Frequently Asked Questions about Energy Savings Plus Health

EPA Pesticide Factsheets

The Energy Savings Plus Health Guide equips school districts to integrate indoor air quality protections into school energy efficiency retrofits and other building upgrade projects. This page asks and answers Frequently-Asked Questions.

Questions and Answers About Nuclear Power Plants.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC.

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

Interim Exceptional Events Rule Frequently Asked Questions

EPA Pesticide Factsheets

Air agencies and other stakeholders have raised technical questions and issues related to implementation since the EPA promulgated the EER. This Question and Answer (Q&A) document is intended to respond to some of these frequently asked questions.

Answers to the Most Frequently Asked Questions about Reinspections under the AHERA Asbestos-In-Schools Rule.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC. Office of Toxic Substances.

This document was prepared in response to inquiries that have been received by the Environmental Protection Agency concerning the reinspection requirements and related provisions of the Asbestos Hazard Emergency Response Act (AHERA) regulations. The answers developed represent the Agency's responses to the 15 most frequently asked questions to…

Answerers' Motivations and Strategies for Providing Information and Social Support in Social Q&A an Investigation of Health Question Answering

ERIC Educational Resources Information Center

Oh, Sanghee

2010-01-01

Social Q&A allows people to ask and answer questions for each other and to solve problems in everyday life collaboratively. The purpose of the current study is to understand the motivations and strategies of answerers in social Q&A. Thus, three research questions were investigated: (1) Why do answerers participate and contribute in social Q&A? (2)…

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…

Analysis of the question–answer service of the Emma Children’s Hospital information centre

PubMed Central

Heinen, Richard C.; Heymans, Hugo S. A.

2010-01-01

The information centre of the Emma Children’s Hospital AMC (EKZ AMC) is a specialised information centre where paediatric patients and persons involved with the patient can ask questions about all aspects of disease and its social implications. The aim of the study was to evaluate the question–answer service of this information centre in order to determine the role of a specialised information centre in an academic children’s hospital, identify the appropriate resources for the service and potential positive effects. For this purpose, a case management system was developed in MS ACCESS. The characteristics of the requester and the question, the time it took to answer questions, the information sources used and the extent to which we were able to answer the questions were registered. The costs of the service were determined. We analysed all questions that were asked in the year 2007. Fourteen hundred thirty-four questions were asked. Most questions were asked by parents (23.3%), healthcare workers (other than nurses; 16.5%) and nurses (15.3%). The scope of the most frequently asked questions include disease (20.2%) and treatment (13.0%). Information on paper was the main information source used. Most questions could be solved within 15 min. Twelve percent to 28% of total working hours are used for the question–answer service. Total costs including staff salary are rather large. In conclusions, taking over the task of providing additional medical information and by providing readily available, good quality information that healthcare professionals can use to inform their patients will lead to less time investment of these more expensive staff members. A specialised information service can anticipate on the information need of parents and persons involved with the paediatric patient. It improves information by providing with relatively simple resources that has the potential to improve patient and parent satisfaction, coping and medical results. A specialised information centre is therefore a valuable and affordable asset to an academic children’s hospital. PMID:20052489

Experimental evaluation of ontology-based HIV/AIDS frequently asked question retrieval system.

PubMed

Ayalew, Yirsaw; Moeng, Barbara; Mosweunyane, Gontlafetse

2018-05-01

This study presents the results of experimental evaluations of an ontology-based frequently asked question retrieval system in the domain of HIV and AIDS. The main purpose of the system is to provide answers to questions on HIV/AIDS using ontology. To evaluate the effectiveness of the frequently asked question retrieval system, we conducted two experiments. The first experiment focused on the evaluation of the quality of the ontology we developed using the OQuaRE evaluation framework which is based on software quality metrics and metrics designed for ontology quality evaluation. The second experiment focused on evaluating the effectiveness of the ontology in retrieving relevant answers. For this we used an open-source information retrieval platform, Terrier, with retrieval models BM25 and PL2. For the measurement of performance, we used the measures mean average precision, mean reciprocal rank, and precision at 5. The results suggest that frequently asked question retrieval with ontology is more effective than frequently asked question retrieval without ontology in the domain of HIV/AIDS.

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…

The Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations. Revised

ERIC Educational Resources Information Center

National Association for the Education of Homeless Children and Youth, 2009

2009-01-01

This document provides answers to frequently asked questions on the McKinney-Vento Homeless Assistance Act and the education rights of children and youth in homeless situations. The answers are general responses based on federal statutes, regulations, and guidance; relevant case law; and best practices from across the country. While the National…

The artful dodger: answering the wrong question the right way.

PubMed

Rogers, Todd; Norton, Michael I

2011-06-01

What happens when speakers try to "dodge" a question they would rather not answer by answering a different question? In 4 studies, we show that listeners can fail to detect dodges when speakers answer similar-but objectively incorrect-questions (the "artful dodge"), a detection failure that goes hand-in-hand with a failure to rate dodgers more negatively. We propose that dodges go undetected because listeners' attention is not usually directed toward a goal of dodge detection (i.e., Is this person answering the question?) but rather toward a goal of social evaluation (i.e., Do I like this person?). Listeners were not blind to all dodge attempts, however. Dodge detection increased when listeners' attention was diverted from social goals toward determining the relevance of the speaker's answers (Study 1), when speakers answered a question egregiously dissimilar to the one asked (Study 2), and when listeners' attention was directed to the question asked by keeping it visible during speakers' answers (Study 4). We also examined the interpersonal consequences of dodge attempts: When listeners were guided to detect dodges, they rated speakers more negatively (Study 2), and listeners rated speakers who answered a similar question in a fluent manner more positively than speakers who answered the actual question but disfluently (Study 3). These results add to the literatures on both Gricean conversational norms and goal-directed attention. We discuss the practical implications of our findings in the contexts of interpersonal communication and public debates.

Questions Frequently Asked about Vocational Education. Special Publication Series No. 57.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This document offers the best available answers to questions frequently asked about vocational education by policymakers in vocational education at the state and local level. It is divided into two sections. The first section contains 15 frequently asked questions about vocational education effects and practices, each of which is followed by a…

Ten Commonly Asked Questions by Teachers About Metric Education

ERIC Educational Resources Information Center

Thompson, Thomas E.

1977-01-01

Lists and answers the ten questions most frequently asked by teachers in inservice programs on metric system education. Questions include ones about reasons for converting to metrics and successful methods, activities, and materials for teaching metrics. (CS)

National Emissions Standards for Hazardous Air Pollutants (NESHAP) for Area Source Standards for Prepared Feeds Manufacturing: Commonly Asked Questions and Answers

EPA Pesticide Factsheets

This 2011 document answers common questions about the NESHAP for Area Sources for Prepared Feeds Manufacturing. The questions range in topics including applicability, specific requirements, and recordkeeping.

Ask an Earth-Scientist

Science.gov Websites

Minerals General/Other Question Answering Criteria We try to respond to all requests; However we do not US Geological Survey . We do not answer overly general questions. We do not answer questions. by students trying to avoid normal studying or library research (i.e., we will not do your homework or provide

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

ERIC Educational Resources Information Center

White, Marilyn Domas, Ed.

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

Frequently Asked Questions about the Indian Environmental General Assistance Program (GAP)

EPA Pesticide Factsheets

Answers to frequently asked questions about the Indian Environmental General Assistance Program (GAP) Guidance on the Award and Management of General Assistance Agreements for Tribes and Intertribal Consortia (Guidance)

Frequently Asked Questions (FAQs) About Local Foods, Local Places

EPA Pesticide Factsheets

Answers to frequently asked questions about EPA's Local Foods, Local Places planning assistance program to help communities revitalize downtowns, create economic opportunities, and improve access to healthy food by promoting local foods.

Lung Cancer, Questions to Ask Your Health Professional | NIH MedlinePlus the Magazine

MedlinePlus

... of this page please turn Javascript on. Feature: Lung Cancer Questions to Ask Your Health Professional Past Issues / ... answer questions about cancer at 1-800-4-CANCER. The NCI Lung Cancer Home Page provides up-to-date information ...

Extracting Exact Answers to Questions Based on Structural Links

DTIC Science & Technology

2002-01-01

type of asking point and answer point (e.g. NePerson asking point matches NePerson and its sub-types NeMan and NeWoman; ‘how’ matches manner-modifier...NePerson V-S win [John Smith]/ NeMan Some sample results are given in section 4 to illustrate how answer-points are identified based on matching binary

Express Authorization Questions and Answers about What is Generally the Content of a Program Revision Application?

EPA Pesticide Factsheets

Frequently asked questions about express authorization with answers organized into five categories: attorney general's statement, statutory checklist, rule checklists, program description, and state initiated regulatory changes.

Inga Fischer-Hjalmars (1918-2008): Swedish Pharmacist, Humanist, and Pioneer Quantum Chemist

ERIC Educational Resources Information Center

Johansson, Adam Johannes

2012-01-01

A wide variety of questions can be asked about the molecules that compose the physical reality around us and constitute biological life. Some of these questions are answered by the science called biology, others find their answer in chemistry, whereas the answers to the most fundamental questions are only to be found in the theories of physics.…

Do Ask, Do Tell: High Levels of Acceptability by Patients of Routine Collection of Sexual Orientation and Gender Identity Data in Four Diverse American Community Health Centers

PubMed Central

Cahill, Sean; Singal, Robbie; Grasso, Chris; King, Dana; Mayer, Kenneth; Baker, Kellan; Makadon, Harvey

2014-01-01

Background The Institute of Medicine and The Joint Commission have recommended asking sexual orientation and gender identity (SOGI) questions in clinical settings and including such data in Electronic Health Records (EHRs). This is increasingly viewed as a critical step toward systematically documenting and addressing health disparities affecting lesbian, gay, bisexual, and transgender (LGBT) people. The U.S. government is currently considering whether to include SOGI data collection in the Stage 3 guidelines for the incentive program promoting meaningful use of EHR. However, some have questioned whether acceptable standard measures to collect SOGI data in clinical settings exist. Methods In order to better understand how a diverse group of patients would respond if SOGI questions were asked in primary care settings, 301 randomly selected patients receiving primary care at four health centers across the U.S. were asked SOGI questions and then asked follow-up questions. This sample was mainly heterosexual, racially diverse, and geographically and regionally broad. Results There was a strong consensus among patients surveyed about the importance of asking SOGI questions. Most of the LGBT respondents thought that the questions presented on the survey allowed them to accurately document their SOGI. Most respondents—heterosexual and LGBT—answered the questions, and said that they would answer such questions in the future. While there were some age-related differences, respondents of all ages overwhelmingly expressed support for asking SOGI questions and understood the importance of providers' knowing their patients' SOGI. Conclusions Given current deliberations within national health care regulatory bodies and the government's increased attention to LGBT health disparities, the finding that patients can and will answer SOGI questions has important implications for public policy. This study provides evidence that integrating SOGI data collection into the meaningful use requirements is both acceptable to diverse samples of patients, including heterosexuals, and feasible. PMID:25198577

Do ask, do tell: high levels of acceptability by patients of routine collection of sexual orientation and gender identity data in four diverse American community health centers.

PubMed

Cahill, Sean; Singal, Robbie; Grasso, Chris; King, Dana; Mayer, Kenneth; Baker, Kellan; Makadon, Harvey

2014-01-01

The Institute of Medicine and The Joint Commission have recommended asking sexual orientation and gender identity (SOGI) questions in clinical settings and including such data in Electronic Health Records (EHRs). This is increasingly viewed as a critical step toward systematically documenting and addressing health disparities affecting lesbian, gay, bisexual, and transgender (LGBT) people. The U.S. government is currently considering whether to include SOGI data collection in the Stage 3 guidelines for the incentive program promoting meaningful use of EHR. However, some have questioned whether acceptable standard measures to collect SOGI data in clinical settings exist. In order to better understand how a diverse group of patients would respond if SOGI questions were asked in primary care settings, 301 randomly selected patients receiving primary care at four health centers across the U.S. were asked SOGI questions and then asked follow-up questions. This sample was mainly heterosexual, racially diverse, and geographically and regionally broad. There was a strong consensus among patients surveyed about the importance of asking SOGI questions. Most of the LGBT respondents thought that the questions presented on the survey allowed them to accurately document their SOGI. Most respondents--heterosexual and LGBT--answered the questions, and said that they would answer such questions in the future. While there were some age-related differences, respondents of all ages overwhelmingly expressed support for asking SOGI questions and understood the importance of providers' knowing their patients' SOGI. Given current deliberations within national health care regulatory bodies and the government's increased attention to LGBT health disparities, the finding that patients can and will answer SOGI questions has important implications for public policy. This study provides evidence that integrating SOGI data collection into the meaningful use requirements is both acceptable to diverse samples of patients, including heterosexuals, and feasible.

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 Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations. Updated September 2016

ERIC Educational Resources Information Center

Duffield, Barbara; Julianelle, Patricia; Santos, Michael

2016-01-01

This document provides answers to frequently asked questions on the McKinney-Vento Homeless Assistance Act and the education rights of children and youth in homeless situations, based on the amendments made by the Every Student Succeeds Act of 2015, which took effect on October 1, 2016. The answers are general responses based on federal statutes,…

Village Blue Frequently Asked Questions

EPA Pesticide Factsheets

EPA and the U.S. Geological Survey (USGS) initiated the Village Blue project to increase public awareness about local water quality in the Baltimore Harbor and the Chesapeake Bay. This document answers frequently asked questions about Village Blue.

Answering Your Questions about AIDS.

ERIC Educational Resources Information Center

Kalichman, Seth C.

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

What then do we do about computer security?

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

Suppona, Roger A.; Mayo, Jackson R.; Davis, Christopher Edward

This report presents the answers that an informal and unfunded group at SNL provided for questions concerning computer security posed by Jim Gosler, Sandia Fellow (00002). The primary purpose of this report is to record our current answers; hopefully those answers will turn out to be answers indeed. The group was formed in November 2010. In November 2010 Jim Gosler, Sandia Fellow, asked several of us several pointed questions about computer security metrics. Never mind that some of the best minds in the field have been trying to crack this nut without success for decades. Jim asked Campbell to leadmore » an informal and unfunded group to answer the questions. With time Jim invited several more Sandians to join in. We met a number of times both with Jim and without him. At Jim's direction we contacted a number of people outside Sandia who Jim thought could help. For example, we interacted with IBM's T.J. Watson Research Center and held a one-day, videoconference workshop with them on the questions.« less

Evaluating the Quality of a Chat Service

ERIC Educational Resources Information Center

Arnold, Julie; Kaske, Neal K.

2005-01-01

A quantitative study of a university chat reference service (online synchronous) addresses the following research questions: (1) What types of questions are being asked? (2) Who is asking the questions of the service? and (3) Did the customers get correct answers to their questions? All the transcripts (351) from January through August 2002 were…

Questions Industrial Prospects Most Often Ask about A Rural Community. Circular CRD-20.

ERIC Educational Resources Information Center

Lee, V. Wilson

Designed to help industrial development teams be prepared to promptly and accurately answer any questions industrial prospects might have, this publication provides a listing of 441 questions which industrial prospects might ask. The questions are grouped into 16 categories: community government (27), local services (18), population (18),…

Implementing Response to Intervention: Practices and Perspectives from Five Schools--Frequently Asked Questions

ERIC Educational Resources Information Center

Tackett, Kathryn Klingler; Roberts, Greg; Baker, Scott; Scammacca, Nancy

2009-01-01

One question frequently arises in the work of the Regional Comprehensive Centers: "What are states, districts, and schools doing about RTI?" This document addresses that question, with particular focus on instruction and the implementation of effective practices. It uses a frequently asked questions (FAQs) format, with answers based on…

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

ERIC Educational Resources Information Center

Toe, Dianne M.; Paatsch, Louise E.

2010-01-01

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

Questions and Answers: The Education of Exceptional Children. Report Number 73.

ERIC Educational Resources Information Center

Hensley, Gene; And Others

Written in question and answer form, the booklet provides brief responses to often asked questions by legislators and educators concerning the education of exceptional children. Among the topics covered are state and federal legislation; planning and accountability; finance; administration, classification, and placement; personnel utilization;…

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?…

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…

Does content affect whether users remember that Web pages were hyperlinked?

PubMed

Jones, Keith S; Ballew, Timothy V; Probst, C Adam

2008-10-01

We determined whether memory for hyperlinks improved when they represented relations between the contents of the Web pages. J. S. Farris (2003) found that memory for hyperlinks improved when they represented relations between the contents of the Web pages. However, Farris's (2003) participants could have used their knowledge of site content to answer questions about relations that were instantiated via the site's content and its hyperlinks. In Experiment 1, users navigated a Web site and then answered questions about relations that were instantiated only via content, only via hyperlinks, and via content and hyperlinks. Unlike Farris (2003), we split the latter into two sets. One asked whether certain content elements were related, and the other asked whether certain Web pages were hyperlinked. Experiment 2 replicated Experiment 1 with one modification: The questions that were asked about relations instantiated via content and hyperlinks were changed so that each question's wrong answer was also related to the question's target. Memory for hyperlinks improved when they represented relations instantiated within the content of the Web pages. This was true when (a) questions about content and hyperlinks were separated (Experiment 1) and (b) each question's wrong answer was also related to the question's target (Experiment 2). The accuracy of users' mental representations of local architecture depended on whether hyperlinks were related to the site's content. Designers who want users to remember hyperlinks should associate those hyperlinks with content that reflects the relation between the contents on the Web pages.

Telephone survey respondents' reactions to questions regarding interpersonal violence.

PubMed

Black, Michele C; Kresnow, Marcie-jo; Simon, Thomas R; Arias, Ileana; Shelley, Gene

2006-08-01

Concerns have been raised regarding the appropriateness of asking about violence victimization in telephone interviews and whether asking such questions increases respondents' distress or risk for harm. However, no large-scale studies have evaluated the impact of asking such questions during a telephone interview. This study explored respondents' reactions to questions regarding violence in two large recently completed telephone surveys. After respondents were asked about violence, they were asked if they thought surveys should ask such questions and whether they felt upset or afraid because of the questions. In both surveys, the majority of respondents (regardless of their victimization history) were willing to answer questions about violence and were not upset or afraid because of the questions. More than 92% of respondents thought such questions should be asked. These results challenge commonly held beliefs and assumptions and provide some assurance to those concerned with the ethical collection of data on violent victimization.

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

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

Olson, B.M.

1985-01-01

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

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

ERIC Educational Resources Information Center

Hasson, Eilat; Yarden, Anat

2012-01-01

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

Berkeley Lab Answers Your Home Energy Efficiency Questions

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

Walker, Iain

2013-02-14

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

Berkeley Lab Answers Your Home Energy Efficiency Questions

ScienceCinema

Walker, Iain

2018-01-16

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

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

Review or True? Using Higher-Level Thinking Questions in Social Studies Instruction

ERIC Educational Resources Information Center

Kracl, Carrie L.

2012-01-01

Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to…

Pioneering centre goes beyond gender labelling.

PubMed

Scott, Graham

2015-02-10

We have all filled in forms that ask for our gender. Often the question seems irrelevant, but most people tick the box, reveal their age along with a few other personal details, and move on. However, for some the enquiry may be simple but the answer more complicated. Am I male, female, neither or both? The answer may not matter much to those asking the question - which makes you wonder why it is considered relevant - but for trans people it strikes to the core of their identity.

Assessing the quality of pharmacist answers to telephone drug information questions.

PubMed

Woodward, C T; Stevenson, J G; Poremba, A

1990-04-01

A quality assurance (QA) program is described in which frontline pharmacists were asked test drug information questions via anonymous telephone calls. The program was instituted at a university hospital that began providing decentralized pharmaceutical services in 1985. Questions were developed on the basis of a pilot study conducted to determine the types and complexity of drug information questions received by frontline pharmacists at the hospital. Data on departmental clinical productivity were used to determine the number of questions that would be posed during each shift in the various service areas. The questions were posed during a 10-day period; the pharmacists were aware of the program, but the callers did not identify their affiliation with it. In response to 105 questions asked, 86 were judged to have been answered correctly, 13 answers were deemed incomplete, and 6 were judged incorrect. Pharmacists were more likely to respond incorrectly to complex questions and questions posed during the night shift. As a result of the audit, staff members with advanced clinical knowledge were asked to help less experienced pharmacists, the position of assistant director for drug information and staff development was created, and educational programs were instituted. The QA audit has been repeated twice. Posing test drug information questions via anonymous telephone calls is effective in assessing the quality of drug information provided by pharmacists in patient-care areas.

Frequently Asked Questions (FAQs) for Fiscal Year (FY) 14 Brownfields Assessment, Revolving Loan Fund and Cleanup Grants

EPA Pesticide Factsheets

EPA prepared these Frequently Asked Questions and Answers to assist prospective applicants with preparing Brownfields Assessment, Revolving Loan Fund and Cleanup grant proposals for the FY14 competition. Please review the FY 2014 proposal guidelines/Reques

Common Timberland Tax Questions and Answers

Treesearch

William C. Siegel

1999-01-01

I recieve numerous letters and telephone calls from non-industrial forest landowners throughout the country who have timber tax questions. Many of the questions I've been asked during the last year should also be of interest to the readers of National Woodlands. I've therefore selected some of them and my answers, for this issue's "Timber and...

Statistical sampling methods for soils monitoring

Treesearch

Ann M. Abbott

2010-01-01

Development of the best sampling design to answer a research question should be an interactive venture between the land manager or researcher and statisticians, and is the result of answering various questions. A series of questions that can be asked to guide the researcher in making decisions that will arrive at an effective sampling plan are described, and a case...

The Effect of Atmospheric Pressure on Rocket Thrust -- Part I.

ERIC Educational Resources Information Center

Leitner, Alfred

1982-01-01

The first of a two-part question asks: Does the total thrust of a rocket depend on the surrounding pressure? The answer to this question is provided, with accompanying diagrams of rockets. The second part of the question (and answer) are provided in v20 n7, p479, Oct 1982 of this journal. (Author/JN)

Accuracy of Answers Provided by Digital/Face-to-Face Reference Services in Japanese Public Libraries and Q & A Sites

ERIC Educational Resources Information Center

Tsuji, Keita; To, Haruna; Hara, Atsuyuki

2011-01-01

We asked the same 60 questions using DRS (digital reference services) in Japanese public libraries, face-to-face reference services and Q & A (question and answer) sites. It was found that: (1) The correct answer ratio of DRS is higher than that of Q & A sites; (2) DRS takes longer to provide answers as compared to Q & A sites; and (3)…

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…

Questions and Answers for the Pulp and Paper National Emission Standards for Hazardous Air Pollutants (NESHAP): 40 CFR Part 63, Subpart S

EPA Pesticide Factsheets

This September 1999 document provides implementation information by supplying answers to frequently asked questions, such as applicability, definitions, various system processes, etc. on the Pulp and Paper NESHAP (40 CFR 63, subpart S).

Correlating Student Knowledge and Confidence Using a Graded Knowledge Survey to Assess Student Learning in a General Microbiology Classroom †

PubMed Central

Favazzo, Lacey; Willford, John D.; Watson, Rachel M.

2014-01-01

Knowledge surveys are a type of confidence survey in which students rate their confidence in their ability to answer questions rather than answering the questions. These surveys have been discussed as a tool to evaluate student in-class or curriculum-wide learning. However, disagreement exists as to whether confidence is actually an accurate measure of knowledge. With the concomitant goals of assessing content-based learning objectives and addressing this disagreement, we present herein a pretest/posttest knowledge survey study that demonstrates a significant difference correctness on graded test questions at different levels of reported confidence in a multi-semester timeframe. Questions were organized into Bloom’s taxonomy, allowing for the data collected to further provide statistical analyses on strengths and deficits in various levels of Bloom’s reasoning with regard to mean correctness. Collectively, students showed increasing confidence and correctness in all levels of thought but struggled with synthesis-level questions. However, when students were only asked to rate confidence and not answer the accompanying test questions, they reported significantly higher confidence than the control group which was asked to do both. This indicates that when students do not attempt to answer questions, they have significantly greater confidence in their ability to answer those questions. Additionally, when students rate only confidence without answering the question, resolution across Bloom’s levels of reasoning is lost. Based upon our findings, knowledge surveys can be an effective tool for assessment of both breadth and depth of knowledge, but may require students to answer questions in addition to rating confidence to provide the most accurate data. PMID:25574291

Ask an Expert with Style.

ERIC Educational Resources Information Center

Ekhaml, Leticia

1999-01-01

Discusses electronic mail use in elementary/secondary education focusing on a comparison/review of award-winning Internet-based Virtual Reference Desk Exemplary Services (Ask Dr. Math, Ask A Volcanologist, How Things Work, AskERIC, Mad Scientist, Shamu, and American Art) that provide ask-an-expert question and answer services. Home pages, delivery…

Ian Hinchliffe Answers Your Higgs Boson Questions

ScienceCinema

Hinchliffe, Ian

2017-12-09

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

Estimating uncertainty in map intersections

Treesearch

Ronald E. McRoberts; Mark A. Hatfield; Susan J. Crocker

2009-01-01

Traditionally, natural resource managers have asked the question "How much?" and have received sample-based estimates of resource totals or means. Increasingly, however, the same managers are now asking the additional question "Where?" and are expecting spatially explicit answers in the form of maps. Recent development of natural resource databases...

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.

Unionizing: A Guide for Child Care Workers.

ERIC Educational Resources Information Center

Whitebook, Marcy; And Others

Including excerpts from contracts protecting unionized child care workers, this booklet explains basic terminology and facts about unionizing and addresses child care workers' concerns. Section 1 answers commonly asked questions about unions and offers advice about how to answer parents' questions about workers' attempts to organize. Section 2…

Home Schooling: Answers to Questions Parents Most Often Ask.

ERIC Educational Resources Information Center

McIntire, Deborah; Windham, Robert

This resource for parents draws upon research findings and the experience of home schooling parents to answer common questions about home schooling in the United States and Canada. Included is information on home schooling instructional approaches and curricula, record keeping, organizational tools, and practical tips. Chapter 1, "Initial…

The National Stream Quality Accounting Network (NASQAN) - Some questions and answers

USGS Publications Warehouse

Ficke, John F.; Hawkinson, Richard O.

1975-01-01

One of the major new efforts of the U.S. Geological Survey is the National Stream Quality Accounting Network (NASQAN). This circular is intended to answer some of the frequently asked questions concerning concepts used in establishing NASQAN, its purposes, design, value, and future plans.

Children's Event Reports: Factors Affecting Responses to Repeated Questions in Vignette Scenarios and Event Recall Interviews

ERIC Educational Resources Information Center

Howie, Pauline; Nash, Laura; Kurukulasuriya, Nadezhda; Bowman, Alison

2012-01-01

When adults repeat questions, children often give inconsistent answers. This study aimed to test the claim that these inconsistencies occur because children infer that their first answer was unsatisfactory, and that the adult expects them to change their answer. Children aged 4, 6, and 8 years (N= 134) were asked about vignettes in which an adult…

Asking good clinical research questions and choosing the right study design.

PubMed

Bragge, P

2010-07-01

Clinicians and researchers seek answers to clinical research questions, primarily by accessing the results of clinical research studies. This paper moves the focus of research enquiry from getting answers to developing good clinical research questions. Using worked examples, the steps involved in refining questions drawn from various sources to create 'answerable' clinical research questions using the 'PICO' principle are described. Issues to consider in prioritising clinical research questions are also identified. Theoretical and practical considerations involved in choosing the right study design for a clinical research question are then discussed using the worked examples. These include: Copyright (c) 2010 Elsevier Ltd. All rights reserved.

What do primary care practitioners want to know? A content analysis of questions asked at the point of care.

PubMed

Bjerre, Lise M; Paterson, Nicholas R; McGowan, Jessie; Hogg, William; Campbell, Craig M; Viner, Gary; Archibald, Douglas

2013-01-01

Assessing physician needs to develop continuing medical education (CME) activities is an integral part of CME curriculum development. The purpose of the present study was to demonstrate the feasibility of identifying areas of perceived greatest needs for continuing medical education (CME) by using questions collected electronically at the point of care. This study is a secondary analysis of the "Just-in-Time" (JIT) information librarian consultation service database of questions using quantitative content analysis methods. The original JIT project demonstrated the feasibility of a real-time librarian service for answering questions asked by primary care clinicians at the point of care using a Web-based platform or handheld device. Data were collected from 88 primary care practitioners in Ontario, Canada, from October 2005 to April 2006. Questions were answered in less than 15 minutes, enabling clinicians to use the answer during patient encounters. Description of type and frequency of questions asked, including the organ system on which the questions focused, was produced using 2 classification systems, the "taxonomy of generic clinical questions" (TGCQ), and the International Classification for Primary Care version 2 (ICPC-2). Of the original 1889 questions, 1871 (99.0%) were suitable for analysis. A total of 970 (52%) of questions related to therapy; of these, 671 (69.2%) addressed questions about drug therapy, representing 36% of all questions. Questions related to diagnosis (24.8%) and epidemiology (13.5%) were also common. Organ systems questions concerning musculoskeletal, endocrine, skin, cardiac, and digestive systems were asked more than other categories. Questions collected at the point of care provide a valuable and unique source of information on the true learning needs of practicing clinicians. The TGCQ classification allowed us to show that a majority of questions had to do with treatment, particularly drug treatment, whereas the use of the ICPC-2 classification illustrated the great variety of questions asked about the diverse conditions encountered in primary care. It is feasible to use electronically collected questions asked by primary care clinicians in clinical practice to categorize self-identified knowledge and practice needs. This could be used to inform the development of future learning activities. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

10 Questions to Answer for Technology to Succeed in Your School

ERIC Educational Resources Information Center

Gosmire, Doreen; Grady, Marilyn L.

2007-01-01

Few principals claim to be technology experts. Most aspire to design a map that leads their schools to success with educational technology. However, the key to success on the journey is not knowing everything or becoming a technology expert. It is about asking the right questions, exploring the answers to those questions, and creating a road map…

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

ERIC Educational Resources Information Center

Brown, John S.; And Others

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

Asking the Right Questions: A Framework for Assessing Counterterrorism Actions

DTIC Science & Technology

2016-11-21

hope to em - power policy makers to ask the right questions about countering terrorism and practitioners to answer them. Notes 1. The history of...10576100590950156. 8. Ibid., 308. 9. Michele L. Malvesti, “ Bombing bin Laden: Assessing the Effectiveness of Air Strikes as a Counter-Terrorism Strategy

"Ask Argonne" - Robert Jacob, Climate Scientist, Part 2

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

Jacob, Robert

Previously, climate scientist Robert Jacob talked a bit about the work he does and invited questions from the public during Part 1 of his "Ask Argonne" video set (http://bit.ly/1aK6WDv). In Part 2, he answers some of the questions that were submitted.

"Ask Argonne" - Charlie Catlett, Computer Scientist, Part 2

ScienceCinema

Catlett, Charlie

2018-02-14

A few weeks back, computer scientist Charlie Catlett talked a bit about the work he does and invited questions from the public during Part 1 of his "Ask Argonne" video set (http://bit.ly/1joBtzk). In Part 2, he answers some of the questions that were submitted. Enjoy!

"Ask Argonne" - Charlie Catlett, Computer Scientist, Part 2

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

Catlett, Charlie

2014-06-17

A few weeks back, computer scientist Charlie Catlett talked a bit about the work he does and invited questions from the public during Part 1 of his "Ask Argonne" video set (http://bit.ly/1joBtzk). In Part 2, he answers some of the questions that were submitted. Enjoy!

"Ask Argonne" - Robert Jacob, Climate Scientist, Part 2

ScienceCinema

Jacob, Robert

2018-02-07

Previously, climate scientist Robert Jacob talked a bit about the work he does and invited questions from the public during Part 1 of his "Ask Argonne" video set (http://bit.ly/1aK6WDv). In Part 2, he answers some of the questions that were submitted.

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.

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.

Can workers answer their questions about occupational safety and health: challenges and solutions.

