Having a C-Section

MedlinePlus

... due date Ovulation calendar Order bereavement materials News Moms Need Blog Stories & Media News & Media News Videos ... Tools & Resources Frequently asked media questions Blog: News Moms Need Share Your Story community Join us on ...

Asking Bigger Questions: An Invitation to Further Conversation

ERIC Educational Resources Information Center

Bloch-Schulman, Stephen; Conkling, Susan Wharton; Linkon, Sherry Lee; Manarin, Karen; Perkins, Kathleen

2016-01-01

In this essay, the editors and contributors to this special section on SoTL in the Arts and Humanities argue that given the current climate and context, debates within SoTL about appropriate methodology both lead scholars from their disciplines to reject SoTL and also, more importantly, distract us from more significant questions and challenges.…

Telephone survey respondents' reactions to questions regarding interpersonal violence.

PubMed

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

2006-08-01

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

Should we ask our Children about Sex, Drugs and Rock & Roll?: Potentially Harmful Effects of Asking Questions About Risky Behaviors

PubMed Central

Fitzsimons, Gavan J.; Moore, Sarah G.

2009-01-01

Research shows that asking questions can fundamentally change behavior. We review literature on this question-behavior effect, which demonstrates that asking questions changes both normal and risky behaviors. We discuss potential explanations for the effect and review recent findings that reveal interesting moderators of the influence of questions on behavior. We then highlight the potential impact of the question-behavior effect in an important public health context: screening adolescents for risky behavior. While medical guidelines emphasize the importance of asking adolescents questions about substance (drug, alcohol) use and sexual behaviors, research on the question-behavior effect suggests that asking adolescents about risky behaviors has the potential to increase the frequency with which they engage in these behaviors. We argue that the act of screening or measuring risky behavior is potentially counterproductive. We emphasize the importance of interventions beyond screening, and suggest ways in which screening can be carried out to minimize its impact. In short, asking questions about behaviors can change behavior, and asking questions about risky behaviors may itself be a risky undertaking. PMID:23750098

Children's Question Asking and Curiosity: A Training Study

ERIC Educational Resources Information Center

Jirout, Jamie; Klahr, David

2011-01-01

A primary instructional objective of most early science programs is to foster children's scientific curiosity and question-asking skills (Jirout & Klahr, 2011). However, little is known about the relationship between curiosity, question-asking behavior, and general inquiry skills. While curiosity and question asking are invariably mentioned in…

Why Nuclear Education? A Sourcebook for Educators and Parents.

ERIC Educational Resources Information Center

Alexander, Susan

This guide is designed as a resource for individuals and groups who are considering why and how to implement teaching about nuclear issues in the classroom. Section I presents some questions frequently asked about nuclear education and responses based upon the experience and research of Educators for Social Responsibility. Section II highlights…

Perspectives/The Species That Asks

ERIC Educational Resources Information Center

Scherer, Marge

2015-01-01

Marge Scherer describes this issue of "Educational Leadership" as being all about questioning for learning--how to ask questions of students, how to encourage students to ask their own questions, and how to ask better questions and find better answers. Among feature topics explored in this issue are why children, who start questioning…

Book of Solutions: Frequent Questions on Concepts, Issues and Strategies for the Education of Language Minority Children.

ERIC Educational Resources Information Center

Berube, Barney; And Others

Responses to over 100 of the most frequently-asked questions about the education of language-minority students are presented for Maine school personnel. The book has 12 sections. The first lists and defines common acronyms, and the second addresses various aspects of student evaluation, including: identification of limited-English-proficient (LEP)…

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

DTIC Science & Technology

1986-12-17

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

77 FR 25504 - Draft Emergency Preparedness Frequently Asked Questions

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-30

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0098] Draft Emergency Preparedness Frequently Asked... comment Emergency Preparedness (EP) frequently asked questions (EPFAQs). These EPFAQs will be used to... Emergency Preparedness Frequently Asked Questions is available electronically under ADAMS Accession Number...

Counselling practices in community pharmacies in Riyadh, Saudi Arabia: a cross-sectional study.

PubMed

Alaqeel, Sinaa; Abanmy, Norah O

2015-12-15

Community pharmacists play a crucial role in optimising medication use and improving patient outcomes, whilst preventing medication misuse and reducing costs. Evidence suggests that pharmacists counselling improves clinical outcomes, quality of life, drug and disease knowledge and reduces health service utilisation. This study aims to investigate the counselling practices of community pharmacists in Riyadh, the capital of Saudi Arabia. The study consisted of two parts: simulated patients (SPs) visits to observe actual counselling practices, and a cross-sectional survey of community pharmacists to assess their reported counselling practices. In the SPs method, there were four scenarios involving four medications. Scenarios 1 and 2 concerned drug-drug interactions, scenario 3 concerned the proper time of administration, and scenario 4 concerned side effects. The simulated visits were conducted between April and May 2012. A four-sections questionnaire was distributed in the same period. We conducted 161 simulated visits. Out of the 161 visits a medicine was dispensed in 150 visits. When SPs requested medications, pharmacists asked questions during 15 visits (10.0%), provided information during 7 visits (4.6%), and both asked questions and provided information, i.e. provided counselling, during 4 visits (2.6%). When the SPs started to be inquisitive and demanded information, pharmacists asked SPs questions during 71 visits (47.3%), provided information during 150 visits (100%), and both asked questions and provided information, i.e. provided counselling, during 65 visits (43.3%). Information regarding dose was the most common type of information provided in 146 visits (97.3%). After the SPs started to be inquisitive and probed for information, only 10% were counselled on precautions. In the cross-sectional survey, four hundred pharmacists were approached and 350 agreed to participate in the questionnaire (87% response rate). Of the respondents, 223 (63.7%) reported that they usually or always tell the patient about the purpose of medicines or the diagnosis, 302 (86.2%) reported that they usually or always give patient information on how to use or apply the medicine; 299 (85.3%) said they were satisfied with their counselling practices. The present study highlights the current deficiencies in appropriate dispensing practices and medication counselling at community pharmacies in Saudi Arabia. Policy makers, stakeholders, and researchers should collaborate to design interventions to improve the current dispensing practices at community pharmacies across the country.

Human figure drawings and children's recall of touching.

PubMed

Bruck, Maggie

2009-12-01

In 2 studies, children ages 3 to 7 years were asked to recall a series of touches that occurred during a previous staged event. The recall interview took place 1 week after the event in Study 1 and immediately after the event in Study 2. Each recall interview had 2 sections: In 1 section, children were given human figure drawings (HFDs) and were asked to show where the touching took place; in the other section, the same questions were asked without the HFDs (verbal condition). Children were randomly assigned to 2 different conditions: HFD 1st/verbal 2nd or verbal 1st/HFD 2nd. There were 2 major findings. First, HFDs elicited more errors than the verbal condition when used to probe for information that the child had already been asked. Second, regardless of interview method, children had poor recall of the touches even when these occurred minutes before the interview. It is suggested that cognitive mechanisms involving memory and semantics underlie children's poor recall of touching in both verbal and HFD conditions. Copyright 2009 APA

Human Figure Drawings and Children’s Recall of Touching

PubMed Central

Bruck, Maggie

2010-01-01

In 2 studies, children ages 3 to 7 years were asked to recall a series of touches that occurred during a previous staged event. The recall interview took place 1 week after the event in Study 1 and immediately after the event in Study 2. Each recall interview had 2 sections: In 1 section, children were given human figure drawings (HFDs) and were asked to show where the touching took place; in the other section, the same questions were asked without the HFDs (verbal condition). Children were randomly assigned to 2 different conditions: HFD 1st/verbal 2nd or verbal 1st/HFD 2nd. There were 2 major findings. First, HFDs elicited more errors than the verbal condition when used to probe for information that the child had already been asked. Second, regardless of interview method, children had poor recall of the touches even when these occurred minutes before the interview. It is suggested that cognitive mechanisms involving memory and semantics underlie children’s poor recall of touching in both verbal and HFD conditions. PMID:20025421

Does Displaying the Class Results Affect Student Discussion during Peer Instruction?

PubMed Central

Strauss, Eric A.; Downey, Nicholas; Galbraith, Anne; Jeanne, Robert; Cooper, Scott

2010-01-01

The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. PMID:20516358

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

ERIC Educational Resources Information Center

Grace, Sarah; Langhout, Regina Day

2014-01-01

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

Improving youth question-asking and provider education during pediatric asthma visits.

PubMed

Sleath, Betsy; Carpenter, Delesha M; Davis, Scott A; Watson, Claire Hayes; Lee, Charles; Loughlin, Ceila E; Garcia, Nacire; Reuland, Daniel S; Tudor, Gail

2018-06-01

We conducted a pragmatic randomized controlled trial to test the effectiveness of an asthma question prompt list with video intervention to increase youth question-asking and provider education during visits. English or Spanish-speaking youth ages 11-17 with persistent asthma and their parents were enrolled from four rural and suburban pediatric clinics. Youth were randomized to the intervention or usual care groups. Intervention group adolescents watched the video on an iPad and then completed an asthma question prompt list before their visits. Generalized estimating equations were used to analyze the data. Forty providers and 359 patients participated. Intervention group youth were significantly more likely to ask one or more questions about medications, triggers, and environmental control than usual care youth. Providers were significantly more likely to educate intervention group youth about rescue medications, triggers, and environmental control. Intervention group caregivers were not significantly more likely to ask questions. The intervention increased youth question-asking and provider education about medications, triggers, and environmental control. The intervention did not impact caregiver question-asking. Providers/practices should consider having youth complete question prompt lists and watch the video with their parents before visits to increase youth question-asking during visits. Copyright © 2018 Elsevier B.V. All rights reserved.

How Do We Know This Works? An Overview of Research on Core Knowledge

ERIC Educational Resources Information Center

Core Knowledge Foundation, 2004

2004-01-01

Teachers, principals and parents often ask about the effectiveness of Core Knowledge. This article is meant to answer that question, by providing a brief overview of some of the most recent and most relevant research on Core Knowledge. This document has been divided into two sections. The first section treats direct evidence; the second looks at…

Report for Florida Community Colleges, 1976-77.

ERIC Educational Resources Information Center

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

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

Audience response system: a new learning tool for urologic conferences.

PubMed

Leung, Cynthia P; Klausner, Adam P; Habibi, Joseph R; King, Ashley B; Feldman, Adam

2013-12-01

Audience response systems (ARS) have not been used to gauge knowledge transfer and retention in the setting of large medical conferences. In this study, we explore the utility of an ARS as an educational tool in the setting of a large urology conference. At the 2011 joint meeting of the Mid-Atlantic and New England sections of the American Urological Association, conference attendees were able to use a web-based and cell-phone accessed ARS. At the meeting, six ARS questions were asked during five point-counterpoint debate topics covering areas of prostate cancer, incontinence, pediatrics, stone disease, and renal cancer. Questions were presented by expert representatives from each of the sections; questions were structured as management options for predefined cases. At the beginning and end of each 15-minute session, attendees were asked to use the ARS to select the best management option. In five out of the six questions (83%) more than 10% of responses were changed following the presentation of the point-counterpoint session and a > 25% change in response was noted in two out of the six questions (33%). A statistically significant change was noted for one question relating to management of urolithiasis in pregnancy (p = 0.037). This is the first study which demonstrates the potential utility of an ARS in a large urology conference. With further research it may be possible to use this technology to identify high-yield topics for medical education and improve outcomes during lecture-based educational activities.

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

PubMed Central

Brill, Gilat; Yarden, Anat

2003-01-01

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

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

PubMed Central

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

1994-01-01

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

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

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

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

2011-10-11

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

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

NASA Astrophysics Data System (ADS)

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

2005-08-01

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

"Wh"-Questions: Linguistic Evidence to Explain the Sequence of Acquisition.

ERIC Educational Resources Information Center

Wootten, Janet; And Others

The use of "wh" forms in questions asked by four children was recorded from age 22 to 36 months, and analyzed. In the emergence of "wh" forms, the children first asked identifying questions with "what" and "who," followed in order by (1) "wh" pronominal questions which ask for major sentence…

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

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Eryilmaz, Ali

2010-01-01

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

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

ERIC Educational Resources Information Center

Patent Office (DOC), Washington, DC.

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

Observing Community Residences.

ERIC Educational Resources Information Center

Taylor, Steven J.; Bogdan, Robert

The document offers guidelines effectively monitoring the quality of care provided in community residences serving people with disabilities. An initial section offers suggestions on observation and evaluation procedures. The remainder of the document lists possible questions to be asked in 19 areas: location, building and yard, relations with the…

Understanding, Treating, and Preventing STDs / Questions to Ask your Health Care Professional

MedlinePlus

... Treating, and Preventing STDs / Questions to Ask your Health Care Professional Past Issues / Fall 2008 Table of Contents ... than one sexual partner Questions to Ask Your Health Care Professional How can I prevent getting an STD? ...

What Are Plans For?

DTIC Science & Technology

1988-09-01

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

An Analysis of the Spelling Patterns of Children in Grades Two through Eight: A Study of a National Sample of Children's Writing.

