Questionable Methods in Alcoholism Research.

ERIC Educational Resources Information Center

Koocher, Gerald P.

1991-01-01

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

How to Arrive at Good Research Questions?

ERIC Educational Resources Information Center

Gafoor, K. Abdul

2008-01-01

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

Questioning and Its Implications for Educational Research.

ERIC Educational Resources Information Center

Reed, Rodney L.

Since the questioning process is critical in stimulating student learning, an urgent need for more extensive, controlled research on this topic exists. Previous studies indicate that a high percentage of questions asked by teachers call only for factual answers and that oral activity in the classroom is largely teacher-dominated. Further, no…

The 150 most important questions in cancer research and clinical oncology series: questions 50-56.

PubMed

2017-08-29

Since the beginning of 2017, Chinese Journal of Cancer has published a series of important questions in cancer research and clinical oncology, which sparkle diverse thoughts, interesting communications, and potential collaborations among researchers all over the world. In this article, seven more questions are presented as followed. Question 50. When tumor cells spread from primary site to distant sites, are they required to be "trained" or "armed" in the bone marrow niche prior to colonizing soft tissues? Question 51. Are there tipping points during cancer progression which can be identified for manipulation? Question 52. Can we replace molecular biomarkers by network biomarkers? Question 53. Are conventional inhibitors of key cellular processes such as cell proliferation and differentiation more effective than targeted chemotherapeutics that antagonize the downstream cell signaling network via cell-surface receptors such as epidermal growth factor receptor (EGFR), vascular endothelial growth factor receptor (VEGFR) and c-Met, or intracellular receptors such as androgen receptor (AR) and estrogen receptor (ER), by drugs like erlotinib, sunitinib and cabozantinib, or enzalutamide and tomoxifen? Question 54. How can we robustly identify the candidate causal event of somatic genome alteration (SGA) by using computational approach? Question 55. How can we systematically reveal the immune evasion mechanism exploited by each tumor and utilize such information to guide targeted therapy to restore immune sensitivity? Question 56. Can the nasopharyngeal carcinoma (NPC) patients with sarcomatoid carcinoma (SC) subtype benefit from more specific targeted therapy?

Three critical questions for future research on lesbian relationships.

PubMed

Diamond, Lisa M

2017-01-02

In this article I discuss three questions that should be priorities for future research on lesbian love and relationships. The first question concerns the very definition of "lesbian relationship," given how many women may be engaged in same-sex relationships without identifying as lesbian. The second question concerns the potential influence of childhood neglect and abuse on adult women's same-sex relationships, a topic that has important implications for both psychological well-being and relationship functioning. The third question concerns the potential downsides of legal marriage for women's same-sex relationships, a topic that is particularly important in light of the newfound legal recognition of same-sex marriage in all 50 states. Although there are many understudied questions in the domain of women's same-sex relationships, research on these three questions has particularly strong potential to advance our understanding of lesbian love and relationships in important ways.

Examining Research Questions on Germination from the Perspective of Scientific Creativity

ERIC Educational Resources Information Center

Demir Kaçan, Sibel

2015-01-01

This study was conducted with the participation of 31 pre-service science teachers. Participants were asked to develop various research questions on germination. The study aims to examine research questions on the subject germination from the perspective of scientific creativity. The research questions were examined using the fluency, science…

Studying Teacher Preparation: The Questions That Drive Research

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Maria Villegas, Ana

2015-01-01

This article argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. The analysis is guided by the framework of "research as historically situated social practice," which emphasizes that researchers' interests, commitments, and social experiences…

Report to the Nuclear energy Research Advisory Committee (NERAC) Subcommittee on "Long-Term Isotope Research and Productions Plan" - Responses to Questions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ammoniums

1999-07-01

This report presents responses to two series of questions that were raised by a subcommittee of the Nuclear Energy Research Advisory Committee (NERAC) that has been charged with producing a ''Long-Term Isotope Research and Production Plan.'' The NERAC subcommittee is chaired by Dr. Richard Reba, and the Hanford Site Visit team, which comprises a subset of the subcommittee members, is chaired by Dr. Thomas Ruth. The first set of questions raised by the subcommittee on isotope production at the Hanford Site was received from Dr. Ruth on May 10, 1999, and the second set was received from him on Julymore » 5, 1999. Responses to the first set of questions were prepared as part of a June 1999 report entitled ''Isotope Production at the Hanford Site in Richland, Washington'' (PNNL 1999a). The responses to these questions are summarized in this document, with frequent references to the June 1999 report for additional details. Responses to the second set of questions from the NERAC subcommittee are presented in this document for the first time.« less

Begging the Question: Performativity and Studio-Based Research

ERIC Educational Resources Information Center

Petelin, George

2014-01-01

The requirement that candidates in studio-based or practice-led higher degrees by research should formulate a research question has been found to be problematic by some writers. The present article argues that this stance, particularly as it is articulated by proponents of the influential category of "performative research" (Haseman,…

Survey design research: a tool for answering nursing research questions.

PubMed

Siedlecki, Sandra L; Butler, Robert S; Burchill, Christian N

2015-01-01

The clinical nurse specialist is in a unique position to identify and study clinical problems in need of answers, but lack of time and resources may discourage nurses from conducting research. However, some research methods can be used by the clinical nurse specialist that are not time-intensive or cost prohibitive. The purpose of this article is to explain the utility of survey methodology for answering a number of nursing research questions. The article covers survey content, reliability and validity issues, sample size considerations, and methods of survey delivery.

Review of Research: Teacher Questioning Behavior in Science Classrooms.

ERIC Educational Resources Information Center

Blosser, Patricia E.

Selected for this review are dissertations and other research reports related to science teacher questioning behavior, with particular emphasis on those studies designed to help teachers change their questioning behavior. Summarizing the section on observational studies (N=11), the author concludes that science teachers appear to function…

Using mixed methods to identify and answer clinically relevant research questions.

PubMed

Shneerson, Catherine L; Gale, Nicola K

2015-06-01

The need for mixed methods research in answering health care questions is becoming increasingly recognized because of the complexity of factors that affect health outcomes. In this article, we argue for the value of using a qualitatively driven mixed method approach for identifying and answering clinically relevant research questions. This argument is illustrated by findings from a study on the self-management practices of cancer survivors and the exploration of one particular clinically relevant finding about higher uptake of self-management in cancer survivors who had received chemotherapy treatment compared with those who have not. A cross-sectional study generated findings that formed the basis for the qualitative study, by informing the purposive sampling strategy and generating new qualitative research questions. Using a quantitative research component to supplement a qualitative study can enhance the generalizability and clinical relevance of the findings and produce detailed, contextualized, and rich answers to research questions that would be unachievable through quantitative or qualitative methods alone. © The Author(s) 2015.

Toward sustainable environmental quality: Identifying priority research questions for Latin America.

PubMed

Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina Sb; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez-Jorquera, Ignacio Alejandro; Orozco-Medina, Martha; Boxall, Alistair Ba; Rudd, Murray A; Brooks, Bryan W

2018-05-01

The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research questions from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research questions that would represent priority needs to address in the region. One hundred questions were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research questions were subsequently identified. These research questions included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab-to-field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key questions were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution impacts on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical questions will

Toward sustainable environmental quality: Identifying priority research questions for Latin America

PubMed Central

Furley, Tatiana Heid; Brodeur, Julie; Silva de Assis, Helena C; Carriquiriborde, Pedro; Chagas, Katia R; Corrales, Jone; Denadai, Marina; Fuchs, Julio; Mascarenhas, Renata; Miglioranza, Karina SB; Miguez Caramés, Diana Margarita; Navas, José Maria; Nugegoda, Dayanthi; Planes, Estela; Rodriguez‐Jorquera, Ignacio Alejandro; Orozco‐Medina, Martha; Boxall, Alistair BA; Rudd, Murray A

2018-01-01

ABSTRACT The Global Horizon Scanning Project (GHSP) is an innovative initiative that aims to identify important global environmental quality research needs. Here we report 20 key research questions from Latin America (LA). Members of the Society of Environmental Toxicology and Chemistry (SETAC) LA and other scientists from LA were asked to submit research questions that would represent priority needs to address in the region. One hundred questions were received, then partitioned among categories, examined, and some rearranged during a workshop in Buenos Aires, Argentina. Twenty priority research questions were subsequently identified. These research questions included developing, improving, and harmonizing across LA countries methods for 1) identifying contaminants and degradation products in complex matrices (including biota); 2) advancing prediction of contaminant risks and effects in ecosystems, addressing lab‐to‐field extrapolation challenges, and understanding complexities of multiple stressors (including chemicals and climate change); and 3) improving management and regulatory tools toward achieving sustainable development. Whereas environmental contaminants frequently identified in these key questions were pesticides, pharmaceuticals, endocrine disruptors or modulators, plastics, and nanomaterials, commonly identified environmental challenges were related to agriculture, urban effluents, solid wastes, pulp and paper mills, and natural extraction activities. Several interesting research topics included assessing and preventing pollution impacts on conservation protected areas, integrating environment and health assessments, and developing strategies for identification, substitution, and design of less hazardous chemicals (e.g., green chemistry). Finally, a recurrent research need included developing an understanding of differential sensitivity of regional species and ecosystems to environmental contaminants and other stressors. Addressing these critical

On framing the research question and choosing the appropriate research design.

PubMed

Parfrey, Patrick; Ravani, Pietro

2009-01-01

Clinical epidemiology is the science of human disease investigation with a focus on diagnosis, prognosis, and treatment. The generation of a reasonable question requires the definition of patients, interventions, controls, and outcomes. The goal of research design is to minimize error, ensure adequate samples, measure input and output variables appropriately, consider external and internal validities, limit bias, and address clinical as well as statistical relevance. The hierarchy of evidence for clinical decision making places randomized controlled trials (RCT) or systematic review of good quality RCTs at the top of the evidence pyramid. Prognostic and etiologic questions are best addressed with longitudinal cohort studies.

On framing the research question and choosing the appropriate research design.

PubMed

Parfrey, Patrick S; Ravani, Pietro

2015-01-01

Clinical epidemiology is the science of human disease investigation with a focus on diagnosis, prognosis, and treatment. The generation of a reasonable question requires definition of patients, interventions, controls, and outcomes. The goal of research design is to minimize error, to ensure adequate samples, to measure input and output variables appropriately, to consider external and internal validities, to limit bias, and to address clinical as well as statistical relevance. The hierarchy of evidence for clinical decision-making places randomized controlled trials (RCT) or systematic review of good quality RCTs at the top of the evidence pyramid. Prognostic and etiologic questions are best addressed with longitudinal cohort studies.

Organizational Issues and Human Resource Development Research Questions. A Guide for Researchers in Human Resource Development.

ERIC Educational Resources Information Center

Jacobs, Ronald L., Ed.

The nine papers in this monograph, written by members of the University Council for Research in Human Resource Development, respond to the following questions: What is the most important organizational issue of the 1990s, and what human resource development (HRD) research questions might be generated from this issue? The papers are as follows: (1)…

Service-Learning Projects Developed from Institutional Research Questions

ERIC Educational Resources Information Center

Zack, Maria; Crow, Greg

2013-01-01

Institutional research questions provide an excellent source of interesting problems for service-learning projects for undergraduates in mathematics. This paper discusses how this model has been implemented at Point Loma Nazarene University and provides both examples and practical details. (Contains 6 figures.)

Questions That Won't Go Away in Participatory Research

Treesearch

Jonathan W. Long; Heidi L. Ballard; Larry A. Fisher; Jill M. Belsky

2016-01-01

Ethical issues are intrinsic to conducting research regarding society and natural resources, but they often become poignant when engaging in Participatory Action Research. We compiled common and persistent challenges into a list of "Questions That Won't Go Away" or "QTWGAs" that are relevant to people interested in conducting participatory...

Closing the gap in travel medicine: reframing research questions for a new era.

PubMed

Chen, Lin H; Leder, Karin; Wilson, Mary E

2017-07-01

Travel medicine needs are changing. New patterns of travel, including greater travel by individuals from emerging economies with different values in costs, risks and benefits, must be considered. This review aims to (1) highlight selected studies that have been published that address previously identified gaps in knowledge; (2) propose possible ways to consider questions regarding travel medicine practice for travelers from emerging economies, underscoring priorities for research focusing on these important populations; (3) highlight potential deficiencies in relevance of current international guidelines as they pertain to travelers from emerging economies; (4) frame research questions for travelers from emerging economies and (5) consider roles for ISTM in closing the gap. We reviewed past travel medicine research priorities published in 2010 to identify publications that responded to some research questions posed. We also reviewed CDC and WHO recommendations and assessed their applicability to travelers from emerging economies. Recent publications have responded to some research questions, but gaps remain and new questions have emerged. Re-framing of several key research questions is needed for travelers from emerging economies. A new challenge looms for traditional travel medicine fields to identify and attend to knowledge and guideline gaps, particularly to rethink questions regarding travel medicine to make them relevant for travelers from emerging economies. The International Society of Travel Medicine is well positioned to assist emerging economies assess their resources and needs, formulate research priorities and tailor the development of travel medicine into a framework aligned to their requirements. © International Society of Travel Medicine, 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

What Makes a Scientific Research Question Worth Investigating? Students' Epistemic Criteria and Considerations of Contribution

NASA Astrophysics Data System (ADS)

Berson, Eric Bruckner

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 evaluating scientific research questions. Elementary (n=21) and high school students (n=21) participated in this study. As part of semi-structured interviews, students engaged in three novel tasks designed to elicit the epistemic criteria they use to evaluate scientific research questions in a variety of contexts. Findings indicate that elementary and high school students alike could engage in the practice of evaluating the worth of scientific questions. The criteria they employed included degree of interest, difficulty, and the contribution of questions to knowledge or to solving a problem. The criteria students considered varied by context. Several key differences emerged between the reasoning of the two grade cohorts. High school students tended to place more weight on the contribution of the research question. Also, the criteria reflected in the high school students' judgments of the scientific value of individual questions more closely accorded with the criteria they identified retrospectively as the basis of their judgments. Furthermore, the older cohort more often rationalized the selection and sequence of research questions within a single domain on the basis of epistemic contingency between questions. How students conceptualize what makes a scientific research question worthwhile constitutes a key aspect of students' epistemic reasoning. It is particularly important to understand how students judge the worthwhilness of scientific research questions given the central epistemic role of research questions in scientific inquiry.

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

ERIC Educational Resources Information Center

Grace, Sarah; Langhout, Regina Day

2014-01-01

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

Top 10 research questions related to children physical activity motivation.

PubMed

Chen, Ang

2013-12-01

Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents' physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children's physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children's physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children's physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person-environment interactions, and those attempting to dissect the motivation as an outcome of social-cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children's physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond.

European Society of Gastrointestinal Endoscopy - Establishing the key unanswered research questions within gastrointestinal endoscopy.

PubMed

Rees, Colin J; Ngu, Wee Sing; Regula, Jaroslaw; Bisschops, Raf; Saftoiu, Adrian; Dekker, Evelien; Gralnek, Ian; Ciocirlan, Mihai; Dinis-Ribeiro, Mario; Jover, Rodrigo; Meisner, Søren; Spada, Cristiano; Hassan, Cesare; Valori, Roland; Hucl, Tomas; Le Moine, Olivier; Domagk, Dirk; Kaminski, Michal F; Bretthauer, Michael; Rutter, Matthew D; Aabakken, Lars; Ponchon, Thierry; Fockens, Paul; Siersema, Peter D

2016-10-01

Background and study aim: Gastrointestinal endoscopy is a rapidly evolving research field. The European Society of Gastrointestinal Endoscopy (ESGE) plays a key role in shaping opinion and endoscopy activity throughout Europe and further afield. Establishing key unanswered questions within the field of endoscopy and prioritizing those that are important enables researchers and funders to appropriately allocate resources. Methods: Over 2 years, the ESGE Research Committee gathered information on research priorities and refined them through a modified Delphi approach. Consultations were held with the ESGE Governing Board and Quality Improvement Committee to identify important unanswered questions. Research workshops were held at the 21st United European Gastroenterology Week. Research questions were refined by the ESGE Research Committee and Governing Board, compiled into an online survey, and distributed to all ESGE members, who were invited to rank each question by priority. Results: The final questionnaire yielded 291 responses from over 60 countries. The three countries with the highest response rates were Spain, Italy, and United Kingdom. Most responders were from teaching hospitals (62 %) and were specialist endoscopists (51 %). Responses were analyzed with weighted rankings, resulting in prioritization of 26 key unanswered questions. The top ranked generic questions were: 1) How do we define the correct surveillance interval following endoscopic diagnosis? 2) How do we correctly utilize advanced endoscopic imaging? 3) What are the best markers of endoscopy quality? Conclusion: Following this comprehensive process, the ESGE has identified and ranked the key unanswered questions within the field of gastrointestinal endoscopy. Researchers, funders, and journals should prioritize studies that seek to answer these important questions. © Georg Thieme Verlag KG Stuttgart · New York.

From ideas to studies: how to get ideas and sharpen them into research questions.

PubMed

Vandenbroucke, Jan P; Pearce, Neil

2018-01-01

Where do new research questions come from? This is at best only partially taught in courses or textbooks about clinical or epidemiological research. Methods are taught under the assumption that a researcher already knows the research question and knows which methods will fit that question. Similarly, the real complexity of the thought processes that lead to a scientific undertaking is almost never described in published papers. In this paper, we first discuss how to get an idea that is worth researching. We describe sources of new ideas and how to foster a creative attitude by "cultivating your thoughts". Only a few of these ideas will make it into a study. Next, we describe how to sharpen and focus a research question so that a study becomes feasible and a valid test of the underlying idea. To do this, the idea needs to be "pruned". Pruning a research question means cutting away anything that is unnecessary, so that only the essence remains. This includes determining both the latent and the stated objectives, specific pruning questions, and the use of specific schemes to structure reasoning. After this, the following steps include preparation of a brief protocol, conduct of a pilot study, and writing a draft of the paper including draft tables. Then you are ready to carry out your research.

From ideas to studies: how to get ideas and sharpen them into research questions

PubMed Central

Vandenbroucke, Jan P; Pearce, Neil

2018-01-01

Where do new research questions come from? This is at best only partially taught in courses or textbooks about clinical or epidemiological research. Methods are taught under the assumption that a researcher already knows the research question and knows which methods will fit that question. Similarly, the real complexity of the thought processes that lead to a scientific undertaking is almost never described in published papers. In this paper, we first discuss how to get an idea that is worth researching. We describe sources of new ideas and how to foster a creative attitude by “cultivating your thoughts”. Only a few of these ideas will make it into a study. Next, we describe how to sharpen and focus a research question so that a study becomes feasible and a valid test of the underlying idea. To do this, the idea needs to be “pruned”. Pruning a research question means cutting away anything that is unnecessary, so that only the essence remains. This includes determining both the latent and the stated objectives, specific pruning questions, and the use of specific schemes to structure reasoning. After this, the following steps include preparation of a brief protocol, conduct of a pilot study, and writing a draft of the paper including draft tables. Then you are ready to carry out your research. PMID:29563838

Analyzing Dyadic Sequence Data—Research Questions and Implied Statistical Models

PubMed Central

Fuchs, Peter; Nussbeck, Fridtjof W.; Meuwly, Nathalie; Bodenmann, Guy

2017-01-01

The analysis of observational data is often seen as a key approach to understanding dynamics in romantic relationships but also in dyadic systems in general. Statistical models for the analysis of dyadic observational data are not commonly known or applied. In this contribution, selected approaches to dyadic sequence data will be presented with a focus on models that can be applied when sample sizes are of medium size (N = 100 couples or less). Each of the statistical models is motivated by an underlying potential research question, the most important model results are presented and linked to the research question. The following research questions and models are compared with respect to their applicability using a hands on approach: (I) Is there an association between a particular behavior by one and the reaction by the other partner? (Pearson Correlation); (II) Does the behavior of one member trigger an immediate reaction by the other? (aggregated logit models; multi-level approach; basic Markov model); (III) Is there an underlying dyadic process, which might account for the observed behavior? (hidden Markov model); and (IV) Are there latent groups of dyads, which might account for observing different reaction patterns? (mixture Markov; optimal matching). Finally, recommendations for researchers to choose among the different models, issues of data handling, and advises to apply the statistical models in empirical research properly are given (e.g., in a new r-package “DySeq”). PMID:28443037

Predicting self-reported research misconduct and questionable research practices in university students using an augmented Theory of Planned Behavior

PubMed Central

Rajah-Kanagasabai, Camilla J.; Roberts, Lynne D.

2015-01-01

This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18–53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices. PMID:25983709

Predicting self-reported research misconduct and questionable research practices in university students using an augmented Theory of Planned Behavior.

PubMed

Rajah-Kanagasabai, Camilla J; Roberts, Lynne D

2015-01-01

This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18-53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices.

Top 10 Research Questions Related to Children Physical Activity Motivation

PubMed Central

Chen, Ang

2017-01-01

Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents’ physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children’s physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children’s physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children’s physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person–environment interactions, and those attempting to dissect the motivation as an outcome of social–cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children’s physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond. PMID:24592774

Improving the Development of Student's Research Questions and Hypotheses in an Introductory Business Research Methods Course

ERIC Educational Resources Information Center

Strangman, Lauria; Knowles, Elizabeth

2012-01-01

In an introductory research methods course, students often develop research questions and hypotheses that are vague or confusing, do not contain measurable concepts, and are too narrow in scope or vision. Because of this, the final research projects often fail to provide useful information or address the overall research problem. A Lesson Study…

Research in thermal biology: Burning questions for coldwater stream fishes

USGS Publications Warehouse

McCullough, D.A.; Bartholow, J.M.; Jager, H.I.; Beschta, R.L.; Cheslak, E.F.; Deas, M.L.; Ebersole, J.L.; Foott, J.S.; Johnson, S.L.; Marine, K.R.; Mesa, M.G.; Petersen, J.H.; Souchon, Y.; Tiffan, K.F.; Wurtsbaugh, W.A.

2009-01-01

With the increasing appreciation of global warming impacts on ecological systems, in addition to the myriad of land management effects on water quality, the number of literature citations dealing with the effects of water temperature on freshwater fish has escalated in the past decade. Given the many biological scales at which water temperature effects have been studied, and the growing need to integrate knowledge from multiple disciplines of thermal biology to fully protect beneficial uses, we held that a survey of the most promising recent developments and an expression of some of the remaining unanswered questions with significant management implications would best be approached collectively by a diverse research community. We have identified five specific topic areas of renewed research where new techniques and critical thought could benefit coldwater stream fishes (particularly salmonids): molecular, organism, population/species, community and ecosystem, and policy issues in water quality. Our hope is that information gained through examination of recent research fronts linking knowledge at various scales will prove useful in managing water quality at a basin level to protect fish populations and whole ecosystems. Standards of the past were based largely on incipient lethal and optimum growth rate temperatures for fish species, while future standards should consider all integrated thermal impacts to the organism and ecosystem. ?? Taylor and Francis Group, LLC.

Research in thermal biology: Burning questions for coldwater stream fishes

DOE Office of Scientific and Technical Information (OSTI.GOV)

McCullough, Dr. Dale; Bartholow, Dr. John; Jager, Yetta

2009-01-01

With the increasing appreciation of global warming impacts on ecological systems in addition to the myriad of land management effects on water quality, the number of literature citations dealing with the effects of water temperature on freshwater fish has escalated in the past decade. Given the many biological scales at which water temperature effects have been studied and the growing need to integrate knowledge from multiple disciplines of thermal biology to fully protect beneficial uses, we held that a survey of the most promising recent developments and an expression of some of the remaining unanswered questions with significant management implicationsmore » would best be approached collectively by a diverse research community. We have identified five specific topic areas of renewed research where new techniques and critical thought could benefit coldwater stream fishes (particularly salmonids): molecular, organism, population/species, community and ecosystem, and policy issues in water quality. Our hope is that information gained through examination of recent research fronts linking knowledge at various scales will prove useful in managing water quality at a basin level to protect fish populations and whole ecosystems. Standards of the past were based largely on incipient lethal and optimum growth rate temperatures for fish species, while future standards should consider all integrated thermal impacts to the organism and ecosystem.« less

The 150 most important questions in cancer research and clinical oncology series: Questions 25-30 : Edited by Chinese Journal of Cancer.

PubMed

2017-05-04

To accelerate our endeavors to overcome cancer, Chinese Journal of Cancer has launched a program of publishing 150 most important questions in cancer research and clinical oncology. In this article, 6 more questions are presented as followed. Question 25: Does imprinting of immune responses to infections early in life predict future risk of childhood and adult cancers? Question 26: How to induce homogeneous tumor antigen expression in a heterogeneous tumor mass to enhance the efficacy of cancer immunotherapy? Question 27: Could we enhance the therapeutic effects of immunotherapy by targeting multiple tumor antigens simultaneously or sequentially? Question 28: Can immuno-targeting to cytokines halt cancer metastasis? Question 29: How can we dynamically and less-invasively monitor the activity of CD8 + T killer cells at tumor sites and draining lymph nodes? Question 30: How can the immune system destroy the niches for cancer initiation?

Backward Dependencies and in-Situ wh-Questions as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics Questions

PubMed Central

Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L.-S.

2018-01-01

The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self

Backward Dependencies and in-Situ wh-Questions as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics Questions.

PubMed

Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L-S

2017-01-01

The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self

Does the model of additive effect in placebo research still hold true? A narrative review

PubMed Central

Berger, Bettina; Weger, Ulrich; Heusser, Peter

2017-01-01

Personalised and contextualised care has been turned into a major demand by people involved in healthcare suggesting to move toward person-centred medicine. The assessment of person-centred medicine can be most effectively achieved if treatments are investigated using ‘with versus without’ person-centredness or integrative study designs. However, this assumes that the components of an integrative or person-centred intervention have an additive relationship to produce the total effect. Beecher’s model of additivity assumes an additive relation between placebo and drug effects and is thus presenting an arithmetic summation. So far, no review has been carried out assessing the validity of the additive model, which is to be questioned and more closely investigated in this review. Initial searches for primary studies were undertaken in July 2016 using Pubmed and Google Scholar. In order to find matching publications of similar magnitude for the comparison part of this review, corresponding matches for all included reviews were sought. A total of 22 reviews and 3 clinical and experimental studies fulfilled the inclusion criteria. The results pointed to the following factors actively questioning the additive model: interactions of various effects, trial design, conditioning, context effects and factors, neurobiological factors, mechanism of action, statistical factors, intervention-specific factors (alcohol, caffeine), side-effects and type of intervention. All but one of the closely assessed publications was questioning the additive model. A closer examination of study design is necessary. An attempt in a more systematic approach geared towards solutions could be a suggestion for future research in this field. PMID:28321318

Does the model of additive effect in placebo research still hold true? A narrative review.

PubMed

Boehm, Katja; Berger, Bettina; Weger, Ulrich; Heusser, Peter

2017-03-01

Personalised and contextualised care has been turned into a major demand by people involved in healthcare suggesting to move toward person-centred medicine. The assessment of person-centred medicine can be most effectively achieved if treatments are investigated using 'with versus without' person-centredness or integrative study designs. However, this assumes that the components of an integrative or person-centred intervention have an additive relationship to produce the total effect. Beecher's model of additivity assumes an additive relation between placebo and drug effects and is thus presenting an arithmetic summation. So far, no review has been carried out assessing the validity of the additive model, which is to be questioned and more closely investigated in this review. Initial searches for primary studies were undertaken in July 2016 using Pubmed and Google Scholar. In order to find matching publications of similar magnitude for the comparison part of this review, corresponding matches for all included reviews were sought. A total of 22 reviews and 3 clinical and experimental studies fulfilled the inclusion criteria. The results pointed to the following factors actively questioning the additive model: interactions of various effects, trial design, conditioning, context effects and factors, neurobiological factors, mechanism of action, statistical factors, intervention-specific factors (alcohol, caffeine), side-effects and type of intervention. All but one of the closely assessed publications was questioning the additive model. A closer examination of study design is necessary. An attempt in a more systematic approach geared towards solutions could be a suggestion for future research in this field.

Questions, Questioning Techniques, and Effective Teaching.

ERIC Educational Resources Information Center

Wilen, William W., Ed.

This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. There are nine chapters: (1) Why Questions? (Ambrose A. Clegg, Jr.); (2) Review of Research on Questioning Techniques (Meredith D. Gall and Tom Rhody); (3) The Multidisciplinary World of…

Questions for Surveys

PubMed Central

Schaeffer, Nora Cate; Dykema, Jennifer

2011-01-01

We begin with a look back at the field to identify themes of recent research that we expect to continue to occupy researchers in the future. As part of this overview, we characterize the themes and topics examined in research about measurement and survey questions published in Public Opinion Quarterly in the past decade. We then characterize the field more broadly by highlighting topics that we expect to continue or to grow in importance, including the relationship between survey questions and the total survey error perspective, cognitive versus interactional approaches, interviewing practices, mode and technology, visual aspects of question design, and culture. Considering avenues for future research, we advocate for a decision-oriented framework for thinking about survey questions and their characteristics. The approach we propose distinguishes among various aspects of question characteristics, including question topic, question type and response dimension, conceptualization and operationalization of the target object, question structure, question form, response categories, question implementation, and question wording. Thinking about question characteristics more systematically would allow study designs to take into account relationships among these characteristics and identify gaps in current knowledge. PMID:24970951

Building Consistency between Title, Problem Statement, Purpose, & Research Questions to Improve the Quality of Research Plans and Reports

ERIC Educational Resources Information Center

Newman, Isadore; Covrig, Duane M.

2013-01-01

Consistency in the title, problem, purpose, and research question improve the logic and transparency of research. When these components of research are aligned research design and planning are more coherent and research reports are more readable. This article reviews the process for checking for and improving consistency. Numerous examples of…

The SPARK Tool to prioritise questions for systematic reviews in health policy and systems research: development and initial validation.

PubMed

Akl, Elie A; Fadlallah, Racha; Ghandour, Lilian; Kdouh, Ola; Langlois, Etienne; Lavis, John N; Schünemann, Holger; El-Jardali, Fadi

2017-09-04

Groups or institutions funding or conducting systematic reviews in health policy and systems research (HPSR) should prioritise topics according to the needs of policymakers and stakeholders. The aim of this study was to develop and validate a tool to prioritise questions for systematic reviews in HPSR. We developed the tool following a four-step approach consisting of (1) the definition of the purpose and scope of tool, (2) item generation and reduction, (3) testing for content and face validity, (4) and pilot testing of the tool. The research team involved international experts in HPSR, systematic review methodology and tool development, led by the Center for Systematic Reviews on Health Policy and Systems Research (SPARK). We followed an inclusive approach in determining the final selection of items to allow customisation to the user's needs. The purpose of the SPARK tool was to prioritise questions in HPSR in order to address them in systematic reviews. In the item generation and reduction phase, an extensive literature search yielded 40 relevant articles, which were reviewed by the research team to create a preliminary list of 19 candidate items for inclusion in the tool. As part of testing for content and face validity, input from international experts led to the refining, changing, merging and addition of new items, and to organisation of the tool into two modules. Following pilot testing, we finalised the tool, with 22 items organised in two modules - the first module including 13 items to be rated by policymakers and stakeholders, and the second including 9 items to be rated by systematic review teams. Users can customise the tool to their needs, by omitting items that may not be applicable to their settings. We also developed a user manual that provides guidance on how to use the SPARK tool, along with signaling questions. We have developed and conducted initial validation of the SPARK tool to prioritise questions for systematic reviews in HPSR, along with

The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice

ERIC Educational Resources Information Center

Biesta, Gert; Allan, Julie; Edwards, Richard

2011-01-01

The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high…

Question-Asking and Question-Exploring

ERIC Educational Resources Information Center

Sands, Lorraine; Carr, Margaret; Lee, Wendy

2012-01-01

The Centre of Innovation Research at Greerton Early Childhood Centre was characterised as a dispositional milieu where working theories were explored through a narrative research methodology. As the research progressed, the teachers at Greerton strengthened the way we were listening to, and watching out for young children's questions to enable…

The Varieties of Student Experience--An Open Research Question and Some Ways to Answer It

ERIC Educational Resources Information Center

Ainley, Patrick

2008-01-01

Based on meetings of the Society for Research into Higher Education's Student Experience Network over the past three years, the genuinely open research question is posed whether there is one or more undergraduate student experience within English higher education. Answering this question depends on whether what is taught or what is learnt is…

Top 10 research questions related to physical activity in preschool children.

PubMed

Pate, Russell R; O'Neill, Jennifer R; Brown, William H; McIver, Kerry L; Howie, Erin K; Dowda, Marsha

2013-12-01

The purpose of this article was to highlight important research needs related to physical activity in 3- to 5-year-old children. We identified research needs in 3 major categories: health effects, patterns of physical activity, and interventions and policies. The top research needs include identifying the health effects of physical activity, the effects of physical activity on the development of healthy weight, the effects of physical activity on learning and behavior, and the health implications of sedentary behavior. Research questions concerning patterns of physical activity include determining the prevalence of 3- to 5-year-olds meeting the current physical activity guidelines; the social and environmental factors that influence physical activity in home, preschool, and community settings; and how physical activity tracks into later childhood, adolescence, and adulthood. Research questions about interventions and policies include identifying the most effective strategies to promote physical activity in home, child care, and community settings and to reach diverse populations of young children, identifying effective intervention implementation and dissemination strategies, and determining the effectiveness of national, state, local, and institutional policies for increasing physical activity. In conclusion, research is needed to establish a full understanding of the health implications of physical activity in 3- to 5-year-old children, to better understand the nature of physical activity behavior in this group, and to learn how to promote physical activity in young children.

Beyond Mere Debate: Research Questions Related to the Debate over the SED Definition.

ERIC Educational Resources Information Center

Center, David B.

This paper addresses research implications of proposed modifications of the definition of "severe emotional disturbance" to include students with conduct disorders. Research questions focus on understanding the nature of antisocial, aggressive behavior in children and youth and identifying what services they need. Research is cited suggesting that…

Beyond procedural ethics: foregrounding questions of justice in global health research ethics training for students.

PubMed

Hunt, Matthew R; Godard, Beatrice

2013-07-01

Interest in global health is growing among students across many disciplines and fields of study. In response, an increasing number of academic programmes integrate and promote opportunities for international research, service or clinical placements. These activities raise a range of ethical issues and are associated with important training needs for those who participate. In this paper, we focus on research fieldwork conducted in lower income nations by students from more affluent countries and the ethics preparation they would benefit from receiving prior to embarking on these projects. Global health research is closely associated with questions of justice and equity that extend beyond concerns of procedural ethics. Research takes place in and is shaped by matrices of political, social and cultural contexts and concerns. These realities warrant analysis and discussion during research ethics training. Training activities present an opportunity to encourage students to link global health research to questions of global justice, account for issues of justice in planning their own research, and prepare for 'ethics-in-practice' issues when conducting research in contexts of widespread inequality. Sustained engagement with questions of justice and equity during research ethics training will help support students for involvement in global health research.

A Systematic Review of Research on Questioning as a High-Level Cognitive Strategy

ERIC Educational Resources Information Center

Davoudi, Mohammad; Sadeghi, Narges Amel

2015-01-01

Given the significance of questioning as a high-level cognitive strategy in language teaching and learning in the literature on TEFL as well as in education in general, this study sought to make a systematic review of research studies conducted in the span of the last three decades on the issue of questioning across different disciplines with a…

"Any other comments?" Open questions on questionnaires – a bane or a bonus to research?

