Designing Input Fields for Non-Narrative Open-Ended Responses in Web Surveys

PubMed Central

Couper, Mick P.; Kennedy, Courtney; Conrad, Frederick G.; Tourangeau, Roger

2012-01-01

Web surveys often collect information such as frequencies, currency amounts, dates, or other items requiring short structured answers in an open-ended format, typically using text boxes for input. We report on several experiments exploring design features of such input fields. We find little effect of the size of the input field on whether frequency or dollar amount answers are well-formed or not. By contrast, the use of templates to guide formatting significantly improves the well-formedness of responses to questions eliciting currency amounts. For date questions (whether month/year or month/day/year), we find that separate input fields improve the quality of responses over single input fields, while drop boxes further reduce the proportion of ill-formed answers. Drop boxes also reduce completion time when the list of responses is short (e.g., months), but marginally increases completion time when the list is long (e.g., birth dates). These results suggest that non-narrative open questions can be designed to help guide respondents to provide answers in the desired format. PMID:23411468

Questions and Answers about RTI: A Guide to Success

ERIC Educational Resources Information Center

Moran, Heather; Petruzzelli, Anthony

2011-01-01

As Response-to-Intervention (RTI) models continue to attract a great deal of attention, school and district leaders need to understand the structures needed, the personnel required, the challenges faced, and rewards realized from RTI. "Questions and Answers About RTI: A Guide to Success" is designed to guide a school or district through the…

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...

Logical Aspects of Question-Answering by Computer.

ERIC Educational Resources Information Center

Kuhns, J. L.

The problem of computerized question-answering is discussed in this paper from the point of view of certain technical, although elementary, notions of logic. Although the work reported herein has general application to the design of information systems, it is specifically motivated by the RAND Relational Data File. This system, for which a…

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…

A Deep Learning-Based Method for Similar Patient Question Retrieval in Chinese.

PubMed

Tang, Guo Yu; Ni, Yuan; Xie, Guo Tong; Fan, Xin Li; Shi, Yan Ling

2017-01-01

The online patient question and answering (Q&A) system, either as a website or a mobile application, attracts an increasing number of users in China. Patients will post their questions and the registered doctors then provide the corresponding answers. A large amount of questions with answers from doctors are accumulated. Instead of awaiting the response from a doctor, the newly posted question could be quickly answered by finding a semantically equivalent question from the Q&A achive. In this study, we investigated a novel deep learning based method to retrieve the similar patient question in Chinese. An unsupervised learning algorithm using deep neural network is performed on the corpus to generate the word embedding. The word embedding was then used as the input to a supervised learning algorithm using a designed deep neural network, i.e. the supervised neural attention model (SNA), to predict the similarity between two questions. The experimental results showed that our SNA method achieved P@1 = 77% and P@5 = 84%, which outperformed all other compared methods.

[How are the hypothesis and the objectives established in a Radiology research project?].

PubMed

Alústiza Echeverría, J M; Salvador Pardo, E; Castiella Eguzkiza, A

2012-01-01

Research is a systematic process designed to answer a question. This is the starting point of the whole project and specifically formulates a problem observed in the analysis of the reality. The answer to this attempts to clarify an uncertainty in our knowledge. The conceptual hypothesis is the theoretical answer to the question set out. The operational hypothesis is the particular form that which sets out to demonstrate the conceptual hypothesis. The objectives are the justification for conducting the research. They help to define what it attempts to obtain, and what answers it will give to the formulated questions. It must show a clear and consistent relationship with the description of the problem and, specifically, with the questions and/or hypothesis that are to be resolved. Copyright © 2011 SERAM. Published by Elsevier Espana. All rights reserved.

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

PubMed

Rhebergen, Martijn D F; Hulshof, Carel T J; Lenderink, Annet F; van Dijk, Frank J H

2010-10-22

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

An Experimental Remote Question-Answer Scan Television and Student Evaluation System.

ERIC Educational Resources Information Center

Rigas, Anthony L.

Presented is a description of the development and use of a technical system designed to provide students (in this case, engineering students) situated at remote sites a means for better interaction with their instructors. For example, students at such sites cannot get their immediate questions answered because of the physical location of their…

Visual Turing test for computer vision systems

PubMed Central

Geman, Donald; Geman, Stuart; Hallonquist, Neil; Younes, Laurent

2015-01-01

Today, computer vision systems are tested by their accuracy in detecting and localizing instances of objects. As an alternative, and motivated by the ability of humans to provide far richer descriptions and even tell a story about an image, we construct a “visual Turing test”: an operator-assisted device that produces a stochastic sequence of binary questions from a given test image. The query engine proposes a question; the operator either provides the correct answer or rejects the question as ambiguous; the engine proposes the next question (“just-in-time truthing”). The test is then administered to the computer-vision system, one question at a time. After the system’s answer is recorded, the system is provided the correct answer and the next question. Parsing is trivial and deterministic; the system being tested requires no natural language processing. The query engine employs statistical constraints, learned from a training set, to produce questions with essentially unpredictable answers—the answer to a question, given the history of questions and their correct answers, is nearly equally likely to be positive or negative. In this sense, the test is only about vision. The system is designed to produce streams of questions that follow natural story lines, from the instantiation of a unique object, through an exploration of its properties, and on to its relationships with other uniquely instantiated objects. PMID:25755262

Promoting innovation in pediatric nutrition.

PubMed

Bier, Dennis M

2010-01-01

Truly impactful innovation can only be recognized in retrospect. Moreover, almost by definition, developing algorithmic paths on roadmaps for innovation are likely to be unsuccessful because innovators do not generally follow established routes. Nonetheless, environments can be established within Departments of Pediatrics that promote innovating thinking. The environmental factors necessary to do so include: (1) demand that academic Pediatrics Departments function in an aggressively scholarly mode; (2) capture the most fundamental science in postnatal developmental biology; (3) focus education and training on the boundaries of our knowledge, rather than the almost exclusive attention to what we think we already know; (4) devote mentoring, time and resources to only the most compelling unanswered questions in the pediatric sciences, including nutrition; (5) accept only systematic, evidence-based answers to clinical questions; (6) if systematic, evidence-based data are not available, design the proper studies to get them; (7) prize questioning the answers to further move beyond the knowledge limit; (8) support the principle that experiments in children will be required to convincingly answer clinical questions important to children, and (9) establish the multicenter resources in pediatric scientist training, clinical study design and implementation, and laboratory and instrument technologies required to answer today's questions with tomorrow's methods. Copyright © 2010 S. Karger AG, Basel.

Reading Framework for the 2009 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2008

2008-01-01

This document sets forth the design of a test of reading comprehension. The exam requires students to read passages of written English text--either literary or informational--and to answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear…

Bats, balls, and substitution sensitivity: cognitive misers are no happy fools.

PubMed

De Neys, Wim; Rossi, Sandrine; Houdé, Olivier

2013-04-01

Influential work on human thinking suggests that our judgment is often biased because we minimize cognitive effort and intuitively substitute hard questions by easier ones. A key question is whether or not people realize that they are doing this and notice their mistake. Here, we test this claim with one of the most publicized examples of the substitution bias, the bat-and-ball problem. We designed an isomorphic control version in which reasoners experience no intuitive pull to substitute. Results show that people are less confident in their substituted, erroneous bat-and-ball answer than in their answer on the control version that does not give rise to the substitution. Contrary to popular belief, this basic finding indicates that biased reasoners are not completely oblivious to the substitution and sense that their answer is questionable. This calls into question the characterization of the human reasoner as a happy fool who blindly answers erroneous questions without realizing it.

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

PubMed Central

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

2005-01-01

Objective: To assess the impact of clinicians' use of an online information retrieval system on their performance in answering clinical questions. Design: Pre-/post-intervention experimental design. Measurements: In a computer laboratory, 75 clinicians (26 hospital-based doctors, 18 family practitioners, and 31 clinical nurse consultants) provided 600 answers to eight clinical scenarios before and after the use of an online information retrieval system. We examined the proportion of correct answers pre- and post-intervention, direction of change in answers, and differences between professional groups. Results: System use resulted in a 21% improvement in clinicians' answers, from 29% (95% confidence interval [CI] 25.4–32.6) correct pre- to 50% (95% CI 46.0–54.0) post-system use. In 33% (95% CI 29.1–36.9) answers were changed from incorrect to correct. In 21% (95% CI 17.1–23.9) correct pre-test answers were supported by evidence found using the system, and in 7% (95% CI 4.9–9.1) correct pre-test answers were changed incorrectly. For 40% (35.4–43.6) of scenarios, incorrect pre-test answers were not rectified following system use. Despite significant differences in professional groups' pre-test scores [family practitioners: 41% (95% CI 33.0–49.0), hospital doctors: 35% (95% CI 28.5–41.2), and clinical nurse consultants: 17% (95% CI 12.3–21.7; χ2 = 29.0, df = 2, p < 0.01)], there was no difference in post-test scores. (χ2 = 2.6, df = 2, p = 0.73). Conclusions: The use of an online information retrieval system was associated with a significant improvement in the quality of answers provided by clinicians to typical clinical problems. In a small proportion of cases, use of the system produced errors. While there was variation in the performance of clinical groups when answering questions unaided, performance did not differ significantly following system use. Online information retrieval systems can be an effective tool in improving the accuracy of clinicians' answers to clinical questions. PMID:15684126

Deep Question Answering for protein annotation

PubMed Central

Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

2015-01-01

Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/ PMID:26384372

Deep Question Answering for protein annotation.

PubMed

Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

2015-01-01

Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.

Designing questionnaires: healthcare survey to compare two different response scales.

PubMed

Dell-Kuster, Salome; Sanjuan, Esteban; Todorov, Atanas; Weber, Heidemarie; Heberer, Michael; Rosenthal, Rachel

2014-08-03

A widely discussed design issue in patient satisfaction questionnaires is the optimal length and labelling of the answering scale. The aim of the present study was to compare intra-individually the answers on two response scales to five general questions evaluating patients' perception of hospital care. Between November 2011 and January 2012, all in-hospital patients at a Swiss University Hospital received a patient satisfaction questionnaire on an adjectival scale with three to four labelled categories (LS) and five redundant questions displayed on an 11-point end-anchored numeric scale (NS). The scales were compared concerning ceiling effect, internal consistency (Cronbach's alpha), individual item answers (Spearman's rank correlation), and concerning overall satisfaction by calculating an overall percentage score (sum of all answers related to the maximum possible sum). The response rate was 41% (2957/7158), of which 2400 (81%) completely filled out all questions. Baseline characteristics of the responders and non-responders were similar. Floor and ceiling effect were high on both response scales, but more pronounced on the LS than on the NS. Cronbach's alpha was higher on the NS than on the LS. There was a strong individual item correlation between both answering scales in questions regarding the intent to return, quality of treatment and the judgement whether the patient was treated with respect and dignity, but a lower correlation concerning satisfactory information transfer by physicians or nurses, where only three categories were available in the LS. The overall percentage score showed a comparable distribution, but with a wider spread of lower satisfaction in the NS. Since the longer scale did not substantially reduce the ceiling effect, the type of questions rather than the type of answering scale could be addressed with a focus on specific questions about concrete situations instead of general questions. Moreover, the low correlation in questions about information provision suggests that only three possible response choices are insufficient. Further investigations are needed to find a more sensitive scale discriminating high-end ratings. Otherwise, a longitudinal within-hospital or a cross-sectional between-hospital comparison of patient care is questionable.

Designing questionnaires: healthcare survey to compare two different response scales

PubMed Central

2014-01-01

Background A widely discussed design issue in patient satisfaction questionnaires is the optimal length and labelling of the answering scale. The aim of the present study was to compare intra-individually the answers on two response scales to five general questions evaluating patients’ perception of hospital care. Methods Between November 2011 and January 2012, all in-hospital patients at a Swiss University Hospital received a patient satisfaction questionnaire on an adjectival scale with three to four labelled categories (LS) and five redundant questions displayed on an 11-point end-anchored numeric scale (NS). The scales were compared concerning ceiling effect, internal consistency (Cronbach’s alpha), individual item answers (Spearman’s rank correlation), and concerning overall satisfaction by calculating an overall percentage score (sum of all answers related to the maximum possible sum). Results The response rate was 41% (2957/7158), of which 2400 (81%) completely filled out all questions. Baseline characteristics of the responders and non-responders were similar. Floor and ceiling effect were high on both response scales, but more pronounced on the LS than on the NS. Cronbach’s alpha was higher on the NS than on the LS. There was a strong individual item correlation between both answering scales in questions regarding the intent to return, quality of treatment and the judgement whether the patient was treated with respect and dignity, but a lower correlation concerning satisfactory information transfer by physicians or nurses, where only three categories were available in the LS. The overall percentage score showed a comparable distribution, but with a wider spread of lower satisfaction in the NS. Conclusions Since the longer scale did not substantially reduce the ceiling effect, the type of questions rather than the type of answering scale could be addressed with a focus on specific questions about concrete situations instead of general questions. Moreover, the low correlation in questions about information provision suggests that only three possible response choices are insufficient. Further investigations are needed to find a more sensitive scale discriminating high-end ratings. Otherwise, a longitudinal within-hospital or a cross-sectional between-hospital comparison of patient care is questionable. PMID:25086869

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

PubMed

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

2015-01-01

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

The MiPACQ Clinical Question Answering System

PubMed Central

Cairns, Brian L.; Nielsen, Rodney D.; Masanz, James J.; Martin, James H.; Palmer, Martha S.; Ward, Wayne H.; Savova, Guergana K.

2011-01-01

The Multi-source Integrated Platform for Answering Clinical Questions (MiPACQ) is a QA pipeline that integrates a variety of information retrieval and natural language processing systems into an extensible question answering system. We present the system’s architecture and an evaluation of MiPACQ on a human-annotated evaluation dataset based on the Medpedia health and medical encyclopedia. Compared with our baseline information retrieval system, the MiPACQ rule-based system demonstrates 84% improvement in Precision at One and the MiPACQ machine-learning-based system demonstrates 134% improvement. Other performance metrics including mean reciprocal rank and area under the precision/recall curves also showed significant improvement, validating the effectiveness of the MiPACQ design and implementation. PMID:22195068

The MiPACQ clinical question answering system.

PubMed

Cairns, Brian L; Nielsen, Rodney D; Masanz, James J; Martin, James H; Palmer, Martha S; Ward, Wayne H; Savova, Guergana K

2011-01-01

The Multi-source Integrated Platform for Answering Clinical Questions (MiPACQ) is a QA pipeline that integrates a variety of information retrieval and natural language processing systems into an extensible question answering system. We present the system's architecture and an evaluation of MiPACQ on a human-annotated evaluation dataset based on the Medpedia health and medical encyclopedia. Compared with our baseline information retrieval system, the MiPACQ rule-based system demonstrates 84% improvement in Precision at One and the MiPACQ machine-learning-based system demonstrates 134% improvement. Other performance metrics including mean reciprocal rank and area under the precision/recall curves also showed significant improvement, validating the effectiveness of the MiPACQ design and implementation.

Review Question Formats and Web Design Usability in Computer-Assisted Instruction

ERIC Educational Resources Information Center

Green, Rebecca S.; Eppler, Marion A.; Ironsmith, Marsha; Wuensch, Karl L.

2007-01-01

We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that…

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.

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…

Does Anyone Know the Answer to that Question? Individual Differences in Judging Answerability

PubMed Central

Karlsson, Bodil S. A.; Allwood, Carl Martin; Buratti, Sandra

2016-01-01

Occasionally people may attempt to judge whether a question can be answered today, or if not, if it can be answered in the future. For example, a person may consider whether enough is known about the dangers of living close to a nuclear plant, or to a major electricity cable, for them to be willing to do so, and state-authorities may consider whether questions about the dangers of new technologies have been answered, or in a reasonable future can be, for them to be willing to invest money in research aiming develop such technologies. A total of 476 participants, for each of 22 knowledge questions, either judged whether it was answerable today (current answerability), or judged when it could be answered (future answerability). The knowledge questions varied with respect to the expected consensus concerning their answerability: consensus questions (high expected consensus), non-consensus questions (lower expected consensus), and illusion questions (formulated to appear answerable, but with crucial information absent). The questions’ judged answerability level on the two scales was highly correlated. For both scales, consensus questions were rated more answerable than the non-consensus questions, with illusion questions falling in-between. The result for the illusion questions indicates that a feeling of answerability can be created even when it is unlikely that somebody can come up with an answer. The results also showed that individual difference variables influenced the answerability judgments. Higher levels of belief in certainty of knowledge, mankind’s knowledge, and mankind’s efficacy were related to judging the non-consensus questions as more answerable. Participants rating the illusion questions as answerable rated the other answerability questions as more, or equally, answerable compared to the other participants and showed tendencies to prefer a combination of more epistemic default processing and less intellectual processing. PMID:26793164

Response switching and self-efficacy in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or to reduce stressful experiences (i.e., high-stakes testing) early in the semester, in the hope that this will improve student learning in Peer Instruction classrooms.

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.

Decision making in family medicine: randomized trial of the effects of the InfoClinique and Trip database search engines.

PubMed

Labrecque, Michel; Ratté, Stéphane; Frémont, Pierre; Cauchon, Michel; Ouellet, Jérôme; Hogg, William; McGowan, Jessie; Gagnon, Marie-Pierre; Njoya, Merlin; Légaré, France

2013-10-01

To compare the ability of users of 2 medical search engines, InfoClinique and the Trip database, to provide correct answers to clinical questions and to explore the perceived effects of the tools on the clinical decision-making process. Randomized trial. Three family medicine units of the family medicine program of the Faculty of Medicine at Laval University in Quebec city, Que. Fifteen second-year family medicine residents. Residents generated 30 structured questions about therapy or preventive treatment (2 questions per resident) based on clinical encounters. Using an Internet platform designed for the trial, each resident answered 20 of these questions (their own 2, plus 18 of the questions formulated by other residents, selected randomly) before and after searching for information with 1 of the 2 search engines. For each question, 5 residents were randomly assigned to begin their search with InfoClinique and 5 with the Trip database. The ability of residents to provide correct answers to clinical questions using the search engines, as determined by third-party evaluation. After answering each question, participants completed a questionnaire to assess their perception of the engine's effect on the decision-making process in clinical practice. Of 300 possible pairs of answers (1 answer before and 1 after the initial search), 254 (85%) were produced by 14 residents. Of these, 132 (52%) and 122 (48%) pairs of answers concerned questions that had been assigned an initial search with InfoClinique and the Trip database, respectively. Both engines produced an important and similar absolute increase in the proportion of correct answers after searching (26% to 62% for InfoClinique, for an increase of 36%; 24% to 63% for the Trip database, for an increase of 39%; P = .68). For all 30 clinical questions, at least 1 resident produced the correct answer after searching with either search engine. The mean (SD) time of the initial search for each question was 23.5 (7.6) minutes with InfoClinique and 22.3 (7.8) minutes with the Trip database (P = .30). Participants' perceptions of each engine's effect on the decision-making process were very positive and similar for both search engines. Family medicine residents' ability to provide correct answers to clinical questions increased dramatically and similarly with the use of both InfoClinique and the Trip database. These tools have strong potential to increase the quality of medical care.

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.

How to Make Your Questions Essential

ERIC Educational Resources Information Center

Wiggins, Grant; Wilbur, Denise

2015-01-01

Good essential questions rarely emerge in the first draft. Common first-draft questions typically are convergent low-level questions designed to support content acquisition. They either point toward the one official "right" answer, or they elicit mere lists and thus no further inquiry. So how can teachers ensure that subsequent drafts…

International Conference on Harmonisation; Guidance on E7 Studies in Support of Special Populations; Geriatrics; Questions and Answers; availability. Notice.

PubMed

2012-02-21

The Food and Drug Administration (FDA) is announcing the availability of a guidance entitled ``E7 Studies in Support of Special Populations: Geriatrics; Questions and Answers.'' The guidance was prepared under the auspices of the International Conference on Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use (ICH). The questions and answers (Q&A) guidance addresses special considerations for the design and conduct of clinical trials of drugs likely to have significant use in the elderly. The Q&As are intended to provide guidance on the use of geriatric data to adequately characterize and represent the safety and efficacy of a drug for a marketing application, including data collected postmarketing.

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.

Seriously, There Is No Time for Design

ERIC Educational Resources Information Center

Farrington, Jeanne

2012-01-01

Training can often be the right answer--or part of the right answer--to help people learn how to do something that is new for them. Although some may be tempted to ignore instructional design when faced with a tight time line, that is exactly when following a systematic process can provide a recipe for success. Given six important questions, the…

A Conceptual Model and Database to Integrate Data and Project Management

NASA Astrophysics Data System (ADS)

Guarinello, M. L.; Edsall, R.; Helbling, J.; Evaldt, E.; Glenn, N. F.; Delparte, D.; Sheneman, L.; Schumaker, R.

2015-12-01

Data management is critically foundational to doing effective science in our data-intensive research era and done well can enhance collaboration, increase the value of research data, and support requirements by funding agencies to make scientific data and other research products available through publically accessible online repositories. However, there are few examples (but see the Long-term Ecological Research Network Data Portal) of these data being provided in such a manner that allows exploration within the context of the research process - what specific research questions do these data seek to answer? what data were used to answer these questions? what data would have been helpful to answer these questions but were not available? We propose an agile conceptual model and database design, as well as example results, that integrate data management with project management not only to maximize the value of research data products but to enhance collaboration during the project and the process of project management itself. In our project, which we call 'Data Map,' we used agile principles by adopting a user-focused approach and by designing our database to be simple, responsive, and expandable. We initially designed Data Map for the Idaho EPSCoR project "Managing Idaho's Landscapes for Ecosystem Services (MILES)" (see https://www.idahoecosystems.org//) and will present example results for this work. We consulted with our primary users- project managers, data managers, and researchers to design the Data Map. Results will be useful to project managers and to funding agencies reviewing progress because they will readily provide answers to the questions "For which research projects/questions are data available and/or being generated by MILES researchers?" and "Which research projects/questions are associated with each of the 3 primary questions from the MILES proposal?" To be responsive to the needs of the project, we chose to streamline our design for the prototype database and build it in a way that is modular and can be changed or expanded to meet user needs. Our hope is that others, especially those managing large collaborative research grants, will be able to use our project model and database design to enhance the value of their project and data management both during and following the active research period.

Using Wireless Handheld Computers to Seek Information at the Point of Care: An Evaluation by Clinicians

PubMed Central

Hauser, Susan E.; Demner-Fushman, Dina; Jacobs, Joshua L.; Humphrey, Susanne M.; Ford, Glenn; Thoma, George R.

2007-01-01

Objective To evaluate: (1) the effectiveness of wireless handheld computers for online information retrieval in clinical settings; (2) the role of MEDLINE® in answering clinical questions raised at the point of care. Design A prospective single-cohort study: accompanying medical teams on teaching rounds, five internal medicine residents used and evaluated MD on Tap, an application for handheld computers, to seek answers in real time to clinical questions arising at the point of care. Measurements All transactions were stored by an intermediate server. Evaluators recorded clinical scenarios and questions, identified MEDLINE citations that answered the questions, and submitted daily and summative reports of their experience. A senior medical librarian corroborated the relevance of the selected citation to each scenario and question. Results Evaluators answered 68% of 363 background and foreground clinical questions during rounding sessions using a variety of MD on Tap features in an average session length of less than four minutes. The evaluator, the number and quality of query terms, the total number of citations found for a query, and the use of auto-spellcheck significantly contributed to the probability of query success. Conclusion Handheld computers with Internet access are useful tools for healthcare providers to access MEDLINE in real time. MEDLINE citations can answer specific clinical questions when several medical terms are used to form a query. The MD on Tap application is an effective interface to MEDLINE in clinical settings, allowing clinicians to quickly find relevant citations. PMID:17712085

Web-Based Question Bank in Indian Higher Education: An Open Educational Resource

ERIC Educational Resources Information Center

Parthasarathy, M.; Ananthasayanam, R.

2012-01-01

Question bank provides an opportunity to improve the evaluation, learning and answering skills among the students, questioning logics among the teachers, and examination patterns among curriculum designers. The question bank is not a learning material but supports as self-evaluation guide. In India, almost 259 State universities administer…

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),…

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…

Descriptive Question Answering with Answer Type Independent Features

NASA Astrophysics Data System (ADS)

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

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

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

PubMed

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Diabetes mellitus treatment-Related medical knowledge among health care providers.

PubMed

Shahla, Leena; Vasudev, Rahul; Chitturi, Chandrika; Rodriguez, Cindy; Paul, Namrata

To compare the knowledge of physicians, residents and medical students in diagnosis, use of insulin and oral medication in management of Type 2 Diabetes Mellitus (DM) working in different healthcare specialties. A cross sectional survey of faculty, residents and medical students of different subspecialties in a single center was conducted. Questionnaire consisting of 20 questions was used. These questions were designed to assess knowledge about diagnosis, nomenclature of different insulin/oral medications and management of DM. There were 4 answers to every question with only one correct answer based on ADA guidelines and most recent literature. The overall percentage correctly answered questions was ∼74% for IM faculty, 64% for EM faculty, 71% for IM residents, 60% for FM residents, 56% for EM residents and 59% for students. Questions based on knowledge of insulin nomenclature and characteristics were answered correctly 74% of the time by IM faculty, 62% by EM faculty, 66% by IM residents, 69% by FM residents, 45% by EM residents and 49% by medical students. Questions on the use of insulin and inpatient DM management were answered correctly 66% for IM faculty, 54% for EM faculty, 66% for IM residents, 46% for FM residents, 55% for EM Residents, and 44% medical students. Questions based on oral medications and DM diagnosis were answered correctly by 81% for IM faculty, 73% for EM faculty, 78% for IM Resident, 76% FM Resident, 64% for EM residents and 79% for students. This study demonstrates the need for focused educational initiatives required in all subspecialties involved in management of diabetes mellitus for safe and efficient management of diabetes mellitus. Copyright © 2016 Diabetes India. Published by Elsevier Ltd. All rights reserved.

Extending the Consequentiality of "Invisible Work" in the Food Justice Movement

ERIC Educational Resources Information Center

Jurow, A. Susan; Teeters, Leah; Shea, Molly; Van Steenis, Erica

2016-01-01

Questions regarding what is consequential for communities are critical for the study and design of learning. Answering these questions requires knowledge of how the social world functions to make certain ideas, practices, and identities visible and potentially valuable. In our longitudinal, participatory design research project, we work with a…

Prescribed Fire: The Influence of Site Visits on Citizen Attitudes

ERIC Educational Resources Information Center

Toman, Eric; Shindler, Bruce; Reed, Michelle

2004-01-01

This research employed a panel design to measure the effect of site visits on public perceptions of prescribed fire. On-site survey questions were devised to compare answers to a mail questionnaire previously completed by the same respondents. Questions were designed to examine how site visits influence public opinion and affect acceptance of…

Designing a biomechanics investigation: choosing the right model.

PubMed

Olson, Steven A; Marsh, J Lawrence; Anderson, Donald D; Latta Pe, Loren L

2012-12-01

Physical testing is commonly performed to answer important biomechanical questions in the treatment of patients with fractures and other orthopaedic conditions. However, a variety of mistakes that are made in performing such investigations can severely limit their impact. The goal of this article is to discuss important aspects of study design to consider when planning for biomechanical investigations so that the studies can provide maximal benefit to the field. The best mechanical investigations begin with a good research question, one that comes out of patient care experience, is clearly defined, and can be stated concisely. The first practical issue to be considered is often choosing the type of physical specimens to be tested to address the research question. A related issue involves determining how many specimens will be needed to answer the posed mechanical question. Cadavers are generally still the closest to the actual clinical situation, but they are limited by interspecimen variability, which often requires a matched pair design that can address only one question. Simulated bone specimens limit variability and can replicate normal and osteoporotic bone. In planning the physical testing, the critical mechanical variables involved in answering the research question must be identified and due consideration given to deciding how best to measure them. Another important issue that arises relates to whether or not single static loadings will suffice in the testing (eg, to study construct stiffness) or whether cyclic dynamic testing is necessary (eg, to study late failure likely attributable to fatigue). To summarize, experimental design should be carefully planned before initiating mechanical testing. Sample size calculations should be performed to ensure adequate power and that clinically relevant differences can be detected. This pregame analysis can save significant time and cost and greatly increase the likelihood that the results will advance knowledge.

Electronic Resource Management 2.0: Using Web 2.0 Technologies as Cost-Effective Alternatives to an Electronic Resource Management System

ERIC Educational Resources Information Center

Murray, Adam

2008-01-01

Designed to assist with the management of e-resources, electronic resource management (ERM) systems are time- and fund-consuming to purchase and maintain. Questions of system compatibility, data population, and workflow design/redesign can be difficult to answer; sometimes those answers are not what we'd prefer to hear. The two primary functions…

Regenerative endodontics and tissue engineering: what the future holds?