ERIC Educational Resources Information Center

Farr, Roger; And Others

This report (a continuation of the Indiana University vocabulary study) identifies words children frequently misspell and analyzes the representative spelling patterns at different grade levels. The report is in three sections and addresses seven questions. Section 1 reports on the analysis of the high frequency words across grades, asking: (1)…

Improving Chinese Junior High School Students' Ability to Ask Critical Questions

ERIC Educational Resources Information Center

Huang, Xiao; Lederman, Norman G.; Cai, Chaojing

2017-01-01

The present study explores ways to enhance students' question-asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students' questioning behavior was not well…

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

ERIC Educational Resources Information Center

Waterman, Amanda H.; Blades, Mark

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Final Comments from Professors George and Beane.

ERIC Educational Resources Information Center

Beane, James; George, Paul S.

1996-01-01

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

Factsheet for the California No-Discharge Zone Prohibiting Vessel Sewage in all California Marine Waters

EPA Pesticide Factsheets

The factsheet was produced by EPA Region 9 for California No Discharge Zone final rule. It includes background information, as well as a frequently asked questions (FAQs) section. The document also includes a map of California no discharge zones.

Question asking by family caregivers in hospice interdisciplinary team meetings

PubMed Central

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Bay, D. Neslihan

2016-01-01

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

Disciplinary Literacy: Just the FAQs

ERIC Educational Resources Information Center

Shanahan, Timothy; Shanahan, Cynthia

2017-01-01

One of the most misunderstood parts of the Common Core State Standards is the section on literacy standards for history/social studies, science, and technical subjects. To help reduce some of the lingering confusion about these disciplinary literacy standards, Timothy and Cynthia Shanahan offer responses to a number of Frequently Asked Questions.…

Ask a Futurist. Peace [and] Robots.

ERIC Educational Resources Information Center

Joseph, Earl C.

A futurist addresses two questions concerning world peace and the implications of using robots. In the section on peace (part 1), recommendations for world peace include: (1) implementing peace education as a mandatory part of education; (2) establishing a Department of Peace in each country to create a societal infrastructure for implementing…

Kids Can Make a Difference! Environmental Science Activities.

ERIC Educational Resources Information Center

Dashefsky, H. Steven

This book of more than 160 environmental science activities is designed to help students understand environmental issues, ask questions, and find solutions to the problems. Introductory sections address: (1) the nature of major global problems and a history of environmental concern; (2) basic environmental science terminology and scientific study…

Legal Briefs for School Administrators.

ERIC Educational Resources Information Center

Strahan, Richard Dobbs

The legal briefs in this volume provide insights into operational problems for a practicing administrator. Fifteen briefs provide some general policy statements that appear to be sound practice for the areas covered. In addition, each section propounds questions that are commonly asked by school people. The author has attempted to attack each…

The Art of Science Writing.

ERIC Educational Resources Information Center

Worsley, Dale; Mayer, Bernadette

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

Information Digest 1987-1988. University System of Georgia.

ERIC Educational Resources Information Center

University System of Georgia, Atlanta.

A collections of facts and statistical data to enhance understanding of the University System of Georgia is presented, updating information from earlier editions. Information was selected on the basis of the most frequently asked questions about the system and its 34 institutions. Eight sections focus on: general information (University System of…

78 FR 49271 - Draft Guidance for Industry on Frequently Asked Questions About Medical Foods; Second Edition...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-13

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Food and Drug Administration [Docket No. FDA-2013-D-0880] Draft Guidance for Industry on Frequently Asked Questions About Medical Foods; Second Edition... guidance for industry entitled ``Frequently Asked Questions About Medical Foods; Second Edition.'' This...

Asking Research Questions: Theoretical Presuppositions

ERIC Educational Resources Information Center

Tenenberg, Josh

2014-01-01

Asking significant research questions is a crucial aspect of building a research foundation in computer science (CS) education. In this article, I argue that the questions that we ask are shaped by internalized theoretical presuppositions about how the social and behavioral worlds operate. And although such presuppositions are essential in making…

Who's Asking?

ERIC Educational Resources Information Center

Kohn, Alfie

2015-01-01

In this article, Alfie Kohn discusses four questions about questioning--starting with questions that are more basic, and progressing to some that are "deeper and potentially more subversive of traditional schooling." He begins by considering what questions we should ask students, and encourages teachers to keep questions with…

Three- and 4-year-old children's response tendencies to various interviewers.

PubMed

Okanda, Mako; Kanda, Takayuki; Ishiguro, Hiroshi; Itakura, Shoji

2013-09-01

Unlike young preschoolers, older preschoolers may exhibit a response bias under social pressure from authoritative interviewers. To examine this, 3- and 4-year-old preschoolers were asked yes-no questions about familiar and unfamiliar objects in three conditions. In one condition an adult asked them questions in a live interaction, in a second condition an adult asked questions via video, and in a third condition a robot asked questions via video. The 3-year-olds exhibited a yes bias-a tendency to say "yes"-in nearly all conditions. The only exception was when they were asked questions about unfamiliar objects by the human interviewer via video, where they did not respond in a biased manner. The 4-year-olds exhibited a yes bias in only one condition-when they were questioned by a live human interviewer about both objects. They also exhibited a nay-saying bias when asked questions about unfamiliar objects in both video conditions, and they did not show any response bias in other conditions. The results suggest that the social pressure from an authoritative adult in a live interaction is problematic. Copyright © 2013 Elsevier Inc. All rights reserved.

Frequently Asked Questions: IDEA Early Childhood--Disclosure Avoidance

ERIC Educational Resources Information Center

Center for IDEA Early Childhood Data Systems (DaSy), 2014

2014-01-01

This 2014 document is an adaptation of the 2012 release of "Frequently Asked Questions--Disclosure Avoidance" intended for K-12 audiences. Presented here in the form of responses to frequently asked questions (FAQs) are suggestions intended to provide guidance to IDEA Part C early intervention and Part B 619 preschool special education…

Asking Questions in First-Grade Mathematics Classes: Potential Influences on Mathematical Thought.

ERIC Educational Resources Information Center

Perry, Michelle; And Others

1993-01-01

Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)

Do Clinicians Ask Pregnant Women about Exposures to Tobacco and Cannabis Smoking, Second-Hand-Smoke and E-Cigarettes? An Australian National Cross-Sectional Survey.

PubMed

Gould, Gillian S; Zeev, Yael Bar; Tywman, Laura; Oldmeadow, Christopher; Chiu, Simon; Clarke, Marilyn; Bonevski, Billie

2017-12-16

Clinicians often ask pregnant women about tobacco smoking, but their practices of asking about other smoking and nicotine exposures are unknown. This study analysed how often clinicians ask pregnant women about their use of e-cigarettes, cannabis, chewing tobacco, and second-hand smoke (SHS) exposure. Two cross-sectional surveys were undertaken. A random sample of 500 General Practitioner (GP) members were invited from the National Faculty of Aboriginal and Torres Strait Islander Health (NFATSIH) to complete an on-line survey, and 5571 GP and Obstetrician (OBS) members of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) were sent a paper survey by mail. Questions on frequency of asking about the exposures used Likert Scales, later dichotomized to "often-always" and "never-sometimes". Logistic regressions estimated associations between clinician type and asking about cannabis, e-cigarettes, chewing tobacco, and SHS. An adjusted model reduced potential confounders of location, guidelines, gender and population. n = 378 GPs and OBS participated (6.2% response). In total, 13-14% asked "often-always" about e-cigarettes; 58% cannabis; 38% cannabis with tobacco; 27% SHS, and 10% chewing tobacco-compared to 95% of the sample asking about cigarette smoking. After adjustment, the odds of RANZCOG GPs (OR 0.34) and OBS (OR 0.63) asking about cannabis were lower compared to NFATSIH GPs. Clinician type was non-significant for asking about e-cigarettes, chewing tobacco and SHS. Surveyed Australian GPs and obstetricians asked less frequently about e-cigarettes, chewing, SHS exposure, and cannabis, potentially missing important exposures for mother and child.

Do Clinicians Ask Pregnant Women about Exposures to Tobacco and Cannabis Smoking, Second-Hand-Smoke and E-Cigarettes? An Australian National Cross-Sectional Survey

PubMed Central

Gould, Gillian S.; Tywman, Laura; Oldmeadow, Christopher; Chiu, Simon; Clarke, Marilyn; Bonevski, Billie

2017-01-01

Clinicians often ask pregnant women about tobacco smoking, but their practices of asking about other smoking and nicotine exposures are unknown. This study analysed how often clinicians ask pregnant women about their use of e-cigarettes, cannabis, chewing tobacco, and second-hand smoke (SHS) exposure. Two cross-sectional surveys were undertaken. A random sample of 500 General Practitioner (GP) members were invited from the National Faculty of Aboriginal and Torres Strait Islander Health (NFATSIH) to complete an on-line survey, and 5571 GP and Obstetrician (OBS) members of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) were sent a paper survey by mail. Questions on frequency of asking about the exposures used Likert Scales, later dichotomized to “often-always” and “never-sometimes”. Logistic regressions estimated associations between clinician type and asking about cannabis, e-cigarettes, chewing tobacco, and SHS. An adjusted model reduced potential confounders of location, guidelines, gender and population. n = 378 GPs and OBS participated (6.2% response). In total, 13–14% asked “often-always” about e-cigarettes; 58% cannabis; 38% cannabis with tobacco; 27% SHS, and 10% chewing tobacco—compared to 95% of the sample asking about cigarette smoking. After adjustment, the odds of RANZCOG GPs (OR 0.34) and OBS (OR 0.63) asking about cannabis were lower compared to NFATSIH GPs. Clinician type was non-significant for asking about e-cigarettes, chewing tobacco and SHS. Surveyed Australian GPs and obstetricians asked less frequently about e-cigarettes, chewing, SHS exposure, and cannabis, potentially missing important exposures for mother and child. PMID:29258185

Interim Exceptional Events Rule Frequently Asked Questions

EPA Pesticide Factsheets

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

Frequently Asked Questions about Energy Savings Plus Health

EPA Pesticide Factsheets

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

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom.

PubMed

Sanders, Eric J; Irvin, Dwight W; Belardi, Katie; McCune, Luke; Boyd, Brian A; Odom, Samuel L

2016-01-01

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. © The Author(s) 2015.

Creating Fantastic PI Workshops

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

Biedermann, Laura B.; Clark, Blythe G.; Colbert, Rachel S.

The goal of this SAND report is to provide guidance for other groups hosting workshops and peerto-peer learning events at Sandia. Thus this SAND report provides detail about our team structure, how we brainstormed workshop topics and developed the workshop structure. A Workshop “Nuts and Bolts” section provides our timeline and check-list for workshop activities. The survey section provides examples of the questions we asked and how we adapted the workshop in response to the feedback.

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

PubMed

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

2017-05-01

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

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

PubMed Central

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

2016-01-01

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

How Are Questions That Students Ask in High Level Mathematics Classes Linked to General Giftedness?

ERIC Educational Resources Information Center

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga

2017-01-01

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

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

ERIC Educational Resources Information Center

Brill, Gilat; Yarden, Anat

2003-01-01

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

Behaviorism, Constructivism, and Socratic Pedagogy

ERIC Educational Resources Information Center

Boghossian, Peter

2006-01-01

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a…

49 CFR Appendix C to Part 604 - Frequently Asked Questions

Code of Federal Regulations, 2014 CFR

2014-10-01

... service only qualifies for the exemption contained in this section if the service is designed to serve the... of the emergency exemption is designed to allow transit agencies to participate in emergency... group home on an annual excursion to a baseball game. Some sponsored trips carried out as part of a...

12 CFR 221.122 - Applicability of margin requirements to credit in connection with Insurance Premium Funding...

Code of Federal Regulations, 2011 CFR

2011-01-01

... in connection with Insurance Premium Funding Programs. 221.122 Section 221.122 Banks and Banking...) Interpretations § 221.122 Applicability of margin requirements to credit in connection with Insurance Premium Funding Programs. (a) The Board has been asked numerous questions regarding purpose credit in connection...

12 CFR 221.122 - Applicability of margin requirements to credit in connection with Insurance Premium Funding...

Code of Federal Regulations, 2010 CFR

2010-01-01

... in connection with Insurance Premium Funding Programs. 221.122 Section 221.122 Banks and Banking...) Interpretations § 221.122 Applicability of margin requirements to credit in connection with Insurance Premium Funding Programs. (a) The Board has been asked numerous questions regarding purpose credit in connection...

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.…

76 FR 32327 - Regulatory Guidance on the Designation of Steerable Rear Axle Operators (Tillermen) as Drivers of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-06

..., to ``tillerman,'' a person exercising control over the movement of a steerable rear axle on a CMV... Riggers Association, asking about other circumstances under which a person exercising control over a CMV's... AND PENALTIES Section 383.3, ``Applicability.'' ``Question 34: Would a tillerman, a person exercising...

"What's Next for Masculinity?" Reflexive Directions for Theory and Research on Masculinity and Education

ERIC Educational Resources Information Center

Haywood, Chris; Mac an Ghaill, Mairtin

2012-01-01

Research on masculinity has become an important area of gender and education that includes a wide range of empirical concerns and theoretical approaches. This article identifies a number of studies that are asking questions about the conceptual usefulness of masculinity within educational contexts. The first section explores how educational…

Reporting on Race, Education & No Child Left Behind: A Guide for Journalists.