PubMed Central

O'Cathain, Alicia; Thomas, Kate J

2004-01-01

Background The habitual "any other comments" general open question at the end of structured questionnaires has the potential to increase response rates, elaborate responses to closed questions, and allow respondents to identify new issues not captured in the closed questions. However, we believe that many researchers have collected such data and failed to analyse or present it. Discussion General open questions at the end of structured questionnaires can present a problem because of their uncomfortable status of being strictly neither qualitative nor quantitative data, the consequent lack of clarity around how to analyse and report them, and the time and expertise needed to do so. We suggest that the value of these questions can be optimised if researchers start with a clear understanding of the type of data they wish to generate from such a question, and employ an appropriate strategy when designing the study. The intention can be to generate depth data or 'stories' from purposively defined groups of respondents for qualitative analysis, or to produce quantifiable data, representative of the population sampled, as a 'safety net' to identify issues which might complement the closed questions. Summary We encourage researchers to consider developing a more strategic use of general open questions at the end of structured questionnaires. This may optimise the quality of the data and the analysis, reduce dilemmas regarding whether and how to analyse such data, and result in a more ethical approach to making best use of the data which respondents kindly provide. PMID:15533249

The 150 most important questions in cancer research and clinical oncology series: questions 15-24 : Edited by Chinese Journal of Cancer.

PubMed

2017-04-05

To accelerate our endeavors to overcome cancer, Chinese Journal of Cancer has launched a program of publishing 150 most important questions in cancer research and clinical oncology. In this article, 10 more questions are presented as follows. Question 15: Can tumor-induced erythrogenesis provide qualified red blood cells for carrying oxygen to distant organs? Question 16: Can we overcome tumor resistance to platinum-containing antineoplastic drugs by activating the sensitivity factors in the tumor? Question 17: How can a cancer cell stay dormant for years? Question 18: Why do cancer cells use distinct transcriptomic and proteomic programs to reach the same metastatic phenotype? Question 19: Why do some cancers regress spontaneously? Question 20: What are the regulatory mechanisms occurring in donor cells that determine selective sorting of biological content into vesicles and their biological consequences in recipient cells? Are the genetic transfer and exchange of biological messages between cells transient? Is the phenotypic manipulation of recipient cells temporary or prolonged and persistent? If extracellular vesicles possess immune-modulatory potential, how could they be exploited for immune interventions and cancer immunotherapy? Presumably the cargo of extracellular vesicles reflects the cells of their origin and can be used for cancer diagnosis, how could the uniform/stringent capture criteria be met universally for applying EVs in point-of-care diagnostics for cancer patients? Question 21: Can we use self-sampling technologies to monitor the tumor genetic alterations for more precise targeted therapy? Can we cure a heterogeneous tumor by sequentially targeting the driver molecules? Question 22: Can we postpone the onset of non-infection-related cancers? Question 23: How many types of cells can jointly form the tumor vasculature to provide blood supply for tumor progression? Question 24: How tumor cells transmit their epigenetic features to daughter cells

Evidence-Based Guidelines for Fatigue Risk Management in EMS: Formulating Research Questions and Selecting Outcomes.

PubMed

Patterson, P Daniel; Higgins, J Stephen; Lang, Eddy S; Runyon, Michael S; Barger, Laura K; Studnek, Jonathan R; Moore, Charity G; Robinson, Kathy; Gainor, Dia; Infinger, Allison; Weiss, Patricia M; Sequeira, Denisse J; Martin-Gill, Christian

2017-01-01

Greater than half of Emergency Medical Services (EMS) personnel report work-related fatigue, yet there are no guidelines for the management of fatigue in EMS. A novel process has been established for evidence-based guideline (EBG) development germane to clinical EMS questions. This process has not yet been applied to operational EMS questions like fatigue risk management. The objective of this study was to develop content valid research questions in the Population, Intervention, Comparison, and Outcome (PICO) framework, and select outcomes to guide systematic reviews and development of EBGs for EMS fatigue risk management. We adopted the National Prehospital EBG Model Process and Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework for developing, implementing, and evaluating EBGs in the prehospital care setting. In accordance with steps one and two of the Model Process, we searched for existing EBGs, developed a multi-disciplinary expert panel and received external input. Panelists completed an iterative process to formulate research questions. We used the Content Validity Index (CVI) to score relevance and clarity of candidate PICO questions. The panel completed multiple rounds of question editing and used a CVI benchmark of ≥0.78 to indicate acceptable levels of clarity and relevance. Outcomes for each PICO question were rated from 1 = less important to 9 = critical. Panelists formulated 13 candidate PICO questions, of which 6 were eliminated or merged with other questions. Panelists reached consensus on seven PICO questions (n = 1 diagnosis and n = 6 intervention). Final CVI scores of relevance ranged from 0.81 to 1.00. Final CVI scores of clarity ranged from 0.88 to 1.00. The mean number of outcomes rated as critical, important, and less important by PICO question was 0.7 (SD 0.7), 5.4 (SD 1.4), and 3.6 (SD 1.9), respectively. Patient and personnel safety were rated as critical for most PICO questions. PICO questions and

Simple Texts, Complex Questions: Helping Young Children Generate Questions

ERIC Educational Resources Information Center

Ness, Molly

2017-01-01

As they are naturally curious about the world around them, young children ask lots and lots of questions. In classrooms today, however, there seems to be little space for these student-generated questions as teachers are more likely to pose the questions. Research indicates that question generation is an effective strategy to motivate young…

Antimicrobial activity of fluoride and its in vivo importance: identification of research questions.

PubMed

Van Loveren, C

2001-01-01

This manuscript discusses the antimicrobial activity of fluoride and its in vivo importance in order to identify research questions. There is a lot of information on mechanisms by which fluoride may interfere with bacterial metabolism and dental plaque acidogenicity. The antimicrobial activity of fluoride products is enhanced when fluoride is associated with antimicrobial cations like Sn(2+) and amine. It is not clear whether the antimicrobial mechanisms of fluoride are operating in vivo or even to what extent antimicrobial activity can contribute to caries prevention. This latter question may be the most important one in research. Copyright 2001 S. Karger AG, Basel.

Coproduction of Research Questions and Research Evidence in Public Health: The Study to Prevent Teen Drinking Parties.

PubMed

Wolfson, Mark; Wagoner, Kimberly G; Rhodes, Scott D; Egan, Kathleen L; Sparks, Michael; Ellerbee, Dylan; Song, Eunyoung Y; Debinski, Beata; Terrillion, Albert; Vining, Judi; Yang, Evelyn

2017-01-01

Community-based participatory research (CBPR) provides a set of principles and practices intended to foster coproduction of knowledge. However, CBPR often has shortcomings when applied to population-level policy and practice interventions, including a focus on single communities and a lack of focus on policy change. At the same time, community trials focused on policy have shortcomings, including lack of stakeholder involvement in framing research questions and modest engagement in study implementation and interpretation and dissemination of results. We describe an attempt to hybridize CBPR and community trials by creating a partnership that included a national membership organization, a coalition advisory board, intervention and delayed intervention communities, and an academic study team, which collaborated on a study of community strategies to prevent underage drinking parties. We use qualitative and quantitative data to critically assess the partnership. Areas where the partnership was effective included (1) identifying a research question with high public health significance, (2) enhancing the intervention, and (3) improving research methods. Challenges included community coalition representatives' greater focus on their own communities rather than the production of broader scientific knowledge. This model can be applied in future attempts to narrow the gap between research, policy, and practice.

Beyond procedural ethics: Foregrounding questions of justice in global health research ethics training for students

PubMed Central

Hunt, Matthew R.; Godard, Beatrice

2013-01-01

Interest in global health is growing among students across many disciplines and fields of study. In response, an increasing number of academic programmes integrate and promote opportunities for international research, service or clinical placements. These activities raise a range of ethical issues and are associated with important training needs for those who participate. In this paper, we focus on research fieldwork conducted in lower income nations by students from more affluent countries and the ethics preparation they would benefit from receiving prior to embarking on these projects. Global health research is closely associated with questions of justice and equity that extend beyond concerns of procedural ethics. Research takes place in and is shaped by matrices of political, social and cultural contexts and concerns. These realities warrant analysis and discussion during research ethics training. Training activities present an opportunity to encourage students to link global health research to questions of global justice, account for issues of justice in planning their own research, and prepare for ‘ethicsin-practice’ issues when conducting research in contexts of widespread inequality. Sustained engagement with questions of justice and equity during research ethics training will help support students for involvement in global health research. PMID:23706108

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

ERIC Educational Resources Information Center

Scarth, John; And Others

1986-01-01

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

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions Across the Inquiry Continuum

NASA Astrophysics Data System (ADS)

Biggers, Mandy

2018-02-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.

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

ERIC Educational Resources Information Center

Brill, Gilat; Yarden, Anat

2003-01-01

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…

Top 10 Research Questions Related to Musculoskeletal Physical Fitness Testing in Children and Adolescents

ERIC Educational Resources Information Center

Plowman, Sharon Ann

2014-01-01

The purpose of this article is to bring attention to the 10 most pressing questions relevant to musculoskeletal physical fitness testing in children and adolescents. The goal is to stimulate research to answer these questions. The most pressing needs include establishing definitive links between valid, reliable, and feasible field test measures of…

Outlining Purposes, Stating the Nature of the Present Research, and Listing Research Questions or Hypotheses in Academic Papers

ERIC Educational Resources Information Center

Shehzad, Wasima

2011-01-01

Driving research questions from the prevailing issues and interests and developing from them new theories, formulas, algorithms, methods, and designs, and linking them to the interests of the larger audience is a vital component of scientific research papers. The present article discusses outlining purposes or stating the nature of the present…

Coproduction of Research Questions and Research Evidence in Public Health: The Study to Prevent Teen Drinking Parties

PubMed Central

Wagoner, Kimberly G.; Rhodes, Scott D.; Egan, Kathleen L.; Sparks, Michael; Ellerbee, Dylan; Song, Eunyoung Y.; Debinski, Beata; Terrillion, Albert; Vining, Judi; Yang, Evelyn

2017-01-01

Community-based participatory research (CBPR) provides a set of principles and practices intended to foster coproduction of knowledge. However, CBPR often has shortcomings when applied to population-level policy and practice interventions, including a focus on single communities and a lack of focus on policy change. At the same time, community trials focused on policy have shortcomings, including lack of stakeholder involvement in framing research questions and modest engagement in study implementation and interpretation and dissemination of results. We describe an attempt to hybridize CBPR and community trials by creating a partnership that included a national membership organization, a coalition advisory board, intervention and delayed intervention communities, and an academic study team, which collaborated on a study of community strategies to prevent underage drinking parties. We use qualitative and quantitative data to critically assess the partnership. Areas where the partnership was effective included (1) identifying a research question with high public health significance, (2) enhancing the intervention, and (3) improving research methods. Challenges included community coalition representatives' greater focus on their own communities rather than the production of broader scientific knowledge. This model can be applied in future attempts to narrow the gap between research, policy, and practice. PMID:28695128

Twenty-six key research questions in urban stream ecology: an assessment of the state of the science

EPA Science Inventory

Although urban streams have been the focus of much research activity in recent years, there remain many unanswered questions about the mechanisms driving the “urban stream syndrome.” Identification of these key research questions is an important step toward effective, efficient ...

Community-based participatory research (CBPR) in South Africa: engaging multiple constituents to shape the research question.

PubMed

Mosavel, Maghboeba; Simon, Christian; van Stade, Debbie; Buchbinder, Mara

2005-12-01

Community engagement is an on-going, arduous, and necessary process for developing effective health promotion programs. The challenges are amplified when the particular health issue or research question is not prominent in the consciousness of the targeted community. In this paper, we explore the community-based participatory research (CBPR) model as a means to negotiate a mutual agenda between communities and researchers. The paper is focused on the (perceived) need for cervical cancer screening in an under-resourced community in Cape Town, South Africa. Cervical cancer is a significant health problem in this community and elsewhere in South Africa. Unlike HIV-AIDS, however, many Black South Africans have not been educated about cervical cancer and the importance of obtaining screening. Many may not consider screening a priority in their lives. Our research included extensive consultations and informal interviews with diverse community and regional stakeholders. Following these, we conducted 27 focus groups and 106 demographic surveys with randomly selected youth, parents, local health care personnel, educators and school staff. Focus group data were summarized and analyzed cross-sectionally. Community stakeholders were involved throughout this research. Our consultations, interviews, and focus group data were key in identifying the concerns and priorities of the community. By engaging community stakeholders, we developed a research framework that incorporated the community's concerns and priorities, and stressed the intersecting roles of poverty, violence, and other cultural forces in shaping community members' health and wellbeing. Community members helped to refocus our research from cervical cancer to 'cervical health,' a concept that acknowledged the impact on women's bodies and lives of HIV-AIDS and STDs, sexual violence, poverty, and multiple social problems. We conclude that the research agenda and questions in community-based health research should not be

Community-based participatory research (CBPR) in South Africa: Engaging multiple constituents to shape the research question

PubMed Central

Mosavel, Maghboeba; Simon, Christian; van Stade, Debbie; Buchbinder, Mara

2011-01-01

Community engagement is an on-going, arduous, and necessary process for developing effective health promotion programs. The challenges are amplified when the particular health issue or research question is not prominent in the consciousness of the targeted community. In this paper, we explore the community-based participatory research (CBPR) model as a means to negotiate a mutual agenda between communities and researchers. The paper is focused on the (perceived) need for cervical cancer screening in an under-resourced community in Cape Town, South Africa. Cervical cancer is a significant health problem in this community and elsewhere in South Africa. Unlike HIV-AIDS, however, many Black South Africans have not been educated about cervical cancer and the importance of obtaining screening. Many may not consider screening a priority in their lives. Our research included extensive consultations and informal interviews with diverse community and regional stakeholders. Following these, we conducted 27 focus groups and 106 demographic surveys with randomly selected youth, parents, local health care personnel, educators and school staff. Focus group data were summarized and analyzed cross-sectionally. Community stakeholders were involved throughout this research. Our consultations, interviews, and focus group data were key in identifying the concerns and priorities of the community. By engaging community stakeholders, we developed a research framework that incorporated the community’s concerns and priorities, and stressed the intersecting roles of poverty, violence, and other cultural forces in shaping community members’ health and wellbeing. Community members helped to refocus our research from cervical cancer to ‘cervical health,’ a concept that acknowledged the impact on women’s bodies and lives of HIV-AIDS and STDs, sexual violence, poverty, and multiple social problems. We conclude that the research agenda and questions in community-based health research

The science and art of asking questions in cognitive therapy.

PubMed

James, Ian Andrew; Morse, Rachel; Howarth, Alan

2010-01-01

Questions underpin all aspects of therapeutic assessment and intervention and are a vital component of the clinical process. Over recent years frameworks have started to be applied to obtain a greater understanding of questioning formats and processes. This paper examines the use of questions in cognitive therapy (CT). An overview of the main types of questions identified in the literature is presented. In addition, we examine a range of client and therapist characteristics that may impact on the questioning process. Asking questions in therapy is a complex, yet under-taught, skill. This paper provides a set of frameworks to assist in identifying helpful and unhelpful questioning skills. Thus the article has implications for further training and research.

Which design for which question? An exploration toward a translation table for comparative effectiveness research.

PubMed

Montori, Victor M; Kim, Simon P; Guyatt, Gordon H; Shah, Nilay D

2012-05-01

In this paper, we explore the relative value that different methods offer in answering some stereotypical comparative effectiveness research questions with the goal of informing development of a 'translation table'--a selection tool for choosing appropriate methods for specific comparative effectiveness research questions. This paper was written as a parallel effort to Greenfield and Kaplan (also in this volume) to support the endeavor described in the manuscript by Tunis et al. (also in this volume). Originally based on four cases, the current article has been shortened to two cases for the current discussion. These cases represent research priorities proposed to orient the work of the Patient-Centered Outcomes Research Institute, comparative clinical effectiveness and comparative health services.

Animal Encounters in Environmental Education Research: Responding to the "Question of the Animal"

ERIC Educational Resources Information Center

Oakley, Jan; Watson, Gavan P. L.; Russell, Constance L.; Cutter-Mackenzie, Amy; Fawcett, Leesa; Kuhl, Gail; Russell, Joshua; van der Waal, Marlon; Warkentin, Traci

2010-01-01

The "question of the animal" represents an area of emergent interest in the environmental education field, as researchers critically consider human-animal relations and animal advocacy in their work. Following a group discussion at the 10th Seminar in Health and Environmental Education Research, the authors of this paper share experiences,…

Research Questions and Priorities for Tuberculosis: A Survey of Published Systematic Reviews and Meta-Analyses

PubMed Central

Nicolau, Ioana; Ling, Daphne; Tian, Lulu; Lienhardt, Christian; Pai, Madhukar

2012-01-01

Background Systematic reviews are increasingly informing policies in tuberculosis (TB) care and control. They may also be a source of questions for future research. As part of the process of developing the International Roadmap for TB Research, we did a systematic review of published systematic reviews on TB, to identify research priorities that are most frequently suggested in reviews. Methodology/Principal Findings We searched EMBASE, MEDLINE, Web of Science, and the Cochrane Library for systematic reviews and meta-analyses on any aspect of TB published between 2005 and 2010. One reviewer extracted data and a second reviewer independently extracted data from a random subset of included studies. In total, 137 systematic reviews, with 141 research questions, were included in this review. We used the UK Health Research Classification System (HRCS) to help us classify the research questions and priorities. The three most common research topics were in the area of detection, screening and diagnosis of TB (32.6%), development and evaluation of treatments and therapeutic interventions (23.4%), and TB aetiology and risk factors (19.9%). The research priorities determined were mainly focused on the discovery and evaluation of bacteriological TB tests and drug-resistant TB tests and immunological tests. Other important topics of future research were genetic susceptibility linked to TB and disease determinants attributed to HIV/TB. Evaluation of drug treatments for TB, drug-resistant TB and HIV/TB were also frequently proposed research topics. Conclusions Systematic reviews are a good source of key research priorities. Findings from our survey have informed the development of the International Roadmap for TB Research by the TB Research Movement. PMID:22848764

Questions and Answers about AFTERSCHOOL CARE: A Sloan Work and Family Research Network Fact Sheet

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2008

2008-01-01

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 Afterschool Care, and answers the following questions about afterschool programs: (1) How does afterschool care help children?; (2) How…

How Do Question Writers Compose External Examination Questions? Question Writing as a Socio-Cognitive Process

ERIC Educational Resources Information Center

Johnson, Martin; Constantinou, Filio; Crisp, Victoria

2017-01-01

The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous,…

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

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2008

2008-01-01

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…

Corporate sponsorship of global health research: Questions to promote critical thinking about potential funding relationships.

PubMed

Brisbois, Ben W; Cole, Donald C; Davison, Colleen M; Di Ruggiero, Erica; Hanson, Lori; Janes, Craig R; Larson, Charles P; Nixon, Stephanie; Plamondon, Katrina; Stime, Bjorn

2016-12-27

Funding options for global health research prominently include grants from corporations, as well as from foundations linked to specific corporations. While such funds can enable urgently-needed research and interventions, they can carry the risk of skewing health research priorities and exacerbating health inequities. With the objective of promoting critical reflection on potential corporate funding options for global health research, we propose a set of three questions developed through an open conference workshop and reflection on experiences of global health researchers and their institutions: 1) Does this funding allow me/us to retain control over research design, methodology and dissemination processes? 2) Does accessing this funding source involve altering my/our research agenda (i.e., what is the impact of this funding source on research priorities)? 3) What are the potential "unintended consequences" of accepting corporate funding, in terms of legitimizing corporations or models of development that are at the root of many global health problems? These questions outline an intentional and cautionary approach to decision-making when corporate funding for global health research is being considered by funding agencies, institutions, researchers and research stakeholders.

ACADEMY OF SCIENCES AZERBAYDZHAN. INSTITUTE OF ADDITIVE CHEMISTRY. ADDITIVES AND LUBRICANTS, QUESTIONS OF SYNTHESIS, RESEARCH ON THE APPLICATION OF ADDITIVES AND LUBRICANTS, FUELS, AND POLYMER MATERIALS (SELECTED ARTICLES),

DTIC Science & Technology

an alkylphenol ); Synthesis and investigation of the new antioxidative INKhP-40 Additive; Synthesis and investigation of N-butylurethane-based antioxidative additive; and Synthesis of mixed esters of dithiophosphoric acid.

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

ERIC Educational Resources Information Center

Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

2013-01-01

Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

Exploring Pre-Service Science Teacher Methods and Strategies for the Driving Questions in Research Inquiry: From Consulting an Instructor to Group Discussion

ERIC Educational Resources Information Center

Aydin, Miraç

2016-01-01

An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…

Scholar-Craftsmanship: Question-Type, Epistemology, Culture of Inquiry, and Personality-Type in Dissertation Research Design

ERIC Educational Resources Information Center

Werner, Thomas P.; Rogers, Katrina S.

2013-01-01

"Scholar-Craftsmanship" (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question--types can be correlated in dissertation…

Swiss research questioned.

PubMed

Marx, Jean L

1983-06-03

The University of Geneva has notified the National Cancer Institute that work on nuclear transplantation done by one of its researchers, Karl Illmensee, is under review for alleged irregularities. Other scientists have had difficulty in reproducing the results of Illmensee's research, which was thought to have important implications for the cloning of mammals. Illmensee, an NCI grant recipient, had performed similar experiments as a visiting professor at Bar Harbor's Jackson Laboratory in collaboration with Peter Hoppe. An investigation into that work is now being planned.

Synthesis of Research on Teachers' Questioning.

ERIC Educational Resources Information Center

Gall, Meredith

1984-01-01

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

Generation of priority research questions to inform conservation policy and management at a national level.

PubMed

Rudd, Murray A; Beazley, Karen F; Cooke, Steven J; Fleishman, Erica; Lane, Daniel E; Mascia, Michael B; Roth, Robin; Tabor, Gary; Bakker, Jiselle A; Bellefontaine, Teresa; Berteaux, Dominique; Cantin, Bernard; Chaulk, Keith G; Cunningham, Kathryn; Dobell, Rod; Fast, Eleanor; Ferrara, Nadia; Findlay, C Scott; Hallstrom, Lars K; Hammond, Thomas; Hermanutz, Luise; Hutchings, Jeffrey A; Lindsay, Kathryn E; Marta, Tim J; Nguyen, Vivian M; Northey, Greg; Prior, Kent; Ramirez-Sanchez, Saudiel; Rice, Jake; Sleep, Darren J H; Szabo, Nora D; Trottier, Geneviève; Toussaint, Jean-Patrick; Veilleux, Jean-Philippe

2011-06-01

Integrating knowledge from across the natural and social sciences is necessary to effectively address societal tradeoffs between human use of biological diversity and its preservation. Collaborative processes can change the ways decision makers think about scientific evidence, enhance levels of mutual trust and credibility, and advance the conservation policy discourse. Canada has responsibility for a large fraction of some major ecosystems, such as boreal forests, Arctic tundra, wetlands, and temperate and Arctic oceans. Stressors to biological diversity within these ecosystems arise from activities of the country's resource-based economy, as well as external drivers of environmental change. Effective management is complicated by incongruence between ecological and political boundaries and conflicting perspectives on social and economic goals. Many knowledge gaps about stressors and their management might be reduced through targeted, timely research. We identify 40 questions that, if addressed or answered, would advance research that has a high probability of supporting development of effective policies and management strategies for species, ecosystems, and ecological processes in Canada. A total of 396 candidate questions drawn from natural and social science disciplines were contributed by individuals with diverse organizational affiliations. These were collaboratively winnowed to 40 by our team of collaborators. The questions emphasize understanding ecosystems, the effects and mitigation of climate change, coordinating governance and management efforts across multiple jurisdictions, and examining relations between conservation policy and the social and economic well-being of Aboriginal peoples. The questions we identified provide potential links between evidence from the conservation sciences and formulation of policies for conservation and resource management. Our collaborative process of communication and engagement between scientists and decision makers for

Association between framing of the research question using the PICOT format and reporting quality of randomized controlled trials

PubMed Central

2010-01-01

Background Experts recommend formulating a structured research question to guide the research design. However, the basis for this recommendation has not been formally evaluated. The aim of this study was to examine if a structured research question using the PICOT (Population, Intervention, Comparator, Outcome, Time-frame) format is associated with a better reporting quality of randomized controlled trials (RCTs). Methods We evaluated 89 RCTs reports published in three endocrinology journals in 2005 and 2006, the quality of reporting of which was assessed in a previous study. We examined whether the reports stated each of the five elements of a structured research question: population, intervention, comparator, outcome and time-frame. A PICOT score was created with a possible score between 0 and 5. Outcomes were: 1) a 14-point overall reporting quality score (OQS) based on the Consolidated Standards for Reporting Trials; and 2) a 3-point key score (KS), based on allocation concealment, blinding and use of intention-to-treat analysis. We conducted multivariable regression analyses using generalized estimating equations to determine if a higher PICOT score or the use of a structured research question were independently associated with a better reporting quality. Journal of publication, funding source and sample size were identified as factors associated with OQS in our previous report on this dataset, and therefore included in the model. Results A higher PICOT score was independently associated with OQS (incidence rate ratio (IRR) = 1.021, 95% CI: 1.012 to 1.029) and KS (IRR = 1.142, 95% CI: 1.079 to 1.210). A structured research question was present in 33.7% of the reports and it was associated with a better OQS (IRR = 1.095, 95% CI 1.059-1.132) and KS (IRR = 1.530, 95% CI 1.311-1.786). Conclusions Better framing of the research question using the PICOT format is independently associated with better overall reporting quality - although the effect is small - and

Semantic annotation of consumer health questions.

PubMed

Kilicoglu, Halil; Ben Abacha, Asma; Mrabet, Yassine; Shooshan, Sonya E; Rodriguez, Laritza; Masterton, Kate; Demner-Fushman, Dina

2018-02-06

Consumers increasingly use online resources for their health information needs. While current search engines can address these needs to some extent, they generally do not take into account that most health information needs are complex and can only fully be expressed in natural language. Consumer health question answering (QA) systems aim to fill this gap. A major challenge in developing consumer health QA systems is extracting relevant semantic content from the natural language questions (question understanding). To develop effective question understanding tools, question corpora semantically annotated for relevant question elements are needed. In this paper, we present a two-part consumer health question corpus annotated with several semantic categories: named entities, question triggers/types, question frames, and question topic. The first part (CHQA-email) consists of relatively long email requests received by the U.S. National Library of Medicine (NLM) customer service, while the second part (CHQA-web) consists of shorter questions posed to MedlinePlus search engine as queries. Each question has been annotated by two annotators. The annotation methodology is largely the same between the two parts of the corpus; however, we also explain and justify the differences between them. Additionally, we provide information about corpus characteristics, inter-annotator agreement, and our attempts to measure annotation confidence in the absence of adjudication of annotations. The resulting corpus consists of 2614 questions (CHQA-email: 1740, CHQA-web: 874). Problems are the most frequent named entities, while treatment and general information questions are the most common question types. Inter-annotator agreement was generally modest: question types and topics yielded highest agreement, while the agreement for more complex frame annotations was lower. Agreement in CHQA-web was consistently higher than that in CHQA-email. Pairwise inter-annotator agreement proved most

Compilation of Agricultural Research, Education, and Extension Questions for Discussion. 104th Congress, 1st Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Agriculture.

This volume compiles and reprints the responses of 37 organizations to a series of questions issued by the House Committee on Agriculture in anticipation of debates concerning the Research Title of the 1995 Farm Bill due for updating and revision. The questions address some of the following topics: the role of the federal government in…

ACT-CCREC Core Research Program: Study Questions and Design. ACT Working Paper Series. WP-2015-01

ERIC Educational Resources Information Center

Cruce, Ty M.

2015-01-01

This report provides a non-technical overview of the guiding research questions and research design for the ACT-led core research program conducted on behalf of the GEAR UP College and Career Readiness Evaluation Consortium (CCREC). The core research program is a longitudinal study of the effectiveness of 14 GEAR UP state grants on the academic…

Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report

ERIC Educational Resources Information Center

Cadieux Bolden, Danielle; Hurt, June W.; Richardson, Mary Kathleen

2017-01-01

This collaborative action research project was conducted in a second-grade classroom to determine the impact that digital web-based tools would have in helping a school media coordinator scaffold her students' understanding of productive versus nonproductive questions. The digital tools Kahoot, Quizizz, and Socrative were used by the students to…

Student Moderators in Asynchronous Online Discussion: A Question of Questions

ERIC Educational Resources Information Center

Zingaro, Daniel

2012-01-01

Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed…

Frequently Asked Questions

Science.gov Websites

PEER logo Pacific Earthquake Engineering Research Center home about peer news events research Site Map Search Frequently Asked Questions What is the Pacific Earthquake Engineering Research Center ? The Pacific Earthquake Engineering Research Center (PEER) is a multidisciplinary research and

Advances in Intelligence Research: What Should be Expected in the XXI Century (Questions & Answers).

PubMed

Colom, Roberto

2016-12-06

Here I briefly delineate my view about the main question of this International Seminar, namely, what should we expecting from the XXI Century regarding the advancements in intelligence research. This view can be summarized as 'The Brain Connection' (TBC), meaning that neuroscience will be of paramount relevance for increasing our current knowledge related to the key question: why are some people smarter than others? We need answers to the issue of what happens in our brains when the genotype and the environment are integrated. The scientific community has devoted great research efforts, ranging from observable behavior to hidden genetics, but we are still far from having a clear general picture of what it means to be more or less intelligent. After the discussion held with the panel of experts participating in the seminar, it is concluded that advancements will be more solid and safe increasing the collaboration of scientists with shared research interests worldwide. Paralleling current sophisticated analyses of how the brain computes, nowadays science may embrace a network approach.

[The mixed design in nursing sciences or when a question of research calls for qualitative and quantitative strategies].

PubMed

Bourgault, Patricia; Gallagher, Frances; Michaud, Cécile; Saint-Cyr-Tribble, Denise

2010-12-01

The use of a mixed method research design raises many questions, especially regarding the paradigmatic position. With this paradigm, we may consider the mixed method design as the best way of answering a research question and the latter orients to one of the different subtypes of mixed method design. To illustrate the use of this kind of design, we propose a study such as conducted in nursing sciences. In this article, the challenges raised by the mixed method design, and the place of this type of research in nursing sciences is discussed.

Generation of Priority Research Questions to Inform Conservation Policy and Management at a National Level

PubMed Central

Rudd, Murray A; Beazley, Karen F; Cooke, Steven J; Fleishman, Erica; Lane, Daniel E; Mascia, Michael B; Roth, Robin; Tabor, Gary; Bakker, Jiselle A; Bellefontaine, Teresa; Berteaux, Dominique; Cantin, Bernard; Chaulk, Keith G; Cunningham, Kathryn; Dobell, Rod; Fast, Eleanor; Ferrara, Nadia; Findlay, C Scott; Hallstrom, Lars K; Hammond, Thomas; Hermanutz, Luise; Hutchings, Jeffrey A; Lindsay, Kathryn E; Marta, Tim J; Nguyen, Vivian M; Northey, Greg; Prior, Kent; Ramirez-Sanchez, Saudiel; Rice, Jake; Sleep, Darren J H; Szabo, Nora D; Trottier, Geneviève; Toussaint, Jean-Patrick; Veilleux, Jean-Philippe

2011-01-01

Integrating knowledge from across the natural and social sciences is necessary to effectively address societal tradeoffs between human use of biological diversity and its preservation. Collaborative processes can change the ways decision makers think about scientific evidence, enhance levels of mutual trust and credibility, and advance the conservation policy discourse. Canada has responsibility for a large fraction of some major ecosystems, such as boreal forests, Arctic tundra, wetlands, and temperate and Arctic oceans. Stressors to biological diversity within these ecosystems arise from activities of the country's resource-based economy, as well as external drivers of environmental change. Effective management is complicated by incongruence between ecological and political boundaries and conflicting perspectives on social and economic goals. Many knowledge gaps about stressors and their management might be reduced through targeted, timely research. We identify 40 questions that, if addressed or answered, would advance research that has a high probability of supporting development of effective policies and management strategies for species, ecosystems, and ecological processes in Canada. A total of 396 candidate questions drawn from natural and social science disciplines were contributed by individuals with diverse organizational affiliations. These were collaboratively winnowed to 40 by our team of collaborators. The questions emphasize understanding ecosystems, the effects and mitigation of climate change, coordinating governance and management efforts across multiple jurisdictions, and examining relations between conservation policy and the social and economic well-being of Aboriginal peoples. The questions we identified provide potential links between evidence from the conservation sciences and formulation of policies for conservation and resource management. Our collaborative process of communication and engagement between scientists and decision makers for

Visual question answering using hierarchical dynamic memory networks

NASA Astrophysics Data System (ADS)

Shang, Jiayu; Li, Shiren; Duan, Zhikui; Huang, Junwei

2018-04-01

Visual Question Answering (VQA) is one of the most popular research fields in machine learning which aims to let the computer learn to answer natural language questions with images. In this paper, we propose a new method called hierarchical dynamic memory networks (HDMN), which takes both question attention and visual attention into consideration impressed by Co-Attention method, which is the best (or among the best) algorithm for now. Additionally, we use bi-directional LSTMs, which have a better capability to remain more information from the question and image, to replace the old unit so that we can capture information from both past and future sentences to be used. Then we rebuild the hierarchical architecture for not only question attention but also visual attention. What's more, we accelerate the algorithm via a new technic called Batch Normalization which helps the network converge more quickly than other algorithms. The experimental result shows that our model improves the state of the art on the large COCO-QA dataset, compared with other methods.

Is carbon storage enough? Can plants adapt? New questions in climate change research.

Treesearch

Sally Duncan

2002-01-01

As it becomes increasingly apparent that human activities are partly responsible for global warming, the focus of climate change research is shifting from the churning out of assessments to the pursuit of science that can test the robustness of existing models. The questions now being addressed are becoming more challenging: Can water-use efficiency of plants keep up...

Teacher Training for Effective Questioning.

ERIC Educational Resources Information Center

Godbold, John V.

This paper reviews research studies concerning the effectiveness of varying strategies for teaching questioning skills and groups them into the following organizational scheme: (a) study of question classification systems as a strategy for teaching questioning skills, (b) use of laboratory experiences as a strategy for teaching questioning skills,…

Automatic Chinese Factual Question Generation

ERIC Educational Resources Information Center

Liu, Ming; Rus, Vasile; Liu, Li

2017-01-01

Question generation is an emerging research area of artificial intelligence in education. Question authoring tools are important in educational technologies, e.g., intelligent tutoring systems, as well as in dialogue systems. Approaches to generate factual questions, i.e., questions that have concrete answers, mainly make use of the syntactical…

Using Questioning to Stimulate Mathematical Thinking

ERIC Educational Resources Information Center

Way, Jenni

2008-01-01

Good questioning techniques have long been regarded as a fundamental tool of effective teachers and research has found that "differences in students' thinking and reasoning could be attributed to the type of questions that teachers asked" (Wood, 2002). Past research shows that 93% of teacher questions were "lower order" knowledge-based questions…

Universal testing and treatment as an HIV prevention strategy: research questions and methods.

PubMed

Hayes, Richard; Sabapathy, Kalpana; Fidler, Sarah

2011-09-01

Achieving high coverage of antiretroviral treatment (ART) in resource-poor settings will become increasingly difficult unless HIV incidence can be reduced substantially. Universal voluntary counselling and testing followed by immediate initiation of ART for all those diagnosed HIV-positive (universal testing and treatment, UTT) has the potential to reduce HIV incidence dramatically but would be very challenging and costly to deliver in the short term. Early modelling work in this field has been criticised for making unduly optimistic assumptions about the uptake and coverage of interventions. In future work, it is important that model parameters are realistic and based where possible on empirical data. Rigorous research evidence is needed before the UTT approach could be considered for wide-scale implementation. This paper reviews the main areas that need to be explored. We consider in turn research questions related to the provision of services for universal testing, services for immediate treatment of HIV-positives and the population-level impact of UTT, and the research methods that could be used to address these questions. Ideally, initial feasibility studies should be carried out to investigate the acceptability, feasibility and uptake of UTT services. If these studies produce promising results, there would be a strong case for a cluster-randomised trial to measure the impact of a UTT intervention on HIV incidence, and we consider the main design features of such a trial.

How Does One "Open" Science? Questions of Value in Biological Research.