PubMed

Goodis, Harold E; Kinaia, Bassam Michael; Kinaia, Atheel M; Chogle, Sami M A

2012-07-01

The work performed by researchers in regenerative endodontics and tissue engineering over the last decades has been superb; however, many questions remain to be answered. The basic biologic mechanisms must be elucidated that will allow the development of dental pulp and dentin in situ. Stress must be placed on the many questions that will lead to the design of effective, safe treatment options and therapies. This article discusses those questions, the answers to which may become the future of regenerative endodontics. The future remains bright, but proper support and patience are required. Copyright © 2012 Elsevier Inc. All rights reserved.

Ensuring the Enduring Viability of the Space Science Enterprise: New Questions, New Thinking, New Paradigms

NASA Astrophysics Data System (ADS)

Arenberg, Jonathan; Conti, Alberto; Atkinson, Charles

2017-01-01

Pursuing ground breaking science in a highly cost and funding constrained environment presents new challenges to the development of future space astrophysics missions. Within the conventional cost models for large observatories, executing a flagship “mission after next” appears to be unstainable. To achieve our nation’s space astrophysics ambitions requires new paradigms in system design, development and manufacture. Implementation of this new paradigm requires that the space astrophysics community adopt new answers to a new set of questions. This paper will discuss the origins of these new questions and the steps to their answers.

Commentary on Sommer et al. 'A randomized experiment of the effects of including alternative medicine in the mandatory benefit package of health insurance.

PubMed

Heusser, P

2000-03-01

The study by Sommer et al. recently reported in Complementary Therapies in Medicine has been heavily criticised in Switzerland since its original publication. Its major problems are an inadequate reflection of real practice, an inadequate study design relative to the central research objective, questionable value of the applied instrument and procedure for health assessment, methodological and statistical problems, and failure to consider literature relevant to the topic. For these reasons, this experimental study does not allow an answer to its central questions as to costs and effectiveness of complementary medicine made available within Switzerland's mandatory basic health insurance provisions. We propose more practice-related, non-experimental prospective study designs to realistically answer these questions.

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.

NudtMDP at TREC 2015 LiveQA Track

DTIC Science & Technology

2015-11-20

that are from real-user. All the testing questions are from Yahoo Answer. YA questions have many question types such as opinion, advice, polls, which...Secondly, all of the questions are from Yahoo Answer questioners. Most ques- tions are asked by spoken language. There exist many oral words and the...in Sept.2. One sys- tem(nudtmdp 2) just use CQAs which include eight community question answer websites such as Yahoo Answer, AnswerBag and Answers as

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

PubMed

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

2010-12-01

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

Sensitivity analysis of complex coupled systems extended to second and higher order derivatives

NASA Technical Reports Server (NTRS)

Sobieszczanski-Sobieski, Jaroslaw

1989-01-01

In design of engineering systems, the what if questions often arise such as: what will be the change of the aircraft payload, if the wing aspect ratio is incremented by 10 percent. Answers to such questions are commonly sought by incrementing the pertinent variable, and reevaluating the major disciplinary analyses involved. These analyses are contributed by engineering disciplines that are, usually, coupled, as are the aerodynamics, structures, and performance in the context of the question above. The what if questions can be answered precisely by computation of the derivatives. A method for calculation of the first derivatives has been developed previously. An algorithm is presented for calculation of the second and higher order derivatives.

Chemotaxis in the Plasmodial Slime Mold, Physarum polycephalum.

ERIC Educational Resources Information Center

Bozzone, Donna M.; Martin, Denise A.

1998-01-01

Describes a biology unit designed so that students pose their own questions and perform experiments to answer these questions. Plasmodial slime mold is employed as the focus of the study with background information about the mold provided. (DDR)

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

PubMed

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

2014-01-01

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

Analyzing the BBOB results by means of benchmarking concepts.

PubMed

Mersmann, O; Preuss, M; Trautmann, H; Bischl, B; Weihs, C

2015-01-01

We present methods to answer two basic questions that arise when benchmarking optimization algorithms. The first one is: which algorithm is the "best" one? and the second one is: which algorithm should I use for my real-world problem? Both are connected and neither is easy to answer. We present a theoretical framework for designing and analyzing the raw data of such benchmark experiments. This represents a first step in answering the aforementioned questions. The 2009 and 2010 BBOB benchmark results are analyzed by means of this framework and we derive insight regarding the answers to the two questions. Furthermore, we discuss how to properly aggregate rankings from algorithm evaluations on individual problems into a consensus, its theoretical background and which common pitfalls should be avoided. Finally, we address the grouping of test problems into sets with similar optimizer rankings and investigate whether these are reflected by already proposed test problem characteristics, finding that this is not always the case.

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…

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

PubMed Central

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

2018-01-01

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

Trends in Education.

ERIC Educational Resources Information Center

School Planning & Management, 2002

2002-01-01

Several architects, planners, administrators, and contractors answer questions about trends related to school construction, interior design, business, security, and technology. Trends concern funding issues, specialized designs, planning for safety, technological integration, and equity in services. (EV)

Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.

PubMed

DelSignore, Lisa A; Wolbrink, Traci A; Zurakowski, David; Burns, Jeffrey P

2016-11-21

The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F 2,46 =0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P<.001), but no significant change in the logic puzzles group (F 1,32 =2.44, P=.13). Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated significant knowledge retention at 6 months. ©Lisa A DelSignore, Traci A Wolbrink, David Zurakowski, Jeffrey P Burns. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 21.11.2016.

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.

ECNU at TREC 2015: LiveQA Track

DTIC Science & Technology

2015-11-20

user questions, extracted from the stream of most recent questions submitted on the Yahoo Answers (YA) site that have not yet been answered by humans...extracting answers for real- user questions in real time. Since many questions submitted on these CQA sites like Yahoo Answers, have been asked by...Framework pages on Yahoo Answers as the candidates. Then, we utilize our question selection module to find out the most similar question and choose the best

A Hypothesis-Driven Approach to Site Investigation

NASA Astrophysics Data System (ADS)

Nowak, W.

2008-12-01

Variability of subsurface formations and the scarcity of data lead to the notion of aquifer parameters as geostatistical random variables. Given an information need and limited resources for field campaigns, site investigation is often put into the context of optimal design. In optimal design, the types, numbers and positions of samples are optimized under case-specific objectives to meet the information needs. Past studies feature optimal data worth (balancing maximum financial profit in an engineering task versus the cost of additional sampling), or aim at a minimum prediction uncertainty of stochastic models for a prescribed investigation budget. Recent studies also account for other sources of uncertainty outside the hydrogeological range, such as uncertain toxicity, ingestion and behavioral parameters of the affected population when predicting the human health risk from groundwater contaminations. The current study looks at optimal site investigation from a new angle. Answering a yes/no question under uncertainty directly requires recasting the original question as a hypothesis test. Otherwise, false confidence in the resulting answer would be pretended. A straightforward example is whether a recent contaminant spill will cause contaminant concentrations in excess of a legal limit at a nearby drinking water well. This question can only be answered down to a specified chance of error, i.e., based on the significance level used in hypothesis tests. Optimal design is placed into the hypothesis-driven context by using the chance of providing a false yes/no answer as new criterion to be minimized. Different configurations apply for one-sided and two-sided hypothesis tests. If a false answer entails financial liability, the hypothesis-driven context can be re-cast in the context of data worth. The remaining difference is that failure is a hard constraint in the data worth context versus a monetary punishment term in the hypothesis-driven context. The basic principle is discussed and illustrated on the case of a hypothetical contaminant spill and the exceedance of critical contaminant levels at a downstream location. An tempting and important side question is whether site investigation could be tweaked towards a yes or no answer in maliciously biased campaigns by unfair formulation of the optimization objective.

Guide for Materials Selection and Design for Metals Used in Contact with Copper-Treated Wood

Treesearch

Samuel L. Zelinka

2013-01-01

This design guide summarizes recent research on the corrosion of metals in treated wood, presents design strategies to minimize corrosion of metals in contact with treated wood, and is targeted toward engineers, architects, builders, and homeowners. The guide is organized as a “question and answer” document. While the questions are arranged in a logical order, each...

Domain and Intelligence Based Multimedia Question Answering System

ERIC Educational Resources Information Center

Kumar, K. Magesh; Valarmathie, P.

2016-01-01

Multimedia question answering systems have become very popular over the past few years. It allows users to share their thoughts by answering a given question or obtain information from a set of answered questions. However, existing QA systems support only textual answer which is not so instructive for many users. The user's discussion can be…

Revealing Learner Interests through Topic Mining from Question-Answering Data

ERIC Educational Resources Information Center

Dun, Yijie; Wang, Na; Wang, Min; Hao, Tianyong

2017-01-01

In a question-answering system, learner generated content including asked and answered questions is a meaningful resource to capture learning interests. This paper proposes an approach based on question topic mining for revealing learners' concerned topics in real community question-answering systems. The authors' approach firstly preprocesses all…

QU at TREC-2015: Building Real-Time Systems for Tweet Filtering and Question Answering

DTIC Science & Technology

2015-11-20

from Yahoo ! An- swers. We adopted a very simple approach that searched an archived Yahoo ! Answers QA dataset for similar questions to the asked ones and...users to post and answer questions. Yahoo ! An- swers1 is by far one of the largest sQA platforms. Questions and answers on such platforms share some...multiple domains [5]. However, the existence of large social question answering websites, such as Yahoo ! Answers specifically, makes the development of

Experimenting with Extinction

ERIC Educational Resources Information Center

DeSantis, Larisa; DeSantis, Derek

2017-01-01

This article describes a lesson in which high school biology, ecology, environmental science, anatomy, and physiology students can devise hypotheses and test them with scientific data, identify unanswered questions, and design an additional study to answer those questions. This module connects students with exciting research and current science…

Managerial Skills Teaching: Ten Questions and Answers.

ERIC Educational Resources Information Center

McEnrue, Mary Pat

2002-01-01

Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

Chemical Reactions of Simulated Producer Gas with Molten Tin-Bismuth Alloy

Treesearch

Keith J. Bourne

2012-01-01

A pyrolysis and gasification system utilizing molten metal as an energy carrier has been proposed and the initial stages of its design have been completed. However, there are several fundamental questions that need to be answered before the design of this system can be completed. These questions include: How will the molten metal interact with the products of biomass...

Understanding the Minimum Wage: Issues and Answers.

ERIC Educational Resources Information Center

Employment Policies Inst. Foundation, Washington, DC.

This booklet, which is designed to clarify facts regarding the minimum wage's impact on marketplace economics, contains a total of 31 questions and answers pertaining to the following topics: relationship between minimum wages and poverty; impacts of changes in the minimum wage on welfare reform; and possible effects of changes in the minimum wage…

A comparison of an audiometric screening survey with an in-depth research questionnaire for hearing loss and hearing loss risk factors

PubMed Central

Mosites, Emily; Neitzel, Richard; Galusha, Deron; Trufan, Sally; Dixon-Ernst, Christine; Rabinowitz, Peter

2017-01-01

Objective We assessed the reliability of a hearing risk factor screening survey used by hearing conservation programs for noise-exposed workers. Design We compared workers’ answers from the screening survey to their answers to a confidential research questionnaire regarding hearing loss risk factors. We calculated kappa statistics to test the correlation between yes/no questions in the research questionnaire compared to answers from one and five years of screening surveys. Study Sample We compared the screening survey and research questionnaire answers of 274 aluminum plant workers. Results Most of the questions in the in-company screening survey showed fair to moderate agreement with the research questionnaire (kappa range: −0.02, 0.57). Workers’ answers to the screening survey had better correlation with the research questionnaire when we compared five years of screening answers. For nearly all questions, workers were more likely to respond affirmatively on the research questionnaire than the screening survey. Conclusions Hearing conservation programs should be aware that workers may underreport hearing loss risk factors and functional hearing status on an audiometric screening survey. Validating company screening tools could help provide more accurate information on hearing loss and risk factors. PMID:27609310

Comprehension and retrieval of failure cases in airborne observatories

NASA Technical Reports Server (NTRS)

Alvarado, Sergio J.; Mock, Kenrick J.

1995-01-01

This paper describes research dealing with the computational problem of analyzing and repairing failures of electronic and mechanical systems of telescopes in NASA's airborne observatories, such as KAO (Kuiper Airborne Observatory) and SOFIA (Stratospheric Observatory for Infrared Astronomy). The research has resulted in the development of an experimental system that acquires knowledge of failure analysis from input text, and answers questions regarding failure detection and correction. The system's design builds upon previous work on text comprehension and question answering, including: knowledge representation for conceptual analysis of failure descriptions, strategies for mapping natural language into conceptual representations, case-based reasoning strategies for memory organization and indexing, and strategies for memory search and retrieval. These techniques have been combined into a model that accounts for: (a) how to build a knowledge base of system failures and repair procedures from descriptions that appear in telescope-operators' logbooks and FMEA (failure modes and effects analysis) manuals; and (b) how to use that knowledge base to search and retrieve answers to questions about causes and effects of failures, as well as diagnosis and repair procedures. This model has been implemented in FANSYS (Failure ANalysis SYStem), a prototype text comprehension and question answering program for failure analysis.

Comprehension and retrieval of failure cases in airborne observatories

NASA Astrophysics Data System (ADS)

Alvarado, Sergio J.; Mock, Kenrick J.

1995-05-01

This paper describes research dealing with the computational problem of analyzing and repairing failures of electronic and mechanical systems of telescopes in NASA's airborne observatories, such as KAO (Kuiper Airborne Observatory) and SOFIA (Stratospheric Observatory for Infrared Astronomy). The research has resulted in the development of an experimental system that acquires knowledge of failure analysis from input text, and answers questions regarding failure detection and correction. The system's design builds upon previous work on text comprehension and question answering, including: knowledge representation for conceptual analysis of failure descriptions, strategies for mapping natural language into conceptual representations, case-based reasoning strategies for memory organization and indexing, and strategies for memory search and retrieval. These techniques have been combined into a model that accounts for: (a) how to build a knowledge base of system failures and repair procedures from descriptions that appear in telescope-operators' logbooks and FMEA (failure modes and effects analysis) manuals; and (b) how to use that knowledge base to search and retrieve answers to questions about causes and effects of failures, as well as diagnosis and repair procedures. This model has been implemented in FANSYS (Failure ANalysis SYStem), a prototype text comprehension and question answering program for failure analysis.

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.

ADAPT.DCU at TREC LiveQA: A Sentence Retrieval based Approach to Live Question Answering

DTIC Science & Technology

2015-11-20

list of conceptually similar questions from an index of previously asked on “ Yahoo ! An- swers”. We then extract the best matching sentences from the...answer Japanese why questions. The work in Surdeanu et al. (2011) address the problem of ranking answers to non-factoid how questions from Yahoo ...answering real questions from Yahoo ! Answers in real time. each participant needed to submit a web service application that on receiving a question responds

Designer Stories: A Commentary on the Community of Design Practice

ERIC Educational Resources Information Center

Mc Glashan, A. A.

2011-01-01

This research explores the design practice of three prominent New Zealand designers. It seeks to identify the key elements and methodologies they employ and to answer the research question: "How do designers design?" The need to gain understanding on how designers work, gave me occasion to visit and speak with designers about their…

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

PubMed Central

Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

2016-01-01

Background Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. Methods The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Results Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3–13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice. PMID:28344696

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.

PubMed

Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

2016-10-01

Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

WaterlooClarke: TREC 2015 LiveQA Track

DTIC Science & Technology

2015-11-20

from Yahoo ! An- swers1 – a community question answering website. Each question was broadcasted to all registered systems. The participants had to...were coming from Yahoo ! Answers – a community question answering website. Questions there vary greatly between all topics and question types. Yahoo ...in your opinion? Body: I can’t decide they are all gorgeousss ɛ :) Table 1: Various types of questions asked on Yahoo ! Answers 1). The questions were

The Yes-No Question Answering System and Statement Verification.

ERIC Educational Resources Information Center

Akiyama, M. Michael; And Others

1979-01-01

Two experiments investigated the relationship of verification to the answering of yes-no questions. Subjects verified simple statements or answered simple questions. Various proposals concerning the relative difficulty of answering questions and verifying statements were considered, and a model was proposed. (SW)

Two layers LSTM with attention for multi-choice question answering in exams

NASA Astrophysics Data System (ADS)

Li, Yongbin

2018-03-01

Question Answering in Exams is typical question answering task that aims to test how accurately the model could answer the questions in exams. In this paper, we use general deep learning model to solve the multi-choice question answering task. Our approach is to build distributed word embedding of question and answers instead of manually extracting features or linguistic tools, meanwhile, for improving the accuracy, the external corpus is introduced. The framework uses a two layers LSTM with attention which get a significant result. By contrast, we introduce the simple long short-term memory (QA-LSTM) model and QA-LSTM-CNN model and QA-LSTM with attention model as the reference. Experiment demonstrate superior performance of two layers LSTM with attention compared to other models in question answering task.

FAA Pilot Knowledge Tests: Learning or Rote Memorization?

NASA Technical Reports Server (NTRS)

Casner, Stephen M.; Jones, Karen M.; Puentes, Antonio; Irani, Homi

2004-01-01

The FAA pilot knowledge test is a multiple-choice assessment tool designed to measure the extent to which applicants for FAA pilot certificates and ratings have mastered a corpus of required aeronautical knowledge. All questions that appear on the test are drawn from a database of questions that is made available to the public. The FAA and others are concerned that releasing test questions may encourage students to focus their study on memorizing test questions. To investigate this concern, we created our own database of questions that differed from FAA questions in four different ways. Our first three question types were derived by modifying existing FAA questions: (1) rewording questions and answers; (2) shuffling answers; and (3) substituting different figures for problems that used figures. Our last question type posed a question about required knowledge for which no FAA question currently exists. Forty-eight student pilots completed one of two paper-and-pencil knowledge tests that contained a mix of these experimental questions. The results indicate significantly lower scores for some question types when compared to unaltered FAA questions to which participants had prior access.

Quality quandaries: Statistical detective work to understand the isotopic ratios in Drum 68660 and the radioactive release at WIPP

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

Kelly, Elizabeth J.; Weaver, Brian Phillip; Veirs, Douglas Kirk

An incident at the Department of Energy's Waste Isolation Pilot Plant (WIPP) in 2014 resulted in the release of radioactive material into the environment. Initially, it was known that at least one drum in WIPP, identified as drum 68660, was involved. However, questions remained. Could the air-monitor isotopic ratios measured in WIPP at the time of the release be explained by materials in drum 68660 or were other drums involved? Could internal conditions in drum 68660 have caused the breach? What were the implications for 68660's sister drum? These questions needed to be answered as quickly as possible. Here, thismore » analysis, which was completed in three weeks, combined combinatorics and uncertainty analysis to provide scientists with the timely evidence they needed to either answer these important questions or to design experiments to answer them.« less

Quality quandaries: Statistical detective work to understand the isotopic ratios in Drum 68660 and the radioactive release at WIPP

DOE PAGES

Kelly, Elizabeth J.; Weaver, Brian Phillip; Veirs, Douglas Kirk

2017-08-09

An incident at the Department of Energy's Waste Isolation Pilot Plant (WIPP) in 2014 resulted in the release of radioactive material into the environment. Initially, it was known that at least one drum in WIPP, identified as drum 68660, was involved. However, questions remained. Could the air-monitor isotopic ratios measured in WIPP at the time of the release be explained by materials in drum 68660 or were other drums involved? Could internal conditions in drum 68660 have caused the breach? What were the implications for 68660's sister drum? These questions needed to be answered as quickly as possible. Here, thismore » analysis, which was completed in three weeks, combined combinatorics and uncertainty analysis to provide scientists with the timely evidence they needed to either answer these important questions or to design experiments to answer them.« less

More Efficient e-Learning through Design: Color of Text and Background

ERIC Educational Resources Information Center

Zufic, Janko; Kalpic, Damir

2009-01-01

Background: The area of research aimed for a more efficient e-learning is slowly widening from purely technical to the areas of psychology, didactics and methodology. The question is whether the text or background color influence the efficiency of memory, i.e. learning. If the answer to that question is positive, then another question arises which…

Computer-Aided Assessment Questions in Engineering Mathematics Using "MapleTA"[R

ERIC Educational Resources Information Center

Jones, I. S.

2008-01-01

The use of "MapleTA"[R] in the assessment of engineering mathematics at Liverpool John Moores University (JMU) is discussed with particular reference to the design of questions. Key aspects in the formulation and coding of questions are considered. Problems associated with the submission of symbolic answers, the use of randomly generated numbers…

The Act of Answering Questions Elicited Differentiated Responses in a Concealed Information Test.

PubMed

Otsuka, Takuro; Mizutani, Mitsuyoshi; Yagi, Akihiro; Katayama, Jun'ichi

2018-04-17

The concealed information test (CIT), a psychophysiological detection of deception test, compares physiological responses between crime-related and crime-unrelated items. In previous studies, whether the act of answering questions affected physiological responses was unclear. This study examined effects of both question-related and answer-related processes on physiological responses. Twenty participants received a modified CIT, in which the interval between presentation of questions and answering them was 27 s. Differentiated respiratory movements and cardiovascular responses between items were observed for both questions (items) and answers, while differentiated skin conductance response was observed only for questions. These results suggest that physiological responses to questions reflected orientation to a crime-related item, while physiological responses during answering reflected inhibition of psychological arousal caused by orienting. Regarding the CIT's accuracy, participants' perception of the questions themselves more strongly influenced physiological responses than answering them. © 2018 American Academy of Forensic Sciences.

Trustworthiness and relevance in web-based clinical question answering.

PubMed

Cruchet, Sarah; Boyer, Célia; van der Plas, Lonneke

2012-01-01

Question answering systems try to give precise answers to a user's question posed in natural language. It is of utmost importance that the answers returned are relevant to the user's question. For clinical QA, the trustworthiness of answers is another important issue. Limiting the document collection to certified websites helps to improve the trustworthiness of answers. On the other hand, limited document collections are known to harm the relevancy of answers. We show, however, in a comparative evaluation, that promoting trustworthiness has no negative effect on the relevance of the retrieved answers in our clinical QA system. On the contrary, the answers found are in general more relevant.

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.

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.

Metacognitive effects of initial question difficulty on subsequent memory performance.

PubMed

Pansky, Ainat; Goldsmith, Morris

2014-10-01

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

Replacing maladaptive speech with verbal labeling responses: an analysis of generalized responding.

PubMed Central

Foxx, R M; Faw, G D; McMorrow, M J; Kyle, M S; Bittle, R G

1988-01-01

We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues-pause-point training on an initial question set followed by generalization assessments on a different set in another setting. Probes were conducted on novel questions in three other settings to determine the strength and spread of the generalization effect. A multiple baseline across subjects design revealed that maladaptive speech was replaced with correct labels (answers) to questions in the training and all generalization settings. These results replicate and extend previous research that suggested that cues-pause-point procedures may be useful in replacing maladaptive speech patterns by teaching students to use their verbal labeling repertoires. PMID:3225258

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…

Students' Understandings of Gravity in an Orbiting Space-Ship

ERIC Educational Resources Information Center

Sharma, Manjula D.; Millar, Rosemary M.; Smith, Andrew; Sefton, Ian M.

2004-01-01

We report on an investigation of students' ideas about gravity after a semester of instruction in physics at university. There are two aspects to the study which was concerned with students' answers to a carefully designed qualitative examination question on gravity. The first aspect is a classification of the answers and a comparative study of…

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.…

Multi-scale ecosystem monitoring: an application of scaling data to answer multiple ecological questions

USDA-ARS?s Scientific Manuscript database

Background/Question/Methods Standardized monitoring data collection efforts using a probabilistic sample design, such as in the Bureau of Land Management’s (BLM) Assessment, Inventory, and Monitoring (AIM) Strategy, provide a core suite of ecological indicators, maximize data collection efficiency,...

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…

Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Steer, D. N.; Manduca, C. A.

2012-12-01

InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

Systematic reviews in context: highlighting systematic reviews relevant to Africa in the Pan African Medical Journal.

PubMed

Wiysonge, Charles Shey; Kamadjeu, Raoul; Tsague, Landry

2016-01-01

Health research serves to answer questions concerning health and to accumulate facts (evidence) required to guide healthcare policy and practice. However, research designs vary and different types of healthcare questions are best answered by different study designs. For example, qualitative studies are best suited for answering questions about experiences and meaning; cross-sectional studies for questions concerning prevalence; cohort studies for questions regarding incidence and prognosis; and randomised controlled trials for questions on prevention and treatment. In each case, one study would rarely yield sufficient evidence on which to reliably base a healthcare decision. An unbiased and transparent summary of all existing studies on a given question (i.e. a systematic review) tells a better story than any one of the included studies taken separately. A systematic review enables producers and users of research to gauge what a new study has contributed to knowledge by setting the study's findings in the context of all previous studies investigating the same question. It is therefore inappropriate to initiate a new study without first conducting a systematic review to find out what can be learnt from existing studies. There is nothing new in taking account of earlier studies in either the design or interpretation of new studies. For example, in the 18th century James Lind conducted a clinical trial followed by a systematic review of contemporary treatments for scurvy; which showed fruits to be an effective treatment for the disease. However, surveys of the peer-reviewed literature continue to provide empirical evidence that systematic reviews are seldom used in the design and interpretation of the findings of new studies. Such indifference to systematic reviews as a research function is unethical, unscientific, and uneconomical. Without systematic reviews, limited resources are very likely to be squandered on ill-conceived research and policies. In order to contribute in enhancing the value of research in Africa, the Pan African Medical Journal will start a new regular column that will highlight priority systematic reviews relevant to the continent.

Effects of Peer Instruction on State College Student Achievement in an Introductory Biology Unit in Genetics

NASA Astrophysics Data System (ADS)

McKnight, Holly Nicole

The purpose of this study was to examine the effects of Peer Instruction (PI) in a state college biology classroom. Students discussed biological concepts in the area of genetics among their peers during class time. Conceptual questions were delivered to the student in the form of ConcepTests, conceptual questions designed to uncover students' misconceptions in the material. Students first answered a question projected from the computer to an overhead screen on their own. Depending on the percentage of students that answered correctly, students then discussed their answers with their peers (PI). These discussions allowed students to uncover their misunderstandings in the material by asking them to think about what they know and what they don't know. Students' initial and secondary responses to the related questions gave the instructor a real time instant view of the collective class' conceptual understanding of concepts being covered. This study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 134 students enrolled in General Biology (BSCC 1010) a Eastern Florida State College (EFSC) in Palm Bay, Florida. Both control N = 62 and experimental groups N = 72 were comprised of whole intact classes during the Fall 2014 semester. The control groups received traditional lecture content during the course of the study. They had access to conceptual questions but they were not used in a Peer Instruction format during class time. A statistical analysis was conducted after the completion of pre-tests and posttests during the Fall 2014 semester. Although there was an increase in test scores in the experimental group compared to the control, the results were not significant with p = 0.0687 at an alpha level of .05. No significant difference was found in retention p= 0.5954, gender p = 0.4487 or past science coursework p = 0.6695 between classes that engaged in PI and classes that were taught in traditional lecture-based classes. There were, however, significant differences in correct answers on the individual ConcepTests between the first and second time they answered questions after participating in Peer Instruction, p = .0008.

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…

Question Popularity Analysis and Prediction in Community Question Answering Services

PubMed Central

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

2014-01-01

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

Question popularity analysis and prediction in community question answering services.

PubMed

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

2014-01-01

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

A Semi-Supervised Learning Approach to Enhance Health Care Community–Based Question Answering: A Case Study in Alcoholism

PubMed Central

Klabjan, Diego; Jonnalagadda, Siddhartha Reddy

2016-01-01

Background Community-based question answering (CQA) sites play an important role in addressing health information needs. However, a significant number of posted questions remain unanswered. Automatically answering the posted questions can provide a useful source of information for Web-based health communities. Objective In this study, we developed an algorithm to automatically answer health-related questions based on past questions and answers (QA). We also aimed to understand information embedded within Web-based health content that are good features in identifying valid answers. Methods Our proposed algorithm uses information retrieval techniques to identify candidate answers from resolved QA. To rank these candidates, we implemented a semi-supervised leaning algorithm that extracts the best answer to a question. We assessed this approach on a curated corpus from Yahoo! Answers and compared against a rule-based string similarity baseline. Results On our dataset, the semi-supervised learning algorithm has an accuracy of 86.2%. Unified medical language system–based (health related) features used in the model enhance the algorithm’s performance by proximately 8%. A reasonably high rate of accuracy is obtained given that the data are considerably noisy. Important features distinguishing a valid answer from an invalid answer include text length, number of stop words contained in a test question, a distance between the test question and other questions in the corpus, and a number of overlapping health-related terms between questions. Conclusions Overall, our automated QA system based on historical QA pairs is shown to be effective according to the dataset in this case study. It is developed for general use in the health care domain, which can also be applied to other CQA sites. PMID:27485666

Savvy Consumers through Science

ERIC Educational Resources Information Center

Kahn, Sami

2005-01-01

Is Bounty the "quicker picker-upper?" Are expensive shampoos better? Are all antacids the same? The authors' fourth-grade students posed and answered these questions and many more during their recent "Consumer Product Testing" unit in which they designed experiments to assess these products' qualities and learned to question the advertising that…

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

Use of Credibility Heuristics in a Social Question-Answering Service

ERIC Educational Resources Information Center

Matthews, Paul

2015-01-01

Introduction: This study looked at the effect of community peripheral cues (specifically voting score and answerer's reputation) on the user's credibility rating of answers. Method: Students in technology and philosophy were asked to assess the credibility of answers to questions posted on a social question-answering platform. Through the use of a…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Impact of Instructional Design on Virtual Teamwork

ERIC Educational Resources Information Center

Rawlings, Melody

2012-01-01

The purpose of this participatory action research study was to answer the following research question: How does online instructional design impact students' virtual teamwork performance? Through the lens of social constructivism, a qualitative, in-depth multi-case study design was utilized to conduct document analyses, observations, and student…

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

The Artful Dodger: Answering the Wrong Question the Right Way

ERIC Educational Resources Information Center

Rogers, Todd; Norton, Michael I.