ERIC Educational Resources Information Center

Johnson, Tammy, Ed.

This handbook is a tool that reporters can use to uncover the hidden dimensions of race in public education and ask the right questions about the No Child Left Behind Act of 2001. Section 1, "Race Revealed", includes "Special Education" (Daniel J. Losen); "Dropout and Graduation Rates" (Daniel J. Losen);…

Federal Funding Accountability and Transparency Act frequently asked questions

EPA Pesticide Factsheets

One stop shop for Federal Funding Accountability and Transparency Act (FFATA) questions. This frequently asked document will assist with Federal Funding Accountability and Transparency Act (FFATA) related questions.

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.

Questioning and reading goals: information-seeking questions asked on scientific texts read under different task conditions.

PubMed

Ishiwa, Koto; Sanjosé, Vicente; Otero, José

2013-09-01

A number of studies report that few questions are asked in classrooms and that many of them are shallow questions. This study investigates the way in which reading goals determine questioning on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a problem. A total of 183 university students. In the first and third questioning experiments, the participants read two short texts. Students in one condition were instructed to understand the texts, whereas in the alternative condition they had to read texts to solve a problem. Students were instructed to write down any questions they might have about the texts. The questions were categorized according to the type of underlying obstacle: associative, explanatory, or predictive. The second experiment used a think-aloud methodology to identify the mental representations generated by the students. The two questioning experiments show that the questions asked depend on the reading goals. Significantly more explanation questions were asked in the understanding condition than in the problem-solving condition. Also, the two conditions were found to have a different influence on the generation of association and explanation questions. Very few prediction questions were asked in either condition. The think-aloud experiment revealed that the mental representations attempted by readers under the two conditions were indeed different. In conclusion, the experiments showed that, given a certain textual input, readers' questions depend on the reading goals associated with tasks. © 2012 The British Psychological Society.

Asking the Right Questions.

ERIC Educational Resources Information Center

O'Malley, Jeffrey J.

1990-01-01

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

Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-Study

ERIC Educational Resources Information Center

Olsher, Gila; Kantor, Itay-Danny

2012-01-01

This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when…

HIV/AIDS Information Needs of Sexually Transmitted Infection Clinic Patients: Content Analysis of Questions Asked during Prevention Counseling

ERIC Educational Resources Information Center

Kalichman, Seth C.; Cain, Demetria; Knecht, Joanna; Hill, Justin

2008-01-01

Basic factual information about disease is the cornerstone of health promotion and disease prevention interventions. Previous studies have shown that content analysis of the questions asked of service providers can elucidate the information needs of service consumers. Questions asked by individuals at known high risk for HIV infection have not…

To Ask a Question, One Must Know Enough to Know What Is Not Known. Report No. 7802.

ERIC Educational Resources Information Center

Miyake, Naomi; Norman, Donald A.

This study involved the manipulation of question-asking in a learning task. The hypothesis that learners should ask the most questions when their knowledge was well-matched to the level of presentation was tested, using two levels of background knowledge and two levels of difficulty of material to be learned. The more simple instructional…

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.

Five Strategies for Questioning with Intention

ERIC Educational Resources Information Center

Costa, Arthur L.; Kallick, Bena

2015-01-01

Masterful teachers don't just ask a lot of questions; they ask questions in a purposeful way. In this article, Costa and Kallick describe five strategies that can help teachers become more purposeful in designing and posing questions. One strategy is to plan questions that elicit student thinking at various cognitive levels, from simple recall of…

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

PubMed Central

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

2014-01-01

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

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

PubMed

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

2014-01-01

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

Ask Questions to Encourage Questions Asked

ERIC Educational Resources Information Center

belcastro, sarah-marie

2017-01-01

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

Health literacy-listening skill and patient questions following cancer prevention and screening discussions.

PubMed

Mazor, Kathleen M; Rubin, Donald L; Roblin, Douglas W; Williams, Andrew E; Han, Paul K J; Gaglio, Bridget; Cutrona, Sarah L; Costanza, Mary E; Wagner, Joann L

2016-08-01

Patient question-asking is essential to shared decision making. We sought to describe patients' questions when faced with cancer prevention and screening decisions, and to explore differences in question-asking as a function of health literacy with respect to spoken information (health literacy-listening). Four-hundred and thirty-three (433) adults listened to simulated physician-patient interactions discussing (i) prophylactic tamoxifen for breast cancer prevention, (ii) PSA testing for prostate cancer and (iii) colorectal cancer screening, and identified questions they would have. Health literacy-listening was assessed using the Cancer Message Literacy Test-Listening (CMLT-Listening). Two authors developed a coding scheme, which was applied to all questions. Analyses examined whether participants scoring above or below the median on the CMLT-Listening asked a similar variety of questions. Questions were coded into six major function categories: risks/benefits, procedure details, personalizing information, additional information, decision making and credibility. Participants who scored higher on the CMLT-Listening asked a greater variety of risks/benefits questions; those who scored lower asked a greater variety of questions seeking to personalize information. This difference persisted after adjusting for education. Patients' health literacy-listening is associated with distinctive patterns of question utilization following cancer screening and prevention counselling. Providers should not only be responsive to the question functions the patient favours, but also seek to ensure that the patient is exposed to the full range of information needed for shared decision making. © 2015 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

Teaching and Experiencing the Misinformation Effect: A Classroom Exercise

ERIC Educational Resources Information Center

Swenson, John Eric, III; Schneller, Gregory R.

2011-01-01

Students from four sections of Introduction to Psychology (N=82) were taught that participating in a classroom exercise may make memories vulnerable to the misinformation effect. All students were shown a short video clip of a car wreck. Students were then asked either "leading" or "non-leading" questions about the video clip. Students were also…

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

ERIC Educational Resources Information Center

Meissner, Margit; Patton, Ellen

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

Questions for Parents to Ask about School Adaptations. PHP-c91

ERIC Educational Resources Information Center

PACER Center, 2004

2004-01-01

A child with a disability who has an Individualized Education Program (IEP) or Section 504 Accommodation Plan may need extra help and support to participate in school. It takes thoughtful planning to choose adaptations, based on a child's disability, to help the child learn or have access to learning. Appropriate accommodations vary with…

Men ask more questions than women at a scientific conference

PubMed Central

Sutherland, William J.; Johnston, Alison

2017-01-01

Gender inequity in science and academia, especially in senior positions, is a recognised problem. The reasons are poorly understood, but include the persistence of historical gender ratios, discrimination and other factors, including gender-based behavioural differences. We studied participation in a professional context by observing question-asking behaviour at a large international conference with a clear equality code of conduct that prohibited any form of discrimination. Accounting for audience gender ratio, male attendees asked 1.8 questions for each question asked by a female attendee. Amongst only younger researchers, male attendees also asked 1.8 questions per female question, suggesting the pattern cannot be attributed to the temporary problem of demographic inertia. We link our findings to the ‘chilly’ climate for women in STEM, including wider experiences of discrimination likely encountered by women throughout their education and careers. We call for a broader and coordinated approach to understanding and addressing the barriers to women and other under-represented groups. We encourage the scientific community to recognise the context in which these gender differences occur, and evaluate and develop methods to support full participation from all attendees. PMID:29036191

Men ask more questions than women at a scientific conference.

PubMed

Hinsley, Amy; Sutherland, William J; Johnston, Alison

2017-01-01

Gender inequity in science and academia, especially in senior positions, is a recognised problem. The reasons are poorly understood, but include the persistence of historical gender ratios, discrimination and other factors, including gender-based behavioural differences. We studied participation in a professional context by observing question-asking behaviour at a large international conference with a clear equality code of conduct that prohibited any form of discrimination. Accounting for audience gender ratio, male attendees asked 1.8 questions for each question asked by a female attendee. Amongst only younger researchers, male attendees also asked 1.8 questions per female question, suggesting the pattern cannot be attributed to the temporary problem of demographic inertia. We link our findings to the 'chilly' climate for women in STEM, including wider experiences of discrimination likely encountered by women throughout their education and careers. We call for a broader and coordinated approach to understanding and addressing the barriers to women and other under-represented groups. We encourage the scientific community to recognise the context in which these gender differences occur, and evaluate and develop methods to support full participation from all attendees.

Types and Cognitive Levels of Questions Asked by Professors during College of Agriculture Class Sessions

ERIC Educational Resources Information Center

Ewing, John C.; Whittington, M. Susie

2007-01-01

One common teacher behavior exhibited in college of agriculture class sessions is oral questioning of students. Belland, Belland, and Price (1971) believed that if questioning was a noted teacher behavior, then it was important to evaluate and analyze questions asked by professors. Professors use questions to control classroom interactions,…

A Statistical Analysis of Student Questions in a Cell Biology Laboratory

ERIC Educational Resources Information Center

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

2009-01-01

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

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

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

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

Determining a patient's comfort in inquiring about healthcare providers' hand-washing behavior.

PubMed

Clare, Camille A; Afzal, Omara; Knapp, Kenneth; Viola, Deborah

2013-06-01

To determine whether a patient's level of assertiveness and other factors influences her comfort level in asking her provider to wash his or her hands. In this pilot study, we developed a survey to gather cross-sectional information on a variety of factors that might explain patient willingness to ask her health-care provider to wash his or her hands. Three primary predictor variables are analyzed: (1) patient assertiveness; (2) patient familiarity with her healthcare provider; and (3) whether the patient has observed hand-washing behavior. Fifty patients participated from the Obstetrics and Gynecology Department of Metropolitan Hospital Center. Less assertive patients are much less likely than assertive patients to ask physicians to wash hands (25% versus 68%; Fisher's exact test P = 0.0427). Among the 3 assertiveness questions included in the survey, the ability to ask physicians questions during visits is most strongly indicative of willingness to ask about hand washing. Familiarity with the names of regular health-care providers has a statistically significant impact on willingness to ask about hand washing. Evidence suggests that observing hand washing behavior affects willingness to ask, but differences are not statistically significant. Results by socioeconomic status such as age, education, income, and race/ethnicity are inconclusive. A patient's level of assertiveness alone is not sufficient to determine her willingness to inquire about the hand-washing behavior of her provider. A high percentage of patients did not see their provider engaging in adequate hand washing behavior. If patients feel comfortable with their provider to inquire about their care and request hand-washing behavior, health outcomes are affected by reducing the rates of health care-associated infections.

What to Ask--and Not to Ask--in Your Interview

ERIC Educational Resources Information Center

Jenkins, Rob

2012-01-01

As both a serial search-committee member and an occasional job seeker, the author has observed that one of the most awkward parts of a standard academic interview often comes at the end, when the committee chair asks the candidate if he or she has any questions. During an interview, the questions candidates ask may be as important as those they…

The use of questions as problem-solving strategies during early childhood.

PubMed

Legare, Cristine H; Mills, Candice M; Souza, André L; Plummer, Leigh E; Yasskin, Rebecca

2013-01-01

This study examined the strategic use of questions to solve problems across early childhood. Participants (N=54, 4-, 5-, and 6-year-olds) engaged in two tasks: a novel problem-solving question task that required asking questions to an informant to determine which card in an array was located in a box and a cognitive flexibility task that required classifying stimuli by multiple dimensions. The results from the question task indicated that there were age differences in the types of questions asked, with 6-year-olds asking more constraint-seeking questions than 4- and 5-year-olds. The number of constraint-seeking questions asked was the only significant predictor of accuracy. Performance on the cognitive flexibility task correlated with both constraint-seeking strategy use and accuracy in the question task. In sum, our results provide evidence that the capacity to use questions to generate relevant information develops before the capacity to apply this information successfully and consistently to solve complex problems. We propose that the process of using questions as strategic tools is an ideal context for examining how children come to gain active and intentional control over problem solving. Copyright © 2012 Elsevier Inc. All rights reserved.

"This is a question we have to ask everyone": asking young people about self-harm and suicide.

PubMed

O'Reilly, M; Kiyimba, N; Karim, K

2016-10-01

WHAT IS KNOWN ON THE SUBJECT?: An essential part of the mental health assessment is to evaluate the risk of harm to self. Fundamentally this involves asking directly about self-harming behaviour and suicidal thoughts or urges, but practitioners often find it difficult to open up these conversations. This evaluation of risk is particularly important as self-harm and suicidal thoughts are frequently found in young people who attend mental health services. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Young people are not always routinely asked directly about self-harm or suicidal thoughts when they are assessed. There are two ways that mental health practitioners introduce this topic: first, by building up to it by initially asking about general feelings, and second by stating that it is a requirement to ask everyone. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: These questions should not be avoided by mental health practitioners just because they are difficult. We offer suggestions as to how to ask questions about self-harm and suicide based on real-world practice. Introduction Questions about self-harm and suicide are essential in risk assessments with children and young people, yet little is known about how mental health practitioners do this. Aim The core aim was to examine how questions about self-harm and suicidal ideation are asked in real-world practice. Method A qualitative design was employed to analyse 28 video-recorded naturally occurring mental health assessments in a child and adolescent mental health service. Data were analysed using conversation analysis (CA). Results In 13 cases young people were asked about self-harm and suicide, but 15 were not. Analysis revealed how practitioners asked these questions. Two main styles were revealed. First was an incremental approach, beginning with inquiries about emotions and behaviours, building to asking about self-harm and suicidal intent. Second was to externalize the question as being required by outside agencies. Discussion The study concluded that the design of risk questions to young people had implications for how open they were to engaging with the practitioner. Implications for practice The study has implications for training and practice for psychiatric nurses and other mental health practitioners in feeling more confident in communicating with young people about self-harm and suicidal ideation. © 2016 John Wiley & Sons Ltd.

