science teaching that engages students fully by linking literacy and inquiry. Step by step, Questions, Claims, and Evidence immerses students in scientific inquiry and writing. It transforms experiments from following directions and making notes into chances to pose and answer questions that interest students. But Questions, Claims, and Evidence doesn't only support student learning. It improves your science teaching by: ďż˝ broadening your professional knowledge with the latest research and theory ďż˝ providing self-evaluation tools for monitoring your performance ďż˝ answering frequently asked questions about the Questions, Claims, and Evidence approach. Try something new that will motivate your students and improve their writing abilities. Read Questions, Claims, and Evidence , and don't be surprised if your students agree with this fifth grader's sentiment: "I love the way that we do science now because I learn more and I get to do more. I actually feel like I am smart."

2008-04-01

483

Ruff_Answers O12.pdf Student questions: Steve Ruff colloquium on "The Continuing Adventures and Investigations  

E-print Network

with the design of a follow-on to the Mini-TES instrument. Is the idea of small flying drones gaining any traction a viable candidate for a mission. Are there alternatives to solar power in the works such as batteries type on Mars, which is does not appear to be. Why do you suppose the "blueberries" are so well rounded

Shumway, John

484

Alexander_Answers 211.pdf Student questions: Conel Alexander colloquium on "High and low energy processes in the  

E-print Network

Cloud that formed around other stars in the cluster. The Oort Cloud is the source of long period comets of a dense region in the presolar molecular cloud. Almost any system like this will have some angular models suggest that when the cluster dissipated the Solar System may have captured ice bodies in the Oort

Rhoads, James

485

Asphaug_Answers 212.pdf Student questions: Erik Asphaug colloquium on "Giant Impacts, Hit-and-Runs, and Splats"  

E-print Network

that hit and run, comes in a bit faster, so that the projectile is not captured gravitationally. In graze and merge, the projectile is caught like a fish in a net. `Grazing' is any collision that is significantly of the projectile, misses any of the target, seen as two spheres intersecting. When considering hit and run

Elser, Jim

486

Cowie_Answers 513.pdf Student questions: Lennox Cowie colloquium on "Growing galaxies from beginning to end"  

E-print Network

you to discovery any potential threats or problems that would jeopardize the future of our planet Earth in a reasonably short term scale? Fortunately nothing we study could ever impact earth on a short but the probabilities are extremely low even compared to near earth orbit asteroid events. So I think this isn't our big

Shumway, John

487

PeerWise: Students Sharing their Multiple Choice Paul Denny, John Hamer and  

E-print Network

questions (MCQs) and answer those created by their peers. The tool supports student learn- ing in a varietyWise to engage in elements of self-assessment by answering MCQs in a drill-and-practice fashion, and peer

Williamson, John

488

Financial Aid Frequently Asked Questions (FAQ's) for Study Abroad Students Please read and keep for your records  

E-print Network

Financial Aid Frequently Asked Questions (FAQ's) for Study Abroad Students Please read and keep for your records How does the Study Abroad Financial Aid Process work? 1. Students doing non-UM sponsored in a Financial Aid Study Abroad Worksheet and a Permission to Study Abroad Form to the financial aid office

Milchberg, Howard

489

What Makes a Scientific Research Question Worth Investigating? Students' Epistemic Criteria and Considerations of Contribution  

ERIC Educational Resources Information Center

This dissertation introduces the construct of "worthwhileness" as an important aspect of students' "practical" epistemologies of science (Sandoval, 2005). Specifically, it examines how students conceptualize what makes a scientific research question worthwhile, through a close analysis of the criteria they use for…

Berson, Eric Bruckner

2012-01-01

490

Generating Students' Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches?  