2011-01-01

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…

What Are the "Right" Questions and the "Right" Answers in Teaching Practice Supervision?

ERIC Educational Resources Information Center

Jyrhama, Riitta

This paper links the problem of questioning and answering in student teacher supervision with teachers' pedagogical thinking. The first section discusses whether asking the right questions or giving the right answers is more important and what is actually involved when the questions and answers are correct. The second section discusses the…

Investigating the potential influence of established multiple-choice test-taking cues on item response in a pharmacotherapy board certification examination preparatory manual: a pilot study.

PubMed

Gettig, Jacob P

2006-04-01

To determine the prevalence of established multiple-choice test-taking correct and incorrect answer cues in the American College of Clinical Pharmacy's Updates in Therapeutics: The Pharmacotherapy Preparatory Course, 2005 Edition, as an equal or lesser surrogate indication of the prevalence of such cues in the Pharmacotherapy board certification examination. All self-assessment and patient case question-and-answer sets were assessed individually to determine if they were subject to selected correct and incorrect answer cues commonly seen in multiple-choice question writing. If the question was considered evaluable, correct answer cues-longest answer, mid-range number, one of two similar choices, and one of two opposite choices-were tallied. In addition, incorrect answer cues- inclusionary language and grammatical mismatch-were also tallied. Each cue was counted if it did what was expected or did the opposite of what was expected. Multiple cues could be identified in each question. A total of 237 (47.7%) of 497 questions in the manual were deemed evaluable. A total of 325 correct answer cues and 35 incorrect answer cues were identified in the 237 evaluable questions. Most evaluable questions contained one to two correct and/or incorrect answer cue(s). Longest answer was the most frequently identified correct answer cue; however, it was the least likely to identify the correct answer. Inclusionary language was the most frequently identified incorrect answer cue. Incorrect answer cues were considerably more likely to identify incorrect answer choices than correct answer cues were able to identify correct answer choices. The use of established multiple-choice test-taking cues is unlikely to be of significant help when taking the Pharmacotherapy board certification examination, primarily because of the lack of questions subject to such cues and the inability of correct answer cues to accurately identify correct answers. Incorrect answer cues, especially the use of inclusionary language, almost always will accurately identify an incorrect answer choice. Assuming that questions in the preparatory course manual were equal or lesser surrogates of those in the board certification examination, it is unlikely that intuition alone can replace adequate preparation and studying as the sole determinant of examination success.

The NASA Skylab Program

ERIC Educational Resources Information Center

Levin, Richard R.

1973-01-01

An experimental space station having three-man crews which will live and work there for periods up to 56 days is designed to provide data needed for long-duration space flight and future spacecraft design. This project will answer many scientific and medical questions. (DF)

Guide to the Family and Medical Leave Act: Questions & Answers. Fourth Edition.

ERIC Educational Resources Information Center

National Partnership for Women and Families, Washington, DC.

The Family and Medical Leave Act of 1993 (FMLA) provided workers with the right to take time off from work to care for their families or themselves without fear of losing their jobs. Although this law is relatively straightforward, some employees and employers may be unsure about how it actually works. This guide is designed to answer many…

Impression formation of tests: retrospective judgments of performance are higher when easier questions come first.

PubMed

Jackson, Abigail; Greene, Robert L

2014-11-01

Four experiments are reported on the importance of retrospective judgments of performance (postdictions) on tests. Participants answered general knowledge questions and estimated how many questions they answered correctly. They gave higher postdictions when easy questions preceded difficult questions. This was true when time to answer each question was equalized and constrained, when participants were instructed not to write answers, and when questions were presented in a multiple-choice format. Results are consistent with the notion that first impressions predominate in overall perception of test difficulty.

Everyone's answering: using technology to increase classroom participation.

PubMed

Filer, Debra

2010-01-01

A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.

The successful journal club.

PubMed

Stapleton, John J

2007-01-01

Journal club is a structured meeting that is required at a residency program, which is designated to train residents in the necessary skills to evaluate and apply scientific literature critically to clinical decision making. A successful journal club is one in which residents develop competency in evaluating the scientific literature for evidence-based answers that can be applied to clinical questions. The objective in establishing a successful journal club is to build a forum for residents to formulate answers to their clinical questions through the development of essential critical appraisal skills. This article discusses the setting, format, content, and purpose of a successful journal club.

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.

Descriptive Analysis of Single Subject Research Designs: 1983-2007

ERIC Educational Resources Information Center

Hammond, Diana; Gast, David L.

2010-01-01

Single subject research methodology is commonly used and cited in special education courses and journals. This article reviews the types of single subject research designs published in eight refereed journals between 1983 and 2007 used to answer applied research questions. Single subject designs were categorized as withdrawal/reversal, time…

Generic Drugs: Questions and Answers

MedlinePlus

... Vaccines, Blood & Biologics Animal & Veterinary Cosmetics Tobacco Products Drugs Home Drugs Resources for You Information for Consumers (Drugs) Questions & Answers Generic Drugs: Questions & Answers Share Tweet Linkedin Pin it More ...

Responding to Children's Answers: Questions Embedded in the Social Context of Early Childhood Education

ERIC Educational Resources Information Center

Bateman, Amanda

2013-01-01

This article presents analysis of question-answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher's responses to the child's answers. Although adults'…

The Effect of the States of Prior Knowledge on Question Answering.

ERIC Educational Resources Information Center

Holmes, Betty C.

A study was conducted to gain insight into the question answering abilities of good and poor readers by comparing how well they answered questions when their prior knowledge was at two different levels (high, low) and in four different states. These states of prior knowledge consisted of the ways in which answers to the questions were stored in…

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…

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

NASA Technical Reports Server (NTRS)

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

2012-01-01

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

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.

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)

Findings across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis

ERIC Educational Resources Information Center

Brock, Matthew E.; Cannella-Malone, Helen I.; Seaman, Rachel L.; Andzik, Natalie R.; Schaefer, John M.; Page, E. Justin; Barczak, Mary A.; Dueker, Scott A.

2017-01-01

Existing reviews answer important questions about subsets of practitioner training studies in special education, but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case design studies in which researchers tested the efficacy of practitioner training on…

Current Issues and Problems in Texas Community Colleges.

ERIC Educational Resources Information Center

Hastings, Chester R., Comp.

In October 1992, doctoral students enrolled in a community college leadership program at Baylor University in Waco, Texas, were assigned six questions to be answered in collaboration with the Chief Executive Officer (CEO), or the CEO's designate, at the 15 community colleges where the students were employed. The questions explored respondents'…

Visual Cortex Inspired CNN Model for Feature Construction in Text Analysis

PubMed Central

Fu, Hongping; Niu, Zhendong; Zhang, Chunxia; Ma, Jing; Chen, Jie

2016-01-01

Recently, biologically inspired models are gradually proposed to solve the problem in text analysis. Convolutional neural networks (CNN) are hierarchical artificial neural networks, which include a various of multilayer perceptrons. According to biological research, CNN can be improved by bringing in the attention modulation and memory processing of primate visual cortex. In this paper, we employ the above properties of primate visual cortex to improve CNN and propose a biological-mechanism-driven-feature-construction based answer recommendation method (BMFC-ARM), which is used to recommend the best answer for the corresponding given questions in community question answering. BMFC-ARM is an improved CNN with four channels respectively representing questions, answers, asker information and answerer information, and mainly contains two stages: biological mechanism driven feature construction (BMFC) and answer ranking. BMFC imitates the attention modulation property by introducing the asker information and answerer information of given questions and the similarity between them, and imitates the memory processing property through bringing in the user reputation information for answerers. Then the feature vector for answer ranking is constructed by fusing the asker-answerer similarities, answerer's reputation and the corresponding vectors of question, answer, asker, and answerer. Finally, the Softmax is used at the stage of answer ranking to get best answers by the feature vector. The experimental results of answer recommendation on the Stackexchange dataset show that BMFC-ARM exhibits better performance. PMID:27471460

Visual Cortex Inspired CNN Model for Feature Construction in Text Analysis.

PubMed

Fu, Hongping; Niu, Zhendong; Zhang, Chunxia; Ma, Jing; Chen, Jie

2016-01-01

Recently, biologically inspired models are gradually proposed to solve the problem in text analysis. Convolutional neural networks (CNN) are hierarchical artificial neural networks, which include a various of multilayer perceptrons. According to biological research, CNN can be improved by bringing in the attention modulation and memory processing of primate visual cortex. In this paper, we employ the above properties of primate visual cortex to improve CNN and propose a biological-mechanism-driven-feature-construction based answer recommendation method (BMFC-ARM), which is used to recommend the best answer for the corresponding given questions in community question answering. BMFC-ARM is an improved CNN with four channels respectively representing questions, answers, asker information and answerer information, and mainly contains two stages: biological mechanism driven feature construction (BMFC) and answer ranking. BMFC imitates the attention modulation property by introducing the asker information and answerer information of given questions and the similarity between them, and imitates the memory processing property through bringing in the user reputation information for answerers. Then the feature vector for answer ranking is constructed by fusing the asker-answerer similarities, answerer's reputation and the corresponding vectors of question, answer, asker, and answerer. Finally, the Softmax is used at the stage of answer ranking to get best answers by the feature vector. The experimental results of answer recommendation on the Stackexchange dataset show that BMFC-ARM exhibits better performance.

Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial

PubMed Central

Rotthoff, Thomas; Baehring, Thomas; Dicken, Hans-Dieter; Fahron, Urte; Richter, Bernd; Fischer, Martin R; Scherbaum, Werner A

2006-01-01

Background Long-menu questions (LMQs) are viewed as an alternative method for answering open-ended questions (OEQs) in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF) examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. Methods We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. Results The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93). Among all 630 LM answers only one correct term (0.32%) was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65). Conclusion LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs), the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ) then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment. PMID:17032439

Microfabricated Atomic Clocks at NIST

DTIC Science & Technology

2004-12-01

J. A. Kusters and C. A. Adams, 1999, “Performance requirements of communication base station time standards,” RF Design, 22, pp. 28-38. R. Lutwak ...QUESTIONS AND ANSWERS ROBERT LUTWAK (Symmetricom

Types of Cancer Clinical Trials

Cancer.gov

Information about the several types of cancer clinical trials, including treatment trials, prevention trials, screening trials, supportive and palliative care trials. Each type of trial is designed to answer different research questions.

Which form of assessment provides the best information about student performance in chemistry examinations?

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

Background . This study developed from observations of apparent achievement differences between male and female chemistry performances in a state university entrance examination. Male students performed more strongly than female students, especially in higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in state university entrance examinations in chemistry and school chemistry examinations and student gender, format of questions - multiple-choice or short-answer, and conceptual level - recall or application? Sample The two sources of data were: (1) secondary analyses of five consecutive years' data published by the examining authority of chemistry examinations, and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The data from the tests were also analysed using Rasch analysis to determine differences in gender performance. Results When overall mean data are considered, both male and female students performed better on multiple-choice questions and recall questions than on short-answer questions and application questions, respectively. When overall mean data are considered, male students outperformed female students in both the university entrance and school tests, particularly in the higher scores. When data were analysed with Rasch, there was no statistically significant difference in performance between males and females of equal ability. Conclusions Both male and female students generally perform better on multiple-choice questions than they do on short-answer questions. However, when the questions are matched in terms of difficulty (using Rasch analysis), the differences in performance between multiple-choice and short-answer are quite small. Rasch analysis showed that there was little difference in performance between males and females of equal ability. This study shows that a simple face-value score analysis of relative student performance - in this case, in chemistry - can be deceptive unless the actual abilities of the students concerned, as measured by a tool such as Rasch, are taken into consideration before reaching any conclusion.

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.

Prevalence of answers to orthopaedic in-training examination questions in 3 commonly used orthopedic review sources.

PubMed

Krueger, Chad A; Shakir, Irshad; Fuller, Brian C

2012-09-01

One of the greatest predictors for resident success on the Orthopaedic In-Training Examination (OITE) is reviewing previous OITE questions. However, no studies have examined which review sources contain the most answers to previously asked OITE questions. The goal of this study was to determine which review source contains the most answers to previously asked OITE questions. Each question from the 2006 to 2010 OITEs was examined. The questions were placed into 1 of 13 categories based on their topic. The publication date of the recommended readings associated with each question was recorded. The answer to each question was then searched for in 3 commonly used review sources: Miller's Review of Orthopaedics, 5th edition (MRO), American Academy of Orthopaedic Surgeons Comprehensive Orthopaedic Review (COR), and www.orthobullets.com (OB). Searchable electronic versions of each textbook were used, and each question had a 12-minute time limit. Of 1358 questions, 665 (49%) were found in all 3 sources. Significantly more answers were found on OB (99.4%) compared with MRO (60%) and COR (62%) (P<.0001). Significantly more answers to questions in each question category were found on OB compared with MRO or COR (P<.0001). More than 50% of all recommended readings for OITE questions were published within 5 years of the OITE. Residents using OB to review for the OITE will be exposed to significantly more answers of previously asked OITE questions than residents using MRO or COR (P<.0001). Copyright 2012, SLACK Incorporated.

[Cultural and trivial knowledge among Chilean university students].

PubMed

Vargas C, Nelson A; Pinochet T, Dante; Juárez E, Paula

2010-03-01

Culture is defined by the Webster's dictionary as acquaintance with and taste in fine arts, humanities, and broad aspects of science as distinguished from vocational and technical skills. To assess the general cultural knowledge of university students. A test containing 58 questions about art, national and universal literature, national and universal history, mythology science and trivial national issues was designed and applied to 251 medical students in Santiago (149 from first year and 86 from fifth year, Universidad de Chile) and 138 agronomy students in Valdivia (61 from first year and 77 from fifth year, Universidad Austral de Chile). All students answered the test. Medical students from first and fifth year omitted 19 and 15% of questions respectively The figures for first and fifth year agronomy students were 23% each. The percentage of cored answers among first and fifth year medical students was 50 and 59% respectively. The figures for first and fifth year agronomy students were 39 and 44% respectively. The questions with higher rates of cored answers were those about trivial issues. There was a high rate of omissions and wrong answers about general cultural issues among university students particularly in national cultural subjects.

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

PubMed

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

2009-12-01

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

Positive vs. Negative: The Impact of Question Polarity in Voting Advice Applications

PubMed Central

Krouwel, André; van de Pol, Jasper; de Vreese, Claes

2016-01-01

Online Voting Advice Applications (VAAs) are survey-like instruments that help citizens to shape their political preferences and compare them with those of political parties. Especially in multi-party democracies, their increasing popularity indicates that VAAs play an important role in opinion formation for citizens, as well as in the public debate prior to elections. Hence, the objectivity and transparency of VAAs are crucial. In the design of VAAs, many choices have to be made. Extant research in survey methodology shows that the seemingly arbitrary choice to word questions positively (e.g., ‘The city council should allow cars into the city centre’) or negatively (‘The city council should ban cars from the city centre’) systematically affects the answers. This asymmetry in answers is in line with work on negativity bias in other areas of linguistics and psychology. Building on these findings, this study investigated whether question polarity also affects the answers to VAA statements. In a field experiment (N = 31,112) during the Dutch municipal elections we analysed the effects of polarity for 16 out of 30 VAA statements with a large variety of linguistic contrasts. Analyses show a significant effect of question wording for questions containing a wide range of implicit negations (such as ‘forbid’ vs. ‘allow’), as well as for questions with explicit negations (e.g., ‘not’). These effects of question polarity are found especially for VAA users with lower levels of political sophistication. As these citizens are an important target group for Voting Advice Applications, this stresses the need for VAA builders to be sensitive to wording choices when designing VAAs. This study is the first to show such consistent wording effects not only for political attitude questions with implicit negations in VAAs, but also for political questions containing explicit negations. PMID:27723776

[Validity of a standard questionnaire to assess physical activity for specific medical checkups and health guidance].

PubMed

Kawakami, Ryoko; Miyachi, Motohiko

2010-10-01

This study aimed to determine the validity of a standard questionnaire to assess amount of physical activity (PA) and cardiorespiratory fitness (VO2peak). A total of 483 men and women, aged 20 to 69 years, participated. The standard questionnaire included 3 items about exercise, PA, and walking speed. All questions were designed to require an answer of Yes or No. Subjects were classified into one of four groups regarding the number of Yes answers to the three questions, giving activity levels of 0 to 3. The amount of PA was measured objectively with a tn-axial accelerometer which could also calculate daily step counts, and the amounts of PA under 3 metabolic equivalents (METs) and at 3 METs or more. VO2peak. was measured by incremental cycle exercise tests with indirect calorimetry. The daily step counts, the amount of PA at 3 METs or more, and the VO2peak. were significantly higher in subjects who answered Yes to each question than in those who answered No. Sensitivity and specificity of each question were 62-73% and 45-71% for the amount of PA established with the "Exercise and Physical Activity Reference for Health Promotion 2006 (EPAR2006)". The sum of sensitivity and specificity was the highest when the cutoff value was activity level 2 (sensitivity 73%, specificity 68%). Sensitivity and specificity for VO2max established by EPAR2006 were lower than those for the amount of PA. These results suggest that only answering simple questions with a standard questionnaire is sufficient for estimation of PA levels for specific medical checkups and health guidance, even though the accuracy is somewhat limited.

Hybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design

ERIC Educational Resources Information Center

Wang, Shiyu; Lin, Haiyan; Chang, Hua-Hua; Douglas, Jeff

2016-01-01

Computerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing. Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different…

Interactions and user-perceived helpfulness in diet information social questions & answers.

PubMed

Zhang, Yin; Wang, Peilin

2016-12-01

Online health information seeking using social questions and answers (Social Q&A) sites has been increasingly popular in recent years. It calls for better understanding of health information seeking behaviour and interactions between information seekers and information providers. The study investigates how diet information seekers interact with information providers on WebMD Answers, which is a Social Q&A site devoted to health-related topics, and examines the factors that constitute a 'helpful' answer from an information seeker's perspective. Bales' interaction process analysis was applied as the framework to analyse 568 diet-related Q&As from WebMD Answers to identify interaction patterns. Most diet information seekers post questions anonymously and without any detailed description. Individual experts or health organisations provide most answers. Overall, answers are positively received and had a high satisfaction rating. It was also found that information seeker-perceived helpfulness does not depend on who answered the question but to how an information seeker posted the question. This study indicates that answers at WebMD Answers are helpful for diet information seekers. It sheds new light on the interactions during the Q&A process, preferred site functions and important factors that contribute to perceived helpful answers. © 2016 Health Libraries Group.

78 FR 5035 - Final Priorities; Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-23

... flexibility where possible, and develop and implement a study design that would answer important questions... basic design requirements--for both program management and evaluation purposes--for data and account... commenter stated that based on its experience with schools, local governments, and others in the design and...

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)…

Questions and Answers for Reporting for the 2006 Partial Updating of the TSCA Chemical Inventory Database: Inorganic Chemicals Addendum

EPA Pesticide Factsheets

This document addresses specific questions related to reporting inorganic chemicals under the IUR and is an addendum to the Questions and Answers for Reporting for the 2006 Partial Updating of the TSCA Chemical Inventory Database (Questions and Answers Document).

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

NASA Technical Reports Server (NTRS)

Holloway, C. Michael; Johnson, Christopher W.

2011-01-01

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

Cognitive laboratory approach to designing questionnaires for surveys of the elderly.

PubMed Central

Jobe, J B; Mingay, D J

1990-01-01

Data from surveys of the elderly are used by policy analysts to design health services programs. Consequently, the quality of survey data on elderly respondents has important implications for this growing segment of society: improving the quality of data should result in more cost effective programs for the elderly. However, studies suggest that the quality of responses from the elderly may be less than that for other respondents. Moreover, the increasing needs of policy analysts and health researchers for data have resulted in more complex survey questions that place a high cognitive burden on respondents. New methods for improving the design of these questionnaires are needed. This project investigated whether new techniques of questionnaire design, adapted from the theories and methods of cognitive psychology, could be effectively used in interviewing older respondents. The techniques used in this study, concurrent think-aloud interviews with followup probe questions, have been shown recently to be effective with younger respondents. Problems that elderly respondents have in comprehending survey questions, retrieving relevant information from memory, and using decision processes to estimate and provide answers were investigated. Questions on functional ability and social support were taken from the 1984 Supplement on Aging to the National Health Interview Survey. Analysis of respondents' think-aloud protocols and responses to probes suggest that the cognitive interview procedures were effective in identifying problems with the survey questions that would result in data of poorer quality and in suggesting the wording of questions that would be likely to result in answers of greater validity and reliability. Implications of these results for survey design and validation studies are discussed. PMID:2120731

Petition Preparation Help

EPA Pesticide Factsheets

Preparing a part 75 Petition provides useful information and answers to common questions that will help the designated representative for a unit subject to part 75 prepare and submit a complete petition under §75.66.

Infrastructure Management Information System User Manual

DOT National Transportation Integrated Search

1998-10-01

This publication describes and explains the user interface for the Infrastructure Management Information System (IMIS). The IMIS is designed to answer questions regarding public water supply, wastewater treatment, and census information. This publica...

Questions and Answers about Sex (For Parents)

MedlinePlus

... Educators Search English Español Questions and Answers About Sex KidsHealth / For Parents / Questions and Answers About Sex ... extent can parents depend on schools to teach sex education? Parents should begin the sex education process ...

Comparing the use of an online expert health network against common information sources to answer health questions.

PubMed

Rhebergen, Martijn D F; Lenderink, Annet F; van Dijk, Frank J H; Hulshof, Carel T J

2012-02-02

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

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

PubMed Central

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

2012-01-01

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

New Paradigms for Ensuring the Enduring Viability of the Space Science Enterprise

NASA Astrophysics Data System (ADS)

Arenberg, Jonathan; Conti, Alberto

2018-01-01

Pursuing ground breaking science in a highly cost and funding constrained environment presents new challenges to the development of future large space astrophysics missions. Within the conventional cost models for large observatories, executing a flagship “mission after next” appears to be unstainable. To achieve our nation’s space astrophysics ambitions requires new paradigms in system design, development and manufacture. Implementation of this new paradigm requires that the space astrophysics community adopt new answers to a new set of questions. This poster will present our recent results on the origins of these new questions and the steps to their answers.

Nonexperimental Quantitative Research and Its Role in Guiding Instruction

ERIC Educational Resources Information Center

Cook, Bryan G.; Cook, Lysandra

2008-01-01

Different research designs answer different questions. Educators cannot use nonexperimental quantitative research designs, such as descriptive surveys and correlational research, to determine definitively that an intervention causes improved student outcomes and is an evidence-based practice. However, such research can (a) inform educators about a…

Putting Adaptive Management into Monitoring: Retrospective and Prospective Views of Northwest Forest Plan Monitoring

Treesearch

David E. Busch; Jon R. Martin

2006-01-01

Based on ten years of Northwest Forest Plan implementation, we focus on key scientifically-oriented questions relating to improving Plan monitoring. The questions, which fall into groups concerning issues of scale, integration, and efficiency, have applicability to monitoring programs being designed and implemented throughout the world. Progress toward answering such...

Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics

ERIC Educational Resources Information Center

Sangwin, Christopher J.; Naismith, Laura

2008-01-01

We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…

Questions about Answers: Probing Teachers' Awareness and Planned Remediation of Learners' Misconceptions about Electric Circuits

ERIC Educational Resources Information Center

Gaigher, Estelle

2014-01-01

This article reports an exploratory multi-case study on how science teachers understand and envisage addressing learners' misconceptions about electric circuits. Four teachers from schools in and around a large South African city participated in the study. An open-ended questionnaire was designed in a novel way, questioning teachers about wrong…

Understanding Variation in Implementation of SFA in the i3 Scale-Up Project

ERIC Educational Resources Information Center

Quint, Janet; Zhu, Pei; Doolittle, Fred

2012-01-01

The main confirmatory research question guiding the design of the impact evaluation is: "What is the impact of Success for All (SFA) on elementary school students' reading achievement, compared to students in non-SFA schools?" An answer to this question will determine the assessment of whether SFA is successful at turning around low-performing…

The Citizen Bee Guide to American Studies [with] Student Answer Key. Third Edition.

ERIC Educational Resources Information Center

Close Up Foundation, Arlington, VA.

Designed for students, this survey of American history, culture, government, economics, and geography tests their knowledge in these areas through a variety of questions. The questions are organized into 12 subtopics divided among 4 major categories: 5 topics under History, 5 under Government, 1 under Economics, and 1 under Geography. The topic…

Marijuana: Facts Parents Need To Know. Revised.

ERIC Educational Resources Information Center

National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD.

This booklet is designed to educate parents about marijuana so that they can communicate with their children in a way that will prevent drug abuse. The information is presented in a question/answer format. The following 25 questions are addressed: What is marijuana? What are the current slang terms for marijuana? How is marijuana used? How many…

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

ERIC Educational Resources Information Center

Bethune, Keri S.; Wood,Charles L.

2013-01-01

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

Concerns and Professional Development Needs of Science Faculty at Taibah University in Adopting Blended Learning

ERIC Educational Resources Information Center

AL-Sarrani, Nauaf

2010-01-01

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants'…

Integrating Design Disciplines: Understanding the Potential for and Factors Affecting the Success of Interdisciplinary Design Education for Architecture and Landscape Architecture

ERIC Educational Resources Information Center

Koo, Tae Seo

2012-01-01

Interdisciplinary design education is becoming more important as design disciplines need various perspectives and solutions. However, only a limited amount of research has been done in regard to interdisciplinary design education. The goal of this study is to begin to answer the question about how designers and researchers develop and improve…

Capturing Excitement: Oceanography

ERIC Educational Resources Information Center

Boyer, Robert E.; Butts, David P.

1971-01-01

Describes four elementary school earth science activities. Each student experience is designed to help children answer questions about the ocean floor, continental drift, volcanism and mountain chains. Includes a bibliography of related articles, books, and maps. (JM)

Media Clips.

ERIC Educational Resources Information Center

Lancaster, Ron; Marion, Charlie

1996-01-01

Two lessons, 1 dealing with Social Security taxes and the other with the Dow Jones industrial average, are presented along with 10 questions and answers designed to demonstrate to students that mathematics is useful, current, and newsworthy. (AIM)

Experiential curriculum improves medical students' ability to answer clinical questions using the internet.

PubMed

Alper, Brian S; Vinson, Daniel C

2005-09-01

Teaching about evidence-based medicine (EBM) is widespread, yet physicians still use rapid references preferentially over EBM techniques such as literature searching and appraisal of original research. The Internet now provides rapid access to preappraised evidence. We provided clinically integrated teaching of using the Internet to answer clinical questions for third-year medical students and assessed the change in their search skills. The curriculum included two 90-minute computer lab sessions with teaching of search skills related to clinical questions. Immediately before the first and after the second session, students recorded sites searched, time needed for searching, and answers found for three standardized questions. Pretest and posttest questions were matched and reversed with each block. Eighty-six students completed pretests and posttests. For two questions about conventional medical care, posttest answer quality was significantly higher, and posttest search times were significantly shorter, by 1.6 minutes for question 1 (mean pretest search time 6.3 minutes, mean posttest search time 4.7 minutes) and 1.9 minutes for question 2 (mean pretest search time 8 minutes, mean posttest search time 6.1 minutes). For a question about herbal medicine, results were similar, but there were smaller differences that did not reach statistical significance. Students used or found significantly fewer sites on the posttest than on the pretest to find answers for all three question types (absolute difference=0.3 sites for each question). CONCLUSIONS Introducing students to useful Web sites, practicing answering clinical questions, and integrating this process with clinical rotation experiences can reduce the effort that students need to find answers and improve the quality of answers they find.