Patients' intentions to seek medication information from pharmacists.

PubMed

Huston, Sally A

2013-01-01

To determine whether perceived medication use knowledge held and/or needed influenced intention to seek information from pharmacists, whether an information-intention relationship held after accounting for other variables, and whether asking medication use knowledge questions increased pharmacist information-seeking intention. Cross-sectional study. SETTING United States during July 2012. Qualtrics national panel members 21 years or older obtaining a new chronic medication within previous 30 days. Internet-administered survey. Medication information-seeking intention, medication knowledge held and needed, and pharmacist medication information-seeking intention. Although knowledge held and needed were initially significant, they became nonsignificant after adding affective and evaluative attitudes, perceived control, and risk. The final best-fitting model explained 21% of variance in pharmacist information-seeking intention. Patient intentions to seek information from pharmacists increased significantly after being asked medication use knowledge questions. Perceptions of medication risk, attitudes, and information-seeking control predict pharmacist information-seeking intention and offer pharmacists an opportunity to market information services.

Using Clinical Questions Asked by Primary Care Providers Through eConsults to Inform Continuing Professional Development.

PubMed

Archibald, Douglas; Liddy, Clare; Lochnan, Heather A; Hendry, Paul J; Keely, Erin J

2018-01-01

Continuing professional development (CPD) offerings should address the educational needs of health care providers. Innovative programs, such as electronic consultations (eConsults), provide unique educational opportunities for practice-based needs assessment. The purpose of this study is to assess whether CPD offerings match the needs of physicians by coding and comparing session content to clinical questions asked through eConsults. This study analyzes questions asked by primary care providers between July 2011 and January 2015 using a service that allows specialists to provide consultation over a secure web-based server. The content of these questions was compared with the CPD courses offered in the area in which these primary care providers are practicing over a similar period (2012-2014). The clinical questions were categorized by the content area. The percentage of questions asked about each content area was calculated for each of the 12 specialties consulted. CPD course offerings were categorized using the same list of content areas. Percentage of minutes dedicated to each content area was calculated for each specialty. The percentage of questions asked and the percentage of CPD course minutes for each content area were compared. There were numerous congruencies and discrepancies between the proportion of questions asked about a given content area and the CPD minutes dedicated to it. Traditional needs assessment may underestimate the need to address topics that are frequently the subject of eConsults. Planners should recognize eConsult questions as a valuable source of practice-associated challenges that can identify professional development needs of physicians.

Information Needs Expressed During Patient-Oriented Oncology Consultations: Quantity, Variation, and Barriers.

PubMed

Ahamad, Anesa; Wallner, Paul; Salenius, Sharon; Ross, Rudi; Fernandez, Eduardo

2018-02-12

High-quality oncology consultation includes patient-oriented communication tailored to patients' individualized needs. Common methods used in studies to increase question-asking are prompt lists and coaching pre-consultations. However, our patients were encouraged to ask questions by the physician during their visit. We aimed to estimate the quantity, nature, and variation of their questions when they were invited to ask by their oncologist. During radiotherapy consultations from 2012 to 2016, patient's questions were deliberately elicited and physician-transcribed. We derived mean and median number of questions per patient, variance by patient factors, and a taxonomy of subjects using thematic analysis. Three hundred ninety-six patients asked 2386 questions, median asked per patient = 6 (interquartile range = 4). We found significant variance with age (mean = 6.9 questions for < 60 years, 5.4 for ≥ 70 years) p = 0.018, insurance type (mean = 4.7 for Medicaid, 7.2 for private insurance) p = 0.0004, and tumor site (mean number of questions: skin = 4.6, lymphoma = 5.2, lung = 5.8, breast = 6.1, prostate = 6.3, rectum = 6.7 head and neck = 6.9, brain = 7.0, bladder = 7.2, anus = 8.8, others = 5.8) p = 0.0440. Of the diverse set of 57 topics, the commonest were 1. logistics, 2. radiotherapy details, 3. side effects, 4. diagnosis, and 5. stage and prognosis. Only 17 topics were asked by more > 10% of patients and 40 topics were asked by < 10% of patients. With median of 6 questions, it is practicable to routinely elicit and address individualized information needs. Potential barriers may be older and underinsured patients. The wide variety of topics, often pertaining to individuals' case, suggests that cancer clinicians should take time-out during consultation to elicit patients' questions to accomplish best-practice communication.

78 FR 52570 - Draft Emergency Preparedness Frequently Asked Questions

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-23

... NUCLEAR REGULATORY COMMISSION [NRC-2013-0197] Draft Emergency Preparedness Frequently Asked... comment. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC) is making available for comment Emergency Preparedness (EP) frequently asked questions (EPFAQs) No. 2013-004, No. 2013-006, and No. 2013-007. These...

Using the "ASKED" Model to Contrive Motivations and Teach Individuals with ASD to Ask wh-Questions in Natural Settings

ERIC Educational Resources Information Center

Ostryn, Cheryl

2016-01-01

Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a…

Situation Awareness Measurement Techniques for Submarine Track Management

DTIC Science & Technology

2013-02-22

efficient performance in work systems as diverse as combat aviation (Vidulich, McCoy, & Crabtree, 1995), anaesthesiology (Gaba, Howard, & Small, 1995), and...between when the experimenter asks the participant whether they were ‘ready’ to the time that the participant accepts the question. Following this, the...SA question is asked and SPAM response time is measured as the time between when the experimenter completes asking the question to the time the

Ten Commonly Asked Questions by Teachers About Metric Education

ERIC Educational Resources Information Center

Thompson, Thomas E.

1977-01-01

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

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes

PubMed Central

Olson, Joanne K.; Clough, Michael P.

2007-01-01

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. PMID:17339393

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

PubMed

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

2012-05-28

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

Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions

ERIC Educational Resources Information Center

Ishiwa, Koto; Sanjose, Vicente; Otero, Jose

2013-01-01

Background: A number of studies report that few questions are asked in classrooms and that many of them are shallow questions. Aims: This study investigates the way in which reading goals determine questioning on scientific texts. Reading goals were manipulated through two different tasks: reading for understanding versus reading to solve a…

Questions Children Ask: Helping Children Adjust When a Parent Has Kidney Failure

MedlinePlus

... Advocacy Donate A to Z Health Guide Questions Children Ask: Helping Children Adjust When a Parent Has Kidney Failure Print ... future plans. If a parent develops kidney failure, children have questions too. Some children are outspoken and ...

Evaluating the Quality of a Chat Service

ERIC Educational Resources Information Center

Arnold, Julie; Kaske, Neal K.

2005-01-01

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

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

ERIC Educational Resources Information Center

Lee, V. Wilson

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

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Any Questions? Want to Stimulate Student Curiosity? Let Them Ask Questions!

ERIC Educational Resources Information Center

Weiss, Tarin Harrar

2013-01-01

Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask questions and define problems (NRC 2012). Constructing a range of questions about an object or phenomenon validates not only what students have…

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

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

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

May We Help You Find Something? AskNSDL!

ERIC Educational Resources Information Center

Silverstein, Joanne

2003-01-01

Explains the digital reference service AskNSDL that was developed for the National Science Digital Library (NSDL). Discusses tools used to design the service, including QABuilder software; QuIP (Question Interchange Profile) metadata format standard; GEM (Gateway to Educational Materials) cataloging tool; and the AskERIC question and answer…

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

MedlinePlus

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

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

ERIC Educational Resources Information Center

Hasson, Eilat; Yarden, Anat

2012-01-01

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

What Teens Want to Know: Sexual Health Questions Submitted to a Teen Web Site

ERIC Educational Resources Information Center

Vickberg, Suzanne M. Johnson; Kohn, Julia E.; Franco, Lydia M.; Criniti, Shannon

2003-01-01

In 1999 Planned Parenthood[R] Federation of America (PPFA[R]) launched teenwire.com[SM], a Web site for young people. This study was designed to determine teens' reproductive health information needs. Selected for analysis were 1,219 submissions to the Ask the Experts section of the Web site. Each submission was independently coded by three of the…

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…

Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

ERIC Educational Resources Information Center

Liberatore, Matthew W.

2011-01-01

Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

GeoGebra--Freedom to Explore and Learn

ERIC Educational Resources Information Center

Fahlberg-Stojanovska, Linda; Stojanovski, Vitomir

2009-01-01

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

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

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

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

Improving the Questions Students Ask

ERIC Educational Resources Information Center

Donohue-Smith, Maureen

2006-01-01

Teachers often tell their classes that "there is no such thing as a stupid question." But this is not completely honest. Questions aren't asked in a vacuum; their intelligence or stupidity depends on a variety of contextual variables. The ideal question is the right one, posed to the right source in the right way at the right time for the right…

Mothers' and Fathers' Questions to Their Child in Mexican-Descent Families: Moderators of Cognitive Demand during Play.

ERIC Educational Resources Information Center

Tenenbaum, Harriet R.; Leaper, Campbell

1997-01-01

The cognitive demand in questions directed to Mexican-descent children by their mothers and fathers were analyzed for videotaped play situations involving gender-neutral, masculine-, or feminine-stereotyped toys. Mothers asked proportionately more conceptual questions than did fathers. Mothers' question asking was influenced by child gender,…

Information Needs, Infobutton Manager Use, and Satisfaction by Clinician Type: A Case Study

PubMed Central

Collins, Sarah A.; Currie, Leanne M.; Bakken, Suzanne; Cimino, James J.

2009-01-01

To effectively meet clinician information needs at the point of care, we must understand how their needs are dependent on both context and clinician type. The Infobutton Manager (IM), accessed through a clinical information system, anticipates the clinician's questions and provides links to pertinent electronic resources. We conducted an observational usefulness case study of medical residents (MDs), nurse practitioners (NPs), registered nurses (RNs), and a physician assistant (PA), using the IM in a laboratory setting. Generic question types and success rates for each clinician's information needs were characterized. Question type frequency differed by clinician type. All clinician types asked for institution-specific protocols. The MDs asked about unfamiliar domains, RNs asked about physician order rationales, and NPs asked questions similar to both MDs and RNs. Observational data suggest that IM success rates may be improved by tailoring anticipated questions to clinician type. Clinicians reported that a more visible Infobutton may increase use. PMID:18952943

Do US Medical Licensing Applications Treat Mental and Physical Illness Equivalently?

PubMed

Gold, Katherine J; Shih, Elizabeth R; Goldman, Edward B; Schwenk, Thomas L

2017-06-01

State medical licensing boards are responsible for evaluating physician impairment. Given the stigma generated by mental health issues among physicians and in the medical training culture, we were interested in whether states asked about mental and physical health conditions differently and whether questions focused on current impairment. Two authors reviewed physician medical licensing applications for US physicians seeking first-time licensing in 2013 in the 50 states and the District of Columbia. Questions about physical and mental health, as well as substance abuse, were identified and coded as to whether or not they asked about diagnosis and/or treatment or limited the questions to conditions causing physician impairment. Forty-three (84%) states asked questions about mental health conditions, 43 (84%) about physical health conditions, and 47 (92%) about substance use. States were more likely to ask for history of treatment and prior hospitalization for mental health and substance use, compared with physical health disorders. Among states asking about mental health, just 23 (53%) limited all questions to disorders causing functional impairment and just 6 (14%) limited to current problems. While most state medical licensing boards ask about mental health conditions or treatment, only half limited queries to disorders causing impairment. Differences in how state licensing boards assess mental health raise important ethical and legal questions about assessing physician ability to practice and may discourage treatment for physicians who might otherwise benefit from appropriate care.

Problem-solving by traumatically brain injured and neurologically intact subjects on an adaptation of the twenty questions test.