PubMed

Levin, Nadine; Leonelli, Sabina

2017-03-01

Open Science policies encourage researchers to disclose a wide range of outputs from their work, thus codifying openness as a specific set of research practices and guidelines that can be interpreted and applied consistently across disciplines and geographical settings. In this paper, we argue that this "one-size-fits-all" view of openness sidesteps key questions about the forms, implications, and goals of openness for research practice. We propose instead to interpret openness as a dynamic and highly situated mode of valuing the research process and its outputs, which encompasses economic as well as scientific, cultural, political, ethical, and social considerations. This interpretation creates a critical space for moving beyond the economic definitions of value embedded in the contemporary biosciences landscape and Open Science policies, and examining the diversity of interests and commitments that affect research practices in the life sciences. To illustrate these claims, we use three case studies that highlight the challenges surrounding decisions about how--and how best--to make things open. These cases, drawn from ethnographic engagement with Open Science debates and semistructured interviews carried out with UK-based biologists and bioinformaticians between 2013 and 2014, show how the enactment of openness reveals judgments about what constitutes a legitimate intellectual contribution, for whom, and with what implications.

Science education: A meta-analysis of major questions

NASA Astrophysics Data System (ADS)

Anderson, Ronald D.; Kahl, Stuart R.; Glass, Gene V.; Smith, Mary Lee

A multi-institutional endeavor was initiated to integrate the findings of extant research studies directed toward the major science education research questions. The research questions were selected by a largely empirical process of identifiying the most frequently researched questions in the literature. These questions were assigned to various researchers who developed coding sheets and procedures with many features in common. This article describes the overall operation of the project, the research questions identified, and some rudiments of meta-analysis. The results of the several meta-analysis are reported in the other articles of this issue of the Journal. The final article in this issue deals with research topics for which data are drawn from one or more of the separate meta-analyses.

Question asking by family caregivers in hospice interdisciplinary team meetings

PubMed Central

Wittenberg-Lyles, Elaine; Oliver, Debra Parker; Demiris, George; Washington, Karla; Regehr, Kelly; Wilder, Heidi M.

2009-01-01

This paper reports findings from a pilot study that enabled family caregivers to use videophone technology to participate in hospice interdisciplinary team meetings. The goal of the study was to ascertain which issues were important to caregivers and the hospice team. A qualitative content analysis of video-recorded team meetings between team members and caregivers was conducted. In a sample of 12 caregivers in 36 discussions, caregivers asked a total of 137 questions, with the majority as Yes/No questions (45.5%) mainly used to seek clarification (19.7%). Hospice staff asked 396 questions, with the majority of questions consisting of Yes/No questions (66.6%) mainly used to ask about the overall condition of the patient (17.2%). Data from this study suggest that when given the opportunity to participate in hospice team meetings caregivers will ask questions of hospice staff. Additionally, in light of prior research, this study’s findings suggest that caregivers may have questions that go unaddressed, specifically in regards to pain and medication. PMID:20415357

Answering the Questions of Rape Prevention Research: A Response to Tharp et al. (2011)

ERIC Educational Resources Information Center

Foubert, John D.

2011-01-01

Rape prevention programmers and researchers have long struggled to select the most appropriate theoretical models to frame their work. Questions abound regarding appropriate standards of evidence for success of program interventions. The present article provides an alternative point of view to the one put forward by seven staff members from the…

Interrupting the Silence: An Action Research Study to Transform a Juvenile Justice Culture for Lesbian, Gay, Bisexual, Transgender, Questioning & Intersex (LGBTQI) Youth

ERIC Educational Resources Information Center

McRae, Dawn N.

2015-01-01

This action research (AR) study explored practitioners' knowledge of Lesbian, Gay, Bisexual, Transgender, Questioning, and Intersex (LGBTQI) youth issues in a juvenile justice setting. A research and service approach was employed to develop a LGBTQI policy and training. This study was motivated by three research questions. Does sensitivity…

Questioning context: a set of interdisciplinary questions for investigating contextual factors affecting health decision making

PubMed Central

Charise, Andrea; Witteman, Holly; Whyte, Sarah; Sutton, Erica J.; Bender, Jacqueline L.; Massimi, Michael; Stephens, Lindsay; Evans, Joshua; Logie, Carmen; Mirza, Raza M.; Elf, Marie

2011-01-01

Abstract Objective  To combine insights from multiple disciplines into a set of questions that can be used to investigate contextual factors affecting health decision making. Background  Decision‐making processes and outcomes may be shaped by a range of non‐medical or ‘contextual’ factors particular to an individual including social, economic, political, geographical and institutional conditions. Research concerning contextual factors occurs across many disciplines and theoretical domains, but few conceptual tools have attempted to integrate and translate this wide‐ranging research for health decision‐making purposes. Methods  To formulate this tool we employed an iterative, collaborative process of scenario development and question generation. Five hypothetical health decision‐making scenarios (preventative, screening, curative, supportive and palliative) were developed and used to generate a set of exploratory questions that aim to highlight potential contextual factors across a range of health decisions. Findings  We present an exploratory tool consisting of questions organized into four thematic domains – Bodies, Technologies, Place and Work (BTPW) – articulating wide‐ranging contextual factors relevant to health decision making. The BTPW tool encompasses health‐related scholarship and research from a range of disciplines pertinent to health decision making, and identifies concrete points of intersection between its four thematic domains. Examples of the practical application of the questions are also provided. Conclusions  These exploratory questions provide an interdisciplinary toolkit for identifying the complex contextual factors affecting decision making. The set of questions comprised by the BTPW tool may be applied wholly or partially in the context of clinical practice, policy development and health‐related research. PMID:21029277

A 21st Century Research Agenda: Issues, Topics & Questions Guiding Inquiry into Middle Level Theory & Practice.

ERIC Educational Resources Information Center

National Middle School Association, Columbus, OH.

The purpose of this document is to widen the conversation and include all the stakeholders in the further development and use of enlightened and relevant research on middle level schooling. The research agenda it presents is meant to be a guide to topics, themes, and questions central to a number of middle level issues. The agenda consists of sets…

A Question of Control? Examining the Role of Control Conditions in Experimental Psychopathology using the Example of Cognitive Bias Modification Research.

PubMed

Blackwell, Simon E; Woud, Marcella L; MacLeod, Colin

2017-10-26

While control conditions are vitally important in research, selecting the optimal control condition can be challenging. Problems are likely to arise when the choice of control condition is not tightly guided by the specific question that a given study aims to address. Such problems have become increasingly apparent in experimental psychopathology research investigating the experimental modification of cognitive biases, particularly as the focus of this research has shifted from theoretical questions concerning mechanistic aspects of the association between cognitive bias and emotional vulnerability, to questions that instead concern the clinical efficacy of 'cognitive bias modification' (CBM) procedures. We discuss the kinds of control conditions that have typically been employed in CBM research, illustrating how difficulties can arise when changes in the types of research questions asked are not accompanied by changes in the control conditions employed. Crucially, claims made on the basis of comparing active and control conditions within CBM studies should be restricted to those conclusions allowed by the specific control condition employed. CBM studies aiming to establish clinical utility are likely to require quite different control conditions from CBM studies aiming to illuminate mechanisms. Further, conclusions concerning the clinical utility of CBM interventions cannot necessarily be drawn from studies in which the control condition has been chosen to answer questions concerning mechanisms. Appreciating the need to appropriately alter control conditions in the transition from basic mechanisms-focussed investigations to applied clinical research could greatly facilitate the translational process.

Tribological performance of nanoparticles as lubricating oil additives

NASA Astrophysics Data System (ADS)

Gulzar, M.; Masjuki, H. H.; Kalam, M. A.; Varman, M.; Zulkifli, N. W. M.; Mufti, R. A.; Zahid, Rehan

2016-08-01

The prospect of modern tribology has been expanded with the advent of nanomaterial-based lubrication systems, whose development was facilitated by the nanotechnology in recent years. In literature, a variety of nanoparticles have been used as lubricant additives with potentially interesting friction and wear properties. To date, although there has been a great deal of experimental research on nanoparticles as lubricating oil additives, many aspects of their tribological behavior are yet to be fully understood. With growing number of possibilities, the key question is: what types of nanoparticles act as a better lubricating oil additive and why? To answer this question, this paper reviews main types of nanoparticles that have been used as lubricants additives and outlines the mechanisms by which they are currently believed to function. Significant aspects of their tribological behavior such as dispersion stability and morphology are also highlighted.

The role of topic, interviewee and question in predicting rich interview data in the field of health research.

PubMed

Ogden, Jane; Cornwell, Danielle

2010-11-01

Although texts recommend the generation of rich data from interviews, no empirical evidence base exists for achieving this. This study aimed to operationalise richness and to assess which components of the interview (for example, topic, interviewee, question) were predictive. A total of 400 interview questions and their corresponding responses were selected from 10 qualitative studies in the area of health identified from university colleagues and the UK Data Archive database. The analysis used the text analysis program, Linguistic Inquiry and Word Count, and additional rating scales. Richness was operationalised along five dimensions. 'Length of response' was predicted by a personal, less specific or positive topic, not being a layperson, later questions, open or double questions; 'personal richness' was predicted by being a healthy participant and questions about the past and future; 'analytical responses' were predicted by a personal or less specific topic, not being a layperson, later questions, questions relating to insight and causation; 'action responses' were predicted by a less specific topic, not being a layperson, being healthy, later and open questions. The model for 'descriptive richness' was not significant. Overall, open questions, located later on and framed in the present or past tense, tended to be most predictive of richness. This could inform improvements in interview technique. © 2010 The Authors. Sociology of Health & Illness © 2010 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Septic tank additive impacts on microbial populations.

PubMed

Pradhan, S; Hoover, M T; Clark, G H; Gumpertz, M; Wollum, A G; Cobb, C; Strock, J

2008-01-01

Environmental health specialists, other onsite wastewater professionals, scientists, and homeowners have questioned the effectiveness of septic tank additives. This paper describes an independent, third-party, field scale, research study of the effects of three liquid bacterial septic tank additives and a control (no additive) on septic tank microbial populations. Microbial populations were measured quarterly in a field study for 12 months in 48 full-size, functioning septic tanks. Bacterial populations in the 48 septic tanks were statistically analyzed with a mixed linear model. Additive effects were assessed for three septic tank maintenance levels (low, intermediate, and high). Dunnett's t-test for tank bacteria (alpha = .05) indicated that none of the treatments were significantly different, overall, from the control at the statistical level tested. In addition, the additives had no significant effects on septic tank bacterial populations at any of the septic tank maintenance levels. Additional controlled, field-based research iswarranted, however, to address additional additives and experimental conditions.

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

PubMed

Adams, Nancy E

2015-01-01

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

An official American Thoracic Society/European Respiratory Society statement: research questions in COPD.

PubMed

Celli, Bartolome R; Decramer, Marc; Wedzicha, Jadwiga A; Wilson, Kevin C; Agustí, Alvar A; Criner, Gerard J; MacNee, William; Make, Barry J; Rennard, Stephen I; Stockley, Robert A; Vogelmeier, Claus; Anzueto, Antonio; Au, David H; Barnes, Peter J; Burgel, Pierre-Regis; Calverley, Peter M; Casanova, Ciro; Clini, Enrico M; Cooper, Christopher B; Coxson, Harvey O; Dusser, Daniel J; Fabbri, Leonardo M; Fahy, Bonnie; Ferguson, Gary T; Fisher, Andrew; Fletcher, Monica J; Hayot, Maurice; Hurst, John R; Jones, Paul W; Mahler, Donald A; Maltais, François; Mannino, David M; Martinez, Fernando J; Miravitlles, Marc; Meek, Paula M; Papi, Alberto; Rabe, Klaus F; Roche, Nicolas; Sciurba, Frank C; Sethi, Sanjay; Siafakas, Nikos; Sin, Don D; Soriano, Joan B; Stoller, James K; Tashkin, Donald P; Troosters, Thierry; Verleden, Geert M; Verschakelen, Johny; Vestbo, Jorgen; Walsh, John W; Washko, George R; Wise, Robert A; Wouters, Emiel F M; ZuWallack, Richard L

2015-06-01

Chronic obstructive pulmonary disease (COPD) is a leading cause of morbidity, mortality and resource use worldwide. The goal of this official American Thoracic Society (ATS)/European Respiratory Society (ERS) Research Statement is to describe evidence related to diagnosis, assessment, and management; identify gaps in knowledge; and make recommendations for future research. It is not intended to provide clinical practice recommendations on COPD diagnosis and management. Clinicians, researchers and patient advocates with expertise in COPD were invited to participate. A literature search of Medline was performed, and studies deemed relevant were selected. The search was not a systematic review of the evidence. Existing evidence was appraised and summarised, and then salient knowledge gaps were identified. Recommendations for research that addresses important gaps in the evidence in all areas of COPD were formulated via discussion and consensus. Great strides have been made in the diagnosis, assessment and management of COPD, as well as understanding its pathogenesis. Despite this, many important questions remain unanswered. This ATS/ERS research statement highlights the types of research that leading clinicians, researchers and patient advocates believe will have the greatest impact on patient-centred outcomes. Copyright ©ATS/ERS 2015.

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

NASA Astrophysics Data System (ADS)

Lustick, David

2010-08-01

Science education standards place a high priority on promoting the skills and dispositions associated with inquiry at all levels of learning. Yet, the questions teachers employ to foster sustained reasoning are most likely borrowed from a textbook, lab manual, or worksheet. Such generic questions generated for a mass audience, lack authenticity and contextual cues that allow learners to immediately appreciate a question’s relevance. Teacher queries intended to motivate, guide, and foster learning through inquiry are known as focus questions. This theoretical article draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

Questioning the Questions

ERIC Educational Resources Information Center

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

2010-01-01

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

Delivery of QTIiv2 Question Types

ERIC Educational Resources Information Center

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

2009-01-01

The IMS Question and Test Interoperability (QTI) standard identifies 16 different question types which may be used in online assessment. While some partial implementations exist, the R2Q2 project has developed a complete solution that renders and responds to all 16 question types as specified. In addition, care has been taken in the R2Q2 project…

Top 10 Research Questions Related to Teaching Games for Understanding

PubMed Central

Memmert, Daniel; Almond, Len; Bunker, David; Butler, Joy; Fasold, Frowin; Griffin, Linda; Hillmann, Wolfgang; Hüttermann, Stefanie; Klein-Soetebier, Timo; König, Stefan; Nopp, Stephan; Rathschlag, Marco; Schul, Karsten; Schwab, Sebastian; Thorpe, Rod; Furley, Philip

2015-01-01

In this article, we elaborate on 10 current research questions related to the “teaching games for understanding” (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches’ learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools. PMID:26452580

Top 10 Research Questions Related to Teaching Games for Understanding.

PubMed

Memmert, Daniel; Almond, Len; Bunker, David; Butler, Joy; Fasold, Frowin; Griffin, Linda; Hillmann, Wolfgang; Hüttermann, Stefanie; Klein-Soetebier, Timo; König, Stefan; Nopp, Stephan; Rathschlag, Marco; Schul, Karsten; Schwab, Sebastian; Thorpe, Rod; Furley, Philip

2015-01-01

In this article, we elaborate on 10 current research questions related to the "teaching games for understanding" (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches' learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools.

A Study of Novice Instructors' Questioning Techniques and Classroom Discourse Surrounding Those Questions

ERIC Educational Resources Information Center

Roach, Kitty Lane

2015-01-01

The goals of this dissertation were to examine how novice calculus teachers used questions in their classrooms, how those questions and their use might change after video case-based course coordination, and what evidence of influence on student learning might be seen in undergraduate student achievement. This research focused on one way to elicit…

What Makes a Scientific Research Question Worth Investigating? Students' Epistemic Criteria and Considerations of Contribution

ERIC Educational Resources Information Center

Berson, Eric Bruckner

2012-01-01

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…

Multipurpose Grants to States and Tribes Frequent Questions

EPA Pesticide Factsheets

These are Frequently Asked Questions about the grant guidance to states and tribes for FY 2016 multipurpose grant funding. EPA will add additional questions and answers as more questions come into the agency.

Variational neuroethology: Answering further questions. Reply to comments on "Answering Schrödinger's question: A free-energy formulation"

NASA Astrophysics Data System (ADS)

Ramstead, Maxwell J. D.; Badcock, Paul B.; Friston, Karl J.

2018-03-01

First and foremost, we sincerely thank our commentators for their incisive and thought-provoking responses [1-14] to our metatheory of living systems; namely, variational neuroethology (VNE) [15]. We appreciated the critical insights, questions, suggestions, and proposals for future research. We were also pleased to see signs of a fruitful dialectic between different perspectives - unexpectedly, some of our commentators addressed others' questions and concerns; suggesting that VNE might enable productive scientific discourse and inspire new, multidisciplinary research questions. There were also friendly critics, who helpfully questioned the coherence and validity of VNE, and motivated us to revisit key issues.

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

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2009

2009-01-01

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…

The Research on Strategies of College English Teachers Classroom Questioning

ERIC Educational Resources Information Center

Wangru, Cao

2016-01-01

Questioning is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to output information, to convey information and to obtain feedback from students. Teachers can also use it to communicate with their students. Effective questioning in class can encourage…

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

ERIC Educational Resources Information Center

Miller, C. C.; And Others

1982-01-01

Brief analyses are provided of presentations made 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.…

48 CFR 1852.235-74 - Additional Reports of Work-Research and Development.

Code of Federal Regulations, 2013 CFR

2013-10-01

...-Research and Development. 1852.235-74 Section 1852.235-74 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.235-74 Additional Reports of Work—Research and Development. As prescribed in 1835.070(e), insert a clause substantially the same as the following: Additional Reports of Work—Research...

48 CFR 1852.235-74 - Additional Reports of Work-Research and Development.

Code of Federal Regulations, 2010 CFR

2010-10-01

...-Research and Development. 1852.235-74 Section 1852.235-74 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.235-74 Additional Reports of Work—Research and Development. As prescribed in 1835.070(e), insert a clause substantially the same as the following: Additional Reports of Work—Research...

48 CFR 1852.235-74 - Additional Reports of Work-Research and Development.

Code of Federal Regulations, 2014 CFR

2014-10-01

...-Research and Development. 1852.235-74 Section 1852.235-74 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.235-74 Additional Reports of Work—Research and Development. As prescribed in 1835.070(e), insert a clause substantially the same as the following: Additional Reports of Work—Research...

48 CFR 1852.235-74 - Additional Reports of Work-Research and Development.

Code of Federal Regulations, 2012 CFR

2012-10-01

...-Research and Development. 1852.235-74 Section 1852.235-74 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.235-74 Additional Reports of Work—Research and Development. As prescribed in 1835.070(e), insert a clause substantially the same as the following: Additional Reports of Work—Research...

48 CFR 1852.235-74 - Additional Reports of Work-Research and Development.

Code of Federal Regulations, 2011 CFR

2011-10-01

...-Research and Development. 1852.235-74 Section 1852.235-74 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.235-74 Additional Reports of Work—Research and Development. As prescribed in 1835.070(e), insert a clause substantially the same as the following: Additional Reports of Work—Research...

How Does One “Open” Science? Questions of Value in Biological Research

PubMed Central

Levin, Nadine

2016-01-01

Open Science policies encourage researchers to disclose a wide range of outputs from their work, thus codifying openness as a specific set of research practices and guidelines that can be interpreted and applied consistently across disciplines and geographical settings. In this paper, we argue that this “one-size-fits-all” view of openness sidesteps key questions about the forms, implications, and goals of openness for research practice. We propose instead to interpret openness as a dynamic and highly situated mode of valuing the research process and its outputs, which encompasses economic as well as scientific, cultural, political, ethical, and social considerations. This interpretation creates a critical space for moving beyond the economic definitions of value embedded in the contemporary biosciences landscape and Open Science policies, and examining the diversity of interests and commitments that affect research practices in the life sciences. To illustrate these claims, we use three case studies that highlight the challenges surrounding decisions about how––and how best––to make things open. These cases, drawn from ethnographic engagement with Open Science debates and semistructured interviews carried out with UK-based biologists and bioinformaticians between 2013 and 2014, show how the enactment of openness reveals judgments about what constitutes a legitimate intellectual contribution, for whom, and with what implications. PMID:28232768

The Impact of Political Context on the Questions Asked and Answered: The Evolution of Education Research on Racial Inequality

ERIC Educational Resources Information Center

Wells, Amy Stuart; Roda, Allison

2016-01-01

This chapter examines how the larger political context and policies enacted at different points in American history have affected the questions education researchers asked and answered. The authors argue that while education researchers are often quick to consider how their research should shape policy, they are less likely to contemplate the…

A diaper bank and home visiting partnership: Initial exploration of research and policy questions.

PubMed

Sadler, Lois S; Condon, Eileen M; Deng, Shirley Z; Ordway, Monica Roosa; Marchesseault, Crista; Miller, Andrea; Alfano, Janet Stolfi; Weir, Alison M

2018-03-01

The cost of diapering an infant can place a significant financial strain on families living in poverty. Partnerships between diaper banks and home visiting programs for young families may offer an innovative solution to expanding the reach and impact of diaper banks in low-income communities. The purpose of this pilot study was to uncover preliminary information about the functions of diaper distribution through home visiting programs, and to inform future research and policy questions regarding diaper distribution to families in need. In this descriptive qualitative pilot study, semi-structured interviews were conducted with 6 home visitors from Minding the Baby ® (MTB), a home visiting intervention for young parents. MTB clinicians routinely distribute diapers in partnership with The Diaper Bank in Connecticut. We used directed content analysis to code and analyze interview transcripts. These preliminary findings indicate that partnerships between home visiting programs and diaper banks may benefit families by improving diaper access, reducing stigma, and fostering trusting relationships with home visitors. Home visiting program benefits including engagement or re-engagement with families may need to be balanced with potential effects on clinical and therapeutic relationships. Recommendations for next steps in research and related policy questions are discussed. © 2017 Wiley Periodicals, Inc.

A diaper bank and home visiting partnership: Initial exploration of research and policy questions

PubMed Central

Sadler, Lois S.; Condon, Eileen M.; Deng, Shirley Z.; Ordway, Monica Roosa; Marchesseault, Crista; Miller, Andrea; Alfano, Janet Stolfi; Weir, Alison M.

2018-01-01

Objectives The cost of diapering an infant can place a significant financial strain on families living in poverty. Partnerships between diaper banks and home visiting programs for young families may offer an innovative solution to expanding the reach and impact of diaper banks in low-income communities. The purpose of this pilot study was to uncover preliminary information about the functions of diaper distribution through home visiting programs, and to inform future research and policy questions regarding diaper distribution to families in need. Design and Sample In this descriptive qualitative pilot study, semi-structured interviews were conducted with 6 home visitors from Minding the Baby® (MTB), a home visiting intervention for young parents. MTB clinicians routinely distribute diapers in partnership with The Diaper Bank in Connecticut. We used directed content analysis to code and analyze interview transcripts. Results/Conclusion These preliminary findings indicate that partnerships between home visiting programs and diaper banks may benefit families by improving diaper access, reducing stigma, and fostering trusting relationships with home visitors. Home visiting program benefits including engagement or re-engagement with families may need to be balanced with potential effects on clinical and therapeutic relationships. Recommendations for next steps in research and related policy questions are discussed. PMID:29235668

Questioning Many Mysteries

NASA Astrophysics Data System (ADS)

Martin, Sara F.

2015-04-01

The first section of this memoir queries my formative years. Indirectly I address the question, did my childhood and early years make a difference in my choice of career? Why and how did I begin my journey to becoming a scientist? Did I choose the field of solar astronomy or did circumstances dictate it for me? In the second section, I travel through my work environments and experiences, talking about interactions and aspects of being a scientist that do not appear in our research papers. What parts of my research were happenstances and what parts did I plan? What does it feel like to be on scientific quests? Using examples in my journey, I also turn to questions that have intrigued me throughout my sojourn as a solar astronomer. How do scientific discoveries come about? What factors lead to little discoveries? And what factors lead to major exciting discoveries? Are there timely questions we do not think to ask? How can small, seemingly scattered pieces of knowledge suddenly coalesce into a deeper understanding - what is called the "Aha!" experience - the times when our mental light switches on, and with child-like wonder we behold a "big picture"?

Provocative Questions in Cancer: NCI Seminar

Cancer.gov

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

Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question

PubMed Central

Blikstad‐Balas, Marte

2017-01-01

Abstract All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an 8‐week collaborative research period, students posed their own research question, attempted to answer it by systematically testing hypotheses, discussing findings, presenting their conclusions, and documenting their process in a written report. Drawing on the perspectives of New Literacy Studies—which sees literacy as socially situated—we analyze the purpose of all the 21 participating students’ texts (n = 344). Video observations and interviews with students are used to contextualize the writing events. We find that the students chose to write multiple kinds of texts for a variety of purposes. Analyzing purpose and the context, three stages of socialization into scientific writing is revealed, ranging from what the students write on their own initiative, via texts written through challenges to demanding research tasks scaffolded through writing instructions given by the teacher. Further, the students emphasized the relevance of both the research experience and the writing to their future adult life. PMID:29540938

Synthesizing models useful for ecohydrology and ecohydraulic approaches: An emphasis on integrating models to address complex research questions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brewer, Shannon K.; Worthington, Thomas A.; Mollenhauer, Robert

Ecohydrology combines empiricism, data analytics, and the integration of models to characterize linkages between ecological and hydrological processes. A challenge for practitioners is determining which models best generalizes heterogeneity in hydrological behaviour, including water fluxes across spatial and temporal scales, integrating environmental and socio–economic activities to determine best watershed management practices and data requirements. We conducted a literature review and synthesis of hydrologic, hydraulic, water quality, and ecological models designed for solving interdisciplinary questions. We reviewed 1,275 papers and identified 178 models that have the capacity to answer an array of research questions about ecohydrology or ecohydraulics. Of these models,more » 43 were commonly applied due to their versatility, accessibility, user–friendliness, and excellent user–support. Forty–one of 43 reviewed models were linked to at least 1 other model especially: Water Quality Analysis Simulation Program (linked to 21 other models), Soil and Water Assessment Tool (19), and Hydrologic Engineering Center's River Analysis System (15). However, model integration was still relatively infrequent. There was substantial variation in model applications, possibly an artefact of the regional focus of research questions, simplicity of use, quality of user–support efforts, or a limited understanding of model applicability. Simply increasing the interoperability of model platforms, transformation of models to user–friendly forms, increasing user–support, defining the reliability and risk associated with model results, and increasing awareness of model applicability may promote increased use of models across subdisciplines. Furthermore, the current availability of models allows an array of interdisciplinary questions to be addressed, and model choice relates to several factors including research objective, model complexity, ability to link to other models

Synthesizing models useful for ecohydrology and ecohydraulic approaches: An emphasis on integrating models to address complex research questions

USGS Publications Warehouse

Brewer, Shannon K.; Worthington, Thomas; Mollenhauer, Robert; Stewart, David; McManamay, Ryan; Guertault, Lucie; Moore, Desiree

2018-01-01

Ecohydrology combines empiricism, data analytics, and the integration of models to characterize linkages between ecological and hydrological processes. A challenge for practitioners is determining which models best generalizes heterogeneity in hydrological behaviour, including water fluxes across spatial and temporal scales, integrating environmental and socio‐economic activities to determine best watershed management practices and data requirements. We conducted a literature review and synthesis of hydrologic, hydraulic, water quality, and ecological models designed for solving interdisciplinary questions. We reviewed 1,275 papers and identified 178 models that have the capacity to answer an array of research questions about ecohydrology or ecohydraulics. Of these models, 43 were commonly applied due to their versatility, accessibility, user‐friendliness, and excellent user‐support. Forty‐one of 43 reviewed models were linked to at least 1 other model especially: Water Quality Analysis Simulation Program (linked to 21 other models), Soil and Water Assessment Tool (19), and Hydrologic Engineering Center's River Analysis System (15). However, model integration was still relatively infrequent. There was substantial variation in model applications, possibly an artefact of the regional focus of research questions, simplicity of use, quality of user‐support efforts, or a limited understanding of model applicability. Simply increasing the interoperability of model platforms, transformation of models to user‐friendly forms, increasing user‐support, defining the reliability and risk associated with model results, and increasing awareness of model applicability may promote increased use of models across subdisciplines. Nonetheless, the current availability of models allows an array of interdisciplinary questions to be addressed, and model choice relates to several factors including research objective, model complexity, ability to link to other models, and

Synthesizing models useful for ecohydrology and ecohydraulic approaches: An emphasis on integrating models to address complex research questions

DOE PAGES

Brewer, Shannon K.; Worthington, Thomas A.; Mollenhauer, Robert; ...

2018-04-06

Ecohydrology combines empiricism, data analytics, and the integration of models to characterize linkages between ecological and hydrological processes. A challenge for practitioners is determining which models best generalizes heterogeneity in hydrological behaviour, including water fluxes across spatial and temporal scales, integrating environmental and socio–economic activities to determine best watershed management practices and data requirements. We conducted a literature review and synthesis of hydrologic, hydraulic, water quality, and ecological models designed for solving interdisciplinary questions. We reviewed 1,275 papers and identified 178 models that have the capacity to answer an array of research questions about ecohydrology or ecohydraulics. Of these models,more » 43 were commonly applied due to their versatility, accessibility, user–friendliness, and excellent user–support. Forty–one of 43 reviewed models were linked to at least 1 other model especially: Water Quality Analysis Simulation Program (linked to 21 other models), Soil and Water Assessment Tool (19), and Hydrologic Engineering Center's River Analysis System (15). However, model integration was still relatively infrequent. There was substantial variation in model applications, possibly an artefact of the regional focus of research questions, simplicity of use, quality of user–support efforts, or a limited understanding of model applicability. Simply increasing the interoperability of model platforms, transformation of models to user–friendly forms, increasing user–support, defining the reliability and risk associated with model results, and increasing awareness of model applicability may promote increased use of models across subdisciplines. Furthermore, the current availability of models allows an array of interdisciplinary questions to be addressed, and model choice relates to several factors including research objective, model complexity, ability to link to other models

Patient-centered prioritization of bladder cancer research.

PubMed

Smith, Angela B; Chisolm, Stephanie; Deal, Allison; Spangler, Alejandra; Quale, Diane Z; Bangs, Rick; Jones, J Michael; Gore, John L

2018-05-04

Patient-centered research requires the meaningful involvement of patients and caregivers throughout the research process. The objective of this study was to create a process for sustainable engagement for research prioritization within oncology. From December 2014 to 2016, a network of engaged patients for research prioritization was created in partnership with the Bladder Cancer Advocacy Network (BCAN): the BCAN Patient Survey Network (PSN). The PSN leveraged an online bladder cancer community with additional recruitment through print advertisements and social media campaigns. Prioritized research questions were developed through a modified Delphi process and were iterated through multidisciplinary working groups and a repeat survey. In year 1 of the PSN, 354 patients and caregivers responded to the research prioritization survey; the number of responses increased to 1034 in year 2. The majority of respondents had non-muscle-invasive bladder cancer (NMIBC), and the mean time since diagnosis was 5 years. Stakeholder-identified questions for noninvasive, invasive, and metastatic disease were prioritized by the PSN. Free-text questions were sorted with thematic mapping. Several questions submitted by respondents were among the prioritized research questions. A final prioritized list of research questions was disseminated to various funding agencies, and a highly ranked NMIBC research question was included as a priority area in the 2017 Patient-Centered Outcomes Research Institute announcement of pragmatic trial funding. Patient engagement is needed to identify high-priority research questions in oncology. The BCAN PSN provides a successful example of an engagement infrastructure for annual research prioritization in bladder cancer. The creation of an engagement network sets the groundwork for additional phases of engagement, including design, conduct, and dissemination. Cancer 2018. © 2018 American Cancer Society. © 2018 American Cancer Society.

Prereading Questions and Online Text Comprehension

ERIC Educational Resources Information Center

Lewis, Mark Rose; Mensink, Michael C.

2012-01-01

Prereading questions can be an effective tool for directing students' learning. However, it is not always clear what the online effects of a set of prereading questions will be. In two experiments, this study investigated whether readers direct additional attention to and learn more from sentences that are potentially relevant to a set of…

Screening for depression with a brief questionnaire in a primary care setting: validation of the two questions with help question (Malay version).

PubMed

Mohd-Sidik, Sherina; Arroll, Bruce; Goodyear-Smith, Felicity; Zain, Azhar M D

2011-01-01

To determine the diagnostic accuracy of the two questions with help question (TQWHQ) in the Malay language. The two questions are case-finding questions on depression, and a question on whether help is needed was added to increase the specificity of the two questions. This cross sectional validation study was conducted in a government funded primary care clinic in Malaysia. The participants included 146 consecutive women patients receiving no psychotropic drugs and who were Malay speakers. The main outcome measures were sensitivity, specificity, and likelihood ratios of the two questions and help question. The two questions showed a sensitivity of 99% (95% confidence interval 88% to 99.9%) and a specificity of 70% (62% to 78%), respectively. The likelihood ratio for a positive test was 3.3 (2.5 to 4.5) and the likelihood ratio for a negative test was 0.01 (0.00 to 0.57). The addition of the help question to the two questions increased the specificity to 95% (89% to 98%). The two qeustions on depression detected most cases of depression in this study. The questions have the advantage of brevity. The addition of the help question increased the specificity of the two questions. Based on these findings, the TQWHQ can be strongly recommended for detection of depression in government primary care clnics in Malaysia. Translation did not apear to affect the validity of the TQWHQ.

Top 10 Research Questions Related to Preventing Sudden Death in Sport and Physical Activity.

PubMed

Katch, Rachel K; Scarneo, Samantha E; Adams, William M; Armstrong, Lawrence E; Belval, Luke N; Stamm, Julie M; Casa, Douglas J

2017-09-01

Participation in organized sport and recreational activities presents an innate risk for serious morbidity and mortality. Although death during sport or physical activity has many causes, advancements in sports medicine and evidence-based standards of care have allowed clinicians to prevent, recognize, and treat potentially fatal injuries more effectively. With the continual progress of research and technology, current standards of care are evolving to enhance patient outcomes. In this article, we provided 10 key questions related to the leading causes and treatment of sudden death in sport and physical activity, where future research will support safer participation for athletes and recreational enthusiasts. The current evidence indicates that most deaths can be avoided when proper strategies are in place to prevent occurrence or provide optimal care.

Lifespan Engagement and the Question of Relevance: Challenges for Music Education Research in the Twenty-First Century

ERIC Educational Resources Information Center

Myers, David

2008-01-01

The scope of music education research has expanded significantly over the last 50 years. Nevertheless, many studies remain atomistic, with limited contexts for questions, methods, findings and implications. Such approaches may seek to validate instructional strategies within an established music education system, rather than developing a continuum…

Unanswered questions in ecology.

PubMed Central

May, R

1999-01-01

This is very much a personal view of what I think are some of the most important unanswered questions in ecology. That is, these are the questions that I expect will be high on the research agenda over the coming century. The list is organized hierarchically, beginning with questions at the level of individual populations, and progressing through interacting populations to entire communities or ecosystems. I will try to guess both at possible advances in basic knowledge and at potential applications. The only thing that is certain about this view of the future is that much of it will surely turn out to be wrong, and many of the most interesting future developments will be quite unforeseen. PMID:10670015

The Role Of Gender In Asking Questions At Cool Stars 18 And 19

NASA Astrophysics Data System (ADS)

Schmidt, Sarah J.; Douglas, Stephanie; Gosnell, Natalie M.; Muirhead, Philip S.; Booth, Rachel S.; Davenport, James R. A.; Mace, Gregory N.

2016-12-01

We examine the gender balance of the 18th and 19th meetings of the Cambridge Workshop on Cool Stellar Systems and the Sun (CS18 and CS19). The percent of female attendees at both meetings (31% at CS18 and 37% at CS19) was higher than the percent of women in the American Astronomical Society (25%) and the International Astronomical Union (18%). The representation of women in Cool Stars as SOC members, invited speakers, and contributed speakers was similar to or exceeded the percent of women attending the meetings. We requested that conference attendees assist in a project to collect data on the gender of astronomers asking questions after talks. Using this data, we found that men were over-represented (and women were under-represented) in the question sessions after each talk. Men asked 79% of the questions at CS18 and 75% of the questions at CS19, but were 69% and 63% of the attendees respectively. Contrary to findings from previous conferences, we did not find that the gender balance of questions was strongly affected by the session chair gender, the speaker gender, or the length of the question period. We also found that female and male speakers were asked a comparable number of questions after each talk. The contrast of these results from previous incarnations of the gender questions survey indicate that more data would be useful in understanding the factors that contribute to the gender balance of question askers. We include a preliminary set of recommendations based on this and other work on related topics, but also advocate for additional research on the demographics of conference participants. Additional data on the intersection of gender with race, seniority, sexual orientation, ability and other marginalized identities is necessary to fully address the role of gender in asking questions at conferences.