Can online networks provide quality answers to questions about occupational safety and health?

PubMed

Rhebergen, Martijn D F; Lenderink, Annet F; van Dijk, Frank J H; Hulshof, Carel T J

2012-05-01

To assess whether experts can provide high-quality answers to occupational safety and health (OSH) questions in online Question & Answer (Q&A) networks. The authors evaluated the quality of answers provided by qualified experts in two Dutch online networks: ArboAntwoord and the Helpdesk of the Netherlands Center for Occupational Diseases. A random sample of 594 answers was independently evaluated by two raters using nine answer quality criteria. An additional criterion, the agreement of answers with the best available evidence, was explored by peer review of a sample of 42 answers. Reviewers performed an evidence search in Medline. The median answer quality score of ArboAntwoord (N=295) and the Netherlands Center for Occupational Diseases Helpdesk (N=299) was 8 of 9 (IQR 2). The inter-rater reliability of the first nine quality criteria was high (κ 0.82-0.90, p<0.05). A question answered by two or more experts had a greater probability of a high-quality score than questions answered by one expert (OR 4.9, 95% CI 2.7 to 9.0). Answers most often scored insufficient on the use of evidence to underpin the answer (36% and 38% for the networks, respectively) and on conciseness (35% and 31%, respectively). Peer review demonstrated that 43%-72% of the answers in both online networks were in complete agreement with the best available evidence. OSH experts are able to provide quality answers in online OSH Q&A networks. Our answer quality appraisal instrument was feasible and provided information on how to improve answer quality.

Marketability requirements for fault detection and diagnostics in commercial buildings

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

Heinemeier, K.H.

Fault Detection and Diagnostics (FDD) is a technology that has a great potential for improving performance and reducing energy consumed in commercial buildings, and is rapidly becoming feasible for the buildings sector. Scientists have developed algorithms for FDD, and are making plans for field-testing and demonstration of these methods in real buildings. These efforts will provide a sound technical basis for FDD product offerings. FDD has the potential to dramatically improve the quality of operation of buildings. However, progress on technical issues is only one step towards implementing FDD in the market. FDD cannot be expected to have a majormore » impact on buildings unless market issues are addressed. Many questions will have to be answered regarding the users of FDD systems, the usability of the product, the market for FDD, and the nature of possible FDD offerings. It is crucial to consider marketing issues in parallel with the more technical issues. Constraints and opportunities that will be faced in marketing the products must be recognized early in technology development, and addressed and integrated into designs to ensure an appropriate system design. This paper identified a number of key questions that will arise in addressing marketability issues. These questions will have to be answered individually by technology developers and entities intending to market FDD. This paper presents some of the considerations that must go into the answering the questions, and provides a framework for analyzing the market requirements.« less

Selective Benefits of Question Self-Generation and Answering for Remembering Expository Text

ERIC Educational Resources Information Center

Bugg, Julie M.; McDaniel, Mark A.

2012-01-01

The present study examined possible memory and metacomprehension benefits of using a combined question self-generation and answering technique, relative to rereading, as a study strategy for expository passages. In the 2 question self-generation and answering conditions (detail or conceptual questions), participants were prompted on how to…

A Support System for Error Correction Questions in Programming Education

ERIC Educational Resources Information Center

Hachisu, Yoshinari; Yoshida, Atsushi

2014-01-01

For supporting the education of debugging skills, we propose a system for generating error correction questions of programs and checking the correctness. The system generates HTML files for answering questions and CGI programs for checking answers. Learners read and answer questions on Web browsers. For management of error injection, we have…

Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course

NASA Astrophysics Data System (ADS)

Sayer, Ryan; Marshman, Emily; Singh, Chandralekha

2016-12-01

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum mechanics course. We analyze student performance on prelecture reading quizzes, in-class clicker questions answered individually, and clicker questions answered after group discussion, and compare those performances with open-ended retention quizzes administered after all instructional activities on the same concepts. In general, compared to the reading quizzes, student performance improved when individual clicker questions were posed after lectures that focused on student difficulties found via electronic feedback. The performance on the clicker questions after group discussion following individual clicker question responses also showed improvement. We discuss some possible reasons for the improved performance at various stages, e.g., from prelecture reading quizzes to postlecture clicker questions, and from individual to group clicker questions.

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

PubMed

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

2018-06-08

In this article, we conclude our 3-part series by focusing on several concepts that have proven useful for formulating causal questions and inferring causal effects. The process of causal inference is of key importance for physiologic childbirth science, so each concept is grounded in content related to women at low risk for perinatal complications. A prerequisite to causal inference is determining that the question of interest is causal rather than descriptive or predictive. Another critical step in defining a high-impact causal question is assessing the state of existing research for evidence of causality. We introduce 2 causal frameworks that are useful for this undertaking, Hill's causal considerations and the sufficient-component cause model. We then provide 3 steps to aid perinatal researchers in inferring causal effects in a given study. First, the researcher should formulate a rigorous and clear causal question. We introduce an example of epidural analgesia and labor progression to demonstrate this process, including the central role of temporality. Next, the researcher should assess the suitability of the given data set to answer this causal question. In randomized controlled trials, data are collected with the express purpose of answering the causal question. Investigators using observational data should also ensure that their chosen causal question is answerable with the available data. Finally, investigators should design an analysis plan that targets the causal question of interest. Some data structures (eg, time-dependent confounding by labor progress when estimating the effect of epidural analgesia on postpartum hemorrhage) require specific analytical tools to control for bias and estimate causal effects. The assumptions of consistency, exchangeability, and positivity may be especially useful in carrying out these steps. Drawing on appropriate causal concepts and considering relevant assumptions strengthens our confidence that research has reduced the likelihood of alternative explanations (eg bias, chance) and estimated a causal effect. © 2018 by the American College of Nurse-Midwives.

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.

75 FR 28713 - Teacher Incentive Fund

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-21

... competition is designed to permit the Department to meet this responsibility and, at the same time, to seek answers to research questions about the effect of PBCSs on student achievement in high-need schools that... Requirements, a new design that incorporates a 1 percent across-the-board bonus has been selected for the...

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

ERIC Educational Resources Information Center

Haudek, Kevin C.; Kaplan, Jennifer J.; Knight, Jennifer; Long, Tammy; Merrill, John; Munn, Alan; Nehm, Ross; Smith, Michelle; Urban-Lurain, Mark

2011-01-01

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students'…

A Comparison of Study Strategies for Passages: Rereading, Answering Questions, and Generating Questions

ERIC Educational Resources Information Center

Weinstein, Yana; McDermott, Kathleen B.; Roediger, Henry L., III

2010-01-01

Students are often encouraged to generate and answer their own questions on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered questions, and took a test to get accustomed to the materials in a…

Cohort studies in health sciences librarianship

PubMed Central

Eldredge, Jonathan

2002-01-01

Question: What are the key characteristics of the cohort study design and its varied applications, and how can this research design be utilized in health sciences librarianship? Data Sources: The health, social, behavioral, biological, library, earth, and management sciences literatures were used as sources. Study Selection: All fields except for health sciences librarianship were scanned topically for either well-known or diverse applications of the cohort design. The health sciences library literature available to the author principally for the years 1990 to 2000, supplemented by papers or posters presented at annual meetings of the Medical Library Association. Data Extraction: A narrative review for the health, social, behavioral, biological, earth, and management sciences literatures and a systematic review for health sciences librarianship literature for the years 1990 to 2000, with three exceptions, were conducted. The author conducted principally a manual search of the health sciences librarianship literature for the years 1990 to 2000 as part of this systematic review. Main Results: The cohort design has been applied to answer a wide array of theoretical or practical research questions in the health, social, behavioral, biological, and management sciences. Health sciences librarianship also offers several major applications of the cohort design. Conclusion: The cohort design has great potential for answering research questions in the field of health sciences librarianship, particularly evidence-based librarianship (EBL), although that potential has not been fully explored. PMID:12398244

Randomized trial for answers to clinical questions: evaluating a pre-appraised versus a MEDLINE search protocol.

PubMed

Patel, Manesh R; Schardt, Connie M; Sanders, Linda L; Keitz, Sheri A

2006-10-01

The paper compares the speed, validity, and applicability of two different protocols for searching the primary medical literature. A randomized trial involving medicine residents was performed. An inpatient general medicine rotation was used. Thirty-two internal medicine residents were block randomized into four groups of eight. Success rate of each search protocol was measured by perceived search time, number of questions answered, and proportion of articles that were applicable and valid. Residents randomized to the MEDLINE-first (protocol A) group searched 120 questions, and residents randomized to the MEDLINE-last (protocol B) searched 133 questions. In protocol A, 104 answers (86.7%) and, in protocol B, 117 answers (88%) were found to clinical questions. In protocol A, residents reported that 26 (25.2%) of the answers were obtained quickly or rated as "fast" (<5 minutes) as opposed to 55 (51.9%) in protocol B, (P = 0.0004). A subset of questions and articles (n = 79) were reviewed by faculty who found that both protocols identified similar numbers of answer articles that addressed the questions and were felt to be valid using critical appraisal criteria. For resident-generated clinical questions, both protocols produced a similarly high percentage of applicable and valid articles. The MEDLINE-last search protocol was perceived to be faster. However, in the MEDLINE-last protocol, a significant portion of questions (23%) still required searching MEDLINE to find an answer.

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.

Breast cancer information communicated on a public online platform: an analysis of 'Yahoo! Answer Japan'.

PubMed

Ohigashi, An; Ahmed, Salim; Afzal, Arfan R; Shigeta, Naoko; Tam-Tham, Helen; Kanda, Hideyuki; Ishikawa, Yoshihiro; Turin, Tanvir C

2017-06-01

INTRODUCTION Japan is a developed country with high use of Internet and online platforms for health information. 'Yahoo! Answer Japan' is the most commonly used question-and-answer service in Japan. AIM To explore the information users seek regarding breast cancer from the 'Yahoo! Answer Japan' web portal. METHODS The 'Yahoo! Answer Japan' portal was searched for the key word 'breast cancer' and all questions searched for the period of 1 January to 31 December 2014 were obtained. The selected questions related to human breast cancer and were not advertisements or promotional material. The questions were categorized using a coding schema. High and low access of the questions were defined by the number of view-counts. RESULTS Among the 2392 selected questions, six major categories were identified; (1) suspected breast cancer, (2) breast cancer screening, (3) treatment of breast cancer, (4) life with breast cancer, (5) prevention of breast cancer and (6) others. The highest number of questions were treatment related (28.8%) followed by suspected breast cancer-related questions (23.4%) and screening-related questions (20%). Statistical analysis revealed that the treatment-related questions were more likely to be highly accessed. CONCLUSION Content analysis of Internet question-answer communities is important, as questions posted on these sites would serve as a rich source of direct reflection regarding the health-related information needs of the general population.

Introducing Laboratory Safety.

ERIC Educational Resources Information Center

DeLorenzo, Ronald

1985-01-01

Presents a simple, 10-item quiz designed to make students aware that they must learn laboratory safety. The items include questions on acid/base accidents, several types of fire extinguishers, and safety glassses. Answers and some explanations are included. (DH)

Wolf Trek Game.

ERIC Educational Resources Information Center

DeRosa, Bill

1988-01-01

Describes a learning center game which is designed to help elementary school students learn about wolves. Includes playing instructions, game board, and questions and answers. Also included is a record of wolf calls narrated by actor Robert Redford. (TW)

Pseudomonas aeruginosa infection in patients with cystic fibrosis: scientific evidence regarding clinical impact, diagnosis, and treatment*

PubMed Central

da Silva, Luiz Vicente Ribeiro Ferreira; Ferreira, Flavia de Aguiar; Reis, Francisco José Caldeira; de Britto, Murilo Carlos Amorim; Levy, Carlos Emilio; Clark, Otavio; Ribeiro, José Dirceu

2013-01-01

Evidence-based techniques have been increasingly used in the creation of clinical guidelines and the development of recommendations for medical practice. The use of levels of evidence allows the reader to identify the quality of scientific information that supports the recommendations made by experts. The objective of this review was to address current concepts related to the clinical impact, diagnosis, and treatment of Pseudomonas aeruginosa infections in patients with cystic fibrosis. For the preparation of this review, the authors defined a group of questions that would be answered in accordance with the principles of PICO–an acronym based on questions regarding the Patients of interest, Intervention being studied, Comparison of the intervention, and Outcome of interest. For each question, a structured review of the literature was performed using the Medline database in order to identify the studies with the methodological design most appropriate to answering the question. The questions were designed so that each of the authors could write a response. A first draft was prepared and discussed by the group. Recommendations were then made on the basis of the level of scientific evidence, in accordance with the classification system devised by the Oxford Centre for Evidence-Based Medicine, as well as the level of agreement among the members of the group. PMID:24068273

29 CFR 102.46 - Exceptions, cross-exceptions, briefs, answering briefs; time for filing; where to file; service...

Code of Federal Regulations, 2010 CFR

2010-07-01

... support of the position taken on each question, with specific page reference to the record and the legal... set forth specifically the questions of procedure, fact, law, or policy to which exception is taken...; (iii) shall designate by precise citation of page the portions of the record relied on; and (iv) shall...

29 CFR 102.46 - Exceptions, cross-exceptions, briefs, answering briefs; time for filing; where to file; service...

Code of Federal Regulations, 2011 CFR

2011-07-01

... support of the position taken on each question, with specific page reference to the record and the legal... set forth specifically the questions of procedure, fact, law, or policy to which exception is taken...; (iii) shall designate by precise citation of page the portions of the record relied on; and (iv) shall...

A Diagnostic Study of Pre-Service Teachers' Competency in Multiple-Choice Item Development

ERIC Educational Resources Information Center

Asim, Alice E.; Ekuri, Emmanuel E.; Eni, Eni I.

2013-01-01

Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers' competency in constructing questions (IQT); direct questions (DQT); and best answer (BAT) varieties of multiple choice items. Subjects were 88…

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…

Bail Me Out! Handling Difficult Data and Tough Questions about Public Schools.

ERIC Educational Resources Information Center

Bracey, Gerald W.

This guide is designed to take the mystery out of educational research data and to help educators become better, and more critical, readers of facts, figures, charts, and graphs about U.S. public schools. Educators will also become better able to answer the questions of parents, students, and the community. A brief historical look at the loss in…

A question-answer pair (QAP) database integrated with websites to answer complex questions submitted to the Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS): a descriptive study.

PubMed

Schjøtt, Jan; Reppe, Linda A; Roland, Pål-Didrik H; Westergren, Tone

2012-01-01

To assess a question-answer pair (QAP) database integrated with websites developed for drug information centres to answer complex questions effectively. Descriptive study with comparison of two subsequent 6-year periods (1995-2000 and 2001-2006). The Regional Medicines Information and Pharmacovigilance Centres in Norway (RELIS). A randomised sample of QAPs from the RELIS database. Answer time in days compared with Mann-Whitney U test. Number of drugs involved (one, two, three or more), complexity (judgemental and/or patient-related or not) and literature search (none, simple or advanced) compared with χ(2) tests. 842 QAPs (312 from 1995 to 2000 and 530 from 2001 to 2006) were compared. The fraction of judgemental and patient-related questions increased (66%-75% and 54%-72%, respectively, p<0.01). Number of drugs and literature search (>50% advanced) was similar in the two periods, but the fraction of answers referring to the RELIS database increased (13%-31%, p<0.01). Median answer time was reduced from 2 days to 1 (p<0.01), although the fraction of complex questions increased from the first to the second period. Furthermore, the mean number of questions per employee per year increased from 66 to 89 from the first to the second period. The authors conclude that RELIS has a potential to efficiently answer complex questions. The model is of relevance for organisation of drug information centres.

Process of Argumentation in High School Biology Class: A Qualitative Analysis

NASA Astrophysics Data System (ADS)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

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.

The Basic Epistemological Questions--Are There Also Valid Answers?

ERIC Educational Resources Information Center

Oderman, Dale B.

Epistemology is the branch of philosophy that seeks answers to two main questions: How do we know? and How do we know we know? This paper is concerned with how four major schools of thought have addressed these questions and the implications that their answers to these questions have for education. The paper begins by discussing how four major…

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

Code of Federal Regulations, 2010 CFR

2010-01-01

... 15 Commerce and Foreign Trade 2 2010-01-01 2010-01-01 false Questions and Answers-Technology and... Supplement No. 1 to Part 734—Questions and Answers—Technology and Software Subject to the EAR This Supplement No. 1 contains explanatory questions and answers relating to technology and software that is subject...

99 Facts about the FBI: Questions and Answers.

ERIC Educational Resources Information Center

Federal Bureau of Investigation, Quantico, VA.

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

Reply & Supply: Efficient crowdsourcing when workers do more than answer questions

PubMed Central

McAndrew, Thomas C.; Guseva, Elizaveta A.

2017-01-01

Crowdsourcing works by distributing many small tasks to large numbers of workers, yet the true potential of crowdsourcing lies in workers doing more than performing simple tasks—they can apply their experience and creativity to provide new and unexpected information to the crowdsourcer. One such case is when workers not only answer a crowdsourcer’s questions but also contribute new questions for subsequent crowd analysis, leading to a growing set of questions. This growth creates an inherent bias for early questions since a question introduced earlier by a worker can be answered by more subsequent workers than a question introduced later. Here we study how to perform efficient crowdsourcing with such growing question sets. By modeling question sets as networks of interrelated questions, we introduce algorithms to help curtail the growth bias by efficiently distributing workers between exploring new questions and addressing current questions. Experiments and simulations demonstrate that these algorithms can efficiently explore an unbounded set of questions without losing confidence in crowd answers. PMID:28806413

Customer satisfaction assessment at the Pacific Northwest National Laboratory

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

DN Anderson; ML Sours

2000-03-23

The Pacific Northwest National Laboratory (PNNL) is developing and implementing a customer satisfaction assessment program (CSAP) to assess the quality of research and development provided by the laboratory. This report presents the customer survey component of the PNNL CSAP. The customer survey questionnaire is composed of two major sections: Strategic Value and Project Performance. Both sections contain a set of questions that can be answered with a 5-point Likert scale response. The strategic value section consists of five questions that are designed to determine if a project directly contributes to critical future national needs. The project Performance section consists ofmore » nine questions designed to determine PNNL performance in meeting customer expectations. A statistical model for customer survey data is developed and this report discusses how to analyze the data with this model. The properties of the statistical model can be used to establish a gold standard or performance expectation for the laboratory, and then to assess progress. The gold standard is defined using laboratory management input--answers to four questions, in terms of the information obtained from the customer survey: (1) What should the average Strategic Value be for the laboratory project portfolio? (2) What Strategic Value interval should include most of the projects in the laboratory portfolio? (3) What should average Project Performance be for projects with a Strategic Value of about 2? (4) What should average Project Performance be for projects with a Strategic Value of about 4? To be able to provide meaningful answers to these questions, the PNNL customer survey will need to be fully implemented for several years, thus providing a link between management perceptions of laboratory performance and customer survey data.« less

Focused search of semantic cases: the effects of question form and case status.

PubMed

Singer, M; Jakobson, L S

1989-05-01

The present study was designed to identify and examine some of the variables that influence the focused search of semantic cases in question answering. Singer, Parbery, and Jakobson (1988) have previously reported that people can focus on the case interrogated by a question and can largely disregard irrelevant cases. In the present study, people learned facts, such as the pilot painted the garage with the roller, the spraygun, and the brush. One day later, they answered questions that focused on a particular case. For example, the question did the pilot paint with a spraygun? focuses on the instrument case. Experiment 1 revealed that people can focus on a particular case in response both to complete questions and to comparable word probes, such as "pilot spraygun." Therefore, the given-new structure of questions is not essential to focused search. Experiment 2 revealed that people have a difficult time ignoring the agent case, even when it is irrelevant to the question. This corroborates proposals that agent and action information are closely interrelated in the representation of a fact. These results help to delineate the phenomenon of the focused search of semantic cases.

Laboratory Experimental Design for a Glycomic Study.

PubMed

Ugrina, Ivo; Campbell, Harry; Vučković, Frano

2017-01-01

Proper attention to study design before, careful conduct of procedures during, and appropriate inference from results after scientific experiments are important in all scientific studies in order to ensure valid and sometimes definitive conclusions can be made. The design of experiments, also called experimental design, addresses the challenge of structuring and conducting experiments to answer the questions of interest as clearly and efficiently as possible.

RESEARCH DESIGNS IN SPORTS PHYSICAL THERAPY

PubMed Central

2012-01-01

Research is designed to answer a question or to describe a phenomenon in a scientific process. Sports physical therapists must understand the different research methods, types, and designs in order to implement evidence‐based practice. The purpose of this article is to describe the most common research designs used in sports physical therapy research and practice. Both experimental and non‐experimental methods will be discussed. PMID:23091780

Parallel computing works

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

Not Available

An account of the Caltech Concurrent Computation Program (C{sup 3}P), a five year project that focused on answering the question: Can parallel computers be used to do large-scale scientific computations '' As the title indicates, the question is answered in the affirmative, by implementing numerous scientific applications on real parallel computers and doing computations that produced new scientific results. In the process of doing so, C{sup 3}P helped design and build several new computers, designed and implemented basic system software, developed algorithms for frequently used mathematical computations on massively parallel machines, devised performance models and measured the performance of manymore » computers, and created a high performance computing facility based exclusively on parallel computers. While the initial focus of C{sup 3}P was the hypercube architecture developed by C. Seitz, many of the methods developed and lessons learned have been applied successfully on other massively parallel architectures.« less

[Professional debate on shortage of physicians].

PubMed

Gérvas, Juan; Bonis, Julio

2008-01-01

We do not know the best answer to problems due to shortage of physicians (absolute number and by specialities) but perhaps what is important is the lack of a professional debate about what means 'to be' a physician. In this paper we address four key professional questions: 1/ the over-training of physicians when health demand now includes minor problems, 2/ predominance of physician-patient direct encounters in a world of telecommunications and indirect encounters, 3/ the need to delegate power and responsibilities to other health professionals as a consequence of new technology developments and changes in role-design, and 4/ too much emphasis in diagnosis with the danger to initiate cascades with its side-effects. Practical answers to these questions require changes in pre and postgraduate education, improvement in health services organization to profit the use of telecommunications and analysis and re-design of the limits in between professions, levels of care, institutions and health and social sectors.

77 FR 74671 - Guidance for Industry: Questions and Answers Regarding Food Facility Registration (Fifth Edition)

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Food and Drug Administration [Docket No. FDA-2012-D-1002] Guidance for Industry: Questions and Answers Regarding Food Facility Registration (Fifth Edition) AGENCY... announcing the availability of a guidance for industry entitled ``Questions and Answers Regarding Food...

Those Responsible for Approving Research Studies Have Poor Knowledge of Research Study Design: a Knowledge Assessment of Institutional Review Board Members.

PubMed

Mhaskar, Rahul; Pathak, Elizabeth Barnett; Wieten, Sarah; Guterbock, Thomas M; Kumar, Ambuj; Djulbegovic, Benjamin

2015-08-01

Institutional Review Board (IRB) members have a duty to protect the integrity of the research process, but little is known about their basic knowledge of clinical research study designs. A nationwide sample of IRB members from major US research universities completed a web-based questionnaire consisting of 11 questions focusing on basic knowledge about clinical research study designs. It included questions about randomized controlled trials (RCTs) and other observational research study designs. Potential predictors (age, gender, educational attainment, type of IRB, current IRB membership, years of IRB service, clinical research experience, and self-identification as a scientist) of incorrect answers were evaluated using multivariate logistic regression models. 148 individuals from 36 universities participated. The majority of participants, 68.9% (102/148), were holding a medical or doctoral degree. Overall, only 26.5% (39/148) of participants achieved a perfect score of 11. On the six-question subset addressing RCTs, 46.6% (69/148) had a perfect score. Most individual questions, and the summary model of overall quiz score (perfect vs. not perfect), revealed no significant predictors - indicating that knowledge deficits were not limited to specific subgroups of IRB members. For the RCT knowledge score there was one significant predictor: compared with MDs, IRB members without a doctoral degree were three times as likely to answer at least one RCT question incorrectly (Odds Ratio: 3.00, 95% CI 1.10-8.20). However, even among MD IRB members, 34.1% (14/41) did not achieve a perfect score on the six RCT questions. This first nationwide study of IRB member knowledge about clinical research study designs found significant knowledge deficits. Knowledge deficits were not limited to laypersons or community advocate members of IRBs, as previously suggested. Akin to widespread ethical training requirements for clinical researchers, IRB members should undergo systematic training on clinical research designs.

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.

The Design of a Graphical User Interface for an Electronic Classroom.

ERIC Educational Resources Information Center

Cahalan, Kathleen J.; Levin, Jacques

2000-01-01

Describes the design of a prototype for the graphical user interface component of an electronic classroom (ECR) application that supports real-time lectures and question-and-answer sessions between an instructor and students. Based on requirements analysis and an analysis of competing products, a Web-based ECR prototype was produced. Findings show…

High Wired: On the Design, Use and Theory of Educational MOOs.

ERIC Educational Resources Information Center

Haynes, Cynthia, Ed.; Holmevik, Jan Rune, Ed.

MOOs (Multi-User, Object-Oriented Environments), which were designed originally as spaces for online social interaction, are increasingly recognized today for their value as educational tools. This book brings together a diverse group of experts whose contributions help answer questions and dispel myths surrounding MOOs and their use in education.…

Designing Genetics Instruction for a Socratic Approach

ERIC Educational Resources Information Center

Idros, Sharifah Norhaidah Syed

2004-01-01

Science is at heart a rational activity. Reasoning, being an important component of critical thinking has been successfully taught using Socratic methods. As an approach, the instructor or designer of instruction models an inquiring and probing mind focusing on providing questions and not answers. The main aim has been to allow learners to…

Do Social Studies Teachers Use Simulations?

ERIC Educational Resources Information Center

Young, Gail A; Schug, Mark C.

1990-01-01

Reports the results of a survey of Wisconsin secondary social studies teachers designed to answer the question: To what extent do teachers use simulations? Describes the study designed to replicate an earlier survey of Ohio teachers in 1979 by J.J. Blaga. Compares the results of the two surveys. Concludes simulation use has increased. (RW)

How Do High School Students Solve Probability Problems? A Mixed Methods Study on Probabilistic Reasoning

ERIC Educational Resources Information Center

Heyvaert, Mieke; Deleye, Maarten; Saenen, Lore; Van Dooren, Wim; Onghena, Patrick

2018-01-01

When studying a complex research phenomenon, a mixed methods design allows to answer a broader set of research questions and to tap into different aspects of this phenomenon, compared to a monomethod design. This paper reports on how a sequential equal status design (QUAN ? QUAL) was used to examine students' reasoning processes when solving…

Do Computers Improve the Drawing of a Geometrical Figure for 10 Year-Old Children?

ERIC Educational Resources Information Center

Martin, Perrine; Velay, Jean-Luc

2012-01-01

Nowadays, computer aided design (CAD) is widely used by designers. Would children learn to draw more easily and more efficiently if they were taught with computerised tools? To answer this question, we made an experiment designed to compare two methods for children to do the same drawing: the classical "pen and paper" method and a CAD…

The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education

ERIC Educational Resources Information Center

Wilson, Thomas Royce

2017-01-01

Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when…

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.

Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology.

PubMed

Gibson, Susan I

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students' exam grades by one grade (e.g., from a "B-" to a "B"). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

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.

Conformer Hunting: An Open-Ended Computational Chemistry Exercise That Expresses Real-World Complexity and Student Forethought

NASA Astrophysics Data System (ADS)

Lipkowitz, Kenny B.; Robertson, Daniel

2000-02-01

A computational chemistry project suitable for both graduate and undergraduate classes has been developed, tested, and implemented successfully over the course of 10 years. In this project we ask students the following simple question: "Which conformer searching strategy in Spartan is the best?" To answer this question the students need to develop a working definition of what "best" means within the context of the project, design their own experiments that can address that question most suitably, carry out the calculations to derive a compelling answer, and then write their results in the form of a research paper. In addition to teaching students about potential energy surfaces, molecular modeling techniques, and stereochemistry, the pedagogical advantages of this computational chemistry exercise compared to others published in this Journal are that it (i) requires a significant amount of student forethought in addition to afterthought by forcing students to design their own experiments, (ii) demonstrates real-world levels of complexity by using molecules having multiple rotatable bonds, (iii) allows for student creativity that is missing in most other published exercises, (iv) focuses on writing in the curriculum.

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

76 FR 4360 - Draft Guidance for Industry: Questions and Answers Regarding Implementation of the Menu Labeling...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-25

...] Draft Guidance for Industry: Questions and Answers Regarding Implementation of the Menu Labeling...: Questions and Answers Regarding Implementation of the Menu Labeling Provisions of Section 4205 of the... Implementation of the Menu Labeling Provisions of Section 4205 of the Patient Protection and Affordable Care Act...