PubMed

Marshall, Robert C; Karow, Colleen M; Morelli, Claudia A; Iden, Kristin K; Dixon, Judith

2003-07-01

RAPS (Rapid Assessment of Problem-Solving) is a clinical measure for assessing verbal problem-solving in hard-to-test patients or those that may not be able to tolerate a longer, more detailed assessment. The design of the test is based on Mosher and Hornsby's Twenty Question test, but RAPS contains several modifications to facilitate its use with brain-injured individuals. This study used RAPS to compare the verbal problem-solving ability of subjects that were neurologically intact and subjects that had chronic traumatic brain injuries. Twenty-one adults that were neurologically intact (NI) and 21 adults that had incurred a traumatic brain injury (TBI) matched for age, gender and education took part in the study. Before being tested with RAPS, participants signed an IRB-approved consent form and completed a battery of neurocognitive measures. RAPS entailed the solving of three verbal problems. Each problem involved an array of 32 pictures of common objects (e.g. football) arranged in a 4x 8 grid. The subjects were instructed to ask yes/no questions to determine which picture the examiner was 'thinking of '. Three scores were computed for each problem solved: number of questions asked, percentage of constraint-seeking questions, and question-asking efficiency scores for the first four questions. No learning effects across the problems were found for any of the RAPS measures. Scores were averaged across the three problems to determine group effects. Groups of TBI and NI subjects did not differ significantly in the number of questions asked in solving RAPS problems. Members of the NI group asked significantly more constraint-seeking questions (e.g. Is it an animal?) than those in the TBI group, and the subjects that had incurred brain injuries did more guessing than the NI group. Over 70% of the time, guessing took place after the semantic category containing the target picture was known to the subject. Guesses took the form of pseudo-constraint questions (e.g. Is it the animal with a long neck?) rather than frank guesses (e.g. Is it the giraffe?). These trends were seen for both groups. Question-asking efficiency scores, computed for the first four questions of each problem, reflected the amount of information gained by the subjects' questions. It was anticipated that subjects' questioning strategies would target larger rather than smaller number of pictures and systematically reduce the number of total pictures under consideration. Question-asking efficiency scores were significantly higher for the group of NI subjects. Both groups increased question-asking efficiency scores across the first four questions, and there was no significant group x question interaction. Further analysis of the question-asking efficiency scores revealed that questions from the group of NI subjects tended to target multiple categories of pictures and larger single semantic categories of pictures on the 32-item problem-solving board, whereas those from the group of TBI subjects often targeted smaller categories or portions of categories. Two meta-cognitive functions, planning and strategy shifting, appeared to explain most of the differences in the verbal problem-solving performance between the groups. Both groups, however, demonstrated a range of abilities on RAPS. Until a larger normative database for RAPS is available, it behooves clinicians using the test to analyse results on an individual basis, to consider the subject's pre-morbid problem-solving ability and to weigh those factors associated with brain injury that could affect RAPS performance.

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

PubMed

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

2013-01-01

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

Academic Oversight: Asking Questions, Building Bridges

ERIC Educational Resources Information Center

Wilson, E. B.

2011-01-01

The best way for trustees to fully understand and fulfill their responsibility to ensure that their institution is providing quality education and meeting academic goals is by asking appropriate questions. Collaboration among trustees, faculty members, and administrators is essential to framing questions from a strategic perspective. Just the act…

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:

Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

PubMed

Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

2018-06-01

Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

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

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

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

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

ERIC Educational Resources Information Center

Kracl, Carrie L.

2012-01-01

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

Tales of the Expected: The Influence of Students' Expectations on Question Validity and Implications for Writing Exam Questions

ERIC Educational Resources Information Center

Crisp, Victoria; Sweiry, Ezekiel; Ahmed, Ayesha; Pollitt, Alastair

2008-01-01

Background: Through classroom preparation and exposure to past papers, textbooks and practice tests students develop expectations about examinations: what will be asked, how it will be asked and how they will be judged. Expectations are also involved in the automatic process of understanding questions. Where a question and a student's expectations…

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.…

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

PubMed

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

2018-07-01

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

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…

Looking to Learn: Museum Educators and Aesthetic Education

ERIC Educational Resources Information Center

Blume, Nancy; Henning, Jean; Herman, Amy; Richner, Nancy

2008-01-01

Museum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, they are often asked these questions, and they ask them themselves. "What do they DO?" is probably the most frequently asked question of all,…

Lyme disease - what to ask your doctor

MedlinePlus

What to ask your doctor about Lyme disease; Lyme borreliosis - questions; Bannwarth syndrome - questions ... Accessed October 27, 2016. Steere AC. Lyme disease (Lyme Borreliosis) due to Borrelia burgdorferi. In: Bennett JE, Dolin ...

'Any questions?'--Clinicians' usage of invitations to ask questions (IAQs) in outpatient plastic surgery consultations.

PubMed

Bristowe, Katherine; Patrick, Peter L

2014-12-01

To explore use of 'Invitations to Ask Questions' (IAQs) by plastic surgeons in outpatient consultations, and consider how type of IAQ impacts on patients' responses to, and recollection of, IAQs. Descriptive study: 63 patients were audio recorded in consultation with 5 plastic surgeons, and completed a brief questionnaire immediately after the consultation. Consultation transcripts were analyzed using inductive qualitative methods of Discourse Analysis and compared with questionnaire findings. A taxonomy of IAQs was developed, including three types of IAQ (Overt, Covert, and Borderline). Overt IAQs were rarely identified, and almost all IAQs occurred in the closing stages of the consultation. However, when an overt IAQ was used, patients always recollected being asked if they had any questions after the consultation. Patients are rarely explicitly offered the opportunity to ask questions. When this does occur, it is often in the closing stages of the consultation. Clinicians should openly encourage patients to ask questions frequently throughout the consultation, and be mindful that subtle differences in construction of these utterances may impact upon interpretation. Clear communication, of message and intention, is essential in clinical encounters to minimize misunderstanding, misinterpretation, or missed opportunities for patients to raise concerns. Copyright © 2014. Published by Elsevier Ireland Ltd.

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

EPA Pesticide Factsheets

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

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

EPA Pesticide Factsheets

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

Frequently Asked Questions about Drug Testing in Schools

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... Drug Testing in Schools Frequently Asked Questions About Drug Testing in Schools Email Facebook Twitter Revised May 2017 How do some schools conduct drug testing? Following models established in the workplace, some ...

Treatment of Amino Acid Metabolism Disorders

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... unit (NICU) Birth defects & other health conditions Loss & grief Tools & Resources Frequently asked health questions Calculating your ... unit (NICU) Birth defects & other health conditions Loss & grief Tools & Resources Frequently asked health questions Calculating your ...

Questions to ask your child's doctor

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... ency/patientinstructions/000922.htm Questions to ask your child's doctor about cancer To use the sharing features on this page, please enable JavaScript. Your child is having treatment for cancer. These treatments may ...

Head Lice: Treatment Frequently Asked Questions (FAQs)

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... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

Head Lice: Malathion Frequently Asked Questions

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... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

Head Lice: Frequently Asked Questions (FAQs)

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... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

Body Lice Frequently Asked Questions (FAQs)

MedlinePlus

... Treatment FAQs Malathion FAQs Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ... Frequently Asked Questions (FAQs) Epidemiology & Risk Factors Disease Biology Diagnosis Treatment Prevention & Control Resources for Health Professionals ...

Troubleshooting, Section Two, Boilers: Flame Reading. Part 4, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part four of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

Questioning skills of clinical facilitators supporting undergraduate nursing students.

PubMed

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

2017-12-01

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

Planting the Spirit of Inquiry

ERIC Educational Resources Information Center

Quinones, Christin; Jeanpierre, Bobby

2005-01-01

Just asking questions can lead to the best classroom experiences. After a three-week unit on living things, one of the authors asked their second-grade students what else they wanted to learn about plants. Their questions were the prelude to a three-week inquiry on plant growth. From question formulation to presentation of results, the students…

Questions to Ask Your Liability Insurance Broker

ERIC Educational Resources Information Center

Neugebauer, Roger

2006-01-01

This paper discusses some important questions to ask an insurance broker regarding liability insurance. The author based these questions on his interviews with Kathryn Hammerback, Craig Hammer, and Mike North: (1) Are centers covered when...?; (2) How can a center director cut costs on this policy?; (3) Is this an "occurrence" or a "claims-made"…

Questions Often Asked about Special Education Services = Preguntas sobre los servicios de educacion especial.

ERIC Educational Resources Information Center

Kupper, Lisa, Ed.

This guide, available in both English and Spanish, answers questions often asked by parents about special education services. Questions and answers address the following topics: where to begin if a parent believes a child needs special education services, services available to very young children, the evaluation process, the Individualized…

In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy

ERIC Educational Resources Information Center

Moodley, Visvaganthie

2013-01-01

The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that…

Should We Be Encouraging Pupils to Ask More Questions?

ERIC Educational Resources Information Center

Whittaker, Andrew

2012-01-01

This article investigates the issue of secondary school pupils asking questions. This is an important topic on which very little has been published to date. The article reviews the current literature, which almost exclusively reports the lack of student initiated, content related questioning in classrooms. A small study is described that…

Development of students' critical thinking: the educators' ability to use questioning skills in the baccalaureate programmes in nursing in Pakistan.

PubMed

Saeed, Tanveer; Khan, Shehla; Ahmed, Azra; Gul, Raisa; Cassum, Shanaz; Parpio, Yasmin

2012-03-01

To enhance the Critical Thinking skills of educators associated with the nursing baccalaureate programmes in Pakistan. By focusing on the type and level of questions asked by the educators. Ninety-one faculty members from 14 out of 17 schools participated in the study. Data on the faculty's questioning skills was obtained through classroom observations and field notes. The duration of the observations was 45-60 minutes. Using Bloom's Taxonomy for cognitive thinking, questions were categorised into high and low categories. Most of the questions (68.9 %) asked by the participants were of lower levels, while some (5.37 %) were ambiguous. In many instances, the participants did not allow a sufficient wait-time for students to think and respond. The findings suggest that educators must learn to use the questioning strategy effectively. They should ask higher level questions if they wish to inculcate Critical Thinking in students.

Complex Questions Asked by Defense Lawyers But Not Prosecutors Predicts Convictions in Child Abuse Trials

PubMed Central

Evans, Angela D.; Lyon, Thomas D.

2010-01-01

Attorneys’ language has been found to influence the accuracy of a child's testimony, with defense attorneys asking more complex questions than the prosecution (Zajac & Hayne, J. Exp Psychol Appl 9:187–195, 2003; Zajac et al. Psychiatr Psychol Law, 10:199–209, 2003). These complex questions may be used as a strategy to influence the jury's perceived accuracy of child witnesses. However, we currently do not know whether the complexity of attorney's questions predict the trial outcome. The present study assesses whether the complexity of questions is related to the trial outcome in 46 child sexual abuse court transcripts using an automated linguistic analysis. Based on the complexity of defense attorney's questions, the trial verdict was accurately predicted 82.6% of the time. Contrary to our prediction, more complex questions asked by the defense were associated with convictions, not acquittals. PMID:18633698

Village Blue Frequently Asked Questions

EPA Pesticide Factsheets

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

Frequently Asked Questions about Cell Phones and Your Health

MedlinePlus

... Contact Us Calendar Employment Frequently Asked Questions about Cell Phones and Your Health Recommend on Facebook Tweet ... cell phones and your health. Can using a cell phone cause cancer? There is no scientific evidence ...

Substance Abuse Treatment for Children and Adolescents: Questions to Ask

MedlinePlus

... often co-exist with substance use problems and need assessment and treatment. When substance use treatment is recommended, parents can obtain the information they need by asking the following questions from professionals: Why ...

Improving consistency in large laboratory courses: a design for a standardized practical exam.

PubMed

Chen, Xinnian; Graesser, Donnasue; Sah, Megha

2015-06-01

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently administered by asking students to move from station to station to answer questions, apply knowledge gained during laboratory experiments, interpret data, and identify various tissues and organs using various microscopic and gross specimens. This approach puts a stringent time limit on all questions regardless of the level of difficulty and also invariably increases the potential risk of cheating. To avoid potential cheating in laboratory courses with multiple sections, the setup for practical exams is often changed in some way between sections. In laboratory courses with multiple instructors or teaching assistants, practical exams may be handled inconsistently among different laboratory sections, due to differences in background knowledge, perceptions of the laboratory goals, or prior teaching experience. In this article, we describe a design for a laboratory practical exam that aims to align the assessment questions with well-defined laboratory learning objectives and improve the consistency among all laboratory sections. Copyright © 2015 The American Physiological Society.

Interactive use of online health resources: a comparison of consumer and professional questions

PubMed Central

Demner-Fushman, Dina

2016-01-01

Objective To understand how consumer questions on online resources differ from questions asked by professionals, and how such consumer questions differ across resources. Materials and Methods Ten online question corpora, 5 consumer and 5 professional, with a combined total of over 40 000 questions, were analyzed using a variety of natural language processing techniques. These techniques analyze questions at the lexical, syntactic, and semantic levels, exposing differences in both form and content. Results Consumer questions tend to be longer than professional questions, more closely resemble open-domain language, and focus far more on medical problems. Consumers ask more sub-questions, provide far more background information, and ask different types of questions than professionals. Furthermore, there is substantial variance of these factors between the different consumer corpora. Discussion The form of consumer questions is highly dependent upon the individual online resource, especially in the amount of background information provided. Professionals, on the other hand, provide very little background information and often ask much shorter questions. The content of consumer questions is also highly dependent upon the resource. While professional questions commonly discuss treatments and tests, consumer questions focus disproportionately on symptoms and diseases. Further, consumers place far more emphasis on certain types of health problems (eg, sexual health). Conclusion Websites for consumers to submit health questions are a popular online resource filling important gaps in consumer health information. By analyzing how consumers write questions on these resources, we can better understand these gaps and create solutions for improving information access. This article is part of the Special Focus on Person-Generated Health and Wellness Data, which published in the May 2016 issue, Volume 23, Issue 3. PMID:27147494

Ask an Expert Resources | CIESE

Science.gov Websites

Dog - Whaletime (questions about ocean or marine animals) Geology Ask an Earth Scientist - Dept. of -Doherty Earth Observatory - Columbia University Ask a Gemologist Weather Ask a Weather Expert - USA Today

Signs of Bullying: Important Questions for Parents to Ask

MedlinePlus

... Español Text Size Email Print Share Signs of Bullying: Important Questions for Parents to Ask Page Content ... messages to disappear after a period of time. Bullying Signs Kids who bully often learn the behavior ...