PubMed

Rhebergen, Martijn; Van Dijk, Frank; Hulshof, Carel

2012-01-01

Many workers have questions about occupational safety and health (OSH). Answers to these questions empower them to further improve their knowledge about OSH, make good decisions about OSH matters and improve OSH practice when necessary. Nevertheless, many workers fail to find the answers to their questions. This paper explores the challenges workers may face when seeking answers to their OSH questions. Findings suggest that many workers may lack the skills, experience or motivation to formulate an answerable question, seek and find information, appraise information, compose correct answers and apply information in OSH practice. Simultaneously, OSH knowledge infrastructures often insufficiently support workers in answering their OSH questions. This paper discusses several potentially attractive strategies for developing and improving OSH knowledge infrastructures: 1) providing courses that teach workers to ask answerable questions and to train them to find, appraise and apply information, 2) developing information and communication technology tools or facilities that support workers as they complete one or more stages in the process from question to answer and 3) tailoring information and implementation strategies to the workers' needs and context to ensure that the information can be applied to OSH practice more easily.

Ian Hinchliffe Answers Your Higgs Boson Questions

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

Hinchliffe, Ian

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

Frequently Asked Questions about ADHD and the Answers from the Internet.

ERIC Educational Resources Information Center

Loechler, Kathy

1999-01-01

Identifies useful Internet sites about attention-deficit hyperactivity disorder (ADHD) and the results of searching these sites to answer common questions concerning incidence of ADHD, basic information about Ritalin drug therapy, educational placement of students with ADHD, sources of information about special needs, and what parents can do at…

Technical Approaches for Answering the Question: What is the condition of the Nation's Waters?

EPA Science Inventory

The National Aquatic Resource Surveys were designed to answer the question of the status and trends in the condition of each of our aquatic resources: coastal waters, lakes and reservoirs, rivers and streams and wetlands. At the higher levels, the EPA is consistently asked a see...

Using and Developing with CD-Interactive: Frequently Asked Questions Are Answered.

ERIC Educational Resources Information Center

Lediaev, Lucy; van Sonderen, Lex

1994-01-01

Discusses Compact Disc-Interactive (CD-I) using a question-and-answer format. Highlights include development of the CD-I technology; where to purchase discs and players; compatibility with other CD-ROM drives; how to make discs; authoring systems versus custom programs; entertainment and educational applications; licensing issues; specifications;…

Crime and Punishment: Are Copyright Violators Ever Penalized?

ERIC Educational Resources Information Center

Russell, Carrie

2004-01-01

Is there a Web site that keeps track of copyright Infringers and fines? Some colleagues don't believe that copyright violators are ever penalized. This question was asked by a reader in a question and answer column of "School Library Journal". Carrie Russell is the American Library Association's copyright specialist, and she will answer selected…

Women's Action Almanac: A Complete Resource Guide.

ERIC Educational Resources Information Center

Williamson, Jane, Ed.; And Others

Designed to provide answers to questions on women's issues and programs, the guide is arranged into two parts. Part 1, which comprises about three-fourths of the guide, contains background information and answers to often asked questions on 84 issues, such as abortion, affirmative action, battered women, divorce, incest, and insurance. Each entry…

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

NASA Astrophysics Data System (ADS)

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-02-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

Warning Signs of Youth Violence. Just the Facts: Answers to Your Questions about Psychological Health

ERIC Educational Resources Information Center

American Psychological Association (APA), 2002

2002-01-01

Violence. It's the act of purposefully hurting someone. And it's a major issue facing today's young adults. This fact sheet answers questions that those aged 12-24 might ask about violence. This age group faces the highest risk of being the victim of violence. Questions regard the causes of youth violence, warning signs, what to do if someone…

Mergers and acquisitions. Frequently asked questions and answers.

PubMed

Lin, S M; Smeltzer, C H; Thomas, C

2000-03-01

This article is structured in a question/answer format based on interviews with Dr. Carolyn Hope Smeltzer and Salima Manji Lin of PricewaterhouseCoopers, Chicago, and Chuck Thomas of Hinshaw & Culbertson, Rockford. The questions come from CEO's, healthcare executives, and nurse executives at hospitals that are contemplating mergers or that have both succeeded and failed to merge their institutions. The experts share their knowledge.

Regional Screening Levels Frequent Questions

EPA Pesticide Factsheets

Regional Screening Level RSL frequently asked question FAQ page provides risk assessors answers to common questions about the preliminary remediation goal PRG risk based concentration RBC and risk calculator for the assessment of human Health.

Comparison of Prompting Techniques to Teach Children with Autism to Ask Questions in the Context of a Conversation

ERIC Educational Resources Information Center

Swerdan, Matthew G.; Rosales, Rocío

2017-01-01

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8-15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within…

Regional Screening Levels Frequent Questions (November 2017)

EPA Pesticide Factsheets

Regional Screening Level RSL frequently asked question FAQ page provides risk assessors answers to common questions about the preliminary remediation goal PRG risk based concentration RBC and risk calculator for the assessment of human Health.

"Ask The Pathologist": An Internet Forum Facilitating Communication Between Cancer Registrars and Pathologists.

PubMed

Strickland-Marmol, Leah B; Muro-Cacho, Carlos A; Washington, Kay; Foulis, Philip R

2018-05-30

- Cancer registrars should work closely with pathologists to ensure compliance with reporting standards. Many registrars, however, have little contact with pathologists, resulting in a lack of "real-time" interaction that is essential for their professional activities and development. - To facilitate registrars' case management, as cancer biology becomes more complex, we developed the ATP (Ask the Pathologist) forum as a place to ask pathology-related questions about neoplasms, such as terminology, biology, histologic classification, extent of disease, molecular markers, and prognostic factors. - Questions posted are reviewed by the ATP multidisciplinary oversight committee, which consists of 3 pathologists, 4 cancer registrars, 1 internal medicine physician, the pathology resident member of the College of American Pathologists Cancer Committee, and 2 medical technologists. The oversight committee may answer the question. Alternatively, the committee may forward the question to a content expert pathologist, determine that the question is better suited for another reference Web site, or both. - Since September 2013, when the ATP forum became available, users have posted 284 questions, of which 48 (17%) related to gastrointestinal tumors, 43 (15%) to breast tumors, and 37 (13%) to general pathology. The average turnaround time, from question posted to response, is 11.1 days. - The ATP forum has had a positive impact in the daily activities of cancer registrars. Of 440 registrars surveyed, more than 90% considered that questions were answered satisfactorily, and one-third reported that ATP answers affected how they managed a given case.

Thermal properties

Treesearch

Roger M. Rowell

2005-01-01

The traditional question at the start of a class on thermal properties of wood is, “Does wood burn?” The students have all been warmed in front of a wood-burning fire before, so they are sure the answer is yes—but since the professor asked the question, there must be some hidden trick to the obvious answer. Going with their experience, their answer is “yes, wood burns...

An Expert-System Engine With Operative Probabilities

NASA Technical Reports Server (NTRS)

Orlando, N. E.; Palmer, M. T.; Wallace, R. S.

1986-01-01

Program enables proof-of-concepts tests of expert systems under development. AESOP is rule-based inference engine for expert system, which makes decisions about particular situation given user-supplied hypotheses, rules, and answers to questions drawn from rules. If knowledge base containing hypotheses and rules governing environment is available to AESOP, almost any situation within that environment resolved by answering questions asked by AESOP. Questions answered with YES, NO, MAYBE, DON'T KNOW, DON'T CARE, or with probability factor ranging from 0 to 10. AESOP written in Franz LISP for interactive execution.

Does Sea Level Change when a Floating Iceberg Melts?

ERIC Educational Resources Information Center

Lan, Boon Leong

2010-01-01

On the answer page to a recent "Figuring Physics" question, the cute mouse asks another question: "Does the [sea] water level change if the iceberg melts?" The conventional answer is "no." However, in this paper I will show through a simple analysis involving Archimedes' principle that the sea level will rise. The analysis shows the wrong…

Infectious Mononucleosis in Active Patients: Definitive Answers to Common Questions.

ERIC Educational Resources Information Center

Auwaerter, Paul G.

2002-01-01

Describes infectious mononucleosis (IM), examining viral transmission and infection, clinical features, diagnosis, and management. Focuses on answers to several commonly asked questions about IM in sport (e.g., when it is safe to resume sports after IM, how often fatigue or depression are related to earlier bouts of IM, and how often IM is…

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

ERIC Educational Resources Information Center

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

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

"Ask Argonne" - Edwin Campos, Research Meteorologist, Part 2

ScienceCinema

Edwin Campos

2017-12-09

Argonne's Edwin Campos has for the last two decades studied weather, and in particular, clouds. His research can help make solar power a more viable option for the U.S. and the world. In this video, Dr. Campos answers questions that were submitted by the public in response to his introductory video: http://www.youtube.com/watch?v=pfdoHz.... We will be posting a new "Ask Argonne" video every other month, on various topics. Keep an eye out for your next opportunity to submit a question and see if it gets answered - and if you get a shout-out on camera.

Management of hyperthyroidism due to Graves' disease: frequently asked questions and answers (if any).

PubMed

Bartalena, L; Chiovato, L; Vitti, P

2016-10-01

Graves' disease is the most common cause of hyperthyroidism in iodine-replete areas. Although progress has been made in our understanding of the pathogenesis of the disease, no treatment targeting pathogenic mechanisms of the disease is presently available. Therapies for Graves' hyperthyroidism are largely imperfect because they are bound to either a high rate of relapsing hyperthyroidism (antithyroid drugs) or lifelong hypothyroidism (radioiodine treatment or thyroidectomy). Aim of the present article is to offer a practical guidance to the reader by providing evidence-based answers to frequently asked questions in clinical practice.

"Ask Argonne" - Edwin Campos, Research Meteorologist, Part 2

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

Edwin Campos

2013-05-23

Argonne's Edwin Campos has for the last two decades studied weather, and in particular, clouds. His research can help make solar power a more viable option for the U.S. and the world. In this video, Dr. Campos answers questions that were submitted by the public in response to his introductory video: http://www.youtube.com/watch?v=pfdoHz.... We will be posting a new "Ask Argonne" video every other month, on various topics. Keep an eye out for your next opportunity to submit a question and see if it gets answered - and if you get a shout-out on camera.

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.

Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2008-10-01

We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions in a CQIPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of a CQIPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it and then reason about the solution conceptually. Even in individual interviews, when students who were only given conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling.

Autonomy, best interests and the public interest: treatment, non-treatment and the values of medical law.

PubMed

Huxtable, Richard

2014-01-01

When constructing its responses to cases concerning the treatment and non-treatment of patients, both competent and incompetent, English medical law primarily uses two analytic tools: the autonomy and the welfare (or best interests) of the patient. I argue, however, that the construction going on behind the facade involves the use of more-and more precise-tools. In such cases, the law effectively asks three questions. The first, autonomy, question asks: is the proposed course desired by the patient? The second, best interests, question asks: if the patient is not autonomous, then (what) is the proposed course in the patient's best interests? And the third, public interest, question asks: whether or not the patient is autonomous, is the proposed course in the public interest? In its responses to each question, law then offers three different answers, which reveal a plurality of ethical commitments. Thus, the wishes of the (autonomous) patient might reflect her current, her best, or her ideal desires. The best interests of the (non-autonomous) patient, meanwhile, are variously articulated in terms of (again) her desires, or the promotion or preservation of a particular mental state, or the attainment of certain objective goods. Finally, and most often obscured from view, there are public interest concerns-with the interests of the patient, some other (or others), or even the community at large. In identifying these different questions and answers, I hope to provide an explanatory typology. Whether law's plurality of answers-and values-is appropriate, however, remains open to question. © The Author [2014]. Published by Oxford University Press; all rights reserved. For Permissions, please email: journals.permissions@oup.com.

Frequently Asked Questions (FAQs)

Science.gov Websites

DUF6 Guide DU Uses DUF6 Management and Uses DUF6 Conversion EIS Documents News FAQs Internet Resources , uranium hexafluoride (UF6), UF6 storage and depleted UF6 management. Below is a list of frequently asked management of depleted uranium. Click a question below to see the answer. Uranium and Its Properties What is

75 FR 59322 - Notice of Availability of Answers to Frequently Asked Questions Regarding Buy America & FRA's...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-27

... Asked Questions can be found on FRA's Web site at http://www.fra.dot.gov/Pages/11.shtml . DATES: Written... electronic site at http://www.regulations.gov . Commenters should follow the instructions below for mailed and hand-delivered comments. (1) Web Site: http://www.regulations.gov . Follow the instructions for...

Evaluating Your Program. Supported Education: A Promising Practice. Evidence-Based Practices KIT (Knowledge Informing Transformation)

ERIC Educational Resources Information Center

Unger, Karen V.

2011-01-01

Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's…

Questions Students Ask: Beta Decay.

ERIC Educational Resources Information Center

Koss, Jordan; Hartt, Kenneth

1988-01-01

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

Does the Financial Crisis Affect How Economic Theory Should Be Taught?

ERIC Educational Resources Information Center

Kafka, Alexander C., Comp.

2008-01-01

Professors of economics, business, and related fields were asked to answer the following question: Does the financial crisis affect how economic theory should be thought? This article presents some excerpts from their answers.

Determinants of quality, latency, and amount of Stack Overflow answers about recent Android APIs

PubMed Central

Filkov, Vladimir

2018-01-01

Stack Overflow is a popular crowdsourced question and answer website for programming-related issues. It is an invaluable resource for software developers; on average, questions posted there get answered in minutes to an hour. Questions about well established topics, e.g., the coercion operator in C++, or the difference between canonical and class names in Java, get asked often in one form or another, and answered very quickly. On the other hand, questions on previously unseen or niche topics take a while to get a good answer. This is particularly the case with questions about current updates to or the introduction of new application programming interfaces (APIs). In a hyper-competitive online market, getting good answers to current programming questions sooner could increase the chances of an app getting released and used. So, can developers anyhow, e.g., hasten the speed to good answers to questions about new APIs? Here, we empirically study Stack Overflow questions pertaining to new Android APIs and their associated answers. We contrast the interest in these questions, their answer quality, and timeliness of their answers to questions about old APIs. We find that Stack Overflow answerers in general prioritize with respect to currentness: questions about new APIs do get more answers, but good quality answers take longer. We also find that incentives in terms of question bounties, if used appropriately, can significantly shorten the time and increase answer quality. Interestingly, no operationalization of bounty amount shows significance in our models. In practice, our findings confirm the value of bounties in enhancing expert participation. In addition, they show that the Stack Overflow style of crowdsourcing, for all its glory in providing answers about established programming knowledge, is less effective with new API questions. PMID:29547620

Determinants of quality, latency, and amount of Stack Overflow answers about recent Android APIs.

PubMed

Kavaler, David; Filkov, Vladimir

2018-01-01

Stack Overflow is a popular crowdsourced question and answer website for programming-related issues. It is an invaluable resource for software developers; on average, questions posted there get answered in minutes to an hour. Questions about well established topics, e.g., the coercion operator in C++, or the difference between canonical and class names in Java, get asked often in one form or another, and answered very quickly. On the other hand, questions on previously unseen or niche topics take a while to get a good answer. This is particularly the case with questions about current updates to or the introduction of new application programming interfaces (APIs). In a hyper-competitive online market, getting good answers to current programming questions sooner could increase the chances of an app getting released and used. So, can developers anyhow, e.g., hasten the speed to good answers to questions about new APIs? Here, we empirically study Stack Overflow questions pertaining to new Android APIs and their associated answers. We contrast the interest in these questions, their answer quality, and timeliness of their answers to questions about old APIs. We find that Stack Overflow answerers in general prioritize with respect to currentness: questions about new APIs do get more answers, but good quality answers take longer. We also find that incentives in terms of question bounties, if used appropriately, can significantly shorten the time and increase answer quality. Interestingly, no operationalization of bounty amount shows significance in our models. In practice, our findings confirm the value of bounties in enhancing expert participation. In addition, they show that the Stack Overflow style of crowdsourcing, for all its glory in providing answers about established programming knowledge, is less effective with new API questions.

Chapter 06: Identification key

Treesearch

Alex Wiedenhoeft

2011-01-01

The key is written to guide you through the identification process in the most efficient and accurate way possible. It presents you with a numbered series of questions and asks you to answer them. The answers you provide will be based on your interpretations of the anatomical characters in your unknown specimen and will lead you to a new set of questions. Each time you...

What's the Meaning of This? Rediscovering the Value of Our Efforts

ERIC Educational Resources Information Center

Whitefield, Joe

2013-01-01

There are often situations in facilities management where the daily repetition of certain tasks can seem meaningless to the employee if facilities managers are not conscientious. In this article, Joe Whitefield asks and answers the question: If your workplace morale is sagging a bit, what can be done to prop it up? To answer that question, he…

Careers in Patent Law for Physics Majors

ERIC Educational Resources Information Center

Oliver, Douglas L.

2010-01-01

An important question that many undergraduate physics students ask is, "What can one do with a physics degree?" Of course there are many answers to this question. Often a general reference to becoming a lawyer is given as a possible answer. This paper is intended to explain the field of patent law and how a physics degree can lead to an…

"The Panama Canal Episode: An Encounter with a Question and Answers." Occasional Paper 3.

ERIC Educational Resources Information Center

Seifman, Eli

This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple question concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation originates in a class discussion focusing on ways of asking and responding to classroom…

The Graduate Students' Guide to Theses and Dissertations: A Practical Manual for Writing and Research.

ERIC Educational Resources Information Center

Allen, George R.

The objective of this book is to assist faculty members and students in completing high-quality theses and dissertations without wasting time and effort. To highlight the various problems and issues in the research process, a question-and-answer format is used. Each chapter contains answers to commonly asked questions concerning the steps involved…

Analyzing Student Confidence in Classroom Voting with Multiple Choice Questions

ERIC Educational Resources Information Center

Stewart, Ann; Storm, Christopher; VonEpps, Lahna

2013-01-01

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

Public stigma in intellectual disability: do direct versus indirect questions make a difference?

PubMed

Werner, S

2015-10-01

Stigma may negatively impact individuals with intellectual disabilities (ID). However, most studies in the field have been based on the use of direct measurement methods for assessing stigma. This study examined public stigma towards individuals with ID within a representative sample of the Israeli public by comparing direct versus indirect questioning. Vignette methodology was utilised with two questionnaire versions. In the direct questionnaire (n = 306), the participants were asked how they would think, feel and behave if a man with ID asked them a question in a public place. In the indirect questionnaire (n = 301), the participants were asked to report how a hypothetical 'other man' would think, feel and behave in the same situation. Higher levels of stigma were reported among participants that answered the indirect questionnaire version. Furthermore, among those participants that answered the indirect questionnaire version, subjective knowledge of ID was a less important correlate of stigma than for those participants that answered the direct questionnaire. Several explanations are suggested for the finding that indirect questioning elicits more negative stigmatic attitudes. Among others, indirect questioning may be a more appropriate methodology for eliciting immediate beliefs. Furthermore, the results call for implementing a comprehensive, multi-level programme to change stigma. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Climate Leadership Awards Frequent Questions

EPA Pesticide Factsheets

Provides answers to frequently asked questions regarding the Climate Leadership Awards, sponsored by EPA's Center for Corporate Climate Leadership with co-sponsorship from the Center for Climate and Energy Solutions and The Climate Registry.

When Good People Happen to Bad Things: Student Learning in Unfortunate Times

ERIC Educational Resources Information Center

Shushok, Frank, Jr.

2010-01-01

Everyone at some point has asked the question "Why do bad things happen to good people? Even while asking it, most know that finding an answer to this question is not likely in their future. People's best responsible action, then, is to manage their risks to prevent future bad things from occurring, to the greatest extent possible. Risk…

Educating for Deliberative Democracy. New Directions for Higher Education, No. 152

ERIC Educational Resources Information Center

Thomas, Nancy L., Ed.

2011-01-01

What needs to be done to strengthen U.S. democracy, to make it work the way it should? Each generation of Americans asks some version of this question, but this book offers an answer that recognizes the heightened urgency and hopefulness in the way individuals are asking the question today. At the heart of the debate is a conviction that…

Uncertainty estimation for map-based analyses

Treesearch

Ronald E. McRoberts; Mark A. Hatfield; Susan J. Crocker

2010-01-01

Traditionally, natural resource managers have asked the question, “How much?” and have received sample-based estimates of resource totals or means. Increasingly, however, the same managers are now asking the additional question, “Where?” and are expecting spatially explicit answers in the form of maps. Recent development of natural resource databases, access to...

To Watch or Not to Watch: Infants and Toddlers in a Brave New Electronic World

ERIC Educational Resources Information Center

Courage, Mary L.; Howe, Mark L.

2010-01-01

For some time now, questions have been asked about the impact of television and video materials on the cognitive and social development of preschoolers and older children. More recently, these same questions have been asked in relation to the extensive exposure to these media that infants and toddlers are currently experiencing. To answer these…

A Flexible Question-and-Answer Task for Measuring Speech Understanding.

PubMed

Best, Virginia; Streeter, Timothy; Roverud, Elin; Mason, Christine R; Kidd, Gerald

2016-11-24

This report introduces a new speech task based on simple questions and answers. The task differs from a traditional sentence recall task in that it involves an element of comprehension and can be implemented in an ongoing fashion. It also contains two target items (the question and the answer) that may be associated with different voices and locations to create dynamic listening scenarios. A set of 227 questions was created, covering six broad categories (days of the week, months of the year, numbers, colors, opposites, and sizes). All questions and their one-word answers were spoken by 11 female and 11 male talkers. In this study, listeners were presented with question-answer pairs and asked to indicate whether the answer was true or false. Responses were given as simple button or key presses, which are quick to make and easy to score. Two preliminary experiments are presented that illustrate different ways of implementing the basic task. In the first experiment, question-answer pairs were presented in speech-shaped noise, and performance was compared across subjects, question categories, and time, to examine the different sources of variability. In the second experiment, sequences of question-answer pairs were presented amidst competing conversations in an ongoing, spatially dynamic listening scenario. Overall, the question-and-answer task appears to be feasible and could be implemented flexibly in a number of different ways. © The Author(s) 2016.

A Flexible Question-and-Answer Task for Measuring Speech Understanding

PubMed Central

Streeter, Timothy; Roverud, Elin; Mason, Christine R.; Kidd, Gerald

2016-01-01

This report introduces a new speech task based on simple questions and answers. The task differs from a traditional sentence recall task in that it involves an element of comprehension and can be implemented in an ongoing fashion. It also contains two target items (the question and the answer) that may be associated with different voices and locations to create dynamic listening scenarios. A set of 227 questions was created, covering six broad categories (days of the week, months of the year, numbers, colors, opposites, and sizes). All questions and their one-word answers were spoken by 11 female and 11 male talkers. In this study, listeners were presented with question-answer pairs and asked to indicate whether the answer was true or false. Responses were given as simple button or key presses, which are quick to make and easy to score. Two preliminary experiments are presented that illustrate different ways of implementing the basic task. In the first experiment, question-answer pairs were presented in speech-shaped noise, and performance was compared across subjects, question categories, and time, to examine the different sources of variability. In the second experiment, sequences of question-answer pairs were presented amidst competing conversations in an ongoing, spatially dynamic listening scenario. Overall, the question-and-answer task appears to be feasible and could be implemented flexibly in a number of different ways. PMID:27888257

Copyright information queries in the health sciences: trends and implications from the Ohio State University

PubMed Central

Gilliland, Anne T.; Bradigan, Pamela S.

2014-01-01

Objective: This paper presents the results of data gathered on copyright questions asked at an academic health sciences library. Methods: Collected data include questioner's status or discipline, the subject of the questions, the types of activities that the questioners were engaged in, the communication mode, and the length of time it took to answer the questions. Results: Overall results showed most questions were about permissions. Staff asked the most questions, followed by faculty and students. Conclusions: Copyright education is needed at universities, and further analysis of queries will determine the direction of the education. PMID:24860269

Uniform National Discharge Standards (UNDS): Frequently Asked Questions

EPA Pesticide Factsheets

Provides the answers to common questions about the Uniform National Discharge Standards, including what they are, how discharges were evaluated, what vessels are covered by the regulations and how states have been involved.

Do Lions Purr? And Why Are There No Green Mammals?

ERIC Educational Resources Information Center

Stewart, Doug

1995-01-01

An environmental magazine answers 10 questions about wildlife that readers often write and ask. Questions address the behavior of animals and evolutionary reasons for biological adaptations suggested by research. (LZ)

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

You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)

NASA Astrophysics Data System (ADS)

Guertin, L. A.; Tait, K.

2015-12-01

The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series "You Asked, We Answered!" for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format.Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website (http://www.paesta.psu.edu/podcasts) and PAESTA iTunes channel (https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the "what" and "how" of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.

Reaching the Millennial Generation in the Classroom

ERIC Educational Resources Information Center

Kotz, Paul E.

2016-01-01

The millennial generation (Generation Y) is the age group of children born between 1982 and 2002. Students aged 15 to 16 were asked to answer questions regarding their classroom experience. Sixty eight students were asked to participate in the survey and 63 gave consent for their participation. A qualitative survey approach was used asking three…

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.

Elementary school teachers' techniques of responding to student questions regarding sexuality issues.

PubMed

Price, James H; Dake, Joseph A; Kirchofer, Gregg; Telljohann, Susan K

2003-01-01

Fifth- and sixth-grade elementary school teachers' (n = 277) techniques of responding to students' human sexuality-related questions were assessed. Few teachers (34%) reported receiving formal training in sexuality education. The most commonly asked student questions dealt with STDs, puberty, homosexuality, pregnancy, and abortion. Teachers' willingness to answer sexually-related questions in front of the class varied (73% to 14%) by content of the question. There were no questions on the questionnaire in which more than one in five teachers would choose not to answer. The most common questions the teachers identified they would not respond to dealt with topics such as abortion, masturbation, homosexuality, and issues about the male genitals. Finally, none of the questions was perceived by more than one in eight of the teachers as questions they would not be allowed to answer.

Resident physicians as human information systems: sources yet seekers

PubMed Central

Bass, Ellen J; DeVoge, Justin Michael; Waggoner-Fountain, Linda A; Borowitz, Stephen M

2013-01-01

Objective To characterize question types that residents received on overnight shifts and what information sources were used to answer them. Materials and Methods Across 30 overnight shifts, questions asked of on-call senior residents, question askers’ roles, and residents’ responses were documented. External sources were noted. Results 158 of 397 questions (39.8%) related to the plan of care, 53 (13.4%) to medical knowledge, 48 (12.1%) to taskwork knowledge, and 44 (11.1%) to the current condition of patients. For 351 (88.4%) questions residents provided specific, direct answers or visited the patient. For 16 of these, residents modeled or completed the task. For 216 questions, residents used previous knowledge or their own clinical judgment. Residents solicited external information sources for 118 questions and only a single source for 77 (65.3%) of them. For the 118, most questions concerned either the plan of care or the patient's current condition and were asked by interns and nurses (those with direct patient care responsibilities). Discussion Resident physicians serve as an information system and they often specifically answer the question using previous knowledge or their own clinical judgment, suggesting that askers are contacting an appropriately knowledgeable person. However, they do need to access patient information such as the plan of care. They also serve an educator role and answer many knowledge-related questions. Conclusions As synchronous verbal communications continue to be important pathways for information flow, informaticians need to consider the relationship between such communications and workflow in the development of healthcare support tools. PMID:23268485

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…

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

ERIC Educational Resources Information Center

Heiner, Cecily

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 dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

Ten Questions to Ask: When Exploring Post Secondary Educational Options for Students on the Autism Spectrum

ERIC Educational Resources Information Center

VanBergeijk, Ernst

2010-01-01

Deciding what to do after high school is a daunting task for any young person, but for students on the autism spectrum, the thought can be paralyzing. Additional questions need to be asked and answered to insure a goodness of fit between the student's strengths, goals, and weaknesses and a post secondary educational program's strengths, goals, and…

The Better Part of Not Knowing: Virtuous Ignorance

ERIC Educational Resources Information Center

Kominsky, Jonathan F.; Langthorne, Philip; Keil, Frank C.

2016-01-01

Suppose you are presented with 2 informants who have provided answers to the same question. One provides a precise and confident answer, and the other says that they do not know. If you were asked which of these 2 informants was more of an expert, intuitively you would select the informant who provided the certain answer over the ignorant…

11 critical questions to ask when buying a physician practice.

PubMed

Jessee, William F

2012-07-01

Answering probing questions in advance of a practice purchase can help hospital and health system leaders make informed decisions. The questions are intended to stimulate careful consideration before entering into a practice acquisition; no single piece of information or answer should be considered definitive in the final decision-making process. Success depends on having a clear game plan and spending time ensuring that all players-board, management, physician leaders, and the physicians who will be employees--understand and support the plan.

Oral Health Basics-What Every Pediatrician Should Know.

PubMed

Fernandez, Sabrina

2016-11-01

As soon as teeth are present, dental care should be discussed at every pediatric well-child visit. Many parents do not ask their pediatricians about dental care, assuming that it is the dentists' domain, but some families do ask lots of questions. Either way, pediatricians should discuss dental care at well visits, answering any questions and offering anticipatory guidance, especially on how to prevent caries. There are many questions from parents about dental care: how to brush, what kind of toothpaste to use, how to stop their child from grinding his or her teeth, whether or not pacifiers are bad for tooth development, and other inquiries that are addressed in the article. This article acts as a quick reference guide for pediatricians, so they are prepared to answer common questions about oral health. [Pediatr Ann. 2016;45(11):e379-e381.]. Copyright 2016, SLACK Incorporated.

Answers to Questions Frequently Asked About the Classified Student. A Professional Supplement Provided through the Central Burlington County Region for Special Education. Special Education Information Series. Booklet #5.

ERIC Educational Resources Information Center

Nissman, Blossom S.

This booklet provides answers to questions that may arise when learning or socially disabled children are placed in regular classrooms. The introduction gives the background of classifying students in the New Jersey school system and lists the twelve classification categories: (1) emotionally disturbed; (2) neurologically impaired; (3) trainable…

Questions about complementary and alternative medicine to the Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS): a descriptive pilot study.

PubMed

Schjøtt, Jan; Erdal, Hilde

2014-02-14

Provision of clinically relevant information about complementary and alternative medicine (CAM) to health care professionals is not well described. The aim of the study was to assess questions about CAM to the Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS). All question-answers pairs (QAPs) in the RELIS database indexed with alternative medicine from 2005-2010 constituted the study material. A randomly selected sample of 100 QAPs was characterized with regard to type of question (category, patient-specific or general), occupation and workplace of enquirer, the type of information search performed (simple or advanced), and if the answers contained information to provide factual or consultative replies (facts about or advice on clinical use of CAM, respectively). Proportions were compared with Fisher's exact test with significance at the 0.05 level. One thousand and thirty-eight (7.7%) out of 13 482 questions involved CAM. Eighty-two out of 100 questions concerned products containing one or more herbs, vitamins and minerals as well as other substances. Thirty-eight out of 100 questions concerned the category documentation (substance identification and/or literature reports about clinical effects), 36 interactions, 16 adverse effects, 9 pregnancy and lactation, and 1 question concerned contraindications. Sixty-three questions were patient-specific and 37 general. Fifty-four questions came from physicians, 33 from pharmacists and 13 from others (including nurses, midwives, students, CAM practitioners, and the public). Pharmacists asked more frequently about interactions while physicians asked more frequently about adverse effects (p < 0.05). Seventy-six of the questions came from outside hospital, mainly general practice and community pharmacies. Fifty-nine answers were based on a simple and 41 on an advanced information search. Thirty-three factual and 38 consultative answers were provided. In 29 answers, search provided no information. Lack of information to provide an answer was not significantly different between patient-specific (31.7%) and general questions (24.3%). General practice and community pharmacies are the main sources for questions about CAM to RELIS. Physicians are concerned about adverse effects while pharmacists are concerned about interactions. Lack of information to provide answers to patient-specific and general questions about CAM represents a problem.