Postsecondary Education Issues: Visible Questions. Invisible Answers.

ERIC Educational Resources Information Center

Western Interstate Commission for Higher Education, Boulder, CO. National Center for Higher Education Management Systems.

With some justification, the inability to answer most of the important questions in higher education is due to the lack of necessary information. But careful examination of our many faceted questions suggests that more information may not be the only answer. The National Center for Higher Education Management Systems (NCHEMS) has found other…

Discussion of papers

NASA Astrophysics Data System (ADS)

Discussion times were lively and highly fruitful. The Editors have organised questions and answers for each paper alphabetically by the speaker's surname. Although the discussion was recorded, only those questions and answers for which written versions were submitted have been included here. We are deeply indebted to Bev Lynds for transcribing the hand-written questions and answers.

Computational Natural Language Inference: Robust and Interpretable Question Answering

ERIC Educational Resources Information Center

Sharp, Rebecca Reynolds

2017-01-01

We address the challenging task of "computational natural language inference," by which we mean bridging two or more natural language texts while also providing an explanation of how they are connected. In the context of question answering (i.e., finding short answers to natural language questions), this inference connects the question…

Augmenting Fellow Education Through Spaced Multiple-Choice Questions.

PubMed

Barsoumian, Alice E; Yun, Heather C

2018-01-01

The San Antonio Uniformed Services Health Education Consortium Infectious Disease Fellowship program historically included a monthly short-answer and multiple-choice quiz. The intent was to ensure medical knowledge in relevant content areas that may not be addressed through clinical rotations, such as operationally relevant infectious disease. After completion, it was discussed in a small group with faculty. Over time, faculty noted increasing dissatisfaction with the activity. Spaced interval education is useful in retention of medical knowledge and skills by medical students and residents. Its use in infectious disease fellow education has not been described. To improve the quiz experience, we assessed the introduction of spaced education curriculum in our program. A pre-intervention survey was distributed to assess the monthly quiz with Likert scale and open-ended questions. A multiple-choice question spaced education curriculum was created using the Qstream(R) platform in 2011. Faculty development on question writing was conducted. Two questions were delivered every 2 d. Incorrectly and correctly answered questions were repeated after 7 and 13 d, respectively. Questions needed to be answered correctly twice to be retired. Fellow satisfaction was assessed at semi-annual fellowship reviews over 5 yr and by a one-time repeat survey. Pre-intervention survey of six fellows indicated dissatisfaction with the time commitment of the monthly quiz (median Likert score of 2, mean 6.5 h to complete), neutral in perceived utility, but satisfaction with knowledge retention (Likert score 4). Eighteen fellows over 5 yr participated in the spaced education curriculum. Three quizzes with 20, 39, and 48 questions were designed. Seventeen percentage of questions addressed operationally relevant topics. Fifty-nine percentage of questions were answered correctly on first attempt, improving to 93% correct answer rate at the end of the analysis. Questions were attempted 2,999 times. Fellows consistently indicated that the platform was "highly enjoyed," "beneficial," a "fun format," and "completely satisfied." Fellows additionally commented that they desired more questions and considered the platform helpful in board preparation. Formal survey data post-intervention found that the fellows were satisfied with the new approach, found it to be useful in board preparation, overall educational value, and in-line with their personal learning style (median Likert score of 4 for all queries). Fellows were satisfied with time commitment, spending a mean of 47 min on the spaced education curriculum questions per month. Introduction of a spaced education curriculum resulted in a sustained positive learner experience for >5 yr with demonstrated mastery of material. Spaced education learning is a viable addition to augment training experience, especially in areas of curricular gaps such as operational medicine. Correct answer data may also be useful to perform Accreditation Council for Graduate Medical Education-required objective assessment of knowledge. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

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.

Cyberhunt.

ERIC Educational Resources Information Center

Mills, Chris

2001-01-01

Presents an online activity designed to teach middle- and upper-level elementary school students about the skeletal system. Students are given several questions about the human skeleton, then directed to several online science sites to find the answers. A student reproducible page is included. (SM)

My Favorite Assignment.

ERIC Educational Resources Information Center

Hebert, Margaret; And Others

1991-01-01

Contains seven brief articles which offer assignments designed to help students perform job searches, write job application letters, answer difficult questions, write letters of resignation, alleviate fears of public speaking, use the interview effectively in the business communication, and develop listening skills. (PRA)

Effects of a towaway reporting threshold on crash analysis results

DOT National Transportation Integrated Search

1994-11-01

This guidebook is designed to be a hands-on, planner-friendly document that answers hard questions about intermodal management system planning in practice. The guidebook is written from the perspective of the Commonwealth of Massachusetts' developmen...

Learning Technology Specification: Principles for Army Training Designers and Developers

DTIC Science & Technology

2013-09-01

immediate feedback is used, it’s best to present it in a complementary modality to decrease cognitive load: if a visual simulation, give feedback aurally ...audience listed above, read through each of the questions in the matrix, and circle the answer that best describes the training goals and learners . Then...answer that best describes the training goals and learners . Then, in the Summary Table below list all of the items in the Critical Learning

Role of self-concept in answering survey questions on complementary and alternative medicine: challenges to and strategies for improving data quality.

PubMed

Willson, Stephanie; Stussman, Barbara; Maitland, Aaron; Nahin, Richard L

2009-12-01

The aim of this study was to assess the construct validity of survey questions about the use of herbal and other nonvitamin/nonmineral dietary supplements. We conducted one-on-one, in-depth cognitive interviews with 32 respondents to test questions from the complementary and alternative medicine (CAM) supplement for the 2007 National Health Interview Survey. Respondents were sampled purposively according to their use of CAM. Interviewers probed respondents for their understanding of the questions, and analysis was guided by grounded theory, an approach that generates explanations of response error that are closely tied to the empirical data. We found two sources of misinterpretation of CAM questions. First, some respondents did not have any pre-established definition of what constitutes an herbal supplement while others had interpretations that did not match the intended definitions. These problems are common to many survey questions. However, a second finding is that misinterpretation also arose when respondents incorporated notions of self-concept into the act of taking "natural herbs," and answered based on their understanding of this image rather than on actual behavior. There are several sources of misinterpretation of CAM questions. One of the most important sources is whether or not the respondent has created a concept of self-image that includes the use of herbal supplements. Common questionnaire design techniques such as providing definitions to respondents will not help to eliminate misinterpretation due to self-image. We found that careful question wording that does not evoke definitions of self, combined with visual aids that narrow the focus of the questions, can lead to more accurate answers.

Deconstructing Interaction Dynamics in Knowledge Sharing Communities

NASA Astrophysics Data System (ADS)

Aji, Ablimit; Agichtein, Eugene

Online knowledge sharing sites have recently exploded in popularity, and have began to play an important role in online information seeking. Unfortunately, many factors that influence the effectiveness of the information exchange in these communities are not well understood. This paper is an attempt to fill this gap by exploring the dynamics of information sharing in such sites - that is, identifying the factors that can explain how people respond to information requests. As a case study, we use Yahoo! Answers, one of the leading knowledge sharing portals on the web with millions of active participants. We follow the progress of thousands of questions, from posting until resolution. We examine contextual factors such as the topical area of the questions, as well as intrinsic factors of question wording, subjectivity, sentiment, and other characteristics that could influence how a community responds to an information request. Our findings could be useful for improving existing collaborative question answering systems, and for designing the next generation of knowledge sharing communities.

Functional definition and design of a USDA system

NASA Technical Reports Server (NTRS)

Evans, S. M.; Dario, E. R.; Dickinson, G. L. (Principal Investigator)

1979-01-01

The fundamental definition and design of a U.S.D.A. system utilizing the LACIE technology avaliable as of June 1976, is discussed. The organization and methods described are focused on LACIE technology in terms of its transfer for use applications. The simulation of a feasible system design provided timely answers to system design questions, such as the ability of a minicomputer to handle the proposed geometrical correction of MSS data.

41 CFR 300-2.20 - What is the purpose of the question & answer format?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false What is the purpose of the question & answer format? 300-2.20 Section 300-2.20 Public Contracts and Property Management Federal Travel Regulation System GENERAL INTRODUCTION 2-HOW TO USE THE FTR Question & Answer Format § 300...

41 CFR 300-2.21 - How is the rule expressed in the question and answer format?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false How is the rule expressed in the question and answer format? 300-2.21 Section 300-2.21 Public Contracts and Property Management Federal Travel Regulation System GENERAL INTRODUCTION 2-HOW TO USE THE FTR Question & Answer...

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…

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance

ERIC Educational Resources Information Center

Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.

2015-01-01

Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies,…

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

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2008

2008-01-01

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Afterschool Care, and answers the following questions about afterschool programs: (1) How does afterschool care help children?; (2) How…

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

ERIC Educational Resources Information Center

Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Social Question and Answer Services versus Library Virtual Reference: Evaluation and Comparison from the Users' Perspective

ERIC Educational Resources Information Center

Zhang, Yin; Deng, Shengli

2014-01-01

Introduction: In recent years, the introduction of social question and answer services and other Internet tools have expanded the ways in which people have their questions answered. There has been speculation and debate over whether such services and other Internet tools are replacing library virtual reference services. Method: Most previous…

Violations of Information Structure: An Electrophysiological Study of Answers to Wh-Questions

ERIC Educational Resources Information Center

Cowles, H. W.; Kluender, Robert; Kutas, Marta; Polinsky, Maria

2007-01-01

This study investigates brain responses to violations of information structure in wh-question-answer pairs, with particular emphasis on violations of focus assignment in it-clefts (It was the queen that silenced the banker). Two types of ERP responses in answers to wh-questions were found. First, all words in the focus-marking (cleft) position…

The "Individualised Accounting Questions" Technique: Using Excel to Generate Quantitative Exercises for Large Classes with Unique Individual Answers

ERIC Educational Resources Information Center

Nnadi, Matthias; Rosser, Mike

2014-01-01

The "individualised accounting questions" (IAQ) technique set out in this paper encourages independent active learning. It enables tutors to set individualised accounting questions and construct an answer grid that can be used for any number of students, with numerical values for each student's answers based on their student enrolment…

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

ERIC Educational Resources Information Center

Miller, C. C.; And Others

1982-01-01

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

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

Toxics and combustibles: Designing gas-detection systems

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

Pham, L.P.; Pryor, D.A.

1998-07-01

When a plant decides to install a gas-detection system, several questions come to mind: How many detectors are needed and where should they go? Simple questions--but unfortunately ones without a simple answer. However, there are some general considerations that plant personnel can use to rough out a gas-monitoring installation. Any evaluation process should include the following five steps. Each is discussed: (1) Understand the application; (2) Identify potential danger points; (3) Establish design goals; (4) Determine gas characteristics; and (5) Profile the plant and potential release scenarios.

Reflections on Descriptive Psychology: NASA, Media and Technology, Observation

NASA Technical Reports Server (NTRS)

Aucoin, Paschal J., Jr.

1999-01-01

At NASA, we have used methods of Descriptive Psychology (DP) to solve problems in several areas: Simulation of proposed Lunar/Mars missions at high level to assess feasibility and needs in the robotics and automation areas. How we would go about making a "person-like" robot. Design and implementation of Systems Engineering practices on behalf of future projects with emphasis on interoperability. Design of a Question and Answer dialog system to handle student questions about Advanced Life Support (ALS) systems - students learn biology by applying it to ALS projects.

Predicting Citizen Satisfaction with Government Services in Belize

DTIC Science & Technology

2015-03-26

treatments are being executed on existing groups as the community population, a quasi-experimental approach using the nonequivalent control group design ... design and survey procedures before concluding with a discussion of the anticipated significance of the research . Chapter II is an article to be...York School Belize City, Belize $75,000 Experiment Design While both Hansen and this research effort answer distinctly different questions, the

Utilizing the public opinion questionnaire to answer policy and process questions.

DOT National Transportation Integrated Search

1978-01-01

The public opinion questionnaire used in this study was designed to provide the Department information regarding public involvement procedures as viewed by the public, as well as to provide insight into citizen opinion regarding the specifics of the ...

NYSDOT consideration of potential intermodal sites for Long Island.

DOT National Transportation Integrated Search

2011-06-09

This Study was prepared in response to the Governor's directive to conduct an extensive analysis of the feasibility of a truck/rail : facility on Long Island. It was designed to answer three questions: : Is an intermodal truck/rail transfer facil...

Questions and Answers for Architectural Coatings Rule

EPA Pesticide Factsheets

The EPA compiled this question and answer document from inquiries received after the publication of the 1999 final architectural coatings rule and from questions raised at meetings with industry associations.

Effect of Polya Problem-Solving Model on Senior Secondary School Students' Performance in Current Electricity

ERIC Educational Resources Information Center

Olaniyan, Ademola Olatide; Omosewo, Esther O.; Nwankwo, Levi I.

2015-01-01

This study was designed to investigate the Effect of Polya Problem-Solving Model on Senior School Students' Performance in Current Electricity. It was a quasi experimental study of non- randomized, non equivalent pre-test post-test control group design. Three research questions were answered and corresponding three research hypotheses were tested…

Learning to Deflect: Conceptual Change in Physics during Digital Game Play

ERIC Educational Resources Information Center

Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B.

2015-01-01

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics.…

No Randomization? No Problem: Experimental Control and Random Assignment in Single Case Research

ERIC Educational Resources Information Center

Ledford, Jennifer R.

2018-01-01

Randomization of large number of participants to different treatment groups is often not a feasible or preferable way to answer questions of immediate interest to professional practice. Single case designs (SCDs) are a class of research designs that are experimental in nature but require only a few participants, all of whom receive the…

AT2 DS II - Accelerator System Design (Part II) - CCC Video Conference

ScienceCinema

None

2017-12-09

Discussion Session - Accelerator System Design (Part II) Tutors: C. Darve, J. Weisend II, Ph. Lebrun, A. Dabrowski, U. Raich Video Conference with the CERN Control Center. Experts in the field of Accelerator science will be available to answer the students questions. This session will link the CCC and SA (using Codec VC).

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

ERIC Educational Resources Information Center

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

2009-01-01

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

A Noisy-Channel Approach to Question Answering

DTIC Science & Technology

2003-01-01

question “When did Elvis Presley die?” To do this, we build a noisy channel model that makes explicit how answer sentence parse trees are mapped into...in Figure 1, the algorithm above generates the following training example: Q: When did Elvis Presley die ? SA: Presley died PP PP in A_DATE, and...engine as a potential candidate for finding the answer to the question “When did Elvis Presley die?” In this case, we don’t know what the answer is

Promoting an active form of learning out-of-class via answering online “study questions” leads to higher than expected exam scores in General Biology

PubMed Central

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g., from a “B-” to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections. PMID:26500828

Comparison of individual answer and group answer with and without structured peer assessment

NASA Astrophysics Data System (ADS)

Kablan, Zeynel

2014-09-01

Background:Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample:A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods:In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a 'peer assessment form' before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results:Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions:Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally.

Deciding if lifestyle is a problem: GP risk assessments or patient evaluations? A conversation analytic study of preventive consultations in general practice

PubMed Central

Guassora, Ann Dorrit; Nielsen, Søren Beck; Reventlow, Susanne

2015-01-01

Objective. The aim of this study is to analyse the interaction between patients and GPs in preventive consultations with an emphasis on how patients answer GPs’ questions about lifestyle, and the conditions these answers impose on the process of establishing agreement about lifestyle as a problem or not. Design. Six general practitioners (GPs) video-recorded 15 annual preventive consultations. From these, 32 excerpts of discussions about lifestyle were analysed using conversation analysis (CA). Results. GPs used an interview format to assess risk in patients’ lifestyles. In some cases patients adhered to this format and answered the GPs’ questions, but in many cases patients gave what we have termed “anticipatory answers”. These answers indicate that the patients anticipate a response from their GPs that would highlight problems with their lifestyle. Typically, in an anticipatory answer, patients bypass the interview format to give their own evaluation of their lifestyle and GPs accept this evaluation. In cases of “no-problem” answers from patients, GPs usually encouraged patients by adding support for current habits. Conclusion. Patients anticipated that GPs might assess their lifestyles as problematic and they incorporated this possibility into their responses. They thereby controlled the definition of their lifestyle as a problem or not. GPs generally did not use the information provided in these answers as a resource for further discussion, but rather relied on standard interview procedures. Staying within the patients’ frame of reference and using the patients’ anticipatory answers might provide GPs with a better point of departure for discussion regarding lifestyle. PMID:26467342

"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…

Powering a Habitat on Mars with Kilopower

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

McClure, Patrick; Poston, David

When we imagine sending humans long-term to live on the surface of Mars, the moon, or other planetary bodies in the not-so-distant future, one of the primary questions is: How will we provide the colonists with power? Kilopower is a small nuclear reactor being designed at Los Alamos National Laboratory in conjunction with NASA that it hopes will one day be the answer to that question.

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.…

Americans with Disabilities Act: Responsibilities for Postsecondary Institutions Serving Deaf and Hard of Hearing Students. Questions and Answers. Second Edition.

ERIC Educational Resources Information Center

Kincaid, Jeanne M.; Rawlinson, Sharaine J.

This publication provides answers to questions concerning responsibilities of institutions of postsecondary education toward students who are deaf or hard of hearing under the Americans with Disabilities Act. These questions were originally received but not answered due to time constraints during two satellite conferences held by the Midwest…

26 CFR 1.505(c)-1T - Questions and answers relating to the notification requirement for recognition of exemption under...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 7 2010-04-01 2010-04-01 true Questions and answers relating to the... Questions and answers relating to the notification requirement for recognition of exemption under paragraphs... taxation need not submit the notification required by section 505(c). [T.D. 8073, 51 FR 4330, Feb. 4, 1986...

26 CFR 1.512(a)-5T - Questions and answers relating to the unrelated business taxable income of organizations...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 7 2010-04-01 2010-04-01 true Questions and answers relating to the unrelated... TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Taxation of Business Income of Certain Exempt Organizations § 1.512(a)-5T Questions and answers relating to the unrelated business taxable...

Investigations of Human Question Answering

DTIC Science & Technology

1990-02-01

information sources and search through the structures systematically. The formal,,ms and insights from these fields obviously must be tested in psychological ...experiments before we can incorporate them into psychological models of human question answering. One objective of this ONR contract was to test some... psychological model of human question answering. Tests of the QUEST Model QUEST was tested in four different informational contexts. These contexts

Modeling the Impact of Control on the Attractiveness of Risk in a Prospect Theory Framework

PubMed Central

Young, Diana L.; Goodie, Adam S.; Hall, Daniel B.

2010-01-01

Many decisions involve a degree of personal control over event outcomes, which is exerted through one’s knowledge or skill. In three experiments we investigated differences in decision making between prospects based on a) the outcome of random events and b) the outcome of events characterized by control. In Experiment 1, participants estimated certainty equivalents (CEs) for bets based on either random events or the correctness of their answers to U.S. state population questions across the probability spectrum. In Experiment 2, participants estimated CEs for bets based on random events, answers to U.S. state population questions, or answers to questions about 2007 NCAA football game results. Experiment 3 extended the same procedure as Experiment 1 using a within-subjects design. We modeled data from all experiments in a prospect theory framework to establish psychological mechanisms underlying decision behavior. Participants weighted the probabilities associated with bets characterized by control so as to reflect greater risk attractiveness relative to bets based on random events, as evidenced by more elevated weighting functions under conditions of control. This research elucidates possible cognitive mechanisms behind increased risk taking for decisions characterized by control, and implications for various literatures are discussed. PMID:21278906

Modeling the Impact of Control on the Attractiveness of Risk in a Prospect Theory Framework.

PubMed

Young, Diana L; Goodie, Adam S; Hall, Daniel B

2011-01-01

Many decisions involve a degree of personal control over event outcomes, which is exerted through one's knowledge or skill. In three experiments we investigated differences in decision making between prospects based on a) the outcome of random events and b) the outcome of events characterized by control. In Experiment 1, participants estimated certainty equivalents (CEs) for bets based on either random events or the correctness of their answers to U.S. state population questions across the probability spectrum. In Experiment 2, participants estimated CEs for bets based on random events, answers to U.S. state population questions, or answers to questions about 2007 NCAA football game results. Experiment 3 extended the same procedure as Experiment 1 using a within-subjects design. We modeled data from all experiments in a prospect theory framework to establish psychological mechanisms underlying decision behavior. Participants weighted the probabilities associated with bets characterized by control so as to reflect greater risk attractiveness relative to bets based on random events, as evidenced by more elevated weighting functions under conditions of control. This research elucidates possible cognitive mechanisms behind increased risk taking for decisions characterized by control, and implications for various literatures are discussed.

Handbook of capture-recapture analysis

USGS Publications Warehouse

Amstrup, Steven C.; McDonald, Trent L.; Manly, Bryan F.J.

2005-01-01

Every day, biologists in parkas, raincoats, and rubber boots go into the field to capture and mark a variety of animal species. Back in the office, statisticians create analytical models for the field biologists' data. But many times, representatives of the two professions do not fully understand one another's roles. This book bridges this gap by helping biologists understand state-of-the-art statistical methods for analyzing capture-recapture data. In so doing, statisticians will also become more familiar with the design of field studies and with the real-life issues facing biologists.Reliable outcomes of capture-recapture studies are vital to answering key ecological questions. Is the population increasing or decreasing? Do more or fewer animals have a particular characteristic? In answering these questions, biologists cannot hope to capture and mark entire populations. And frequently, the populations change unpredictably during a study. Thus, increasingly sophisticated models have been employed to convert data into answers to ecological questions. This book, by experts in capture-recapture analysis, introduces the most up-to-date methods for data analysis while explaining the theory behind those methods. Thorough, concise, and portable, it will be immensely useful to biologists, biometricians, and statisticians, students in both fields, and anyone else engaged in the capture-recapture process.

Crop identification technology assessment for remote sensing. (CITARS) Volume 9: Statistical analysis of results

NASA Technical Reports Server (NTRS)

Davis, B. J.; Feiveson, A. H.

1975-01-01

Results are presented of CITARS data processing in raw form. Tables of descriptive statistics are given along with descriptions and results of inferential analyses. The inferential results are organized by questions which CITARS was designed to answer.

Learning about Cellular Respiration: An Active Approach Illustrating the Process of Scientific Inquiry.

ERIC Educational Resources Information Center

Johnson, Margaret (Peg)

1998-01-01

Details the active-learning approach to teaching cellular respiration in an introductory, one-semester course for nonmajors. Focuses on a laboratory exercise designed to answer the question of what happens to food when eaten. Contains 19 references. (DDR)

Marketing Education Curriculum Guide.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

This curriculum guide is intended to provide a common core of competencies from which to design an effective secondary marketing education program. Introductory materials include a definition of marketing education, objectives, outline of instructional content, and questions and answers regarding the curriculum guide. These practical materials are…

NYSDOT consideration of potential intermodal sites for Long Island : appendices.

DOT National Transportation Integrated Search

2011-06-09

This Study was prepared in response to the Governor's directive to conduct an extensive analysis of the feasibility of a truck/rail facility on Long Island. It was designed to answer three questions: Is an intermodal truck/rail transfer facility ...

Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

NASA Astrophysics Data System (ADS)

Jääskeläinen, Markku; Lagerkvist, Andreas

2017-07-01

In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase.

The use of analytical models in human-computer interface design

NASA Technical Reports Server (NTRS)

Gugerty, Leo

1991-01-01

Some of the many analytical models in human-computer interface design that are currently being developed are described. The usefulness of analytical models for human-computer interface design is evaluated. Can the use of analytical models be recommended to interface designers? The answer, based on the empirical research summarized here, is: not at this time. There are too many unanswered questions concerning the validity of models and their ability to meet the practical needs of design organizations.

Understanding Creation: Cosmology at the Dawn of the 21st Century

NASA Technical Reports Server (NTRS)

Lang, Andrew E.

1997-01-01

Cosmology attempts to answer questions concerning the origin of the universe, the way in which it evolves, and the way in which it will end. These are ancient questions that fascinate humanity and attendant metaphysical answers predate recorded history. The dawn of the 21st century has witnessed the first scientific answers. The goal of modern cosmology is to determine the basic properties of the universe. Numerous discoveries have been made in the last century which have had a profound influence on cosmology such as the expansion of the universe and the existence of the cosmic microwave background (CMB). CMB and other phenomena act as fossils for cosmologists who attempt to characterize the early universe through an interpretive methodology similar to that of archaeologists. Programs and tools such as NASA's Cosmic Background Explorer (COBE) have been designed to illuminate the morphologic history of the universe including the big bang theory and the current density of the universe. In this primer for cosmology, these and other discoveries and postulations are discussed.

The power of inexpensive satellite constellations

NASA Astrophysics Data System (ADS)

Dyrud, Lars P.; La Tour, Rose; Swartz, William H.; Nag, Sreeja; Lorentz, Steven R.; Hilker, Thomas; Wiscombe, Warren J.; Papadakis, Stergios J.

2014-06-01

Two thematic drivers are motivating the science community towards constellations of small satellites, the revelation that many next generation system science questions are uniquely addressed with sufficient numbers of simultaneous space based measurements, and the realization that space is historically expensive, and in an environment of constrained costs, we must innovate to ―do more with less‖. We present analysis that answers many of the key questions surrounding constellations of scientific satellites, including research that resulted from the GEOScan community based effort originally intended as hosted payloads on Iridium NEXT. We present analysis that answers the question how many satellites does global system science require? Perhaps serendipitously, the analyses show that many of the key science questions independently converge towards similar results, i.e. that approximately 60+ satellites are needed for transformative, as opposed to incremental capability in system science. The current challenge is how to effectively transition products from design to mass production for space based instruments and vehicles. Ideally, the lesson learned from past designs and builds of various space products should pave the way toward a better manufacturing plan that utilizes just a fraction of the prototype`s cost. Using the commercial products industry implementations of mass customization as an example, we will discuss about the benefits of standardization in design requirements for space instruments and vehicles. For example, the instruments (payloads) are designed to have standardized elements, components, or modules that interchangeably work together within a linkage system. We conclude with a discussion on implementation plans and the new paradigms for community and international cooperation enabled by small satellite constellations.

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.

A cognitive evaluation of four online search engines for answering definitional questions posed by physicians.

PubMed

Yu, Hong; Kaufman, David

2007-01-01

The Internet is having a profound impact on physicians' medical decision making. One recent survey of 277 physicians showed that 72% of physicians regularly used the Internet to research medical information and 51% admitted that information from web sites influenced their clinical decisions. This paper describes the first cognitive evaluation of four state-of-the-art Internet search engines: Google (i.e., Google and Scholar.Google), MedQA, Onelook, and PubMed for answering definitional questions (i.e., questions with the format of "What is X?") posed by physicians. Onelook is a portal for online definitions, and MedQA is a question answering system that automatically generates short texts to answer specific biomedical questions. Our evaluation criteria include quality of answer, ease of use, time spent, and number of actions taken. Our results show that MedQA outperforms Onelook and PubMed in most of the criteria, and that MedQA surpasses Google in time spent and number of actions, two important efficiency criteria. Our results show that Google is the best system for quality of answer and ease of use. We conclude that Google is an effective search engine for medical definitions, and that MedQA exceeds the other search engines in that it provides users direct answers to their questions; while the users of the other search engines have to visit several sites before finding all of the pertinent information.

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

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2008

2008-01-01

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

Verbal Paradata and Survey Error: Respondent Speech, Voice, and Question-Answering Behavior Can Predict Income Item Nonresponse

ERIC Educational Resources Information Center

Jans, Matthew E.

2010-01-01

Income nonresponse is a significant problem in survey data, with rates as high as 50%, yet we know little about why it occurs. It is plausible that the way respondents answer survey questions (e.g., their voice and speech characteristics, and their question- answering behavior) can predict whether they will provide income data, and will reflect…

26 CFR 35.3405-1T - Questions and answers relating to withholding on pensions, annuities, and certain other deferred...

Code of Federal Regulations, 2010 CFR

2010-04-01

... payment for the year? A. No. Periodic payments can vary during a calendar year because of make-up of past... 26 Internal Revenue 15 2010-04-01 2010-04-01 false Questions and answers relating to withholding... REGULATIONS UNDER THE TAX EQUITY AND FISCAL RESPONSIBILITY ACT OF 1982 § 35.3405-1T Questions and answers...

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

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2009

2009-01-01

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

Cell Phone Ring Suppression and HUD Caller ID: Effectiveness in Reducing Momentary Driver Distraction under Varying Workload Levels

NASA Astrophysics Data System (ADS)

Nowakowski, C.; Friedman, D.; Green, P.