Questions to ask your doctor before knee replacement

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... before; Before knee replacement - doctor questions; Before knee arthroplasty - what to ask your doctor ... Mihalko WM. Arthroplasty of the knee. In: Azar FM, Beaty JH, Canale ST, eds. Campbell's Operative Orthopaedics . 13th ed. Philadelphia, PA: ...

Frequently Asked Questions for Parents of Children with PH

MedlinePlus

... questions should I be asking my child’s medical team? It’s important to understand why certain tests are ... to find out how to reach your medical team after normal business hours. Keep a list of ...

Frequently Asked Questions (Palliative Care: Conversations Matter)

MedlinePlus

... NINR Home About Email Search En Español Palliative Care - Top Menu Show — Palliative Care - Top Menu Hide — ... and Frequently Asked Questions What is pediatric palliative care? Pediatric palliative (pal-lee-uh-tiv) care is ...

Effects of Examiner Training on Open-Ended, Higher Taxonomic Level Questioning in Oral Certification Examinations.

ERIC Educational Resources Information Center

Des Marchais, Jacques E.; Jean, Pierre

1993-01-01

A 5-year study investigated the effect of training on question-asking skills of 42 licensing examiners in orthopedic surgery. Results indicate that a three-hour training session resulted in examiners' asking many more open-ended and/or problem-solving questions, suggesting the effectiveness of the training program. (Author/MSE)

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

ERIC Educational Resources Information Center

Crompton, Helen; Burgin, Stephen R.; De Paor, Declan G.; Gregory, Kristen

2018-01-01

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

Child Immunization Status among a Sample of Adolescent Mothers: Comparing the Validity of Measurement Strategies

ERIC Educational Resources Information Center

Phillips, Clarissa; Cota-Robles, Sonia; Knight, Margaret; Francis, Judith; Phillips, Elizabeth; Mazerbo, Laurie

2011-01-01

This study of adolescent mothers sought to identify whether a single general question asked by phone or a detailed, vaccine-specific question asked in a self-report questionnaire best captured infant immunization status at 6 months postpartum, by comparing them with immunization record books. Responses to a global question about whether infants…

The Questions Verbal Children with Autism Spectrum Disorder Encounter in the Inclusive Preschool Classroom

ERIC Educational Resources Information Center

Sanders, Eric J.; Irvin, Dwight W.; Belardi, Katie; McCune, Luke; Boyd, Brian A.; Odom, Samuel L.

2016-01-01

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n?=?42) were…

Frequently Asked Questions: An Effective Way to Store and Retrieve Reference Information?

ERIC Educational Resources Information Center

Stalker, John C.; Murfin, Marjorie E.

1996-01-01

Describes a computerized program presently being developed on the World Wide Web, which is designed to locate and store reference information through the use of FAQs (Frequently Asked Questions). Reports a preliminary investigation of the adequacy of FAQs to cover a sample of questions on American government, politics, elections and law. (AEF)

Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

ERIC Educational Resources Information Center

Whitver, Sara Maurice; Lo, Leo S.

2017-01-01

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team…

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

PubMed Central

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

2017-01-01

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

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

PubMed Central

Gilliland, Anne T.; Bradigan, Pamela S.

2014-01-01

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

Breast cancer patients' information seeking during surgical consultations: A qualitative, videotape-based analysis of patients' questions.

PubMed

Robinson, Jeffrey D; Venetis, Maria; Street, Richard L; Kearney, Thomas

2016-12-01

Despite data on breast cancer patients' information needs and their association with patient outcomes, there are currently no data on what U.S. patients actually ask surgeons during primary consultations. Working from transcripts of videotaped, treatment decision making consultations between breast cancer patients and surgeons, we identify all questions (by patients and companions) and then use grounded theory techniques to determine the most recurrent question-asking themes. Sample includes 132 recently diagnosed (M = 8.9 days), late-middle-aged (M = 61.2 years), female patients with predominantly early stage (0-1; 78%), first-time breast cancer (92.4%) consulting with one of nine surgeons in community based offices. Transcripts contained 2,781 questions (1,929 by patients, 852 by companions; Cohen's Kappa = 0.90), which generated 15 patient question asking themes that were represented (i.e., asked about) at least once in >20% of all consultations. Question asking themes are a concrete index of what patients want to know more about prior to treatment. Identified themes specify, modify, and extend prior findings based on self-report data. Findings potentially increase surgeons' levels of patient centered care by improving surgeons' abilities to satisfactorily address patients' information needs, which has the potential to improve both patient outcomes and clinical practice guidelines. J. Surg. Oncol. 2016;114:922-929. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Heart Failure Questions to Ask Your Doctor

MedlinePlus

... Peripheral Artery Disease Venous Thromboembolism Aortic Aneurysm More Heart Failure Questions to Ask Your Doctor Updated:May 9, ... you? This content was last reviewed May 2017. Heart Failure • Home • About Heart Failure • Causes and Risks for ...

Hepatitis C: Questions to Ask Your Doctor about Treatment

MedlinePlus

... Care » Viral Hepatitis » Veterans and Public Home » Hepatitis C » Questions to Ask Your Doctor about Treatment Viral ... the Public Home Hepatitis A Hepatitis B Hepatitis C Hepatitis C Home Getting Tested Just Diagnosed Treatment ...

Where to Turn for Help for Older Persons: A Guide for Action on Behalf of An Older Person.

ERIC Educational Resources Information Center

Administration on Aging (DHHS), Washington, DC.

This guide was written to help persons find help when they are faced with an urgent situation regarding an elderly family member, friend, or neighbor. It provides guidance as to where to find help in the community where the older person lives. The first section of the guide contains the most frequently asked questions in significant areas of life,…

Manual sobre la Educacion en California para Padres de Idiomas Minoritarios (A Handbook on California Education for Language Minority Parents). Revised Edition. Spanish/English Edition.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education.

The handbook, an update of the 1986 handbook, is designed for Spanish-speaking parents of California public school students, and answers commonly-asked questions about the state public education system and its services, particularly those of interest to this population. Information is presented in both Spanish-and English-language sections, in a…

Troubleshooting, Section One, Boilers: Correcting Oil Temperature. Part 3, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part three of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

The Intelligence Problem of Policymakers in Counterinsurgency: Asking And Answering the Right Questions

DTIC Science & Technology

2013-12-01

explosive device ISR intelligence, surveillance and reconnaissance J2 joint staff intelligence section NATO North Atlantic Treaty Organization OSINT open...commonly referring to the technical means of collection to the exclusion of HUMINT, open source intelligence ( OSINT ), and other information coming...is using to gain popular support or to delegitimize the supported government. The 10th Mountain Division determined OSINT was an important component

The Incinerator: Section One, Basic Parts and Fundamentals. Part 5, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part five of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

The Incinerator: Section Two, Maintenance and Trobuleshooting. Part 6, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part six of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

Migraine management in community pharmacies: practice patterns and knowledge of pharmacy personnel in Thailand.

PubMed

Saengcharoen, Woranuch; Lerkiatbundit, Sanguan

2013-10-01

To describe practice behavior and understanding among pharmacy personnel, both pharmacists and non-pharmacist staff, in the management of mild and moderate migraines. Migraine is recognized as a prevalent and chronic neurological disorder. In developing countries, such as Thailand, community pharmacies are a widely used source of health care for various illnesses including migraine. However, the quality of migraine management and knowledge among pharmacy personnel is unclear. Cross-sectional study. The sample comprised 142 randomly selected community pharmacies in a city in the south of Thailand. Simulated clients visited the pharmacies twice, at least 1 month apart, to ask for the treatment of mild and moderate migraines. After the encounters, question asking, drug dispensing, and advice giving by pharmacy staff were recorded. Subsequently, the providers in 135 pharmacies participated in the interview to evaluate their knowledge in migraine management. The majority of pharmacy personnel were less likely to ask questions in cases of mild migraine when compared with moderate attack (mean score [full score = 12] 1.8 ± 1.6 vs 2.6 ± 1.5, respectively, P < 0.001). Mean difference of question asking between mild and moderate migraines was -0.8 (95% confidence interval -1.1 to -0.5, P < 0.001). Approximately 33% and 54% of the providers appropriately dispensed non-steroidal anti-inflammatory drugs for mild attack and ergotamine for moderate migraine, respectively, P < 0.001. Prophylactic medications (eg, atenolol, propranolol, flunarizine) were inappropriately recommended, particularly in moderate attack (28.2% vs 17.6% in mild migraine, P = 0.018). Less than 30% of providers advised the patients on the maximum limit of dose or discontinuity of medications when recovered. Compared with non-pharmacists, pharmacists tended to ask more questions, give more advice, and dispense less appropriately; however, there were no significant differences. The results from the interview showed that most pharmacy personnel had inadequate knowledge on migraine management. Pharmacists had better knowledge on question asking (mild migraine 5.1 ± 2.1 vs 3.1 ± 1.3, respectively, P < .001; moderate disorder 6.5 ± 3.1 vs 3.9 ± 2.1, respectively, P < .001) and tended to have more knowledge on advice giving but poorer drug dispensing in moderate migraine according to the guidelines, relative to non-pharmacists (20.5% vs 40.3%, P = .014). A large number of community pharmacists and non-pharmacist staff had inappropriate practice behavior and understanding. Continuing education and interventions are important to improve the practice and knowledge of pharmacy personnel, particularly the pharmacists. © 2013 American Headache Society.

Refractive eye surgery - what to ask your doctor

MedlinePlus

... surgery; Nearsightedness surgery - what to ask your doctor; LASIK - what to ask your doctor; Laser-Assisted In ... Academy of Ophthalmology. Questions to ask when considering LASIK. San Francisco, CA. American Academy of Ophthalmology. December ...

Hepatitis C: Questions to Ask Your Doctor about Your Diagnosis

MedlinePlus

... Care » Viral Hepatitis » Veterans and Public Home » Hepatitis C » Questions to Ask Your Doctor about Your Diagnosis ... the Public Home Hepatitis A Hepatitis B Hepatitis C Hepatitis C Home Getting Tested Just Diagnosed Treatment ...

42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

Code of Federal Regulations, 2011 CFR

2011-10-01

... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation... Child Protection and Family Violence Prevention § 136.412 What questions must the IHS ask as part of the...

42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

Code of Federal Regulations, 2014 CFR

2014-10-01

... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation... Child Protection and Family Violence Prevention § 136.412 What questions must the IHS ask as part of the...

42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

Code of Federal Regulations, 2012 CFR

2012-10-01

... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation... Child Protection and Family Violence Prevention § 136.412 What questions must the IHS ask as part of the...

42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

Code of Federal Regulations, 2010 CFR

2010-10-01

... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation... Child Protection and Family Violence Prevention § 136.412 What questions must the IHS ask as part of the...

42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

Code of Federal Regulations, 2013 CFR

2013-10-01

... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation... Child Protection and Family Violence Prevention § 136.412 What questions must the IHS ask as part of the...

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

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Asking Scientists: A Decade of Questions Analyzed by Age, Gender, and Country

ERIC Educational Resources Information Center

Baram-Tsabari, Ayelet; Sethi, Ricky J.; Bry, Lynn; Yarden, Anat

2009-01-01

Nearly 79,000 questions sent to an Internet-based Ask-A-Scientist site during the last decade were analyzed according to the surfer's age, gender, country of origin, and the year the question was sent. The sample demonstrated a surprising dominance of female contributions among K-12 students (although this dominance did not carry over to the full…

My Inquiry Journey: A Field Guide for Learners

ERIC Educational Resources Information Center

Mazzola, Alison Fox

2009-01-01

Children start asking questions as soon as they speak their first sentences. And they continue to ask them at home and in the classroom if adults let them. Mosaic of Thought (Keene and Zimmermann 2007) has provided the author with a "field guide" to both her son's questions at home and her second-grade students' questions in the classroom. Keene…

Children's False Memory and True Disclosure in the Face of Repeated Questions

ERIC Educational Resources Information Center

Schaaf, Jennifer M.; Alexander, Kristen Weede; Goodman, Gail S.