Questions about complementary and alternative medicine to the Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS): a descriptive pilot study

PubMed Central

2014-01-01

Background Provision of clinically relevant information about complementary and alternative medicine (CAM) to health care professionals is not well described. The aim of the study was to assess questions about CAM to the Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS). Methods All question-answers pairs (QAPs) in the RELIS database indexed with alternative medicine from 2005-2010 constituted the study material. A randomly selected sample of 100 QAPs was characterized with regard to type of question (category, patient-specific or general), occupation and workplace of enquirer, the type of information search performed (simple or advanced), and if the answers contained information to provide factual or consultative replies (facts about or advice on clinical use of CAM, respectively). Proportions were compared with Fisher’s exact test with significance at the 0.05 level. Results One thousand and thirty-eight (7.7%) out of 13 482 questions involved CAM. Eighty-two out of 100 questions concerned products containing one or more herbs, vitamins and minerals as well as other substances. Thirty-eight out of 100 questions concerned the category documentation (substance identification and/or literature reports about clinical effects), 36 interactions, 16 adverse effects, 9 pregnancy and lactation, and 1 question concerned contraindications. Sixty-three questions were patient-specific and 37 general. Fifty-four questions came from physicians, 33 from pharmacists and 13 from others (including nurses, midwives, students, CAM practitioners, and the public). Pharmacists asked more frequently about interactions while physicians asked more frequently about adverse effects (p < 0.05). Seventy-six of the questions came from outside hospital, mainly general practice and community pharmacies. Fifty-nine answers were based on a simple and 41 on an advanced information search. Thirty-three factual and 38 consultative answers were provided. In 29 answers, search provided no information. Lack of information to provide an answer was not significantly different between patient-specific (31.7%) and general questions (24.3%). Conclusions General practice and community pharmacies are the main sources for questions about CAM to RELIS. Physicians are concerned about adverse effects while pharmacists are concerned about interactions. Lack of information to provide answers to patient-specific and general questions about CAM represents a problem. PMID:24529279

The U. S. transportation sector in the year 2030: results of a two-part Delphi survey.

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

Morrison, G.; Stephens, T.S.; Univ. of California at Davis)

2011-10-11

A two-part Delphi Survey was given to transportation experts attending the Asilomar Conference on Transportation and Energy in August, 2011. The survey asked respondents about trends in the US transportation sector in 2030. Topics included: alternative vehicles, high speed rail construction, rail freight transportation, average vehicle miles traveled, truck versus passenger car shares, vehicle fuel economy, and biofuels in different modes. The survey consisted of two rounds -- both asked the same set of seven questions. In the first round, respondents were given a short introductory paragraph about the topic and asked to use their own judgment in their responses.more » In the second round, the respondents were asked the same questions, but were also given results from the first round as guidance. The survey was sponsored by Argonne National Lab (ANL), the National Renewable Energy Lab (NREL), and implemented by University of California at Davis, Institute of Transportation Studies. The survey was part of the larger Transportation Energy Futures (TEF) project run by the Department of Energy, Office of Energy Efficiency and Renewable Energy. Of the 206 invitation letters sent, 94 answered all questions in the first round (105 answered at least one question), and 23 of those answered all questions in the second round. 10 of the 23 second round responses were at a discussion section at Asilomar, while the remaining were online. Means and standard deviations of responses from Round One and Two are given in Table 1 below. One main purpose of Delphi surveys is to reduce the variance in opinions through successive rounds of questioning. As shown in Table 1, the standard deviations of 25 of the 30 individual sub-questions decreased between Round One and Round Two, but the decrease was slight in most cases.« less

Information-seeking behaviors of medical students: a classification of questions asked of librarians and physicians.

PubMed Central

Wildemuth, B M; de Bliek, R; Friedman, C P; Miya, T S

1994-01-01

To solve a problem, a person often asks questions of someone with more expertise. This paper reports on a study of the types of questions asked and how the experts are chosen. In the study, sixty-three first-year medical students responded to clinical scenarios, each describing a patient affected by a toxin and asking questions concerning the identity of the toxin and its characteristics. After answering those questions, the students were asked to imagine that they had access to a medical reference librarian and an internist specializing in toxicology. The students then generated two questions for each expert about each clinical scenario. Each question was categorized according to the type of information requested, and the frequency of each type of question was calculated. The study found that students most often asked for the identification of the toxin(s), references about the scenario, or the effects of the toxin; an explanation of the patient's symptoms; or a description of the appropriate treatment. Students were more likely to address questions on the identity of the toxin and references to the hypothetical librarian; they were more likely to ask the internist for explanations of the symptoms and descriptions of the treatment. The implications of these results for the design of information and educational systems are discussed. PMID:7920340

Five Hundred Questions Kids Ask about Sex and Some of the Answers: Sex Education for Parents, Teachers and Young People Themselves.

ERIC Educational Resources Information Center

Younger, Frances

This book is based on the premise that sexual expression is a way for people to show affection and love for one another. The book is divided into six chapters that cover topics related to sexuality and growing up. The sections in each chapter contain questions that preteens and teenagers typically ask and provide clear, unambiguous, and…

This School Drug Search Made a Point: We Care Enough To Get Tough with Kids. The Endpaper.

ERIC Educational Resources Information Center

Ryder, Bernard F.

1982-01-01

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: A parent who notices a gun in his child's room would not hesitate to ask questions and demand answers about its presence. As a school administrator, I believe it is my responsibility to ask questions and take action when I find an equally destructive weapon--drugs--in my schools. The zealous…

Effects of Regulatory Self-Questioning on Secondary-Level Students' Problem-Solving Performance

ERIC Educational Resources Information Center

Pate, Michael L.; Miller, Greg

2011-01-01

A randomized posttest-only control group experimental design was used to determine the effects of regulatory self-questioning on secondary-level career and technical education students' electrical circuit theory test scores. Students who participated in the self-questioning group were asked to answer a list of regulatory questions as they solved…

Reasons for consulting a doctor on the Internet: Web survey of users of an Ask the Doctor service.

PubMed

Umefjord, Göran; Petersson, Göran; Hamberg, Katarina

2003-10-22

In 1998 the Swedish noncommercial public health service Infomedica opened an Ask the Doctor service on its Internet portal. At no charge, anyone with Internet access can use this service to ask questions about personal health-related and disease-related matters. To study why individuals choose to consult previously-unknown doctors on the Internet. Between November 1, 2001, and January 31, 2002 a Web survey of the 3622 Ask the Doctor service users, 1036 men (29%) and 2586 (71%) women, was conducted. We excluded 186 queries from users. The results are based on quantitative and qualitative analysis of the answers to the question "Why did you choose to ask a question at Infomedica's 'Ask the Doctor' service?" 1223 surveys were completed (response rate 36 %). Of the participants in the survey 322 (26%) were male and 901 (74%) female. As major reasons for choosing to consult previously-unknown doctors on the Internet participants indicated: convenience (52%), anonymity (36%), "doctors too busy" (21%), difficult to find time to visit a doctor (16%), difficulty to get an appointment (13%), feeling uncomfortable when seeing a doctor (9%), and not being able to afford a doctors' visit (3%). Further motives elicited through a qualitative analysis of free-text answers were: seeking a second opinion, discontent with previous doctors and a wish for a primary evaluation of a medical problem, asking embarrassing or sensitive questions, seeking information on behalf of relatives, preferring written communication, and (from responses by expatriates, travelers, and others) living far away from regular health care. We found that that an Internet based Ask the Doctor service is primarily consulted because it is convenient, but it may also be of value for individuals with needs that regular health care services have not been able to meet.

Changing by degrees : steps to reduce greenhouse gases

DOT National Transportation Integrated Search

1991-02-01

The six congressional committees requesting this assessment asked OTA to focus on a very specific question: "Can the United States reduce carbon dioxide emissions in the near term?" To answer the question Congress posed, OTA focuses specifically on p...

Hosting an `Ask the Astronomer' Site on the Internet

NASA Astrophysics Data System (ADS)

Odenwald, S. F.

1996-12-01

Since 1995, the World Wide Web has explosively evolved into a significant medium for dispensing astronomical information to the general public. In addition to the numerous image archives that have proliferated, an increasing number of sites invite visitors to pose questions about astronomy and receive answers provided by professional astronomers. In this paper, I describe the operation of an Ask the Astronomer site that was opened on the WWW during August, 1995 as part of an astronomy education resource area called the "Astronomy Cafe" (URL=http://www2.ari.net/home/odenwald/cafe.html). The Astronomy Cafe includes a number of documents describing: a career in astronomy; how research papers are written; essays about cosmology, hyperspace and infrared astronomy; and the results from a 100-question, just for fun, personality test which distinguishes astronomers from non-astronomers. The Ask the Astronomer site is operated by a single astronomer through private donations and is now approaching its 500th day of operation. It contains over 2000+ questions and answers with a growth rate of 5 - 10 questions per day. It has attracted 70,000 visitors who are responsible for nearly 1 million 'hits' during the site's lifetime. The monthly statistics provide a unique survey of the kinds of individuals and organizations who visit Ask the Astronomer-type web sites, moreover, the accumulated questions provide a diagnostic X-ray into the public mind in the area of astronomy. I will present an analysis of the user demographics, and the types of questions that appear to be the most frequently asked. A paper copy of the complete index of these questions will be available for inspection.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses "Do You Know/Remember" Questions.

PubMed

Evans, Angela D; Stolzenberg, Stacia N; Lyon, Thomas D

2017-05-01

"Do you know" and "Do you remember" (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated "Yes" responses. Attorneys' follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated "Yes" or "No" responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children's answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify.

Pragmatic Failure and Referential Ambiguity when Attorneys Ask Child Witnesses “Do You Know/Remember” Questions

PubMed Central

Evans, Angela D.; Stolzenberg, Stacia N.; Lyon, Thomas D.

2016-01-01

“Do you know” and “Do you remember” (DYK/R) questions explicitly ask whether one knows or remembers some information while implicitly asking for that information. This study examined how 104 4- to 9-year-old children testifying in child sexual abuse cases responded to DYK/R wh- and yes/no questions. When asked DYK/R questions containing an implicit wh- question requesting information, children often provided unelaborated “Yes” responses. Attorneys’ follow-up questions suggested that children usually misunderstood the pragmatics of the questions. When DYK/R questions contained an implicit yes/no question, unelaborated “Yes” or “No” responses could be responding to the explicit or the implicit questions resulting in referentially ambiguous responses. Children often provided referentially ambiguous responses and attorneys usually failed to disambiguate children’s answers. Although pragmatic failure following DYK/R wh- questions decreased with age, the likelihood of referential ambiguity following DYK/R yes/no questions did not. The results highlight the risks of serious miscommunications caused by pragmatic misunderstanding and referential ambiguity when children testify. PMID:28652686

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

PubMed Central

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

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…

Answers to Health Questions: Internet Search Results Versus Online Health Community Responses.

PubMed

Kanthawala, Shaheen; Vermeesch, Amber; Given, Barbara; Huh, Jina

2016-04-28

About 6 million people search for health information on the Internet each day in the United States. Both patients and caregivers search for information about prescribed courses of treatments, unanswered questions after a visit to their providers, or diet and exercise regimens. Past literature has indicated potential challenges around quality in health information available on the Internet. However, diverse information exists on the Internet-ranging from government-initiated webpages to personal blog pages. Yet we do not fully understand the strengths and weaknesses of different types of information available on the Internet. The objective of this research was to investigate the strengths and challenges of various types of health information available online and to suggest what information sources best fit various question types. We collected questions posted to and the responses they received from an online diabetes community and classified them according to Rothwell's classification of question types (fact, policy, or value questions). We selected 60 questions (20 each of fact, policy, and value) and the replies the questions received from the community. We then searched for responses to the same questions using a search engine and recorded the Community responses answered more questions than did search results overall. Search results were most effective in answering value questions and least effective in answering policy questions. Community responses answered questions across question types at an equivalent rate, but most answered policy questions and the least answered fact questions. Value questions were most answered by community responses, but some of these answers provided by the community were incorrect. Fact question search results were the most clinically valid. The Internet is a prevalent source of health information for people. The information quality people encounter online can have a large impact on them. We present what kinds of questions people ask online and the advantages and disadvantages of various information sources in getting answers to those questions. This study contributes to addressing people's online health information needs.

The myopia of crowds: Cognitive load and collective evaluation of answers on Stack Exchange

PubMed Central

Burghardt, Keith; Alsina, Emanuel F.; Girvan, Michelle; Rand, William; Lerman, Kristina

2017-01-01

Crowds can often make better decisions than individuals or small groups of experts by leveraging their ability to aggregate diverse information. Question answering sites, such as Stack Exchange, rely on the “wisdom of crowds” effect to identify the best answers to questions asked by users. We analyze data from 250 communities on the Stack Exchange network to pinpoint factors affecting which answers are chosen as the best answers. Our results suggest that, rather than evaluate all available answers to a question, users rely on simple cognitive heuristics to choose an answer to vote for or accept. These cognitive heuristics are linked to an answer’s salience, such as the order in which it is listed and how much screen space it occupies. While askers appear to depend on heuristics to a greater extent than voters when choosing an answer to accept as the most helpful one, voters use acceptance itself as a heuristic, and they are more likely to choose the answer after it has been accepted than before that answer was accepted. These heuristics become more important in explaining and predicting behavior as the number of available answers to a question increases. Our findings suggest that crowd judgments may become less reliable as the number of answers grows. PMID:28301531

Toward automated classification of consumers' cancer-related questions with a new taxonomy of expected answer types.

PubMed

McRoy, Susan; Jones, Sean; Kurmally, Adam

2016-09-01

This article examines methods for automated question classification applied to cancer-related questions that people have asked on the web. This work is part of a broader effort to provide automated question answering for health education. We created a new corpus of consumer-health questions related to cancer and a new taxonomy for those questions. We then compared the effectiveness of different statistical methods for developing classifiers, including weighted classification and resampling. Basic methods for building classifiers were limited by the high variability in the natural distribution of questions and typical refinement approaches of feature selection and merging categories achieved only small improvements to classifier accuracy. Best performance was achieved using weighted classification and resampling methods, the latter yielding an accuracy of F1 = 0.963. Thus, it would appear that statistical classifiers can be trained on natural data, but only if natural distributions of classes are smoothed. Such classifiers would be useful for automated question answering, for enriching web-based content, or assisting clinical professionals to answer questions. © The Author(s) 2015.

Up for the Cup.

ERIC Educational Resources Information Center

Lawson, Duncan A.

1996-01-01

Presents an activity related to probability in order to answer a question based on the English football league. The question is "What is the probability that the FA Cup Final will be between the same two teams that played in the previous tournament?". (ASK)

Are Interactional Behaviors Exhibited When the Self-Reported Health Question is Asked Associated with Health Status?*

PubMed Central

Garbarski, Dana; Schaeffer, Nora Cate; Dykema, Jennifer

2011-01-01

The self-reported health question summarizes information about health status across several domains of health and is widely used to measure health because it predicts mortality well. We examine whether interactional behaviors produced by respondents and interviewers during the self-reported health question-answer sequence reflect complexities in the respondent’s health history. We observed more problematic interactional behaviors during question-answer sequences in which respondents reported worse health. Furthermore, these behaviors were more likely to occur when there were inconsistencies in the respondent’s health history, even after controlling for the respondent’s answer to the self-reported health question, cognitive ability, and sociodemographic characteristics. We also found that among respondents who reported “excellent” health, and to a lesser extent among those who reported their health was “very good,” problematic interactional behaviors were associated with health inconsistencies. Overall, we find evidence that the interactional behaviors exhibited during the question-answer sequence are associated with respondents’ health status. PMID:21927518

Learning Behaviors and Learning Spaces

ERIC Educational Resources Information Center

Bennett, Scott

2011-01-01

What specific learning behaviors are important to students and faculty members? Does the campus provide spaces that foster these behaviors? Where are those spaces? Asking these three questions at six colleges and universities reveals notable differences in the ways students and faculty members answer them. Student and faculty member answers also…

Answer Mining from On-Line Documents

DTIC Science & Technology

2001-01-01

successions occurred at IBM in 1999? In addition, questions may also ask about de- velopments of events or trends that are usually answered by a text ... summary . Since data produc- ing these summaries can be sourced in different documents, summary fusion techniques as pro- posed in (Radev and McKeown

The Identity and Mission of an American Catholic University, in Light of Pope John Paul II's Apostolic Constitution on Catholic Universities, "Ex Corde Ecclesiae"

ERIC Educational Resources Information Center

Ikhane, Irenaeus Otsemuno

2017-01-01

Catholic colleges and universities in the United States started experiencing major identity crisis in the late 1960s when people started asking serious questions about the meaning of the Catholic identity of Catholic institutions of higher education. At the time, there were no satisfactory answers to the questions asked. As a result of the crisis,…

Roth 401(k): asking the right questions.

PubMed

Joyner, James F

2006-01-01

Roth 401(k) provisions are a newly available feature of 401(k) plans. Roth 401(k) provisions are after-tax savings that generally are tax-free at the time of distribution. Questions arise for plan sponsors about whether the new feature is beneficial, and to whom, and what needs to be done if the plan sponsor decides to offer this provision to its employees. This article tries to answer some of those common questions, including a simple computational analysis to try to answer the important question of how much an employee-participant genuinely benefits from this savings approach. Some practical issues of implementation are touched on, and some unanswered questions are identified.

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…

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

ERIC Educational Resources Information Center

Flint Board of Education, MI.

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

Why Do Patients and Caregivers Seek Answers From the Internet and Online Lung Specialists? A Qualitative Study

PubMed Central

Linssen, Cilia; Schramel, Franz MNH; Festen, Jan; Lammers, Ernst; Smit, Egbert F; Postmus, Pieter E; Westerman, Marjan J

2014-01-01

Background Since its launch in 2003, the Dutch Lung Cancer Information Center’s (DLIC) website has become increasingly popular. The most popular page of the website is the section “Ask the Physician”, where visitors can ask an online lung specialist questions anonymously and receive an answer quickly. Most questions were not only asked by lung cancer patients but also by their informal caregivers. Most questions concerned specific information about lung cancer. Objective Our goal was to explore the reasons why lung cancer patients and caregivers search the Internet for information and ask online lung specialists questions on the DLIC’s interactive page, “Ask the Physician”, rather than consulting with their own specialist. Methods This research consisted of a qualitative study with semistructured telephone interviews about medical information-seeking behavior (eg, information needs, reasons for querying online specialists). The sample comprised 5 lung cancer patients and 20 caregivers who posed a question on the interactive page of the DLIC website. Results Respondents used the Internet and the DLIC website to look for lung cancer–related information (general/specific to their personal situation) and to cope with cancer. They tried to achieve a better understanding of the information given by their own specialist and wanted to be prepared for the treatment trajectory and disease course. This mode of information supply helped them cope and gave them emotional support. The interactive webpage was also used as a second opinion. The absence of face-to-face contact made respondents feel freer to ask for any kind of information. By being able to pose a question instantly and receiving a relatively quick reply from the online specialist to urgent questions, respondents felt an easing of their anxiety as they did not have to wait until the next consultation with their own specialist. Conclusions The DLIC website with its interactive page is a valuable complementary mode of information supply and supportive care for lung cancer patients and caregivers. PMID:24496139

Response Style Contamination of Student Evaluation Data

ERIC Educational Resources Information Center

Dolnicar, Sara; Grun, Bettina

2009-01-01

Student evaluation surveys provide instructors with feedback regarding development opportunities and they form the basis of promotion and tenure decisions. Student evaluations have been extensively studied, but one dimension hitherto neglected is the actual measurement aspect: which questions to ask, how to ask them, and what answer options to…

Children and airplanes: are we having fun yet?

PubMed

Fischer, Philip R; Sohail, M Rizwan

2011-06-01

Health care providers are often asked by parents whether it is safe for their child to fly and what they can do to make air travel more pleasant for the child and for their fellow passengers. This article provides answers to seven frequently asked questions about children and air travel.

KSC-2012-4570

NASA Image and Video Library

2012-08-22

CAPE CANAVERAL, Fla. -- At NASA's Kennedy Space Center in Florida, social media participant Evie Marmon asks a question of space station flight engineer Suni Williams. Marmon is among those taking part in a question and answer session with astronauts aboard the International Space Station. The social media gathering at the Florida spaceport took place Aug. 22, 2012 joining a world-wide NASA Social allowing participants to ask questions of NASA astronauts who are living and working aboard the International Space Station. . For more information, visit http://www.nasa.gov/mission_pages/station/main/index.html Photo credit: NASA/ Frankie Martin

Genres Across Cultures: Types of Acceptability Variation

ERIC Educational Resources Information Center

Shaw, Philip; Gillaerts, Paul; Jacobs, Everett; Palermo, Ofelia; Shinohara, Midori; Verckens, J. Piet

2004-01-01

One can ask four questions about genre validity across cultures. Does a certain form or configuration occur in the culture in question? Is it acceptable? If acceptable, is it in practice preferred? Is it recommended by prescriptive authorities? This paper reports the results of an attempt to answer these questions empirically by testing the…

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…

On Formative Assessment in Math: How Diagnostic Questions Can Help

ERIC Educational Resources Information Center

Barton, Craig

2018-01-01

In this article, the author asserts that asking and responding to diagnostic questions is the single most important part of teaching secondary school mathematics. He notes the importance of formative assessment and recommends a formative assessment strategy that requires students to be public about their answers to questions, displaying their…

40 CFR 1610.1 - Representation of witnesses in investigations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... advise the witness with respect to any question asked where it is claimed that the testimony or other... to refuse to answer a question or to produce other evidence. For these allowable objections, the witness or counsel for the witness may object on the record to the question or requirement and may state...

40 CFR 1610.1 - Representation of witnesses in investigations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... advise the witness with respect to any question asked where it is claimed that the testimony or other... to refuse to answer a question or to produce other evidence. For these allowable objections, the witness or counsel for the witness may object on the record to the question or requirement and may state...

Recursive Subsystems in Aphasia and Alzheimer's Disease: Case Studies in Syntax and Theory of Mind.

PubMed

Bánréti, Zoltán; Hoffmann, Ildikó; Vincze, Veronika

2016-01-01

The relationship between recursive sentence embedding and theory-of-mind (ToM) inference is investigated in three persons with Broca's aphasia, two persons with Wernicke's aphasia, and six persons with mild and moderate Alzheimer's disease (AD). We asked questions of four types about photographs of various real-life situations. Type 4 questions asked participants about intentions, thoughts, or utterances of the characters in the pictures ("What may X be thinking/asking Y to do?"). The expected answers typically involved subordinate clauses introduced by conjunctions or direct quotations of the characters' utterances. Broca's aphasics did not produce answers with recursive sentence embedding. Rather, they projected themselves into the characters' mental states and gave direct answers in the first person singular, with relevant ToM content. We call such replies "situative statements." Where the question concerned the mental state of the character but did not require an answer with sentence embedding ("What does X hate?"), aphasics gave descriptive answers rather than situative statements. Most replies given by persons with AD to Type 4 questions were grammatical instances of recursive sentence embedding. They also gave a few situative statements but the ToM content of these was irrelevant. In more than one third of their well-formed sentence embeddings, too, they conveyed irrelevant ToM contents. Persons with moderate AD were unable to pass secondary false belief tests. The results reveal double dissociation: Broca's aphasics are unable to access recursive sentence embedding but they can make appropriate ToM inferences; moderate AD persons make the wrong ToM inferences but they are able to access recursive sentence embedding. The double dissociation may be relevant for the nature of the relationship between the two recursive capacities. Broca's aphasics compensated for the lack of recursive sentence embedding by recursive ToM reasoning represented in very simple syntactic forms: they used one recursive subsystem to stand in for another recursive subsystem.

Recursive Subsystems in Aphasia and Alzheimer's Disease: Case Studies in Syntax and Theory of Mind

PubMed Central

Bánréti, Zoltán; Hoffmann, Ildikó; Vincze, Veronika

2016-01-01

The relationship between recursive sentence embedding and theory-of-mind (ToM) inference is investigated in three persons with Broca's aphasia, two persons with Wernicke's aphasia, and six persons with mild and moderate Alzheimer's disease (AD). We asked questions of four types about photographs of various real-life situations. Type 4 questions asked participants about intentions, thoughts, or utterances of the characters in the pictures (“What may X be thinking/asking Y to do?”). The expected answers typically involved subordinate clauses introduced by conjunctions or direct quotations of the characters' utterances. Broca's aphasics did not produce answers with recursive sentence embedding. Rather, they projected themselves into the characters' mental states and gave direct answers in the first person singular, with relevant ToM content. We call such replies “situative statements.” Where the question concerned the mental state of the character but did not require an answer with sentence embedding (“What does X hate?”), aphasics gave descriptive answers rather than situative statements. Most replies given by persons with AD to Type 4 questions were grammatical instances of recursive sentence embedding. They also gave a few situative statements but the ToM content of these was irrelevant. In more than one third of their well-formed sentence embeddings, too, they conveyed irrelevant ToM contents. Persons with moderate AD were unable to pass secondary false belief tests. The results reveal double dissociation: Broca's aphasics are unable to access recursive sentence embedding but they can make appropriate ToM inferences; moderate AD persons make the wrong ToM inferences but they are able to access recursive sentence embedding. The double dissociation may be relevant for the nature of the relationship between the two recursive capacities. Broca's aphasics compensated for the lack of recursive sentence embedding by recursive ToM reasoning represented in very simple syntactic forms: they used one recursive subsystem to stand in for another recursive subsystem. PMID:27064887

Young women's perceptions of being asked questions about sexuality and sexual abuse: a content analysis.

PubMed

Wendt, Eva K; Lidell, Evy A-S; Westerståhl, Anna K E; Marklund, Bertil R G; Hildingh, Cathrine I

2011-04-01

to describe young women's perceptions of being asked questions by midwives or doctors pertaining to sexuality and sexual abuse in connection with visits for gynaecological examination. a qualitative study. Data comprised responses to open-ended questions in a questionnaire and were analysed by qualitative content analysis. a county in the south-west of Sweden. all of the 23-, 26- and 29-year-old women who attended eight midwife and youth centres for cervical screening during the period between March and July 2006 were invited to participate. The open-ended question about sexuality was answered by 413 women, and 409 women answered the question about sexual abuse, representing approximately 84% of the women who answered the questionnaire as a whole. the data resulted in a total of eight categories and 31 codes, which showed the women's perceptions of being asked questions about sexuality and sexual abuse. Six of the categories dealt with why it was considered natural to be questioned. Health professionals can be trusted and questions can open up a dialogue as well as clarify the woman's situation. The context of a visit for a gynaecological examination is relevant and questions will make it possible for the professionals to strengthen the woman. Another reason was that sexuality is an essential part of life. Those women who felt that it would not feel natural to be asked questions about sexuality and sexual abuse considered that the context is wrong and that such questions will encroach on the woman's personal sphere. women's responses indicate that there are good reasons for midwives and doctors to raise questions about sexuality and sexual abuse when they meet young women. Taking opportunity to find those who have sexual problems and/or experience of sexual abuse could reduce the suffering of these women and lead to an economic gain to society. The provision of training and supervision for midwives and doctors is important to enhance the quality of conversations about sexual matters. In order to deal with such issues, it is necessary to have knowledge of sexual health, relationships and violence, as well as a professional stance and a good conversational technique. Copyright © 2009 Elsevier Ltd. All rights reserved.

Smart Questions To Ask Your Insurance Agent.

ERIC Educational Resources Information Center

Cohen, Abby J.

1997-01-01

Provides advice on insurance coverage for child care centers. Suggests that before purchasing insurance you inquire about the agent's qualifications, company's financial stability, and corporate ratings; and obtain written answers to questions about specific coverage issues such as volunteers, legal defense costs, special events, and…

A Decision Tree for Psychology Majors: Supplying Questions as Well as Answers.

ERIC Educational Resources Information Center

Poe, Retta E.

1988-01-01

Outlines the development of a psychology careers decision tree to help faculty advise students plan their program. States that students using the decision tree may benefit by learning more about their career options and by acquiring better question-asking skills. (GEA)

Ask a SEER Registrar - SEER Registrars

Cancer.gov

First submit questions to your central registry as required and they will submit them to SEER. Use the form on this page to submit questions to SEER staff about coding cancer cases or SEER's reporting guideline materials. Coding and abstracting answers are on SEER Inquiry System website.

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.

Bilingual Students' Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water

ERIC Educational Resources Information Center

Martínez, Patricia; Bannan, Brenda; Kitsantas, Anastasia

2012-01-01

This paper presents the results of an experiment investigating the development of elementary-school dual-language learners' conceptual knowledge about processes of erosion, deposition, and transportation caused by water movement. To elicit students' ideas, researchers asked students to answer four open-ended questions using written answers and/or…

The Community College Website as Virtual Advisor: A Usability Study

ERIC Educational Resources Information Center

Margolin, Jonathan; Miller, Shazia Rafiullah; Rosenbaum, James E.

2013-01-01

This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these…

What Is a National Language Good for?

ERIC Educational Resources Information Center

Coulmas, Florian

The question of what a national language is good for has been asked and answered many times, and the validity of each answer depends on historical circumstances. Many assume that there is a direct relationship between language and nation. Leibniz argued in 1683, at a time when bilingualism was socially stratifying, that nation and language…

Kids2College: Getting Students to Think about Their Future

ERIC Educational Resources Information Center

National Middle School Association (NJ3), 2007

2007-01-01

A sixth grade class is asked: "When should you start thinking about and planning for college?" Most students answer with "tenth or eleventh grade," but invariably some brave soul raises a hand and tentatively responds with more of a question than an answer: "Now?" Yes, now. In 1992, Sallie Mae, the nation's largest…

Academic Dishonesty, Ethical Norms and Learning

ERIC Educational Resources Information Center

Colnerud, Gunnel; Rosander, Michael

2009-01-01

This study is aimed to deduce which ethical norms and considerations are implicitly present in the students' answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items…

Middle East Respiratory Syndrome (MERS)

MedlinePlus

Middle East Respiratory Syndrome Coronavirus; MERS-CoV; Novel coronavirus; nCoV ... for Disease Control and Prevention website. Middle East Respiratory Syndrome (MERS): Frequently asked questions and answers. www. ...

What Is the Correct Answer about The Dress' Colors? Investigating the Relation between Optimism, Previous Experience, and Answerability.

PubMed

Karlsson, Bodil S A; Allwood, Carl Martin

2016-01-01

The Dress photograph, first displayed on the internet in 2015, revealed stunning individual differences in color perception. The aim of this study was to investigate if lay-persons believed that the question about The Dress colors was answerable. Past research has found that optimism is related to judgments of how answerable knowledge questions with controversial answers are (Karlsson et al., 2016). Furthermore, familiarity with a question can create a feeling of knowing the answer (Reder and Ritter, 1992). Building on these findings, 186 participants saw the photo of The Dress and were asked about the correct answer to the question about The Dress' colors (" blue and black," "white and gold," "other, namely…," or "there is no correct answer" ). Choice of the alternative "there is no correct answer" was interpreted as believing the question was not answerable. This answer was chosen more often by optimists and by people who reported they had not seen The Dress before. We also found that among participants who had seen The Dress photo before, 19%, perceived The Dress as "white and gold" but believed that the correct answer was "blue and black ." This, in analogy to previous findings about non-believed memories (Scoboria and Pascal, 2016), shows that people sometimes do not believe the colors they have perceived are correct. Our results suggest that individual differences related to optimism and previous experience may contribute to if the judgment of the individual perception of a photograph is enough to serve as a decision basis for valid conclusions about colors. Further research about color judgments under ambiguous circumstances could benefit from separating individual perceptual experience from beliefs about the correct answer to the color question. Including the option "there is no correct answer " may also be beneficial.

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

PubMed Central

Yu, Hong; Cao, Yong-gang

2009-01-01

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

Using the weighted keyword model to improve information retrieval for answering biomedical questions.

PubMed

Yu, Hong; Cao, Yong-Gang

2009-03-01

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

Environmental effects on health.

PubMed

Sinclair, J

Patients with a cancer or respiratory disease and parents of children with a congenital abnormality often ask nurses: 'What caused this? Was it pollution or my job, or something I've done?' Often there is no clear answer. Media coverage--of such issues as Sellafield and childhood leukaemias, mobile phones and brain cancers, or waste sites and congenital abnormalities--may prompt a rash of questions from anxious patients. This article discusses environmental issues so that nurses are in a position to answer some of these questions.

Questions Students Ask: About Terminal Velocity.