How Asking a Very Basic Research Question Led Us to a Model for at Least Three Diseases | Poster

Cancer.gov

By Howard Young Editor’s note: This article is adapted from Dr. Young’s January 12, 2015, post to the I am Intramural Blog of the Intramural Research Program. When I started this project, it was not my objective to develop a model for any specific disease, nor did I even suspect that the ultimate result would be some insight into autoimmune disease. The basic research question

Internet delivered question and answer column for patients with schizophrenia.

PubMed

Maijala, Riikka; Anttila, Minna; Koivunen, Marita; Pitkänen, Anneli; Kuosmanen, Lauri; Välimäki, Maritta

2015-01-01

The purpose of this study was to describe the use of an Internet delivered question and answer column among patients with schizophrenia. The column was developed for research purposes. The study sample consisted of patients (N = 100) admitted to acute inpatient psychiatric care in two hospital districts. Descriptive data were collected from the column to which a nurse replied within 3 days and analysed using qualitative content analysis. The column had four to five questions weekly. The most common age of users was 18-24 years, and the gender distribution was almost equal. Column use was heaviest among students (44%) and least among unemployed people (19%). Out of 85 questions or comments sent to the column, 25 (29%) were related to program training and the remaining 60 (71%) were related to medication (31%), illness and tests (25%), other questions or comments (9%), daily life and coping with it (4%), and places to receive treatment (2%). An Internet delivered question and answer column can be included in the care of patients with schizophrenia. However, it requires a new type of basic and additional education in the field of mental health care in order for nurses to be able to provide nursing via the Internet forum.

76 FR 14562 - Federal Acquisition Regulation; Additional Requirements for Market Research

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-16

... circumstances and entry of new businesses, on- going market research is not a waste of manpower and taxpayers..., Sequence 1] RIN 9000-AL50 Federal Acquisition Regulation; Additional Requirements for Market Research..., Market Research, of the National Defense Authorization Act for Fiscal Year 2008. Section 826 requires the...

Upgrading the Research Paper toward "Real Writing" by Using Prewriting Ploys, Critical Probe-Questions, and Audience-Relating.

ERIC Educational Resources Information Center

Beck, James

Prewriting, critical probe questions, and post-writing-recasting for plural audiences-(audience-relating) are three tactics that can be used in research paper instruction to help college students gain skill in "real world" writing and in critical assessment of issues and evidence. The prewriting tactics of freewriting, listing specifics,…

Grand Research Questions in the Solid-Earth Sciences Final Scientific/Technical Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Linn, Anne M.

2008-12-03

Over the past three decades, Earth scientists have made great strides in understanding our planet’s workings and history. Yet this progress has served principally to lay bare more fundamental questions about the Earth. Expanding knowledge is generating new questions, while innovative technologies and new partnerships with other sciences provide new paths toward answers. A National Academies committee was established to frame some of the great intellectual challenges inherent in the study of the Earth and planets. The goal was to focus on science, not implementation issues, such as facilities or recommendations aimed at specific agencies. The committee canvassed the geologicalmore » community and deliberated at length to arrive at 10 questions: 1. How did Earth and other planets form? 2. What happened during Earth’s “dark age” (the first 500 million years)? 3. How did life begin? 4. How does Earth’s interior work, and how does it affect the surface? 5. Why does Earth have plate tectonics and continents? 6. How are Earth processes controlled by material properties? 7. What causes climate to change—and how much can it change? 8. How has life shaped Earth—and how has Earth shaped life? 9. Can earthquakes, volcanic eruptions, and their consequences be predicted? 10. How do fluid flow and transport affect the human environment? Written for graduate students, colleagues in sister disciplines, and program managers funding Earth and planetary science research, the report describes where the field stands, how it got there, and where it might be headed. Our hope is that the report will spark new interest in and support for the field by showing how Earth science can contribute to a wide range of issues—including some not always associated with the solid Earth—from the formation of the solar system to climate change to the origin of life. Its reach goes beyond the United States; the report is being translated into Chinese and distributed in China.« less

How Tom Moon's research highlighted the question of glucose tolerance in carnivorous fish.

PubMed

Polakof, S; Panserat, S

2016-09-01

Fifteen years ago, Tom Moon wrote a review on this journal in order to propose some explanations to the exacerbated glycaemic response after a glucose load or a carbohydrate meal intake observed in fish, the so-called intolerance to glucose. Before, but in most of cases after this paper, several laboratories worldwide started to make important efforts in order to better understand this strange phenotype observed in fish and that so far seemed to belong to diabetic humans only. Tom had been worked on fish metabolism for at least 30years when he proposed that mini-review and the paths opened by him in 2001 were followed by tens of fish researchers, making this paper a breaking point on the field. Fifteen years later, we propose not only to have a look to the answers given to the questions rose in that paper, but also to summarize how his career over all these years impacted the domain of glucose metabolism in fish. In the review, we will show how Tom Moon analysed at different levels (from genes up to the whole organism), using distinct experimental tools (cells, hormone or glucose injection, pumps, drugs) the questions of glucose metabolism, tolerance and nutrition in fish species. Copyright © 2015 Elsevier Inc. All rights reserved.

Multipurpose Grants to States and Tribes Frequent Questions PDF version

EPA Pesticide Factsheets

These are frequently asked questions about the grant guidance to states and tribes for FY 2016 multipurpose grant funding. EPA will add additional questions and answers as more questions come into the agency.

What Questions Should I Ask My Doctor?

MedlinePlus

... Trials Database Supporting Research Raising Awareness Our Blog Patient Education Pancreas News Basics of Pancreatic Cancer FAQs The ... Detection- Goggins Lab Sol Goldman Center Discussion Board Patient Education / Basics of Pancreatic Cancer Questions What questions should ...

Core questions in domestication research

PubMed Central

Zeder, Melinda A.

2015-01-01

The domestication of plants and animals is a key transition in human history, and its profound and continuing impacts are the focus of a broad range of transdisciplinary research spanning the physical, biological, and social sciences. Three central aspects of domestication that cut across and unify this diverse array of research perspectives are addressed here. Domestication is defined as a distinctive coevolutionary, mutualistic relationship between domesticator and domesticate and distinguished from related but ultimately different processes of resource management and agriculture. The relative utility of genetic, phenotypic, plastic, and contextual markers of evolving domesticatory relationships is discussed. Causal factors are considered, and two leading explanatory frameworks for initial domestication of plants and animals, one grounded in optimal foraging theory and the other in niche-construction theory, are compared. PMID:25713127

HOW PEOPLE RESPOND TO CONTINGENT VALUATION QUESTIONS

EPA Science Inventory

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

The Effects of Adjunct Questions on Prose Learning.

ERIC Educational Resources Information Center

Hamaker, Christiaan

1986-01-01

The research literature on the effects of factual and higher order adjunct questions is reviewed. The influence of 13 design variables on the direction and size of adjunct-questions effects is investigated. It is indicated that higher order adjunct questions may have a more general facilitative effect. (Author/JAZ)

Question analysis for Indonesian comparative question

NASA Astrophysics Data System (ADS)

Saelan, A.; Purwarianti, A.; Widyantoro, D. H.

2017-01-01

Information seeking is one of human needs today. Comparing things using search engine surely take more times than search only one thing. In this paper, we analyzed comparative questions for comparative question answering system. Comparative question is a question that comparing two or more entities. We grouped comparative questions into 5 types: selection between mentioned entities, selection between unmentioned entities, selection between any entity, comparison, and yes or no question. Then we extracted 4 types of information from comparative questions: entity, aspect, comparison, and constraint. We built classifiers for classification task and information extraction task. Features used for classification task are bag of words, whether for information extraction, we used lexical, 2 previous and following words lexical, and previous label as features. We tried 2 scenarios: classification first and extraction first. For classification first, we used classification result as a feature for extraction. Otherwise, for extraction first, we used extraction result as features for classification. We found that the result would be better if we do extraction first before classification. For the extraction task, classification using SMO gave the best result (88.78%), while for classification, it is better to use naïve bayes (82.35%).

Respecifying Display Questions: Interactional Resources for Language Teaching

ERIC Educational Resources Information Center

Lee, Yo-An

2006-01-01

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

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions across the Inquiry Continuum

ERIC Educational Resources Information Center

Biggers, Mandy

2018-01-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in…

SPECIFIC QUESTION OF RADIATION PROTECTION IN RESEARCH INSTITUTIONS AND TECHNICAL PLANTS (in German)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jaeger, R.G.

1958-01-01

After characteristical dates on the special situation of research laboratories on one side and technical plants on the other side in relation to radiation protection are discussed, some technical questions are dealt with that are especially related to the use of rays by these two groups. In this aspect also such technical work is to be included as is still somewhat marginal for today-s considerations, as for instance the extraction and the dressing of uranium as well as the measures taken in relation to accidents that may occur with the usual routine work with radioactive material. The necessity of startingmore » the building up of an ample organization for protection against radiation is then discussed. (auth)« less

Ordered questions bias eyewitnesses and jurors.

PubMed

Michael, Robert B; Garry, Maryanne

2016-04-01

Eyewitnesses play an important role in the justice system. But suggestive questioning can distort eyewitness memory and confidence, and these distorted beliefs influence jurors (Loftus, Learning & Memory, 12, 361-366, 2005; Penrod & Culter, Psychology, Public Policy, and Law, 1, 817-845, 1995). Recent research, however, hints that suggestion is not necessary: Simply changing the order of a set of trivia questions altered people's beliefs about their accuracy on those questions (Weinstein & Roediger, Memory & Cognition, 38, 366-376, 2010, Memory & Cognition, 40, 727-735, 2012). We wondered to what degree eyewitnesses' beliefs-and in turn the jurors who evaluate them-would be affected by this simple change to the order in which they answer questions. Across six experiments, we show that the order of questions matters. Eyewitnesses reported higher accuracy and were more confident about their memory when questions seemed initially easy, than when they seemed initially difficult. Moreover, jurors' beliefs about eyewitnesses closely matched those of the eyewitnesses themselves. These findings have implications for eyewitness metacognition and for eyewitness questioning procedures.

Beyond Information Retrieval—Medical Question Answering

PubMed Central

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

2006-01-01

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

An Examination of Music Teacher Job Interview Questions

ERIC Educational Resources Information Center

Juchniewicz, Jay

2016-01-01

The purpose of this study was to examine which interview questions principals consider most important when interviewing prospective music teachers. Additionally, data were examined to determine any differences between school grade level, school setting, or years of experience as a principal in preferences for specific interview questions.…

What Children Learn from Questioning

ERIC Educational Resources Information Center

Harris, Paul

2015-01-01

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

Validity and Realibility of Chemistry Systemic Multiple Choices Questions (CSMCQs)

ERIC Educational Resources Information Center

Priyambodo, Erfan; Marfuatun

2016-01-01

Nowadays, Rasch model analysis is used widely in social research, moreover in educational research. In this research, Rasch model is used to determine the validation and the reliability of systemic multiple choices question in chemistry teaching and learning. There were 30 multiple choices question with systemic approach for high school student…

Water-energy-food nexus: concepts, questions and methodologies

NASA Astrophysics Data System (ADS)

Li, Y.; Chen, X.; Ding, W.; Zhang, C.; Fu, G.

2017-12-01

The term of water-energy -food nexus has gained increasing attention in the research and policy making communities as the security of water, energy and food becomes severe under changing environment. Ignorance of their closely interlinkages accompanied by their availability and service may result in unforeseeable, adverse consequences. This paper comprehensively reviews the state-of-the-art in the field of water-energy-food, with a focus on concepts, research questions and methodologies. First, two types of nexus definition are compared and discussed to understand the essence of nexus research issues. Then, three kinds of nexus research questions are presented, including internal relationship analysis, external impact analysis, and evaluation of the nexus system. Five nexus modelling approaches are discussed in terms of their advantages, disadvantages and application, with an aim to identify research gaps in current nexus methods. Finally, future research areas and challenges are discussed, including system boundary, data uncertainty and modelling, underlying mechanism of nexus issues and system performance evaluation. This study helps bring research efforts together to address the challenging questions in the nexus and develop the consensus on building resilient water, energy and food systems.

Interview Questions with Bentham Scientific

NASA Technical Reports Server (NTRS)

Mather, John C.

2013-01-01

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

Does the sequence of data collection influence participants' responses to closed and open-ended questions? A methodological study.

PubMed

Covell, Christine L; Sidani, Souraya; Ritchie, Judith A

2012-06-01

The sequence used for collecting quantitative and qualitative data in concurrent mixed-methods research may influence participants' responses. Empirical evidence is needed to determine if the order of data collection in concurrent mixed methods research biases participants' responses to closed and open-ended questions. To examine the influence of the quantitative-qualitative sequence on responses to closed and open-ended questions when assessing the same variables or aspects of a phenomenon simultaneously within the same study phase. A descriptive cross-sectional, concurrent mixed-methods design was used to collect quantitative (survey) and qualitative (interview) data. The setting was a large multi-site health care centre in Canada. A convenience sample of 50 registered nurses was selected and participated in the study. Participants were randomly assigned to one of two sequences for data collection, quantitative-qualitative or qualitative-quantitative. Independent t-tests were performed to compare the two groups' responses to the survey items. Directed content analysis was used to compare the participants' responses to the interview questions. The sequence of data collection did not greatly affect the participants' responses to the closed-ended questions (survey items) or the open-ended questions (interview questions). The sequencing of data collection, when using both survey and semi-structured interviews, may not bias participants' responses to closed or open-ended questions. Additional research is required to confirm these findings. Copyright © 2011 Elsevier Ltd. All rights reserved.

Some direct and generalized effects of replacing an autistic man's echolalia with correct responses to questions.

PubMed

McMorrow, M J; Foxx, R M

1986-01-01

We extended the use of operant procedures to decrease immediate echolalia and increase the appropriate responding to questions of a 21-year-old autistic man. Three experiments were conducted in which the overall plan was to encourage the subject to remain quiet before, during, and after the presentation of questions and teach him to use environmental cues (i.e., word cards or a model's responses) to increase the likelihood of responding correctly. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus-specific responses. In addition, there were a variety of generalized improvements in the subject's verbal responses to questions. The procedures and results are contrasted to previous research in an attempt to explain the encouraging findings.

Feedstock powder processing research needs for additive manufacturing development

DOE PAGES

Anderson, Iver E.; White, Emma M. H.; Dehoff, Ryan

2018-02-01

Additive manufacturing (AM) promises to redesign traditional manufacturing by enabling the ultimate in agility for rapid component design changes in commercial products and for fabricating complex integrated parts. Here, by significantly increasing quality and yield of metallic alloy powders, the pace for design, development, and deployment of the most promising AM approaches can be greatly accelerated, resulting in rapid commercialization of these advanced manufacturing methods. By successful completion of a critical suite of processing research tasks that are intended to greatly enhance gas atomized powder quality and the precision and efficiency of powder production, researchers can help promote continued rapidmore » growth of AM. Finally, other powder-based or spray-based advanced manufacturing methods could also benefit from these research outcomes, promoting the next wave of sustainable manufacturing technologies for conventional and advanced materials.« less

Feedstock powder processing research needs for additive manufacturing development

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson, Iver E.; White, Emma M. H.; Dehoff, Ryan

Additive manufacturing (AM) promises to redesign traditional manufacturing by enabling the ultimate in agility for rapid component design changes in commercial products and for fabricating complex integrated parts. Here, by significantly increasing quality and yield of metallic alloy powders, the pace for design, development, and deployment of the most promising AM approaches can be greatly accelerated, resulting in rapid commercialization of these advanced manufacturing methods. By successful completion of a critical suite of processing research tasks that are intended to greatly enhance gas atomized powder quality and the precision and efficiency of powder production, researchers can help promote continued rapidmore » growth of AM. Finally, other powder-based or spray-based advanced manufacturing methods could also benefit from these research outcomes, promoting the next wave of sustainable manufacturing technologies for conventional and advanced materials.« less

Student questions in urban middle school science communities of practice

NASA Astrophysics Data System (ADS)

Groome, Meghan

This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate

Imagining Education: An Arendtian Response to an Inmate's Question

ERIC Educational Resources Information Center

Meyer, Karen Ann; Fels, Lynn

2013-01-01

This article responds to a "what-if" question regarding education, raised by a woman inmate. Emerging in the midst of a research project with women in prison, the unexpected question haunts the two authors, both educational researchers, who in turn reconsider education's role in difficult circumstances. For guidance, the authors turn to…

Explaining errors in children's questions.

PubMed

Rowland, Caroline F

2007-07-01

The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection, Journal of Child Language, 29, 813-842], questions with auxiliary DO attracted higher error rates than those with modal auxiliaries. However, in wh-questions, questions with modals and DO attracted equally high error rates, and these findings could not be explained in terms of problems forming questions with why or negated auxiliaries. It was concluded that the data might be better explained in terms of a constructivist account that suggests that entrenched item-based constructions may be protected from error in children's speech, and that errors occur when children resort to other operations to produce questions [e.g. Dabrowska, E. (2000). From formula to schema: the acquisition of English questions. Cognitive Liguistics, 11, 83-102; Rowland, C. F. & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181; Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press]. However, further work on constructivist theory development is required to allow researchers to make predictions about the nature of these operations.

Birds: Old Questions and New.

ERIC Educational Resources Information Center

Flannery, Maura C.

2002-01-01

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

Six questions about translational due diligence.

PubMed

Selinger, Evan

2010-04-28

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

Questioning the Federal Role in Educational Research.

ERIC Educational Resources Information Center

Florio, David H.

1981-01-01

Reviews the Reagan administration's proposed budget cuts for education, educational research, and social science research. Holds that examples used to bolster the administration's criticisms of social and behavioral research come from the late 1960s/early 1970s, and ignore federally funded work currently focusing on educational practice, policy,…

Can we share questions? Performance of questions from different question banks in a single medical school.

PubMed

Freeman, Adrian; Nicholls, Anthony; Ricketts, Chris; Coombes, Lee

2010-01-01

To use progress testing, a large bank of questions is required, particularly when planning to deliver tests over a long period of time. The questions need not only to be of good quality but also balanced in subject coverage across the curriculum to allow appropriate sampling. Hence as well as creating its own questions, an institution could share questions. Both methods allow ownership and structuring of the test appropriate to the educational requirements of the institution. Peninsula Medical School (PMS) has developed a mechanism to validate questions written in house. That mechanism can be adapted to utilise questions from an International question bank International Digital Electronic Access Library (IDEAL) and another UK-based question bank Universities Medical Assessment Partnership (UMAP). These questions have been used in our progress tests and analysed for relative performance. Data are presented to show that questions from differing sources can have comparable performance in a progress testing format. There are difficulties in transferring questions from one institution to another. These include problems of curricula and cultural differences. Whilst many of these difficulties exist, our experience suggests that it only requires a relatively small amount of work to adapt questions from external question banks for effective use. The longitudinal aspect of progress testing (albeit summatively) may allow more flexibility in question usage than single high stakes exams.

Some direct and generalized effects of replacing an autistic man's echolalia with correct responses to questions.

PubMed Central

McMorrow, M J; Foxx, R M

1986-01-01

We extended the use of operant procedures to decrease immediate echolalia and increase the appropriate responding to questions of a 21-year-old autistic man. Three experiments were conducted in which the overall plan was to encourage the subject to remain quiet before, during, and after the presentation of questions and teach him to use environmental cues (i.e., word cards or a model's responses) to increase the likelihood of responding correctly. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus-specific responses. In addition, there were a variety of generalized improvements in the subject's verbal responses to questions. The procedures and results are contrasted to previous research in an attempt to explain the encouraging findings. PMID:3771422

Research Designs and Special Education Research: Different Designs Address Different Questions

ERIC Educational Resources Information Center

Cook, Bryan G.; Cook, Lysandra

2016-01-01

The aim of this article is to provide practitioners and other nonresearchers a basic understanding of research designs to aid in appropriately interpreting and applying research findings in special education. Research design provides the blueprint for conducting a research study and shapes what kind of knowledge is generated by the study. We…

How Asking a Very Basic Research Question Led Us to a Model for at Least Three Diseases | Poster

Cancer.gov

By Howard Young Editor’s note: This article is adapted from Dr. Young’s January 12, 2015, post to the I am Intramural Blog of the Intramural Research Program. When I started this project, it was not my objective to develop a model for any specific disease, nor did I even suspect that the ultimate result would be some insight into autoimmune disease. The basic research question I was asking was why there are sequences in the 3? untranslated region (3?UTR) of the interferon-gamma (IFN-gamma) mRNA that are more highly conserved than in the coding region of the gene.

Examining the Use of Facebook and Twitter as an Additional Social Space in a MOOC

ERIC Educational Resources Information Center

Liu, Min; McKelroy, Emily; Kang, Jina; Harron, Jason; Liu, Sa

2016-01-01

In this study, the researchers examined if and to what extent social media tools such as Facebook and Twitter can augment participants' learning experience in an xMOOC and offer an additional social space. Two research questions guided this inquiry: (1) What did MOOC participants consider the usefulness of the Facebook group and Twitter feed…

Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions

ERIC Educational Resources Information Center

Polly, Drew

2016-01-01

Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school…

Open Questions Limiting the Practice of Interorganizational Development.

ERIC Educational Resources Information Center

Schermerhorn, John R., Jr.

1981-01-01

Summarizes the open questions that must be answered by researchers if practioners of interorganizational development are to have adequate planning-and-action guidelines. Suggests the questions should help practitioners become more sensitive to potential action considerations that may require special thought and attention until a firmer knowledge…

Using research evidence in mental health: user-rating and focus group study of clinicians' preferences for a new clinical question-answering service.

PubMed

Barley, Elizabeth A; Murray, Joanna; Churchill, Rachel

2009-12-01

Clinicians report difficulties using research in their practices. The aim of the study was to describe needs and preferences for a mental health clinical question-answering service designed to assist this process. Multi-disciplinary clinicians participated in a focus group; users of the service supplied feedback. Fifty-four clinicians received answers to 84 questions about mental health treatments. User ratings showed that the answers had multiple uses: informing health care (43), education (22), staff development (28) and research (12), and were considered useful, clear, relevant and helpful. Focus group participants appreciated critically appraised summaries of evidence and stressed the time-saving benefit of the service. Clinicians without a medical training were least confident in applying evidence. Attitudes to research were positive, but concern was expressed about its potential misuse for political purposes. This appeared to arise from an ambiguity around the term 'insufficient evidence', which participants felt is widely misinterpreted as 'evidence of no effect'. A highly valued, responsive service has been developed. A range of clinicians find critically appraised summaries of research useful. Education about the use of research may help clinicians to be more evidence based.

The Geography of Virtual Questioning

ERIC Educational Resources Information Center

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

2009-01-01

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

Evidence-based decision-making in infectious diseases epidemiology, prevention and control: matching research questions to study designs and quality appraisal tools.

PubMed

Harder, Thomas; Takla, Anja; Rehfuess, Eva; Sánchez-Vivar, Alex; Matysiak-Klose, Dorothea; Eckmanns, Tim; Krause, Gérard; de Carvalho Gomes, Helena; Jansen, Andreas; Ellis, Simon; Forland, Frode; James, Roberta; Meerpohl, Joerg J; Morgan, Antony; Schünemann, Holger; Zuiderent-Jerak, Teun; Wichmann, Ole

2014-05-21

The Project on a Framework for Rating Evidence in Public Health (PRECEPT) was initiated and is being funded by the European Centre for Disease Prevention and Control (ECDC) to define a methodology for evaluating and grading evidence and strength of recommendations in the field of public health, with emphasis on infectious disease epidemiology, prevention and control. One of the first steps was to review existing quality appraisal tools (QATs) for individual research studies of various designs relevant to this area, using a question-based approach. Through team discussions and expert consultations, we identified 20 relevant types of public health questions, which were grouped into six domains, i.e. characteristics of the pathogen, burden of disease, diagnosis, risk factors, intervention, and implementation of intervention. Previously published systematic reviews were used and supplemented by expert consultation to identify suitable QATs. Finally, a matrix was constructed for matching questions to study designs suitable to address them and respective QATs. Key features of each of the included QATs were then analyzed, in particular in respect to its intended use, types of questions and answers, presence/absence of a quality score, and if a validation was performed. In total we identified 21 QATs and 26 study designs, and matched them. Four QATs were suitable for experimental quantitative study designs, eleven for observational quantitative studies, two for qualitative studies, three for economic studies, one for diagnostic test accuracy studies, and one for animal studies. Included QATs consisted of six to 28 items. Six of the QATs had a summary quality score. Fourteen QATs had undergone at least one validation procedure. The results of this methodological study can be used as an inventory of potentially relevant questions, appropriate study designs and QATs for researchers and authorities engaged with evidence-based decision-making in infectious disease epidemiology

Evidence-based decision-making in infectious diseases epidemiology, prevention and control: matching research questions to study designs and quality appraisal tools

PubMed Central

2014-01-01

Background The Project on a Framework for Rating Evidence in Public Health (PRECEPT) was initiated and is being funded by the European Centre for Disease Prevention and Control (ECDC) to define a methodology for evaluating and grading evidence and strength of recommendations in the field of public health, with emphasis on infectious disease epidemiology, prevention and control. One of the first steps was to review existing quality appraisal tools (QATs) for individual research studies of various designs relevant to this area, using a question-based approach. Methods Through team discussions and expert consultations, we identified 20 relevant types of public health questions, which were grouped into six domains, i.e. characteristics of the pathogen, burden of disease, diagnosis, risk factors, intervention, and implementation of intervention. Previously published systematic reviews were used and supplemented by expert consultation to identify suitable QATs. Finally, a matrix was constructed for matching questions to study designs suitable to address them and respective QATs. Key features of each of the included QATs were then analyzed, in particular in respect to its intended use, types of questions and answers, presence/absence of a quality score, and if a validation was performed. Results In total we identified 21 QATs and 26 study designs, and matched them. Four QATs were suitable for experimental quantitative study designs, eleven for observational quantitative studies, two for qualitative studies, three for economic studies, one for diagnostic test accuracy studies, and one for animal studies. Included QATs consisted of six to 28 items. Six of the QATs had a summary quality score. Fourteen QATs had undergone at least one validation procedure. Conclusions The results of this methodological study can be used as an inventory of potentially relevant questions, appropriate study designs and QATs for researchers and authorities engaged with evidence-based decision

Anthropological contributions to historical ecology: 50 questions, infinite prospects

PubMed Central

McKechnie, Iain; Ekblom, Anneli; Szabó, Péter; Lane, Paul J.; McAlvay, Alex C.; Boles, Oliver J.; Walshaw, Sarah; Petek, Nik; Gibbons, Kevin S.; Quintana Morales, Erendira; Anderson, Eugene N.; Ibragimow, Aleksandra; Podruczny, Grzegorz; Vamosi, Jana C.; Marks-Block, Tony; LeCompte, Joyce K.; Awâsis, Sākihitowin; Nabess, Carly; Sinclair, Paul; Crumley, Carole L.

2017-01-01

This paper presents the results of a consensus-driven process identifying 50 priority research questions for historical ecology obtained through crowdsourcing, literature reviews, and in-person workshopping. A deliberative approach was designed to maximize discussion and debate with defined outcomes. Two in-person workshops (in Sweden and Canada) over the course of two years and online discussions were peer facilitated to define specific key questions for historical ecology from anthropological and archaeological perspectives. The aim of this research is to showcase the variety of questions that reflect the broad scope for historical-ecological research trajectories across scientific disciplines. Historical ecology encompasses research concerned with decadal, centennial, and millennial human-environmental interactions, and the consequences that those relationships have in the formation of contemporary landscapes. Six interrelated themes arose from our consensus-building workshop model: (1) climate and environmental change and variability; (2) multi-scalar, multi-disciplinary; (3) biodiversity and community ecology; (4) resource and environmental management and governance; (5) methods and applications; and (6) communication and policy. The 50 questions represented by these themes highlight meaningful trends in historical ecology that distill the field down to three explicit findings. First, historical ecology is fundamentally an applied research program. Second, this program seeks to understand long-term human-environment interactions with a focus on avoiding, mitigating, and reversing adverse ecological effects. Third, historical ecology is part of convergent trends toward transdisciplinary research science, which erodes scientific boundaries between the cultural and natural. PMID:28235093

Anthropological contributions to historical ecology: 50 questions, infinite prospects.

PubMed

Armstrong, Chelsey Geralda; Shoemaker, Anna C; McKechnie, Iain; Ekblom, Anneli; Szabó, Péter; Lane, Paul J; McAlvay, Alex C; Boles, Oliver J; Walshaw, Sarah; Petek, Nik; Gibbons, Kevin S; Quintana Morales, Erendira; Anderson, Eugene N; Ibragimow, Aleksandra; Podruczny, Grzegorz; Vamosi, Jana C; Marks-Block, Tony; LeCompte, Joyce K; Awâsis, Sākihitowin; Nabess, Carly; Sinclair, Paul; Crumley, Carole L

2017-01-01

This paper presents the results of a consensus-driven process identifying 50 priority research questions for historical ecology obtained through crowdsourcing, literature reviews, and in-person workshopping. A deliberative approach was designed to maximize discussion and debate with defined outcomes. Two in-person workshops (in Sweden and Canada) over the course of two years and online discussions were peer facilitated to define specific key questions for historical ecology from anthropological and archaeological perspectives. The aim of this research is to showcase the variety of questions that reflect the broad scope for historical-ecological research trajectories across scientific disciplines. Historical ecology encompasses research concerned with decadal, centennial, and millennial human-environmental interactions, and the consequences that those relationships have in the formation of contemporary landscapes. Six interrelated themes arose from our consensus-building workshop model: (1) climate and environmental change and variability; (2) multi-scalar, multi-disciplinary; (3) biodiversity and community ecology; (4) resource and environmental management and governance; (5) methods and applications; and (6) communication and policy. The 50 questions represented by these themes highlight meaningful trends in historical ecology that distill the field down to three explicit findings. First, historical ecology is fundamentally an applied research program. Second, this program seeks to understand long-term human-environment interactions with a focus on avoiding, mitigating, and reversing adverse ecological effects. Third, historical ecology is part of convergent trends toward transdisciplinary research science, which erodes scientific boundaries between the cultural and natural.

Emerging Model of Questioning through the Process of Teaching and Learning Electrochemistry

ERIC Educational Resources Information Center

Iksan, Zanaton Haji; Daniel, Esther

2015-01-01

Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is…

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

NASA Technical Reports Server (NTRS)

Holloway, C. Michael; Johnson, Christopher W.

2011-01-01

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.

Toward automated consumer question answering: automatically separating consumer questions from professional questions in the healthcare domain.

PubMed

Liu, Feifan; Antieau, Lamont D; Yu, Hong

2011-12-01

Both healthcare professionals and healthcare consumers have information needs that can be met through the use of computers, specifically via medical question answering systems. However, the information needs of both groups are different in terms of literacy levels and technical expertise, and an effective question answering system must be able to account for these differences if it is to formulate the most relevant responses for users from each group. In this paper, we propose that a first step toward answering the queries of different users is automatically classifying questions according to whether they were asked by healthcare professionals or consumers. We obtained two sets of consumer questions (~10,000 questions in total) from Yahoo answers. The professional questions consist of two question collections: 4654 point-of-care questions (denoted as PointCare) obtained from interviews of a group of family doctors following patient visits and 5378 questions from physician practices through professional online services (denoted as OnlinePractice). With more than 20,000 questions combined, we developed supervised machine-learning models for automatic classification between consumer questions and professional questions. To evaluate the robustness of our models, we tested the model that was trained on the Consumer-PointCare dataset on the Consumer-OnlinePractice dataset. We evaluated both linguistic features and statistical features and examined how the characteristics in two different types of professional questions (PointCare vs. OnlinePractice) may affect the classification performance. We explored information gain for feature reduction and the back-off linguistic category features. The 10-fold cross-validation results showed the best F1-measure of 0.936 and 0.946 on Consumer-PointCare and Consumer-OnlinePractice respectively, and the best F1-measure of 0.891 when testing the Consumer-PointCare model on the Consumer-OnlinePractice dataset. Healthcare consumer

Energy-effective Grinding of Inorganic Solids Using Organic Additives.

PubMed

Mishra, Ratan K; Weibel, Martin; Müller, Thomas; Heinz, Hendrik; Flatt, Robert J

2017-08-09

We present our research findings related to new formulations of the organic additives (grinding aids) needed for the efficient grinding of inorganic solids. Even though the size reduction phenomena of the inorganic solid particles in a ball mill is purely a physical process, the addition of grinding aids in milling media introduces a complex physicochemical process. In addition to further gain in productivity, the organic additive helps to reduce the energy needed for grinding, which in the case of cement clinker has major environmental implications worldwide. This is primarily due to the tremendous amounts of cement produced and almost 30% of the associated electrical energy is consumed for grinding. In this paper, we examine the question of how to optimize these grinding aids linking molecular insight into their working mechanisms, and also how to design chemical additives of improved performance for industrial comminution.

Soliciting and Responding to Patients' Questions about Diabetes Through Online Sources.

PubMed

Crangle, Colleen E; Bradley, Colin; Carlin, Paul F; Esterhay, Robert J; Harper, Roy; Kearney, Patricia M; Lorig, Kate; McCarthy, Vera J C; McTear, Michael F; Tuttle, Mark S; Wallace, Jonathan G; Savage, Eileen

2017-03-01

When patients cannot get answers from health professionals or retain the information given, increasingly they search online for answers, with limited success. Researchers from the United States, Ireland, and the United Kingdom explored this problem for patients with type 2 diabetes mellitus (T2DM). In 2014, patients attending an outpatient clinic (UK) were asked to submit questions about diabetes. Ten questions judged representative of different types of patient concerns were selected by the researchers and submitted to search engines within trusted and vetted websites in the United States, Ireland, and the United Kingdom. Two researchers independently assessed if answers could be found in the three top-ranked documents returned at each website. The 2014 search was repeated in June, 2016, examining the two top-ranked documents returned. One hundred and sixty-four questions were collected from 120 patients during 12 outpatient clinics. Most patients had T2DM (95%). Most questions were about diabetes (N = 155) with the remainder related to clinic operation (N = 9). Of the questions on diabetes, 152 were about T2DM. The 2014 assessment found no adequate answers to the questions in 90 documents (10 questions, 3 websites, 3 top documents). In the 2016 assessment, 1 document out of 60 (10 questions, 3 websites, 2 top documents) provided an adequate answer relating to 1 of the 10 questions. Available online sources of information do not provide answers to questions from patients with diabetes. Our results highlight the urgent need to develop novel ways of providing answers to patient questions about T2DM.

Ask Questions to Encourage Questions Asked

ERIC Educational Resources Information Center

belcastro, sarah-marie

2017-01-01

We delineate some types of structured practice (modeling, requests, feedback, and space-making) that help students learn to pose appropriate questions and to initiate exploration of those questions. Developing skills requires practice, so we suggest ways to embed structured practice into existing class sessions. Including structured practice is…

Fermilab | Tritium at Fermilab | Frequently asked questions

Science.gov Websites

computing Quantum initiatives Research and development Key discoveries Benefits of particle physics Particle Accelerators Leading accelerator technology Accelerator complex Illinois Accelerator Research Center Fermilab questions about tritium Tritium in surface water Indian Creek Kress Creek Ferry Creek Tritium in sanitary

A research facility for habitation questions to be built at the German Aerospace Center in Cologne: future challenges of Space medicine

PubMed Central

Koch, B; Gerzer, R

2008-01-01

For long term habitation in space and for living on Moon and Mars, many questions still need to be resolved. Such habitation questions include prevention of and rehabilitation from negative effects of weightlessness that are, in many instances, comparable to problems of aging people on Earth as well as of patients during and recovery from long term stays in bed. Therefore the DLR Institute of Aerospace Medicine has designed a concept for a research facility that will make it possible to join space research directly with terrestrial applications. From a strategic point of view, one major emphasis of :envihab is to form a closely interrelated network of scientists and the industry and the public. The project has been in the planning phase for several years. After an international architectural contest, the winning concept was selected in 2007 by a Jury with ESA participation. PMID:19048099

Question Popularity Analysis and Prediction in Community Question Answering Services

PubMed Central

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

2014-01-01

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

Question popularity analysis and prediction in community question answering services.