2001-10-01

The purpose of the current experiment is to provide a preliminary driving simulator assessment of several hands-free design solutions with regard to the task of answering the phone while driving. Specifically, the following questions were examined: (1) Does the location of a caller ID display and the phone buttons (two HUD (Head Up Display) locations vs. phone cradle) affect either the time to answer the phone or driving performance; (2) Does the presence or absence of a ring affect either the time to answer the phone or driving performance; (3) Does increased driving workload (visual demand) affect either the time to answer the phone or driving performance; (4) What were the initial driver reactions to a HUD-based call timer.

Cohort studies in health sciences librarianship.

PubMed

Eldredge, Jonathan

2002-10-01

What are the key characteristics of the cohort study design and its varied applications, and how can this research design be utilized in health sciences librarianship? The health, social, behavioral, biological, library, earth, and management sciences literatures were used as sources. All fields except for health sciences librarianship were scanned topically for either well-known or diverse applications of the cohort design. The health sciences library literature available to the author principally for the years 1990 to 2000, supplemented by papers or posters presented at annual meetings of the Medical Library Association. A narrative review for the health, social, behavioral, biological, earth, and management sciences literatures and a systematic review for health sciences librarianship literature for the years 1990 to 2000, with three exceptions, were conducted. The author conducted principally a manual search of the health sciences librarianship literature for the years 1990 to 2000 as part of this systematic review. The cohort design has been applied to answer a wide array of theoretical or practical research questions in the health, social, behavioral, biological, and management sciences. Health sciences librarianship also offers several major applications of the cohort design. The cohort design has great potential for answering research questions in the field of health sciences librarianship, particularly evidence-based librarianship (EBL), although that potential has not been fully explored.

Evidence-based medicine Training: Kazakhstan experience.

PubMed

Kamalbekova, G; Kalieva, M

2015-01-01

Understanding principles of evidence-based medicine is of vital importance for improving quality of care, promoting public health and health system development. Understanding principles of evidence-based medicine allows using the most powerful information source, which have ever existed in medicine. To evaluate the effectiveness of teaching Evidence-Based Medicine, including long-term outcomes of training. The study was conducted at the Medical University of Astana, where the Scientific and Educational Center of Evidence-Based Medicine was established in 2010 with the help of the corresponding project of the World Bank. The participants of the study were the faculty trained in Evidence-Based Medicine at the workshop "Introduction to Evidence-Based Medicine" for the period of 2010-2015 years. There were a total of 16 workshops during the period, and 323 employees were trained. All participants were asked to complete our questionnaire two times: before the training - pre-training (to determine the initial level of a listener) and after the training - post-training (to determine the acquired level and get the feedback). Questionnaires were prepared in such a way, that the majority of questions before and after training were identical. Thus, it provided a clear picture of the effectiveness of training. Questions in the survey were open-ended so that the respondents had the opportunity to freely and fully express their views. The main part of the questionnaires included the following questions: "Do you understand what evidence-based medicine is", "how do you understand what the study design means", "what is randomization", "how research is classified", "do you know the steps of decision-making according to Evidence-Based Medicine, list them", "what literature do you prefer to use when searching for information (print, electronic, etc.)", "what resources on the Internet do you prefer to use". Only 30-35% of respondents gave correct answers to the questions on understanding EBM, understanding study designs, randomization. There were no correct or complete answers to the question on study classification. Again, 35% of respondents provided correct answer to the question about the stages of decision-making process from the perspective of EBM, 65% - provided no answer. One fourth (25%) of the respondents preferred using printed literature. Only very few respondents indicated Cochrane Library, Medline (PubMed), Tripdatabasa as preferred Internet sources of information, with 40% indicating Google and 60% - other sources.The results of post-training survey showed that nearly 90% of the respondents gave correct answers to all the questions.With the aim to identify knowledge survival (the long-term training outcomes) we conducted the third survey in May 2014 in previously trained people at the seminar "Introduction to Evidence-Based Medicine". The respondents were asked to answer 4 questions, and to assess previously obtained information on the basics of Evidence-Based Medicine on a 10-point scale.We found that 100% of the respondents answered «Yes» to the question: «Have you changed your behavior after the seminar?» To the question: «Have you encountered difficulties in implementing the principles of evidence-based medicine in the educational process?» 56% of the respondents answered that they had not encountered any difficulties. The other 44% faced the difficulties associated with implementation of Evidence-Based Medicine: lack of understanding by students, low knowledge survival rate among students, too many questions from the students, difficult disputes and discussions.To the question: «Have you encountered difficulties in implementing the principles of Evidence-Based Medicine in practical health-care?» only 37.5% of the respondents answered that they had not encountered difficulties. But the remaining 62.5% of the respondents faced the problems and difficulties in implementing the principles of evidence-based medicine in their practice. These were: failure in implementing, lack of understanding on the part of colleagues, commitment to traditional obsolete methods of treatment, discrepancy between some of the existing standards of diagnosis and treatment and principles of evidence-based medicine.To the question: «Are there any end products after listening to the seminar?» 67% of the respondents answered in affirmative. The end products were mainly marked by the publication of articles and abstracts, including international publications, and participation in the working group on the revision and development of clinical protocols. Barriers to implementation of Evidence-Based Medicine in education and practice are lack of funding to provide access to reliable sources of information, websites; outdated research methodology skills in medical education, lack of skills in critical evaluation of medical information; tradition of authoritarian relationships, use of past experience stencils; failure to comply with continuing education programs ("from training to professional development"). Knowledge of Evidence-Based Medicine, skills to perform searches for scientific data, to evaluate their validity and to transform scientific data into practical solutions are necessary for health workers in their daily activities. This culture needs to be rooted in modern medical education.

Using the regulation of accuracy to study performance when the correct answer is not known.

PubMed

Luna, Karlos; Martín-Luengo, Beatriz

2017-08-01

We examined memory performance in multiple-choice questions when correct answers were not always present. How do participants answer when they are aware that the correct alternative may not be present? To answer this question we allowed participants to decide on the number of alternatives in their final answer (the plurality option), and whether they wanted to report or withhold their answer (report option). We also studied the memory benefits when both the plurality and the report options were available. In two experiments participants watched a crime and then answered questions with five alternatives. Half of the questions were presented with the correct alternative and half were not. Participants selected one alternative and rated confidence, then selected three alternatives and again rated confidence, and finally indicated whether they preferred the answer with one or with three alternatives (plurality option). Lastly, they decided whether to report or withhold the answer (report option). Results showed that participants' confidence in their selections was higher, that they chose more single answers, and that they preferred to report more often when the correct alternative was presented. We also attempted to classify a posteriori questions as either presented with or without the correct alternative from participants' selection. Classification was better than chance, and encouraging, but the forensic application of the classification technique is still limited since there was a large percentage of responses that were incorrectly classified. Our results also showed that the memory benefits of both plurality and report options overlap. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The Impact of School Improvement Grants on Achievement: Plans for a National Evaluation Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Deke, John; Dragoset, Lisa

2015-01-01

Does receipt of School Improvement Grants (SIG) funding to implement a school intervention model have an impact on outcomes for low-performing schools? This study answers this question using a regression discontinuity design (RDD) that exploits cutoff values on the continuous variables used to define SIG eligibility tiers, comparing outcomes in…

Integrated Sampling Strategy (ISS) Guide

Treesearch

Robert E. Keane; Duncan C. Lutes

2006-01-01

What is an Integrated Sampling Strategy? Simply put, it is the strategy that guides how plots are put on the landscape. FIREMON’s Integrated Sampling Strategy assists fire managers as they design their fire monitoring project by answering questions such as: What statistical approach is appropriate for my sample design? How many plots can I afford? How many plots do I...

Treating the Cause of Illness Rather than the Symptoms: Parental Causal Beliefs and Treatment Choices in Autism Spectrum Disorder

ERIC Educational Resources Information Center

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

2011-01-01

Objectives: To explore the relationship between causal beliefs on autism (CBA) and treatment choices. Design and methods: A cross-sectional design was employed. Parents of a child with autism spectrum disorder (ASD) were asked to complete the Lay-Beliefs about Autism Questionnaire (LBA-Q) and answer questions about treatments used. Only items…

Metrics for Elementary and Middle Schools: The Curriculum Series.

ERIC Educational Resources Information Center

Kurtz, V. Ray

This book is designed for teachers in elementary and middle schools who need explanations of problems and questions concerning the metric system and a source of classroom activities to aid in teaching the metric system. The book is divided into three parts. The first part is a primer of information designed to help a teacher in answering the many…

Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?

ERIC Educational Resources Information Center

Mayer, Richard E.; Dow, Gayle T.; Mayer, Sarah

2003-01-01

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments.…

Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills

ERIC Educational Resources Information Center

Kelley, Elizabeth Spencer; Goldstein, Howard; Spencer, Trina D.; Sherman, Amber

2015-01-01

This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded…

Cross-disciplinary problem-solving workshop: a pedagogical approach to anticipate ergonomist engineering design collaboration.

PubMed

Brunier, Elisabeth; Le Chapellier, Michel; Dejean, Pierre Henri

2012-01-01

The aims of this paper are to present concept and results of an innovative educational model approach based on ergonomics involvement in industrial project. First we present Cross disciplinary Problem solving Workshop by answering three questions:1) What is a CPW: A partnership between Universities and one or several companies, purposes of it are first to increase health, well being, companies teams competencies, and competitiveness, second to train the "IPOD generation" to include risks prevention in design. 2) How does it work? CPW allows cooperation between experience and new insight through inductive methods. This model follows the Piaget (1) philosophy linking concrete world to abstraction by a learning system associating realization and abstraction. 3) Is it successful? In order to answer this third question we will show examples of studies and models performed during CPWs.It appears that the CPWs produce visible results in companies such as new process designs, new methods, and also changes in lectures. However some less visible results remain unclear: How the company personnel evolve during and after CPW? Does CPW motivate our future engineers enough to continuously improve their skills in risk prevention and innovative design?

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

MedlinePlus

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

Strategic Interviewing to Detect Deception: Cues to Deception across Repeated Interviews

PubMed Central

Masip, Jaume; Blandón-Gitlin, Iris; Martínez, Carmen; Herrero, Carmen; Ibabe, Izaskun

2016-01-01

Previous deception research on repeated interviews found that liars are not less consistent than truth tellers, presumably because liars use a “repeat strategy” to be consistent across interviews. The goal of this study was to design an interview procedure to overcome this strategy. Innocent participants (truth tellers) and guilty participants (liars) had to convince an interviewer that they had performed several innocent activities rather than committing a mock crime. The interview focused on the innocent activities (alibi), contained specific central and peripheral questions, and was repeated after 1 week without forewarning. Cognitive load was increased by asking participants to reply quickly. The liars’ answers in replying to both central and peripheral questions were significantly less accurate, less consistent, and more evasive than the truth tellers’ answers. Logistic regression analyses yielded classification rates ranging from around 70% (with consistency as the predictor variable), 85% (with evasive answers as the predictor variable), to over 90% (with an improved measure of consistency that incorporated evasive answers as the predictor variable, as well as with response accuracy as the predictor variable). These classification rates were higher than the interviewers’ accuracy rate (54%). PMID:27847493

Applying to Graduate School.

ERIC Educational Resources Information Center

Peterson, Sharyl Bender

This guide, which was developed by a college career center, is designed to answer some common questions about the process of applying to graduate school. The following topics are covered: graduate schools versus professional schools; differences between graduate and undergraduate school; considerations in deciding whether/when to attend graduate…

Soaring with Science.

ERIC Educational Resources Information Center

Tamarkin, Cali; Bourne, Barbara

1995-01-01

Presents an integrated unit on aerodynamics for a diverse group of 4th grade students. Students work with readily available, inexpensive materials to devise methods to answer questions about aerodynamics. High-interest activities include balloon rocketry and paper-airplane design and address visual, auditory, and kinesthetic learning styles. The…

Microcomputers in Education.

ERIC Educational Resources Information Center

Anderson, Cheryl A.

Designed to answer basic questions educators have about microcomputer hardware and software and their applications in teaching, this paper describes the revolution in computer technology that has resulted from the development of the microchip processor and provides information on the major computer components; i.e.; input, central processing unit,…

Military Medical Care: Questions and Answers

DTIC Science & Technology

2009-01-29

Tricare Latin America and Canada Area covering Central and South America, the Caribbean Basin, Canada, Puerto Rico and the Virgin Islands. • Tricare...mail order program is designed to fill long-term prescriptions to treat conditions such as high blood pressure, asthma, or diabetes ; it does not

Entrepreneurship Education Pedagogy: Teacher-Student-Centred Paradox

ERIC Educational Resources Information Center

Ismail, Annafatmawaty B. T.; Sawang, Sukanlaya; Zolin, Roxanne

2018-01-01

Purpose: The purpose of this paper is to answer the research question: "Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?" Design/methodology/approach: The number of total participants for…

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

None

Discussion Session - Accelerator System Design (Part II) Tutors: C. Darve, J. Weisend II, Ph. Lebrun, A. Dabrowski, U. Raich Video Conference with the CERN Control Center. Experts in the field of Accelerator science will be available to answer the students questions. This session will link the CCC and SA (using Codec VC).

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.

Biophysical characterization of a de novo elastin

NASA Astrophysics Data System (ADS)

Greenland, Kelly Nicole

Natural human elastin is found in tissue such as the lungs, arteries, and skin. This protein is formed at birth with no mechanism present to repair or supplement the initial quantity formed. As a result, the functionality and durability of elastin's elasticity is critically important. To date, the mechanics of this ability to stretch and recoil is not fully understood. This study utilizes de novo protein design to create a small library of simplistic versions of elastin-like proteins, demonstrate the elastin-like proteins, maintain elastin's functionality, and inquire into its structure using solution nuclear magnetic resonance (NMR). Elastin is formed from cross-linked tropoelastin. Therefore, the first generation of designed proteins consisted of one protein that utilized homogony of interspecies tropoelastin by using three common domains, two hydrophobic and one cross-linking domains. Basic modifications were made to open the hydrophobic region and also to make the protein easier to purify and characterize. The designed protein maintained its functionality, self-aggregating as the temperature increased. Uniquely, the protein remained self-aggregated as the temperature returned below the critical transition temperature. Self-aggregation was additionally induced by increasing salt concentrations and by modifying the pH. The protein appeared to have little secondary structure when studied with solution NMR. These results fueled a second generation of designed elastin-like proteins. This generation contained variations designed to study the cross-linking domain, one specific hydrophobic domain, and the effect of the length of the elastin-like protein. The cross-linking domain in one variation has been significantly modified while the flanking hydrophobic domains have remained unchanged. This characterization of this protein will answer questions regarding the specificity of the homologous nature of the cross-linking domain of tropoelastin across species. A second protein has additional hydrophobic domains flanking the originally designed elastin-like protein. The characterization of this protein will answer questions regarding the functionality of longer or more hydrophobic elastin-like proteins. The final variation designed is one hydrophobic domain and the new cross-linking domain repeating several times. The characterization of this protein will answer questions regarding the specific hydrophobic domain and its functionality.

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.

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

ERIC Educational Resources Information Center

Owens, Anthony Mathew

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

Moving Away from Ones and Zeros, Designing a Ground Data System Based on Higher Levels of Abstraction

NASA Technical Reports Server (NTRS)

Tankenson, Michael

2008-01-01

Previous JPL ground systems have been designed with the Ground Data System (GDS) engineer in mind. The focus on these systems has been on packaging and delivery of low level information (frames, packets, telemetry values) to the end user. It was not that long ago when project teams would be huddled over a workstation, examining crude displays of telemetry bits organized in various ways, trying to determine the status of a spacecraft. Understanding the data often required additional levels of GDS expertise, or worse, transformation of the raw data into alternative formats followed by ingestion into other tools so that the data became meaningful. The primary focus was often to answer these types of questions: "Why did this particular frame fail Reed-Solomon decode? Why did this packet get marked as invalid? Why am I missing a block of telemetry from my query?" -- which are completely valid questions to ask from a GDS Engineer's point of view, and large families of tools have been designed to help answer these questions. But these are not the questions that most users care about - which are more like: "Why is the battery state of charge trending down? Show me a summary image report for the last traverse to the target. Show me a data accountability summary for the last DSN pass." Answers to these questions, which are what users are looking for, requires a higher level of abstraction and supporting tools than mining through ones and zeros. JPL has created a next generation capability called the Mission Data Processing and Control System (MPCS) which is designed to support this higher level of abstraction by providing customizable views of the ground system combining collections of lower level information into more meaningful ways. Instead of examining frames, packets, and individual telemetry data points -- MPCS is capable of providing comprehensive summary reports, product status, overall flight/ground event status, as well as payload health summaries. Based on these higher level views, end users can make tactical or strategic decisions, or drop into detailed analysis as needed. System designers need to continue building systems that support low level GDS troubleshooting - but the basic design of a GDS should be geared towards what end users actually need to see. This paper will describe the capabilities of MPCS that directly support these higher levels of abstraction, and which are being used today in missions such as the Mars Science Laboratory and other NASA missions.

Using Written-Answer Questions To Complement Numerical Problems. Case Study: A Separation Processes Course.

ERIC Educational Resources Information Center

Iveson, Simon M.

2002-01-01

Describes the process and outcome of including in assignments and examinations some questions requiring written answers along with traditional questions requiring only numerical calculations. Lists questions used in a chemical engineering course on separation processes along with sample responses from students. Student feedback indicates a…

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

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.

Reading and assessing reports of treatment studies in oncology.

PubMed

Simon, R

2000-04-01

Rapid advances in tumor biology, immunology, genomics, and technology give physicians great hopes for providing patients with better chances in the struggle against cancer. The pace of progress will be slowed, however, if we do not have clear answers regarding which treatments work and do not work. Such answers come from carefully designed, randomized, clinical trials. Such trials require infrastructure, commitment, cooperation, time, and money, and they provide little fame. They are, however, an invaluable contribution of the medical profession to their patients, to their next generation of colleagues, and to future patients. Randomized clinical trials that answer important medical questions definitively should be supported, participated in, and demanded by surgeons and oncologists.

Interpretation of Genomic Data Questions and Answers

PubMed Central

Simon, Richard

2008-01-01

Using a question and answer format we describe important aspects of using genomic technologies in cancer research. The main challenges are not managing the mass of data, but rather the design, analysis and accurate reporting of studies that result in increased biological knowledge and medical utility. Many analysis issues address the use of expression microarrays but are also applicable to other whole genome assays. Microarray based clinical investigations have generated both unrealistic hyperbole and excessive skepticism. Genomic technologies are tremendously powerful and will play instrumental roles in elucidating the mechanisms of oncogenesis and in devlopingan era of predictive medicine in which treatments are tailored to individual tumors. Achieving these goals involves challenges in re-thinking many paradigms for the conduct of basic and clinical cancer research and for the organization of interdisciplinary collaboration. PMID:18582627

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.

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

Labby, Z.

Physicists are often expected to have a solid grounding in experimental design and statistical analysis, sometimes filling in when biostatisticians or other experts are not available for consultation. Unfortunately, graduate education on these topics is seldom emphasized and few opportunities for continuing education exist. Clinical physicists incorporate new technology and methods into their practice based on published literature. A poor understanding of experimental design and analysis could Result in inappropriate use of new techniques. Clinical physicists also improve current practice through quality initiatives that require sound experimental design and analysis. Academic physicists with a poor understanding of design and analysismore » may produce ambiguous (or misleading) results. This can Result in unnecessary rewrites, publication rejection, and experimental redesign (wasting time, money, and effort). This symposium will provide a practical review of error and uncertainty, common study designs, and statistical tests. Instruction will primarily focus on practical implementation through examples and answer questions such as: where would you typically apply the test/design and where is the test/design typically misapplied (i.e., common pitfalls)? An analysis of error and uncertainty will also be explored using biological studies and associated modeling as a specific use case. Learning Objectives: Understand common experimental testing and clinical trial designs, what questions they can answer, and how to interpret the results Determine where specific statistical tests are appropriate and identify common pitfalls Understand the how uncertainty and error are addressed in biological testing and associated biological modeling.« less

The Aunt Gladys Letter.

ERIC Educational Resources Information Center

Ritter, Mark

1992-01-01

Describes an activity in which students receive individual questions (i.e., What is a sparkler made of and what makes it sparkle?) to answers from their "Aunt Gladys." Students must research the everyday question, discover the answer, and then translate the answer into the common language of the masses. (PR)

The recent evolution of the question "What is life"?

PubMed

Morange, Michel

2012-01-01

The question "What is life?" is absent from the writings of present-day biologists and scientists. However, an answer to this question, even if only partial, is needed for successful completion of projects in astrobiology and synthetic biology. The reasons for this absence are metaphysical, epistemological, and historical. No one has a full answer to this question, but there are many good reasons to keep posing it. Answers are no longer sought in the existence of strengths or mechanisms specific to life. The secret of life has been unveiled and it is nothing other than physical chemistry. What remains to be understood is the way the characteristics of organisms have emerged and been combined within one unique "object." The answer to the question "What is life?" is now looked for in the scenario that generated life.

A retrieval-based approach to eliminating hindsight bias.

PubMed

Van Boekel, Martin; Varma, Keisha; Varma, Sashank

2017-03-01

Individuals exhibit hindsight bias when they are unable to recall their original responses to novel questions after correct answers are provided to them. Prior studies have eliminated hindsight bias by modifying the conditions under which original judgments or correct answers are encoded. Here, we explored whether hindsight bias can be eliminated by manipulating the conditions that hold at retrieval. Our retrieval-based approach predicts that if the conditions at retrieval enable sufficient discrimination of memory representations of original judgments from memory representations of correct answers, then hindsight bias will be reduced or eliminated. Experiment 1 used the standard memory design to replicate the hindsight bias effect in middle-school students. Experiments 2 and 3 modified the retrieval phase of this design, instructing participants beforehand that they would be recalling both their original judgments and the correct answers. As predicted, this enabled participants to form compound retrieval cues that discriminated original judgment traces from correct answer traces, and eliminated hindsight bias. Experiment 4 found that when participants were not instructed beforehand that they would be making both recalls, they did not form discriminating retrieval cues, and hindsight bias returned. These experiments delineate the retrieval conditions that produce-and fail to produce-hindsight bias.

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.

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.

Micro Labs for High School Chemistry.

ERIC Educational Resources Information Center

Thiel, Russell

This resource guide provides information for 13 laboratory experiments designed to be conducted in small schools with limited equipment and materials. For each experiment, the document outlines necessary equipment and materials, experiment procedures, and questions to be answered. The experiments are: (1) studying the properties of water; (2)…

The recording quizboard: a device for evaluating interpretive services.

Treesearch

J. Alan Wagar

1972-01-01

Describes design and use of recording quizboard which records right and wrong answers to questions based on visitor center exhibits. This helps determine how well exhibit messages are reaching visitors. Initial results indicate that taped messages are more effective than those a visitor must read.

Spending Paradox

ERIC Educational Resources Information Center

Kennedy, Mike

2005-01-01

How much does a school cost? It's a straightforward question, but the answer for many education administrators is a frustrating, "It depends." The cost of a school facility surely includes what an education institution pays for the building site, design plans, construction materials, workers who assemble the building, and furniture and equipment…

Mixed Methods Sampling: A Typology with Examples

ERIC Educational Resources Information Center

Teddlie, Charles; Yu, Fen

2007-01-01

This article presents a discussion of mixed methods (MM) sampling techniques. MM sampling involves combining well-established qualitative and quantitative techniques in creative ways to answer research questions posed by MM research designs. Several issues germane to MM sampling are presented including the differences between probability and…

Handbook on Hospital Television.

ERIC Educational Resources Information Center

Prynne, T. A.

Designed for both hospital personnel interested in television and audiovisual personnel entering the medical field, this handbook is a verbal and pictorial survey of what is being done with TV within the medical profession. After an introduction which answers technical questions about medical TV posed during the American Hospital Association's…

Plug-In Electric Vehicle Handbook for Consumers (Spanish Version); Clean Cities, Energy Efficiency & Renewable Energy (EERE)

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

None

This is a Spanish-language handbook designed to answer a consumer's basic questions, as well as point them to additional information they need, to make the best decision about whether an electric-drive vehicle is right for them.

Multiscale ecosystem monitoring: an application of scaling data to answer multiple ecological questions

USDA-ARS?s Scientific Manuscript database

Standardized monitoring data collection efforts using a probabilistic sample design, such as in the Bureau of Land Management’s (BLM) Assessment, Inventory, and Monitoring (AIM) Strategy, provide a core suite of ecological indicators, maximize data collection efficiency, and promote reuse of monitor...

Photosynthesis. Agricultural Lesson Plans.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This lesson plan is intended for use in conducting classes on photosynthesis. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about photosynthesis. The following topics are among those discussed: the photosynthesis process and its importance, the organisms that…

A Glue from Slug Slime?

ERIC Educational Resources Information Center

Buttemer, Helen A.

2009-01-01

"Yuuuck!" "Gross!" "Cool!" The response to slugs is never indifference. These slimy creatures are perfect for captivating students' imagination and curiosity, and they are ideal subjects to introduce investigative science. This article describes a classroom activity in which students design a research investigation to answer the question: "Is slug…

Flight. Science Series Grades 4, 5, 6.

ERIC Educational Resources Information Center

Frensch, Helen

The activities in this book are designed to reinforce the elementary concepts of flight. General background information, suggested activities, questions for discussion, and answers are provided. Twenty-eight reproducible worksheets are contained in this guide. Topics include: hot air balloons, the physics of flight, air resistance, airplane…

The Handbook of Leadership Development Evaluation

ERIC Educational Resources Information Center

Hannum, Kelly M., Ed.; Martineau, Jennifer W., Ed.; Reinelt, Claire, Ed.

2007-01-01

With the increase in the number of organizational leadership development programs, there is a pressing need for evaluation to answer important questions, improve practice, and inform decisions. The Handbook is a comprehensive resource filled with examples, tools, and the most innovative models and approaches designed to evaluate leadership…

Computing Life

ERIC Educational Resources Information Center

National Institute of General Medical Sciences (NIGMS), 2009

2009-01-01

Computer advances now let researchers quickly search through DNA sequences to find gene variations that could lead to disease, simulate how flu might spread through one's school, and design three-dimensional animations of molecules that rival any video game. By teaming computers and biology, scientists can answer new and old questions that could…

Students' Entrepreneurial Intentions: An Inter-Regional Comparison

ERIC Educational Resources Information Center

Franco, Mario; Haase, Heiko; Lautenschlager, Arndt

2010-01-01

Purpose: The central research questions which the paper aims to answer are: What are the entrepreneurial intentions of university students in different European regions? What are the factors that most contribute to entrepreneurial intentions and the potential differences between the regions? Design/methodology/approach: This cross-sectional study…

Plant ID. Agricultural Lesson Plans.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This lesson plan is intended for use in conducting classes on plant identification. Presented first are a series of questions and answers designed to convey general information about the scientific classification of plants. The following topics are among those discussed: main types of plants; categories of vascular plants; gymnosperms and…

False belief attribution in children with Williams syndrome: the answer is in the emotion.

PubMed

Campos, R; Martínez-Castilla, P; Sotillo, M

2017-11-01

Individuals with Williams syndrome (WS) show difficulties in attributing false beliefs, whereas they are better at attributing emotions. This study examines whether being asked about the emotion linked to a false belief, instead of explicitly about the belief, facilitates performance on theory of mind (ToM) tasks. Thirty children with WS and 90 typically developing children, who were individually matched on mental age (50-112 months), were administered six explicit (i.e. questions on belief) and six implicit (i.e. questions on emotion) trials of false belief tasks. Theory of mind competences were related to cognitive development. Children with WS performed comparably to typically developing children on the emotion questions. Correct answers to questions on emotion reveal an implicit understanding of false belief. The Representational redescription process could be impaired in the domain of ToM in this population. This finding has relevant implications for the design of supports aiming to optimise the development of ToM competences in individuals with WS. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Starting research in interaction design with visuals for low-functioning children in the autistic spectrum: a protocol.

PubMed

Parés, Narcís; Carreras, Anna; Durany, Jaume; Ferrer, Jaume; Freixa, Pere; Gómez, David; Kruglanski, Orit; Parés, Roc; Ribas, J Ignasi; Soler, Miquel; Sanjurjo, Alex

2006-04-01

On starting to think about interaction design for low-functioning persons in the autistic spectrum (PAS), especially children, one finds a number of questions that are difficult to answer: Can we typify the PAS user? Can we engage the user in interactive communication without generating frustrating or obsessive situations? What sort of visual stimuli can we provide? Will they prefer representational or abstract visual stimuli? Will they understand three-dimensional (3D) graphic representation? What sort of interfaces will they accept? Can we set ambitious goals such as education or therapy? Unfortunately, most of these questions have no answer yet. Hence, we decided to set an apparently simple goal: to design a "fun application," with no intention to reach the level of education or therapy. The goal was to be attained by giving the users a sense of agency--by providing first a sense of control in the interaction dialogue. Our approach to visual stimuli design has been based on the use of geometric, abstract, two-dimensional (2D), real-time computer graphics in a full-body, non-invasive, interactive space. The results obtained within the European-funded project MultiSensory Environment Design for an Interface between Autistic and Typical Expressiveness (MEDIATE) have been extremely encouraging.