ERIC Educational Resources Information Center

Meyer, Earl R.; Nelson, Jim

1984-01-01

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

Mixing and Making Changes

ERIC Educational Resources Information Center

Ashbrook, Peggy

2006-01-01

Young children do science exploration and observation every day in their play. They spontaneously engage in parts of the scientific inquiry process--wondering, asking a question, planning how to answer the question, documenting their work, thinking about what happened, and sharing their results with others. Conducting an entire experiment is…

Strategies for Learners with Special Needs in Automobile Mechanics.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Missouri LINC.

This Vocational Instructional Management System (VIMS) module illustrates instructional and cognitive strategies that can be used to teach and learn vocational competencies in automobile mechanics. Seven definitions, seven frequently asked questions, and nine references are included. The following questions are answered: Is it important to teach…

On the Job: A Newcomer's Guide. 3.

ERIC Educational Resources Information Center

Michael, Jean

A bilingual pamphlet containing practical law-related information for recent Russian Jewish immigrants to New York City, this document concerns employment. Following a brief description of the Newcomer series, 10 questions are listed, each followed by an answer. Questions asked include illegal employment; discrimination; sexual harassment;…

Student Dishonesty and Faculty Responsibility

ERIC Educational Resources Information Center

Parameswaran, Ashvin

2007-01-01

I ask the question, "Are faculty who allow dishonesty morally responsible for their students' actions?" By "allow" I mean ignoring dishonest actions or designing courses in ways that facilitate these actions. I answer this question via a discussion of four issues: normative expectations, doing versus allowing, unavoidable action, and…

Unsuccessful Retrieval Attempts Enhance Subsequent Learning

ERIC Educational Resources Information Center

Kornell, Nate; Hays, Matthew Jensen; Bjork, Robert A.

2009-01-01

Taking tests enhances learning. But what happens when one cannot answer a test question--does an unsuccessful retrieval attempt impede future learning or enhance it? The authors examined this question using materials that ensured that retrieval attempts would be unsuccessful. In Experiments 1 and 2, participants were asked fictional…

To What Students Attribute Their Academic Success and Unsuccess

ERIC Educational Resources Information Center

Lebedina-Manzoni, Marija

2004-01-01

Working with students who manifest learning difficulties there are many questions which have to be asked. One of these question is--how they explain their failure and success. Answers to these questions can help in understanding the cause of their problems as well as finding the method to improve effectiveness, success and personal satisfaction.…

Anorexia and Bulimia: An Inventory of Public Awareness and Popular Questions.

ERIC Educational Resources Information Center

Zimmer, Marc A.

Prevention and early intervention in cases of anorexia and bulimia require that both professionals and the general public have knowledge about these eating disorders. A study was conducted to identify the questions about these disorders most often asked by the general public and to develop a guide to answer those questions for individuals of…

Brief Report: Attitudes about Responding to Survey Questions Concerning Childhood Sexual Abuse by Hispanic Female College Students

ERIC Educational Resources Information Center

Ernst, Frederick A.; Salinas, Nancy I.; Perez, Natalie

2009-01-01

In no studies have research participants been asked how they feel about answering questions concerning childhood sexual abuse. We have performed searches from two different search engines again and have found nothing published which specifically addresses this question in the way we have. A questionnaire about childhood sexual abuse was…

Frequently Asked Questions: Minimum Legal Drinking Age/Age 21

ERIC Educational Resources Information Center

Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, 2008

2008-01-01

This paper provides answers to questions about minimum legal drinking age. The questions include: (1) Youth in other countries are exposed to alcohol at earlier ages and engage in less alcohol abuse and have healthier attitudes toward alcohol. Don't those countries have fewer alcohol-related problems than we do?; (2) Does educating teens about…

Concept Learning versus Problem Solving: Evaluating a Threat to the Validity of a Particulate Gas Law Question

ERIC Educational Resources Information Center

Sanger, Michael J.; Vaughn, C. Kevin; Binkley, David A.

2013-01-01

Three different samples of students were asked to answer five multiple-choice questions concerning the properties of a sample of helium gas (particle speed, state of matter, sample volume, sample pressure, and particle distribution), including a particulate question first used by Nurrenbern and Pickering (particle distribution). In the first…

Answers to Health Questions: Internet Search Results Versus Online Health Community Responses

PubMed Central

Vermeesch, Amber; Given, Barbara; Huh, Jina

2016-01-01

Background About 6 million people search for health information on the Internet each day in the United States. Both patients and caregivers search for information about prescribed courses of treatments, unanswered questions after a visit to their providers, or diet and exercise regimens. Past literature has indicated potential challenges around quality in health information available on the Internet. However, diverse information exists on the Internet—ranging from government-initiated webpages to personal blog pages. Yet we do not fully understand the strengths and weaknesses of different types of information available on the Internet. Objective The objective of this research was to investigate the strengths and challenges of various types of health information available online and to suggest what information sources best fit various question types. Methods We collected questions posted to and the responses they received from an online diabetes community and classified them according to Rothwell’s classification of question types (fact, policy, or value questions). We selected 60 questions (20 each of fact, policy, and value) and the replies the questions received from the community. We then searched for responses to the same questions using a search engine and recorded the Results Community responses answered more questions than did search results overall. Search results were most effective in answering value questions and least effective in answering policy questions. Community responses answered questions across question types at an equivalent rate, but most answered policy questions and the least answered fact questions. Value questions were most answered by community responses, but some of these answers provided by the community were incorrect. Fact question search results were the most clinically valid. Conclusions The Internet is a prevalent source of health information for people. The information quality people encounter online can have a large impact on them. We present what kinds of questions people ask online and the advantages and disadvantages of various information sources in getting answers to those questions. This study contributes to addressing people’s online health information needs. PMID:27125622

Ask Dr. Sue.

ERIC Educational Resources Information Center

Aronson, Susan S.

1991-01-01

Answers questions about health concerns regarding contamination of perishable foods, the association between electromagnetic field exposure and cancer, measles immunization for children and adults, and the newest recommendations for meningitis (Hib) vaccine. (SH)

Frequently Asked Questions and Answers on Smallpox

MedlinePlus

... Overview Statistics Cooperation strategies Democratic Republic of the Congo » Emergencies Focus on » Bangladesh Rohingya Democratic Republic of the Congo Iraq Nigeria Somalia South Sudan Syrian Arab Republic ...

Astronomical exploration and the public imagination

NASA Astrophysics Data System (ADS)

Blumberg, Baruch S.

2011-06-01

Humans have a need to understand where they fit in the cosmos. Driven by the unlimited possibilities of human imagination the night sky has been and is one of the most powerful stimulators of curiosity. In pre-modern times, farmers, pastoralists, travelers, even city dwellers unhampered by light pollution, had many opportunities to observe and wonder on the mysteries of the starry night. In this, the International Year of Astronomy marking the 400th anniversary of Galileo's telescopic observations (that is also the 200th anniversary of the birth of Charles Darwin) there are many explorations using the advanced and expensive instruments that society provides for satisfying the public curiosity and, of course, that of the astronomers trained to ask and answer the questions. However, it is a truism that scientific answers always raise new questions that could not have been asked raised prior to the preceding answers. The more we know the more we know about what we do not know; the task of scientific inquiry, or, for that matter, inquiry in general, is endless.

Views on the Future of Business Education: Responses to Six Critical Questions

ERIC Educational Resources Information Center

Kaliski, Burton S.

2007-01-01

Questions about the future of business education have been asked and answered throughout its long history. The author posed six of these questions at the 2002 Peter L. Agnew Lecture at New York University. These six questions, all pointing to the year 2020, are: (1) What will business education be?; (2) Where will it be?; (3) How will it be…

Reasons for Consulting a Doctor on the Internet: Web Survey of Users of an Ask the Doctor Service

PubMed Central

Petersson, Göran; Hamberg, Katarina

2003-01-01

Background In 1998 the Swedish noncommercial public health service Infomedica opened an Ask the Doctor service on its Internet portal. At no charge, anyone with Internet access can use this service to ask questions about personal health-related and disease-related matters. Objective To study why individuals choose to consult previously-unknown doctors on the Internet. Methods Between November 1, 2001, and January 31, 2002 a Web survey of the 3622 Ask the Doctor service users, 1036 men (29%) and 2586 (71%) women, was conducted. We excluded 186 queries from users. The results are based on quantitative and qualitative analysis of the answers to the question "Why did you choose to ask a question at Infomedica's 'Ask the Doctor' service?" Results 1223 surveys were completed (response rate 34%). Of the participants in the survey 322 (26%) were male and 901 (74%) female. As major reasons for choosing to consult previously-unknown doctors on the Internet participants indicated: convenience (52%), anonymity (36%), "doctors too busy" (21%), difficult to find time to visit a doctor (16%), difficulty to get an appointment (13%), feeling uncomfortable when seeing a doctor (9%), and not being able to afford a doctors' visit (3%). Further motives elicited through a qualitative analysis of free-text answers were: seeking a second opinion, discontent with previous doctors and a wish for a primary evaluation of a medical problem, asking embarrassing or sensitive questions, seeking information on behalf of relatives, preferring written communication, and (from responses by expatriates, travelers, and others) living far away from regular health care. Conclusions We found that an Internet based Ask the Doctor service is primarily consulted because it is convenient, but it may also be of value for individuals with needs that regular health care services have not been able to meet. PMID:14713654

Collective Disorienting Dilemmas: A "Wikid" Approach to Fostering Adult Learning

ERIC Educational Resources Information Center

Hunter, William J.

2012-01-01

From time to time, every educator asks the question "why am I doing this?" Some of the answers may relate to personal goals or needs, but some are invariably focused on beliefs about the impact their work has on learners. For postsecondary educators, those answers may include thoughts about increased employability or better citizenship or mastery…

Lessons We Can Learn from the Voices of Experience

ERIC Educational Resources Information Center

Fink, Arletta Knight; Fink, L. Dee

2009-01-01

This article reviews the preceding articles and distills from that collection answers to three questions that all good teachers need to ask and answer. The preceding articles in this volume have been written by teachers who have used the ideas of integrated course design (ICD) in an effort to improve their teaching and their students' learning.…

Strong Numbers and Weak Perceptions: Understanding the "Rodney Dangerfield Economy"

ERIC Educational Resources Information Center

Wood, William C.

2006-01-01

Ordinary citizens, politicians, and economists alike regularly ask how the economy is doing. With a highly polarized electorate and media to match, it has become harder to get an honest answer. Social educators should understand the complexity of such a question--and the subtlety of the answers--as they approach the topic themselves. The American…

Unfinished Student Answer in PISA Mathematics Contextual Problem

ERIC Educational Resources Information Center

Lutfianto, Moch.; Zulkardi; Hartono, Yusuf

2013-01-01

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving…

Defining Innovation: Using Soft Systems Methodology to Approach the Complexity of Innovation in Educational Technology

ERIC Educational Resources Information Center

Cox, Glenda

2010-01-01

This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated…

Bringing Evaluative Learning to Life

ERIC Educational Resources Information Center

King, Jean A.

2008-01-01

This excerpt from the opening plenary asks evaluators to consider two questions regarding learning and evaluation: (a) How do evaluators know if, how, when, and what people are learning during an evaluation? and (b) In what ways can evaluation be a learning experience? To answer the first question, evaluators can apply the commonplaces of…

Housing Issues: A Newcomer's Guide. 5.

ERIC Educational Resources Information Center

Michael, Jean

A bilingual pamphlet containing practical law-related information for recent Russian Jewish immigrants to New York City, this document addresses housing issues. Following a brief description of the Newcomer series, 14 questions are listed, each followed by an answer. Questions asked include the necessity for a written lease when renting an…

Survival and Prevention in the Aftermath of Teen Suicide.

ERIC Educational Resources Information Center

Goldberg, Karen S.

1999-01-01

Describes one school's attempts to answer the question of why a young person commits suicide, and provides sound advice in dealing with the survivors of such an ordeal, be it students, teachers, or parents. Explores commonly asked questions to promote understanding, correct misinformation, identify risk factors, and provide guidelines for…

Domain-Generality versus Domain-Specificity: The Life and Impending Death of a False Dichotomy.

ERIC Educational Resources Information Center

Sternberg, Robert J.

1989-01-01

Argues that the question of whether information representation and processing are domain-general or domain-specific is neither meaningful nor answerable. Researchers should be asking questions about ways in which representation and processing are domain-general and ways in which they are domain-specific. (RH)

Modelling Cognitive Style in a Peer Help Network.

ERIC Educational Resources Information Center

Bull, Susan; McCalla, Gord

2002-01-01

Explains I-Help, a computer-based peer help network where students can ask and answer questions about assignments and courses based on the metaphor of a help desk. Highlights include cognitive style; user modeling in I-Help; matching helpers to helpees; and types of questions. (Contains 64 references.) (LRW)

Organization and Supervision of Elementary Education in 100 Cities. Bulletin, 1949, No. 11

ERIC Educational Resources Information Center

Bathurst, Effie G.; Davis, Mary Dabney; Gabbard, Hazel; Mackintosh, Helen K.; Patterson, Don S.

1949-01-01

This bulletin is the full report of a study made by the Division of Elementary Education to help answer questions frequently asked about elementary school organization and supervision. These questions concern organization for instruction; supervisory personnel; in-service techniques; scheduling; classification; records; reports to parents;…

Consumer Concerns: Newcomer's Guide. 4.

ERIC Educational Resources Information Center

Michael, Jean

A bilingual pamphlet containing practical law-related information for recent Russian Jewish immigrants to New York City, this document addresses consumer concerns. Following a brief description of the Newcomer series, 15 questions are listed, each followed by an answer. Questions asked include the meaning of the terms consumer and contract;…

"Why Me?" An Attributional Theory of Adjustment to Victimization.

ERIC Educational Resources Information Center

Shaffer, Leigh S.; And Others

Studies on victimization suggest that victims, whether of crime, accident, disease, or natural disaster, ask "why me?" questions and that finding answers to these questions seems related to the victims' adjustment. An attributional theory of victims' search for meaning in their misfortune proposes that victims perceive their misfortunes as…

Problem-based learning: Using students' questions to drive knowledge construction

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the right'' questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.

The influence of question design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.

PubMed

Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F

2015-08-01

This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.

Asking the Right Questions: Teaching about Islam and Globalization

ERIC Educational Resources Information Center

Jafar, Afshan

2017-01-01

This article describes an exercise designed to introduce the topic of Islam and Muslims in a Sociology of Globalization course. The activity asks students to complete a sentence regarding Muslim women. Rather than provide any definitive answers regarding Islam or Muslims, the purpose of the exercise is for students to see the reductive nature of…

Is Soliciting Important in Science? an Investigation of Science Teacher-Student Questioning Interactions

ERIC Educational Resources Information Center

Patrick, Ajaja O.; Urhievwejire, Eravwoke Ochuko

2012-01-01

The major purpose of this study was to determine the questioning patterns of teachers in science classes. The design employed for the study was a case study. To guide this study, five research questions were asked and answered. The samples of the study consisted of 20 senior secondary schools and 60 science teachers. The instruments used for data…

Teaching Critical Questions about Argumentation through the Revising Process: Effects of Strategy Instruction on College Students' Argumentative Essays

ERIC Educational Resources Information Center

Song, Yi; Ferretti, Ralph P.

2013-01-01

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

The Different Patterns of Gesture between Genders in Mathematical Problem Solving of Geometry

NASA Astrophysics Data System (ADS)

Harisman, Y.; Noto, M. S.; Bakar, M. T.; Amam, A.

2017-02-01

This article discusses about students’ gesture between genders in answering problems of geometry. Gesture aims to check students’ understanding which is undefined from their writings. This study is a qualitative research, there were seven questions given to two students of eight grade Junior High School who had the equal ability. The data of this study were collected from mathematical problem solving test, videoing students’ presentation, and interviewing students by asking questions to check their understandings in geometry problems, in this case the researchers would observe the students’ gesture. The result of this study revealed that there were patterns of gesture through students’ conversation and prosodic cues, such as tones, intonation, speech rate and pause. Female students tended to give indecisive gestures, for instance bowing, hesitating, embarrassing, nodding many times in shifting cognitive comprehension, forwarding their body and asking questions to the interviewer when they found tough questions. However, male students acted some gestures such as playing their fingers, focusing on questions, taking longer time to answer hard questions, staying calm in shifting cognitive comprehension. We suggest to observe more sample and focus on students’ gesture consistency in showing their understanding to solve the given problems.

How and what rural women know: experiences in Bangladesh.

PubMed

Martius-von Harder, G

1979-01-01

A study was conducted in Bangladesh to determine the contribution rural women make to the economic conditions in their country. The study was necessary because little research has been done into the working patterns of rural women and their economic contributions have often been overlooked because they do not produce actual income. This article is a discussion of the problems faced by field researchers in countries like Bangladesh. Certain types of questions cannot be asked of women in rural Muslim areas, e.g., questions dealing with acreage of property, supply and demand in the marketplace, and irrigated land. Secluded women would have no way of knowing answers to these questions. Observation had to be used for a study of time-use, since the women do not live by the clock. Questions on women's ages can never be asked. Questions to females had to concern themselves with activities of females and questions to males, with activities of males. Rural people in Bangladesh do not seem to think in terms of exact measurement; this must be taken into account when analyzing answers. Researchers have to adapt their interviewing to the socioeconomic conditions of the area.

Connes' embedding problem and Tsirelson's problem

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

Junge, M.; Palazuelos, C.; Navascues, M.

2011-01-15

We show that Tsirelson's problem concerning the set of quantum correlations and Connes' embedding problem on finite approximations in von Neumann algebras (known to be equivalent to Kirchberg's QWEP conjecture) are essentially equivalent. Specifically, Tsirelson's problem asks whether the set of bipartite quantum correlations generated between tensor product separated systems is the same as the set of correlations between commuting C{sup *}-algebras. Connes' embedding problem asks whether any separable II{sub 1} factor is a subfactor of the ultrapower of the hyperfinite II{sub 1} factor. We show that an affirmative answer to Connes' question implies a positive answer to Tsirelson's. Conversely,more » a positive answer to a matrix valued version of Tsirelson's problem implies a positive one to Connes' problem.« less

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

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

Robert S. Anderson; Mark Schanfein; Trond Bjornard

2011-07-01

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

Depression and College Students

MedlinePlus

... depression and other mental health issues? Reference Share Depression and College Students Download PDF Download ePub Order ... Answers to college students’ frequently asked questions about depression Feeling moody, sad, or grouchy? Who doesn’t ...

The Poisons Project.

ERIC Educational Resources Information Center

Crawford, Barbara A.

1998-01-01

Details a project in which students explore and study the poisons in their environment by asking and finding answers to their own research questions. Includes some suggestions for involving students successfully in inquiry-based learning. (DDR)

Self-Directed Learning with Feedback

ERIC Educational Resources Information Center

Choi, Youngeun; Anderson, William

2016-01-01

This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.

Energizing the Thinking Dimensions of Physical Education.

ERIC Educational Resources Information Center

Miller, Donna Mae

1987-01-01

Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)

Before You Buy.

ERIC Educational Resources Information Center

Milshtein, Amy

1998-01-01

Discusses how to avoid costly mistakes when buying facility-management software. Provides answers to questions buyers should ask before committing funds to a particular program. Selected facility-management software companies and product profiles are highlighted. (GR)

'Where were your clothes?' Eliciting descriptions of clothing placement from children alleging sexual abuse in criminal trials and forensic interviews.

PubMed

Stolzenberg, Stacia N; Lyon, Thomas D

2017-09-01

The present study examined how children alleging sexual abuse are asked about clothing placement during abusive episodes, both in criminal trials and forensic interviews. The placement of clothing is of great importance, because it facilitates distinguishing abusive touch from non-abusive touch, as well as the severity of abuse when the touching is in fact sexual. If clothing has not been removed, then sexual abuse appears less likely and certain types of sexual contact are physically impossible (or at least highly improbable). We examined how trial attorneys ( n = 142) and forensic interviewers in investigative interviews ( n = 155) questioned 5- 12-year-olds about the location of clothing during alleged sexual abuse. To do so, we identified all question-answer pairs that included references to clothing placement, and coded for the clothing item mentioned, whether the interviewer elicited information about clothing placement or the child spontaneously provided such information, question-type, and response-type. Discussions about clothing placement were commonplace in both settings, particularly in court. Fewer than one in five question-answer pairs about clothing placement were spontaneous mentions by children; the questioner elicited most discussions. When interviewers asked wh- questions rather than yes/no and forced-choice questions, children provided more elaboration, more detailed clothing information, and were over six times more likely to describe clothing placement in a fashion that could not be captured by a single preposition (e.g., neither on nor off). The findings suggest that descriptions of clothing placement are subject to serious misinterpretation when closed-ended questions are asked.

Physics is …; The Physicist explores attributes of physics

NASA Astrophysics Data System (ADS)

Baker, F. Todd

2016-12-01

He's back! 'The physicist'returns with an entirely new compilation of questions and answers from his long-lived website where laypeople can ask questions about anything physics related. This book focuses on adjectives (practical, beautiful, surprising, cool, frivolous) instead of nouns like the first two books (atoms, photons, quanta, mechanics, relativity). The answers within 'Physics Is' are responses to people looking for answers to fascinating (and often uninformed) questions. It covers topics such as sports, electromagnetism, gravitational theory, special relativity, superheroes, videogames, and science fiction. These books are designed for laypeople and rely heavily on concepts rather than formalism. That said, they keep the physics correct and don't water down, so expert physicists will find this book and its two companion titles fun reads. They may actually recognize similar questions posed to them by friends and family. As with the first two books, 'Physics Is' ends with a chapter with questions from people who think that 'The physicist' is a psychic and from people who think they have the answers to life, the universe and everything.

Fun-Filled Physics.

ERIC Educational Resources Information Center

Dana, Thomas M.; And Others

1993-01-01

Presents a unit of three lessons to teach Newton's Laws of Motion. After rotating through learning centers, answering questions, and recording observations, students are asked to generate a "class law" that explains the scientific phenomenon they observed. (MDH)

Uniform National Discharge Standards (UNDS) for Vessels of the Armed Forces

EPA Pesticide Factsheets

The Uniform National Discharge Standards homepage links to a description of the EPA's rulemaking process and provides information to the public on outreach efforts and answers some frequently asked questions.

Ask Dr. Sue.

ERIC Educational Resources Information Center

Aronson, Susan S.

1989-01-01

Answers child care center directors' questions about effects of new recommendations for measles immunization on child care programs, the process of finding a pediatrician interested in working with child care programs on health promotion, and radon. (BB)

#AskBerkeleyLab: Cost and Availability of Healthy Food

ScienceCinema

Buluswar, Shashi

2018-02-13

Shashi Buluswar, Executive Director at the LBNL Institute for Globally Transformative Technologies, answers a question from Ashley on why healthy food costs so much and is not available in low-income neighborhoods.

"There is nothing like looking, if you want to find something" - asking questions and searching for answers - the evidence based approach.

PubMed

Haroon, Munib; Phillips, Robert

2010-04-01

Evidence based medicine (EBM) consists of four separate processes. Asking a clinical question Locating the evidence Appraising and synthesizing the evidence Applying the evidence Most people are familiar with the third step but not so familiar with the first two. Well-designed clinical questions can help clarify in a clinicians mind exactly what information is being sought and also help with the search. This clinical question can be framed around the PICO format. With a well-structured PICO information can then be located in a timely manner using the concept of Haynes's 5 S's and a range of websites including trial registers and meta-search engines.

Patients With Mental Health Needs Are Engaged In Asking Questions, But Physicians’ Responses Vary

PubMed Central

Tai-Seale, Ming; Foo, Patricia K.; Stults, Cheryl D.

2017-01-01

Increased patient engagement is of particular interest regarding patients with mental health needs, given the high burden of mental illness in the United States and the potential for greater patient engagement to improve health outcomes. Little is known about the extent to which these patients ask questions of their physicians; how physicians respond; and what the relationship is between patients’ questions and visit outcomes. We conducted in-depth mixed-method analyses of 322 audio recordings of primary care visits by people with mental health needs. We found that patients asked many questions—a median of fifteen per visit—but that they were more likely to ask about biomedical topics, such as diabetes, than about mental health topics. Patients received highly varied responses from physicians. Our findings suggest that efforts aimed at improving patient engagement should move beyond simply encouraging patients to ask questions. The goal should also be to support physicians in recognizing patients’ concerns and providing the most responsive answers, as well as promoting strong relationships to undergird communication among all members of the care team. PMID:23381518

Cosmological Expansion

ERIC Educational Resources Information Center

Linton, J. O.

2012-01-01

As teachers, we want to encourage our students to ask searching questions on topics like how old the Universe is, how much of the Universe we can actually see and how far away the cosmic microwave background radiation is. But how many of us can honestly say we know the answers? And, even if we know the answers, how are we going to respond to the…

GeoGebra--Freedom to Explore and Learn

ERIC Educational Resources Information Center

Fahlberg-Stojanovska, Linda; Stojanovski, Vitomir

2009-01-01

We start by visiting the maths section of the web site answers.yahoo.com. Here, anybody can ask a question from anywhere in the world at every possible level. Answers are given by anyone who wants to contribute and then askers/readers rate the responses. A brief look here and it is starkly clear that our young people are struggling and their…

Children's questions: a mechanism for cognitive development.

PubMed

Chouinard, Michael M

2007-01-01

Preschoolers' questions may play an important role in cognitive development. When children encounter a problem with their current knowledge state (a gap in their knowledge, some ambiguity they do not know how to resolve, some inconsistency they have detected), asking a question allows them to get targeted information exactly when they need it. This information is available to them when they are particularly receptive to it, and because it comes as the result of their own disequilibrium, it may have depth of processing benefits. In that questions allow children to get information they need to move their knowledge structures closer to adult-like states, the ability to ask questions to gather needed information constitutes an efficient mechanism for cognitive development (referred to in this paper as the Information Requesting Mechanism [IRM]; this term is used because it includes question-asking and other information recruiting behaviors such as gestures, expressions, and vocalizations). However, the role of children's questions in their cognitive development has been largely overlooked. If questions are a force in cognitive development, the following must be true: (1) children must actually ask questions that gather information; (2) children must receive informative answers to their questions if they are able to be of use to cognitive development; (3) children must be motivated to get the information they request, rather than asking questions for other purposes such as attention; (4) the questions children ask must be relevant and of potential use to their cognitive development; (5) we must see evidence that children's questions help them in some way-that is, that they can ask questions for a purpose, and use the information they receive purposefully to successfully achieve some change of knowledge state. This monograph reports data on these points. Study 1 analyzed questions taken from four children's transcripts in the CHILDES database (age 1;2-5;1). This methodology allowed detailed, veridical analysis of every question asked by the children during their recording sessions. Results indicate that children ask many information-seeking questions and get informative answers. When they do not get an informative response, they keep asking; attention is not enough. Results also indicate that the content of children's questions parallel their conceptual advances, and shift within an exchange and over the course of development to reflect the learning process. So, these data suggest that the components of the IRM are in place and are used by children from very early in development, and the information they seek changes with time. Study 2 asked whether preverbal children who are not yet asking linguistic questions can recruit information via gestures, expressions, and vocalizations, in addition to further investigating the linguistic questions of older children. This study analyzed questions from a cross-sectional diary study, kept by 68 parents of their children's questions (aged 1;0-5;0). Also, this methodology allowed for data collection over a large number of children, a large range of situational contexts, and allows for the collection of low frequency, high-salience events. Results from Study 2 suggest that all of the components of the IRM are in place, and extends these findings down to younger, preverbal children who recruit information using gesture and vocalizations. Study 3 investigated the questions asked in one specific domain, biological knowledge, and examined the impact that different stimulus types have on children's questions. This study gathered data from 112 parent/child dyads (children aged 2, 3, and 4 years) walking through one of three zoos (one with real animals, one with drawings of animals, and one with three-dimensional replicas of animals), looking at the animals together. Results from this study also suggest that all of the components of the IRM are in place from the earliest age, further supporting the findings from Studies 1 and 2. In addition, while children still ask many nonbiological questions about the animals ("what is its name?"), biological information ("how do babies grow their bees?") is requested with much greater frequency in this study, although this need not necessarily be the case. Further, the nature of these questions suggests they may support the building of conceptual structures within the domain of biological knowledge, at a time just before the age when children make important conceptual changes in this area. Further, the type of stimulus materials used has an impact on the questions children ask; children are less likely to ask deep conceptual questions when looking at drawings or replicas of objects than when looking at the real thing. Finally, Study 4 examines the causal relation between children's questions and change in knowledge state by investigating whether or not children can ask questions in order to gain information that allows them to solve a problem. Sixty-seven 4-year-olds were asked to figure out which of two items were hidden in a box. Half of the children were allowed to ask questions to help them figure this out. Despite many ways in which they could fail to use questions correctly, children who were allowed to ask questions were significantly more likely to identify the object hidden in the box, an overt indication of their change in knowledge state. Further, children relied on their existing conceptual information about the objects to help generate disambiguating questions; even though they had a faster "dumb" method of disambiguating the objects via nonconceptual perceptual information ("is it purple?"), they were just as likely to generate questions that tapped into nonvisible conceptual information ("does it purr?"). These results suggest that children are capable of using their existing knowledge structures to generate questions that change their knowledge state in a way that allows them to productively solve a problem; they further suggest that tapping into existing conceptual knowledge to help process a current situation, and use that knowledge to generate appropriate questions, is an integral part of question asking. Together, the results of these four studies support the existence of the IRM as a way for children to learn about the world. Children ask information-seeking questions that are related in topic and structure to their cognitive development. Parents give answers to these questions, but when they do not, the children persist in asking for the information, suggesting that the goal of this behavior is to recruit needed information. The content of these questions shifts within exchanges and over the course of development in ways that reflect concept building. Finally, children generate questions efficiently in order to gather needed information, and then are able to use this information productively; they tap into their existing conceptual knowledge in order to do this. Thus, the ability to ask questions is a powerful tool that allows children to gather information they need in order to learn about the world and solve problems in it. Implications of this model for cognitive development are discussed.

What is water?

USGS Publications Warehouse

,

1965-01-01

If a schoolboy asked this question, you would answer it easily enough. "Why, water is a liquid found in and around the earth. Water is the sea, lakes, streams, springs and what comes gushing out of the tap when we turn it on." If he still looks a little unsatisfied, you would explain that our bodies are three-fourths water, and that water covers threefourths of the earth's surface. But you would have to admit to yourself that these facts, interesting as they are, do not quite answer the boy's question: "What is water?"

Careers in Patent Law for Physics Majors

NASA Astrophysics Data System (ADS)

Oliver, Douglas L.

2010-11-01

An important question that many undergraduate physics students ask is, "What can one do with a physics degree?" Of course there are many answers to this question. Often a general reference to becoming a lawyer is given as a possible answer. This paper is intended to explain the field of patent law and how a physics degree can lead to an interesting and potentially lucrative career as a patent examiner, a patent agent, or a patent attorney. This information may be of interest to physics students as well as those who recruit or counsel physics students.

Sample Job Descriptions To Assist in Complying with the Americans with Disabilities Act of 1990.

ERIC Educational Resources Information Center

National Child Care Association, Atlanta, GA.

The Americans with Disabilities Act of 1990 provides protection against discrimination for persons with disabilities. This document provides answers to frequently asked questions about the employment provisions of the act. Topics addressed by these questions include the employment provisions covered by the act, the population protected, the…

The Assessment Journey: Defining and Refining Instrument Dilemmas

ERIC Educational Resources Information Center

Gallo, Ann Marie; Carr, Michael T.; Gallo, Joseph A.

2010-01-01

Designing and implementing assessment instruments are ongoing challenges for physical educators. The initial design phase includes asking the question, "What do I want the students to know and/or be able to do?" Seemingly, the question is direct and should lead to a concrete answer. In addition to designing assessment instruments, one of the most…

Expectation, Reality, and Rectification: The Merits of Failed Service Learning

ERIC Educational Resources Information Center

Rumsey, Suzanne Kesler; Nihiser, Tanja

2011-01-01

Prompted by Cushman and Grabill's call to "ask and answer the difficult questions" about service learning ("Reflections" 2009), this article addresses the difficult question of "what happens when service learning goes wrong." Authors engaged in family history writing and service learning with a local historical group. When the project was unable…

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…

The Unreliability of References

ERIC Educational Resources Information Center

Barden, Dennis M.