PubMed

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

2014-01-01

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

To stress or not to stress: a question of models.

PubMed

Gray, J Megan; Chaouloff, Francis; Hill, Matthew N

2015-01-05

Stress research is a rapidly evolving field that encompasses numerous disciplines ranging from neuroscience to metabolism. With many new researchers migrating into the field, navigating the hows and whys of specific research questions can sometimes be enigmatic given the availability of so many models in the stress field. Additionally, as with every field, there are many seemingly minor experimental details that can have dramatic influences on data interpretation, although many of these are unknown to those not familiar with the field. The aim of this overview is to provide some suggestions and points to guide researchers moving into the stress field and highlight relevant methodological points that they should consider when choosing a model for stress and deciding how to structure a study. We briefly provide a primer on the basics of endpoint measurements in the stress field, factors to consider when choosing a model for acute stress, the difference between repeated and chronic stress, and importantly, influencing variables that modulate endpoints of analysis in stress work. Copyright © 2015 John Wiley & Sons, Inc.

A questions-based investigation of consumer mental-health information.

PubMed

Crangle, Colleen E; Kart, Joyce Brothers

2015-01-01

Despite the wealth of mental-health information available online to consumers, research has shown that the mental-health information needs of consumers are not being met. This study contributes to that research by soliciting consumer questions directly, categorizing them, analyzing their form, and assessing the extent to which they can be answered from a trusted and vetted source of online information, namely the website of the US National Institute of Mental Health (NIMH). As an alternative to surveys and analyses of online activity, this study shows how consumer questions provide new insight into what consumers do not know and how they express their information needs. The study crowdsourced 100 consumer questions through Amazon Inc.'s Mechanical Turk. Categorization of the questions shows broad agreement with earlier studies in terms of the content of consumer questions. It also suggests that consumers' grasp of mental health issues may be low compared to other health topics. The majority of the questions (74%) were simple in form, with the remainder being multi-part, multifaceted or narrative. Even simple-form questions could, however, have complex interpretations. Fifty four questions were submitted to the search box at the NIMH website. For 32 questions, no answer could be found in the top one to three documents returned. Inadequacies in the search and retrieval technology deployed at websites account for some of the failure to find answers. The nature of consumer questions in mental health also plays a role. A question that has a false presupposition is less likely to have an answer in trusted and vetted sources of information. Consumer questions are also expressed with a degree of specificity that makes the retrieval of relevant information difficult. The significance of this study is that it shows what an analysis of consumer mental-health questions can tell us about consumer information needs and it provides new insight into the difficulties facing

A questions-based investigation of consumer mental-health information

PubMed Central

Kart, Joyce Brothers

2015-01-01

Despite the wealth of mental-health information available online to consumers, research has shown that the mental-health information needs of consumers are not being met. This study contributes to that research by soliciting consumer questions directly, categorizing them, analyzing their form, and assessing the extent to which they can be answered from a trusted and vetted source of online information, namely the website of the US National Institute of Mental Health (NIMH). As an alternative to surveys and analyses of online activity, this study shows how consumer questions provide new insight into what consumers do not know and how they express their information needs. The study crowdsourced 100 consumer questions through Amazon Inc.’s Mechanical Turk. Categorization of the questions shows broad agreement with earlier studies in terms of the content of consumer questions. It also suggests that consumers’ grasp of mental health issues may be low compared to other health topics. The majority of the questions (74%) were simple in form, with the remainder being multi-part, multifaceted or narrative. Even simple-form questions could, however, have complex interpretations. Fifty four questions were submitted to the search box at the NIMH website. For 32 questions, no answer could be found in the top one to three documents returned. Inadequacies in the search and retrieval technology deployed at websites account for some of the failure to find answers. The nature of consumer questions in mental health also plays a role. A question that has a false presupposition is less likely to have an answer in trusted and vetted sources of information. Consumer questions are also expressed with a degree of specificity that makes the retrieval of relevant information difficult. The significance of this study is that it shows what an analysis of consumer mental-health questions can tell us about consumer information needs and it provides new insight into the difficulties facing

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

ERIC Educational Resources Information Center

Grosse, Gerlind; Tomasello, Michael

2012-01-01

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

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

ERIC Educational Resources Information Center

Topper, David; Vincent, Dwight E.

2000-01-01

Discusses the events surrounding a famous picture of Albert Einstein in which he poses near a blackboard containing a tensor form of his 10 field equations for pure gravity with a question mark after it. Speculates as to the content of Einstein's lecture and the questions he might have had about the equation. (Contains over 30 references.) (WRM)

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

PubMed

Mertz, Leslie

2012-01-01

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."

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

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

2009-01-01

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

Have the Answers to Common Legal Questions Concerning Nutrition Support Changed Over the Past Decade? 10 Questions for 10 Years.

PubMed

Barrocas, Albert; Cohen, Michael L

2016-06-01

Clinical nutrition specialists (CNSs) are often confronted with technological, ethical, and legal questions, that is, what can be done technologically, what should be done ethically, and what must be done legally, which conflict at times. The conflict represents a "troubling trichotomy" as discussed in the lead article of this issue of Nutrition in Clinical Practice (NCP). During Clinical Nutrition Week in 2006, a symposium covering these 3 topics was presented, and later that year, an article covering the same topic was published in NCP In this article, we revisit several legal questions/issues that were raised 10 years ago and discuss current answers and approaches. Some of the answers remain unchanged. Other answers have been modified by additional legislation, court decisions, or regulations. In addition, new questions/issues have arisen. Some of the most common questions regarding nutrition support involve the following: liability, informed consent, medical decisional incapacity vs legal competence, advance directive specificity, surrogate decision making, physician orders for life-sustaining treatment and electronic medical orders for life-sustaining treatment, legal definition of death, patient vs family decision making, the noncompliant patient, and elder abuse obligations. In the current healthcare environment, these questions and issues are best addressed via a transdisciplinary team that focuses on function rather than form. The CNS can play a pivotal role in dealing with these challenges by applying the acronym ACT: being Accountable and Communicating with all stakeholders while actively participating as an integral part of the transdisciplinary Team. © 2016 American Society for Parenteral and Enteral Nutrition.

Towards A Comprehensive Consideration of Epistemic Questions in Software System Safety

NASA Technical Reports Server (NTRS)

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

2009-01-01

For any software system upon which lives depend, the most important question one can ask about it is, 'How do we know the system is safe?' Despite the critical importance of this question, no widely accepted, generally applicable answer exists. Instead, debate continues to rage over the question, with theorists and practitioners quarrelling with each other and amongst themselves. This paper suggests a possible way forward towards quelling the quarrels, based on refining the critical safety question into additional questions, which may be more likely to have answers on which a consensus can be reached.

The neurobiology of emotion–cognition interactions: fundamental questions and strategies for future research

PubMed Central

Okon-Singer, Hadas; Hendler, Talma; Pessoa, Luiz; Shackman, Alexander J.

2015-01-01

Recent years have witnessed the emergence of powerful new tools for assaying the brain and a remarkable acceleration of research focused on the interplay of emotion and cognition. This work has begun to yield new insights into fundamental questions about the nature of the mind and important clues about the origins of mental illness. In particular, this research demonstrates that stress, anxiety, and other kinds of emotion can profoundly influence key elements of cognition, including selective attention, working memory, and cognitive control. Often, this influence persists beyond the duration of transient emotional challenges, partially reflecting the slower molecular dynamics of catecholamine and hormonal neurochemistry. In turn, circuits involved in attention, executive control, and working memory contribute to the regulation of emotion. The distinction between the ‘emotional’ and the ‘cognitive’ brain is fuzzy and context-dependent. Indeed, there is compelling evidence that brain territories and psychological processes commonly associated with cognition, such as the dorsolateral prefrontal cortex and working memory, play a central role in emotion. Furthermore, putatively emotional and cognitive regions influence one another via a complex web of connections in ways that jointly contribute to adaptive and maladaptive behavior. This work demonstrates that emotion and cognition are deeply interwoven in the fabric of the brain, suggesting that widely held beliefs about the key constituents of ‘the emotional brain’ and ‘the cognitive brain’ are fundamentally flawed. We conclude by outlining several strategies for enhancing future research. Developing a deeper understanding of the emotional-cognitive brain is important, not just for understanding the mind but also for elucidating the root causes of its disorders. PMID:25774129

The Value of Action Research in Middle Grades Education

ERIC Educational Resources Information Center

Caskey, Micki M.

2006-01-01

Action research is one of the relevant methodologies for addressing research questions and issues in middle grades education. Accounting for nearly 20% of published middle grades research studies (Hough, 2003), action research has emerged as an important and appropriate research method. In addition to reviewing the historical context, this article…

US fertility prevention as poverty prevention: an empirical question and social justice issue.

PubMed

Romero, Diana; Agénor, Madina

2009-01-01

This paper examines the impact of the US welfare reform family-cap policy on the childbearing decisions of poor and low-income women by posing two complementary questions, both placed within a broader historical context. Specifically, it raises an empirical question pertaining to the family cap's effectiveness and a social justice question pertaining to the policy's ethical and legal justification in terms of human and reproductive rights. To address the first question, a thorough review of past and current research pertaining to the family cap at both the state and national levels is provided. The second question is addressed with an overview of international human and reproductive rights documents of relevance to the family-cap policy, as well as an analysis of the covenants' numerous components with which the family cap is in conflict. Finally, this paper situates the family cap in its historical context by investigating previous governmental attempts to control and regulate the reproductive health and rights of poor women and women of color in the United States. The majority of empirical analyses of the family cap have found that the policy has not had an impact on poor women's reproductive health behaviors. In addition, the exclusive application of this policy to poor women receiving cash assistance is demonstrated to be in violation of eight international human and reproductive rights documents, several of which the US is a signatory. These two findings make a strong case that policy makers and social and health researchers alike critically reexamine whether a policy that has not achieved its ostensible goal and is applied in a disparate manner-primarily to poor women and families and women of color-should continue to be implemented by the states.

Pharmacy Student Performance on Constructed-Response Versus Selected-Response Calculations Questions

PubMed Central

Addo, Richard T.

2013-01-01

Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types. Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback. Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare. Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education. PMID:23459503

Fostering the exchange of real world data across different countries to answer primary care research questions: an UNLOCK study from the IPCRG.

PubMed

Cragg, Liza; Williams, Siân; van der Molen, Thys; Thomas, Mike; Correia de Sousa, Jaime; Chavannes, Niels H

2018-03-08

There is growing awareness amongst healthcare planners, providers and researchers of the need to make better use of routinely collected health data by translating it into actionable information that improves efficiency of healthcare and patient outcomes. There is also increased acceptance of the importance of real world research that recruits patients representative of primary care populations and evaluates interventions realistically delivered by primary care professionals. The UNLOCK Group is an international collaboration of primary care researchers and practitioners from 15 countries. It has coordinated and shared datasets of diagnostic and prognostic variables for COPD and asthma to answer research questions meaningful to professionals working in primary care over a 6-year period. Over this time the UNLOCK Group has undertaken several studies using data from unselected primary care populations from diverse contexts to evaluate the burden of disease, multiple morbidities, treatment and follow-up. However, practical and structural constraints have hampered the UNLOCK Group's ability to translate research ideas into studies. This study explored the constraints, challenges and successes experienced by the UNLOCK Group and its participants' learning as researchers and primary care practitioners collaborating to answer primary care research questions. The study identified lessons for future studies and collaborations that require data sharing across borders. It also explored specific challenges to fostering the exchange of primary care data in comparison to other datasets such as public health, prescribing or hospital data and mechanisms that may be used to overcome these.

Questions about Physics: The Case of a Turkish "Ask a Scientist" Website

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Eryilmaz, Ali

2010-01-01

The physics questions submitted to an "ask a scientist" website were classified with respect to field of interest in physics, type of requested information in the question (factual, explanatory, etc.), and motivation for asking the question (applicative or non-applicative). In addition, differences in the number of females' and males'…

Research Questions: Women and Mass Media.

ERIC Educational Resources Information Center

Busby, Linda J.

Typically, research concerning media presentations of women has involved six types of analysis: (1) content analysis (what is said), (2) cultural and social analysis (why it is said), (3) control or gatekeeper analysis (by whom it is said), (4) audience analysis (to whom it is said), (5) media analysis (in which channel), and (6) effects analysis…

An exploratory analysis of PubMed's free full-text limit on citation retrieval for clinical questions.

PubMed

Krieger, Mary M; Richter, Randy R; Austin, Tricia M

2008-10-01

The research sought to determine (1) how use of the PubMed free full-text (FFT) limit affects citation retrieval and (2) how use of the FFT limit impacts the types of articles and levels of evidence retrieved. Four clinical questions based on a research agenda for physical therapy were searched in PubMed both with and without the use of the FFT limit. Retrieved citations were examined for relevancy to each question. Abstracts of relevant citations were reviewed to determine the types of articles and levels of evidence. Descriptive analysis was used to compare the total number of citations, number of relevant citations, types of articles, and levels of evidence both with and without the use of the FFT limit. Across all 4 questions, the FFT limit reduced the number of citations to 11.1% of the total number of citations retrieved without the FFT limit. Additionally, high-quality evidence such as systematic reviews and randomized controlled trials were missed when the FFT limit was used. Health sciences librarians play a key role in educating users about the potential impact the FFT limit has on the number of citations, types of articles, and levels of evidence retrieved.

Vocabulary Questions on Informal Reading Inventories.

ERIC Educational Resources Information Center

Duffelmeyer, Fredrick A.; And Others

1989-01-01

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

Reflective Questions, Self-Questioning and Managing Professionally Situated Practice

ERIC Educational Resources Information Center

Malthouse, Richard; Watts, Mike; Roffey-Barentsen, Jodi

2015-01-01

Reflective self-questioning arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and "situated reflective" questions in terms of self-questioning and professional workplace problem solving. In our view, the situational context, entailed by the setting, social…

A Critical Review of Research on Questioning in Education: Limitations of Its Positivistic Basis

ERIC Educational Resources Information Center

Yang, Mikyeong

2006-01-01

In spite of its prevalence and importance, questioning in education has been underestimated and misconceptualized. The major reason for this has been that most studies on questioning have been heavily dependent on the paradigm of positivism. The present study critiques the limitations of those studies on four specific issues: 1) the narrow…

Four Questions

ERIC Educational Resources Information Center

Hark-Weber, Amara G., Ed.

2013-01-01

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

Analysis of Newton's Third Law Questions on the Force Concepts Inventory at Georgia State University

NASA Astrophysics Data System (ADS)

Oakley, Christopher; Thoms, Brian

2012-03-01

A major emphasis of the Physics Education Research program at Georgia State University is an effort to assess and improve students' understanding of Newton's Laws concepts. As part of these efforts the Force Concepts Inventory (FCI) has been given to students in both the algebra-based and calculus-based introductory physics sequences. In addition, the algebra-based introductory physics sequence is taught in both a SCALE-UP and a traditional lecture format. The results of the FCI have been analyzed by individual question and also as categorized by content. The analysis indicates that students in both algebra and calculus-based courses are successful at overcoming Aristotelian misconceptions regarding Newton's Third Law (N3) in the context of a stationary system. However, students are less successful on N3 questions involving objects in constant motion or accelerating. Interference between understanding of Newton's Second and Third Laws as well as other possible explanations for lower student performance on N3 questions involving non-stationary objects will be discussed.

The Effect of Question Repetition within Interviews on Young Children's Eyewitness Recall

ERIC Educational Resources Information Center

Krahenbuhl, Sarah; Blades, Mark

2006-01-01

This study investigated the influence of question repetition and question type (answerable, unanswerable, or opinion seeking) on children's recall. A total of 136 children (5-, 7-, and 9-year-olds) watched a live 15-min presentation. One week later, the children were asked 20 questions that were repeated an additional two times within the…

Why Open-Ended Survey Questions Are Unlikely to Support Rigorous Qualitative Insights.

PubMed

LaDonna, Kori A; Taylor, Taryn; Lingard, Lorelei

2018-03-01

Health professions education researchers are increasingly relying on a combination of quantitative and qualitative research methods to explore complex questions in the field. This important and necessary development, however, creates new methodological challenges that can affect both the rigor of the research process and the quality of the findings. One example is "qualitatively" analyzing free-text responses to survey or assessment instrument questions. In this Invited Commentary, the authors explain why analysis of such responses rarely meets the bar for rigorous qualitative research. While the authors do not discount the potential for free-text responses to enhance quantitative findings or to inspire new research questions, they caution that these responses rarely produce data rich enough to generate robust, stand-alone insights. The authors consider exemplars from health professions education research and propose strategies for treating free-text responses appropriately.

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

NASA Astrophysics Data System (ADS)

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

2005-08-01

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

Asking Difficult Questions: Exploring Research Methods with Children on Painful Issues

ERIC Educational Resources Information Center

Leeson, Caroline

2014-01-01

Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. "Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive…

Can Simply Answering Research Questions Change Behaviour? Systematic Review and Meta Analyses of Brief Alcohol Intervention Trials

PubMed Central

McCambridge, Jim; Kypri, Kypros

2011-01-01

Background Participant reports of their own behaviour are critical for the provision and evaluation of behavioural interventions. Recent developments in brief alcohol intervention trials provide an opportunity to evaluate longstanding concerns that answering questions on behaviour as part of research assessments may inadvertently influence it and produce bias. The study objective was to evaluate the size and nature of effects observed in randomized manipulations of the effects of answering questions on drinking behaviour in brief intervention trials. Methodology/Principal Findings Multiple methods were used to identify primary studies. Between-group differences in total weekly alcohol consumption, quantity per drinking day and AUDIT scores were evaluated in random effects meta-analyses. Ten trials were included in this review, of which two did not provide findings for quantitative study, in which three outcomes were evaluated. Between-group differences were of the magnitude of 13.7 (−0.17 to 27.6) grams of alcohol per week (approximately 1.5 U.K. units or 1 standard U.S. drink) and 1 point (0.1 to 1.9) in AUDIT score. There was no difference in quantity per drinking day. Conclusions/Significance Answering questions on drinking in brief intervention trials appears to alter subsequent self-reported behaviour. This potentially generates bias by exposing non-intervention control groups to an integral component of the intervention. The effects of brief alcohol interventions may thus have been consistently under-estimated. These findings are relevant to evaluations of any interventions to alter behaviours which involve participant self-report. PMID:21998626

Examining student-generated questions in an elementary science classroom

NASA Astrophysics Data System (ADS)

Diaz, Juan Francisco, Jr.

This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

Helping Children Correctly Say "I Don't Know" to Unanswerable Questions

ERIC Educational Resources Information Center

Waterman, Amanda H.; Blades, Mark

2011-01-01

Adults ask children questions in a variety of contexts, for example, in the classroom, in the forensic context, or in experimental research. In such situations children will inevitably be asked some questions to which they do not know the answer, because they do not have the required information ("unanswerable" questions). When asked unanswerable…

SHC Meeting Documents for November 2-4, 2016: Charge Questions

EPA Pesticide Factsheets

This document contains three (3) questions that the Sustainable and Healthy Communities Research Program is asking the BOSC Subcommitte to answer at the Nov 2-4 BOSC meeting. The answers to these questions will help SHC evaluate if their ongoing and future

The Display of Multiple Choice Question Bank on Microfilm

ERIC Educational Resources Information Center

Stevens, J. M.; Harris, F. T. C.

1977-01-01

An automated question bank maintained by the Department of Research and Services in Education at the Middlesex Hospital Medical School provides a printed copy of each of 25,000 multiple choice questions (95 percent relating to the whole spectrum of the medical curriculum). Problems with this procedure led to experimental work storing the data on…

Questioning our Questions: Do frequently asked questions adequately cover the aspects of women's lives most affected by abnormal uterine bleeding? Opinions of women with abnormal uterine bleeding participating in focus group discussions

PubMed Central

Matteson, Kristen A.; Clark, Melissa A.

2010-01-01

Objectives: (1) To explore the effects on women's lives by heavy or irregular menstrual bleeding; (2) To examine whether aspects of women's lives most affected by heavy or irregular menstrual bleeding were adequately addressed by questions that are frequently used in clinical encounters and available questionnaires. Methods: We conducted four focus group sessions with a total of 25 English-speaking women who had reported abnormal uterine bleeding. Discussions included open-ended questions that pertained to bleeding, aspects of life affected by bleeding, and questions frequently used in clinical settings about bleeding and quality of life. Results: We identified five themes that reflected how women's lives were affected by heavy or irregular menstrual bleeding: irritation/inconvenience, bleeding-associated pain, self-consciousness about odor, social embarrassment, and ritual like behavior. Although women responded that the frequently used questions about bleeding and quality of life were important, they felt that the questions failed to go into enough depth to adequately characterize their experiences. Conclusions: Based on the themes identified in our focus group sessions, clinicians and researchers may need to change the questions used to capture “patient experience” with abnormal uterine bleeding more accurately. PMID:20437305

Working with Second Language Learners: Answers to Teachers' Top Ten Questions.

ERIC Educational Resources Information Center

Cary, Stephen

This book aims to provide practical, research-informed answers to the questions most frequently asked by teachers of second language learners. Every question targets one of the key instructional issues teachers must address to ensure success for their second language students. Included among the questions are: How do I assess a student's English?…

Psychotherapy Outcome Research: Issues and Questions.

PubMed

Shean, Glenn

2016-03-01

Emphasis on identifying evidence-based therapies (EBTs) has increased markedly. Lists of EBTs are the rationale for recommendations for how psychotherapy provider training programs should be evaluated, professional competence assessed, and licensure and reimbursement policies structured. There are however methodological concerns that limit the external validity of EBTs. Among the most salient is the circularity inherent in randomized control trials (RCTs) of psychotherapy that constrains the manner in which the psychological problems are defined, psychotherapy can be practiced, and change evaluated. RCT studies favor therapies that focus of specific symptoms and can be described in a manual, administered reliably across patients, completed in relatively few sessions, and involve short-term evaluations of outcome. The epistemological assumptions of a natural science approach to psychotherapy research limit how studies are conducted and assessed in ways that that advantage symptom-focused approaches and disadvantage those approaches that seek to bring broad recovery-based changes. Research methods that are not limited to RCTs and include methodology to minimize the effects of "therapist allegiance" are necessary for valid evaluations of therapeutic approaches that seek to facilitate changes that are broader than symptom reduction. Recent proposals to adopt policies that dictate training, credentialing, and reimbursement based on lists of EBTs unduly limit how psychotherapy can be conceptualized and practiced, and are not in the best interests of the profession or of individuals seeking psychotherapy services.

The alcohol supply: its importance to public health and safety, and essential research questions.

PubMed

Edwards, G; Holder, H D

2000-12-01

This paper seeks to identify the main questions which have emerged from the preceding papers concerning the supply side of alcohol. On any rational analysis these issues are of thoroughly legitimate concern to public health researchers. We list them under seven headings: (1) what drives the alcohol supply side? (2) What is the impact of alcohol supply on demand? (3) What are the benefits and risks to health and safety stemming from deregulation and what are the possibilities to avoid negative effects? (4) What is the size and significance of the alcohol supply which may derive from other than the officially approved channels? (5) Who are the important actors in the alcohol supply system? (6) What are local influences on alcohol supply and its distribution throughout communities? (7) What is to be learned from tobacco and other risky commodities about the importance of supply? Finally, we outline a series of possible next steps for a supply side initiative.

[The importance of genealogy applied to genetic research in Costa Rica].

PubMed

Meléndez Obando, Mauricio O

2004-09-01

The extensive development of genealogical studies based on archival documents has provided powerful support for genetic research in Costa Rica over the past quarter century. As a result, several questions of population history have been answered, such as those involving hereditary illnesses, suggesting additional avenues and questions as well. Similarly, the preservation of massive amounts of historical documentation highlights the major advantages that the Costa Rican population offers to genetic research.

Epistemic Questions and Answers for Software System Safety

NASA Technical Reports Server (NTRS)

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

2010-01-01

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.

Evaluating Digital Health Interventions: Key Questions and Approaches.

PubMed

Murray, Elizabeth; Hekler, Eric B; Andersson, Gerhard; Collins, Linda M; Doherty, Aiden; Hollis, Chris; Rivera, Daniel E; West, Robert; Wyatt, Jeremy C

2016-11-01

Digital health interventions have enormous potential as scalable tools to improve health and healthcare delivery by improving effectiveness, efficiency, accessibility, safety, and personalization. Achieving these improvements requires a cumulative knowledge base to inform development and deployment of digital health interventions. However, evaluations of digital health interventions present special challenges. This paper aims to examine these challenges and outline an evaluation strategy in terms of the research questions needed to appraise such interventions. As they are at the intersection of biomedical, behavioral, computing, and engineering research, methods drawn from all of these disciplines are required. Relevant research questions include defining the problem and the likely benefit of the digital health intervention, which in turn requires establishing the likely reach and uptake of the intervention, the causal model describing how the intervention will achieve its intended benefit, key components, and how they interact with one another, and estimating overall benefit in terms of effectiveness, cost effectiveness, and harms. Although RCTs are important for evaluation of effectiveness and cost effectiveness, they are best undertaken only when: (1) the intervention and its delivery package are stable; (2) these can be implemented with high fidelity; and (3) there is a reasonable likelihood that the overall benefits will be clinically meaningful (improved outcomes or equivalent outcomes at lower cost). Broadening the portfolio of research questions and evaluation methods will help with developing the necessary knowledge base to inform decisions on policy, practice, and research. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

The lingering question of menthol in cigarettes.

PubMed

Besaratinia, Ahmad; Tommasi, Stella

2015-02-01

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

Lactation and neonatal nutrition: Defining and refining the critical questions

USDA-ARS?s Scientific Manuscript database

This paper resulted from a conference entitled "Lactation and Milk: Defining and Refining the Critical Questions" held at the University of Colorado School of Medicine from January 18-20, 2012. The mission of the conference was to identify unresolved questions and set future goals for research into ...

Assessing District Support for Leadership Development: Asking the Right Questions.

ERIC Educational Resources Information Center

Snow-Renner, Ravay

This document provides guiding questions and a process for school district personnel to assess the district's organizational capacity for supporting strong educational leaders in a standards-based system. These questions reflect the most recent research literature about leadership and its optimal organizational supports in high-performing school…

The effects of question types in textual reading upon retention of biology concepts

NASA Astrophysics Data System (ADS)

Leonard, William H.; Lowery, Lawrence F.

Do instructional questions to students enhance learning? If so, do certain types of questions cause greater learning outcomes than others? The area of instructional questions and questioning strategies has generated much research over the past two decades. A number of studies have found instructional questions to account for a large fraction of teaching time (Bellack et al., 1963; Schreiber, 1967; Moyer, 1967). Teacher use of oral questions in instruction, especially higher level cognitive questions, has consistently shown positive effects on student achievement (Redfield & Rousseau, 1981). Questions asked after oral prose presentations in psychology have been found to enhance recall of factual information (Sefkow & Meyers, 1980). Some large teacher training programs have specific instruction in questioning strategies (Lanier & Davis, 1972; Lowery, 1974). Questioning in textual reading has also been investigated, especially in the social sciences and languages, with respect to both the presence of questions in a text and the position and type of such questions. Although there are conflicting results, in general, questions placed within text materials have appeared to cause significantly higher performance than reading the materials without questions (Rothkopf & Bisbicos, 1967; Rothkopf & Bloom, 1970; Watts & Anderson, 1971; Quellmalz, 1972; Reynolds, Standiford, & Anderson, 1979; Corrozi, 1971). Questions placed after the reading have been found to be significantly more productive than prequestions, or questions placed immediately before the reading passages (Rothkopf & Bisbicos, 1967; Frase, Patrick, & Schumer, 1970; Watts & Anderson, 1971). In one study, placing questions before the associated information reduced paragraph reading time from the time required when questions followed the information passage (Morasky & Wilcox, 1970). Finally, higher level cognitive post- and prequestions (comprehensive and application) have consistently produced more learning than

Examination of Test and Item Statistics from Visual and Verbal Mathematics Questions

ERIC Educational Resources Information Center

Alpayar, Cagla; Gulleroglu, H. Deniz

2017-01-01

The aim of this research is to determine whether students' test performance and approaches to test questions change based on the type of mathematics questions (visual or verbal) administered to them. This research is based on a mixed-design model. The quantitative data are gathered from 297 seventh grade students, attending seven different middle…

Comparative effectiveness research for the clinician researcher: a framework for making a methodological design choice.

PubMed

Williams, Cylie M; Skinner, Elizabeth H; James, Alicia M; Cook, Jill L; McPhail, Steven M; Haines, Terry P

2016-08-17

Comparative effectiveness research compares two active forms of treatment or usual care in comparison with usual care with an additional intervention element. These types of study are commonly conducted following a placebo or no active treatment trial. Research designs with a placebo or non-active treatment arm can be challenging for the clinician researcher when conducted within the healthcare environment with patients attending for treatment.A framework for conducting comparative effectiveness research is needed, particularly for interventions for which there are no strong regulatory requirements that must be met prior to their introduction into usual care. We argue for a broader use of comparative effectiveness research to achieve translatable real-world clinical research. These types of research design also affect the rapid uptake of evidence-based clinical practice within the healthcare setting.This framework includes questions to guide the clinician researcher into the most appropriate trial design to measure treatment effect. These questions include consideration given to current treatment provision during usual care, known treatment effectiveness, side effects of treatments, economic impact, and the setting in which the research is being undertaken.

An exploratory analysis of PubMed's free full-text limit on citation retrieval for clinical questions

PubMed Central

Krieger, Mary M.; Richter, Randy R.; Austin, Tricia M.

2008-01-01

Objective: The research sought to determine (1) how use of the PubMed free full-text (FFT) limit affects citation retrieval and (2) how use of the FFT limit impacts the types of articles and levels of evidence retrieved. Methods: Four clinical questions based on a research agenda for physical therapy were searched in PubMed both with and without the use of the FFT limit. Retrieved citations were examined for relevancy to each question. Abstracts of relevant citations were reviewed to determine the types of articles and levels of evidence. Descriptive analysis was used to compare the total number of citations, number of relevant citations, types of articles, and levels of evidence both with and without the use of the FFT limit. Results: Across all 4 questions, the FFT limit reduced the number of citations to 11.1% of the total number of citations retrieved without the FFT limit. Additionally, high-quality evidence such as systematic reviews and randomized controlled trials were missed when the FFT limit was used. Conclusions: Health sciences librarians play a key role in educating users about the potential impact the FFT limit has on the number of citations, types of articles, and levels of evidence retrieved. PMID:18974812

Infectious disease research investments follow colonial ties: questionable ethics.

PubMed

Fitchett, Joseph R; Head, Michael G; Atun, Rifat

2014-03-01

International funding for global health research is not systematically documented. We have assessed the level of research funding awarded by UK funders of international research to low- and middle-income countries or research institutions in these countries. We analysed 6165 studies; from these we selected 522 that matched our criteria and used them to evaluate research funding by pathogen, disease, research and development value chain, funding organisation and country. Investment in infectious disease research in the countries studied totalled £264 million. Distribution of research investments closely mirrored that of the UK's former colonial territories; the top five countries, and eight of the top 10, have historical links with the UK, being current or former members of the Commonwealth of Nations. HIV, malaria and neglected tropical diseases attracted the greatest investment (£219 million; 82.8%), with most studies focussing on operational and epidemiological research (£109 million; 41.3%). International financing of infectious disease research by UK funding organisations follows former colonial ties. Funding institutions should review their funding policies to ensure that they also assist low- and middle-income countries without colonial ties to address their disease burden. A global investment surveillance system is needed to map and monitor funding for international research and guide the allocation of scarce resources to reduce the global disease burden.

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

PubMed

Barsoumian, Alice E; Yun, Heather C

2018-01-01

. Fellows consistently indicated that the platform was "highly enjoyed," "beneficial," a "fun format," and "completely satisfied." Fellows additionally commented that they desired more questions and considered the platform helpful in board preparation. Formal survey data post-intervention found that the fellows were satisfied with the new approach, found it to be useful in board preparation, overall educational value, and in-line with their personal learning style (median Likert score of 4 for all queries). Fellows were satisfied with time commitment, spending a mean of 47 min on the spaced education curriculum questions per month. Introduction of a spaced education curriculum resulted in a sustained positive learner experience for >5 yr with demonstrated mastery of material. Spaced education learning is a viable addition to augment training experience, especially in areas of curricular gaps such as operational medicine. Correct answer data may also be useful to perform Accreditation Council for Graduate Medical Education-required objective assessment of knowledge. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Approaches to answering critical CER questions.

PubMed

Kinnier, Christine V; Chung, Jeanette W; Bilimoria, Karl Y

2015-01-01

While randomized controlled trials (RCTs) are the gold standard for research, many research questions cannot be ethically and practically answered using an RCT. Comparative effectiveness research (CER) techniques are often better suited than RCTs to address the effects of an intervention under routine care conditions, an outcome otherwise known as effectiveness. CER research techniques covered in this section include: effectiveness-oriented experimental studies such as pragmatic trials and cluster randomized trials, treatment response heterogeneity, observational and database studies including adjustment techniques such as sensitivity analysis and propensity score analysis, systematic reviews and meta-analysis, decision analysis, and cost effectiveness analysis. Each section describes the technique and covers the strengths and weaknesses of the approach.

Children's questions: a mechanism for cognitive development.

PubMed

Chouinard, Michael M

2007-01-01

methodology allowed detailed, veridical analysis of every question asked by the children during their recording sessions. Results indicate that children ask many information-seeking questions and get informative answers. When they do not get an informative response, they keep asking; attention is not enough. Results also indicate that the content of children's questions parallel their conceptual advances, and shift within an exchange and over the course of development to reflect the learning process. So, these data suggest that the components of the IRM are in place and are used by children from very early in development, and the information they seek changes with time. Study 2 asked whether preverbal children who are not yet asking linguistic questions can recruit information via gestures, expressions, and vocalizations, in addition to further investigating the linguistic questions of older children. This study analyzed questions from a cross-sectional diary study, kept by 68 parents of their children's questions (aged 1;0-5;0). Also, this methodology allowed for data collection over a large number of children, a large range of situational contexts, and allows for the collection of low frequency, high-salience events. Results from Study 2 suggest that all of the components of the IRM are in place, and extends these findings down to younger, preverbal children who recruit information using gesture and vocalizations. Study 3 investigated the questions asked in one specific domain, biological knowledge, and examined the impact that different stimulus types have on children's questions. This study gathered data from 112 parent/child dyads (children aged 2, 3, and 4 years) walking through one of three zoos (one with real animals, one with drawings of animals, and one with three-dimensional replicas of animals), looking at the animals together. Results from this study also suggest that all of the components of the IRM are in place from the earliest age, further supporting the

Frequently Asked Questions

EPA Pesticide Factsheets

The Local Government Solar Project Portal's Frequently Asked Questions page provides a forum for cities and towns to ask specific questions of experts and for EPA to share answers to commonly asked questions.