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.

Application of Cognitive Task Analysis in User Requirements and Prototype Design Presentation/Briefing

DTIC Science & Technology

2005-10-01

AFRL-HE-WP-TP-2005-0030 AIR FORCE RESEARCH LABORATORY Application of Cognitive Task Analysis in User Requirements and Prototype Design Presentation...TITLE AND SUBTITLE 5a. CONTRACT NUMBER FA8650-04-C-6406 Application of Cognitive Task Analysis in User Requirements 5b.GRANTNUMBER and Prototype...maintainer experience 21 21 Questions & Answers Application of Cognitive Task Analysis in User Requirements Definition and Prototype Design Christopher Curtis

75 FR 54347 - Draft Guidance for Industry: Bar Code Label Requirements-Questions and Answers (Question 12...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-07

...] Draft Guidance for Industry: Bar Code Label Requirements-- Questions and Answers (Question 12 Update... Administration (FDA) is announcing the availability of a draft document entitled ``Guidance for Industry: Bar... guidance provides you, manufacturers of a licensed vaccine, with advice concerning compliance with the bar...

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.

Constructive evaluation: a pedagogy of student-contributed assessment

NASA Astrophysics Data System (ADS)

Luxton-Reilly, Andrew; Denny, Paul

2010-06-01

We present an innovative pedagogical approach that we call constructive evaluation, which shifts students from being consumers of knowledge to participants in a community of peers engaged in actively producing and sharing knowledge. Students are required to author a question that assesses one or more of the learning outcomes of a course. In addition to the question, students write a sample solution. These questions and solutions are stored in a question item bank where they become available for other students to use as a learning resource. Once a student answers a question from the item bank, they can see how other students have answered the question and can reflect on their own response. Additionally, students must review the questions they have answered and are given an opportunity to engage in discussion of questions or answers via a feedback mechanism. In addition to improving content knowledge, students develop important meta-skills such as organising and communicating knowledge; judging the quality of information; giving and receiving feedback and improving self-assessment skills. This approach is aligned with both reflective professional practice and social theories of learning.

Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context

ERIC Educational Resources Information Center

Ryder, Nuala; Leinonen, Eeva

2014-01-01

This study focused on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on a storybook and short verbal scenarios.…

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

PubMed Central

FERREIRA, VICTOR S.; CUTTING, J. COOPER

2007-01-01

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

Secure Embedded System Design Methodologies for Military Cryptographic Systems

DTIC Science & Technology

2016-03-31

Fault- Tree Analysis (FTA); Built-In Self-Test (BIST) Introduction Secure access-control systems restrict operations to authorized users via methods...failures in the individual software/processor elements, the question of exactly how unlikely is difficult to answer. Fault- Tree Analysis (FTA) has a...Collins of Sandia National Laboratories for years of sharing his extensive knowledge of Fail-Safe Design Assurance and Fault- Tree Analysis

Fast Computation on the Modern Battlefield

DTIC Science & Technology

2015-04-01

the performance of offloading systems in current and future scenarios. The modularity of this model allows system designers to replace model...goals were simplicity and modularity . We wanted the model to not necessarily answer every question for every scenario, but rather expose easy to...acquisitions for future systems. Again, because of the modularity of the model, it is possible for designers to substitute the most accurate value for

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

ERIC Educational Resources Information Center

Piazzoli, Erika

2011-01-01

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

Paper and Other Web Coating National Emission Standards for Hazardous Air Pollutants (NESHAP) Questions and Answers

EPA Pesticide Factsheets

This May 2003 document contains questions and answers on the Paper and Web Coating National Emission Standards for Hazardous Air Pollutants (NESHAP) regulation. The questions cover topics such as compliance, applicability, and initial notification.

Conscience in Childhood: Old Questions, New Answers

ERIC Educational Resources Information Center

Aksan, Nazan; Kochanska, Grazyna

2005-01-01

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

Computer Analysis in HSC German

ERIC Educational Resources Information Center

Clutterbuck, Michael; Mowchanuk, Timothy

1977-01-01

In October, 1976, a new type of question was introduced into the Victorian HSC German test: A listening comprehension question with multiple-choice answers has replaced the written reproduction question. Results of a computer analysis of the answers given in the exam are reported. (SW)

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

Intelligent Design, A Young Universe, Astrology, UFO's, and More: Tackling Astronomical Pseudo-science

NASA Astrophysics Data System (ADS)

Fraknoi, A.

2008-11-01

During IYA educators and scientists will interact with the public in many ways. There will likely be public questions at IYA events about pseudo-scientific topics. While the particular pseudo-sciences that are in vogue change with time, these days popular astronomical pseudo-science includes creationism and intelligent design (and their denial of the age of the universe), astrology, UFO's as extra-terrestrial spaceships, selling star names, the ``face'' on Mars, the claim that the moon landings were a hoax, etc. We discuss some of the recent surveys of belief in pseudo-science and some ways to respond to questions about these topics. A separate resource guide to help answer questions about astronomical pseudoscience is also included in this volume.

Mi Primer Libro de Maquinas Simples: Trabajo y Fuerza. Escuela Intermedia Grados 7, 8 y 9 (My First Book of Simple Machines: Work and Force. Intermediate School Grades 7, 8, and 9).

ERIC Educational Resources Information Center

Alvarado, Patricio R.; Montalvo, Luis

This is the first book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. This volume defines force and work by suggesting experiments and posing questions concerning drawings in the book which illustrate scientific principles. Answers to the questions are provided;…

MAD Submission Form

Science.gov Websites

best answered by professional advice/consulting. Questions concerning the development of commercial products or the operation of a commercial organization. Questions answered by basic references, such as

A community survey on knowledge of the impact of environmental and epigenetic factors on health and disease.

PubMed

Miller, Marian; Bailey, Banita; Govindarajah, Vinothini; Levin, Linda; Metzger, Traci; Pinney, Susan M; Leung, Yuet-Kin; Ho, Shuk-Mei

2016-11-01

An outreach effort was designed to survey breast cancer survivors, supporters and their families and friends with respect to their interest in, and knowledge of, the potential impact of the environment and epigenetics on health. Two nearly identical questionnaires (one for adolescents and one for adults) were designed to gauge the perception of this community as to whether the environment impacts health and cancer risk through processes other than genetics. The questionnaires were filled out at casual social gatherings, fundraisers and wellness campaigns as well as in schools (730 participants). The differences among correct (scientific consensus) versus other responses (incorrect and not known) were evaluated. Each answer was first analysed individually and then grouped into one of three categories (diet, inheritance and environment) with age, race and gender. Differences for each response, question or group were compared by repeated measures analysis of variance. Respondents generally acknowledged that many factors could be associated with breast cancer although answers to key questions related to epigenetics based on diet, inheritance and environment were often incorrect or not known. The adult participants tended to answer more questions correctly than adolescents did. The majority of participants preferred the Internet as a major source for obtaining further information. The growing awareness and educational needs for adolescents may bring new paradigm-related environmental risk factors, which may minimise negative epigenetic outcome in subsequent generations. There is an educational opportunity, especially using electronic media, for public education concerning the impact of the environment on human health. © Royal Society for Public Health 2016.

Increasing the quantity and quality of searching for current best evidence to answer clinical questions: protocol and intervention design of the MacPLUS FS Factorial Randomized Controlled Trials.

PubMed

Agoritsas, Thomas; Iserman, Emma; Hobson, Nicholas; Cohen, Natasha; Cohen, Adam; Roshanov, Pavel S; Perez, Miguel; Cotoi, Chris; Parrish, Rick; Pullenayegum, Eleanor; Wilczynski, Nancy L; Iorio, Alfonso; Haynes, R Brian

2014-09-20

Finding current best evidence for clinical decisions remains challenging. With 3,000 new studies published every day, no single evidence-based resource provides all answers or is sufficiently updated. McMaster Premium LiteratUre Service--Federated Search (MacPLUS FS) addresses this issue by looking in multiple high quality resources simultaneously and displaying results in a one-page pyramid with the most clinically useful at the top. Yet, additional logistical and educational barriers need to be addressed to enhance point-of-care evidence retrieval. This trial seeks to test three innovative interventions, among clinicians registered to MacPLUS FS, to increase the quantity and quality of searching for current best evidence to answer clinical questions. In a user-centered approach, we designed three interventions embedded in MacPLUS FS: (A) a web-based Clinical Question Recorder; (B) an Evidence Retrieval Coach composed of eight short educational videos; (C) an Audit, Feedback and Gamification approach to evidence retrieval, based on the allocation of 'badges' and 'reputation scores.' We will conduct a randomized factorial controlled trial among all the 904 eligible medical doctors currently registered to MacPLUS FS at the hospitals affiliated with McMaster University, Canada. Postgraduate trainees (n=429) and clinical faculty/staff (n=475) will be randomized to each of the three following interventions in a factorial design (AxBxC). Utilization will be continuously recorded through clinicians’ accounts that track logins and usage, down to the level of individual keystrokes. The primary outcome is the rate of searches per month per user during the six months of follow-up. Secondary outcomes, measured through the validated Impact Assessment Method questionnaire, include: utility of answers found (meeting clinicians’ information needs), use (application in practice), and perceived usefulness on patient outcomes. Built on effective models for the point-of-care teaching, these interventions approach evidence retrieval as a clinical skill. If effective, they may offer the opportunity to enhance it for a large audience, at low cost, providing better access to relevant evidence across many top EBM resources in parallel. ClinicalTrials.Gov NCT02038439.

Employee knowledge of value-based insurance design benefits.

PubMed

Henrikson, Nora B; Anderson, Melissa L; Hubbard, Rebecca A; Fishman, Paul; Grossman, David C

2014-08-01

Value-based insurance designs (VBD) incorporate evidence-based medicine into health benefit design. Consumer knowledge of new VBD benefits is important to assessing their impact on health care use. To assess knowledge of features of a VBD. The eligible study population was employees receiving healthcare benefits in an integrated care system in the U.S. Pacific Northwest. In 2010, participants completed a web-based survey 2 months after rollout of the plan, including three true/false questions about benefit design features including copays for preventive care visits and chronic disease medications and premium costs. Analysis was completed in 2012. Knowledgeable was defined as correct response to all three questions; self-reported knowledge was also assessed. A total of 3,463 people completed the survey (response rate=71.7%). The majority of respondents were female (80.1%) Caucasians (79.6%) aged 35-64 years (79.0%), reflecting the overall employee population. A total of 45.7% had at least a 4-year college education, and 69.1% were married. About three quarters of respondents correctly answered each individual question; half (52.1%) of respondents answered all three questions correctly. On multivariate analysis, knowledge was independently associated with female gender (OR=1.80, 95% CI=1.40, 2.31); Caucasian race (OR=1.72, 95% CI=1.28, 2.32); increasing household income (OR for ≥$100,000=1.86, 95% CI=1.29, 2.68); nonunion job status (OR compared to union status=1.63, 95% CI=1.17, 2.26); and high satisfaction with the health plan (OR compared to low satisfaction=1.26; 95% CI=1.00, 1.57). Incomplete knowledge of benefits is prevalent in an employee population soon after VBD rollout. Copyright © 2014 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Future Directions and Challenges in Shell Stability Analysis

NASA Technical Reports Server (NTRS)

Arbocz, Johann

1998-01-01

An answer is sought to the question of today, in 1997, after so many years of concentrated research effort in designing buckling critical thin walled shells, why one cannot do any better than using the rather conservative Lower Bound Design Philosophy of the sixties. It will be shown that with the establishment of Initial Imperfection Data Banks and the introduction of Probabilistic Design Procedures one has a viable alternative, that when used judiciously, may lead to improved shell design recommendations.

Exploring the Universe. Science Series Grades 4, 5, 6.

ERIC Educational Resources Information Center

Giessow, Jean; Giessow, Fred

The activities in this book are designed to reinforce elementary concepts in the study of the universe. General background information, suggested activities, questions for discussion, and answers are provided. Twenty-eight reproducible worksheets are contained in this guide. Topics include: the solar system, orbits, planets, the sun, forces in…

Bridges to Practice. A Research-Based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.

ERIC Educational Resources Information Center

Academy for Educational Development, Washington, DC. National Adult Literacy and Learning Disabilities Center.

These five guidebooks are designed for literacy programs to enhance the quality of services provided to adults with learning disabilities. Each guidebook answers specific questions such as handling legal issues, screening for learning disabilities, selecting curriculum options, using effective instructional methods, and creating professional…

Sea Soup: Phytoplankton.

ERIC Educational Resources Information Center

Cerullo, Mary M.

This guide, designed for students in grades 3-7, answers intriguing questions about phytoplankton, tiny drifters that have shaped our world. Invisible to the naked eye, phytoplankton are the source of our atmosphere, our climate, our ocean food chain, much of our oil supply, and more. They're also food for zooplankton. Photomicroscopy serves up…

Focusing on the Invisible

ERIC Educational Resources Information Center

Haley, Tim R.

2008-01-01

This article seeks to answer the question of whether or not the design and development of an educational laboratory really changes when the focus is on nanotechnology. It explores current laboratory building trends and the added considerations for building a nanotechnology laboratory. The author leaves the reader with additional points to consider…

Legal IEPs: A Common Sense Approach with Barbara Bateman. [Videotape].

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews the…

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…

76 FR 10365 - Agency Information Collection Request. 60-Day Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-24

... research integrity? To answer the first question, a pretest-posttest control group experimental design is... existing syllabus for a research integrity or research ethics course for the treatment group. The control group will use the existing syllabus with no video simulation in class. Participants will be graduate...

The Teaching of Undergraduate Health Psychology: A National Survey

ERIC Educational Resources Information Center

Panjwani, Aliza A.; Gurung, Regan A. R.; Revenson, Tracey A.

2017-01-01

We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal…

Sequential Requests and the Problem of Message Sampling.

ERIC Educational Resources Information Center

Cantrill, James Gerard

S. Jackson and S. Jacobs's criticism of "single message" designs in communication research served as a framework for a study that examined the differences between various sequential request paradigms. The study sought to answer the following questions: (1) What were the most naturalistic request sequences assured to replicate…

Learning, Development, and Training: The Influence of Synergies through Educational Evolution

ERIC Educational Resources Information Center

Thoms, Charlotte L. V.; Burton, Sharon L.

2016-01-01

Continuous learning is essential in academic and business environments for the 21st century learner as success, survival, and growth lean toward the educator answering the question, "Which educational design best facilitates educators in becoming learner-focused while producing adaptive completers in this ubiquitous learning…

First-Grade Engineers

ERIC Educational Resources Information Center

Bautista, Nazan Uludag; Peters, Kari Nichole

2010-01-01

Can students build a house that is cost effective and strong enough to survive strong winds, heavy rains, and earthquakes? First graders in Ms. Peter's classroom worked like engineers to answer this question. They participated in a design challenge that required them to plan like engineers and build strong and cost-effective houses that would fit…

Guidebook : potential policies and incentives to encourage movement of containerized freight on Texas inland waterways.

DOT National Transportation Integrated Search

2009-02-01

This guidebook is designed to answer three basic questions: : 1. Why is the Texas Department of Transportation interested in moving more cargo by water? : 2. What are the potential benefits of moving more cargo by water? : 3. What specific steps can ...

Potential policies and incentives to encourage movement of containerized freight on Texas inland waterways.

DOT National Transportation Integrated Search

2009-03-01

This report is designed to answer three basic questions: : 1. Why is the Texas Department of Transportation (TxDOT) interested in moving more cargo by water? : 2. What are the potential benefits of moving more cargo by water? : 3. What specific steps...

Strategies and Performance in Intentional L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about…

Evaluator's Guide for Word Processing Software.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This guide provides a detailed evaluation form, together with complete instructions for using it, which is designed to elicit answers to the following questions: (1) What features and abilities does a specific word processing program have? (2) On which computer(s) will the program work? (3) Is additional hardware/software necessary before the…

School Finance Equalization Management System: An Overview.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Education Policy Research Institute.

This overview acquaints prospective users with the School Finance Equalization Management System (SFEMS), a computer-based system designed to answer questions about state aid distribution. SFEMS can determine such things as the current pattern of aid distribution, the current pattern of tax effort, or the effect of alternative expenditure and…

Scrutiny of Critical Thinking Concept

ERIC Educational Resources Information Center

Atabaki, Ali Mohammad Siahi; Keshtiaray, Narges; Yarmohammadian, Mohammad H.

2015-01-01

Learning critical thinking skills are the goal of educational systems so the term "critical thinking" (CT) is frequently found in educational policy documents. Despite this frequency, however, precise understandings among teachers of what CT really means do not exit. The present study is designed to answer the following question. We can…

Contemporary Career Development Issues.

ERIC Educational Resources Information Center

Morrison, Robert F., Ed.; Adams, Jerome, Ed.

This book provides practical guidance and examples for human resource development (HRD) specialists to use in the evaluation of their current career development programs and the design of new ones. "Issues in the Management of Careers" (Jerome Adams) provides a summary of each chapter and points out specific questions the chapter can answer.…

OCCUPATIONS FOR YOU, PART ONE.

ERIC Educational Resources Information Center

DES ROCHES, DEAN L.

DEVELOPED AS PART OF A CURRICULUM PROJECT DESCRIBED IN VT 004 454 TO HELP YOUNG PEOPLE LEARN BASIC PRINCIPLES AND CONCEPTS OF MECHANICS AND TECHNOLOGY, THIS BOOK WAS DESIGNED TO STIMULATE INTEREST AND ANSWER QUESTIONS ABOUT VOCATIONAL CHOICE, STIMULATE INTEREST IN READING, AND PROVIDE CONTENT TO RELATE TO ACADEMIC STUDY. THE MATERIALS DEVELOPED IN…

Age as a Factor in Ethnic Accent Identification in Singapore

ERIC Educational Resources Information Center

Tan, Ying Ying

2012-01-01

This study seeks to answer two research questions. First, can listeners distinguish the ethnicity of the speakers on the basis of voice quality alone? Second, do demographic differences among the listeners affect discriminability? A simple but carefully designed and controlled ethnic identification test was carried out on 325 Singaporean…

Oregon Pupil Transportation Manual. Revised Regulations and Responsibilities.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

Designed for use by Oregon school bus drivers and administrators, this manual answers common questions about school bus transportation in Oregon, including those about the laws governing pupil transportation, the regulations governing pupil transportation administration, and the laws on school bus operation. A chapter of advisory materials covers…

Sexual Plant Reproduction. Agricultural Lesson Plans.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

These lesson plans are intended for use in conducting classes on sexual plant reproduction. Presented first are an attention step/problem statement and a series of questions and answers designed to convey general information about sexual plant reproduction/propagation. The following topics are among those discussed: sexual and asexual plant…

Spending on School Infrastructure: Does Money Matter?

ERIC Educational Resources Information Center

Crampton, Faith E.

2009-01-01

Purpose: The purpose of this study is to further develop an emerging thread of quantitative research that grounds investment in school infrastructure in a unified theoretical framework of investment in human, social, and physical capital. Design/methodology/approach: To answer the research question, what is the impact of investment in human,…

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…

Student Engagement with a Content-Based Learning Design

ERIC Educational Resources Information Center

Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro

2013-01-01

While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer…

Ohio Career Resource.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This resource is designed to provide Ohio labor market information for use with advisory committees to stimulate and inform dialogue about the current evaluation and future planning of programs. It provides reports for 23 career fields in 6 career clusters. Each report highlights careers and occupations in the field and answers these questions:…

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…

The Chronically Poor: Breaking the Cycle.

ERIC Educational Resources Information Center

Morris-Bilotti, Sharon

This question-and-answer format paper looks at some of the basic issues surrounding the chronically poor and initiatives and services designed to break the poverty cycle. A first section explores some of the myths and realities surrounding the characteristics of the chronically poor population and notes that this population is comprised of…

Promoting Educational Equity through School Libraries: Instructor's Guide.

ERIC Educational Resources Information Center

Tyler, Karen Beyard; Nilsen, Alleen Pace

This manual for instructors conducting the "Promoting Educational Equity through School Libraries" continuing education program for inservice school media specialists provides suggestions for classroom discussions, as well as answers to and notes on the questions contained in the workbook. The training program is designed to develop the following:…

School Nurses and Health Education: The Classroom Experience

ERIC Educational Resources Information Center

Klein, Julie; Sendall, Marguerite C.; Fleming, Marylou; Lidstone, John; Domocol, Michelle

2013-01-01

Objective: The aim of the study is to explore school nurses' experience of health education. Design: A qualitative approach, phenomenology was used to answer the question. Method: Sixteen participants were recruited through purposeful and snowball sampling. Participants undertook an audio-recorded interview which was transcribed and analysed.…

"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)

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

Questions and Answers Regarding the 1997 State Plan Requirements for Hospital, Medical, and Infectious Waste Incinerators (HMIWI)

EPA Pesticide Factsheets

This November 1997 document contains questions and answers on the state plan requirements for HMIWI regulations. The questions cover topics such as re-opening existing sources, timelines for submission, consequences for failure to submit, and more.

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Mental models or methodological artefacts? Adults' 'naïve' responses to a test of children's conceptions of the earth.

PubMed

Nobes, Gavin; Panagiotaki, Georgia

2009-05-01

Vosniadou and Brewer (1992) claim that children's drawings and answers to questions show that they have naive, theory-like 'mental models' of the earth; for example, they believe it to be flat, or hollow with people inside. However, recent studies that have used different methods have found little or no evidence of these misconceptions. The contrasting accounts, and possible reasons for the inconsistent findings, were tested by giving adults (N = 484) either the original task (designed for 5-year olds) or a new version in which the same drawing instructions and questions were rephrased and clarified. Many adults' responses to the original version were identical to children's 'naïve' drawings and answers. The new version elicited substantially fewer non-scientific responses. These findings indicate that even adults find the original instructions and questions ambiguous and confusing, and that this is the principal reason for their non-scientific drawings and answers. Since children must find the task even more confusing than adults, this explanation very probably applies to many of their non-scientific responses, too, and therefore accounts for the discrepant findings of previous research. 'Naïve' responses result largely from misinterpretation of Vosniadou and Brewer's apparently simple task, rather than from mental models of the earth.

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

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…

The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

PubMed Central

2005-01-01

A knowledge survey (KS) is a series of content-based questions sequenced in order of presentation during a course. Students do not answer the questions; rather, they rank their confidence in their ability to answer each question. A 304-question KS was designed and implemented for a multisection, multi-instructor introductory biology course to determine whether this tool could be used to assess student learning. The KS was administered during the first 2 wk and the last 2 wk of the semester online via WebCT. Results were scored using one point for each “not confident” response (level 1), two points for each “possibly confident” response (level 2), and three points for each “confident” response (level 3). We found that scores increased significantly between the pre- and post-KS, indicating that student confidence in their knowledge of the course material increased over the semester. However, the correlation between student confidence and final grades was negligible or low, and chi-square tests show that KS scores and matched exam questions were not significantly related. We conclude that under the conditions implemented in our study, the KS does not reliably measure student learning as measured by final grades or exam questions. PMID:16341258

The Plastic Surgery Hand Curriculum.

PubMed

Silvestre, Jason; Levin, L Scott; Serletti, Joseph M; Chang, Benjamin

2015-12-01

Designing an effective hand rotation for plastic surgery residents is difficult. The authors address this limitation by elucidating the critical components of the hand curriculum during plastic surgery residency. Hand questions on the Plastic Surgery In-Service Training Exam for six consecutive years (2008 to 2013) were characterized by presence of imaging, vignette setting, question taxonomy, answer domain, anatomy, and topic. Answer references were quantified by source and year of publication. Two hundred sixty-six questions were related to hand surgery (22.7 percent of all questions; 44.3 per year) and 61 were accompanied by an image (22.9 percent). Vignettes tended to be clinic- (50.0 percent) and emergency room-based (35.3 percent) (p < 0.001). Questions required decision-making (60.5 percent) over interpretation (25.9 percent) and recall skills (13.5 percent) (p < 0.001). Answers focused on interventions (57.5 percent) over anatomy/pathology (25.2 percent) and diagnoses (17.3 percent) (p < 0.001). Nearly half of the questions focused on the digits. The highest yield topics were trauma (35.3 percent), reconstruction (24.4 percent), and aesthetic and functional problems (14.2 percent). The Journal of Hand Surgery (American volume) (20.5 percent) and Plastic and Reconstructive Surgery (18.0 percent) were the most-cited journals, and the median publication lag was 7 years. Green's Operative Hand Surgery was the most-referenced textbook (41.8 percent). These results will enable trainees to study hand surgery topics with greater efficiency. Faculty can use these results to ensure that tested topics are covered during residency training. Thus, a benchmark is established to improve didactic, clinical, and operative experiences in hand surgery.

Answers to Health Questions in Physical Education.

ERIC Educational Resources Information Center

Kaplan, Robert, Ed.

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

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

ERIC Educational Resources Information Center

Lazar, Alon; Litvak Hirsch, Tal

2015-01-01

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

Reye's Syndrome

MedlinePlus

... of the research on RS focuses on answering fundamental questions about the disorder such as how problems ... of the research on RS focuses on answering fundamental questions about the disorder such as how problems ...

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)…

CULTURAL DISPLAY RULES DRIVE EYE GAZE DURING THINKING.

PubMed

McCarthy, Anjanie; Lee, Kang; Itakura, Shoji; Muir, Darwin W

2006-11-01

The authors measured the eye gaze displays of Canadian, Trinidadian, and Japanese participants as they answered questions for which they either knew, or had to derive, the answers. When they knew the answers, Trinidadians maintained the most eye contact, whereas Japanese maintained the least. When thinking about the answers to questions, Canadians and Trinidadians looked up, whereas Japanese looked down. Thus, for humans, gaze displays while thinking are at least in part culturally determined.

When is a research question not a research question?

PubMed

Mayo, Nancy E; Asano, Miho; Barbic, Skye Pamela

2013-06-01

Research is undertaken to answer important questions yet often the question is poorly expressed and lacks information on the population, the exposure or intervention, the comparison, and the outcome. An optimal research question sets out what the investigator wants to know, not what the investigator might do, nor what the results of the study might ultimately contribute. The purpose of this paper is to estimate the extent to which rehabilitation scientists optimally define their research questions. A cross-sectional survey of the rehabilitation research articles published during 2008. Two raters independently rated each question according to pre-specified criteria; a third rater adjudicated all discrepant ratings. The proportion of the 258 articles with a question formulated as methods or expected contribution and not as what knowledge was being sought was 65%; 30% of questions required reworking. The designs which most often had poorly formulated research questions were randomized trials, cross-sectional and measurement studies. Formulating the research question is not purely a semantic concern. When the question is poorly formulated, the design, analysis, sample size calculations, and presentation of results may not be optimal. The gap between research and clinical practice could be bridged by a clear, complete, and informative research question.

FAQs | Center for Cancer Research

Cancer.gov

New to NIH: Frequently Asked Questions Traveling to a new hospital can be stressful. We hope the information provided here will answer your questions before your first visit to the Pediatric Oncology Branch, located within the NIH Clinical Center. You can find answers to the following frequently asked questions below:

Surface Coating of Wood Building Products National Emission Standards for Hazardous Air Pollutants (NESHAP) Questions and Answers (Q&A's)

EPA Pesticide Factsheets

This September 2004 document contains questions and answers on the Surface Coating of Wood Building Products National Emission Standards for Hazardous Air Pollutants (NESHAP) regulation. The questions cover topics such as compliance, and applicability, etc

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…

The 1984 ARI Survey of Army Recruits: Tabular Description of NPS Army Reserve Guard Accessions. Volume 1

DTIC Science & Technology

1986-05-01

NOTE: The findings in this report are not to be construed as an official Department of tht Army position, unless so designated by othtr author «ted...of information for Army policymakers and planners. These surveys were origi- nally designed in 1982 to answer questions concerning the demo...research planning, survey design and administra- tion, as well as personnel for the technical monitoring of the contract and construction of the

The randomised controlled trial design: unrecognized opportunities for health sciences librarianship.

PubMed

Eldredge, Jonathan D

2003-06-01

to describe the essential components of the Randomised Controlled Trial (RCT) and its major variations; to describe less conventional applications of the RCT design found in the health sciences literature with potential relevance to health sciences librarianship; to discuss the limited number of RCTs within health sciences librarianship. narrative review supported to a limited extent with PubMed and Library Literature database searches consistent with specific search parameters. In addition, more systematic methods, including handsearching of specific journals, to identify health sciences librarianship RCTs. While many RCTs within the health sciences follow more conventional patterns, some RCTs assume certain unique features. Selected examples illustrate the adaptations of this experimental design to answering questions of possible relevance to health sciences librarians. The author offers several strategies for controlling bias in library and informatics applications of the RCT and acknowledges the potential of the electronic era in providing many opportunities to utilize the blinding aspects of RCTs. RCTs within health sciences librarianship inhabit a limited number of subject domains such as education. This limited scope offers both advantages and disadvantages for making Evidence-Based Librarianship (EBL) a reality. The RCT design offers the potential to answer far more EBL questions than have been addressed by the design to date. Librarians need only extend their horizons through use of the versatile RCT design into new subject domains to facilitate making EBL a reality.

Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

PubMed Central

William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

Assessment of learning gains associated with independent exam analysis in introductory biology.

PubMed

Williams, Adrienne E; William, Adrienne E; Aguilar-Roca, Nancy M; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O'Dowd, Diane K

2011-01-01

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (∼400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.

What Does the Law Say?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2009-01-01

In this article, the author identifies and answers questions related to IDEA eligibility issues and the Free Appropriate Public Education (FAPE) regulation. The author's answers to several questions concerning legal issues are presented.

The effectiveness of the 1996 Wood Magic Science Fair as an experiential field trip

NASA Astrophysics Data System (ADS)

Pearson, Robert Wayne

In response to the need for evaluating the effectiveness of the 1996 Wood Magic Science Fair (WMSF) at Mississippi State University's Forest and Wildlife Research Center/Forest Products Laboratory, two tests were developed. One test was designed for third-grade students and one for fourth-grade students who would attend the WMSF. Both tests have multiple choice answers and contained thirteen questions each. Five of the questions addressed general issues of the forest products industry that would be mentioned in an opening video but not stressed in the oral presentations of the WMSF. The students would have no active involvement in these presentations. These general issue questions represent passive involvement teaching. The eight remaining questions addressed specific information that would be stressed in the WMSF oral presentations and would allow students to actively participate in the presentations. The participation of the students in these presentations represents participatory teaching. The tests were given to the students (third and fourth grades) both before they attended the fair as a pre-test and after their attendance as a post-test with the only difference being that the multiple choice answers were arranged in a different order. Classroom teachers administered the tests to the students. The test results were evaluated for each class individually. Each question was evaluated and the results recorded in a table. The general information questions were grouped together as were the specific information questions. This grouping allowed a comparison to be made between passive and participatory learning. The results from the tests will help those making the science fair presentations evaluate their materials and methods. Statistical analysis of the results would indicate which questions had a significant change in the number of correct answers between the pre-test and post-test. This information will help the Fair planners and presenters in developing future programs.

Report on Questions Raised and Requests Made at the 1980 National Conference of Librarians Serving Blind and Physically Handicapped Readers.

ERIC Educational Resources Information Center

Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped.

Using a question and answer format, this report provides answers to a wide variety of questions and requests about National Library Service policies and procedures, planning and development, reading materials, equipment, and publication services of concern to librarians serving these user groups. Questions directed to guest speakers and panelists…

Las Preguntas Que Hacen los Padres sobre la Escuela (Questions Parents Ask about School).

ERIC Educational Resources Information Center

National Opinion Research Center, Chicago, IL.

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

Quora.com: Another Place for Users to Ask Questions

ERIC Educational Resources Information Center

Ovadia, Steven

2011-01-01

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

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;…

Two Preferences in Question-Answer Sequences in Language Classroom Context

ERIC Educational Resources Information Center

Hosoda, Yuri; Aline, David

2013-01-01

Discussing two preferences associated with question-answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce…

From Asking to Answering: Making Questions Explicit

ERIC Educational Resources Information Center

Washington, Gene

2006-01-01

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

It's about the Questions

ERIC Educational Resources Information Center

Bearwald, Ronald R.

2011-01-01

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

Questions and Answers Regarding the 2009 New Source Performance Standards (NSPS) Emissions Guidelines, and State Plan Process for Hospital, Medical, and Infectious Waste Incinerators (HMIWI)

EPA Pesticide Factsheets

This July 2011 document contains questions and answers on the Hospital/Medical/Infectious Waste Incinerators (HMIWI) regulations. The questions cover topics such as state plan requirements, compliance, applicability, operator training, and more.

The American Indians: Answers to 101 Questions.

ERIC Educational Resources Information Center

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

Presented in a simple and straightforward manner, this publication answers questions basic to an understanding of the American Indian and his socioeconomic position in the United States. The following identify major areas covered and representative questions: (1) The Indian People (Who is an Indian?); (2) The Legal Status of Indians (Are Indians…

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

Unit: Minerals and Crystals, First Trial Materials, Inspection Set.

ERIC Educational Resources Information Center

Australian Science Education Project, Toorak, Victoria.

This unit, one of a series being developed for Australian secondary school science courses, consists of a teacher's guide, two student booklets, a test booklet, and a student workbook which also contains answers to questions raised in the student booklets, and a answer sheet containing comments on the answers to the questions in the test booklet.…

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions

ERIC Educational Resources Information Center

Carnegie, Jacqueline

2015-01-01

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary…

So, What Is the Answer? Questions

ERIC Educational Resources Information Center

Hall, Don

2005-01-01

Leaders are barraged daily by teachers, administrators, and students seeking answers to questions ranging from the simplistic to the metaphysical in their complexity. The author is sure leaders wonder at times, "How in the world can I free up enough time to answer them all?" Well, the author states that he hates to break the news, but it is…

Instance-Based Question Answering

DTIC Science & Technology

2006-12-01

answer clustering, composition, and scoring. Moreover, with the effort dedicated to improving monolingual system performance, system parameters are...text collections: document type, manual or automatic annotations (if any), and stylistic and notational differences in technical terms. Monolingual ...forum in which cross language retrieval systems and question answering systems are tested for various Eu- ropean languages. The CLEF QA monolingual task

Outline of a Twenty-Five Year Plan for Development and Deployment of A Catapult for A Third Generation Space Shuttle

NASA Technical Reports Server (NTRS)

Russell, John M.

2002-01-01

This report reviews the rationale for catapult assist in the launching a third generation space shuttle. It then furnishes lists of early design decisions, questions whose answers are prerequisite to later design decisions, preliminary inventories of carriage levitation and carriage propulsion concepts, phases of the project and major milestones, and some sources of expertise to support the project.

Outline Of A Twenty-Five Year Plan For Development And Deployment Of a Catapult For a Third Generation Space Shuttle

NASA Technical Reports Server (NTRS)

Russell, John M.

2001-01-01

This report reviews the rationale for catapult assist in the launching of a third generation space shuttle. It then furnishes lists of early design decisions, questions whose answers are prerequisite to later design decisions, preliminary inventories of carriage levitation and carriage propulsion concepts, phases of the project and major milestones, and some sources of expertise to support the project.

Storyline Visualization: A Compelling Way to Understand Patterns over Time and Space

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

None

2017-10-16

Storyline visualization is a compelling way to understand patterns over time and space. Much effort has been spent developing efficient and aesthetically pleasing layout optimization algorithms. But what if those algorithms are optimizing the wrong things? To answer this question, we conducted a design study with different storyline layout algorithms. We found that users with our new design principles for storyline visualization outperform existing methods.

KC-46 Workforce Requirements for Depot Maintenance Activation

DTIC Science & Technology

2014-03-27

commercial derivative aircraft . These are aircraft originally designed for commercial aviation but with modifications that change the aircraft to fit the... designing the process to capture the data needed to infer answers to the research questions. More needs to be understood about how aircraft maintenance...Air Force projects receiving new KC-46 aircraft in 2016 and headquarters is directing organic maintenance. Oklahoma City ALC is the depot projected

A medical consultation service on Facebook: descriptive analysis of questions answered.

PubMed

Helve, Otto

2014-09-04

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

Strategy trials: the answer?

PubMed

James, J S

1999-02-19

Although a significant amount of promotional information on drugs was presented at the 6th Conference on Retroviruses and Opportunistic Infections, very little of it was related to practical treatment strategy. Doctors and patients have many options but little guidance on selecting which combination of drugs will be most beneficial in long-term use. There is a growing call for "strategy trials" designed to answer those questions. Pharmaceutical companies traditionally have not done strategy trials; their testing is designed to promote their own products. Managing patients in strategy trials is also difficult because they have to fail a treatment before another combination of drugs is used. In addition, collecting valid data from a stragety trial takes longer than collecting data from a starting regimen trial.

The EOS Aura Mission

NASA Technical Reports Server (NTRS)

Schoebert, Mark R.; Douglass, A. R.; Hilsenrath, E.; Bhartia, P. K.; Barnett, J.; Gille, J.; Beer, R.; Gunson, M.; Waters, J.; Levelt, P. F.

2004-01-01

The Earth Observing System (EOS) Aura satellite is scheduled to launch in the second quarter of 2004. The Aura mission is designed to attack three science questions: (1) Is the ozone layer recovering as expected? (2) What are the sources and processes that control tropospheric pollutants? (3) What is the quantitative impact of constituents on climate change? Aura will answer these questions by globally measuring a comprehensive set of trace gases and aerosols at high vertical and horizontal resolution. Fig. 1 shows the Aura spacecraft and its four instruments.

Informal Statistics Help Desk

NASA Technical Reports Server (NTRS)

Young, M.; Koslovsky, M.; Schaefer, Caroline M.; Feiveson, A. H.

2017-01-01

Back by popular demand, the JSC Biostatistics Laboratory and LSAH statisticians are offering an opportunity to discuss your statistical challenges and needs. Take the opportunity to meet the individuals offering expert statistical support to the JSC community. Join us for an informal conversation about any questions you may have encountered with issues of experimental design, analysis, or data visualization. Get answers to common questions about sample size, repeated measures, statistical assumptions, missing data, multiple testing, time-to-event data, and when to trust the results of your analyses.

Comparing Crowdsourcing and Friendsourcing: A Social Media-Based Feasibility Study to Support Alzheimer Disease Caregivers

PubMed Central

Brady, Erin; Wilkerson, David; Yi, Eun-Hye; Karanam, Yamini; Callahan, Christopher M

2017-01-01

Background In the United States, over 15 million informal caregivers provide unpaid care to people with Alzheimer disease (AD). Compared with others in their age group, AD caregivers have higher rates of stress, and medical and psychiatric illnesses. Psychosocial interventions improve the health of caregivers. However, constraints of time, distance, and availability inhibit the use of these services. Newer online technologies, such as social media, online groups, friendsourcing, and crowdsourcing, present alternative methods of delivering support. However, limited work has been done in this area with caregivers. Objective The primary aims of this study were to determine (1) the feasibility of innovating peer support group work delivered through social media with friendsourcing, (2) whether the intervention provides an acceptable method for AD caregivers to obtain support, and (3) whether caregiver outcomes were affected by the intervention. A Facebook app provided support to AD caregivers through collecting friendsourced answers to caregiver questions from participants’ social networks. The study’s secondary aim was to descriptively compare friendsourced answers versus crowdsourced answers. Methods We recruited AD caregivers online to participate in a 6-week-long asynchronous, online, closed group on Facebook, where caregivers received support through moderator prompts, group member interactions, and friendsourced answers to caregiver questions. We surveyed and interviewed participants before and after the online group to assess their needs, views on technology, and experience with the intervention. Caregiver questions were pushed automatically to the participants’ Facebook News Feed, allowing participants’ Facebook friends to see and post answers to the caregiver questions (Friendsourced answers). Of these caregiver questions, 2 were pushed to crowdsource workers through the Amazon Mechanical Turk platform. We descriptively compared characteristics of these crowdsourced answers with the friendsourced answers. Results In total, 6 AD caregivers completed the initial online survey and semistructured telephone interview. Of these, 4 AD caregivers agreed to participate in the online Facebook closed group activity portion of the study. Friendsourcing and crowdsourcing answers to caregiver questions had similar rates of acceptability as rated by content experts: 90% (27/30) and 100% (45/45), respectively. Rates of emotional support and informational support for both groups of answers appeared to trend with the type of support emphasized in the caregiver question (emotional vs informational support question). Friendsourced answers included more shared experiences (20/30, 67%) than did crowdsourced answers (4/45, 9%). Conclusions We found an asynchronous, online, closed group on Facebook to be generally acceptable as a means to deliver support to caregivers of people with AD. This pilot is too small to make judgments on effectiveness; however, results trended toward an improvement in caregivers’ self-efficacy, sense of support, and perceived stress, but these results were not statistically significant. Both friendsourced and crowdsourced answers may be an acceptable way to provide informational and emotional support to caregivers of people with AD. PMID:28396304

A questions-based investigation of consumer mental-health information

PubMed Central

Kart, Joyce Brothers

2015-01-01

Despite the wealth of mental-health information available online to consumers, research has shown that the mental-health information needs of consumers are not being met. This study contributes to that research by soliciting consumer questions directly, categorizing them, analyzing their form, and assessing the extent to which they can be answered from a trusted and vetted source of online information, namely the website of the US National Institute of Mental Health (NIMH). As an alternative to surveys and analyses of online activity, this study shows how consumer questions provide new insight into what consumers do not know and how they express their information needs. The study crowdsourced 100 consumer questions through Amazon Inc.’s Mechanical Turk. Categorization of the questions shows broad agreement with earlier studies in terms of the content of consumer questions. It also suggests that consumers’ grasp of mental health issues may be low compared to other health topics. The majority of the questions (74%) were simple in form, with the remainder being multi-part, multifaceted or narrative. Even simple-form questions could, however, have complex interpretations. Fifty four questions were submitted to the search box at the NIMH website. For 32 questions, no answer could be found in the top one to three documents returned. Inadequacies in the search and retrieval technology deployed at websites account for some of the failure to find answers. The nature of consumer questions in mental health also plays a role. A question that has a false presupposition is less likely to have an answer in trusted and vetted sources of information. Consumer questions are also expressed with a degree of specificity that makes the retrieval of relevant information difficult. The significance of this study is that it shows what an analysis of consumer mental-health questions can tell us about consumer information needs and it provides new insight into the difficulties facing consumers looking for answers to their questions in online resources. PMID:25870768

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

PubMed

Crangle, Colleen E; Kart, Joyce Brothers

2015-01-01

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

Perspectives from the Avian Phylogenomics Project: Questions that Can Be Answered with Sequencing All Genomes of a Vertebrate Class.

PubMed

Jarvis, Erich D

2016-01-01

The rapid pace of advances in genome technology, with concomitant reductions in cost, makes it feasible that one day in our lifetime we will have available extant genomes of entire classes of species, including vertebrates. I recently helped cocoordinate the large-scale Avian Phylogenomics Project, which collected and sequenced genomes of 48 bird species representing most currently classified orders to address a range of questions in phylogenomics and comparative genomics. The consortium was able to answer questions not previously possible with just a few genomes. This success spurred on the creation of a project to sequence the genomes of at least one individual of all extant ∼10,500 bird species. The initiation of this project has led us to consider what questions now impossible to answer could be answered with all genomes, and could drive new questions now unimaginable. These include the generation of a highly resolved family tree of extant species, genome-wide association studies across species to identify genetic substrates of many complex traits, redefinition of species and the species concept, reconstruction of the genomes of common ancestors, and generation of new computational tools to address these questions. Here I present visions for the future by posing and answering questions regarding what scientists could potentially do with available genomes of an entire vertebrate class.

Heritable Disorders of Connective Tissue

MedlinePlus

... skin. Epidermolysis bullosa affects the skin, causing blisters. Marfan syndrome can affect the heart, blood vessels, lungs, eyes, ... Disorders of Connective Tissue, Questions and Answers about Marfan Syndrome, Questions and Answers about Marfan Syndrome, Easy-to- ...

American Iron and Steel Requirement - Guidance and Questions and Answers

EPA Pesticide Factsheets

Explanation of the P.L. 113-76, Consolidated Appropriations Act, 2014 its implementation for the American Iron and Steel (AIS) requirement and other questions and answers in regards to AIS requirements

On the comprehensibility and perceived privacy protection of indirect questioning techniques.

PubMed

Hoffmann, Adrian; Waubert de Puiseau, Berenike; Schmidt, Alexander F; Musch, Jochen

2017-08-01

On surveys that assess sensitive personal attributes, indirect questioning aims at increasing respondents' willingness to answer truthfully by protecting confidentiality. However, the assumption that subjects understand questioning procedures fully and trust them to protect their privacy is rarely tested. In a scenario-based design, we compared four indirect questioning procedures in terms of their comprehensibility and perceived privacy protection. All indirect questioning techniques were found to be less comprehensible by respondents than a conventional direct question used for comparison. Less-educated respondents experienced more difficulties when confronted with any indirect questioning technique. Regardless of education, the crosswise model was found to be the most comprehensible among the four indirect methods. Indirect questioning in general was perceived to increase privacy protection in comparison to a direct question. Unexpectedly, comprehension and perceived privacy protection did not correlate. We recommend assessing these factors separately in future evaluations of indirect questioning.

Evaluation of design flood estimates with respect to sample size

NASA Astrophysics Data System (ADS)

Kobierska, Florian; Engeland, Kolbjorn

2016-04-01

Estimation of design floods forms the basis for hazard management related to flood risk and is a legal obligation when building infrastructure such as dams, bridges and roads close to water bodies. Flood inundation maps used for land use planning are also produced based on design flood estimates. In Norway, the current guidelines for design flood estimates give recommendations on which data, probability distribution, and method to use dependent on length of the local record. If less than 30 years of local data is available, an index flood approach is recommended where the local observations are used for estimating the index flood and regional data are used for estimating the growth curve. For 30-50 years of data, a 2 parameter distribution is recommended, and for more than 50 years of data, a 3 parameter distribution should be used. Many countries have national guidelines for flood frequency estimation, and recommended distributions include the log Pearson II, generalized logistic and generalized extreme value distributions. For estimating distribution parameters, ordinary and linear moments, maximum likelihood and Bayesian methods are used. The aim of this study is to r-evaluate the guidelines for local flood frequency estimation. In particular, we wanted to answer the following questions: (i) Which distribution gives the best fit to the data? (ii) Which estimation method provides the best fit to the data? (iii) Does the answer to (i) and (ii) depend on local data availability? To answer these questions we set up a test bench for local flood frequency analysis using data based cross-validation methods. The criteria were based on indices describing stability and reliability of design flood estimates. Stability is used as a criterion since design flood estimates should not excessively depend on the data sample. The reliability indices describe to which degree design flood predictions can be trusted.

26 CFR 1.402(c)-2 - Eligible rollover distributions; questions and answers.

Code of Federal Regulations, 2010 CFR

2010-04-01

... following periods— (i) The life of the employee (or the joint lives of the employee and the employee's designated beneficiary); (ii) The life expectancy of the employee (or the joint life and last survivor... unless otherwise excepted. Similarly, if an employee's surviving spouse receives a survivor life annuity...

Evidence Based Education Request Desk. Request #85

ERIC Educational Resources Information Center

Regional Educational Laboratory Southeast, 2012

2012-01-01

What do we know about the impact and implementation of Career Academies? This paper provides answers to this question. Career Academies have been around for over 30 years. Their original design stressed facilitating the school-to-work transition. In the early 1990's the focus began to shift to preparing participating students for both college and…

Computer Conferencing Project. Final Report.

ERIC Educational Resources Information Center

McNeil, Donald R.; And Others

This report of a 3-year project discusses the results of the testing of computer conferencing and e-mail (electronic mail) at Montgomery College (Maryland) over a period of four semesters. The product was designed to answer the following questions: (1) Could computer conferencing or e-mail increase access? (2) Would the quality of the instruction…

How Does My Child's Vision Affect His Reading?

ERIC Educational Resources Information Center

Eberly, Donald W.

Various eye problems and the effects they can have on children's reading abilities are explored in this pamphlet, which is one of a series designed to answer parents' questions about their children's reading development. Topics discussed are the demands on vision made by reading, problems that affect visual acuity (nearsightedness, farsightedness,…

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…

Reflections on Workplace Education: Teachers Talking to Teachers.

ERIC Educational Resources Information Center

Letourneau-Fallon, Pamela; And Others

This document is designed to engage workplace educators in thinking about the ideas and issues that the BEST [Better Education Skills Training] team have found to be important in shaping how they conduct their workplace education program. Its format is that of answers to questions that shape program planning and implementation. Students'…

An Interactive Cultural Transect: Designing, Deploying, and Evaluating an Online Virtual-Abroad Learning Experience

ERIC Educational Resources Information Center

Peters, Phil; Katsaros, Alex; Howard, Rosalyn; Lindgren, Robb

2012-01-01

This pilot project conducted by researchers from the University of Central Florida (UCF) seeks to answer the question: Does a real-time, two-way, mobile, remote webcasting system have special properties for learning compared with traditional distance learning platforms? Students enrolled in two online, undergraduate UCF courses explored South…

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…

Differential Changes with Extended Practice.

DTIC Science & Technology

1983-06-01

This project was designed to answer a series of questions involving extended practice on motor skills tasks. The tasks employed were video games , and principal interest was focused on whether: (1) performance late in practice involves fewer underlying factors than early in practice; (2) video games coverge or diverge differentially upon one another; and (3) factorial content of

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

Code of Federal Regulations, 2010 CFR

2010-04-01

... in a series of periodic payments that are eligible rollover distributions? Q-4: May a plan... a reasonable period of time before making an eligible rollover distribution, to provide the...(f) notice must be designed to be easily understood and must explain the following: the rules under...

77 FR 2297 - Agency Information Collection Request. 30-Day Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-17

... answer the first question, a pretest-posttest control group experimental design is used to assess the... from the students who participate in the first part of the study. The focus group will last one hour... integrity or research ethics course for the treatment group. The control group will use the existing...

Construction and Evaluation of Animated Teachable Agents

ERIC Educational Resources Information Center

Bodenheimer, Bobby; Williams, Betsy; Kramer, Mattie Ruth; Viswanath, Karun; Balachandran, Ramya; Belynne, Kadira; Biswas, Gautam

2009-01-01

This article describes the design decisions, technical approach, and evaluation of the animation and interface components for an agent-based system that allows learners to learn by teaching. Students learn by teaching an animated agent using a visual representation. The agent can answer questions about what she has been taught and take quizzes.…

Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?

ERIC Educational Resources Information Center

Clottu, Régine

2017-01-01

This research studies the practices related to the conception of training "on demand" in the field of continuous training of teachers. Training "on demand" adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals'…

New England After 3 PM: Spotlight on Maine

ERIC Educational Resources Information Center

Afterschool Alliance, 2008

2008-01-01

The Afterschool Alliance and the Nellie Mae Education Foundation have been exploring the answers to questions like these throughout New England in a series of reports designed to examine afterschool in the region today. "Spotlight on Maine" is the fifth installment of the Afterschool Alliance's "New England After 3 PM" series,…

Using the Community of Inquiry Framework to Scaffold Online Tutoring

ERIC Educational Resources Information Center

Feng, Xiaoying; Xie, Jingjing; Liu, Yue

2017-01-01

Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies…

Physics Assessment and the Development of a Taxonomy

ERIC Educational Resources Information Center

Buick, J. M.

2011-01-01

Aspects of assessment in physics are considered with the aim of designing assessments that will encourage a deep approach to student learning and will ultimately lead to higher levels of achievement. A range of physics questions are considered and categorized by the level of knowledge and understanding which is require for a successful answer.…

The Peer Reference Counseling Program at Odum Library. Training Manual.

ERIC Educational Resources Information Center

Lawrence, Tamiko Danielle; Thomas, Susan; Winston, Mark

The Peer Reference Counseling Program at Valdosta State University (Georgia) is a program designed to provide students with a unique opportunity to work at the Reference Desk at Odum Library. This program employs minority students and trains them to work at the Reference Desk answering basic reference questions and utilizing as well as…

How To Sample in Surveys. The Survey Kit, Volume 6.

ERIC Educational Resources Information Center

Fink, Arlene

The nine-volume Survey Kit is designed to help readers prepare and conduct surveys and become better users of survey results. All the books in the series contain instructional objectives, exercises and answers, examples of surveys in use, illustrations of survey questions, guidelines for action, checklists of "dos and don'ts," and…

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.…

Are You an Online Team Player? A Pilot Study

ERIC Educational Resources Information Center

Rawlings, Melody

2014-01-01

The purpose of this pilot case study was to answer the following research questions: How do previous experiences affect students' attitudes toward online teamwork? When do students' attitudes toward online teamwork first develop and why? Using a social constructivist framework, a qualitative case study design was utilized to conduct an online…

Retirement Planning Handbook: Washington State Faculty Association of Community Colleges.

ERIC Educational Resources Information Center

Silverstein, Roberta

Designed for faculty and exempt administrators at Washington's community colleges, this handbook explains available retirement plans, deductions, and options. First, a glossary of terms and an index to sections of the handbook dealing with the concepts are provided. The bulk of the handbook uses a question/answer format to present information on…

Strategies Employed by Middle School Principals Successful in Increasing and Sustaining the Mathematics Achievement of African American Students

ERIC Educational Resources Information Center

Clark, Rebecca

2013-01-01

This study approaches the problem of African American mathematics achievement from a strength-based perspective, identifying practices implemented by middle school principals successful in increasing and sustaining the mathematics achievement of African American students. The study was designed to answer questions regarding both school-wide…

Information Resources in Clinical Medicine: Family Practice, Pediatrics, Obstetrics and Gynecology, General Surgery, Internal Medicine.

ERIC Educational Resources Information Center

Schwank, Jean; Allen, Joyce

Designed for beginning health science librarians, this continuing education course syllabus presents a guide to information resources for answering physicians' questions about patient care. Sources from standard core lists, such as the Alfred Brandon list, are highlighted and described, along with additional titles. General resources covered…

Practicing What We Preach: Assessing "Critical Thinking" in Organic Chemistry

ERIC Educational Resources Information Center

Stowe, Ryan L.; Cooper, Melanie M.

2017-01-01

Organic chemistry is often promoted as a course designed to cultivate skill in scientific "ways of thinking." Expert organic chemists perceive their field as one in which plausible answers to complex questions are arrived at through analytical thought processes. They draw analogy between problem solving in organic chemistry and diagnosis…

Little Well Beings: A Handbook on Health in Family Day Care.

ERIC Educational Resources Information Center

Canadian Paediatric Society, Ottawa (Ontario).

Written by pediatricians, this book is designed to bring vital health information to caregivers providing child care in their homes. It provides caregivers with practical answers to common questions about children's health, safety, and well-being. The guide is divided in six sections. The Health section contains a simple practical strategy for…

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…

The SI Metric System and Practical Applications.

ERIC Educational Resources Information Center

Carney, Richard W.

Intended for use in the technical program of a technical institute or community college, this student manual is designed to provide background in the metric system contributing to employability. Nine units are presented with objectives stated for each unit followed by questions or exercises. (Printed answers are supplied when necessary.) Unit 1…

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…

On Non-English Majors' Strategy Training in English Reading Comprehension

ERIC Educational Resources Information Center

Yang, Xiaoling

2017-01-01

This paper reviewed the literature of the previous research and questionnaire survey on reading strategy. Based on theories of psycholinguistics, a five-week experiment was carried out in order to probe into the effectiveness of strategy training. The experiment was designed to answer the following question: Can reading comprehension be improved…

Marijuana: Facts for Teens.

ERIC Educational Resources Information Center

National Inst. on Drug Abuse (DHHS), Rockville, MD. Div. of Research.

Using a question and answer format, this booklet is designed to inform teens about the dangers of marijuana usage. Inset facts about marijuana and teen perspectives compliment the following topics: (1) What is marijuana? (2) How is marijuana used? (3) How long does marijuana stay in the user's body? (4) How many teens smoke marijuana? (5) Why do…

Solar Energy - It's Growth, Development, and Use

Science.gov Websites

Report, June 1978 Solar Energy and Your Home: Questions and Answers, DOE Technical Report, January 1984 Solar Air Collectors: How Much Can You Save?, DOE Technical Report, April 1985 Building Design Guidelines for Solar Energy Technologies, DOE Technical Report, January 1989 OUT Success Stories: Solar

Published Views of Two-Year College English as Reflected in English Textbooks.

ERIC Educational Resources Information Center

Bowyer, Dolores LaVerna

This study answered four research questions: (1) Can textbook content for freshman English be determined from statements of leaders in two-year college English curriculum? (2) Do current textbooks reflect the content suggested by these leaders? (3) Are textbooks specifically designed for two-year college students? (4) How can publishers and…

Making Sense of School Budgets: A Citizen's Guide to Local Public Education Spending.

ERIC Educational Resources Information Center

Weston, Susan Perkins; And Others

Citizens need to understand and control how their money is used in local public schools. District publications and records probably contain the answers to many of the questions concerning local education spending. This booklet was designed to unravel the mysteries surrounding budget proposals and increased spending. Accordingly, part 1 explains…

Virginia Standards of Learning Assessments. Grade 8 Released Test Items, 1998.

ERIC Educational Resources Information Center

Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 79,000 students in grade 8 were required to answer as part of the SOL assessments. These…