2008-01-01

When search consultants, like the author, are invited to propose their services in support of a college or university seeking new leadership, they are generally asked a fairly standard set of questions. But there is one question that they find among the most difficult to answer: How do they check a candidate's references to ensure that they know…

Cognitive Interviewing: A Qualitative Tool for Improving Questionnaires in Sport Science

ERIC Educational Resources Information Center

Dietrich, Hanno; Ehrlenspiel, Felix

2010-01-01

Cognitive models postulate that respondents to a questionnaire follow a four-stage process when answering a question: comprehension, memory retrieval, decision, and response. Cognitive interviewing is a qualitative tool to gain insight into this process by means of letting respondents think aloud or asking them specific questions (Willis, 2005).…

The Literary Life of Educational Authority

ERIC Educational Resources Information Center

Bingham, Charles

2006-01-01

This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question "How?" How does educational authority operate? It operates, it is suggested, in much…

Troubling Adult Learning in the Present Time

ERIC Educational Resources Information Center

Hill, Robert J.

2008-01-01

The French philosopher Michel Foucault asks, "What's going on just now? What's happening to everyone? What is this world, this period, this precise moment in which everyone is living? Answers to these questions have a profound impact on learning. Before probing Foucault's questions regarding the nature of this precise moment and how they relate to…

Follow-Up Report: 2005 Placements of 2004 NDUS Graduates

ERIC Educational Resources Information Center

Anderson, Debra; Dunn, Eddie; Hillman, Mike; Morth, Tom; Schepp, Julie; Padilla, Gina

2007-01-01

Some of the questions most frequently asked of the North Dakota University System relate to the status of graduates and program completers of state educational institutions. Follow-up Information on North Dakota Education and Training (FINDET) is a consortium of several state agencies formed to provide answers to those questions. This report,…

Answering Young Children's Questions about Sex.

ERIC Educational Resources Information Center

Hansen, Gladys

Intended for use by parents and teachers of preschool age children, this short booklet provides some guidelines to follow when introducing sex education to young children. It discusses issues such as where to begin, how to encourage the child to ask questions about sex, how to handle sex-related problems, child molestation, nudity and the family,…

Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

NASA Astrophysics Data System (ADS)

Keller, Stacy Kathryn

This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.

A public-professional web-bridge for vaccines and vaccination: user concerns about vaccine safety.

PubMed

García-Basteiro, Alberto L; Alvarez-Pasquín, María-José; Mena, Guillermo; Llupià, Anna; Aldea, Marta; Sequera, Victor-Guillermo; Sanz, Sergi; Tuells, Jose; Navarro-Alonso, José-Antonio; de Arísteguí, Javier; Bayas, José-María

2012-05-28

Vacunas.org (http://www.vacunas.org), a website founded by the Spanish Association of Vaccinology offers a personalized service called Ask the Expert, which answers any questions posed by the public or health professionals about vaccines and vaccination. The aim of this study was to analyze the factors associated with questions on vaccination safety and determine the characteristics of questioners and the type of question asked during the period 2008-2010. A total of 1341 questions were finally included in the analysis. Of those, 30% were related to vaccine safety. Questions about pregnant women had 5.01 higher odds of asking about safety (95% CI 2.82-8.93) than people not belonging to any risk group. Older questioners (>50 years) were less likely to ask about vaccine safety compared to younger questioners (OR: 0.44, 95% CI 0.25-0.76). Questions made after vaccination or related to influenza (including H1N1) or travel vaccines were also associated with a higher likelihood of asking about vaccine safety. These results identify risk groups (pregnant women), population groups (older people) and some vaccines (travel and influenza vaccines, including H1N1) where greater efforts to provide improved, more-tailored vaccine information in general and on the Internet are required. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Development of Children's Information Gathering: To Look or to Ask?

ERIC Educational Resources Information Center

Fitneva, Stanka A.; Lam, Nietzsche H. L.; Dunfield, Kristen A.

2013-01-01

The testimony of others and direct experience play a major role in the development of children's knowledge. Children actively use questions to seek others' testimony and explore the environment. It is unclear though whether children distinguish when it is better to ask from when it is better to try to find an answer by oneself. In 2 experiments,…

Everything that New and Adjunct Business Faculty Members Should Ask about Teaching, but Don't Know Enough to Ask

ERIC Educational Resources Information Center

Berschback, Rick

2010-01-01

This paper is a user-friendly manual designed to minimize the growing pains associated with college-level teaching. Specific topics include syllabus development, classroom teaching methods, proper use of the initial class session, and advice related to answering student questions. Many new and adjunct instructors are met with unexpected challenges…

The Limits and Possibilities of International Large-Scale Assessments. Education Policy Brief. Volume 9, Number 2, Spring 2011

ERIC Educational Resources Information Center

Rutkowski, David J.; Prusinski, Ellen L.

2011-01-01

The staff of the Center for Evaluation & Education Policy (CEEP) at Indiana University is often asked about how international large-scale assessments influence U.S. educational policy. This policy brief is designed to provide answers to some of the most frequently asked questions encountered by CEEP researchers concerning the three most popular…

Informational Interviewing: Get the Inside Scoop on Careers

ERIC Educational Resources Information Center

Crosby, Olivia

2010-01-01

Many people wonder anxiously about which type of job they'll like or how they can break into the career of their dreams. Surprisingly, very few people ever take advantage of one of the best ways to answer their questions about careers: asking the workers already in them. Talking to people about their jobs and asking them for advice is called…

The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

2012-01-01

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

Newborn Screening (NBS): Answers to Frequently Asked Questions

MedlinePlus

... states consider the NBS recommendations made by the Secretary’s Advisory Committee on Heritable Disorders in Newborns and Children, a federal panel that reports to the Secretary of Health and Human Services. Some states may ...

Evaluating the feasibility and acceptability of sending pregnancy and abortion history surveys through SMS text messaging to help reach sustainable development goal 3.

PubMed

Leidich, Aimee; Jayaweera, Ruvani; Arcara, Jennet; Clawson, Shannon; Chalker, Chad; Rochat, Roger

2018-06-01

In Kenya, abortion is illegal under most circumstances, yet about 48 abortions per 1,000 women occurred in 2012. Given the stigma around abortion, little is known about the availability of safe abortion. Thus, we explored the feasibility and acceptability of using SMS mobile surveys to collect information about women's pregnancy and abortion histories in Kenya. We sent a one-time mobile survey to 500 18-24year old women who had opted-in to a 16,000-person mobile survey panel. Women elected to answer questions about pregnancy only (number of pregnancies, number of births, age at first pregnancy) or pregnancy and abortion (ever tried to obtain an abortion and whether medical treatment was sought for any complications). The final question for all survey versions was an open-ended question asking respondents how they felt answering these questions. 356 (71%) responded to the initial survey question and 333 (94%) consented to answer questions about pregnancy. Of these, 233 (70%) agreed to answer questions about just pregnancy and 76 (23%) agreed to answer questions about pregnancy and abortion. Three-quarters of respondents indicated that they had positive or neutral feelings about answering these questions over SMS. Lastly, all data was retrieved within 24h of survey distribution allowing for immediate analysis and dissemination. Women's willingness to share their pregnancy history suggests mobile surveys are a cost-effective and accessible method for gathering information on abortion in Kenya. Copyright © 2017 Elsevier B.V. All rights reserved.

Analysis of free online physician advice services.

PubMed

Cohen, Raphael; Elhadad, Michael; Birk, Ohad

2013-01-01

Online Consumer Health websites are a major source of information for patients worldwide. We focus on another modality, online physician advice. We aim to evaluate and compare the freely available online expert physicians' advice in different countries, its scope and the type of content provided. Using automated methods for information retrieval and analysis, we compared consumer health portals from the US, Canada, the UK and Israel (WebMD,NetDoctor,AskTheDoctor and BeOK). The evaluated content was generated between 2002 and 2011. We analyzed the different sites, looking at the distribution of questions in the various health topics, answer lengths and content type. Answers could be categorized into longer broad-educational answers versus shorter patient-specific ones, with different physicians having personal preferences as to answer type. The Israeli website BeOK, providing 10 times the number of answers than in the other three health portals, supplied answers that are shorter on average than in the other websites. Response times in these sites may be rapid with 32% of the WebMD answers and 64% of the BeOK answers provided in less than 24 hours. The voluntary contribution model used by BeOK and WebMD enables generation of large numbers of physician expert answers at low cost, providing 50,000 and 3,500 answers per year, respectively. Unlike health information in online databases or advice and support in patient-forums, online physician advice provides qualified specialists' responses directly relevant to the questions asked. Our analysis showed that high numbers of expert answers could be generated in a timely fashion using a voluntary model. The length of answers varied significantly between the internet sites. Longer answers were associated with educational content while short answers were associated with patient-specific content. Standard site-specific guidelines for expert answers will allow for more desirable content (educational content) or better throughput (patient-specific content).

Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

Don't Waste Your Time Teaching in an On-Line Environment

ERIC Educational Resources Information Center

Potvin, Bernie L.

2012-01-01

In this paper I address one question asked by teachers who teach online--"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten…

A Method to Determine of All Non-Isomorphic Groups of Order 16

ERIC Educational Resources Information Center

Valcan, Dumitru

2012-01-01

Many students or teachers ask themselves: Being given a natural number n, how many non-isomorphic groups of order n exists? The answer, generally, is not yet given. But, for certain values of the number n have answered this question. The present work gives a method to determine of all non-isomorphic groups of order 16 and gives descriptions of all…

The Underdog Disciplines: Comics Studies and Composition and Rhetoric

ERIC Educational Resources Information Center

Kirtley, Susan

2015-01-01

This report discusses the answer to the question: What might comic studies learn from the slightly older field of composition and rhetoric? The author asks the question as a member of both fields. It is clear that both disciplines struggle for legitimacy within the academy. While comics studies strives for respectability given the popular nature…

A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked

ERIC Educational Resources Information Center

Kenny, Richard F.; Zhang, Zuochen; Schwier, Richard A.; Campbell, Katy

2005-01-01

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and…

Failures and Inabilities of High School Students about Quadratic Equations and Functions

ERIC Educational Resources Information Center

Memnun, Dilek Sezgin; Aydin, Bünyamin; Dinç, Emre; Çoban, Merve; Sevindik, Fatma

2015-01-01

In this research study, it was aimed to examine failures and inabilities of eleventh grade students about quadratic equations and functions. For this purpose, these students were asked ten open-ended questions. The analysis of the answers given by the students to these questions indicated that a significant part of these students had failures and…

Canada: A Source Book for Orientation, Language and Settlement Workers.

ERIC Educational Resources Information Center

Employment and Immigration Canada, Ottawa (Ontario).

An information guide for people who help newcomers to Canada, this book helps second language teachers plan the content of their courses, and makes it easier for settlement agency workers to respond to newcomers' needs. The method it advocates is question and answer, with the newcomer asking the questions. The ultimate goal of the book is to…

Using computer visualizations to help understand how forests change and develop

Treesearch

Brian Orland; Cenk Ursavas

2006-01-01

Probably a first question people ask when they hear about proposed forest management actions to address fire hazard or forest health concerns is "what will the forest look like"? The recent advent of powerful computer visualization tools has provided one means of answering that question. The resultant images can be a powerful tool for communicating the...

Can Sunlight Shift the Earth onto a Different Orbit?

ERIC Educational Resources Information Center

Esposito, S.

2011-01-01

This article comes from a question asked by a student of mine: if the Sun radiates energy in the form of electromagnetic waves, could they shift the Earth from its current orbit on a suitable timescale? The answer to such a question is apparently obvious and trivial. Nevertheless, it requires an instructive reasoning and interesting estimates of…

Ask Marilyn in the Mathematics Classroom: Probability Questions

ERIC Educational Resources Information Center

Vasko, Francis J.

2012-01-01

Since 1986, Marilyn Vos Savant, who is listed in the "Guinness Book of World Records Hall of Fame" for the highest IQ, has had a weekly column that is published in "Parade Magazine." In this column, she answers readers' questions on a wide variety of subjects including mathematics and particularly probability. Many of the mathematically oriented…

Development of the Kinetic Molecular Theory of Gases Concept Inventory: Preliminary Results on University Students' Misconceptions

ERIC Educational Resources Information Center

Erceg, Nataša; Aviani, Ivica; Mešic, Vanes; Gluncic, Matko; Žauhar, Gordana

2016-01-01

In this study, we investigated students' understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into…

The Darkness of Space: A Teaching Strategy

ERIC Educational Resources Information Center

Yurumezoglu, Kemal; Oguz, Ayse

2010-01-01

This study examines the process by which a teacher may be able to answer a question asked in the classroom by using a scientific approach and a simple activity. This article examines a discussion of the question "Is space light or dark?" Priority in the discussion has been given to determining students' preconceptions about the interaction of…

The Underground Guide to Teenage Sexuality.

ERIC Educational Resources Information Center

Basso, Michael J.

Teenagers need straight talk about sex, yet many teens are reluctant to discuss sex and love with their parents or other adults. Answers to many of their questions are provided in this book. The text draws on the actual questions that high school students have asked about sex, anatomy, love, and other related issues. The book is divided into 12…

Not Your Ordinary Lab Day.

ERIC Educational Resources Information Center

Bieron, Joseph F.; Dinan, Frank J.

2000-01-01

Presents a chemistry report on methamphetamine synthesis downloaded from the Internet and asks students to point out errors and answer questions about the text. Discusses the methods of methamphetamine synthesis and major issues in writing a case study. (YDS)

Questions and Answers about Psoriasis | NIH MedlinePlus the Magazine

MedlinePlus

... inflammation. Combination Therapy Combining various topical, light, and systemic treatments often permits lower doses of each and can result in greater improvements. There are many approaches for treating psoriasis. Ask your doctor about the ...

The History of Mathematics and Mathematical Education

ERIC Educational Resources Information Center

Grattan-Guinness, I.

1977-01-01

Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

Empowerment for Whom? Empowerment for What? Lessons from a Participatory Action Research Project

ERIC Educational Resources Information Center

Call-Cummings, Meagan; James, Christine

2015-01-01

This article sets forth the process through which I, an educator of over 20 years, my research mentor, and my 52 Latino/a students answered questions that were important to us through participatory action research. I start the process by asking if and how I am empowering my students, and they start their own parallel process by asking about their…

Verbal Deception from Late Childhood to Middle Adolescence and Its Relation to Executive Functioning Skills

ERIC Educational Resources Information Center

Evans, Angela D.; Lee, Kang

2011-01-01

The present investigation examined 8- to 16-year-olds' tendency to lie, the sophistication of their lies, and related cognitive factors. Participants were left alone and asked not to look at the answers to a test, but the majority peeked. The researcher then asked a series of questions to examine whether the participants would lie about their…

Just Curious: Children's Use of Digital Reference Services and Implications for School Library Media Specialists. Guest Writer

ERIC Educational Resources Information Center

Silverstein, Joanne

2007-01-01

Kids ask the darndest questions. And sometimes they ask them in the darndest places, including online information systems that were not designed to answer them. There is a reason for this continuing phenomenon, and an important lesson in it for school library media specialists and other educators. To understand the phenomenon at hand, imagine an…

Neil Postman and the Critique of Technology (In Memory of Neil Postman Who Died on October 5, 2003)

ERIC Educational Resources Information Center

van der Laan, J. M.

2004-01-01

This (by no means exhaustive) survey of Postman's work reflects on his penetrating analyses of contemporary technology. He focused attention on the ways technology today, especially the television and the computer, inevitably change us. The essential questions he asks us to ask (and answer) are, How does technology affect us? Is it for good or…

Quick Reads: The Unit Makes All the Difference

ERIC Educational Resources Information Center

Rollick, Mary Beth

2014-01-01

"What's the unit?" The answer to this question makes all the difference. A young child who is asked to count shoes needs to know if the unit to be counted is "pairs" of shoes or individual shoes. A middle school student who is asked for the length of a table will want to know if the number should be in inches, feet, or…

Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder.

PubMed

Brosnan, Mark; Johnson, Hilary; Grawemeyer, Beate; Chapman, Emma; Antoniadou, Konstantina; Hollinworth, Melissa

2016-05-01

Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or 'don't know') and (2) whether they meant to get the answer correct or not (or 'don't know'). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed. © The Author(s) 2015.

Net Improvement of Correct Answers to Therapy Questions After PubMed Searches: Pre/Post Comparison

PubMed Central

Keepanasseril, Arun

2013-01-01

Background Clinicians search PubMed for answers to clinical questions although it is time consuming and not always successful. Objective To determine if PubMed used with its Clinical Queries feature to filter results based on study quality would improve search success (more correct answers to clinical questions related to therapy). Methods We invited 528 primary care physicians to participate, 143 (27.1%) consented, and 111 (21.0% of the total and 77.6% of those who consented) completed the study. Participants answered 14 yes/no therapy questions and were given 4 of these (2 originally answered correctly and 2 originally answered incorrectly) to search using either the PubMed main screen or PubMed Clinical Queries narrow therapy filter via a purpose-built system with identical search screens. Participants also picked 3 of the first 20 retrieved citations that best addressed each question. They were then asked to re-answer the original 14 questions. Results We found no statistically significant differences in the rates of correct or incorrect answers using the PubMed main screen or PubMed Clinical Queries. The rate of correct answers increased from 50.0% to 61.4% (95% CI 55.0%-67.8%) for the PubMed main screen searches and from 50.0% to 59.1% (95% CI 52.6%-65.6%) for Clinical Queries searches. These net absolute increases of 11.4% and 9.1%, respectively, included previously correct answers changing to incorrect at a rate of 9.5% (95% CI 5.6%-13.4%) for PubMed main screen searches and 9.1% (95% CI 5.3%-12.9%) for Clinical Queries searches, combined with increases in the rate of being correct of 20.5% (95% CI 15.2%-25.8%) for PubMed main screen searches and 17.7% (95% CI 12.7%-22.7%) for Clinical Queries searches. Conclusions PubMed can assist clinicians answering clinical questions with an approximately 10% absolute rate of improvement in correct answers. This small increase includes more correct answers partially offset by a decrease in previously correct answers. PMID:24217329

Net improvement of correct answers to therapy questions after pubmed searches: pre/post comparison.

PubMed

McKibbon, Kathleen Ann; Lokker, Cynthia; Keepanasseril, Arun; Wilczynski, Nancy L; Haynes, R Brian

2013-11-08

Clinicians search PubMed for answers to clinical questions although it is time consuming and not always successful. To determine if PubMed used with its Clinical Queries feature to filter results based on study quality would improve search success (more correct answers to clinical questions related to therapy). We invited 528 primary care physicians to participate, 143 (27.1%) consented, and 111 (21.0% of the total and 77.6% of those who consented) completed the study. Participants answered 14 yes/no therapy questions and were given 4 of these (2 originally answered correctly and 2 originally answered incorrectly) to search using either the PubMed main screen or PubMed Clinical Queries narrow therapy filter via a purpose-built system with identical search screens. Participants also picked 3 of the first 20 retrieved citations that best addressed each question. They were then asked to re-answer the original 14 questions. We found no statistically significant differences in the rates of correct or incorrect answers using the PubMed main screen or PubMed Clinical Queries. The rate of correct answers increased from 50.0% to 61.4% (95% CI 55.0%-67.8%) for the PubMed main screen searches and from 50.0% to 59.1% (95% CI 52.6%-65.6%) for Clinical Queries searches. These net absolute increases of 11.4% and 9.1%, respectively, included previously correct answers changing to incorrect at a rate of 9.5% (95% CI 5.6%-13.4%) for PubMed main screen searches and 9.1% (95% CI 5.3%-12.9%) for Clinical Queries searches, combined with increases in the rate of being correct of 20.5% (95% CI 15.2%-25.8%) for PubMed main screen searches and 17.7% (95% CI 12.7%-22.7%) for Clinical Queries searches. PubMed can assist clinicians answering clinical questions with an approximately 10% absolute rate of improvement in correct answers. This small increase includes more correct answers partially offset by a decrease in previously correct answers.

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

NASA Technical Reports Server (NTRS)

Knuth,Kevin H.

2005-01-01

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

Comprehension of inferential meaning in language-impaired and language normal children.

PubMed

Letts, C; Leinonen, E

2001-01-01

Three groups of language-normal (LN) 6, 8 and 16/17 year olds, and a group of language-impaired (LI) children were given a task answering questions about pictures that involved inferential meaning. A developmental progression in the types of responses given is seen, with the LI children performing like the youngest LN children. A similar progression is seen in the ability to justify the answers given to inferential questions with the young adult group giving the fewest justifications that were problematical in some way. Larger numbers of problematical justifications in the LI group can be related to some extent to non-pragmatic aspects of their impairment, but overall this group also gave more pragmatically irrelevant responses when asked to justify answers given. It was not possible to identify any major differences between subgroups of children within the LI group, identified as pragmatically impaired (PI) and non pragmatically impaired (NPI), in terms of either answers given to inferential questions or in terms of problematical justifications for these answers. Possible reasons for these findings are discussed.

What is unrealistic optimism?

PubMed

Jefferson, Anneli; Bortolotti, Lisa; Kuzmanovic, Bojana

2017-04-01

Here we consider the nature of unrealistic optimism and other related positive illusions. We are interested in whether cognitive states that are unrealistically optimistic are belief states, whether they are false, and whether they are epistemically irrational. We also ask to what extent unrealistically optimistic cognitive states are fixed. Based on the classic and recent empirical literature on unrealistic optimism, we offer some preliminary answers to these questions, thereby laying the foundations for answering further questions about unrealistic optimism, such as whether it has biological, psychological, or epistemic benefits. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Competency-Based Business Degree. Issue Brief

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

In January 2015, thirteen Washington community colleges launched an online, competency-based business transfer degree--the first in the state's community and technical college system. This issue brief provides answers to commonly asked questions about the new competency-based degree.

The National Childrens Study: It’s All About Our Children | NIH MedlinePlus the Magazine

MedlinePlus

... Director of NICHD. Participants are asked to answer questions, and not to change what they normally do. In person and via telephone, computer, and mailed questionnaire, they collect information on women’s ...

The Thanksgiving Primer: A Complete Guide to Re-creating the First Harvest Festival for Your Family, Friends or Church. Revised and Enlarged.

ERIC Educational Resources Information Center

Travers, Carolyn Freeman, Ed.

This booklet contains a collection of answers to the most frequently-asked questions on subjects related to the first Thanksgiving, with answers prepared by Plimoth Plantation Museum staff. The book is intended to serve as a guide for re-creating the original 17th century event. The contents include: (1) "The American Thanksgiving: The…

What's It Like Over There? Answers to the International Teaching Top 10

ERIC Educational Resources Information Center

Hoiseth, Lois

2007-01-01

In this article, the author provides brief answers to the top 10 questions other educators ask her about her time teaching overseas: (1) Do you teach English?; (2) Do you work for the military? Do you work on an army base?; (3) So, what's the school like?; (4) How did you get a job like that?; (5) What made you decide to go overseas?; (6) Do you…

Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom

ERIC Educational Resources Information Center

Berry, Michael J.; Westfall, Aubrey

2015-01-01

Cell phones are nearly ubiquitous in the college classroom. This study asks two primary questions regarding the making and breaking of in-class cell phone policies. In what manner are students using their phones and how can faculty members minimize the potential for phone-related distractions? To answer these questions we analyze original survey…

The Singer as Iconoclast: Six Arguments about the Use of Video Disk for Teaching.

ERIC Educational Resources Information Center

Clark, Richard E.

This paper poses and generates the answers to six questions about the use of newer media in education and the areas of disagreement that seem to recur as new media become available for teaching. Cast in the context of videodisks, those questions ask whether: (1) videodisk technology is more effective than traditional media in promoting learning;…

Conducting seedling stock type trials: A new approach to an old question

Treesearch

Jeremiah R. Pinto; R. Kasten Dumroese; Anthony S. Davis; Thomas D. Landis

2011-01-01

Seedlings for reforestation and restoration come in many shapes and sizes, i.e., a variety of stocktypes. With so many choices available, land managers commonly ask which stocktype will best meet their management objectives. For years, stocktype studies have been initiated in search of an answer to this question, but few have been done without some degree of...

Federal Education Funding: Multiple Programs and Lack of Data Raise Efficiency and Effectiveness Concerns (Supplemental Information to Testimony).

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

In 1997, United States Senator Barbara Boxer asked the General Accounting Office to address certain questions she had about education programs. The answers to her questions are provided in this report. The information centers on five areas: (1) the definitions and criteria used to identify the number of federal education programs and departments…

Questions on Verbal Behavior and Its Application to Individuals with Autism: An Interview with the Experts

ERIC Educational Resources Information Center

Behavior Analyst Today, 2010

2010-01-01

The use of Skinner's Verbal Behavior (VB) classification system has been increasingly applied to learners with autism. In this interview, several of the best known behavior analysts were asked to answer some key questions regarding this practice, the state of research regarding the advantages of this approach, and the confusion that exists…

Questions Parents Ask about Schools = Preguntas que hacen los padres sobre las escuelas. Revised.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Noting that parents play an important role in the school success of their elementary- and middle-school-aged children, this booklet offers research-based tips to provide both practical guidance and information about a range of education-related topics. Presented in a question-answer format in both English and Spanish versions, the booklet provides…

Designing and Teaching an Introduction to Federal Indian Law

ERIC Educational Resources Information Center

Morris, Wynema

2015-01-01

Recently, the question has arisen as to whether or not federal Indian law should be taught at tribal colleges and universities (TCUs). To answer this three questions must be asked: (1) Why should such a subject be taught and who would teach it; (2) Which department should be responsible for Indian law courses; and (3) Should they be offered…

What Do Learning Scientists Do? A Survey of the ISLS Membership

ERIC Educational Resources Information Center

Yoon, Susan A.; Hmelo-Silver, Cindy E.

2017-01-01

This study responds to a question that people working in the field of learning sciences get asked regularly: What do learning scientists do? Earlier attempts to answer this question came from a need to define a new field of educational research. Now that the International Society of the Learning Sciences (ISLS) has grown into a robust and…

Considerations of Additional Stressors and Developmental Issues for Gay, Lesbian, Bisexual, and Transgender College Students

ERIC Educational Resources Information Center

Zubernis, Lynn; Snyder, Matthew

2007-01-01

At some point every college freshman asks "Am I okay?" or "Am I normal?" Helping students answer this question is a familiar part of college counseling. However, this task becomes more complicated when students who are gay, lesbian, bisexual, transgender (GLBT), or questioning their sexuality seek counseling. The universal issues which all college…

How I Feel About Some Other Kids.

ERIC Educational Resources Information Center

Purdue Univ., Lafayette, IN. Educational Research Center.

This rating scale was developed to yield a measure of peer acceptance and socialization for students in grades 1-6. Each child is asked to consider his classmates in terms of three sets of questions, each set having 20 items. The child responds to the question by circling yes or no or sometimes on the answer sheet. Items are organized around three…

Mathematics in the Early Years.

ERIC Educational Resources Information Center

Copley, Juanita V., Ed.

Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining…

Successful ETV Teaching

ERIC Educational Resources Information Center

Cramer, Robert E.; Boehm, Richard G.

1971-01-01

Three series of eight fifteen-minute programs each were made conceptual and process oriented. Data was presented and divergent questions asked about it, but not answered. New ways of using traditional materials were demonstrated as was the adaptability of TV to non-expository teaching. (NH)

Alaska Child Support Services Division

Science.gov Websites

2005, effective October 1, 2006, required all states to impose a mandatory $25.00 annual fee for cases party for all qualifying cases. Here are answers to some frequently asked questions: What is a â€Â

DefenseLink Feature: Navy Adm. Mike Mullen, New Chairman Lays Out Top

Science.gov Websites

forces, especially the soldiers and Marines comprising our ground forces who have been pushed very hard Troops * Chairman Asks Straight Questions, Gets Hard Answers * Chairman Starts Two-Day Trip to Visit Army

Planetary missions as lab experiments in the introductory classroom

NASA Astrophysics Data System (ADS)

Collins, G. C.

2011-12-01

As is the case at many liberal arts colleges, at Wheaton we require all of our students to take a class in the natural sciences. Our introductory classes must include some type of experimental or laboratory component that allows students to directly experience the scientific cycle of asking a question, collecting data, and analyzing the data to either answer the question or to ask new ones. We want them to use their creativity and deal with ambiguity, so they can break out of the idea that science is something that is already written down in a book. This can be a challenge in planetary science, which draws on so many different disciplines and has so many targets of interest that one could spend the entire semester on background material without getting to the experiment cycle. For the past several years, I have been developing a structure for integrating experimentation into the introductory planetary science classroom, alongside some of the more traditional background material. We spend the first half of the semester getting used to asking questions about planets, and then finding and using simple types of data that have already been collected by spacecraft to answer those questions. Along the way, we track a current planetary mission to examine the questions it was designed to investigate, and how its instruments work together to address those questions. By the second half of the semester, the students are ready for two more challenging group projects. In the first project, the class (36 students) is divided in half, and each group must write a plan for the first day of operations of a robotic rover. The opposite group then goes out to an undisclosed field location and collects the data according to the first group's operations plan. After the field trips, the groups receive the data back from their rovers, still without knowing exactly where they landed, and have to hold a press conference discussing the important scientific discoveries at their landing site. Often, they discover that they are missing some crucial piece of data that they had thought to be unimportant. This prepares them to think more seriously about the second project, which is designed around a NASA Discovery mission proposal competition. Based on preliminary proposals for the most important unanswered question in planetary science that could be answered in a single mission, students are divided in teams of three to further develop mission proposals. I have been refining a semi-realistic virtual "kit" of mission components (instruments, power sources, propulsion, etc.) that the students have to put together to answer their science goals. Along the way, they must balance mass, power, data volume, and launch vehicle considerations to build their mission beneath a strict cost cap. By the end of this class experience, students say that they understand at a much deeper level why there are so many questions left to answer in our solar system, and many have tasted the excitement of exploring and answering these questions.

Willingness and Ability of Older Adults in the Emergency Department to Provide Clinical Information Using a Tablet Computer.

PubMed

Brahmandam, Sruti; Holland, Wesley C; Mangipudi, Sowmya A; Braz, Valerie A; Medlin, Richard P; Hunold, Katherine M; Jones, Christopher W; Platts-Mills, Timothy F

2016-11-01

To estimate the proportion of older adults in the emergency department (ED) who are willing and able to use a tablet computer to answer questions. Prospective, ED-based cross-sectional study. Two U.S. academic EDs. Individuals aged 65 and older. As part of screening for another study, potential study participants were asked whether they would be willing to use a tablet computer to answer eight questions instead of answering questions orally. A custom user interface optimized for older adults was used. Trained research assistants observed study participants as they used the tablets. Ability to use the tablet was assessed based on need for assistance and number of questions answered correctly. Of 365 individuals approached, 248 (68%) were willing to answer screening questions, 121 of these (49%) were willing to use a tablet computer; of these, 91 (75%) were able to answer at least six questions correctly, and 35 (29%) did not require assistance. Only 14 (12%) were able to answer all eight questions correctly without assistance. Individuals aged 65 to 74 and those reporting use of a touchscreen device at least weekly were more likely to be willing and able to use the tablet computer. Of individuals with no or mild cognitive impairment, the percentage willing to use the tablet was 45%, and the percentage answering all questions correctly was 32%. Approximately half of this sample of older adults in the ED was willing to provide information using a tablet computer, but only a small minority of these were able to enter all information correctly without assistance. Tablet computers may provide an efficient means of collecting clinical information from some older adults in the ED, but at present, it will be ineffective for a significant portion of this population. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

Development of inquiry behavior in concept identification.

PubMed

Vassilopoulos, C A; Dickerson, D J

1992-08-01

We studied inquiry behavior in concept identification in first-, fifth-, eighth-grade, and college students with problems involving eight four-letter strings. The task was to identify the correct string by asking questions related to either one letter or four letters that were answered by yes or no. Processing demands were manipulated by comparing (a) a condition in which letter strings were removed from view as feedback eliminated them as possible solutions with a condition in which strings remained in view and (b) problems that were structured so that relevant letter categories were easy to identify with problems that were not. Problem solving generally improved with age. First graders tended to ask questions that eliminated solutions one by one, whereas the older groups asked more informative questions. At the three upper grade levels, strategies for selecting queries were adapted to situations, with less demanding strategies being used when processing demands were higher.