Questions Come Alive. 2012 Annual Report

ERIC Educational Resources Information Center

Smithsonian Institution, 2012

2012-01-01

At the Smithsonian, big questions are the common denominators that unite their museums, research centers, and programs. And curiosity is contagious. Today's small child who looks in awe at the big dinosaurs that once roamed the earth and wonders, "What happened?" might just be tomorrow's paleontologist. Among this year's stories is a…

Vocation Project Interview Questions--Support Document

ERIC Educational Resources Information Center

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

2012-01-01

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

Questioning Methodologies in Research on Men in ECEC

ERIC Educational Resources Information Center

Rohrmann, Tim; Brody, David

2015-01-01

Research that elucidates the complexities of gender balance is itself a controversial field. This article examines challenges and limitations in quantitative as well as qualitative research on gender balance in early childhood education and care (ECEC). Cross country comparisons of male and female participation in the ECEC workforce are often…

Research on Capacity Addition using Market Model with Transmission Congestion under Competitive Environment

NASA Astrophysics Data System (ADS)

Katsura, Yasufumi; Attaviriyanupap, Pathom; Kataoka, Yoshihiko

In this research, the fundamental premises for deregulation of the electric power industry are reevaluated. The authors develop a simple model to represent wholesale electricity market with highly congested network. The model is developed by simplifying the power system and market in New York ISO based on available data of New York ISO in 2004 with some estimation. Based on the developed model and construction cost data from the past, the economic impact of transmission line addition on market participants and the impact of deregulation on power plant additions under market with transmission congestion are studied. Simulation results show that the market signals may fail to facilitate proper capacity additions and results in the undesirable over-construction and insufficient-construction cycle of capacity addition.

Health and Well-Being in Emerging Adults’ Same-Sex Relationships: Critical Questions and Directions for Research in Developmental Science

PubMed Central

Frost, David M.; Meyer, Ilan H.; Hammack, Phillip L.

2016-01-01

Researchers have yet to account for the potentially unique experiences of emerging adults who are in or seeking to be in a relationship with a same-sex romantic partner. This paper articulates an agenda for research focused on better understanding and addressing the health and well-being of emerging adults in or pursuing same-sex romantic relationships. We provide a general summary of what is known about health and well-being in same-sex relationships, followed by an overview of the current and changing social climate surrounding same-sex relationships. We point out how recent historical changes present sexual minority emerging adults with unique relational benefits and challenges that have not been examined within the social and health sciences. We conclude by proposing a set of research questions to help develop knowledge needed to improve the health and well-being of emerging adults in or pursuing same-sex relationships. PMID:27588221

Translating Answers to Open-Ended Survey Questions in Cross-Cultural Research: A Case Study on the Interplay between Translation, Coding, and Analysis

ERIC Educational Resources Information Center

Behr, Dorothée

2015-01-01

Open-ended probing questions in cross-cultural surveys help uncover equivalence problems in cross-cultural survey research. For languages that a project team does not understand, probe answers need to be translated into a common project language. This article presents a case study on translating open-ended, that is, narrative answers. It describes…

Perovskite Technology is Scalable, But Questions Remain about the Best

Science.gov Websites

Methods | News | NREL Perovskite Technology is Scalable, But Questions Remain about the Best Methods News Release: Perovskite Technology is Scalable, But Questions Remain about the Best Methods NREL be used on a larger surface. The NREL researchers examined potential scalable deposition methods

Teenagers' Web Questions Compared with a Sexuality Curriculum: An Exploration

ERIC Educational Resources Information Center

Goldman, Juliette D. G.; McCutchen, Lisa E.

2012-01-01

Background: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered. Purpose: This research examines teenagers' web questions on sexuality, and an example of…

Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis

NASA Astrophysics Data System (ADS)

Viirman, Olov

2015-11-01

This paper investigates the teaching practices used by university mathematics teachers when lecturing, a topic within university mathematics education research which is gaining an increasing interest. In the study, a view of mathematics teaching as a discursive practice is taken, and Sfard's commognitive framework is used to investigate the teaching practices of seven Swedish university mathematics teachers on the topic of functions. The present paper looks at the discourse of mathematics teaching, presenting a categorization of the didactical routines into three categories - explanation, motivation and question posing routines. All of these are present in the discourses of all seven teachers, but within these general categories, a number of different sub-categories of routines are found, used in different ways and to different extent by the various teachers. The explanation routines include known mathematical facts, summary and repetition, different representations, everyday language, and concretization and metaphor; the motivation routines include reference to utility, the nature of mathematics, humour and result focus; and the question posing routines include control questions, asking for facts, enquiries and rhetorical questions. This categorization of question posing routines, for instance, complements those already found in the literature. In addition to providing a valuable insight into the teaching of functions at the university level, the categorizations presented in the study can also be useful for investigating the teaching of other mathematical topics.

When Is a Question a Question for Children and Adults?

ERIC Educational Resources Information Center

Saindon, Mathieu R.; Trehub, Sandra E.; Schellenberg, E. Glenn; van Lieshout, Pascal H. H. M.

2017-01-01

Terminal changes in fundamental frequency provide the most salient acoustic cues to declarative questions, but adults sometimes identify such questions from pre-terminal cues. In the present study, adults and 7- to 10-year-old children judged a single speaker's adult- and child-directed utterances as questions or statements in a gating task with…

The role of cocoa as a cigarette additive: opportunities for product regulation.

PubMed

Sokol, Natasha A; Kennedy, Ryan David; Connolly, Gregory N

2014-07-01

The 2009 Family Smoking Prevention and Tobacco Control Act prohibited the use of characterizing flavors in cigarettes; however, some of these flavors are still used in cigarettes at varying levels. We reviewed tobacco industry internal documents to investigate the role of one of these flavors, cocoa, with the objective of understanding its relationship to sensory and risk perception, promotion of dependence, and enhancement of attractiveness and acceptability. We used the Legacy Tobacco Documents Library to identify documents relevant to our research questions. Initial search terms were generated following an examination of published literature on cocoa, other cigarette additives, and sensory and risk perception. Further research questions and search terms were generated based on review of documents generated from the initial search terms. Cocoa is widely applied to cigarettes and has been used by the tobacco industry as an additive since the early 20th century. Cocoa can alter the sensory properties of cigarette smoke, including by providing a more appealing taste and decreasing its harshness. The tobacco industry has experimented with manipulating cocoa levels as a means of achieving sensory properties that appeal to women and youth. Although cocoa is identified as a flavor on tobacco industry Web sites, it may serve other sensory purposes in cigarettes as well. Eliminating cocoa as an additive from tobacco products may affect tobacco product abuse liability by altering smokers' perceptions of product risk, and decreasing product appeal, especially among vulnerable populations. © The Author 2014. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Role of Cocoa as a Cigarette Additive: Opportunities for Product Regulation

PubMed Central

Kennedy, Ryan David; Connolly, Gregory N.

2014-01-01

Introduction: The 2009 Family Smoking Prevention and Tobacco Control Act prohibited the use of characterizing flavors in cigarettes; however, some of these flavors are still used in cigarettes at varying levels. We reviewed tobacco industry internal documents to investigate the role of one of these flavors, cocoa, with the objective of understanding its relationship to sensory and risk perception, promotion of dependence, and enhancement of attractiveness and acceptability. Methods: We used the Legacy Tobacco Documents Library to identify documents relevant to our research questions. Initial search terms were generated following an examination of published literature on cocoa, other cigarette additives, and sensory and risk perception. Further research questions and search terms were generated based on review of documents generated from the initial search terms. Results: Cocoa is widely applied to cigarettes and has been used by the tobacco industry as an additive since the early 20th century. Cocoa can alter the sensory properties of cigarette smoke, including by providing a more appealing taste and decreasing its harshness. The tobacco industry has experimented with manipulating cocoa levels as a means of achieving sensory properties that appeal to women and youth. Conclusions: Although cocoa is identified as a flavor on tobacco industry Web sites, it may serve other sensory purposes in cigarettes as well. Eliminating cocoa as an additive from tobacco products may affect tobacco product abuse liability by altering smokers’ perceptions of product risk, and decreasing product appeal, especially among vulnerable populations. PMID:24610479

What's in a domain: Understanding how students approach questioning in history and science

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

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 science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains.

A Question of Questions.

ERIC Educational Resources Information Center

Fenwick, John; McMillan, Rod

In a conventional teaching situation, a lecturer may use a wide range of questioning techniques aimed at helping students to become active learners. In distance learning, students are often isolated and have limited opportunities for interaction in a social learning environment. Hence, learning strategies in distance learning need to be structured…

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

PubMed

Mattera, Shira K; Morris, Pamela A; Jacob, Robin; Maier, Michelle; Rojas, Natalia

2017-01-01

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics. © 2017 Elsevier Inc. All rights reserved.

Exam Question Exchange.

ERIC Educational Resources Information Center

Alexander, John J., Ed.

1983-01-01

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

[Anthropology engaged against Ebola (2014-2016): approaches, contributions and new questions].

PubMed

Desclaux, Alice; Anoko, Julienne

2017-10-02

Anthropologists contributed to the response to the 2014-2016 Ebola outbreak in three ways : as Ebola experts, cultural mediators between populations and caregivers, and researchers. This article presents a preliminary review of approaches, contributions and related issues based on a literature review, case studies and debates. The anthropological research discussed in this article concerns four themes : epidemiological contexts of transmission ; cultural interpretation of illness and social responses ; social construction of stakeholders' experience ; critical analysis of public health interventions. In addition to insightful contributions, particularly regarding the socio-political contexts and their interfaces with global public health measures, anthropologists tested forms of communication to facilitate access of public health actors to their results. However, these heterogeneous forms of engagement raise a number of questions, especially when they reflect anthropological interpretations that exclude any critical or reflexive dimension, or when anthropology is considered to be similar to social intervention. Nevertheless, anthropological research provides a major contribution, which could be even greater if transnational networks set up by researchers to analyse the socio-political, economic and biocultural dimensions of emerging epidemics are supported in order to improve ?preparedness? for future health crises.

Quota sampling in internet research: practical issues.

PubMed

Im, Eun-Ok; Chee, Wonshik

2011-07-01

Quota sampling has been suggested as a potentially good method for Internet-based research and has been used by several researchers working with Internet samples. However, very little is known about the issues or concerns in using a quota sampling method in Internet research. The purpose of this article was to present the practical issues using quota sampling in an Internet-based study. During the Internet study, the research team recorded all recruitment issues that arose and made written notes indicating the possible reasons for the problems. In addition, biweekly team discussions were conducted for which written records were kept. Overall, quota sampling was effective in ensuring that an adequate number of midlife women were recruited from the targeted ethnic groups. However, during the study process, we encountered the following practical issues using quota sampling: (1) difficulty reaching out to women in lower socioeconomic classes, (2) difficulty ensuring authenticity of participants' identities, (3) participants giving inconsistent answers for the screening questions versus the Internet survey questions, (4) potential problems with a question on socioeconomic status, (5) resentment toward the research project and/or researchers because of rejection, and (6) a longer time and more expense than anticipated.

Answering questions at the point of care: do residents practice EBM or manage information sources?

PubMed

McCord, Gary; Smucker, William D; Selius, Brian A; Hannan, Scott; Davidson, Elliot; Schrop, Susan Labuda; Rao, Vinod; Albrecht, Paula

2007-03-01

To determine the types of information sources that evidence-based medicine (EBM)-trained, family medicine residents use to answer clinical questions at the point of care, to assess whether the sources are evidence-based, and to provide suggestions for more effective information-management strategies in residency training. In 2005, trained medical students directly observed (for two half-days per physician) how 25 third-year family medicine residents retrieved information to answer clinical questions arising at the point of care and documented the type and name of each source, the retrieval location, and the estimated time spent consulting the source. An end-of-study questionnaire asked 37 full-time faculty and the participating residents about the best information sources available, subscriptions owned, why they use a personal digital assistant (PDA) to practice medicine, and their experience in preventing medical errors using a PDA. Forty-four percent of questions were answered by attending physicians, 23% by consulting PDAs, and 20% from books. Seventy-two percent of questions were answered within two minutes. Residents rated UptoDate as the best source for evidence-based information, but they used this source only five times. PDAs were used because of ease of use, time factors, and accessibility. All examples of medical errors discovered or prevented with PDA programs were medication related. None of the participants' residencies required the use of a specific medical information resource. The results support the Agency for Health Care Research and Quality's call for medical system improvements at the point of care. Additionally, it may be necessary to teach residents better information-management skills in addition to EBM skills.

Answering Scientific Questions Using an Artistic Framework: A Personal Perspective

NASA Astrophysics Data System (ADS)

Little, S. F. B.

2014-12-01

Being multidisciplinary, while admired, is not viewed as a goal of education. Instead, extreme specialization is emphasized. One seeks to attain mastery of a given subject, but at what cost? Even those fields viewed as "interdisciplinary" are often quite narrow in scope, only permitting the most closely related subjects to coalesce. The arts however, are by nature both inter- and multi-disciplinary. They attempt to research, analyze, and reflect upon broader questions, often employing techniques garnered from far-flung fields in order to do so. It is an unfortunate dilemma then that the artist should seem so separate from the scientist, as it seems that both are engaged in a sort of hypothesis testing. Perhaps this division is a remnant of the antiquated left- and right-brained dichotomy, which clearly separated the two groups: Science and Art, Left and Right. In this way, the artist was branded as Science's "other," despite the inherent sameness of their processes. This "otherness" has been carried forward to the present, where artists are often viewed as simply craftspeople -object makers- and the concept of the "artistic problem" is rarely considered. As someone possessing degrees in both Fine Art and Hydrology, the author attempts to explain the connection between the two subjects, and the manner in which they compliment and enlighten each other in her own research. She hypothesizes that in addition to this "otherness," it is the multi-dimensional mode of thinking and dealing with problems that sets the artist apart. But this is a dynamic trait, and as such, it should be considered that by approaching scientific endeavors as artistic problems, the researcher could be permitted a broader framework in which to answer a given scientific question.

What Are the Top 10 Research Questions in the Treatment of Inflammatory Bowel Disease? A Priority Setting Partnership with the James Lind Alliance.

PubMed

Hart, Ailsa L; Lomer, Miranda; Verjee, Azmina; Kemp, Karen; Faiz, Omar; Daly, Ann; Solomon, Julie; McLaughlin, John

2017-02-01

Many uncertainties remain regarding optimal therapies and strategies for the treatment of inflammatory bowel disease. Setting research priorities addressing therapies requires a partnership between health care professionals, patients and organisations supporting patients. We aimed to use the structure of the James Lind Alliance Priority Setting Partnership, which has been used in other disease areas, to identify and prioritise unanswered questions about treatments for inflammatory bowel disease. The James Lind Priority Setting Partnership uses methods agreed and adopted in other disease areas to work with patients and clinicians: to identify uncertainties about treatments; to agree by consensus a prioritised list of uncertainties for research; then to translate these uncertainties into research questions which are amenable to hypothesis testing; and finally to take results to research commissioning bodies to be considered for funding. A total of 1636 uncertainties were collected in the initial survey from 531 respondents, which included 22% health care professionals and 78% patients and carers. Using the rigorously applied processes of the priority setting partnership, this list was distilled down to the top 10 research priorities for inflammatory bowel disease. The top priorities were: identifying treatment strategies to optimise efficacy, safety and cost-effectiveness; and stratifying patients with regard to their disease course and treatment response. Diet and symptom control [pain, incontinence and fatigue] were also topics which were prioritised. A partnership involving multidisciplinary clinicians, patients and organisations supporting patients has identified the top 10 research priorities in the treatment of patients with inflammatory bowel disease. © European Crohn’s and Colitis Organisation 2016.

Lessons learned from additional research analyses of unsolved clinical exome cases.

PubMed

Eldomery, Mohammad K; Coban-Akdemir, Zeynep; Harel, Tamar; Rosenfeld, Jill A; Gambin, Tomasz; Stray-Pedersen, Asbjørg; Küry, Sébastien; Mercier, Sandra; Lessel, Davor; Denecke, Jonas; Wiszniewski, Wojciech; Penney, Samantha; Liu, Pengfei; Bi, Weimin; Lalani, Seema R; Schaaf, Christian P; Wangler, Michael F; Bacino, Carlos A; Lewis, Richard Alan; Potocki, Lorraine; Graham, Brett H; Belmont, John W; Scaglia, Fernando; Orange, Jordan S; Jhangiani, Shalini N; Chiang, Theodore; Doddapaneni, Harsha; Hu, Jianhong; Muzny, Donna M; Xia, Fan; Beaudet, Arthur L; Boerwinkle, Eric; Eng, Christine M; Plon, Sharon E; Sutton, V Reid; Gibbs, Richard A; Posey, Jennifer E; Yang, Yaping; Lupski, James R

2017-03-21

Given the rarity of most single-gene Mendelian disorders, concerted efforts of data exchange between clinical and scientific communities are critical to optimize molecular diagnosis and novel disease gene discovery. We designed and implemented protocols for the study of cases for which a plausible molecular diagnosis was not achieved in a clinical genomics diagnostic laboratory (i.e. unsolved clinical exomes). Such cases were recruited to a research laboratory for further analyses, in order to potentially: (1) accelerate novel disease gene discovery; (2) increase the molecular diagnostic yield of whole exome sequencing (WES); and (3) gain insight into the genetic mechanisms of disease. Pilot project data included 74 families, consisting mostly of parent-offspring trios. Analyses performed on a research basis employed both WES from additional family members and complementary bioinformatics approaches and protocols. Analysis of all possible modes of Mendelian inheritance, focusing on both single nucleotide variants (SNV) and copy number variant (CNV) alleles, yielded a likely contributory variant in 36% (27/74) of cases. If one includes candidate genes with variants identified within a single family, a potential contributory variant was identified in a total of ~51% (38/74) of cases enrolled in this pilot study. The molecular diagnosis was achieved in 30/63 trios (47.6%). Besides this, the analysis workflow yielded evidence for pathogenic variants in disease-associated genes in 4/6 singleton cases (66.6%), 1/1 multiplex family involving three affected siblings, and 3/4 (75%) quartet families. Both the analytical pipeline and the collaborative efforts between the diagnostic and research laboratories provided insights that allowed recent disease gene discoveries (PURA, TANGO2, EMC1, GNB5, ATAD3A, and MIPEP) and increased the number of novel genes, defined in this study as genes identified in more than one family (DHX30 and EBF3). An efficient genomics pipeline in which

40 CFR 26.304 - Additional protections for pregnant women and fetuses involved in observational research.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Protections for Pregnant Women and Fetuses Involved as Subjects in Observational Research Conducted or Supported by EPA § 26.304 Additional protections for pregnant women and fetuses involved in observational... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Additional protections for pregnant...

40 CFR 26.304 - Additional protections for pregnant women and fetuses involved in observational research.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Protections for Pregnant Women and Fetuses Involved as Subjects in Observational Research Conducted or Supported by EPA § 26.304 Additional protections for pregnant women and fetuses involved in observational... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Additional protections for pregnant...

40 CFR 26.304 - Additional protections for pregnant women and fetuses involved in observational research.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Protections for Pregnant Women and Fetuses Involved as Subjects in Observational Research Conducted or Supported by EPA § 26.304 Additional protections for pregnant women and fetuses involved in observational... 40 Protection of Environment 1 2013-07-01 2013-07-01 false Additional protections for pregnant...

40 CFR 26.304 - Additional protections for pregnant women and fetuses involved in observational research.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Protections for Pregnant Women and Fetuses Involved as Subjects in Observational Research Conducted or Supported by EPA § 26.304 Additional protections for pregnant women and fetuses involved in observational... 40 Protection of Environment 1 2012-07-01 2012-07-01 false Additional protections for pregnant...

40 CFR 26.304 - Additional protections for pregnant women and fetuses involved in observational research.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Protections for Pregnant Women and Fetuses Involved as Subjects in Observational Research Conducted or Supported by EPA § 26.304 Additional protections for pregnant women and fetuses involved in observational... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Additional protections for pregnant...

The Question Asking Skills of Preschool Teacher Candidates: Turkey and America Example

ERIC Educational Resources Information Center

Bay, D. Neslihan

2016-01-01

Question asking is an important skill that teachers should use during class activities. Teachers need to get used to this ability while they are teacher candidates. The aim of this research is to identify the cognitive taxonomy and the structure of the questions asked by the candidate of preschool teachers and to compare the questioning skills of…

Twenty Questions for PER: How Does It All Fit Together?

NASA Astrophysics Data System (ADS)

Redish, Edward F.; Wittmann, Michael C.

2005-09-01

In physics education research (PER), we have focused our attention for many years on finding ways to improve our instruction and have achieved some notable successes. In this paper, we suggest that the time has come to embed this activity in a more complete and scientific view of PER, one that builds a coherent understanding of the system of teaching and learning in addition to improving the practice of our instruction. We outline five broad topics of interest for PER and discuss questions that need to be addressed in each topic over the next few years. The topics are: the model of the participants, the model of the contexts, the model of the content, the engineering of instruction, and the overall epistemology of PER — How do we decide when we think we know something?

Seventy-one important questions for the conservation of marine biodiversity.

PubMed

Parsons, E C M; Favaro, Brett; Aguirre, A Alonso; Bauer, Amy L; Blight, Louise K; Cigliano, John A; Coleman, Melinda A; Côté, Isabelle M; Draheim, Megan; Fletcher, Stephen; Foley, Melissa M; Jefferson, Rebecca; Jones, Miranda C; Kelaher, Brendan P; Lundquist, Carolyn J; McCarthy, Julie-Beth; Nelson, Anne; Patterson, Katheryn; Walsh, Leslie; Wright, Andrew J; Sutherland, William J

2014-10-01

The ocean provides food, economic activity, and cultural value for a large proportion of humanity. Our knowledge of marine ecosystems lags behind that of terrestrial ecosystems, limiting effective protection of marine resources. We describe the outcome of 2 workshops in 2011 and 2012 to establish a list of important questions, which, if answered, would substantially improve our ability to conserve and manage the world's marine resources. Participants included individuals from academia, government, and nongovernment organizations with broad experience across disciplines, marine ecosystems, and countries that vary in levels of development. Contributors from the fields of science, conservation, industry, and government submitted questions to our workshops, which we distilled into a list of priority research questions. Through this process, we identified 71 key questions. We grouped these into 8 subject categories, each pertaining to a broad component of marine conservation: fisheries, climate change, other anthropogenic threats, ecosystems, marine citizenship, policy, societal and cultural considerations, and scientific enterprise. Our questions address many issues that are specific to marine conservation, and will serve as a road map to funders and researchers to develop programs that can greatly benefit marine conservation. © 2014 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of The Society for the Study of Evolution.

Geoscience Education Research Methods: Thinking About Sample Size

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.; CenterAstronomy; Physics Education Research

2011-12-01

Geoscience education research is at a critical point in which conditions are sufficient to propel our field forward toward meaningful improvements in geosciences education practices. Our field has now reached a point where the outcomes of our research is deemed important to endusers and funding agencies, and where we now have a large number of scientists who are either formally trained in geosciences education research, or who have dedicated themselves to excellence in this domain. At this point we now must collectively work through our epistemology, our rules of what methodologies will be considered sufficiently rigorous, and what data and analysis techniques will be acceptable for constructing evidence. In particular, we have to work out our answer to that most difficult of research questions: "How big should my 'N' be??" This paper presents a very brief answer to that question, addressing both quantitative and qualitative methodologies. Research question/methodology alignment, effect size and statistical power will be discussed, in addition to a defense of the notion that bigger is not always better.

Questions about Brain Development = Preguntas sobre el desarrollo del cerebro.

ERIC Educational Resources Information Center

Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.

Noting that new research shows that a baby's earliest years shape how he or she grows later in life, this brochure, in English- and Spanish-language versions, provides brief answers to some important questions parents may have about their baby's brain. The questions answered are: (1) "Why is brain development a popular subject lately?; (2)…

Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics

PubMed Central

2009-01-01

Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students’ CA scores indicated that the majority could answer correctly all the questions. Students’ feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning. PMID:19952097

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

NASA Astrophysics Data System (ADS)

Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Asking the right questions in the right way: the need for a shift in research on psychological treatments for addiction.

PubMed

Orford, Jim

2008-06-01

To identify possible reasons for the disappointingly negative results of methodologically rigorous controlled trials of psychological treatments in the addictions field. A selective overview of the literature on addictive behaviour change. Eight failings of existing research are described: failing to account for the outcome equivalence paradox; neglecting relationships in favour of techniques; failing to integrate treatment research and research on unaided change; imposing an inappropriate time-scale on the change process; failing to take a systems or social network view; ignoring therapists' tacit theories; not including the patient's view; and displaying an ignorance of modern developments in the philosophy of science. Treatment research has been asking the wrong questions in the wrong way. Three necessary shifts in ways of conducting research are proposed: (i) the field should stop studying named techniques and focus instead on change processes; (ii) change processes should be studied within the broader, longer-acting systems of which treatment is part; and (iii) science in the field should be brought up to date by acknowledging a variety of sources of useful knowledge.

What are you trying to learn? Study designs and the appropriate analysis for your research question

USDA-ARS?s Scientific Manuscript database

One fundamental necessity in the entire process of a well-performed study is the experimental design. A well-designed study can help researchers understand and have confidence in their results and analyses, and additionally the agreement or disagreement with the stated hypothesis. This well-designed...

Asking Questions: Will Army Tactical Interrogation be Ready for War?

DTIC Science & Technology

1986-12-17

still never answer the basic question: "Is there enough?" It is the interrogator portion of this question that this paper will address to provide a...tenative answer for the near to midrange future. Section II of this paper will examine the historical 2 AA 4 importance of interrogator derived...the former that this paper will concern itself. In addition to interrogators, there have historically existed, and there continue to exist today (almost

Exam Question Exchange.

ERIC Educational Resources Information Center

Alexander, John J., Ed.

1987-01-01

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

How should we question young children's understanding of aspectuality?

PubMed

Waters, Gillian M; Beck, Sarah R

2012-09-01

In two experiments, we investigated whether 4- to 5-year-old children's ability to demonstrate their understanding of aspectuality was influenced by how the test question was phrased. In Experiment 1, 60 children chose whether to look or feel to gain information about a hidden object (identifiable by sight or touch). Test questions referred either to the perceptual aspect of the hidden object (e.g., whether it was red or blue), the modality dimension (e.g., what colour it was), or the object's identity (e.g., which one it was). Children who heard the identity question performed worse than those who heard the aspect or dimension question. Further investigation in Experiment 2 (N= 23) established that children's difficulty with the identity question was not due to a problem recalling the objects. We discuss how the results of these methodological investigations impact on researchers' assessment of the development of aspectuality understanding. ©2011 The British Psychological Society.

Interspecific competition in plants: how well do current methods answer fundamental questions?

PubMed

Connolly, J; Wayne, P; Bazzaz, F A

2001-02-01

Accurately quantifying and interpreting the processes and outcomes of competition among plants is essential for evaluating theories of plant community organization and evolution. We argue that many current experimental approaches to quantifying competitive interactions introduce size bias, which may significantly impact the quantitative and qualitative conclusions drawn from studies. Size bias generally arises when estimates of competitive ability are erroneously influenced by the initial size of competing individuals. We employ a series of quantitative thought experiments to demonstrate the potential for size bias in analysis of four traditional experimental designs (pairwise, replacement series, additive series, and response surfaces) either when only final measurements are available or when both initial and final measurements are collected. We distinguish three questions relevant to describing competitive interactions: Which species dominates? Which species gains? and How do species affect each other? The choice of experimental design and measurements greatly influences the scope of inference permitted. Conditions under which the latter two questions can give biased information are tabulated. We outline a new approach to characterizing competition that avoids size bias and that improves the concordance between research question and experimental design. The implications of the choice of size metrics used to quantify both the initial state and the responses of elements in interspecific mixtures are discussed. The relevance of size bias in competition studies with organisms other than plants is also discussed.

The evaluation of a peer-led question-writing task.

PubMed

Nwosu, Amara; Mason, Stephen; Roberts, Anita; Hugel, Heino

2013-06-01

  Novel studies have previously highlighted the educational benefits of peer-led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students.   To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. methods:  Fourth-year medical students on a palliative medicine rotation were invited to write a short-answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student-generated questions were discussed in a feedback forum at the end of the rotation.   Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future.   Peer-led examination question writing could complement the delivery of palliative care teaching for medical students. © 2013 John Wiley & Sons Ltd.

Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the

Formative student-authored question bank: perceptions, question quality and association with summative performance

PubMed Central

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-01-01

Purpose of the study There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. PMID:28866607

Thinking through Quality Questioning: Deepening Student Engagement

ERIC Educational Resources Information Center

Walsh, Jackie Acree; Sattes, Beth Dankert

2011-01-01

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

Provocative questions in cancer epidemiology in a time of scientific innovation and budgetary constraints.

PubMed

Lam, Tram Kim; Schully, Sheri D; Rogers, Scott D; Benkeser, Rachel; Reid, Britt; Khoury, Muin J

2013-04-01

In a time of scientific and technological developments and budgetary constraints, the National Cancer Institute's (NCI) Provocative Questions Project offers a novel funding mechanism for cancer epidemiologists. We reviewed the purposes underlying the Provocative Questions Project, present information on the contributions of epidemiologic research to the current Provocative Questions portfolio, and outline opportunities that the cancer epidemiology community might capitalize on to advance a research agenda that spans a translational continuum from scientific discoveries to population health impact.

The Effects of Student Question-Generation with Online Prompts on Learning

ERIC Educational Resources Information Center

Yu, Fu-Yun; Pan, Kuan-Jung

2014-01-01

The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school…

More Questions than Answers: A Response to Stephens, Reeder, and Elder.

ERIC Educational Resources Information Center

Bhaerman, Robert D.

1992-01-01

Responds to the three main articles in this issue with questions concerning the development and use of policy-impact codes (rural-urban classification systems) for specific purposes in policymaking, research, and practice. Questions the necessity for policy-impact codes to ensure equity, adequacy, responsiveness, and appropriateness of rural…

"Big Questions" in the Introductory Religion Classroom: Expanding the Integrative Approach

ERIC Educational Resources Information Center

Deffenbaugh, Daniel G.

2011-01-01

Recent research by Barbara Walvoord suggests a perceived disparity between faculty learning objectives and students' desire to engage "big questions" in the introductory religion classroom. Faculty opinions of such questions are varied, ranging from a refusal to employ any approach that diverts attention away from critical thinking, to a…

[Ethics of biomedical research: questions about patient information].

PubMed

Moutel, Grégoire

2013-02-01

All recommendations and laws concerning biomedical research, including the most recent in France in 2012, emphasize the quality of patient information to justify its participation. To optimize practices, it is important to take into account the central issues: what limits of information? What role for the relatives and family in the decision in case of disability or vulnerability of a patient? What need for specific information for long protocol and follow-up cohort? What information about research results? © 2013 médecine/sciences – Inserm / SRMS.

Evaluation of student abilities to respond to a "real-world" question about an emerging infectious disease.

PubMed

Phalen, David N

2009-01-01

Veterinarians play an important role in educating the public about emerging animal and zoonotic diseases. This article investigates the ability of third-year veterinary students (N=31), from a veterinary school in the USA, to respond to an actual client's question about an emerging disease. In an open-book, take-home examination, students were asked to respond to a nurse's concern that she could bring home influenza from work and infect her macaw. While 75% of the students answered the question correctly, only 51% demonstrated that they understood that this question came from the ongoing publicity about the highly pathogenic H5N1 avian influenza outbreak in Asia, Africa, and Europe. Additional information that would have decreased the client's concern and provided the client with a better understanding of this disease outbreak was lacking in many of the answers. The results of this study suggest that greater emphasis should be applied to exercises requiring veterinary students to research, carefully study, and formulate answers to applied topics that are novel to them.

Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided.

Creativity Research: More Studies, Greater Sophistication and the Importance of "Big" Questions

ERIC Educational Resources Information Center

Ward, Thomas B.; Kennedy, Evan S.

2017-01-01

In the past 20 years, there has been a strong and steady increase in the number of publications concerned with creativity and in the number of outlets for that work. More importantly, there has been an increase in the level of detail and sophistication of answers provided for the most fundamental questions in the field. We illustrate that…

Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.

2017-04-01

Questions addressed to something can induce metacognitive function to monitor a person’s thinking process. This study aims to describe the structure of the level of student questions based on thinking level and chemistry understanding level and describe how students use their metacognitive knowledge in asking. This research is a case study in chemistry learning, followed by 87 students. Results of the analysis revealed that the structure of thinking level of student question consists of knowledge question, understanding and application question, and high thinking question; the structure of chemistry understanding levels of student questions are a symbol, macro, macro-micro, macro-process, micro-process, and the macro-micro-process. The level Questioning skill of students to scientific articles more qualified than the level questioning skills of students to the teaching materials. The analysis result of six student interviews, a student question demonstrate the metacognitive processes with categories: (1) low-level metacognitive process, which is compiled based on questions focusing on a particular phrase or change the words; (2) intermediate level metacognitive process, submission of questions requires knowledge and understanding, and (3) high-level metacognitive process, the student questions posed based on identifying the central topic or abstraction essence of scientific articles.

A characterization of clinical questions asked by rehabilitation therapists.

PubMed

Kloda, Lorie Andrea; Bartlett, Joan C

2014-04-01

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

Formative student-authored question bank: perceptions, question quality and association with summative performance.

PubMed

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-02-01

There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Essential Questions

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D.

2012-01-01

The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own…

Analytic methods for questions pertaining to a randomized pretest, posttest, follow-up design.

PubMed

Rausch, Joseph R; Maxwell, Scott E; Kelley, Ken

2003-09-01

Delineates 5 questions regarding group differences that are likely to be of interest to researchers within the framework of a randomized pretest, posttest, follow-up (PPF) design. These 5 questions are examined from a methodological perspective by comparing and discussing analysis of variance (ANOVA) and analysis of covariance (ANCOVA) methods and briefly discussing hierarchical linear modeling (HLM) for these questions. This article demonstrates that the pretest should be utilized as a covariate in the model rather than as a level of the time factor or as part of the dependent variable within the analysis of group differences. It is also demonstrated that how the posttest and the follow-up are utilized in the analysis of group differences is determined by the specific question asked by the researcher.

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

Symptom management, nutrition and hydration at end-of-life: a qualitative exploration of patients', carers' and health professionals' experiences and further research questions.

PubMed

Baillie, Jessica; Anagnostou, Despina; Sivell, Stephanie; Van Godwin, Jordan; Byrne, Anthony; Nelson, Annmarie

2018-04-16

Symptom management is an essential aspect of palliative and end-of-life care, but evidence suggests that patients' symptoms may not always be relieved, causing significant harm to patients and magnifying their relatives' distress. A growing body of evidence focuses on symptom management at the end-of-life, but research funding for palliative care remains disproportionately low. It is therefore crucial that research funding is targeted at areas of importance to patients and relatives. The Palliative and end-of-life care Priority Setting Partnership (PeolcPSP) undertook a UK-wide free-text survey to establish research priorities within palliative and end-of-life care and disseminated its results in 2015. Much of the data were related more broadly to personal perceptions and experiences rather than specific research questions. The aim of this article is to report on a supplementary analysis exploring the experiences and questions of PeolcPSP survey respondents regarding symptoms, hydration and nutrition. The PeolcPSP data (n = 1403) were coded by a team of qualitative researchers in a supplementary analysis. There were 190 responses that related to symptoms, nutrition and hydration. The data were analysed thematically using Braun and Clarke's approach. Five themes were identified: pain, breathlessness, agitation, nutrition and hydration. The majority of responses related to symptoms that were sub-optimally managed, in particular pain. Nutrition and hydration were of significant concern, particularly for carers. Overall, respondents consistently asked about the most effective, evidence-based methods for managing symptoms and suggested areas where further research is necessary. This study highlights the perceptions and experiences of patients, families and professionals within palliative care, highlighting the need for improved care, communication and further research to establish which treatments are most effective within a palliative care population. This is

Using Bloom's Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook's Questions

ERIC Educational Resources Information Center

Assaly, Ibtihal R.; Smadi, Oqlah M.