2008-01-01

The current study was designed to investigate children's memory and suggestibility for events differing in valence (positive or negative) and veracity (true or false). A total of 82 3- and 5-year-olds were asked repeated questions about true and false events, either in a grouped order (i.e., all questions about a certain event asked consecutively)…

Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment

ERIC Educational Resources Information Center

Verschuur, Rianne; Huskens, Bibi; Verhoeven, Ludo; Didden, Robert

2017-01-01

Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created…

“How Did You Feel?”: Increasing Child Sexual Abuse Witnesses’ Production of Evaluative Information

PubMed Central

Lyon, Thomas D.; Scurich, Nicholas; Choi, Karen; Handmaker, Sally; Blank, Rebecca

2014-01-01

In child sexual abuse cases, the victim’s testimony is essential, because the victim and the perpetrator tend to be the only eyewitnesses to the crime. A potentially important component of an abuse report is the child’s subjective reactions to the abuse. Attorneys may ask suggestive questions or avoid questioning children about their reactions, assuming that children, given their immaturity and reluctance, are incapable of articulation. We hypothesized that How questions referencing reactions to abuse (e.g., “how did you feel”) would increase the productivity of children’s descriptions of abuse reactions. Two studies compared the extent to which children provided evaluative content, defined as descriptions of emotional, cognitive, and physical reactions, in response to different question-types, including How questions, Wh-questions, Option-posing questions (yes–no or forced-choice), and Suggestive questions. The first study examined children’s testimony (ages 5–18) in 80 felony child sexual abuse cases. How questions were more productive yet the least prevalent, and Option-posing and Suggestive questions were less productive but the most common. The second study examined interview transcripts of 61 children (ages 6 –12) suspected of being abused, in which children were systematically asked How questions regarding their reactions to abuse, thus controlling for the possibility that in the first study, attorneys selectively asked How questions of more articulate children. Again, How questions were most productive in eliciting evaluative content. The results suggest that interviewers and attorneys interested in eliciting evaluative reactions should ask children “how did you feel?” rather than more direct or suggestive questions. PMID:22309936

"Why Can't We Just Have Sex?": An Analysis of Anonymous Questions about Sex Asked by Ninth Graders

ERIC Educational Resources Information Center

Pariera, Katrina L.; McCormack, Tiffany A.

2017-01-01

During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los…

The power of the patient question: A secret shopper study.

PubMed

Peters, Joanne; Desai, Karishma; Ricci, Daniel; Chen, Dan; Singh, Monny; Chewning, Betty

2016-09-01

To examine the effect of one standardized patient question on the length, number and type of new topics pharmacists addressed. To explore how community pharmacists counsel secret shoppers on two types of over-the-counter (OTC) medications-ibuprofen (IB) and emergency contraceptives (EC). 25 pharmacists from 7 independent, midwestern community pharmacies consented to have secret shoppers purchase an OTC medication and to have their consultations audio-recorded. Following standardized scenarios, 5 secret shoppers audio-recorded 73 encounters. At the end of 36 encounters secret shoppers asked one standard question, "What else should I know before taking this product?" Role Theory informed the study design with apriori hypotheses that topics assessed, topics discussed, and consultation length would vary by the OTC medication (IB or EC) and whether secret shoppers asked a question. Audio-recording coding had high inter-rater reliability (kappa=0.94). Length of encounter was significantly associated with patients asking the question (p<0.05), but not type of OTC medication. On average 1.22 new topics were discussed with a patient question. New topics included information about safe and efficacious use of the OTC's. Results highlight the importance of encouraging patients to ask pharmacists their questions about OTC products for safe use and thorough consultations. Copyright © 2016. Published by Elsevier Ireland Ltd.

Trends in reference usage statistics in an academic health sciences library.

PubMed

De Groote, Sandra L; Hitchcock, Kristin; McGowan, Richard

2007-01-01

To examine reference questions asked through traditional means at an academic health sciences library and place this data within the context of larger trends in reference services. Detailed data on the types of reference questions asked were collected during two one-month periods in 2003 and 2004. General statistics documenting broad categories of questions were compiled over a fifteen-year period. Administrative data show a steady increase in questions from 1990 to 1997/98 (23,848 to 48,037, followed by a decline through 2004/05 to 10,031. The distribution of reference questions asked over the years has changed-including a reduction in mediated searches 2,157 in 1990/91 to 18 in 2004/05, an increase in instruction 1,284 in 1993/94 to 1,897 in 2004/05 and an increase in digital reference interactions 0 in 1999/2000 to 581 in 2004/05. The most commonly asked questions at the current reference desk are about journal holdings 19%, book holdings 12%, and directional issues 12%. This study provides a unique snapshot of reference services in the contemporary library, where both online and offline services are commonplace. Changes in questions have impacted the way the library provides services, but traditional reference remains the core of information services in this health sciences library.

Frequently asked questions of individuals with spinal cord injuries: results of a web-based consultation service in Iran.

PubMed

Rezaei, Mojtaba; Omidbeigi, Mahmoud; Hanaei, Sara; Saeedi, Negin; Naghdi, Khatereh; Vaccaro, Alexander R; Rahimi-Movaghar, Vafa

2018-01-01

Descriptive study of the results of a web-based consultation service for individuals with spinal cord injury (SCI). To review frequently asked questions (FAQ) among individuals with SCI and determine the most important topics. Sina Trauma and Surgery Research Center, Tehran University of Medical Sciences, Tehran, Iran. A cross-sectional study reviewing questions from patients with SCI that were collected from the Health and Safety Consultant Center (HSCC) between January and December 2015. The HSCC is a web-based medical consultation service that provides patients with information and counseling pertaining to SCI. A total of 113 questions were collected from 99 individuals. The mean age was 32.02 ± 13.28 years with a range of 3-70 years. Men accounted for 81.7% of the questions, while women accounted for 18.3%. The most common site of SCI was thoracic (40.6%), followed by lumbar (31.3%), and cervical (28.1%). Recovery potential (38.1%), sexual and reproductive issues (26.5%), urinary (10.6%), and motor (10.6%) problems were among the most commonly reviewed topics. FAQ provide insight on areas of concerns for individuals with SCI and help guide providers to determine high-yield topics. Discerning the specific areas of need or concern for patients is instrumental in developing pertinent educational materials and programs, in addition to efficiently counseling patients and caregivers on the aftercare of SCI.

Research Misconduct: A Report from a Developing Country.

PubMed

Khadem-Rezaiyan, Majid; Dadgarmoghaddam, Maliheh

2017-10-01

Cheating rate is rising and engages newer methods. This study performed to estimate the rate of research misconduct in the thesis of undergraduate and postgraduate medical students in 2015. In this cross sectional study, all undergraduate and postgraduate medical students graduated during the study period in 2015, from the School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran were asked to fill a small checklist anonymously. It consisted of two demographic questions and two other ones for estimation of research misconduct. All three major types of research misconduct were explained in the checklist. We used the Randomized Response Technique for sensitive question in this survey. We asked the respondent to choose one question randomly and answer to it. The probability of selection of each question was equal. There were 149 filled questionnaires out of which 44 (31%) were graduated for General Practitioner, 63 (44%) for Residency, 31(21%) for Master Degree and 6 (4%) for Ph.D. Fifty-two percent (75) were male. More than half of participants were graduated between 2011 and 2012. The majority of participants were native (104, 81%). Undergraduate students had an estimation of 19% research misconduct in performing the thesis while this was 26% of postgraduate students. Males were nearly two times comparing to females in this issue (30% vs. 16%). This high estimation must be considered in future policy making about observing strictly on researches.

Ask an Expert with Style.

ERIC Educational Resources Information Center

Ekhaml, Leticia

1999-01-01

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

Interactive use of online health resources: a comparison of consumer and professional questions.

PubMed

Roberts, Kirk; Demner-Fushman, Dina

2016-07-01

To understand how consumer questions on online resources differ from questions asked by professionals, and how such consumer questions differ across resources. Ten online question corpora, 5 consumer and 5 professional, with a combined total of over 40 000 questions, were analyzed using a variety of natural language processing techniques. These techniques analyze questions at the lexical, syntactic, and semantic levels, exposing differences in both form and content. Consumer questions tend to be longer than professional questions, more closely resemble open-domain language, and focus far more on medical problems. Consumers ask more sub-questions, provide far more background information, and ask different types of questions than professionals. Furthermore, there is substantial variance of these factors between the different consumer corpora. The form of consumer questions is highly dependent upon the individual online resource, especially in the amount of background information provided. Professionals, on the other hand, provide very little background information and often ask much shorter questions. The content of consumer questions is also highly dependent upon the resource. While professional questions commonly discuss treatments and tests, consumer questions focus disproportionately on symptoms and diseases. Further, consumers place far more emphasis on certain types of health problems (eg, sexual health). Websites for consumers to submit health questions are a popular online resource filling important gaps in consumer health information. By analyzing how consumers write questions on these resources, we can better understand these gaps and create solutions for improving information access.This article is part of the Special Focus on Person-Generated Health and Wellness Data, which published in the May 2016 issue, Volume 23, Issue 3. Published by Oxford University Press on behalf of the American Medical Informatics Association 2016. This work is written by US Government employees and is in the public domain in the United States.

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…

The science and art of asking questions in cognitive therapy.

PubMed

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

2010-01-01

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

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

EPA Pesticide Factsheets

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

Who asks questions at astronomy meetings?

NASA Astrophysics Data System (ADS)

Schmidt, Sarah J.; Davenport, James R. A.

2017-06-01

Over the last decade, significant attention has been drawn to the gender ratio of speakers at conferences, with ongoing efforts for meetings to better reflect the gender representation in the field. We find that women are significantly under-represented, however, among the astronomers asking questions after talks.

Frequently Asked Questions

Science.gov Websites

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

To Ask a Question, One Must Know Enough to Know What Is Not Known.

ERIC Educational Resources Information Center

Miyake, Naomi; Norman, Donald A.

1979-01-01

The notion that a prerequisite for asking questions about new topic matter is some appropriate level of knowledge was tested. Learners with two levels of background knowledge using learning material with two levels of difficulty were studied. (SW)

75 FR 6064 - Draft Emergency Action Level Frequently Asked Questions; Request for Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-05

... provide clarification of endorsed Nuclear Energy Institute (NEI) guidance related to the development of... NUCLEAR REGULATORY COMMISSION [NRC-2010-0034] Draft Emergency Action Level Frequently Asked Questions; Request for Comment AGENCY: Nuclear Regulatory Commission. ACTION: Notice of availability and...

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

NASA Astrophysics Data System (ADS)

Wiyanto; Nugroho, S. E.; Hartono

2017-04-01

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

The Global Special Operations Forces Network from a Partner-Nation Perspective

DTIC Science & Technology

2014-12-01

in networks vs . management of Networks. ................................80  Figure 17.  A national SOF network with SOCOM as the manager of networks...context and are asked in the natural course of things; there is no predetermination of question topics or wording. 10 descriptive section is the...struggles and challenges that occur naturally over time. As depicted in Figure 2, the network will constantly have to examine how it is evolving and, if

Parental Concerns About Infant and Toddler Sleep Assessed by a Mobile App.

PubMed

Mindell, Jodi A; Leichman, Erin S; Puzino, Kristina; Walters, Russel; Bhullar, Bula

2015-01-01

The aim of this study was to assess the primary concerns of parents/caregivers regarding their young child's sleep. A total of 1,287 consecutive sleep-related questions were analyzed from submissions to an Ask the Expert section of a publicly available iPhone-based application for sleep in young children. Questions regarding infants were most likely to be submitted (53.9%), followed by newborns (23.76%) and toddlers (17.8%), with an average age of 10.94 months. The primary concerns regarded night wakings, sleep schedules, and bedtime problems, accounting for almost 85% of all questions. Results align with common concerns noted in epidemiological studies. Understanding the types of concerns for which parents seek advice is beneficial in the continued development of resources for caregivers.

Estimating uncertainty in map intersections

Treesearch

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

2009-01-01

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

Frequently Asked Questions on Starting-up New Composite Wood Mills and the Use of Experimental Products and Resins

EPA Pesticide Factsheets

The following frequently asked questions (FAQs) address issues relating to starting-up new doestice composite wood mills and the use of experimental product and resin systems under the Formaldehyde Emission Standards for Composite Wood Products final rule

40 CFR Appendix I to Part 310 - Frequently Asked Questions

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 27 2010-07-01 2010-07-01 false Frequently Asked Questions I Appendix I to Part 310 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) SUPERFUND... have a release in an elementary school, can the school district apply for reimbursement? No, for...

75 FR 47856 - Draft Emergency Action Level Frequently Asked Questions; Request for Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-09

... provide clarification of guidance submitted by the Nuclear Energy Institute (NEI) and endorsed by the NRC... NUCLEAR REGULATORY COMMISSION [NRC-2010-0273] Draft Emergency Action Level Frequently Asked Questions; Request for Comment AGENCY: Nuclear Regulatory Commission. ACTION: Notice of availability and...

Emergency medicine residency applicant perceptions of unethical recruiting practices and illegal questioning in the match.

PubMed

Thurman, R Jason; Katz, Eric; Carter, Wallace; Han, Jin; Kayala, Eve; McCoin, Nicole; Storrow, Alan B

2009-06-01

The authors hypothesized that unethical recruiting practices and illegal questioning occur during emergency medicine (EM) resident recruitment. The objectives were to estimate the prevalence of specific unethical recruiting practices and illegal questioning by EM programs based on the perceptions of residency applicants and to measure the effect of these perceptions on applicant appraisal of programs. This was a cross-sectional survey of all applicants who matched to U.S. EM programs in 2005 and 2006. The survey questionnaire was developed by the study authors and was validated by pretesting on a small group representative of the study population. The survey addressed specific questions regarding program recruiting behaviors and interview questioning. The hyperlink to the secure anonymous online survey questionnaire was distributed to all EM program directors, asking them in turn to forward the hyperlink to their newly matched incoming residency class. All data were calculated with Score method with continuity correction and reported in proportions with 95% confidence intervals (CIs). The authors received 671 survey responses. Among respondents, 56 (8.3%, 95% CI = 6.4% to 10.7%) stated that they were specifically asked to disclose at least one program's position on their rank list by a program representative, and 44 (6.6%, 95% CI = 4.9% to 8.9%) reported that they matched at a program residing lower on their rank list than at least one other program that had informed the applicant they were ranked to match. Furthermore, 201 respondents (30.0%, 95% CI = 26.5% to 33.7%) believed that they were asked at least one illegal question during their interviews, the most common of which was inquiry into their marital status (189 respondents: 28.2%, 95% CI = 24.8% to 31.9%). Respondents were 11 times more likely to move a program to a lower position of preference on their rank order list (12.2%, 95% CI = 9.8% to 15.0%) rather than a higher position (1.1%, 95% CI = 0.5% to 2.3%) as a result of perceiving unethical recruiting behaviors or illegal questioning. These results demonstrate that among survey respondents, some perceived unethical recruiting behaviors and illegal questioning in the 2005 and 2006 Match. Perceptions of such behaviors appeared to have a negative impact on applicant appraisal of EM residency programs.