The influence of question type, reasoning level, and wait time on student participation rates when using clicker questions with large classes

NASA Astrophysics Data System (ADS)

Hartman, K.; Koh, J.; Murty, S. A.; Ramos, R. D. P.; Goodkin, N.

2017-12-01

"Wait time" is defined as the length of the pause between an instructor initiating a question and either the student answering it or the instructor interjecting (Rowe, 1974). However, the nature of the question-answer dynamic changes with student response systems that allow hundreds of students to answer the same question simultaneously before displaying the results to the class. In this study, we looked at 129 student response questions asked across 240 minutes of class lectures to determine if longer wait times were associated with higher student response rates. We also examined whether the type and reasoning level of the questions were diagnostic of their response rates. 644 undergraduate science students enrolled in an interdisciplinary environmental science course. During each of the course's lessons, the instructor presented a mix of lecture content, short student response activities (clicker questions), and small group discussion opportunities. Using the recorded videos, we coded each student response question for its question type and reasoning level. We divided the question types into three categories: yes/no questions, yes/no/maybe questions, and other questions. To code for the reasoning level necessary to answer each question, we used a collapsed version of Bloom's Revised Taxonomy (Krathwohl, 2002). Questions that had a definite answer and relied on recalling facts or paraphrasing the lecture content were coded as "knowledge" questions. Questions that required students to apply what they had learned to analyze a new scenario, or come to a judgement were coded as "higher order" questions. An analysis of variance (ANOVA) using the question type and reasoning level as fixed factors and wait time as a covariate to predict student response rate indicated a strong interaction between question type and reasoning level F(6, 94) = 4.53, p<.01. In general, knowledge questions were answered by a higher percentage (M=91%) of students than higher order questions (M=85%). In particular, yes/no/maybe questions targeting higher order reasoning were the least answered (M=71%). Interestingly, wait time was not associated with increased response rates. The implication is certain types of yes/no/maybe questions may lend themselves to lower response rates due to the introduction of ambiguity into the question.

Interpretive versus didactic learning approach towards oral biology: a student's perspective.

PubMed

Farooq, Imran

2014-10-01

This study analyzed the preference of dental students for oral biology questions that require either an interpretive or a descriptive approach to answer and to compare the preferences with their final examination result retrospectively. A questionnaire requiring student academic number and containing two questions (one asked with an interpretive approach/the other asked with a descriptive approach) from random topics of oral biology course was distributed among students who have already appeared in the final examination. Majority of the students who had achieved good grades (A+, A, B+, B) preferred interpretive questions whereas majority of the students with average grades (C+, C, D+, D) selected descriptive questions. Common reason for picking interpretive question was that it enhances critical thinking. The descriptive questions were argued to provide students with a chance to explain more. Hence, students should be encouraged to learn interpretively to promote enquiry based learning (EBL) and critical thinking.

Monitoring item and source information: evidence for a negative generation effect in source memory.

PubMed

Jurica, P J; Shimamura, A P

1999-07-01

Item memory and source memory were assessed in a task that simulated a social conversation. Participants generated answers to questions or read statements presented by one of three sources (faces on a computer screen). Positive generation effects were observed for item memory. That is, participants remembered topics of conversation better if they were asked questions about the topics than if they simply read statements about topics. However, a negative generation effect occurred for source memory. That is, remembering the source of some information was disrupted if participants were required to answer questions pertaining to that information. These findings support the notion that item and source memory are mediated, as least in part, by different processes during encoding.

Individual responsibility and health-risk behaviour: a contingent valuation study from the ex ante societal perspective.

PubMed

van der Star, Sanne M; van den Berg, Bernard

2011-08-01

This study analyzes peoples' social preferences for individual responsibility to health-risk behaviour in health care using the contingent valuation method adopting a societal perspective. We measure peoples' willingness to pay for inclusion of a treatment in basic health insurance of a hypothetical lifestyle dependent (smoking) and lifestyle independent (chronic) health problem. Our hypothesis is that peoples' willingness to pay for the independent and the dependent health problems are similar. As a methodological challenge, this study also analyzes the extent to which people consider their personal situation when answering contingent valuation questions adopting a societal perspective. 513 Dutch inhabitants responded to the questionnaire. They were asked to state their maximum willingness to pay for inclusion of treatments in basic health insurance package for two health problems. We asked them to assume that one hypothetical health problem was totally independent of behaviour (for simplicity called chronic disease). Alternatively, we asked them to assume that the other hypothetical health problem was totally caused by health-risk behaviour (for simplicity called smoking disease). We applied the payment card method to guide respondents to answer the contingent valuation method questions. Mean willingness to pay was 42.39 Euros (CI=37.24-47.55) for inclusion of treatment for health problem that was unrelated to behaviour, with '5-10' and '10-20 Euros' as most frequently stated answers. In contrast, mean willingness to pay for inclusion treatment for health-risk related problem was 11.29 Euros (CI=8.83-14.55), with '0' and '0-5 Euros' as most frequently provided answers. Difference in mean willingness to pay was substantial (over 30 Euros) and statistically significant (p-value=0.000). Smokers were statistically significantly more (p-value<0.01) willing to pay for the health-risk related (smoking) problem compared with non-smokers, while people with chronic condition were not willing to pay more for the health-risk unrelated (chronic) problem than people without chronic condition. This suggests that sub groups of people might differ in terms of abstracting from their personal situation when answering valuation questions from a societal perspective. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

A Deficiency of Credulousness.

ERIC Educational Resources Information Center

Brewer, Richard

1992-01-01

Asks the question: how does society assist citizens to stop deluding themselves with ESP, UFOs, astrology, polygraphy, water dowsing, channeling, and all manner of New Age gimcrackery? Supplies an answer: educators should emphasize instruction in probability models and scientific inference, while imparting an appropriate, scientific skepticism to…

Library of Michigan: Financial Management Reference Guide.

ERIC Educational Resources Information Center

Michigan Library, Lansing.

Developed to provide library directors, staff, and board members with information for performing accounting and financial management functions, this guide answers frequently asked questions, describes common practices and processes, provides examples and suggested formats for selected financial reports, and identifies issues that may require…

Ask a Silly Question, Get a Silly Answer: Designing Effective Questionnaires for Needs Assessment Instruments.

ERIC Educational Resources Information Center

Thoms, Karen J.; Kellerman, Debra K.

1995-01-01

Provides eight guidelines for the effective design of questionnaires to be used in the assessment of training needs. Highlights include cost effectiveness; the use of surveys; front-end analysis; and examples for each guideline. (LRW)

Report for Florida Community Colleges, 1976-77.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Community Colleges.

This report attempts to answer the questions most frequently asked by legislators, state agencies, external agencies, citizens, administrators, faculty, and students about Florida's 28 community colleges. Introductory sections describe the Florida public community college system history, philosophy, goals, and organization. Material on financial…

Down Syndrome: A Current Perspective. Bulletin 1762.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge.

This informational document is intended to help answer questions commonly asked by families, professionals, and the general public concerning Down Syndrome. Medical problems associated with Down Syndrome include heart conditions, upper respiratory disorders, ear infections and hearing loss, vision/eye problems, cervical problems, and…

Julian Lennon Is Global Ambassador for the Lupus Foundation of America | NIH MedlinePlus the Magazine

MedlinePlus

... benefited the LFA and the Saint Thomas' Lupus Trust in London. Julian Lennon agreed to answer questions ... Foundation of America (LFA) and Saint Thomas' Lupus Trust in the UK. LFA asked me to become ...

Colostomy Irrigation: Issues Most Important to Wound, Ostomy and Continence Nurses.

PubMed

Tallman, Nancy J; Cobb, Martha D; Grant, Marcia; Wendel, Christopher S; Colwell, Janice; Ercolano, Elizabeth; Krouse, Robert

2015-01-01

The purpose of this study was to describe issues that WOC nurses find most important related to colostomy irrigation (CI). This is an additional analysis of a study focusing on qualitative responses to a survey querying WOC nurses about CI practices. The target population was members of the Wound, Ostomy and Continence Nurses Society. Of the 985 nurses who responded to the survey, 338 (34.3%) answered the optional open-ended question asking for additional comments. A 1-time online survey was conducted. In addition to demographic, educational information, and forced-choice questions about CI, an open-ended question asked for any additional comments about their experience with irrigation and WOC practice. Content analysis was used to identify common themes identified by WOC nurses. Three hundred thirty-eight out of 985 WOC nurses (34.3%) answered the optional open-ended question asking for additional comments; analysis for this study is based on these responses. WOC nurses who responded to the open-ended question had similar characteristics to those who responded to the entire survey but were significantly more experienced (15.1 vs 11.0 years; P < .001). Multiple themes were identified that were related to forced-choice questions in the survey, such as equipment, lack of teaching time, and increased control, while several new themes emerged, including age-related recommendations, economic/ecologic benefits, cultural implications, and misconceptions of CI. Many WOC nurses feel that CI is a valued modality of ostomy care and should be reestablished, although dissenting opinions were expressed. Additional research to increase the evidence base for this procedure is needed. New opportunities to educate WOC nurses and other healthcare professionals and teach eligible patients irrigation techniques are recommended.

Automation: triumph or trap?

PubMed

Smythe, M H

1997-01-01

Automation, a hot topic in the laboratory world today, can be a very expensive option. Those who are considering implementing automation can save time and money by examining the issues from the standpoint of an industrial/manufacturing engineer. The engineer not only asks what problems will be solved by automation, but what problems will be created. This article discusses questions that must be asked and answered to ensure that automation efforts will yield real and substantial payoffs.

Hearing shapes of drums: Mathematical and physical aspects of isospectrality

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

Giraud, Olivier; Thas, Koen; LPT

2010-07-15

In a celebrated paper ''Can one hear the shape of a drum?'' M. Kac [Am. Math. Monthly 73, 1 (1966)] asked his famous question about the existence of nonisometric billiards having the same spectrum of the Laplacian. This question was eventually answered positively in 1992 by the construction of noncongruent planar isospectral pairs. This review highlights mathematical and physical aspects of isospectrality.

An appraisal of early reproduction after cutting in northern Appalachian hardwood stands

Treesearch

George R., Jr. Trimble; George Hart

1961-01-01

How shall I cut to get reproduction? What kind of reproduction will I get if I cut the way I am planning to? All foresters have asked themselves these questions. To help supply some answers to these questions for the northern Appalachian hardwood area, the authors have summarized and analyzed before- and after-cutting reproduction data collected over a period of 10...

To Charter or Not to Charter: What Questions Should We Ask, and What Will the Answers Tell Us?

ERIC Educational Resources Information Center

Brighouse, Harry; Schouten, Gina

2014-01-01

In this essay, Harry Brighouse and Gina Schouten outline four standards for judging whether to support the chartering of a new school within a given jurisdiction. The authors pose the following questions to a hypothetical school board member: Will the school increase equality of opportunity? Will it benefit the least-advantaged students in the…

Item Response Modeling of Presence-Severity Items: Application to Measurement of Patient-Reported Outcomes

ERIC Educational Resources Information Center

Liu, Ying; Verkuilen, Jay

2013-01-01

The Presence-Severity (P-S) format refers to a compound item structure in which a question is first asked to check the presence of the particular event in question. If the respondent provides an affirmative answer, a follow-up is administered, often about the frequency, density, severity, or impact of the event. Despite the popularity of the P-S…

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

Learning in the School Workplace: Knowledge Acquisition and Modelling in Preparatory Vocational Secondary Education

ERIC Educational Resources Information Center

van Schaik, Martijn; van Oers, Bert; Terwel, Jan

2010-01-01

This paper addresses the composite question of whether it is better in vocational education to allow students to design their own models and guide them while doing so, or to provide them with ready-made models. To answer this question we set up a design experiment in which students were asked to work on real-life assignments, guided by teachers in…

Chapter 6. Conservation status of flammulated owls in the United States

Treesearch

D. Archibald McCallum

1994-01-01

The status of the flammulated owl will be evaluated in this chapter by asking a series of critical questions about the species and its habitat. Answers to these questions will be used to reach one of the following conclusions: (1) populations in the United States are secure and will likely remain so given current land management practices; (2) populations are in peril...

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 questions posted at Yahoo online communities can be reliably classified from professional questions posted by point-of-care clinicians and online physicians. The supervised machine-learning models are robust for this task. Our study will significantly benefit further development in automated consumer question answering. Copyright © 2011 Elsevier Inc. All rights reserved.

An evaluation of single question delirium screening tools in older emergency department patients.

PubMed

Han, Jin H; Wilson, Amanda; Schnelle, John F; Dittus, Robert S; Wesley Ely, E

2018-07-01

To determine the diagnostic performances of several single question delirium screens. To the patient we asked: "Have you had any difficulty thinking clearly lately?" To the patient's surrogate, we asked: "Is the patient at his or her baseline mental status?" and "Have you noticed the patient's mental status fluctuate throughout the course of the day?" This was a prospective observational study that enrolled English speaking patients 65 years or older. A research assistant (RA) and emergency physician (EP) independently asked the patient and surrogate the single question delirium screens. The reference standard for delirium was a consultation-liaison psychiatrist's assessment using Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) criteria. All assessments were performed within 3 h and were all blinded to each other. Of the 406 patients enrolled, 50 (12%) were delirious. A patient who was unable to answer the question "Have you had any difficulty thinking clearly lately?" was 99.7% (95% CI: 98.0%-99.9%) specific, but only 24.0% (95% CI: 14.3%-37.4%) sensitive for delirium when asked by the RA. The baseline mental status surrogate question was 77.1% (95% CI: 61.0%-87.9%) sensitive and 87.5% (95% CI: 82.8%-91.1%) specific for delirium when asked by the RA. The fluctuating course surrogate question was 77.1% (95% CI: 61.0%-87.9%) sensitive and 80.2% (95% CI: 74.8%-84.7%) specific. When asked by the EP, the single question delirium screens' diagnostic performances were similar. The patient and surrogate single question delirium assessments may be useful for delirium screening in the ED. Copyright © 2018. Published by Elsevier Inc.

Regulation of memory accuracy with multiple answers: the plurality option.

PubMed

Luna, Karlos; Higham, Philip A; Martín-Luengo, Beatriz

2011-06-01

We report two experiments that investigated the regulation of memory accuracy with a new regulatory mechanism: the plurality option. This mechanism is closely related to the grain-size option but involves control over the number of alternatives contained in an answer rather than the quantitative boundaries of a single answer. Participants were presented with a slideshow depicting a robbery (Experiment 1) or a murder (Experiment 2), and their memory was tested with five-alternative multiple-choice questions. For each question, participants were asked to generate two answers: a single answer consisting of one alternative and a plural answer consisting of the single answer and two other alternatives. Each answer was rated for confidence (Experiment 1) or for the likelihood of being correct (Experiment 2), and one of the answers was selected for reporting. Results showed that participants used the plurality option to regulate accuracy, selecting single answers when their accuracy and confidence were high, but opting for plural answers when they were low. Although accuracy was higher for selected plural than for selected single answers, the opposite pattern was evident for confidence or likelihood ratings. This dissociation between confidence and accuracy for selected answers was the result of marked overconfidence in single answers coupled with underconfidence in plural answers. We hypothesize that these results can be attributed to overly dichotomous metacognitive beliefs about personal knowledge states that cause subjective confidence to be extreme.

Analysis of public concerns about influenza vaccinations by mining a massive online question dataset in Japan.

PubMed

Nawa, Nobutoshi; Kogaki, Shigetoyo; Takahashi, Kunihiko; Ishida, Hidekazu; Baden, Hiroki; Katsuragi, Shinichi; Narita, Jun; Tanaka-Taya, Keiko; Ozono, Keiichi

2016-06-08

Elucidating public concerns regarding vaccinations is important for successful immunization programs. The objective of the present study was to categorize public concerns regarding influenza vaccinations in Japan by analyzing a massive web-based question dataset. The Yahoo! Chiebukuro (Japanese Yahoo! Answers) Dataset, which includes more than 16 million questions collected between April 2004 and April 2009, was used in this study. We sequentially filtered data to obtain questions on influenza vaccinations. Any questions that met our exclusion criteria concerning veterinary vaccines or computer virus vaccines were removed from the analysis. Filtered questions and their answers were manually analyzed for their content by a team of board-certified pediatricians. After filtering data, we obtained 1950 questions regarding influenza vaccinations. The three most frequently asked questions were regarding the vaccination schedule, safety, and effectiveness. When we analyzed monthly trends in question contents, we noted the emergence of similar questions in the same period every year. Therefore, we classified the time periods of each year into three parts: (1) from April to the commencement of seasonal influenza vaccinations (September), (2) from October until the epidemic period, and (3) the epidemic period. Two interesting results were obtained: concerns regarding effectiveness abruptly increased during the epidemic period, and pregnant or breastfeeding women increasingly asked questions regarding feasibility between October and the epidemic period. The questions and concerns collected and analyzed in this study illustrate that the public have questions about the influenza vaccine and also that questions changed with periodical consistency. These results highlight the possible usefulness of providing the public with the latest and correct information to their questions in a timely manner, for example via an official health website. Copyright © 2016 Elsevier Ltd. All rights reserved.

How New National Air Data System Affects ECHO Data ...

EPA Pesticide Factsheets

The ECHO website is displaying Clean Air Act stationary source data from the modernized national data management system, ICIS-Air. The old system, AFS was retired in October 2014. Answers to frequently asked questions about the data system transition are presented on this page.

Insurance: A School District's Constant Concern

ERIC Educational Resources Information Center

Tanzman, Jack

1973-01-01

Examines answers to the questions most frequently asked about insurance by school boards and administrators. Discusses the kinds of insurance available and their uses, the outside use of schools, bus contracts, accident athletic insurance, special fire insurance, car insurance, and insurance for school board members. (AUTHOR/DN)

Charles Darwin's Botanical Investigations

ERIC Educational Resources Information Center

Harley, Suzanne M.

2010-01-01

Charles Darwin's botanical studies provide a way to expose students to his work that followed the publication of "On the Origin of Species." We can use stories from his plant investigations to illustrate key concepts in the life sciences and model how questions are asked and answered in science.

Patents & Inventions: An Information Aid for Inventors. Revised Edition.

ERIC Educational Resources Information Center

Patent Office (DOC), Washington, DC.

This pamphlet explains what a patent is, discusses the importance of patents, and gives basic steps to take in obtaining a patent. A section on marketing and developing inventions is also included along with answers to questions frequently asked concerning patents and inventions. (MN)

Can we Communicate with Aliens?

NASA Astrophysics Data System (ADS)

Csányi, V.; Kampis, Gy.

The subject of this paper is: what answer can be given if the aliens are neither animals nor humans of an unknown culture, but specimens of an extraterrestrial intelligence? If we generalize this question, we may ask, how and to what extent is communication possible among intelligent beings?

Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.

PubMed

Luetsch, Karen; Burrows, Judith

2016-10-14

Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students' self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. A study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students' experience with the novel formative testing design. Twenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.

Impact of web searching and social feedback on consumer decision making: a prospective online experiment.

PubMed

Lau, Annie Y S; Coiera, Enrico W

2008-01-22

The World Wide Web has increasingly become an important source of information in health care consumer decision making. However, little is known about whether searching online resources actually improves consumers' understanding of health issues. The aim was to study whether searching on the World Wide Web improves consumers' accuracy in answering health questions and whether consumers' understanding of health issues is subject to further change under social feedback. This was a pre/post prospective online study. A convenience sample of 227 undergraduate students was recruited from the population of the University of New South Wales. Subjects used a search engine that retrieved online documents from PubMed, MedlinePlus, and HealthInsite and answered a set of six questions (before and after use of the search engine) designed for health care consumers. They were then presented with feedback consisting of a summary of the post-search answers provided by previous subjects for the same questions and were asked to answer the questions again. There was an improvement in the percentage of correct answers after searching (pre-search 61.2% vs post-search 82.0%, P <.001) and after feedback with other subjects' answers (pre-feedback 82.0% vs post-feedback 85.3%, P =.051). The proportion of subjects with highly confident correct answers (ie, confident or very confident) and the proportion with highly confident incorrect answers significantly increased after searching (correct pre-search 61.6% vs correct post-search 95.5%, P <.001; incorrect pre-search 55.3% vs incorrect post-search 82.0%, P <.001). Subjects who were not as confident in their post-search answers were 28.5% more likely than those who were confident or very confident to change their answer after feedback with other subjects' post-search answers (chi(2) (1)= 66.65, P <.001). Searching across quality health information sources on the Web can improve consumers' accuracy in answering health questions. However, a consumer's confidence in an answer is not a good indicator of the answer being correct. Consumers who are not confident in their answers after searching are more likely to be influenced to change their views when provided with feedback from other consumers.

An overview of the BIOASQ large-scale biomedical semantic indexing and question answering competition.

PubMed

Tsatsaronis, George; Balikas, Georgios; Malakasiotis, Prodromos; Partalas, Ioannis; Zschunke, Matthias; Alvers, Michael R; Weissenborn, Dirk; Krithara, Anastasia; Petridis, Sergios; Polychronopoulos, Dimitris; Almirantis, Yannis; Pavlopoulos, John; Baskiotis, Nicolas; Gallinari, Patrick; Artiéres, Thierry; Ngomo, Axel-Cyrille Ngonga; Heino, Norman; Gaussier, Eric; Barrio-Alvers, Liliana; Schroeder, Michael; Androutsopoulos, Ion; Paliouras, Georgios

2015-04-30

This article provides an overview of the first BIOASQ challenge, a competition on large-scale biomedical semantic indexing and question answering (QA), which took place between March and September 2013. BIOASQ assesses the ability of systems to semantically index very large numbers of biomedical scientific articles, and to return concise and user-understandable answers to given natural language questions by combining information from biomedical articles and ontologies. The 2013 BIOASQ competition comprised two tasks, Task 1a and Task 1b. In Task 1a participants were asked to automatically annotate new PUBMED documents with MESH headings. Twelve teams participated in Task 1a, with a total of 46 system runs submitted, and one of the teams performing consistently better than the MTI indexer used by NLM to suggest MESH headings to curators. Task 1b used benchmark datasets containing 29 development and 282 test English questions, along with gold standard (reference) answers, prepared by a team of biomedical experts from around Europe and participants had to automatically produce answers. Three teams participated in Task 1b, with 11 system runs. The BIOASQ infrastructure, including benchmark datasets, evaluation mechanisms, and the results of the participants and baseline methods, is publicly available. A publicly available evaluation infrastructure for biomedical semantic indexing and QA has been developed, which includes benchmark datasets, and can be used to evaluate systems that: assign MESH headings to published articles or to English questions; retrieve relevant RDF triples from ontologies, relevant articles and snippets from PUBMED Central; produce "exact" and paragraph-sized "ideal" answers (summaries). The results of the systems that participated in the 2013 BIOASQ competition are promising. In Task 1a one of the systems performed consistently better from the NLM's MTI indexer. In Task 1b the systems received high scores in the manual evaluation of the "ideal" answers; hence, they produced high quality summaries as answers. Overall, BIOASQ helped obtain a unified view of how techniques from text classification, semantic indexing, document and passage retrieval, question answering, and text summarization can be combined to allow biomedical experts to obtain concise, user-understandable answers to questions reflecting their real information needs.

"Can You Get Pregnant When U R in the Pool?": Young People's Information Seeking from a Sexual Health Text Line

ERIC Educational Resources Information Center

Willoughby, Jessica Fitts; Jackson, Kennon, Jr.

2013-01-01

Young people have questions about sex and development but may have trouble getting answers to them. Text messaging services can serve as a resource. This study analysed 1351 text messages sent to a sexual health text message service designed for young people in North Carolina to determine the types of questions asked of a confidential, accurate…

Designing research: ex post facto designs.

PubMed

Giuffre, M

1997-06-01

The research design is the overall plan or structure of the study. The goal of a good research design is to insure internal validity and answer the question being asked. The only clear rule in selecting a design is that the question dictates the design. Over the next few issues this column will cover types of research designs and their inherent strengths and weaknesses. This article discusses ex post facto research.

Teachers and Content Area Reading: Attitudes, Beliefs and Change

ERIC Educational Resources Information Center

Hall, L.A.

2005-01-01

''Sometimes the teacher will say, 'Read to the bottom of the page,' and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can't. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student''. This paper presents the results of a review of the research into…

Did You Have a Good Weekend: Or Why There Is No Such Thing as a Simple Question in Cross-Cultural Encounters.

ERIC Educational Resources Information Center

Beal, Christine

1992-01-01

Describes typical differences in conversational routines in French and Australian English and kinds of tensions arising when speakers with two different sets of rules come into contact. Even simple questions contain a variety of assumptions ranging from whom it is suitable to ask to the kind of answer or the amount of detail that is expected. (13…

Making the little things count: modeling the development of understory trees in complex stands

Treesearch

Peter J. Gould; Connie. Harrington

2013-01-01

Forest growth models are useful for asking “What if?” questions when evaluating silvicultural treatments intended to increase the complexity of future stands. What if we thinned to level A or B? How would it aff ect the growth rates of understory trees? How many trees would survive? To answer these types of questions, a growth model needs to...

Asking questions: a management tool.

PubMed

Wachs, J E; Price, M

1995-05-01

The occupational health nurse manager does not have all the answers. In using a democratic style of leadership with well qualified professionals, the technique of questioning can be invaluable in clarifying the issue, brainstorming solutions, developing a course of action, and monitoring success. The personal rewards to the occupational health nurse manager will include a reputation for being an effective listener, a problem solver, and a valued member of the company's management team.

Expert Radiation Oncologist Interpretations of Involved-Site Radiation Therapy Guidelines in the Management of Hodgkin Lymphoma

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

Hoppe, Bradford S.; Hoppe, Richard T., E-mail: rhoppe@stanford.edu

Purpose: Recently, involved-site radiation therapy (ISRT) guidelines have been developed and published to replace the previous concept of involved-field radiation therapy for patients with lymphoma. However, these ISRT guidelines may be interpreted in different ways, posing difficulties for prospective clinical trials. This study reports survey results regarding interpretation of the ISRT guidelines. Methods and Materials: Forty-four expert lymphoma radiation oncologists were asked to participate in a survey that included 7 different cases associated with 9 questions. The questions pertained to ISRT contouring and asked respondents to choose between 2 different answers (no “correct” answer) and a third write-in option allowed.more » Results: Fifty-two percent of those surveyed responded to the questionnaire. Among those who responded, 72% have practiced for >10 years, 46% have treated >20 Hodgkin lymphoma cases annually, and 100% were familiar with the ISRT concept. Among the 9 questions associated with the 7 cases, 3 had concordance among the expert radiation oncologists of greater than 70%. Six of the questions had less than 70% concordance (range, 56%-67%). Conclusions: Even among expert radiation oncologists, interpretation of ISRT guidelines is variable. Further guidance for ISRT field design will be needed to reduce variability among practicing physicians.« less

Dense Breasts: Answers to Commonly Asked Questions

Cancer.gov

Mammograms detect breast density, breast cancer, and breast changes that are not cancer (benign breast changes). Breast density describes the amount of glandular and fibrous tissue, as compared to fatty tissue. Learn what factors are associated with breast density and about other risk factors for breast cancer.

Coping with Copyright. Second Edition.

ERIC Educational Resources Information Center

Merriam, Elizabeth B.; And Others

Intended to help librarians, library media specialists, administrators, and educators better understand the ramifications of the copyright law, Public Law 94-553, this document asks and answers some of the basic questions concerning compliance with the law. Topics covered include definition of the copyright law; scope of copyright protection;…

Gender In Interviewing.

ERIC Educational Resources Information Center

Byrd, Marquita L.; Robinson, Andrea

The interview is a special case of interpersonal communication. It is a communication event with a serious and predetermined purpose with the basic mode of communication being the asking and answering of questions. People are engaged in interviews throughout their lives from the employment setting to the counseling setting. This annotated…

Courage in the Classroom.

ERIC Educational Resources Information Center

Costin, Frank

Challenges to the psychology teacher are considered, including engaging students in the learning process, helping students develop a historical perspective in their study of psychology, and dealing with controversial topics. Resistance to answering questions is likely to be greatest when the lecturer asks for highly specific facts. Students may be…

Final Comments from Professors George and Beane.

ERIC Educational Resources Information Center

Beane, James; George, Paul S.

1996-01-01

Concludes this journal focus section on curriculum integration with transcripts of questions asked by conference attendees and answers by Professors Beane and George. Areas addressed included experience levels with children and teachers, studies that point to the failure of curriculum integration, and how teachers can continue curriculum…

Because You Asked about Waardenburg Syndrome.

ERIC Educational Resources Information Center

National Inst. on Deafness and Other Communications Disorders, Bethesda, MD.

This pamphlet uses a question-and-answer format to provide information about Waardenburg syndrome, an inherited disorder often characterized by varying degrees of hearing loss and changes in skin and hair pigmentation. The pamphlet covers: causes of Waardenburg syndrome. characteristics, types, research being done, ways to help in research…

The Primary Teacher's Survival Guide.

ERIC Educational Resources Information Center

Heyda, Pamela A.

This guide for primary school teachers presents commonly asked questions and answers. Chapter 1, "How Do I Set Up My Classroom?" discusses desk and furniture arrangement. Chapter 2, "How Do I Survive the First Days of School?" offers tips for meeting and greeting students, establishing routines, and presenting activities.…

Deficits in allergy knowledge among physicians at academic medical centers.

PubMed

Stukus, David R; Green, Todd; Montandon, Shari V; Wada, Kara J

2015-07-01

Allergic conditions have high prevalence in the general population. Misconceptions regarding the diagnosis and management of allergic disease among physicians can lead to suboptimal clinical care. To determine the extent of allergy-related knowledge deficits among physicians. Pediatric and internal medicine resident and attending physicians from 2 separate academic medical centers were asked to answer an anonymous electronic survey. Survey questions addressed 7 different allergy content areas. Four hundred eight physicians completed surveys (23.9% response rate). Respondents had few correct answers (mean ± SD 1.91 ± 1.43). Pediatric respondents had a larger number of correct answers compared with medicine-trained physicians (P < .001). No individual answered every survey question correctly, and 50 respondents (12.3%) had no correct answer. Three hundred seventy-eight respondents (92.6%) were unable to provide correct answers for at least 50% of survey questions. Level of residency training and prior rotation through an allergy and immunology elective correlated with a larger number of correct responses (P < .01). Only 1 survey question had an overall correct response rate higher than 50% (n = 261, 64%). Correct response rate was lower than 30% for 7 of the 9 possible questions. There are significant knowledge deficits in many areas of allergy-related content among pediatric and internal medicine physicians and across all levels of training and specialty. Given the prevalence of allergic conditions, the potential implications of a negative impact on clinical care are staggering. Copyright © 2015 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Negotiating the question: using science-manager communication to develop management-relevant science products

NASA Astrophysics Data System (ADS)

Beechie, T. J.; Snover, A. K.

2014-12-01

Natural resource managers often ask scientists to answer questions that cannot be answered, and scientists commonly offer research that is not useful to managers. To produce management-relevant science, managers and scientists must communicate clearly to identify research that is scientifically doable and will produce results that managers find useful. Scientists might also consider that journals with high impact scores are rarely used by managers, while managers might consider that publishing in top tier journals is important to maintain scientific credentials. We offer examples from climate change and river restoration research, in which agency scientists and managers worked together to identify key management questions that scientists could answer and which could inform management. In our first example, we describe how climate scientists worked with agency staff to develop guidance for selecting appropriate climate change scenarios for use in ecological impacts assessments and Endangered Species Act decision making. Within NOAA Fisheries, agency researchers provide science to guide agency managers, and a key question has been how to adapt river restoration efforts for climate change. Based on discussions with restoration practitioners and agency staff, we developed adaptation guidance that summarizes current science to lead managers to develop climate-resilient restoration plans, as well as maps of population vulnerability for endangered steelhead. From these experiences we have learned that collaborative definition of relevant and producible knowledge requires (1) iterative discussions that go beyond simply asking managers what they need or scientists what they can produce, and (2) candid conversation about the intended applications and potential limitations of the knowledge.

The perfect message at the perfect moment.