2015-01-01

This study aimed at evaluating the cognitive levels of the questions following the reading texts of Master Class textbook. A checklist based on Bloom's Taxonomy was the instrument used to categorize the cognitive levels of these questions. The researchers used proper statistics to rank the cognitive levels of the comprehension questions. The…

Analysis of the Questions Asked through Digital and Face-to-Face Reference Services

ERIC Educational Resources Information Center

Tsuji, Keita; Arai, Shunsuke; Suga, Reina; Ikeuchi, Atsushi; Yoshikane, Fuyuki

2013-01-01

In Japan, only a few public libraries provide e-mail reference services. To help public libraries start e-mail reference services, the authors investigated reference questions received by libraries via e-mail and traditional face-to-face services. The authors found that research questions are more frequently observed among e-mail questions and…

Addressing Research Design Problem in Mixed Methods Research

NASA Astrophysics Data System (ADS)

Alavi, Hamed; Hąbek, Patrycja

2016-03-01

Alongside other disciplines in social sciences, management researchers use mixed methods research more and more in conduct of their scientific investigations. Mixed methods approach can also be used in the field of production engineering. In comparison with traditional quantitative and qualitative research methods, reasons behind increasing popularity of mixed research method in management science can be traced in different factors. First of all, any particular discipline in management can be theoretically related to it. Second is that concurrent approach of mixed research method to inductive and deductive research logic provides researchers with opportunity to generate theory and test hypothesis in one study simultaneously. In addition, it provides a better justification for chosen method of investigation and higher validity for obtained answers to research questions. Despite increasing popularity of mixed research methods among management scholars, there is still need for a comprehensive approach to research design typology and process in mixed research method from the perspective of management science. The authors in this paper try to explain fundamental principles of mixed research method, its typology and different steps in its design process.

Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper

PubMed Central

Palmer, Edward J; Devitt, Peter G

2007-01-01

Background Reliable and valid written tests of higher cognitive function are difficult to produce, particularly for the assessment of clinical problem solving. Modified Essay Questions (MEQs) are often used to assess these higher order abilities in preference to other forms of assessment, including multiple-choice questions (MCQs). MEQs often form a vital component of end-of-course assessments in higher education. It is not clear how effectively these questions assess higher order cognitive skills. This study was designed to assess the effectiveness of the MEQ to measure higher-order cognitive skills in an undergraduate institution. Methods An analysis of multiple-choice questions and modified essay questions (MEQs) used for summative assessment in a clinical undergraduate curriculum was undertaken. A total of 50 MCQs and 139 stages of MEQs were examined, which came from three exams run over two years. The effectiveness of the questions was determined by two assessors and was defined by the questions ability to measure higher cognitive skills, as determined by a modification of Bloom's taxonomy, and its quality as determined by the presence of item writing flaws. Results Over 50% of all of the MEQs tested factual recall. This was similar to the percentage of MCQs testing factual recall. The modified essay question failed in its role of consistently assessing higher cognitive skills whereas the MCQ frequently tested more than mere recall of knowledge. Conclusion Construction of MEQs, which will assess higher order cognitive skills cannot be assumed to be a simple task. Well-constructed MCQs should be considered a satisfactory replacement for MEQs if the MEQs cannot be designed to adequately test higher order skills. Such MCQs are capable of withstanding the intellectual and statistical scrutiny imposed by a high stakes exit examination. PMID:18045500

Unpark Those Questions

ERIC Educational Resources Information Center

Ness, Molly

2013-01-01

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

Clinical Research Priorities in Adult Congenital Heart Disease

PubMed Central

Cotts, Timothy; Khairy, Paul; Opotowsky, Alexander R.; John, Anitha S.; Valente, Anne Marie; Zaidi, Ali N.; Cook, Stephen C.; Aboulhosn, Jamil; Ting, Jennifer Grando; Gurvitz, Michelle; Landzberg, Michael J.; Verstappen, Amy; Kay, Joseph; Earing, Michael; Franklin, Wayne; Kogon, Brian; Broberg, Craig S.

2014-01-01

Background Adult congenital heart disease (ACHD) clinicians are hampered by the paucity of data to inform clinical decision-making. The objective of this study was to identify priorities for clinical research in ACHD. Methods A list of 45 research questions was developed by the Alliance for Adult Research in Congenital Cardiology (AARCC), compiled into a survey, and administered to ACHD providers. Patient input was sought via the Adult Congenital Heart Association at community meetings and online forums. The 25 top questions were sent to ACHD providers worldwide via an online survey. Each question was ranked based on perceived priority and weighted based on time spent in ACHD care. The top 10 topics identified are presented and discussed. Results The final online survey yielded 139 responses. Top priority questions related to tetralogy of Fallot (timing of pulmonary valve replacement and criteria for primary prevention ICDs), patients with systemic right ventricles (determining the optimal echocardiographic techniques for measuring right ventricular function, and indications for tricuspid valve replacement and primary prevention ICDs), and single ventricle/Fontan patients (role of pulmonary vasodilators, optimal anticoagulation, medical therapy for preservation of ventricular function, treatment for protein losing enteropathy). In addition, establishing criteria to refer ACHD patients for cardiac transplantation was deemed a priority. Conclusions The ACHD field is in need of prospective research to address fundamental clinical questions. It is hoped that this methodical consultation process will inform researchers and funding organizations about clinical research topics deemed to be of high priority. PMID:24411207

Clinical research priorities in adult congenital heart disease.

PubMed

Cotts, Timothy; Khairy, Paul; Opotowsky, Alexander R; John, Anitha S; Valente, Anne Marie; Zaidi, Ali N; Cook, Stephen C; Aboulhosn, Jamil; Ting, Jennifer Grando; Gurvitz, Michelle; Landzberg, Michael J; Verstappen, Amy; Kay, Joseph; Earing, Michael; Franklin, Wayne; Kogon, Brian; Broberg, Craig S

2014-02-15

Adult congenital heart disease (ACHD) clinicians are hampered by the paucity of data to inform clinical decision-making. The objective of this study was to identify priorities for clinical research in ACHD. A list of 45 research questions was developed by the Alliance for Adult Research in Congenital Cardiology (AARCC), compiled into a survey, and administered to ACHD providers. Patient input was sought via the Adult Congenital Heart Association at community meetings and online forums. The 25 top questions were sent to ACHD providers worldwide via an online survey. Each question was ranked based on perceived priority and weighted based on time spent in ACHD care. The top 10 topics identified are presented and discussed. The final online survey yielded 139 responses. Top priority questions related to tetralogy of Fallot (timing of pulmonary valve replacement and criteria for primary prevention ICDs), patients with systemic right ventricles (determining the optimal echocardiographic techniques for measuring right ventricular function, and indications for tricuspid valve replacement and primary prevention ICDs), and single ventricle/Fontan patients (role of pulmonary vasodilators, optimal anticoagulation, medical therapy for preservation of ventricular function, treatment for protein losing enteropathy). In addition, establishing criteria to refer ACHD patients for cardiac transplantation was deemed a priority. The ACHD field is in need of prospective research to address fundamental clinical questions. It is hoped that this methodical consultation process will inform researchers and funding organizations about clinical research topics deemed to be of high priority. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

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

PubMed

Spencer-Cavaliere, Nancy; Peers, Danielle

2011-10-01

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

Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom’s

PubMed Central

Lemons, Paula P.; Lemons, J. Derrick

2013-01-01

We present an exploratory study of biologists’ ideas about higher-order cognition questions. We documented the conversations of biologists who were writing and reviewing a set of higher-order cognition questions. Using a qualitative approach, we identified the themes of these conversations. Biologists in our study used Bloom's Taxonomy to logically analyze questions. However, biologists were also concerned with question difficulty, the length of time required for students to address questions, and students’ experience with questions. Finally, some biologists demonstrated an assumption that questions should have one correct answer, not multiple reasonable solutions; this assumption undermined their comfort with some higher-order cognition questions. We generated a framework for further research that provides an interpretation of participants’ ideas about higher-order questions and a model of the relationships among these ideas. Two hypotheses emerge from this framework. First, we propose that biologists look for ways to measure difficulty when writing higher-order questions. Second, we propose that biologists’ assumptions about the role of questions in student learning strongly influence the types of higher-order questions they write. PMID:23463228

Improving question wording in surveys of culturally diverse populations.

PubMed

Warnecke, R B; Johnson, T P; Chávez, N; Sudman, S; O'Rourke, D P; Lacey, L; Horm, J

1997-07-01

The purpose of this paper is to briefly describe a theoretical model articulating cognitive theory and sources of potential response bias resulting from racial or ethnic cultural experience to survey questions that deal with health behavior. The theory components are then evaluated using questions obtained from national health surveys conducted by the National Center for Health Statistics and Centers for Disease Control and Prevention. The analysis explores the effects of four cognitive tasks involved in responding to questions as specified by the model: question interpretation, information retrieval from memory, judgment formation, and response editing. Implications for epidemiological research are considered. Data were collected from a purposive sample of 423 adults aged 18 through 50 who were recruited to ensure equal numbers of African American, Puerto Rican, Mexican American, and non-Hispanic white respondents, stratified by age, gender, and education. Individual questions were selected for evaluation to ensure variation by topic and question format. Probes related to each of the cognitive tasks were designed to obtain insight into the underlying cognitive processes used by respondents to answer survey questions. All statistical analyses used logistic regression or ordinary least squares multiple regression as appropriate. Variation by race/ethnicity was found in the way respondents defined physical activity in a series of questions used in the Centers for Disease Control and Prevention Behavioral Risk Factor Surveillance System (BRFSS). Gender and race/ethnicity appeared to influence interpretation in the absence of specific cues in the question format about how to respond. Strategies used to retrieve information from memory did not appear to be influenced by respondent culture; however, frequency of the event was associated with the recall strategy in that more frequent or regular events were more likely to result in estimates about frequency, whereas

Setting Priorities for Diabetic Retinopathy Clinical Research and Identifying Evidence Gaps.

PubMed

Le, Jimmy T; Hutfless, Susan; Li, Tianjing; Bressler, Neil M; Heyward, James; Bittner, Ava K; Glassman, Adam; Dickersin, Kay

2017-01-01

Prioritizing comparative effectiveness research may contribute to obtaining answers that clinicians perceive they need and may minimize research that could be considered wasteful. Our objective was to identify evidence gaps and set priorities for new systematic reviews and randomized controlled trials for managing diabetic retinopathy (DR), including diabetic macular edema (DME). Cross-sectional study. Diabetic Retinopathy Clinical Research Network (DRCR.net) investigators. We provided recommendations from the American Academy of Ophthalmology's 2012 Preferred Practice Patterns for Diabetic Retinopathy as 91 answerable clinical research questions about intervention effectiveness to 410 DRCR.net investigators to rate each question's importance from 0 (not important) to 10 (very important) using a 2-round Delphi survey and to suggest additional questions. We considered questions as high priority if at least 75% of respondents to both rounds assigned an importance rating of 5 or more in round 2. We also extracted outcome measures relevant to DR and asked respondents to identify those that must be measured in all studies. We mapped Cochrane reviews published up to March 2016 to high-priority clinical research questions. Ranking of importance of each clinical question. Thirty-two individuals completed rounds 1 and 2 and suggested 15 questions. Among the final list of 106 clinical research questions, 22 questions met our definition of high priority: 9 of 22 concerned the effectiveness of anti-VEGF therapy, and 13 of 22 focused on how often patients should be followed up (re-examination) and treatment effectiveness in patients with specific characteristics (e.g., DME). Outcomes that 75% or more of respondents marked as "must be measured in all studies" included visual acuity and visual loss, death of participants, and intraocular pressure. Only 1 prioritized question was associated with conclusive evidence from a Cochrane systematic review. A limited response rate among

The role of student’s critical asking question in developing student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.; Erman, E.

2018-01-01

Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.

HIV and Alcohol Research Priorities of City, State, and Federal Policymakers: Results of a Delphi Study

PubMed Central

Li, Lingfeng; Braithwaite, Ronald Scott

2015-01-01

We identified the research areas related to HIV and alcohol consumption that were of highest priority to city, state, and federal policymakers. From June to July 2014, we conducted a 3-round Delphi study to elicit from experts a list of alcohol- and HIV-related clinical trial research questions that were important to fund and rank order the list to identify questions of highest priority. Translating evidence into practice must be improved because some questions that have been extensively studied with results published in peer-reviewed journals were identified by the panel as areas needing additional research. PMID:26180968

HIV and Alcohol Research Priorities of City, State, and Federal Policymakers: Results of a Delphi Study.

PubMed

Uyei, Jennifer; Li, Lingfeng; Braithwaite, Ronald Scott

2015-09-01

We identified the research areas related to HIV and alcohol consumption that were of highest priority to city, state, and federal policymakers. From June to July 2014, we conducted a 3-round Delphi study to elicit from experts a list of alcohol- and HIV-related clinical trial research questions that were important to fund and rank order the list to identify questions of highest priority. Translating evidence into practice must be improved because some questions that have been extensively studied with results published in peer-reviewed journals were identified by the panel as areas needing additional research.

Curiosity Questions

ERIC Educational Resources Information Center

Nelsen, Jane; DeLorenzo, Chip

2010-01-01

Have you ever found yourself lecturing a child, with the best of intentions, in an attempt to help him or her learn a lesson or process a situation in a manner that you feel will be productive? Curiosity questions, which the authors also call What and How questions, help children process an experience, event, or natural consequence so that they…

Questioning care at the end of life.

PubMed

Ruopp, Patricia; Good, Mary-Jo Delvecchio; Lakoma, Matthew; Gadmer, Nina M; Arnold, Robert M; Block, Susan D

2005-06-01

The goal of the larger study was to explore physicians' emotional responses to the death of their patients; this study analyzed a subset of physician transcripts to elucidate the construct of questioning care, which emerged from the larger study. To analyzes how physicians question care-expressing concern, unease, or uncertainty about treatment decisions and practices, errors, or adverse events-as they attend dying patients. Retrospective interview study of physicians caring for randomly selected deaths on the medical service of a major academic teaching hospital, using qualitative and quantitative measures. SETTING, SUBJECTS: 188 attendings, residents, and interns on the internal medical services of two academic medical centers were part of the larger study. A subsample of 75 physician narratives was selected for qualitative data analysis for this study. Qualitative measures included open-ended questions eliciting physicians' stories of the most recent and a most emotionally powerful patient death they have experienced. Grounded theory was used to analyze physician narratives. Quantitative instruments measured physician attitudes toward end-of-life care and responses to the most recent and most emotional patient death. Physicians question care more frequently in most emotional deaths (42%) than in most recent deaths (34%). Physicians question communication with patients and families and within medical teams, medical judgment and technique, standards of practice, and high-risk treatments, often assigning responsibility for medical management they perceive as inappropriate, futile, overly aggressive, or mistakes in judgment and technique. Responsibility ranges from the distal (the culture of medicine) to the proximal (personal). Frustration, guilt, and anger are more frequently expressed in these narratives when care is questioned. A typology of questioning care emerged from these physicians' narratives that parallels and reflects recent and classic research on

Intelligence is as intelligence does: can additional support needs replace disability?

PubMed

Arnold, Samuel R C; Riches, Vivienne C; Stancliffe, Roger J

2011-12-01

Abstract In many developed cultures there is an assumption that IQ is intelligence. However, emerging theories of multiple intelligences, of emotional intelligence, as well as the application of IQ testing to other cultural groups, and to people with disability, raises many questions as to what IQ actually measures. Despite recent research that shows IQ testing produces a floor effect when applied to people with lower IQ, as well as research that shows the Flynn effect also applies to people with lower IQ, in practice IQ scores below a certain cut-off are still being used to determine and classify a person's intellectual disability. However, a new paradigm is emerging, almost returning to the original intent of Binet, where measurement is made of the supports the person needs. In this paper, we argue that if one extends the notions of this supports paradigm that diagnosis of intellectual or physical disability could potentially be replaced by diagnosis of additional intellectual support needs, or additional physical support needs.

Professional development workshops for physics education research

NASA Astrophysics Data System (ADS)

Sayre, Eleanor C.; Franklin, Scott V.; Kustusch, Mary Bridget

2017-01-01

Physics education research holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior physics education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgable peers and near-peers. Our two-part professional development model combines intensive in-person workshops with long-term remote activities. During a two-week in-person workshop, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and collect a corpus of data appropriate to their research questions. Afterwards, they meet biweekly in a distributed, mentored research group to share analyses and develop their ideas into publishable papers. In this talk, we discuss this model for professional development and show results from one three-year implementation in the IMPRESS program at the Rochester Institute of Technology. Partially funded by the PERTG of the AAPT.

Helping physics teacher-candidates develop questioning skills through innovative technology use

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2015-12-01

Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program.

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

ERIC Educational Resources Information Center

Festo, Kayima

2016-01-01

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

The systematic review as a research process in music therapy.

PubMed

Hanson-Abromeit, Deanna; Sena Moore, Kimberly

2014-01-01

Music therapists are challenged to present evidence on the efficacy of music therapy treatment and incorporate the best available research evidence to make informed healthcare and treatment decisions. Higher standards of evidence can come from a variety of sources including systematic reviews. To define and describe a range of research review methods using examples from music therapy and related literature, with emphasis on the systematic review. In addition, the authors provide a detailed overview of methodological processes for conducting and reporting systematic reviews in music therapy. The systematic review process is described in five steps. Step 1 identifies the research plan and operationalized research question(s). Step 2 illustrates the identification and organization of the existing literature related to the question(s). Step 3 details coding of data extracted from the literature. Step 4 explains the synthesis of coded findings and analysis to answer the research question(s). Step 5 describes the strength of evidence evaluation and results presentation for practice recommendations. Music therapists are encouraged to develop and conduct systematic reviews. This methodology contributes to review outcome credibility and can determine how information is interpreted and used by clinicians, clients or patients, and policy makers. A systematic review is a methodologically rigorous research method used to organize and evaluate extant literature related to a clinical problem. Systematic reviews can assist music therapists in managing the ever-increasing literature, making well-informed evidence based practice and research decisions, and translating existing music-based and nonmusic based literature to clinical practice and research development. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Formulating and Answering High-Impact Causal Questions in Physiologic Childbirth Science: Concepts and Assumptions.

PubMed

Snowden, Jonathan M; Tilden, Ellen L; Odden, Michelle C

2018-06-08

In this article, we conclude our 3-part series by focusing on several concepts that have proven useful for formulating causal questions and inferring causal effects. The process of causal inference is of key importance for physiologic childbirth science, so each concept is grounded in content related to women at low risk for perinatal complications. A prerequisite to causal inference is determining that the question of interest is causal rather than descriptive or predictive. Another critical step in defining a high-impact causal question is assessing the state of existing research for evidence of causality. We introduce 2 causal frameworks that are useful for this undertaking, Hill's causal considerations and the sufficient-component cause model. We then provide 3 steps to aid perinatal researchers in inferring causal effects in a given study. First, the researcher should formulate a rigorous and clear causal question. We introduce an example of epidural analgesia and labor progression to demonstrate this process, including the central role of temporality. Next, the researcher should assess the suitability of the given data set to answer this causal question. In randomized controlled trials, data are collected with the express purpose of answering the causal question. Investigators using observational data should also ensure that their chosen causal question is answerable with the available data. Finally, investigators should design an analysis plan that targets the causal question of interest. Some data structures (eg, time-dependent confounding by labor progress when estimating the effect of epidural analgesia on postpartum hemorrhage) require specific analytical tools to control for bias and estimate causal effects. The assumptions of consistency, exchangeability, and positivity may be especially useful in carrying out these steps. Drawing on appropriate causal concepts and considering relevant assumptions strengthens our confidence that research has reduced

Standardization of Questions in Rare Disease Registries: The PRISM Library Project.

PubMed

Richesson, Rachel Lynn; Shereff, Denise; Andrews, James Everett

2012-10-10

Patient registries are often a helpful first step in estimating the impact and understanding the etiology of rare diseases - both requisites for the development of new diagnostics and therapeutics. The value and utility of patient registries rely on the use of both well-constructed structured research questions and relevant answer sets accompanying them. There are currently no clear standards or specifications for developing registry questions, and there are no banks of existing questions to support registry developers. This paper introduces the [Rare Disease] PRISM (Patient Registry Item Specifications and Metadata for Rare Disease) project, a library of standardized questions covering a broad spectrum of rare diseases that can be used to support the development of new registries, including Internet-based registries. A convenience sample of questions was identified from well-established (>5 years) natural history studies in various diseases and from several existing registries. Face validity of the questions was determined by review by many experts (both terminology experts at the College of American Pathologists (CAP) and research and informatics experts at the University of South Florida (USF)) for commonality, clarity, and organization. Questions were re-worded slightly, as needed, to make the full semantics of the question clear and to make the questions generalizable to multiple diseases where possible. Questions were indexed with metadata (structured and descriptive information) using a standard metadata framework to record such information as context, format, question asker and responder, and data standards information. At present, PRISM contains over 2,200 questions, with content of PRISM relevant to virtually all rare diseases. While the inclusion of disease-specific questions for thousands of rare disease organizations seeking to develop registries would present a challenge for traditional standards development organizations, the PRISM library could

Standardization of Questions in Rare Disease Registries: The PRISM Library Project

PubMed Central

Shereff, Denise; Andrews, James Everett

2012-01-01

Background Patient registries are often a helpful first step in estimating the impact and understanding the etiology of rare diseases - both requisites for the development of new diagnostics and therapeutics. The value and utility of patient registries rely on the use of both well-constructed structured research questions and relevant answer sets accompanying them. There are currently no clear standards or specifications for developing registry questions, and there are no banks of existing questions to support registry developers. Objective This paper introduces the [Rare Disease] PRISM (Patient Registry Item Specifications and Metadata for Rare Disease) project, a library of standardized questions covering a broad spectrum of rare diseases that can be used to support the development of new registries, including Internet-based registries. Methods A convenience sample of questions was identified from well-established (>5 years) natural history studies in various diseases and from several existing registries. Face validity of the questions was determined by review by many experts (both terminology experts at the College of American Pathologists (CAP) and research and informatics experts at the University of South Florida (USF)) for commonality, clarity, and organization. Questions were re-worded slightly, as needed, to make the full semantics of the question clear and to make the questions generalizable to multiple diseases where possible. Questions were indexed with metadata (structured and descriptive information) using a standard metadata framework to record such information as context, format, question asker and responder, and data standards information. Results At present, PRISM contains over 2,200 questions, with content of PRISM relevant to virtually all rare diseases. While the inclusion of disease-specific questions for thousands of rare disease organizations seeking to develop registries would present a challenge for traditional standards development

Key Questions in Marine Megafauna Movement Ecology.

PubMed

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

2016-06-01

It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Synthesis on biological soil crust research

USGS Publications Warehouse

Weber, Bettina; Belnap, Jayne; Buedel, Burkhard

2016-01-01

In this closing chapter, we summarize the advances in biocrust research made during the last 1.5 decades. In the first part of the chapter, we discuss how in some research fields, such as the microbial diversity of fungi, bacteria, and microfauna; the interaction between biocrusts and vascular plants; and in the rehabilitation of biocrusts; particularly large achievements have been made. In other fields, previously established knowledge of overall patterns has been corroborated and refined by additional studies, e.g., in the fields of soil stabilization and disturbance effects. In the second part of the chapter, we outline the research gaps and challenges foreseen by us. We identify multiple knowledge gaps, including many understudied geographic regions, the largely missing link between genetic and morphological species identification data, and the answers to some mechanistic questions, such as the overall role of biocrusts in hydrology and nutrient cycles. With some ideas on promising new research questions and approaches we close this chapter and the overall book.

TB questions, East Kwaio answers: community-based participatory research in a remote area of Solomon Islands.

PubMed

Massey, P D; Wakageni, J; Kekeubata, E; Maena'adi, J; Laete'esafi, J; Waneagea, J; Fangaria, G; Jimuru, C; Houaimane, M; Talana, J; MacLaren, D; Speare, R

2012-01-01

East Kwaio is a remote region on the island of Malaita, Solomon Islands. Atoifi Adventist Hospital (the Hospital) is the only hospital and tuberculosis (TB) services provider in the region. If people come to the Hospital with TB, they are usually admitted for the two-month intensive phase of treatment as there are no community-based TB services. Most people walk or travel by canoe to the Hospital as there are no roads. East Kwaio is known to have high rates of TB; however, it has a low case detection rate and low treatment completion. The aims of this study were to explore why people with TB, especially from the mountain areas, present to the Hospital so late in their illness or do not present at all. The study was part of a larger project to strengthen the research capacity of local health workers and community leaders, supported by visiting researchers from Australia. Semi-structured interviews with TB patients, a focus group of key informants and direct interaction with a community with a history of TB were used to explore reasons why people present to the Hospital late in their TB illness. Four interviews and a focus group of 12 key informants were conducted and a mountain hamlet with a history of TB was visited. The results represent the data from the interviews and the focus group. The time delay in presenting to the Hospital from when participants first became unwell ranged between two and three years. In the mountain hamlet, two additional people with probable TB were seen who had not presented to the Hospital during illnesses of five and nine months. Reasons for delays included: seeking care from traditional healers; the challenge of accessing health services due to distance, cost and cultural issues different from the Hospital's worldview; social isolation when in hospital; and being old so not having long to live. Delays in diagnosis of people with TB will increase the risk of transmission to family and through hamlets and villages. This study has led to

Effect of lecture instruction on student performance on qualitative questions

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

Ninety-three pictures and 108 questions for the elicitation of homophones

PubMed Central

FERREIRA, VICTOR S.; CUTTING, J. COOPER

2007-01-01

Homographs and homophones have interesting linguistic properties that make them useful in many experiments involving language. To assist researchers in the elicitation of homophones, this paper presents a set of 93 line-drawn pictures of objects with homophonic names and a set of 108 questions with homophonic answers. Statistics are also included for each picture and question: Picture statistics include name-agreement percentages, dominance, and frequency statistics of depicted referents, and picture-naming latencies both with and without study of the picture names. For questions, statistics include answer-agreement percentages, difficulty ratings, dominance, frequency statistics, and naming latencies for 60 of the most consistently answered questions. PMID:18185842

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

ERIC Educational Resources Information Center

Shen, Xiao-nan

This study explores the relationship between question intonation patterns in French using dislocated questions and question-focus (Q- focus). A dislocated question is defined as an interrogative sentence whose sequence is interrupted by the topicalization of a constituent at the left ("Toi, tu viens?"), at the right (Tu viens,…

Feedback, Questions and Information Processing--Putting It All Together.

ERIC Educational Resources Information Center

Wager, Walter; Mory, Edna

This review of research on the effectiveness of adding questions to text materials to improve learning and the research on feedback posits that there is a connection between the findings in these two areas that can be viewed from an information processing perspective. A model of information processing taken from Gagne is used to organize the…

The Effects of Features of Examination Questions on the Performance of Students with Dyslexia

ERIC Educational Resources Information Center

Crisp, Victoria; Johnson, Martin; Novakovic, Nadezda

2012-01-01

This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were…

[A telephone hotline as an easily accessible service for questions on schizophrenia].

PubMed

Wessling, A; Wölwer, W; Heres, S; Mayenberger, M; Rummel, C; Sievers, M; Wagner, M; Klosterkötter, J; Gaebel, W

2006-09-01

Public relations activities of the German Research Network on Schizophrenia (GRNS) have shown that there is a demand for more information about schizophrenia disorder. This confirms international research findings that relatives of schizophrenia patients are particularly in need of information and support. In response, the GRNS has maintained a telephone hotline since 2001. The hotline is manned by clinical experts, psychiatrists, or psychologists once a week. The telephone calls are documented in a systematic manner. From 2001 to 2003, 3,909 calls were registered. This volume exceeds the limit of the hotline's resources. The telephone hotline is mainly used by relatives of psychotic patients. Most questions relate to the symptoms of schizophrenia and pharmaceutical treatment. The need for emotional support is also a high motivational factor for dialing the hotline number. The telephone hotline seems to be a worthwhile addition to the already existing crisis telephones and should be maintained even after public funding of the network expires.

Process Drama: The Use of Affective Space to Reduce Language Anxiety in the Additional Language Learning Classroom

ERIC Educational Resources Information Center

Piazzoli, Erika

2011-01-01

This paper describes a research project designed to find out what happens when process drama strategies are applied to an advanced level of additional language learning. In order to answer this question, the author designed and facilitated six process drama workshops as part of a third-year course of Italian at a university in Brisbane, Australia.…

The Deflection Question

NASA Astrophysics Data System (ADS)

Greenberg, A. H.; Nesvold, E.; van Heerden, E.; Erasmus, N.; Marchis, F.

2016-12-01

On 15 February, 2013, a 15 m diameter asteroid entered the Earth's atmosphere over Russia. The resulting shockwave injured nearly 1500 people, and incurred 33 million (USD) in infrastructure damages. The Chelyabinsk meteor served as a forceful demonstration of the threat posed to Earth by the hundreds of potentially hazardous objects (PHOs) that pass near the Earth every year. Although no objects have yet been discovered on an impact course for Earth, an impact is virtually statistically guaranteed at some point in the future. While many impactor deflection technologies have been proposed, humanity has yet to demonstrate the ability to divert an impactor when one is found. Developing and testing any single proposed technology will require significant research time and funding. This leaves open an obvious question - towards which technologies should funding and research be directed, in order to maximize our preparedness for when an impactor is eventually found? To help answer this question, we have created a detailed framework for analyzing various deflection technologies and their effectiveness. Using an n-body integrator (REBOUND), we have simulated the attempted deflections of a population of Earth-impacting objects with a variety of velocity perturbations (∂Vs), and measured the effects that these perturbations had on impact probability. We then mapped the ∂Vs applied in the orbital simulations to the technologies capable of achieving those perturbations, and analyzed which set of technologies would be most effective at preventing a PHO from impacting the earth. As a final step, we used the results of these simulations to train a machine learning algorithm. This algorithm, combined with a simulated PHO population, can predict which technologies are most likely to be needed. The algorithm can also reveal which impactor observables (mass, spin, orbit, etc.) have the greatest effect on the choice of deflection technology. These results can be used as a tool to

Investigating Cognitive Effort and Response Quality of Question Formats in Web Surveys Using Paradata

ERIC Educational Resources Information Center

Höhne, Jan Karem; Schlosser, Stephan; Krebs, Dagmar

2017-01-01

Measuring attitudes and opinions employing agree/disagree (A/D) questions is a common method in social research because it appears to be possible to measure different constructs with identical response scales. However, theoretical considerations suggest that A/D questions require a considerable cognitive processing. Item-specific (IS) questions,…

Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts

DTIC Science & Technology

2008-05-14

34t"> <sentence string="Copyright 1997, Canadian Broadcasting Corporation" id=Ŕ" indent="c"> <sentence string="The six hundred mostly Inuit residents...Sentence: The Inuit children were killed by a storm on April 10. Question: When were the Inuit children killed by a storm? Additionally...questions formed from complex sentences are simplified during transformation. For example, in the following sentence, the Inuit children killed in the

Ethical aspects of genome diversity research: genome research into cultural diversity or cultural diversity in genome research?

PubMed

Ilkilic, Ilhan; Paul, Norbert W

2009-03-01

The goal of the Human Genome Diversity Project (HGDP) was to reconstruct the history of human evolution and the historical and geographical distribution of populations with the help of scientific research. Through this kind of research, the entire spectrum of genetic diversity to be found in the human species was to be explored with the hope of generating a better understanding of the history of humankind. An important part of this genome diversity research consists in taking blood and tissue samples from indigenous populations. For various reasons, it has not been possible to execute this project in the planned scope and form to date. Nevertheless, genomic diversity research addresses complex issues which prove to be highly relevant from the perspective of research ethics, transcultural medical ethics, and cultural philosophy. In the article at hand, we discuss these ethical issues as illustrated by the HGDP. This investigation focuses on the confrontation of culturally diverse images of humans and their cosmologies within the framework of genome diversity research and the ethical questions it raises. We argue that in addition to complex questions pertaining to research ethics such as informed consent and autonomy of probands, genome diversity research also has a cultural-philosophical, meta-ethical, and phenomenological dimension which must be taken into account in ethical discourses. Acknowledging this fact, we attempt to show the limits of current guidelines used in international genome diversity studies, following this up by a formulation of theses designed to facilitate an appropriate inquiry and ethical evaluation of intercultural dimensions of genome research.

Clinical Research Methodology 2: Observational Clinical Research.

PubMed

Sessler, Daniel I; Imrey, Peter B

2015-10-01

Case-control and cohort studies are invaluable research tools and provide the strongest feasible research designs for addressing some questions. Case-control studies usually involve retrospective data collection. Cohort studies can involve retrospective, ambidirectional, or prospective data collection. Observational studies are subject to errors attributable to selection bias, confounding, measurement bias, and reverse causation-in addition to errors of chance. Confounding can be statistically controlled to the extent that potential factors are known and accurately measured, but, in practice, bias and unknown confounders usually remain additional potential sources of error, often of unknown magnitude and clinical impact. Causality-the most clinically useful relation between exposure and outcome-can rarely be definitively determined from observational studies because intentional, controlled manipulations of exposures are not involved. In this article, we review several types of observational clinical research: case series, comparative case-control and cohort studies, and hybrid designs in which case-control analyses are performed on selected members of cohorts. We also discuss the analytic issues that arise when groups to be compared in an observational study, such as patients receiving different therapies, are not comparable in other respects.

Identification of Translational Dermatology Research Priorities in the UK; Results of an e-Delphi Exercise

PubMed Central

Healy, E.; Reynolds, N.J.

2016-01-01

Summary Background Translational research is the direct application of basic and applied research to patient care. It is estimated that there are at least 2,000 different skin diseases, thus there are considerable challenges in seeking to undertake research on each of these disorders. Objective This eDelphi exercise was conducted in order to generate a list of translational dermatology research questions which are regarded as a priority for further investigations. Results During the first phase of the eDelphi, 228 research questions were generated by an expert panel which included clinical academic dermatologists, clinical dermatologists, non-clinical scientists, dermatology trainees and representatives from patient support groups. Following completion of the second and third phases, 40 questions on inflammatory skin disease, 20 questions on structural skin disorders / genodermatoses, 37 questions on skin cancer and 8 miscellaneous questions were designated as priority translational dermatology research questions (PRQs). In addition to PRQs on a variety of disease areas (including multiple PRQs on psoriasis, eczema, squamous cell carcinoma (SCC) and melanoma), there were a number of cross-cutting themes which identified a need to investigate mechanisms / pathogenesis of disease and the necessity to improve treatments for patients with skin disease. Conclusion It is predicted that this list of PRQs will help to provide a strategic direction for translational dermatology research in the UK and that addressing this list of questions will ultimately provide clinical benefit for substantial numbers of subjects with skin disorders. PMID:26149834

Survey questions about party competence: Insights from cognitive interviews☆

PubMed Central

Wagner, Markus; Zeglovits, Eva

2014-01-01

Voter assessments of party competence have become a key explanation of electoral decision-making. However, there are at least three important aspects to understanding responses to questions on issue-specific party competence: comprehension difficulties; a lack of well-formed attitudes and relevant information; and the use of response heuristics. We used 20 cognitive interviews carried out in Austria in 2011 to test competence questions. The interviews show us how respondents explain their responses. We find evidence that many people (1) may hold only weak opinions and have little information on issue-specific party competence and (2) may make use of distinct but related concepts, particularly salience and position, when answering questions about competence. We provide recommendations for researchers and survey designers based on our findings. PMID:25844005

Mediation analysis in nursing research: a methodological review.

PubMed

Liu, Jianghong; Ulrich, Connie

2016-12-01

Mediation statistical models help clarify the relationship between independent predictor variables and dependent outcomes of interest by assessing the impact of third variables. This type of statistical analysis is applicable for many clinical nursing research questions, yet its use within nursing remains low. Indeed, mediational analyses may help nurse researchers develop more effective and accurate prevention and treatment programs as well as help bridge the gap between scientific knowledge and clinical practice. In addition, this statistical approach allows nurse researchers to ask - and answer - more meaningful and nuanced questions that extend beyond merely determining whether an outcome occurs. Therefore, the goal of this paper is to provide a brief tutorial on the use of mediational analyses in clinical nursing research by briefly introducing the technique and, through selected empirical examples from the nursing literature, demonstrating its applicability in advancing nursing science.

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

PubMed

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

2014-01-01

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

Unproven (questionable) dietary and nutritional methods in cancer prevention and treatment.