ERIC Educational Resources Information Center

Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about…

Torres, Tarcilo; Milicic, Beatriz; Soto, Carlos; Sanjose, Vicente

2013-01-01

491

Promoting School Success for Lesbian, Gay, Bisexual, Transgendered, and Questioning Students: Primary, Secondary, and Tertiary Prevention and Intervention Strategies  

ERIC Educational Resources Information Center

Lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students are likely to be in every classroom in every secondary school in the United States; yet, their needs are often overlooked. LGBTQ students are at risk for developing academic, social, and emotional problems due to harassment and bullying experienced at school. Although schools…

Fisher, Emily S.; Komosa-Hawkins, Karen; Saldana, Enrique; Thomas, Genevieve M.; Hsiao, Cyndi; Rauld, Michelle; Miller, Dorian

2008-01-01

492

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science  

NASA Astrophysics Data System (ADS)

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

Cavagnetto, Andy Roy

493

The Relationship between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah. Issues & Answers. REL 2011-No. 110  

ERIC Educational Resources Information Center

This study examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions

Crane, Eric W.; Barrat, Vanessa X.; Huang, Min

2011-01-01

494

EIGHT YEARS OF TV COLLEGE--A FOURTH REPORT. ANSWERS TO SOME QUESTIONS ABOUT THE TV COLLEGE PROGRAM OF DIRECT INSTRUCTIONAL TELEVISION.  

ERIC Educational Resources Information Center

THIS REPORT DESCRIBES COURSES, STUDENT AND TEACHER CHARACTERISTICS, AND COSTS OF OPEN CIRCUIT TELEVISED INSTRUCTION IN THE CHICAGO JUNIOR COLLEGE SYSTEM. FOR MORE INFORMATION, WRITE THE TV COLLEGE OFFICE, 3400 N. AUSTIN AVE., CHICAGO, ILL. 60634. (LH)

ERICKSON, CLIFFORD G.; AND OTHERS

495

Meter Damage: Many customers have questions about who is responsible for repair to the electrical service at their homes. These pages may help to answer  

E-print Network

Meter Damage: Many customers have questions about who is responsible for repair. weather head stack meter base connectors house knob weather head connectors mast clamp stack meter base meter meter #12; Let's start with definitions: Meter base: This is the metal box mounted

Rose, Annkatrin

496

Five Hundred Questions Kids Ask about Sex and Some of the Answers: Sex Education for Parents, Teachers and Young People Themselves.  

ERIC Educational Resources Information Center

This book is based on the premise that sexual expression is a way for people to show affection and love for one another. The book is divided into six chapters that cover topics related to sexuality and growing up. The sections in each chapter contain questions that preteens and teenagers typically ask and provide clear, unambiguous, and…

Younger, Frances

497

Read the questions below, and please circle the choice that best describes your current relationship with the specified person. There are no correct answers; we only care about  

E-print Network

Read the questions below, and please circle the choice that best describes your current and opinions. 1) Circle the picture below that best describes how connected you feel with your future self (you in 10 years). Current self = you now Future self = you in 10 years 2) Circle the picture below that best

Knutson, Brian

498

Playing Forty Questions: Responding to Justice Roberts' Concerns in Caperton and Some Tentative Answers About Operationalizing Judicial Recusal and Due Process  

Microsoft Academic Search

The Chief Justice of the United States would probably have excelled as a negative debater in high school forensics competitions. Good negative debaters are, as my high school English teacher put it, “great point-pickers” in that they frequently challenge affirmative proposals with a series of “what if?” or “how about?” or “what would you do if?” questions designed to leave

Jeffrey W. Stempel

2009-01-01

499

What about the Chemistry test on Tuesday June 3? This will consist of mostly of short answer or multiple choice questions similar to  

E-print Network

and what is reduced? · Balance a given redox reaction · Given a reaction and a table of reduction of anticipated question types: · Is a given reaction an oxidation-reduction reaction? If so, what is oxidized potentials, what is the spontaneous direction of a reaction and what is its total voltage? · What are Gibbs

500

Do Workshops in Evidence-Based Practice Equip Participants to Identify and Answer Questions Requiring Consideration of Clinical Research? A Diagnostic Skill Assessment  

ERIC Educational Resources Information Center

Evidence-based practice (EBP) requires practitioners to identify and formulate questions in response to patient encounters, and to seek, select, and appraise applicable clinical research. A standardized workshop format serves as the model for training of medical educators in these skills. We developed an evaluation exercise to assess the ability…

Wyer, Peter C,; Naqvi, Zoon; Dayan, Peter S.; Celentano, James J.; Eskin, Barnet; Graham, Mark J.

2009-01-01