PubMed

Kalyanam, Kirthi; Zweben, Monte

2005-11-01

Marketers planning promotional campaigns ask questions to boost the odds that the messages will be accepted: Who should receive each message? What should be its content? How should we deliver it? The one question they rarely ask is, when should we deliver it? That's too bad, because in marketing, timing is arguably the most important variable of all. Indeed, there are moments in a customer's relationship with a business when she wants to communicate with that business because something has changed. If the company contacts her with the right message in the right format at the right time, there's a good chance of a warm reception. The question of "when" can be answered by a new computer-based model called "dialogue marketing," which is, to date, the highest rung on an evolutionary ladder that ascends from database marketing to relationship marketing to one-to-one marketing. Its principle advantages over older approaches are that it is completely interactive, exploits many communication channels, and is "relationship aware": that is, it continuously tracks every nuance of the customer's interaction with the business. Thus, dialogue marketing responds to each transition in that relationship at the moment the customer requires attention. Turning a traditional marketing strategy into a dialogue-marketing program is a straightforward matter. Begin by identifying the batch communications you make with customers, then ask yourself what events could trigger those communications to make them more timely. Add a question or call to action to each message and prepare a different treatment or response for each possible answer. Finally, create a series of increasingly urgent calls to action that kick in if the question or call to action goes unanswered by the customer. As dialogue marketing proliferates, it may provide the solid new footing that Madison Avenue seeks.

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

PubMed Central

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

2015-01-01

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

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.

Oil and the American Way of Life: Don't Ask, Don't Tell

ScienceCinema

Kaufmann, Robert [Boston University, Boston, Massachusetts, United States

2018-04-19

In the coming decades, US consumers will face a series of important decisions about oil. To make effective decisions, consumers must confront some disturbing answers to questions they would rather not ask. These questions include: is the US running out of oil, is the world running out of oil, is OPEC increasing its grip on prices, is the US economy reducing its dependence on energy, and will the competitive market address these issues in a timely fashion? Answers to these questions indicate that the market will not address these issues: the US has already run out of inexpensive sources of oil such that rising prices no longer elicit significant increases in supply. The US experience implies that within a couple of decades, the world oil market will change from increasing supply at low prices to decreasing supply at higher prices. As the world approaches this important turning point, OPEC will strengthen its grip on world oil prices. Contrary to popular belief, the US economy continues to be highly dependent on energy, especially inexpensive sources of energy. Together, these trends threaten to undermine the basic way in which the US economy generates a high standard of living.

KSC-2012-4569

NASA Image and Video Library

2012-08-22

CAPE CANAVERAL, Fla. -- At NASA's Kennedy Space Center in Florida, social media participants take part in a question and answer session with astronauts aboard the International Space Station. At the podium, Ranz Adams asks a question of space station flight engineer Joe Acaba. Leading the activity from the desk at the front of the room are, from the left, Laurel Lichtenberger of NASA Public Affairs, Jason Townsend of the NASA Social Media Team and Kerri Beisser of the Johns Hopkins University Applied Physics Laboratory. The social media gathering at the Florida spaceport took place Aug. 22, 2012 joining a world-wide NASA Social allowing participants to ask questions of NASA astronauts who are living and working aboard the International Space Station. . For more information, visit http://www.nasa.gov/mission_pages/station/main/index.html Photo credit: NASA/ Frankie Martin

Creating illusions of knowledge: learning errors that contradict prior knowledge.

PubMed

Fazio, Lisa K; Barber, Sarah J; Rajaram, Suparna; Ornstein, Peter A; Marsh, Elizabeth J

2013-02-01

Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks before they read stories that contained errors (e.g., "Franklin invented the light bulb"). On a later general-knowledge test, participants reproduced story errors despite previously answering the questions correctly. This misinformation effect was found even for questions that were answered correctly on the initial test with the highest level of confidence. Furthermore, prior knowledge offered no protection against errors entering the knowledge base; the misinformation effect was equivalent for previously known and unknown facts. Errors can enter the knowledge base even when learners have the knowledge necessary to catch the errors. 2013 APA, all rights reserved

Anatomy of a Book Controversy.

ERIC Educational Resources Information Center

Homstad, Wayne

A major controversy arose in 1987 in a midwestern school district, after a middle school teacher assigned the novel "Go Ask Alice" to her seventh-grade class. This book describes the district's attempt to answer two basic questions: What should students read? and Who should decide what students read? The book controversy is first…

Internationalizing Teacher Education: The Case of Belarus

ERIC Educational Resources Information Center

Lugovtsova, Alena; Krasnova, Tatiana; Torhova, Anna

2012-01-01

This article describes the unique characteristics of internationalization in teacher education in the Republic of Belarus, by asking how the creation of a national system of teacher education after the USSR's disintegration has both enhanced and hindered internationalization. The question is answered by providing an overview of the specific…

Finding Migrant Children in New Jersey.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

This pamphlet was designed to answer questions frequently asked about the participation of migrant children in the Title I/Migrant Education Program in New Jersey. It discusses local school districts' strategies for identifying migrant students and how migrant children are defined. The pamphlet also covers: (1) employment considered temporary or…

The Structure and Function of Biological Networks

ERIC Educational Resources Information Center

Wu, Daniel Duanqing

2010-01-01

Biology has been revolutionized in recent years by an explosion in the availability of data. Transforming this new wealth of data into meaningful biological insights and clinical breakthroughs requires a complete overhaul both in the questions being asked and the methodologies used to answer them. A major challenge in organizing and understanding…

The Principal's Guide to Attention Deficit Hyperactivity Disorder.

ERIC Educational Resources Information Center

McEwan, Elaine K.

This guide is intended to provide practical information for principals concerning students with attention deficit hyperactivity disorder (ADHD). Chapter 1 provides an overview of ADHD, describing the range of symptoms and answering commonly asked questions. Chapter 2 discusses the legalities of ADHD, including special education laws and the…

Overskilling Dynamics and Education Pathways

ERIC Educational Resources Information Center

Mavromaras, Kostas; McGuinness, Seamus

2012-01-01

This paper uses panel data and econometric methods to estimate the incidence and the dynamic properties of overskilling among employed individuals. The paper begins by asking whether there is extensive overskilling in the labour market, and whether overskilling differs by education pathway. The answer to both questions is yes. The paper continues…

Assessing Caregiver Information Needs: A Brief Questionnaire.

ERIC Educational Resources Information Center

Simonton, Linda J.; Haugland, S. M.

A diagnostic evaluation for a person with suspected Alzheimer's disease is usually initiated by family members whose concerns go beyond strictly medical issues. To determine precisely what questions families want answered, a 15-point questionnaire was developed at a multi-disciplinary geriatric assessment clinic. Caregivers were asked to rate each…

Profiling Landforms: Using a Laser Level

ERIC Educational Resources Information Center

Trowbridge, John

2008-01-01

Profiling landforms actively involves students in measuring the topography of landforms such as beaches, hillsides, and stream embankments. In this activity, the author describes how to set up an inquiry situation in which students can ask questions, seek answers, and develop explanations about seasonal or weather-related changes in the landscape.…

Support for Families When a Child has Cancer

Cancer.gov

When a child has been diagnosed with cancer, parents need practical advice and information. Learn how to talk with your child and their siblings about cancer. Get answers to commonly asked questions from parents and children. Tips to help you talk with your child’s doctor, during treatment, are included.

Dewey vs Genre Throwdown

ERIC Educational Resources Information Center

Buchter, Holli

2013-01-01

In this article St. Vrain Valley (CO) School District (SVVSD) librarian, Holli Buchter describes what took place in the school libraries in the district when the newest elementary school, Red Hawk, opened its doors. Red Hawk asked and answered the question: "Is the Dewey Decimal Classification system still the best way for students to locate…

The Music of Mathematics: Toward a New Problem Typology

ERIC Educational Resources Information Center

Quarfoot, David

2015-01-01

Halmos (1980) once described problems and their solutions as "the heart of mathematics". Following this line of thinking, one might naturally ask: "What, then, is the heart of problems?" In this work, I attempt to answer this question using techniques from statistics, information visualization, and machine learning. I begin the…

Educational Directions for Students with Traumatic Brain Injury.

ERIC Educational Resources Information Center

Center for Innovations in Special Education, Columbia, MO.

This manual, developed to assist Missouri school personnel in the provision of educational opportunities for students with traumatic brain injury (TBI), answers commonly asked questions about the educational needs of these students, and gives practical applications of educational practices and programming. Three case studies are introduced to help…

Perspectives on a Torts Course.

ERIC Educational Resources Information Center

Bernstein, Anita

1993-01-01

One law professor has added interest to a torts course by asking students to select one of five perspectives (economics, corrective justice, feminism, libertarianism, and practicality) on the course content and study it throughout the course. On the final examination, each student must answer one essay question from that viewpoint. (MSE)

Cash for College.

ERIC Educational Resources Information Center

National Association of Student Financial Aid Administrators, Washington, DC.

This booklet contains answers to questions that students may ask about financial aid for college. The booklet describes the usual costs of college, and suggests ways students can pay for a college education. The types of financial aid available are described, and the application process is outlined. The booklet offers tips for comparing different…

A View from Somewhere: Explaining the Paradigms of Educational Research

ERIC Educational Resources Information Center

Alexander, Hanan A.

2006-01-01

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which…

Students with Attentional Disorders: Meeting Their Needs. A Guide for Schools and Families. Second Edition.

ERIC Educational Resources Information Center

Rhode Island State Dept. of Education, Providence.

This guide is designed to provide Rhode Island educators and families with information about appropriate interventions, recommended referral procedures, recommended diagnostic procedures, and legal issues regarding students with attention deficit disorders. It begins by answering frequently asked questions about attentional disorders and…

Process Versus Product

ERIC Educational Resources Information Center

Remmo, Matthew J.

2005-01-01

This article asks the question: "What can you get when you combine 100 students from three career technical programs, six student-created concepts, three highly-motivated instructors, and two leaders in automotive technology?" The answer can be found in this author's description of a program at the Elkhart Area Career Center (EACC) in…

Distance Education Practices: Summary Results of the AACRAO February 2015 60 Second Survey

ERIC Educational Resources Information Center

American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2015

2015-01-01

The February 2015 American Association of Collegiate Registrars and Admissions Officers (AACRAO) "60 Second Survey" asked respondents to identify whether or not their institution offers distance education, and if so, to answer additional questions about distance education course practices. The survey received 838 unique institutional…

Prejudice and Underlying Assumptions.

ERIC Educational Resources Information Center

Fritzsche, K. Peter

In recent years European textbook research has begun to examine the topics of ethnic minorities, multiculturalism, hostility to foreigners, and racism. Its task is not only to ask whether textbooks should present such topics but also how they should be presented. In addressing the issues, an important question to answer is whether the textbooks…

The Art of Science Writing.

ERIC Educational Resources Information Center

Worsley, Dale; Mayer, Bernadette

Aimed at secondary school science and English teachers, this book presents practical advice for developing good student writing in science and mathematics. Five main sections cover: (1) an essay development workshop; (2) 47 specific writing assignments; (3) over 30 questions teachers ask about science writing, and the answers; (4) an anthology of…

Teaching Tomorrow's Leaders by Discussing Today's Media

ERIC Educational Resources Information Center

Morin, Lee; Turesky, Elizabeth Fisher; Robinson, Betty

2015-01-01

Can parents identify leadership lessons in children's media and use them to teach their children leadership? Thirty participants were asked to answer questions about leadership in children's media before and after watching clips of a popular G-rated children's movie. The results from the questionnaire indicated that parents do recognize leadership…

A Connection between Transport Phenomena and Thermodynamics

ERIC Educational Resources Information Center

Swaney, Ross; Bird, R. Byron

2017-01-01

Although students take courses in transport phenomena and thermodynamics, they probably do not ask whether these two subjects are related. Here we give an answer to that question. Specifically we give relationships between the equations of change for total energy, internal energy, and entropy of transport phenomena and key equations of equilibrium…

PV Technology for Today and Tomorrow (Presentation)

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

Kurtz, S.

2010-08-13

The presentation was given as a webinar to the Solar Instructor Training Network on August 13, 2010. It summarizes the three primary types of photovoltaic technologies, why the three approaches are useful and some advantages and disadvantages of each approach. At the end is an answer to a question that was asked.

Analyzing Learning during Peer Instruction Dialogues: A Resource Activation Framework

ERIC Educational Resources Information Center

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy; Sinclair, Christine M.

2014-01-01

Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer increases following peer discussion; however, relatively little is known about what takes place…

Influence of Writing Ability and Computation Skill on Mathematics Writing

ERIC Educational Resources Information Center

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

TALIS 2013 Technical Report: Teaching and Learning International Survey

ERIC Educational Resources Information Center

OECD Publishing, 2013

2013-01-01

Effective teaching and teachers are key to producing high-performing students worldwide. So how can countries prepare teachers to face the diverse challenges in today's schools? The Teaching and Learning International Survey (TALIS) helps answer this question. TALIS asks teachers and schools about their working conditions and the learning…

"Virtual" Experiment for Understanding the Electrocardiogram and the Mean Electrical Axis.

ERIC Educational Resources Information Center

Anderson, Jamie; DiCarlo, Stephen E.

2000-01-01

Describes a virtual experiment designed to introduce students to the theory and application of the electrocardiogram (ECG) and the mean electrical axis (MEA). Students are asked to reduce and analyze data, calculate and plot the MEA, and answer questions in the inquiry-based, experimental activity. (Author/WRM)

Some Determinants of Commitment Levels in Premarital Relationships.

ERIC Educational Resources Information Center

Kramer, Robert M.; And Others

Premarital dating couples (N=61) were asked to answer questions concerning their perceived commitment to their relationship, the amount of time they spend with their partner, the amount of time they spend arguing, their partner's attractiveness, the length of their relationship, and their desire to continue the relationship. Time spent together…

Understanding Childhood Cancer. [CD-ROM].

ERIC Educational Resources Information Center

2001

This interactive multimedia CD-ROM presentation is intended for the parents and families of children who have recently been diagnosed with cancer. It begins with an introduction by a pediatric oncologist. It features menus that include over 200 questions commonly asked about childhood cancer, with answers in a slide presentation format. Menus…

Volcanoes on the Beach?

ERIC Educational Resources Information Center

Kleinert, Katrin

2009-01-01

How could a rock formed by volcanic activity get to this shoreline, surrounded by sedimentary rocks? That was the question a group of third-grade students asked--and answered--during an inquiry-based summer camp. Over a two week timeframe, the students practiced basic inquiry skills such as observing; measuring; describing and drawing; sharing…

Is Optimism Real?

ERIC Educational Resources Information Center

Simmons, Joseph P.; Massey, Cade

2012-01-01

Is optimism real, or are optimistic forecasts just cheap talk? To help answer this question, we investigated whether optimistic predictions persist in the face of large incentives to be accurate. We asked National Football League football fans to predict the winner of a single game. Roughly half (the partisans) predicted a game involving their…

A few questions related to information and symmetries in physics

NASA Astrophysics Data System (ADS)

Darvas, G.

2017-01-01

Information exchange between inanimate objects (like individual physical particles, or systems) involves special approaches, due to the peculiarity that conscious information emitters/recipients are excluded from the process. This paper aims at answering a part of some questions arising by such approaches. One can ask the question, whether is it possible to speak about physical information when there is no live recipient to accept, evaluate, and use it? Can one speak about "physical information" (e.g., signal exchange) between inanimate physical objects at all? (cf., Feynman diagrams.) If yes, what is the nature of that information? Is (physical) information a passive phenomenon, or its existence presumes activity? What does a signal represent if it is not observed and used at the other end, and where is that other end when one can say that the signal in question was lost without observation or use? I try to illustrate my personal answers with a few examples quoted from the history of 20th c. physics. My answers to the questions are not intended to be revelations and to provide final solutions, rather they serve as arguments and indicate that nothing is closed, the discussion is open.

Comparison between data obtained through real-time data capture by SMS and a retrospective telephone interview.

PubMed

Johansen, Bendt; Wedderkopp, Niels

2010-05-26

The aims of the current study were: a) to quantitatively compare data obtained by Short Message Service (SMS) with data from a telephone interview, b) to investigate whether the respondents had found it acceptable to answer the weekly two SMS questions, c) to explore whether an additional weekly third SMS question would have been acceptable, and d) to calculate the total cost of using the SMS technology. SMS technology was used each week for 53 weeks to monitor 260 patients with low back pain (LBP) in a clinical study. Each week, these patients were asked the same two questions: "How many days in the past week have you had problems due to LBP?" and "How many days in the past week have you been off work due to LBP problems?" The last 31 patients were also contacted by telephone 53 weeks after recruitment and asked to recall the number of days with LBP problems and days off work for the a) past week, b) past month, and c) past year. The two sets of answers to the same questions for these patients were compared. Patients were also asked whether a third SMS question would have been acceptable. The test-retest reliability was compared for 1-week, 1-month, and 1-year. Bland-Altman limits of agreement were calculated. The two quantitative questions were reported as percentages. Actual costs for the SMS-Track-Questionnaire (SMS-T-Q) were compared with estimated costs for paper version surveys. There was high agreement between telephone interview and SMS-T-Q responses for the 1-week and 1-month recall. In contrast, the 1-year recall showed very low agreement. A third SMS question would have been acceptable. The SMS system was considerably less costly than a paper-based survey, beyond a certain threshold number of questionnaires. SMS-T-Q appears to be a cheaper and better method to collect reliable LBP data than paper-based surveys.

Donor's understanding of the definition of sex as applied to predonation screening questions.

PubMed

O'Brien, S F; Ram, S S; Yi, Q-L; Goldman, M

2008-05-01

Predonation screening questions about sexual risk factors should provide an extra layer of safety from recently acquired infections that may be too early to be detected by testing. Donors are required to read a definition of sex as it applies to predonation screening questions each time they come to donate, but how well donors apply such definitions has not been evaluated. We aimed to determine how donors define sex when answering screening questions. In total, 1297 whole blood donors were asked in a private interview to select from a list of sexual activities which ones they believed were being asked about in sexual background questions. Donors' definitions were coded as under-inclusive, correct or over-inclusive in relation to the blood services' definition. Qualitative interviews were carried out with 21 donors to understand reasoning behind definitions. Most donors had an over-inclusive definition (58.7%) or the correct definition (31.9%). Of the 9.4% of donors who had an under-inclusive definition, 95% included both vaginal and anal sex, but not oral sex. About 9% in each group were first-time donors (P > 0.05) who had never read the definition. The qualitative interviews indicated that donors reason their definition based on their own concept of transmissible disease risk. Donors apply a range of definitions of sex when answering questions about their sexual background. This may be due to different concepts of risk activities, and required reading of the definition has little impact.

Answering the right question - integration of InSAR with other datasets

NASA Astrophysics Data System (ADS)

Holley, Rachel; McCormack, Harry; Burren, Richard

2014-05-01

The capabilities of satellite Interferometric Synthetic Aperture Radar (InSAR) are well known, and utilized across a wide range of academic and commercial applications. However there is a tendency, particularly in commercial applications, for users to ask 'What can we study with InSAR?'. When establishing a new technique this approach is important, but InSAR has been possible for 20 years now and, even accounting for new and innovative algorithms, this ground has been thoroughly explored. Too many studies conclude 'We show the ground is moving here, by this much', and mention the wider context as an afterthought. The focus needs to shift towards first asking the right questions - in fields as diverse as hazard awareness, resource optimization, financial considerations and pure scientific enquiry - and then working out how to achieve the best possible answers. Depending on the question, InSAR (and ground deformation more generally) may provide a large or small contribution to the overall solution, and there are usually benefits to integrating a number of techniques to capitalize on the complementary capabilities and provide the most useful measurements. However, there is still a gap between measurements and answers, and unlocking the value of the data relies heavily on appropriate visualization, integrated analysis, communication between technique and application experts, and appropriate use of modelling. We present a number of application examples, and demonstrate how their usefulness can be transformed by moving from a focus on data to answers - integrating complementary geodetic, geophysical and geological datasets and geophysical modeling with appropriate visualization, to enable comprehensive solution-focused interpretation. It will also discuss how forthcoming developments are likely to further advance realisation of the full potential satellite InSAR holds.

Attitude toward plagiarism among Iranian medical faculty members.

PubMed

Ghajarzadeh, Mahsa; Norouzi-Javidan, Abbas; Hassanpour, Kiana; Aramesh, Kiarash; Emami-Razavi, Seyed Hassan

2012-01-01

The goal of this study was to assess attitude towards plagiarism in faculty members of Medical School at Tehran University of Medical Sciences. One hundred and twenty medical faculty members of Tehran University of Medical Sciences were enrolled in this cross-sectional study. They were asked to answer to valid and reliable Persian version of attitude towards plagiarism questionnaire. Attitude toward plagiarism, positive attitude toward self-plagiarism and plagiarism acceptance were assessed. Eighty seven filled-up questionnaires were collected. Mean total number of correct answers was 11.6±3.1. Mean number of correct answers to questions evaluating self-plagiarism was 1.7±0.4 and mean number of correct answers to questions evaluating plagiarism acceptance was 1.4±0.2. There was no significant correlation between plagiarism acceptance and self-plagiarism (r=0.17, P=0.1). It is essential to provide materials (such as workshops, leaflets and mandatory courses) to make Iranian medical faculty members familiar with medical research ethics issues such as plagiarism.

What Are Plans For?

DTIC Science & Technology

1988-09-01

does determine an agent’s actions? Answering this question is the job of a theory of activity. After briefly summarizing our understanding of activity in...this section, we will return to the question of the role of plans in activity. Our theory of activity has two interconstraining parts: a theory of...cognitive machinery and a theory of the dynamics or regularly occurring patterns of activity. In studying people we ask (i) how is ordinary human

Developing Games for Health Behavior Change: Getting Started

PubMed Central

Buday, Richard; Thompson, Debbe; Lyons, Elizabeth J.; Lu, Amy Shirong; Baranowski, Janice

2013-01-01

Abstract Many investigators are considering developing videogames for health (video-G4Hs) but have questions about how to get started. This report provides guidance for investigators considering a G4H as a behavioral intervention procedure from a team of experienced G4H developers. Thirteen commonly asked questions are answered, including defining a G4H, considerations in developing a team, considerations in G4H design, and anticipating unintended consequences. PMID:24443708

Tell Me Everything You Discussed: Children's Memory for Dyadic Conversations after a 1-Week or a 3-Week Delay.

PubMed

Lawson, Monica; London, Kamala

2015-08-01

In child abuse investigations, children are often asked to recount previous conversations related to the allegations (i.e., "conversational testimony"). To explore children's ability to provide conversational testimony, we staged a semi-structured novel dyadic conversation between an adult researcher and 8-year-old children (n = 90). Children's gist recall and recognition memory for their own statements, their conversational partner's statements, and question-answer pairs were tested after either a 1-week or a 3-week delay. The results revealed that children recounted a minority of the conversation, although children recalled more after a short delay (7%) than after a long delay (4%). A majority of children's free recall statements were accurate (68%); however, approximately one-third of their free recall statements were incorrect. Children almost exclusively recounted their own statements, and rarely recalled any of the adult's statements or the question-answer pairs during free recall. Reports of the adult's statements and question-answer pairs increased with cued recall questioning, but remained minimal. During recognition testing, children were able to distinguish between true and false recognition items for their own statements and the adult's statements, but performed at chance level on recognition items concerning question-answer pairs. Forensic implications of the results are discussed. Copyright © 2015 John Wiley & Sons, Ltd.

Initial knowledge at radiation protection courses from 2005-2013 (3): tendencies and conclusions.

PubMed

Haverkamp, U F; Pruemer, B A; Fahrmer, A

2013-11-01

The necessity of refresher courses is controversial and is frequently questioned. The present study examines whether the courses have a lasting effect and whether improvements are indicated. With the help of a questionnaire (9 questions) to be answered before the course, a self-assessment was performed and questions about the knowledge and structure of radiation protection were asked. 1361 participants were surveyed (55 % physicians, 31 % doctor's assistants, 13 % technicians, 1 % medical physicists) in the period of 2005 - 2013 (3) and 39 courses were evaluated. The assessment entailed the comparison of 3 subgroups: 2005 - 2007, 2008 - 2010, 2011 - 2013. The self-assessment is about 3.0 (1 - very good, 5 - very poor) with fluctuations regarding time course and occupation. For all questions, there was an increase in correct answers from the period 2005 - 2007 to the period 2008 - 2010 (+ 15 %), while the rate fell again for the period 2011 - 2013 (3) (- 8 %). The questions were answered significantly better for organization-related topics than knowledge-based topics. Overall 53 % of the answers were correct. This study shows an increase in knowledge since starting refresher courses. However, recently the effect has decreased again. In order to maintain the knowledge, the yearly instruction must be held on time, which according to participants' statements actually occurs in only 60 % of cases. © Georg Thieme Verlag KG Stuttgart · New York.

Evaluating the impact of clinical librarians on clinical questions during inpatient rounds

PubMed Central

Brian, Riley; Orlov, Nicola; Werner, Debra; Martin, Shannon K.; Arora, Vineet M.; Alkureishi, Maria

2018-01-01

Objective The investigation sought to determine the effects of a clinical librarian (CL) on inpatient team clinical questioning quality and quantity, learner self-reported literature searching skills, and use of evidence-based medicine (EBM). Methods Clinical questioning was observed over 50 days of inpatient pediatric and internal medicine attending rounds. A CL was present for 25 days and absent for 25 days. Questioning was compared between groups. Question quality was assessed by a blinded evaluator, who used a rubric adapted from the Fresno Test of Competence in Evidence-Based Medicine. Team members were surveyed to assess perceived impacts of the CL on rounds. Results Rounds with a CL (CLR) were associated with significantly increased median number of questions asked (5 questions CLR vs. 3 NCLR; p<0.01) and answered (3 CLR vs. 2 NCLR; p<0.01) compared to rounds without a CL (NCLR). CLR were also associated with increased mean time spent asking (1.39 minutes CLR vs. 0.52 NCLR; p<0.01) and answering (2.15 minutes CLR vs. 1.05 NCLR; p=0.02) questions. Rounding time per patient was not significantly different between CLR and NCLR. Questions during CLR were 2 times higher in adapted Fresno Test quality than during NCLR (p<0.01). Select participants described how the CL’s presence improved their EBM skills and care decisions. Conclusions Inpatient CLR were associated with more and improved clinical questioning and subjectively perceived to improve clinicians’ EBM skills. CLs may directly affect patient care; further study is required to assess this. CLs on inpatient rounds may be an effective means for clinicians to learn and use EBM skills. PMID:29632440

Do older adults change their eyewitness reports when re-questioned?

PubMed

Henkel, Linda A

2014-05-01

This study examined how older adults responded to different types of pressure to change their responses when questioned a second time about their memory for a crime. After watching a video of a crime and answering questions about remembered details, younger (18-22 years) and older adults (64-91 years) were either given negative feedback about their memory performance, were told that most people their age did poorly on the memory test (stereotype threat), or were simply asked to answer the questions again. This was done regardless of their actual accuracy, and the questions were then repeated. Results showed that both younger and older adults changed significantly more responses following negative feedback and changed more responses on misleading than on nonleading questions. Among older adults, as age increased, accuracy decreased and rate of response change increased. People were moderately confident overall about both their correct and incorrect responses. These results highlight the dangers of repeatedly questioning older witnesses with misleading questions and suggest that the responses that are changed may come to be remembered confidently-regardless of whether they are correct or incorrect.

Effects of Re-Using a Conceptual Examination Question in Physics

NASA Astrophysics Data System (ADS)

Sharma, Manjula D.; Sefton, Ian M.; Cole, Martyn; Whymark, Aaron; Millar, Rosemary M.; Smith, Andrew

2005-12-01

We report on a study of what happened when we recycled a conceptual examination question in a first-year university physics course. The question, which was used for three consecutive years, asked about an astronaut's experience of weighing in an orbiting space-craft. Our original intention was to use a phenomenographic approach to look for differences in students' descriptive answers. Having done that, we decided to add a study of the marks that were awarded to those answers. The first time that the question was re-used, the distribution of answers amongst our phenomenographic categories showed a decrease in the common conception that gravity is zero in the satellite and an increase in explanations in terms of free fall. When the question was re-used a second time, that difference was maintained but it was not significantly increased. The distribution of marks for the question was different over the three years in a way that appears to be unrelated to differences in students' conceptual understandings. Differences in the distribution of marks are more likely to be related to differences in marking procedures. We conclude that studies like this one have the potential to contribute to improvements in university assessment procedures. In particular we propose that phenomenographic analysis could be used in the design of marking schemes.

A deep learning approach for predicting the quality of online health expert question-answering services.

PubMed

Hu, Ze; Zhang, Zhan; Yang, Haiqin; Chen, Qing; Zuo, Decheng

2017-07-01

Recently, online health expert question-answering (HQA) services (systems) have attracted more and more health consumers to ask health-related questions everywhere at any time due to the convenience and effectiveness. However, the quality of answers in existing HQA systems varies in different situations. It is significant to provide effective tools to automatically determine the quality of the answers. Two main characteristics in HQA systems raise the difficulties of classification: (1) physicians' answers in an HQA system are usually written in short text, which yields the data sparsity issue; (2) HQA systems apply the quality control mechanism, which refrains the wisdom of crowd. The important information, such as the best answer and the number of users' votes, is missing. To tackle these issues, we prepare the first HQA research data set labeled by three medical experts in 90days and formulate the problem of predicting the quality of answers in the system as a classification task. We not only incorporate the standard textual feature of answers, but also introduce a set of unique non-textual features, i.e., the popular used surface linguistic features and the novel social features, from other modalities. A multimodal deep belief network (DBN)-based learning framework is then proposed to learn the high-level hidden semantic representations of answers from both textual features and non-textual features while the learned joint representation is fed into popular classifiers to determine the quality of answers. Finally, we conduct extensive experiments to demonstrate the effectiveness of including the non-textual features and the proposed multimodal deep learning framework. Copyright © 2017 Elsevier Inc. All rights reserved.

Negative Behavior Factors in the Employment Interview: Interviewer Opinions and Observations.

ERIC Educational Resources Information Center

Vaughn, Jeanette W.; Darsey, Nancy

1987-01-01

Determined types of behavior occurring most often in campus interviews and to which types interviewers react negatively. Lack of confidence, failure to ask key questions, nervous mannerisms, talkativeness, and failure to elaborate on answers were the most common behaviors. Poor attitude and dishonesty were among traits viewed most negatively.(SKC)

Prospective Primary Teachers' Mathematics Anxiety-Apprehension and Its Causes

ERIC Educational Resources Information Center

Özdemir, Emine; Seker, Burcu Sezginsoy

2017-01-01

The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes…

History in the Present Tense: Engaging Students through Inquiry and Action.

ERIC Educational Resources Information Center

Selwyn, Douglas; Maher, Jan

This guidebook proposes a different way of teaching history: start from today and keep asking questions. The guidebook's theory is that as students investigate possible answers, they make connections across miles and centuries. It contends that, along the way, they experience that essential insight of the social studies point of view has…

Teaching Reaction Engineering Using the Attainable Region

ERIC Educational Resources Information Center

Metzger, Matthew J.; Glasser, Benjamin J.; Glasser, David; Hausberger, Brendon; Hildebrandt, Diane

2007-01-01

Ask a graduating chemical engineering student the following question: What makes one reactor different from the next? The answers received will often be unsatisfactory and will vary widely in scope. Some may cite the difference between the basic design equations, others may point out a PFR is "longer," and still others may state that it…

Key Competencies, Assessment and Learning Stories

ERIC Educational Resources Information Center

Davis, Keryn; Wright, Jocelyn; Carr, Margaret; Peters, Sally

2013-01-01

Developed in response to a strong interest in the use of Learning Stories in schools, this resource is designed to answer some common questions asked by teachers. The assessment of Key Competencies is a topic that deserves a lot of discussion. A Key Competency is complex: it includes social, emotional, cognitive and cultural aspects, and is…

Proposed Strategic Mandates for Ontario Universities: An Organizational Theory Perspective

ERIC Educational Resources Information Center

Buzzelli, Michael; Allison, Derek J.