PubMed

Herbert, V

1986-10-15

"Unproven" is a euphemism for questionable. The definition of a questionable method is that it has not successfully answered the two basic consumer protection questions of efficacy and safety, to wit: Has it been responsibly, objectively, reproducibly, and reliably demonstrated in humans in the responsible (peer-reviewed) literature accepted for the shelves of the National Library of Medicine in Bethesda, Maryland, to be: More effective than suggestion or doing nothing? and in addition, either As safe as doing nothing? or, in the alternative, If there is any question with respect to safety, to have a reasonably and objectively clear potential for benefit which exceeds its potential for harm? Any proposed cancer prevention or treatment modality which has not successfully answered the above efficacy question plus one of the two safety questions is by definition questionable. It is experimental if it is new, and very probably quackery if it is old. Experimental therapy may be either ethical and responsible or unethical and irresponsible. It is unethical and irresponsible to not tell the patient experiments are being conducted on him, to charge the patient to perform research on him, or to ask the patient to sign an informed consent aimed at exculpating the doctor rather than protecting the patient. Ethical and responsible informed consents clearly delineate that what is being done is experimental, and that efficacy and safety have not been determined. Products promoted for profit to the public without passing peer process are almost without exception ineffective, often harmful, and sometimes lethal. This includes Laetrile, immunoaugmentative therapy, chelation therapy, macrobiotic diets, and other alternative therapies. Anecdotal and testimonial claims of cure, on investigation, almost invariably prove due to coincidence, suggestibility, and/or the natural history of the disorder, and fall into one of the five categories of "cures that are not": The patient never had

Ten-year assessment of the 100 priority questions for global biodiversity conservation.

PubMed

Jucker, Tommaso; Wintle, Bonnie; Shackelford, Gorm; Bocquillon, Pierre; Geffert, Jan Laurens; Kasoar, Tim; Kovacs, Eszter; Mumby, Hannah S; Orland, Chloé; Schleicher, Judith; Tew, Eleanor R; Zabala, Aiora; Amano, Tatsuya; Bell, Alexandra; Bongalov, Boris; Chambers, Josephine M; Corrigan, Colleen; Durán, América P; Duvic-Paoli, Leslie-Anne; Emilson, Caroline; da Silva, Jéssica Fonseca; Garnett, Emma E; Green, Elizabeth J; Guth, Miriam K; Hacket-Pain, Andrew; Hinsley, Amy; Igea, Javier; Kunz, Martina; Luke, Sarah H; Lynam, William; Martin, Philip A; Nunes, Matheus H; Ockendon, Nancy; Pavitt, Aly; Payne, Charlotte L R; Plutshack, Victoria; Rademacher, Tim T; Robertson, Rebecca J; Rose, David C; Serban, Anca; Simmons, Benno I; Emilson, Erik J S; Tayleur, Catherine; Wordley, Claire F R; Mukherjee, Nibedita

2018-06-20

In 2008, a group of conservation scientists compiled a list of 100 priority questions for the conservation of the world's biodiversity [Sutherland et al. (2009) Conservation Biology, 23, 557-567]. However, now almost a decade later, no one has yet published a study gauging how much progress has been made in addressing these 100 high-priority questions in the peer-reviewed literature. Here we take a first step toward re-examining the 100 questions and identify key knowledge gaps that still remain. Through a combination of a questionnaire and a literature review, we evaluated each of the 100 questions on the basis of two criteria: relevance and effort. We defined highly-relevant questions as those which - if answered - would have the greatest impact on global biodiversity conservation, while effort was quantified based on the number of review publications addressing a particular question, which we used as a proxy for research effort. Using this approach we identified a set of questions that, despite being perceived as highly relevant, have been the focus of relatively few review publications over the past ten years. These questions covered a broad range of topics but predominantly tackled three major themes: the conservation and management of freshwater ecosystems, the role of societal structures in shaping interactions between people and the environment, and the impacts of conservation interventions. We see these questions as important knowledge gaps that have so far received insufficient attention and may need to be prioritised in future research. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Self-directed questions to improve students' ability in solving chemical problems

NASA Astrophysics Data System (ADS)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

The relationship between facilitators' questions and the level of reflection in postsimulation debriefing.

PubMed

Husebø, Sissel Eikeland; Dieckmann, Peter; Rystedt, Hans; Søreide, Eldar; Friberg, Febe

2013-06-01

Simulation-based education is a learner-active method that may enhance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of reflection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video-recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs' reflective cycle, we graded the facilitators' questions and nursing students' responses into stages of reflection and then correlated these. Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students' responses were rated as analytic. Nevertheless, the facilitators' descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. We found that postsimulation debriefings provide students with the opportunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such

Developing Open-Ended Questions for Surface Area and Volume of Beam

ERIC Educational Resources Information Center

Kurniawan, Henry; Putri, Ratu Ilma Indra; Hartono, Yusuf

2018-01-01

The purpose of this research was to show open-ended questions about surface area and beam volume which valid and practice, have potential effect. This research is research development which consists of two main phases: preliminary phase (preparation phase and problem design) and formative evaluation phase (evaluation and revision phases). The…

A Machine Learning-based Method for Question Type Classification in Biomedical Question Answering.

PubMed

Sarrouti, Mourad; Ouatik El Alaoui, Said

2017-05-18

Biomedical question type classification is one of the important components of an automatic biomedical question answering system. The performance of the latter depends directly on the performance of its biomedical question type classification system, which consists of assigning a category to each question in order to determine the appropriate answer extraction algorithm. This study aims to automatically classify biomedical questions into one of the four categories: (1) yes/no, (2) factoid, (3) list, and (4) summary. In this paper, we propose a biomedical question type classification method based on machine learning approaches to automatically assign a category to a biomedical question. First, we extract features from biomedical questions using the proposed handcrafted lexico-syntactic patterns. Then, we feed these features for machine-learning algorithms. Finally, the class label is predicted using the trained classifiers. Experimental evaluations performed on large standard annotated datasets of biomedical questions, provided by the BioASQ challenge, demonstrated that our method exhibits significant improved performance when compared to four baseline systems. The proposed method achieves a roughly 10-point increase over the best baseline in terms of accuracy. Moreover, the obtained results show that using handcrafted lexico-syntactic patterns as features' provider of support vector machine (SVM) lead to the highest accuracy of 89.40 %. The proposed method can automatically classify BioASQ questions into one of the four categories: yes/no, factoid, list, and summary. Furthermore, the results demonstrated that our method produced the best classification performance compared to four baseline systems.

The Effects of Question Generation, Question Answering and Reading on Prose Learning.

ERIC Educational Resources Information Center

Owens, Anthony Mathew

Eighty-seven students took part in a study (using three experimental conditions) of the effect of question generation, question answering, and rereading on an immediate posttest and on a delayed test of knowledge of a text passage. In condition G, subjects generated multiple-choice questions that would test knowledge of each of the six content…

Video-Based Test Questions: A Novel Means of Evaluation

ERIC Educational Resources Information Center

Hertenstein, Matthew J.; Wayand, Joseph F.

2008-01-01

Many psychology instructors present videotaped examples of behavior at least occasionally during their courses. However, few include video clips during examinations. We provide examples of video-based questions, offer guidelines for their use, and discuss their benefits and drawbacks. In addition, we provide empirical evidence to support the use…

Questions of Matter: Critical Conversations in Online Spaces

ERIC Educational Resources Information Center

Albers, Peggy; Turnbull, Sarah; Angay-Crowder, Tuba

2015-01-01

How professional development is delivered in today's networked world has shifted greatly, and research into online spaces of learning is growing. Numerous questions, however, remain regarding how online spaces can be leveraged to foster meaningful conversations that address current critical educational issues. This qualitative study examines the…

Clinical Research Trials and You: Questions and Answers

MedlinePlus

... scientific means, the effects and limitations of the experimental treatment. Consequently, some patients serve as controls by ... complications resulting from their participation in trials of experimental therapies. The specific risks associated with a research ...

Questions about environmental ethics: toward a research agenda with a focus on public policy

DOE Office of Scientific and Technical Information (OSTI.GOV)

Deknatel, C.Y.

Despite common elements and antecedents of environmental ethics, their implied application to related policy or action is not always clear. An attempt is made to develop a set of questions and a preliminary framework for considering some of the issues raised by environmental ethics as they might appear in public policy. These examples are merely meant to illustrate the questions which surround environmental ethics and to suggest the beginnings of an approach. The goal of this approach is to clarify the properties of environmental ethics and those of specific situations to which ethics might be applied. It may then bemore » easier to say what the meaning, role, and effect of environmental ethics can be. 42 references, 2 figures.« less

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

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare V.

2011-01-01

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…

Is the wrong question being asked in infertility research?

PubMed

Luke, Barbara; Stern, Judy E; Hornstein, Mark D; Kotelchuck, Milton; Diop, Hafsatou; Cabral, Howard; Declercq, Eugene R

2016-01-01

A persistent finding is that assisted reproductive technology (ART) is associated with compromised birth outcomes, including higher risks for prematurity, low birthweight, and congenital malformations, even among singletons. Over the past decade, our research group, the Massachusetts Outcome Study of Assisted Reproductive Technology (MOSART), has evaluated pregnancy and birth outcomes among three groups of women, those women treated with ART, those with indicators of subfertility but without ART treatment, and fertile women. We have also explored the influence of infertility-related diagnoses on outcomes for women and infants. Over the course of our research, we have changed our perspective from an original focus on ART treatment parameters as the primary cause of excess morbidity to one centered instead on the underlying infertility-related diagnoses. This paper summarizes the research findings from our group that support this change in focus for infertility-based research from a primary emphasis on ART treatment to greater attention to the contribution of preexisting pathology underlying the infertility and suggests directions for future analyses.

The Scientific Approach Learning: How prospective science teachers understand about questioning

NASA Astrophysics Data System (ADS)

Wiyanto; Nugroho, S. E.; Hartono

2017-04-01

In the new curriculum, questioning is one of theaspects of scientific approach learning. It means teachers should facilitate students to ask their questions during science learning. The purpose of this research was to reveal the prospective science teachers’ understanding about questioning and how the science teachers implement of that in the scientific approach learning. Data of the prospective science teachers’ understanding was explored from their teaching plan that produced during microteaching. The microteaching is an activity that should be followed by students before they conduct partnership program in school. Data about theimplementation of questioning that conducted by theteacher was be collected by video-assisted observation in junior school science class. The results showed that majority of the prospective science teachers had difficulty to write down in their teaching plan about how to facilitate students to ask their questions, even majority of them understood that questioning is not students’ activity, but it is an activity that should be done by teachers. Based on the observation showed that majority of teachers did not yet implement a learning that facilitates students to ask their questions.

How Do 5-Year-Olds Understand Questions? Differences in Languages across Europe

ERIC Educational Resources Information Center

Sauerland, Uli; Grohmann, Kleanthes K.; Guasti, Maria Teresa; Andelkovic, Darinka; Argus, Reili; Armon-Lotem, Sharon; Arosio, Fabrizio; Avram, Larisa; Costa, João; Dabašinskiene, Ineta; de López, Kristine; Gatt, Daniela; Grech, Helen; Haman, Ewa; van Hout, Angeliek; Hrzica, Gordana; Kainhofer, Judith; Kamandulyte-Merfeldiene, Laura; Kunnari, Sari; Kovacevic, Melita; Kuvac Kraljevic, Jelena; Lipowska, Katarzyna; Mejias, Sandrine; Popovic, Maša; Ruzaite, Jurate; Savic, Maja; Sevcenco, Anca; Varlokosta, Spyridoula; Varnava, Marina; Yatsushiro, Kazuko

2016-01-01

The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18…

Discussion of David Thissen's Bad Questions: An Essay Involving Item Response Theory

ERIC Educational Resources Information Center

Ackerman, Terry

2016-01-01

In this commentary, University of North Carolina's associate dean of research and assessment at the School of Education Terry Ackerman poses questions and shares his thoughts on David Thissen's essay, "Bad Questions: An Essay Involving Item Response Theory" (this issue). Ackerman begins by considering the two purposes of Item Response…

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

ERIC Educational Resources Information Center

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

2012-01-01

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…

Using routinely collected health data for surveillance, quality improvement and research: Framework and key questions to assess ethics, privacy and data access.

PubMed

De Lusignan, Simon; Liyanage, Harshana; Di Iorio, Concetta Tania; Chan, Tom; Liaw, Siaw-Teng

2016-01-19

The use of health data for public health, surveillance, quality improvement and research is crucial to improve health systems and health care. However, bodies responsible for privacy and ethics often limit access to routinely collected health data. Ethical approvals, issues around protecting privacy and data access are often dealt with by different layers of regulations, making approval processes appear disjointed. To create a comprehensive framework for defining the ethical and privacy status of a project and for providing guidance on data access. The framework comprises principles and related questions. The core of the framework will be built using standard terminology definitions such as ethics-related controlled vocabularies and regional directives. It is built in this way to reduce ambiguity between different definitions. The framework is extensible: principles can be retired or added to, as can their related questions. Responses to these questions should allow data processors to define ethical issues, privacy risk and other unintended consequences. The framework contains three steps: (1) identifying possible ethical and privacy principles relevant to the project; (2) providing ethics and privacy guidance questions that inform the type of approval needed; and (3) assessing case-specific ethics and privacy issues. The outputs from this process should inform whether the balance between public interests and privacy breach and any ethical considerations are tipped in favour of societal benefits. If they are then this should be the basis on which data access is permitted. Tightly linking ethical principles to governance and data access may help maintain public trust.

Improving Student Question Classification

ERIC Educational Resources Information Center

Heiner, Cecily; Zachary, Joseph L.

2009-01-01

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

FAQ Question Submission

Science.gov Websites

, fax, or phone. Use this area to send us your question. Your name: Your E-Mail address: Your Phone Number (voice): Please include area code. Your Fax Number: Please include area code. Send Your Question

Are We Asking the Right Questions? An Analysis of Research on the Effect of Teachers' Questioning on Children's Language during Shared Book Reading with Young Children

ERIC Educational Resources Information Center

Walsh, Rosalind L.; Hodge, Kerry A.

2018-01-01

A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and…

Provocative questions in parochial sex education classes: higher incidence in younger students.

PubMed

Moreno, Megan; Breuner, Cora C; Lozano, Paula

2008-10-01

Recent data show US adolescents are engaging in sexual activity at earlier ages; however, little is known about young teens' sexual attitudes and behaviors. Examining teens' questions in sex education classes may provide insight into these attitudes and behaviors. Quasi cohort study Parochial middle school sex education classes 5(th) through 8(th) graders Students' anonymous written questions submitted at the outset of sex education classes between 2003 and 2005. Questions were classified into topic categories. Three additional variables were then coded for each question. Ethics/guidance questions included requests for advice or value judgments. Prohibited questions included the topics homosexuality, abortion, masturbation, and contraception. "Red flag" questions were those that suggested consideration of or engagement in sexual behavior. Among 473 questions submitted by 410 students, the most popular topics for 5(th)/6(th) graders were pregnancy and puberty, and for 7(th)/8(th) graders puberty and menstruation. 41 questions (8.6%) were prohibited. 29 questions (6.2%) asked about ethics/guidance. 18 questions (3.81%) were coded as red flag questions. A chi-square analysis showed that 5(th)/6(th) graders asked more questions in the ethics/guidance (8.3% versus 3.64%) and red flag question categories (5.53% versus 1.82%) (P < 0.05) than 7(th)/8(th) graders. Although provocative questions represent a minority of these middle students' queries, these requests suggest the urgency of providing appropriate guidance to young teens, given the risks of early sexual activity. The role of school education programs, physicians and parents in addressing questions of this sort should be considered.

Asking the Right Questions.

ERIC Educational Resources Information Center

O'Malley, Jeffrey J.

1990-01-01

Contends that knowing the right questions to ask is crucial to making an analytical and informative examination of a topic. Presents a question framework for country studies in geography. Includes questions on physical, political, cultural, economic and population geography, transportation, communications, natural resources, and technology. (RW)

Identification of translational dermatology research priorities in the U.K.: results of an electronic Delphi exercise.

PubMed

Healy, E; Brown, S J; Langan, S M; Nicholls, S G; Shams, K; Reynolds, N J

2015-11-01

Translational research is the direct application of basic and applied research to patient care. It is estimated that there are at least 2000 different skin diseases; thus, there are considerable challenges in seeking to undertake research on each of these disorders. This electronic Delphi (e-Delphi) exercise was conducted in order to generate a list of translational dermatology research questions that are regarded as a priority for further investigations. During the first phase of the e-Delphi exercise, 228 research questions were generated by an expert panel that included clinical academic dermatologists, clinical dermatologists, nonclinical scientists, dermatology trainees and representatives from patient support groups. Following completion of the second and third phases, 40 questions on inflammatory skin disease, 20 questions on structural skin disorders/genodermatoses, 37 questions on skin cancer and eight miscellaneous questions were designated as priority translational dermatology research questions (PRQs). In addition to PRQs on a variety of disease areas (including multiple PRQs on psoriasis, eczema, squamous cell carcinoma and melanoma), there were a number of cross-cutting themes that identified a need to investigate mechanisms/pathogenesis of disease and the necessity to improve treatments for patients with skin disease. It is predicted that this list of PRQs will help to provide a strategic direction for translational dermatology research in the U.K. and that addressing this list of questions will ultimately provide clinical benefit for substantial numbers of patients with skin disorders. © 2015 British Association of Dermatologists.

[Wishes for the future of science: an analysis of dementia and ageing on The National Research Agenda (NWA)].

PubMed

Jansen, Sytske; Meulenbroek, Olga; Olde Rikkert, Marcel G M

2016-09-01

The National Research Agenda (NWA) assembles topics on which scientist can focus in the coming years. A study carried out by de Radboudumc in Nijmegen examined how many questions are put to the NWA on dementia and ageing. What priority does society give to this research field and who ask questions about this? With the method of the NWA as reference frame a supplementary route on dementia/ageing was proposed. Of the 11.700 questions submitted to the NWA almost 2.5% is about dementia/ageing. Compared to other medical issues this is a relatively high percentage. This analysis provides 21 research questions which give a good idea of the questions that where asked about the themes of ageing and dementia. Half of the questions came from citizens, therefore we can speak of a socially supported agenda in this area. However, most of the valid questions came from professional organizations involved in dementia. In the Netherlands a relatively high priority is given by authors of questions for the NWA to research on dementia and ageing. Questions from professionals are complemented by citizens who ask other relevant questions that provide a new perspective and are an addition to the knowledge questions from scientists.

Questioning Mathematical Knowledge in Different Didactic Paradigms: The Case of Group Theory

ERIC Educational Resources Information Center

Bosch, Marianna; Gascón, Josep; Nicolás, Pedro

2018-01-01

What is questioned and what is taken for granted when carrying out research into the teaching of a given mathematical topic such as Group Theory? This paper presents two different questioning procedures using the methodological tools provided by the Anthropological Theory of the Didactic (ATD). The first one, leading to an undergraduate…

Effect of questions used by psychiatrists on therapeutic alliance and adherence.

PubMed

Thompson, Laura; Howes, Christine; McCabe, Rose

2016-07-01

Psychiatrists' questions are the mechanism for achieving clinical objectives and managing the formation of a therapeutic alliance - consistently associated with patient adherence. No research has examined the nature of this relationship and the different practices used in psychiatry. Questions are typically defined in binary terms (e.g. 'open' v 'closed') that may have limited application in practice. To undertake a detailed examination of the types of questions psychiatrists ask patients and explore their association with the therapeutic alliance and patient adherence. A coding protocol was developed to classify questions from 134 out-patient consultations, predominantly by syntactic form. Bivariate correlations with measures of patient adherence and the therapeutic alliance (psychiatrist-rated) were examined and assessed using generalised estimating equations, adjusting for patient symptoms, psychiatrist identity and amount of speech. Psychiatrists used only four of ten question types regularly: yes/no auxiliary questions, 'wh-' questions, declarative questions and tag questions. Only declarative questions predicted better adherence and perceptions of the therapeutic relationship. Conversely, 'wh-' questions - associated with positive symptoms - predicted poorer perceptions of the therapeutic relationship. Declarative questions were frequently used to propose an understanding of patients' experiences, in particular their emotional salience for the patient. A refined defining of questioning practices is necessary to improve communication in psychiatry. The use of declarative questions may enhance alliance and adherence, or index their manifestation in talk, e.g. better mutual understanding. The function of 'so'-prefaced declaratives, also used in psychotherapy, is more nuanced than negatively connotated 'leading' questions. Hearable as displays of empathy, they attend closely to patient experience, while balancing the tasks of assessment and treatment. © The

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

PubMed

Bottomley, Steven; Denny, Paul

2011-01-01

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. Copyright © 2011 Wiley Periodicals, Inc.

Question Asking in the Science Classroom: Teacher Attitudes and Practices

NASA Astrophysics Data System (ADS)

Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2014-02-01

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

`Question Moments': A Rolling Programme of Question Opportunities in Classroom Science

NASA Astrophysics Data System (ADS)

Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike

2016-06-01

This naturalistic study integrates specific `question moments' into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students' contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.

Young Children and E-Reading: Research to Date and Questions for the Future

ERIC Educational Resources Information Center

Miller, Elizabeth B.; Warschauer, Mark

2014-01-01

The practice of reading is rapidly moving from print to screen. Young children are not immune from this trend; indeed, many children's principal literacy experiences occur using iPads and other handheld digital devices. This transition raises important questions about how the emergence and development of literacy might change in these new…

Reflective questions in health counseling.

PubMed

Poskiparta, M; Kettunen, T; Liimatainen, L

1998-09-01

This study explores questions that nurses ask patients in order to awaken reflection on their health behavior in health counseling. Thirty-eight counseling situations were videotaped in a hospital. The data were analyzed using conversation analysis which was adapted for the purpose of this study. Nonverbal communication supported speech and was interpreted alongside it. This study found that nurses used only a few reflective questions, most of which were future-oriented or introduced hypotheses. In a nonreflective discussion, nurses used only check-up and alternative questions to get information about patients' illnesses and health care measures. Findings indicated that reflective conversation began with check-up questions about patients' immediate situation, followed by questions about patients' feelings in the past, present, or future. On the third level of questioning, the structure might vary between embedded questions, check-up, alternative, or feeling questions. Nonverbal communication supported the discussion. Reflective questions tended to ensure patient-centered conversation and might improve the effectiveness of health counselling.

[Excitation-contraction coupling in skeletal muscle: questions remaining after 50 years of research].

PubMed

Calderón-Vélez, Juan Camilo; Figueroa-Gordon, Lourdes Carolina

2009-03-01

The excitation-contraction coupling mechanism was defined as the entire sequence of reactions linking excitation of plasma membrane to activation of contraction in skeletal muscle. By using different techniques, their regulation and interactions have been studied during the last 50 years, defining until now the importance and origin of the calcium ion as a contractile activator and the main proteins involved in the whole mechanism. Furthermore, the study of the ultrastructural basis and pharmacological regulation of the excitation-contraction coupling phenomenon has begun. The excitation-contraction coupling is thought to be altered in situations as ageing, muscle fatigue and some muscle diseases. However, many questions remain to be answered. For example, (1) How excitation-contraction coupling develops and ages? (2) What role does it play in muscle fatigue and other diseases? (3) What is the nature of the interaction between the proteins believed to be involved? The present review describes excitation-contraction coupling in skeletal muscle and techniques used to better understand it as an introduction for discussing unanswered questions regarding excitation-contraction coupling.

Carbon Materials for Lithium Sulfur Batteries-Ten Critical Questions.

PubMed

Borchardt, Lars; Oschatz, Martin; Kaskel, Stefan

2016-05-23

Lithium-sulfur batteries are among the most promising electrochemical energy storage devices of the near future. Especially the low price and abundant availability of sulfur as the cathode material and the high theoretical capacity in comparison to state-of-the art lithium-ion technologies are attractive features. Despite significant research achievements that have been made over the last years, fundamental (electro-) chemical questions still remain unanswered. This review addresses ten crucial questions associated with lithium-sulfur batteries and critically evaluates current research with respect to them. The sulfur-carbon composite cathode is a particular focus, but its complex interplay with other hardware components in the cell, such as the electrolyte and the anode, necessitates a critical discussion of other cell components. Modern in situ characterisation methods are ideally suited to illuminate the role of each component. This article does not pretend to summarise all recently published data, but instead is a critical overview over lithium-sulfur batteries based on recent research findings. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Sport and Exercise Pedagogy and Questions about Learning

ERIC Educational Resources Information Center

Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen

2014-01-01

One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity…

Development of a research ethics knowledge and analytical skills assessment tool.

PubMed

Taylor, Holly A; Kass, Nancy E; Ali, Joseph; Sisson, Stephen; Bertram, Amanda; Bhan, Anant

2012-04-01

The goal of this project was to develop and validate a new tool to evaluate learners' knowledge and skills related to research ethics. A core set of 50 questions from existing computer-based online teaching modules were identified, refined and supplemented to create a set of 74 multiple-choice, true/false and short answer questions. The questions were pilot-tested and item discrimination was calculated for each question. Poorly performing items were eliminated or refined. Two comparable assessment tools were created. These assessment tools were administered as a pre-test and post-test to a cohort of 58 Indian junior health research investigators before and after exposure to a new course on research ethics. Half of the investigators were exposed to the course online, the other half in person. Item discrimination was calculated for each question and Cronbach's α for each assessment tool. A final version of the assessment tool that incorporated the best questions from the pre-/post-test phase was used to assess retention of research ethics knowledge and skills 3 months after course delivery. The final version of the REKASA includes 41 items and had a Cronbach's α of 0.837. The results illustrate, in one sample of learners, the successful, systematic development and use of a knowledge and skills assessment tool in research ethics capable of not only measuring basic knowledge in research ethics and oversight but also assessing learners' ability to apply ethics knowledge to the analytical task of reasoning through research ethics cases, without reliance on essay or discussion-based examination. These promising preliminary findings should be confirmed with additional groups of learners.

Mediation analysis in nursing research: a methodological review

PubMed Central

Liu, Jianghong; Ulrich, Connie

2017-01-01

Mediation statistical models help clarify the relationship between independent predictor variables and dependent outcomes of interest by assessing the impact of third variables. This type of statistical analysis is applicable for many clinical nursing research questions, yet its use within nursing remains low. Indeed, mediational analyses may help nurse researchers develop more effective and accurate prevention and treatment programs as well as help bridge the gap between scientific knowledge and clinical practice. In addition, this statistical approach allows nurse researchers to ask – and answer – more meaningful and nuanced questions that extend beyond merely determining whether an outcome occurs. Therefore, the goal of this paper is to provide a brief tutorial on the use of mediational analyses in clinical nursing research by briefly introducing the technique and, through selected empirical examples from the nursing literature, demonstrating its applicability in advancing nursing science. PMID:26176804

Guidance for Researchers Developing and Conducting Clinical Trials in Practice-based Research Networks (PBRNs)

PubMed Central

Dolor, Rowena J.; Schmit, Kristine M.; Graham, Deborah G.; Fox, Chester H.; Baldwin, Laura Mae

2015-01-01

Background There is increased interest nationally in multicenter clinical trials to answer questions about clinical effectiveness, comparative effectiveness, and safety in real-world community settings. Primary care practice-based research networks (PBRNs), comprising community- and/or academically affiliated practices committed to improving medical care for a range of health problems, offer ideal settings for these trials, especially pragmatic clinical trials. However, many researchers are not familiar with working with PBRNs. Methods Experts in practice-based research identified solutions to challenges that researchers and PBRN personnel experience when collaborating on clinical trials in PBRNs. These were organized as frequently asked questions in a draft document presented at a 2013 Agency for Health care Research and Quality PBRN conference workshop, revised based on participant feedback, then shared with additional experts from the DARTNet Institute, Clinical Translational Science Award PBRN, and North American Primary Care Research Group PBRN workgroups for further input and modification. Results The “Toolkit for Developing and Conducting Multi-site Clinical Trials in Practice-Based Research Networks” offers guidance in the areas of recruiting and engaging practices, budgeting, project management, and communication, as well as templates and examples of tools important in developing and conducting clinical trials. Conclusion Ensuring the successful development and conduct of clinical trials in PBRNs requires a highly collaborative approach between academic research and PBRN teams. PMID:25381071

Integrated research to improve fire management decisionmaking.

Treesearch

Donald G. MacGregor; Richard W. Haynes

2005-01-01

The emergence of large fires of long duration (also known as siege fires) with their inherently high costs has raised numerous questions about the opportunities for cost containment. Cost reviews from the 2003 fire season have revealed how additional knowledge created through research can lead to better management and lower costs of fire incidents.

Essential Questions on Suicide Bereavement and Postvention

PubMed Central

Andriessen, Karl; Krysinska, Karolina

2011-01-01

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

Questioning skills of clinical facilitators supporting undergraduate nursing students.

PubMed

Phillips, Nicole M; Duke, Maxine M; Weerasuriya, Rona

2017-12-01

To report on a study investigating questioning skills of clinical facilitators who support the learning of undergraduate nursing students. The ability to think critically is integral to decision-making and the provision of safe and quality patient care. Developing students' critical thinking skills is expected of those who supervise and facilitate student learning in the clinical setting. Models used to facilitate student learning in the clinical setting have changed over the years with clinicians having dual responsibility for patient care and facilitating student learning. Many of these nurses have no preparation for the educative role. This study adapted a comparative study conducted over fifteen years ago. Descriptive online survey including three acute care patient scenarios involving an undergraduate nursing student. Participants were required to identify the questions they would ask the student in relation to the scenario. A total of 133 clinical facilitators including clinical teachers, clinical educators and preceptors from five large partner healthcare organisations of one Australian university participated. The majority of questions asked were knowledge questions, the lowest category in the cognitive domain requiring only simple recall of information. Facilitators who had undertaken an education-related course/workshop or formal qualification asked significantly more questions from the higher cognitive level. The study provides some evidence that nursing facilitators in the clinical setting ask students predominantly low-level questions. Further research is needed to identify strategies that develop the capacity of facilitators to ask higher level cognitive questions. Clinical facilitators should undertake targeted education that focuses on how to frame questions for students that demand application, analysis, synthesis and evaluation. © 2017 John Wiley & Sons Ltd.

Responsiveness to Self-Report Interview Questions by Adults With Intellectual and Developmental Disability.

PubMed

Stancliffe, Roger J; Tichá, Renáta; Larson, Sheryl A; Hewitt, Amy S; Nord, Derek

2015-06-01

An important line of research involves asking people with intellectual and developmental disability (IDD) to self-report their experiences and opinions. We analyzed the responsiveness of 11,391 adult users of IDD services to interview questions from Section 1 of the 2008-2009 National Core Indicators-Adult Consumer Survey (NCI-ACS). Proxy responses were not allowed for the selected questions. Overall, 62.1% of participants answered the questions and were rated by interviewers as understanding the questions and as responding consistently. Most participants responded in an all-or-none fashion, answering either all or most questions or few to none. Individuals with milder levels of IDD and with speech as their primary means of expression were more likely to answer the questions and provide a scoreable response. Interviewer ratings of interviewees' answering questions, understanding of questions, and consistent responding were each related to responsiveness.

One hundred questions of importance to the conservation of global biological diversity.

PubMed

Sutherland, W J; Adams, W M; Aronson, R B; Aveling, R; Blackburn, T M; Broad, S; Ceballos, G; Côté, I M; Cowling, R M; Da Fonseca, G A B; Dinerstein, E; Ferraro, P J; Fleishman, E; Gascon, C; Hunter, M; Hutton, J; Kareiva, P; Kuria, A; Macdonald, D W; Mackinnon, K; Madgwick, F J; Mascia, M B; McNeely, J; Milner-Gulland, E J; Moon, S; Morley, C G; Nelson, S; Osborn, D; Pai, M; Parsons, E C M; Peck, L S; Possingham, H; Prior, S V; Pullin, A S; Rands, M R W; Ranganathan, J; Redford, K H; Rodriguez, J P; Seymour, F; Sobel, J; Sodhi, N S; Stott, A; Vance-Borland, K; Watkinson, A R

2009-06-01

We identified 100 scientific questions that, if answered, would have the greatest impact on conservation practice and policy. Representatives from 21 international organizations, regional sections and working groups of the Society for Conservation Biology, and 12 academics, from all continents except Antarctica, compiled 2291 questions of relevance to conservation of biological diversity worldwide. The questions were gathered from 761 individuals through workshops, email requests, and discussions. Voting by email to short-list questions, followed by a 2-day workshop, was used to derive the final list of 100 questions. Most of the final questions were derived through a process of modification and combination as the workshop progressed. The questions are divided into 12 sections: ecosystem functions and services, climate change, technological change, protected areas, ecosystem management and restoration, terrestrial ecosystems, marine ecosystems, freshwater ecosystems, species management, organizational systems and processes, societal context and change, and impacts of conservation interventions. We anticipate that these questions will help identify new directions for researchers and assist funders in directing funds. ©2009 Society for Conservation Biology.

Biosimilars and market access: a question of comparability and costs?

PubMed

Simoens, Steven; Verbeken, Gilbert; Huys, Isabelle

2012-12-01

This article discusses specific issues related to the market access of biosimilars. Biopharmaceuticals are complex molecules produced by living cells. Copies of these medicines, called biosimilars, are not identical to their reference medicine and therefore specific regulatory requirements apply. When considering the use of biosimilars, the question of the degree of comparability between a biosimilar and the reference biopharmaceutical needs to be considered for registration, pricing and reimbursement purposes in addition to the cost issue. To date, many key concepts (like clinically meaningful differences) remain undefined and the question of the degree of comparability is not yet resolved.

The Sexual Victimization of College Women. Research Report.

ERIC Educational Resources Information Center

Fisher, Bonnie S.; Cullen, Francis T.; Turner, Michael G.

The National College Women Sexual Victimization (NCVS) study attempted to build on and surmount the limitations of existing research on the sexual victimization of college students. In addition to the study of sexual victimization, the study investigated how rape estimates that use the two-stage process of behaviorally specific questions and…

Evaluating U.S. medical schools' efforts to educate faculty researchers on research integrity and research misconduct policies and procedures.

PubMed

Titus, Sandra Larsen

2014-01-01

This paper examines how well U.S. medical school institutions are doing to promote research integrity. It is an important question to ask in order to determine whether there are sufficient and adequate protections in place to protect the U.S. Public Health Service's (PHS) resources devoted to medical research. This paper focuses on 5,100 medical school researchers' knowledge of what constitutes research misconduct as well as their willingness to report it to the research integrity officer (RIO) and educate their Ph.D. trainees. We learned that 5.6% of researchers could correctly distinguish seven or more of the nine scenarios that depicted likely research misconduct, as defined by the PHS regulations, from scenarios describing other ethical issues. Instead, researchers had expansive definitions and often inappropriately identified infractions such as conflicts of interest, Institutional Review Board (IRB) violations, and other breaches in ethical standards to be research misconduct. In addition, researchers who correctly identified four instances of likely research misconduct in the test items were highly unlikely to report their observations to a RIO. Researchers also provided insight on the factors they believe influence their decision making process of whether to report research misconduct. In addition, this paper also reports on the guidance that faculty said they provided their trainees on research misconduct issues. We conclude with a discussion and recommendations on what institutional leaders might consider doing in order to enhance their research integrity efforts and protect their institution's reputation.

Students' Comprehension of Science Textbooks Using a Question-Based Reading Strategy

ERIC Educational Resources Information Center

Smith, Betty Lou; Holliday, William G.; Austin, Homer W.

2010-01-01

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory,…

Top 10 Research Questions Related to Body Composition

ERIC Educational Resources Information Center

Going, Scott; Lee, Vinson; Blew, Rob; Laddu, Deepika; Hetherington-Rauth, Megan

2014-01-01

An understanding of body composition is crucial to understanding human health, disease, and function. Research in body composition has focused on the development of assessment methods, description of normal changes in body composition with growth and development and aging, and the changes that occur in body composition in response to challenges…

Appearance of Population, Intervention, Comparison, and Outcome as research question in the title of articles of three different anesthesia journals: A pilot study