2017-01-01

This paper presents an empirical analysis of the Ontario-led strategic mandate agreement (SMA) planning exercise. Focusing on the self-generated strategic mandates of five universities (McMaster, Ottawa, Queen's, Toronto, and Western), we asked how universities responded to this exercise of strategic visioning? The answer to this question is…

Beyond ADHD: A Consideration of Attention Deficit Hyperactivity Disorder and Pedagogy in Australian Schools

ERIC Educational Resources Information Center

Prosser, Brenton J.

2008-01-01

A psycho-medical discourse that explains behavioural dysfunction through neurological deficit has dominated debate about attention deficit hyperactivity disorder (ADHD). However, if only medical questions are asked, only medical answers will be found, resulting in more or less drug treatment. When behavioural dysfunction results in impairment…

Older Adults' Comprehension of Transformational and Deactivation Negation

ERIC Educational Resources Information Center

Margolin, Sara J.

2015-01-01

The present research aimed to examine young and older adults' comprehension of negated text to determine the locus of older adults' difficulty in understanding this text construction. Participants were asked to read short passages at their own pace, complete a lexical decision task, and answer a comprehension question about what they had read.…

Hypothetical Insurance and Higher Education

ERIC Educational Resources Information Center

Colburn, Ben; Lazenby, Hugh

2016-01-01

What level of government subsidy of higher education is justified, in what form, and for what reasons? We answer these questions by applying the hypothetical insurance approach, originally developed by Ronald Dworkin in his work on distributive justice. On this approach, when asking how to fund and deliver public services in a particular domain,…

Unconventional Wisdom about Buying Technology

ERIC Educational Resources Information Center

Sullivan, Michael F.

2004-01-01

Conventional wisdom says that people should not buy anything in education until research is seen. The following questions should be asked: (1) Does that particular technology enhance learning? (2) Does that piece of software increase test scores? and (3) Do those machines reduce absenteeism? Of course the answer is always yes. No vendor is going…

The Development of Semantic Knowledge Systems for Realistic Goals.

ERIC Educational Resources Information Center

Goldman, Susan R.

This study investigates age differences in children's semantic expectations regarding causal relations in stories about three realistic goal situations (being friendly, getting a dog, and doing chores). Twenty children at each of three age levels (ages 6, 9, and 12) were asked to produce stories and answer probe questions about wanting and not…

Measuring Children's Age Stereotyping Using a Modified Piagetian Conservation Task

ERIC Educational Resources Information Center

Kwong See, Sheree T.; Rasmussen, Carmen; Pertman, S. Quinn

2012-01-01

We examined five-year-old-children's age stereotyping using a modified Piagetian conservation task. Children were asked if two lines of objects were the "same" after one line had been made longer (transformed). A conversational account posits that children's answers reflect assumptions about the asker's motivation for the question (Schwarz, 1996).…

Sign-a-Palooza

ERIC Educational Resources Information Center

McMorran, Charles; Reynolds, Veronica

2010-01-01

A halo of signs, some stuffed into thick plastic sheaths while others curled under yellow tape, cluttered the service desks of the New City Library. They bleated out messages of closings, procedures, and warnings. Their number undermined their cause. All too often a customer would ask a question that was answered by the very sign they had pushed…

Treatment Choices in Autism Spectrum Disorder: The Role of Parental Illness Perceptions

ERIC Educational Resources Information Center

Al Anbar, Nebal N.; Dardennes, Roland M.; Prado-Netto, Arthur; Kaye, Kelley; Contejean, Yves

2010-01-01

A cross-sectional design was employed. Parents of a child with Autism Spectrum Disorder (ASD) were asked to complete a modified version of the Revised Illness-Perception Questionnaire (IPQ-RA) and answer questions about information-seeking activities and treatments used. Internal consistency, construct validity, and factor structure were assessed.…

Ask Dr. Sue: "Children and Fevers."

ERIC Educational Resources Information Center

Aronson, Susan S.

1989-01-01

Considers aspects of children's fevers. Answers questions concerning: (1) the temperature at which a fever is infectious; (2) the point at which a feverish child in care should be sent home; (3) the length of time a parent should wait before returning the child to day care; and (4) the way to take a child's temperature. (RJC)

The Growing Market for NGO Influence

ERIC Educational Resources Information Center

Ilon, Lynn

2008-01-01

"Can NGOs provide alternative development in a market-based system of global economics?" Today, a full ten years after the author first asked this question, individuals still have only partial answers. There is no doubt that NGOs are playing in a more significant role in global ODA (overseas development assistance). While the reasons for supply of…

Impact of Knowledge Resources Linked to an Electronic Health Record on Frequency of Unnecessary Tests and Treatments

ERIC Educational Resources Information Center

Goodman, Kenneth; Grad, Roland; Pluye, Pierre; Nowacki, Amy; Hickner, John

2012-01-01

Introduction: Electronic knowledge resources have the potential to rapidly provide answers to clinicians' questions. We sought to determine clinicians' reasons for searching these resources, the rate of finding relevant information, and the perceived clinical impact of the information they retrieved. Methods: We asked general internists, family…

Designing Evaluations. 2012 Revision. Applied Research and Methods. GAO-12-208G

ERIC Educational Resources Information Center

US Government Accountability Office, 2012

2012-01-01

GAO assists congressional decision makers in their deliberations by furnishing them with analytical information on issues and options. Many diverse methodologies are needed to develop sound and timely answers to the questions the Congress asks. To provide GAO evaluators with basic information about the more commonly used methodologies, GAO's…

A Treasure Hunt for Chemistry

ERIC Educational Resources Information Center

Bridgeman, Adam J.; Rutledge, Peter J.; Todd, Matthew H.; Connor, Ricky

2011-01-01

A new group educational activity based on a treasure hunt is described. Students are asked questions and the answers specify a grid on a map. A specified object in the grid location must be found and photographed, and the photograph submitted electronically (through the Learning Management System) for assessment. Once a series of objects in…

Optimal Learning in Schools--Theoretical Evidence: Part 1 Piaget's Theoretical Background

ERIC Educational Resources Information Center

Crossland, John

2016-01-01

The research questions a teacher would ask of neuroscience require answers researched within a typical classroom context. Unfortunately this research has rarely been available. The Education Endowment Foundation recently set up six projects applying evidence from neuroscience and educational studies to the classroom context. Most of the evaluation…

Helping for Change

ERIC Educational Resources Information Center

Neuringer, Allen; Oleson, Kathryn C.

2010-01-01

In "Helping for Change," Allen Neuringer and Kathryn Oleson describe another strategy that individuals can use to achieve their green goals. You might ask, "How can helping someone else help me change when I'm in the habit of not fulfilling my own promises?" The authors answer that question by explaining how the social reinforcement in a helping…

A Cognitive Approach to Threshold Concepts

ERIC Educational Resources Information Center

Walker, Guy

2013-01-01

This paper asks a fundamental question: what is happening inside the mind of the undergraduate during teaching and learning experiences, and how should curricula be designed to support it? A number of concepts lend themselves to providing an answer, principle among which is the relatively recent idea of Threshold Concepts. In this paper we attempt…

Productivity in the '90s. The outsourcing source book.

PubMed

1993-01-01

Why has outsourcing become a corporate litmus test? Is it the right move for your company? Who's doing it -- and why? Is it both efficient and cost-effective? How should you structure an outsourcing agreement? Here are some answers -- and a lot more questions to ask before you embark on an outsourcing adventure.

Understanding Gestational Diabetes: A Practical Guide to a Healthy Pregnancy.

ERIC Educational Resources Information Center

National Inst. of Child Health and Human Development (NIH), Bethesda, MD.

This brochure addresses the problem of gestational diabetes and answers the most frequently asked questions about the disease. It begins by defining gestational diabetes and discussing its cause, then addresses such topics as: (1) how gestational diabetes differs from other types of diabetes; (2) who is at risk for developing gestational diabetes…

The National Commission on Student Financial Assistance: A Summary of Its Recommendations.

ERIC Educational Resources Information Center

Miller, Scott E.

A brief overview of the recommendations of the National Commission on Student Financial Assistance is presented. The Commission was asked to answer 24 congressionally determined questions, and to report its findings on each within 2 years. Major findings and recommendations are presented concerning: satisfactory academic progress, the in-school…

What Every Employer Needs to Know about OSHA Recordkeeping.

ERIC Educational Resources Information Center

Lowe, Jayne

This publication presents answers to the questions most frequently asked by employers concerning injury and illness recordkeeping and reporting requirements under the Wiliams-Steiger Occupational Safety and Health Act of 1970. Under this Act, the Bureau of Labor Statistics of the U.S. Department of Labor is held responsible for the recordkeeping…

Science 101: What Causes Friction?

ERIC Educational Resources Information Center

Robertson, Bill

2014-01-01

Defining friction and asking what causes it might seem like a trivial question. Friction seems simple enough to understand. Friction is a force between surfaces that pushes against things that are moving or tending to move, and the rougher the surfaces, the greater the friction. Bill Robertson answers this by saying, "Well, not exactly".…

Living with Schizophrenia. Psychological Disorders Series, Book 2.

ERIC Educational Resources Information Center

Emmons, Stuart; Geiser, Craig; Kaplan, Kalman J.; Harrow, Martin

Co-written by two individuals with schizophrenia and two psychotherapists who have worked professionally with people experiencing schizophrenia, this book gives first-hand insight into the process and effects of the disease. The patients provide an introduction to the book that includes a list of questions, with their answers, that were asked of…

Evaluating Education Programs: Are We Getting Anywhere?

ERIC Educational Resources Information Center

Evans, John W.

This paper asks whether all the current attention being given to educational evaluation and all the activity going on indicates real progress in the output of evaluation and its use in the policy process. The paper reviews the brief history of educational evaluation and gives a qualified "yes" as an answer to the question, noting: significant…

Yes, You Can Help! Information and Inspiration for French Immersion Parents. National Edition.

ERIC Educational Resources Information Center

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

The guide for parents of French immersion students in Alberta (Canada) public schools is designed to answer frequently asked questions and encourage parent participation in the student's immersion experience. Chapters address these topics: terminology (program types, school types offering immersion programs, other terms); reasons for learning a…

FAQs about Facilities: Practical Tips for Planning Renovations and New School Library Media Centers.

ERIC Educational Resources Information Center

Lenk, Mary Anne

2002-01-01

Answers frequently asked questions (FAQs) related to planning for renovating or building school library media centers (SLMCs). Topics include the role of the school library media specialist, advance planning, importance of a written long-range plan, library consultants, courses on planning, design compromises, planning resources, professional…

And Now What about Reforming Cambridge Governance?

ERIC Educational Resources Information Center

Evans, G. R.

2009-01-01

After its recent Assurance visit from HEFCE, Oxford went through a high profile public debate at the end of which its academic community voted against moving to a governance structure which would have given Oxford a majority of external members on its Council. The Higher Education Funding Council asked Oxford to answer eight questions justifying…

In Pursuit of Effective Schools: From Western Perspective

ERIC Educational Resources Information Center

Rai, Anamika; Prakash, Anand

2014-01-01

This review paper begins by asking what makes few schools outstanding. What makes them successful? What have we learned from last two decades of studying School Effectiveness (SE)? To answer those questions, this paper attempts to identify the patterns and trends of Studying School effectiveness from western perspective. The main purpose of this…

Mixed Methods in Indigenous Research: Building Relationships for Sustainable Intervention Outcomes

ERIC Educational Resources Information Center

Chilisa, Bagele; Tsheko, Gaelebale N.

2014-01-01

Indigenous communities raise concerns that they are overresearched and tired of research always asking the same questions and reproducing the same answers, thus pressuring researchers to open the discourse on mixed methods research so as to enable new debates and approaches to emerge. A postcolonial indigenous paradigm provides a theoretical…

Adults' Learning about Science in Free-Choice Settings

ERIC Educational Resources Information Center

Rennie, Leonie J.; Williams, Gina F.

2006-01-01

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and…

Pointing with Power or Creating with Chalk

ERIC Educational Resources Information Center

Rudow, Sasha R.; Finck, Joseph E.

2015-01-01

This study examines the attitudes of students on the use of PowerPoint and chalk/white boards in college science lecture classes. Students were asked to complete a survey regarding their experiences with PowerPoint and chalk/white boards in their science classes. Both multiple-choice and short answer questions were used. The multiple-choice…

Facilitating Students' Ownership of Learning in Science by Developing Lifelong Learning Skills

ERIC Educational Resources Information Center

Fleming, Keith; Panizzon, Debra

2010-01-01

Learning is most effective when the scientific context used in the classroom is a transformed extension of the students' real world and so inspires students' intrinsic motivation, encouraging students to ask meaningful questions and seek their own answers through an inquiry or investigative approach. The Student Owned Learning Model (SOLM)…

Well-Doing: Personal Projects and the Quality of Lives

ERIC Educational Resources Information Center

Little, Brian R.

2014-01-01

"What are you doing?" and "How is it going?" are foundational questions we can ask of agents. They elicit answers that illuminate aspects of well-doing, or felicitous action, by directing attention to an agent's personal projects. Personal projects are constitutive elements of daily existence and are consequential for a…

Directed Self-Inquiry: A Scaffold for Teaching Laboratory Report Writing

ERIC Educational Resources Information Center

Deiner, L. Jay; Newsome, Daniel; Samaroo, Diana

2012-01-01

A scaffold was created for the explicit instruction of laboratory report writing. The scaffold breaks the laboratory report into sections and teaches students to ask and answer questions in order to generate section-appropriate content and language. Implementation of the scaffold is done through a series of section-specific worksheets that are…

Hip-Hop Viewed through the Prisms of Race and Gender

ERIC Educational Resources Information Center

Hikes, Zenobia L.

2004-01-01

As the nation's premier historically Black college for women, the Spelman community prides itself on addressing issues of race and gender through critical thinking and meaningful dialogue--asking questions and seeking answers to the nuances of history and popular culture that relate to and affect Black women. The scheduled visit to the Spelman…

Sexual Assemblages: Mobile Phones/Young People/School

ERIC Educational Resources Information Center

Allen, Louisa

2015-01-01

This paper asks, what more can we think in relation to debates around young people's use of mobile phones at school? Rather than attempting to answer the question of whether mobile phones are "good" or "bad" for young people, this paper recasts the debate's ontological underpinnings. To do this feminist appropriations of the…

Mommy, Daddy--What's AIDS?

ERIC Educational Resources Information Center

National Association of Pediatric Nurse Associates and Practitioners, Cherry Hill, NJ.

This brochure is designed to help parents answer the questions that their children may ask them about Acquired Immune Deficiency Syndrome (AIDS) and the Human Immuno Deficiency Virus (HIV), the virus that causes AIDS. It provides basic information about AIDS and HIV, as well as sources for further information, such as the National AIDS Hotline. It…

Guiding Reinvention of Conventional Tools of Mathematical Logic: Students' Reasoning about Mathematical Disjunctions

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Cook, John Paul

2017-01-01

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how…

Chapter 1 Basic Skills Improvement Program. An Information Booklet for Parents.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

This information booklet for parents answers some of the questions parents often ask about their children's participation in basic skills improvement programs. It suggests ways in which parents can support and reinforce the school's role and offers suggestions for parent involvement and ideas for at-home activities to support skill development.…

Overcoming design problems in evaluating health behavior programs.

PubMed

Flay, B R; Best, J A

1982-03-01

The increasing importance of high-quality evaluative research on health lifestyle change programs is established. Failure to ask the right evaluative research questions and problems of research design are identified as two major reasons for the dearth of well-controlled, interpretable evaluations in this area. Thirteen issues of research design that need to be considered if interpretable answers to evaluative research questions are to be obtained are identified and discussed. Solutions to these problems and design recommendations are offered.

Rigour in quantitative research.

PubMed

Claydon, Leica Sarah

2015-07-22

This article which forms part of the research series addresses scientific rigour in quantitative research. It explores the basis and use of quantitative research and the nature of scientific rigour. It examines how the reader may determine whether quantitative research results are accurate, the questions that should be asked to determine accuracy and the checklists that may be used in this process. Quantitative research has advantages in nursing, since it can provide numerical data to help answer questions encountered in everyday practice.

Perceptions of smokers influence nonsmoker attitudes and preferences for interactions

PubMed Central

Dillard, Amanda J.; Magnan, Renee E.; Köblitz, Amber R.; McCaul, Kevin D.

2012-01-01

In two studies, we examined nonsmokers’ perceptions of smokers and consequences of the perceptions. In Study 1, smokers answered questions about their sense of self, dependence on smoking, and motivation to quit. Nonsmokers answered questions about their perceptions of these characteristics. Differences between smokers’ self-descriptions and nonsmokers’ perceptions were observed. Study 2 asked nonsmokers to judge two types of smokers for which the descriptions were based on Study 1 findings. Results showed that nonsmokers held a more negative attitude about and were less willing to engage in different close relationships with the smoker who was described in terms of nonsmokers’ perceptions rather than smokers’ reports. Attitude mediated the relationship between type of smoker and willingness to date a smoker. PMID:23734065

Medication error reduction and the use of PDA technology.

PubMed

Greenfield, Sue

2007-03-01

The purpose of this study was to determine whether nursing medication errors could be reduced and nursing care provided more efficiently using personal digital assistant (PDA) technology. The sample for this study consisted of junior and senior undergraduate baccalaureate nursing students. By self-selection of owning a PDA or not, students were placed in the PDA (experimental) group or the textbook (control) group, provided with a case study to read, and asked to answer six questions (i.e., three medication administration calculations and three clinical decisions based on medication administration). The analysis of collected data, calculated using a t test, revealed that the PDA group answered the six questions with greater accuracy and speed than did the textbook group.

Biotechnology awareness study, Part 2: Meeting the information needs of biotechnologists.

PubMed Central

Cunningham, D; Grefsheim, S; Simon, M; Lansing, P S

1991-01-01

The second part of the biotechnology awareness study focused on health sciences libraries and how well they are meeting the needs of biotechnologists working in the study's nine medical centers. A survey was conducted over a three-month period to assess the demand for biotechnology-related reference services at nine libraries and the sources the librarians used to answer the questions. Data on monographic and current serial holdings were also collected. At the end of the survey period, librarians were asked for their perceptions about biotechnology research at their institutions and in their geographic areas. Their responses were compared to the responses the scientists at the nine schools gave to the same or similar questions. Results showed few biotechnology-related reference questions were asked of the librarians. The recorded questions dealt with a range of biotechnology subjects. MEDLINE was used to answer 77% of the questions received during the survey period. More detailed notes in MeSH and a guide to online searching for biotechnology topics were suggested by the librarians as ways to improve reference service to this group of researchers. Journal collections were generally strong, with libraries owning from 50% to 87% of the titles on a core list of biotechnology journals compiled for this study. All libraries subscribed to the five titles most often cited by the scientists surveyed. Generally, librarians were unaware of the biotechnology-related research being done on their campuses or in their geographic areas. PMID:1998819

Volcanic versus anthropogenic carbon dioxide

USGS Publications Warehouse

Gerlach, T.

2011-01-01

Which emits more carbon dioxide (CO2): Earth's volcanoes or human activities? Research findings indicate unequivocally that the answer to this frequently asked question is human activities. However, most people, including some Earth scientists working in fields outside volcanology, are surprised by this answer. The climate change debate has revived and reinforced the belief, widespread among climate skeptics, that volcanoes emit more CO2 than human activities [Gerlach, 2010; Plimer, 2009]. In fact, present-day volcanoes emit relatively modest amounts of CO2, about as much annually as states like Florida, Michigan, and Ohio.

The role of exhibits in teacher workshops at science museums

NASA Astrophysics Data System (ADS)

Stein, Fred D.

Between 1986 and 1998, the Exploratorium Institute for Inquiry offered multi-week science institutes for elementary educators involving museum exhibit use during a three-day independent investigation on light and color. Many museums tend to underutilize exhibit use in their teacher education programs. This study addresses the question, "What are the contributions of exhibit use to teachers' learning of science content during a workshop at a science museum?" Data from workshops over three successive years was collected in the form of 13 case studies of participants' investigations. Pre- and post-testing of six participants showed a large (ES = 3.0 SD) and significant gain in their understanding of light and color concepts. The case studies were analyzed by coding each incident of exhibit use according to how the exhibit interaction might have helped the participant in his or her learning. Clusters of recurring themes emerged inductively from the coding process suggesting that the exhibits conferred both logistical and conceptual benefits. Logistically, the exhibits acted as "labor-saving" devices, saving participants time because they were always set up and ready to use, and saving the workshop facilitators time because facilitators could recommend that a participant visit an exhibit rather than spend time giving them individual attention or helping them construct their own investigation apparatus. Conceptually, the exhibits supported each aspect of the Piagetian conceptual change process---accommodation, assimilation, and disequilibrium. They supported accommodation of idea structures and the development of new ones by encouraging participants to ask and answer "What would happen if...?" questions which often generated ideas to explain the new experiences. They supported assimilation of experiences into recently developed idea structures or schemes (supporting and consolidating them) by providing opportunities for participants to ask and answer "Will it happen if...?" questions that reinforced ideas by hypothesis testing through predicting. And they supported creating disequilibrium by presenting perplexing phenomena, provoking participants to ask and want to answer "Why did that happen?" questions. Exhibit qualities that make them particularly effective at supporting conceptual change are discussed and illustrated by examples from the cases. Recommendations for using science museum exhibits in teacher workshops are offered.

Assessing effects of military aircraft noise on residential property values near airbases

NASA Astrophysics Data System (ADS)

Fidell, Sanford; Tabachnick, Barbara; Silvati, Laura; Cook, Brenda

The question, 'Does military aircraft noise exposure affect residential property values in the vicinity of Air Force bases?', can be asked and answered with varying degrees of generality and tolerable errors of inference. Definitive answers are difficult to develop because the question itself may not be meaningful in some circumstances: property values are affected by many factors other than aircraft noise which can fluctuate greatly in different areas and during different time periods; credible attribution of causality for changes in property values uniquely to aircraft noise requires many costly study design measures; and prior findings suggest that if a relationship exists, it is not a large or especially strong one. Thus, evidence of a simple geographic association between aircraft noise exposure and residential property values does not provide a conclusive answer to the question. In an effort to develop more compelling evidence, the US Air Force is planning to compare historical records of sale prices of properties in areas of differential aircraft noise exposure during specific time periods with predictions of sale prices derived from a validated statistical model of residential property values.

Elements of Engineering Excellence

NASA Technical Reports Server (NTRS)

Blair, J. C.; Ryan, R. S.; Schutzenhofer

2012-01-01

The inspiration for this Contract Report (CR) originated in discussions with the director of Marshall Space Flight Center (MSFC) Engineering who asked that we investigate the question: "How do you achieve excellence in aerospace engineering?" Engineering a space system is a complex activity. Avoiding its inherent potential pitfalls and achieving a successful product is a challenge. This CR presents one approach to answering the question of how to achieve Engineering Excellence. We first investigated the root causes of NASA major failures as a basis for developing a proposed answer to the question of Excellence. The following discussions integrate a triad of Technical Understanding and Execution, Partnership with the Project, and Individual and Organizational Culture. The thesis is that you must focus on the whole process and its underlying culture, not just on the technical aspects. In addition to the engineering process, emphasis is given to the need and characteristics of a Learning Organization as a mechanism for changing the culture.

Six Questions for the Resource Model of Control (and Some Answers)

PubMed Central

Inzlicht, Michael; Berkman, Elliot

2017-01-01

The resource model of self-control casts self-control as a capacity that relies on some limited resource that exhausts with use. The model captured our imagination and brought much-needed attention on an important yet neglected psychological construct. Despite its success, basic issues with the model remain. Here, we ask six questions: (i) Does self-control really wane over time? (ii) Is ego depletion a form of mental fatigue? (iii) What is the resource that is depleted by ego depletion? (iv) How can changes in motivation, perception, and expectations replenish an exhausted resource? (v) Has the revised resource model unwittingly become a model about motivation? (vi) Do self-control exercises increase self-control? By providing some answers to these questions – including conducting a meta-analysis of the self-control training literature – we highlight how the resource model needs to be revised if not supplanted altogether. PMID:28966660

Spatial language, question type, and young children's ability to describe clothing: Legal and developmental implications.

PubMed

Stolzenberg, Stacia N; McWilliams, Kelly; Lyon, Thomas D

2017-08-01

Children's descriptions of clothing placement and touching with respect to clothing are central to assessing child sexual abuse allegations. This study examined children's ability to answer the types of questions attorneys and interviewers typically ask about clothing, using the most common spatial terms (on/off, outside/inside, over/under). Ninety-seven 3- to 6-year-olds were asked yes/no (e.g., "Is the shirt on?"), forced-choice (e.g., "Is the shirt on or off?"), open-choice (e.g., "Is the shirt on or off or something else?"), or where questions (e.g., "Where is the shirt?") about clothing using a human figurine, clothing, and stickers. Across question types, children generally did well with simple clothing or sticker placement (e.g., pants completely on), except for yes/no questions about "over," suggesting children had an underinclusive understanding of the word. When clothing or sticker placement was intermediate (e.g., pants around ankles, and therefore neither completely on nor off), children performed poorly except when asked where questions. A similar task using only stickers and boxes, analogous to forensic interviewers' assessments of children's understanding, was only weakly predictive of children's ability to describe clothing. The results suggest that common methods of questioning young children about clothing may lead to substantial misinterpretation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Documenting Pornography Use in America: A Comparative Analysis of Methodological Approaches.

PubMed

Regnerus, Mark; Gordon, David; Price, Joseph

2016-09-01

Estimates of pornography use in the United States range widely. We explore the reasons for the variation in such estimates among U.S. adults using data from four different recent nationally representative samples-each of which asked a different type of question about pornography use. We attribute the notable variation in estimates to differences in question wording and answer options, and assert that a survey question asking respondents about their most recent use of pornography minimizes recall bias and is better poised to assess the overall prevalence of pornography in a population than is the more common approach of asking respondents about their historical general-use pattern. When we privileged the most-recent-use approach, survey data from 2014 reveal that 46% of men and 16% of women between the ages of 18 and 39 intentionally viewed pornography in a given week. These numbers are notably higher than most previous population estimates employing different types of questions. The results have ramifications for methods of surveying sensitive self-reported behaviors and for contextualizing scholars' claims as well as popular conversations about the reach and implications of pornography use in the United States.

Increasing Adherence to Follow-up of Breast Abnormalities in Low-Income Korean American Women: A Randomized Controlled Trial. Addendum

DTIC Science & Technology

2009-09-01

services (52), filled out forms (49), rescheduled appointment for follow-up test (42), gave directions to the hospital (23), provided transportation (2...behavior for breast cancer. A Chinese- American Perspective. Cancer Nursing 23:258-267, 2000. Ell K, Vourlekis B, Lee PJ, Xie B. Patient...Answered Questions 38 66 Found it Difficult to Ask Questions of Doctor/ Nurse 26 45 Had to Wait Too Long at Clinic 19 33 Factors Supporting Completion of

Chasing Aleck: the story of a dorm.

PubMed

Edwards, R A R

2007-01-01

A student raised a hand in class and asked, "Why is this dorm named after Alexander Graham Bell?" On a deaf campus, this was a loaded question. Bell was an oralist, opposed to sign language. He was a eugenicist, opposed to deaf marriages. Indeed, the more I thought about it, the better this question got. Why did the school name a dormin after him? Unfortunately, I hadn't the foggiest idea. With apologies to that student, I offer this article as a belated answer.

Prima facie questions in quantum gravity

NASA Astrophysics Data System (ADS)

Isham, C. J.

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

Curriculum for the 21st Century

ERIC Educational Resources Information Center

Noddings, Nel

2007-01-01

The question explored here is this: Is curriculum for the 21st century best organized around the traditional disciplines, or is there a more promising alternative? The answered offered is that our best option is to stretch the disciplines from within, push back the boundaries now separating them, and ask how each of the expanded subjects can be…

2014 Madison County, Indiana, Heartland in Motion Transportation Study |

Science.gov Websites

travel survey and a set of stated preference experiments. Households were asked to provide details of regional public schools were in session, prior to spring break. Survey Records Survey records include a households that participated in the main study and answered every survey question. Because the primary

Ask the Experts

ERIC Educational Resources Information Center

Science Teacher, 2005

2005-01-01

Two science questions are answered: (1) How can someone have one brown eye and one blue eye?, and (2) Why are magnets attracted to some metals, but not all metals? It is very rare that a human will have two irises of different colors. This condition, heterochromia, can be a normal variant or the result of an ocular disease. Heterochromia can…

Principles of Drug Addiction Treatment: A Research-Based Guide.

ERIC Educational Resources Information Center

National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

This booklet can function as a resource for counselors, counselors in training, or anyone else who works with or knows someone who is addicted to drugs. It begins by identifying 13 principles of effective treatment for drug abusers. It then provides answers to 11 frequently asked questions regarding drug addiction treatment. Next it discusses drug…

Turkish Young Children's Views on Science and Scientists

ERIC Educational Resources Information Center

Ozgelen, Sinan

2012-01-01

The purpose of the study was to investigate 3rd grade primary students' views on science and scientists. The sample consisted of 254 3rd grade public school students in Mersin. Primary students were asked to answer three basic questions; 1) What is science? 2) Who does science? 3) How is science done? Primary students were requested to give…

Does Hamlet Belong in Freshman Composition? The Debatable Role of Canonical Literature in Composition

ERIC Educational Resources Information Center

Fitzwilliam, Marie A.

2006-01-01

The question of whether "Hamlet" belongs in a freshman composition classroom is one that institutions are making easier to answer, though perhaps for political rather than pedagogical reasons. This article describes a project in which Marie Fitzwilliam and her colleagues were asked to engage in a dialogue with the administration on…

Teachers' Perceptions of a Multiple High-Risk Behavior Prevention Program and Delivery of Universal Programming

ERIC Educational Resources Information Center

Collier, Crystal; Henriksen, Richard C., Jr.

2012-01-01

Much of the success of high-risk behavior prevention programs rests with teachers who deliver the curriculum however; few studies have investigated teachers' perceptions of program implementation. The objective of this phenomenological study was to answer the question, "What are the experiences of teachers who are asked to be involved in the…

Everything You Need To Know about Math Homework. A Desk Reference for Students and Parents. Fourth to Sixth Grades. Scholastic Homework Reference Series.

ERIC Educational Resources Information Center

Zeman, Anne; Kelly, Kate

This book is written to answer commonly asked homework questions of fourth, fifth, and sixth graders. Included are facts, charts, definitions, explanations, examples, and illustrations. Topics include ancient number systems; decimal system; math symbols; addition; subtraction; multiplication; division; fractions; estimation; averages; properties;…

It's Not How Multi the Media, It's How the Media Is Used.

ERIC Educational Resources Information Center

Feifer, R.; Allender, L.

Multimedia educational software is often a glitzy version of old technology. Some educational software has become better as developers began to ask, "In what ways can the computer facilitate learning, that were not possible before?" One answer to this question is: provide a simulated environment for the learner to interact with. For multimedia to…

The Teacher's Guide to Media Literacy: Critical Thinking in a Multimedia World

ERIC Educational Resources Information Center

Scheibe, Cyndy; Rogow, Faith

2011-01-01

"The Teacher's Guide to Media Literacy" starts by asking, "What does it mean to be literate in today's world, and how can those literacy skills be developed?" The authors answer those questions by providing concrete, innovative ways to integrate media literacy across the curriculum and teach students to be independent, skilled, and reflective…

Invest Now or Pay More Later: Early Childhood Education Promises Savings to Pennsylvania School Districts

ERIC Educational Resources Information Center

Harvey, James

2006-01-01

What should Pennsylvania's educational leaders do to help students meet high standards while keeping costs under control? However this question is asked, the answer is always the same. Investment in preschool programs produces kindergarten students able to cope with school demands and better equipped to meet the demands of "No Child Left…

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

ERIC Educational Resources Information Center

Meissner, Margit; Patton, Ellen

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

Special Events from A to Z: The Complete Educator's Handbook.

ERIC Educational Resources Information Center

Jasso, Gayle

This handbook offers guidelines for coordinating a special school event or activity. Chapter 1 provides answers to frequently asked questions about special events. Chapter 2 describes the benefits and risks of acting as a special-events coordinator. The 12 phases of planning a special event and bringing it to culmination are outlined in the third…