Rural New Zealand health professionals' perceived barriers to greater use of the internet for learning.

PubMed

Janes, Ron; Arroll, Bruce; Buetow, Stephen; Coster, Gregor; McCormick, Ross; Hague, Iain

2005-01-01

The purpose of this research was to investigate rural North Island (New Zealand) health professionals' attitudes and perceived barriers to using the internet for ongoing professional learning. A cross-sectional postal survey of all rural North Island GPs, practice nurses and pharmacists was conducted in mid-2003. The questionnaire contained both quantitative and qualitative questions. The transcripts from two open questions requiring written answers were analysed for emergent themes, which are reported here. The first open question asked: 'Do you have any comments on the questionnaire, learning, computers or the Internet?' The second open question asked those who had taken a distance-learning course using the internet to list positive and negative aspects of their course, and suggest improvements. Out of 735 rural North Island health professionals surveyed, 430 returned useable questionnaires (a response rate of 59%). Of these, 137 answered the question asking for comments on learning, computers and the internet. Twenty-eight individuals who had completed a distance-learning course using the internet, provided written responses to the second question. Multiple barriers to greater use of the internet were identified. They included lack of access to computers, poor availability of broadband (fast) internet access, lack of IT skills/knowledge, lack of time, concerns about IT costs and database security, difficulty finding quality information, lack of time, energy or motivation to learn new skills, competing priorities (eg family), and a preference for learning modalities which include more social interaction. Individuals also stated that rural health professionals needed to engage the technology, because it provided rapid, flexible access from home or work to a significant health information resource, and would save money and travelling time to urban-based education. In mid-2003, there were multiple barriers to rural North Island health professionals making greater use of the internet for learning. Now that access to broadband internet is available in all rural towns in New Zealand, there is a clear need to address the other identified barriers, especially the self-reported lack of IT skills, which are preventing many in the rural health workforce from gaining maximum advantage from both computers and the internet.

Improving question asking in high-functioning adolescents with autism spectrum disorders: effectiveness of small-group training.

PubMed

Palmen, Annemiek; Didden, Robert; Arts, Marieke

2008-01-01

Small-group training consisting of feedback and self-management was effective in improving question-asking skills during tutorial conversations in nine high-functioning adolescents with autism spectrum disorder. Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable.

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

PubMed Central

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

2010-01-01

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

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

PubMed

Umefjord, Göran; Petersson, Göran; Hamberg, Katarina

2003-10-22

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

Assessing Children’s Competency to Take the Oath in Court: The Influence of Question Type on Children’s Accuracy

PubMed Central

Lyon, Thomas D.

2012-01-01

This study examined children’s accuracy in response to truth–lie competency questions asked in court. The participants included 164 child witnesses in criminal child sexual abuse cases tried in Los Angeles County over a 5-year period (1997–2001) and 154 child witnesses quoted in the U.S. state and federal appellate cases over a 35-year period (1974–2008). The results revealed that judges virtually never found children incompetent to testify, but children exhibited substantial variability in their performance based on question-type. Definition questions, about the meaning of the truth and lies, were the most difficult largely due to errors in response to “Do you know” questions. Questions about the consequences of lying were more difficult than questions evaluating the morality of lying. Children exhibited high rates of error in response to questions about whether they had ever told a lie. Attorneys rarely asked children hypothetical questions in a form that has been found to facilitate performance. Defense attorneys asked a higher proportion of the more difficult question types than prosecutors. The findings suggest that children’s truth–lie competency is underestimated by courtroom questioning and support growing doubts about the utility of the competency requirements. PMID:22667809

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

PubMed

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

2016-09-01

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

Asking the Right Questions: A Framework for Assessing Counterterrorism Actions

DTIC Science & Technology

2016-11-21

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

Frequently Asked Questions on Starting-up New Domestic Composite Wood Mills and the Use of Experimental Products and Resins

EPA Pesticide Factsheets

The following frequently asked questions (FAQs) address issues relating to starting-up new doestice composite wood mills and the use of experimental product and resin systems under the Formaldehyde Emission Standards for Composite Wood Products final rule

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

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

Jacob, Robert

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

Competence-Based Education and Training--About Frequently Asked Questions

ERIC Educational Resources Information Center

Mulder, Martin

2012-01-01

This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author…

Questions, Curiosity and the Inquiry Cycle

ERIC Educational Resources Information Center

Casey, Leo

2014-01-01

This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged…

Do Sweat the Small Stuff! Marketing That Matters.

ERIC Educational Resources Information Center

Wassom, Julie

1999-01-01

Provides tips for building enrollment in child care programs. Offers suggestions for the inquiry call, including enhancing the greeting, asking questions, and using prospect profiles; for the center visit, including treating visitors like welcome guests, meeting privately first, and asking questions; and for followup, including setting up a…

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

ScienceCinema

Catlett, Charlie

2018-02-14

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

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

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

Catlett, Charlie

2014-06-17

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

Why Don't You Ask Comprehension Questions? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Discusses literature and research concerning comprehension questions, particularly in the context of the Whole Language Movement. Notes that there are other ways for students to demonstrate their text comprehension, such as literature logs, small group discussion, and individual or group projects. Suggests several implications for the classroom.…

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

ScienceCinema

Jacob, Robert

2018-02-07

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

Investing Wisely in Information Technology: Asking the Right Questions.

ERIC Educational Resources Information Center

Breivik, Patricia Senn

1993-01-01

College administrators are offered a series of questions to ask in evaluating the appropriateness of information technology for their campuses. Issues addressed include defining institutional goals and the role of information technology in them, determining the most effective organization of information resources and technology, and allocation of…

Hosting an `Ask the Astronomer' Site on the Internet

NASA Astrophysics Data System (ADS)

Odenwald, S. F.

1996-12-01

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

Reengineering Biomedical Translational Research with Engineering Ethics.

PubMed

Sunderland, Mary E; Nayak, Rahul Uday

2015-08-01

It is widely accepted that translational research practitioners need to acquire special skills and knowledge that will enable them to anticipate, analyze, and manage a range of ethical issues. While there is a small but growing literature that addresses the ethics of translational research, there is a dearth of scholarship regarding how this might apply to engineers. In this paper we examine engineers as key translators and argue that they are well positioned to ask transformative ethical questions. Asking engineers to both broaden and deepen their consideration of ethics in their work, however, requires a shift in the way ethics is often portrayed and perceived in science and engineering communities. Rather than interpreting ethics as a roadblock to the success of translational research, we suggest that engineers should be encouraged to ask questions about the socio-ethical dimensions of their work. This requires expanding the conceptual framework of engineering beyond its traditional focus on "how" and "what" questions to also include "why" and "who" questions to facilitate the gathering of normative, socially-situated information. Empowering engineers to ask "why" and "who" questions should spur the development of technologies and practices that contribute to improving health outcomes.

Development and Evaluation of an Educational E-Tool to Help Patients With Non-Hodgkin's Lymphoma Manage Their Personal Care Pathway.

PubMed

Stienen, Jozette Jc; Ottevanger, Petronella B; Wennekes, Lianne; Dekker, Helena M; van der Maazen, Richard Wm; Mandigers, Caroline Mpw; van Krieken, Johan Hjm; Blijlevens, Nicole Ma; Hermens, Rosella Pmg

2015-01-09

An overload of health-related information is available for patients on numerous websites, guidelines, and information leaflets. However, the increasing need for personalized health-related information is currently unmet. This study evaluates an educational e-tool for patients with non-Hodgkin's lymphoma (NHL) designed to meet patient needs with respect to personalized and complete health-related information provision. The e-tool aims to help NHL patients manage and understand their personal care pathway, by providing them with insight into their own care pathway, the possibility to keep a diary, and structured health-related information. Together with a multidisciplinary NHL expert panel, we developed an e-tool consisting of two sections: (1) a personal section for patients' own care pathway and their experiences, and (2) an informative section including information on NHL. We developed an ideal NHL care pathway based on the available (inter)national guidelines. The ideal care pathway, including date of first consultation, diagnosis, and therapy start, was used to set up the personal care pathway. The informative section was developed in collaboration with the patient association, Hematon. Regarding participants, 14 patients and 6 laymen were asked to evaluate the e-tool. The 24-item questionnaire used discussed issues concerning layout (6 questions), user convenience (3 questions), menu clarity (3 questions), information clarity (5 questions), and general impression (7 questions). In addition, the panel members were asked to give their feedback by email. A comprehensive overview of diagnostics, treatments, and aftercare can be established by patients completing the questions from the personal section. The informative section consisted of NHL information regarding NHL in general, diagnostics, therapy, aftercare, and waiting times. Regarding participants, 6 patients and 6 laymen completed the questionnaire. Overall, the feedback was positive, with at least 75% satisfaction on each feedback item. Important strengths mentioned were the use of a low health-literacy level, the opportunity to document the personal care pathway and experiences, and the clear overview of the information provided. The added value of the e-tool in general was pointed out as very useful for preparing the consultation with one's doctor and for providing all information on one website, including the opportunity for a personalized care pathway and diary. The majority of the revisions concerned wording and clarity. In addition, more explicit information on immunotherapy, experimental therapy, and psychosocial support was added. We have developed a personal care management e-tool for NHL patients. This tool contains a unique way to help patients manage their personal care pathway and give them insight into their NHL by providing health-related information and a personal diary. This evaluation showed that our e-tool meets patients' needs concerning personalized health-related information, which might serve as a good example for other oncologic diseases. Future research should focus on the possible impact of the e-tool on doctor-patient communication during consultations.

Questioning Many Mysteries

NASA Astrophysics Data System (ADS)

Martin, Sara F.

2015-04-01

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

Questions You May Want to Ask Your Child's Speech-Language Pathologist = Preguntas que usted le podria hacer al patologo del habla y el lenguaje de su hijo

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2007

2007-01-01

This accordion style pamphlet, dual sided with English and Spanish text, suggests questions for parents to ask their Speech-Language Pathologist and speech and language therapy services for their children. Sample questions include: How will I participate in my child's therapy sessions? How do you decide how much time my child will spend on speech…

Teaching Children with Autism to Ask Questions

ERIC Educational Resources Information Center

Squires, Katie E.; Bickel, Alyssa

2015-01-01

Children with autism have impairments in communication that make it difficult for them to acquire the ability to ask appropriate wh- questions. This is a very important skill, and one that clinicians often do not know how to target. Search terms were entered into several databases to locate studies published in peer-reviewed journals. The studies…

Learning How to Ask Research Questions

ERIC Educational Resources Information Center

Musante, Susan

2010-01-01

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

Demystifying the Electoral College: 12 Frequently Asked Questions

ERIC Educational Resources Information Center

Middleton, Tiffany

2012-01-01

As the presidential election of 2012 draws closer, Americans will witness a resurgence of references to the Electoral College in news reports. Here, "Looking at the Law" hopes to demystify the Electoral College, and refresh many social studies memories--just in time for the next election--with some frequently asked questions about electing the…

Questions to ask your doctor after knee replacement

MedlinePlus

... replacement - after - what to ask your doctor; Knee arthroplasty - after - what to ask your doctor ... Mihalko WM. Arthroplasty of the knee. In: Azar FM, Beaty JH, Canale ST, eds. Campbell's Operative Orthopaedics . 13th ed. Philadelphia, PA: ...

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

PubMed Central

Elsner, Jamie; Haines, Stuart T.

2013-01-01

Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

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.

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

NASA Astrophysics Data System (ADS)

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-06-01

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

How participatory is parental consent in low literacy rural settings in low income countries? Lessons learned from a community based study of infants in South India.

PubMed

Rajaraman, Divya; Jesuraj, Nelson; Geiter, Lawrence; Bennett, Sean; Grewal, Harleen Ms; Vaz, Mario

2011-02-15

A requisite for ethical human subjects research is that participation should be informed and voluntary. Participation during the informed consent process by way of asking questions is an indicator of the extent to which consent is informed. The aims of this study were to assess the extent to which parents providing consent for children's participation in an observational tuberculosis (TB) research study in India actively participated during the informed consent discussion, and to identify correlates of that participation. In an observational cohort study of tuberculosis in infants in South India, field supervisors who were responsible for obtaining informed consent noted down questions asked during the informed consent discussions for 4,382 infants who were enrolled in the study. These questions were post-coded by topic. Bivariate and multivariate analysis was conducted to examine factors associated with asking at least one question during the informed consent process. In total, 590 out of 4,382 (13.4%) parents/guardians asked any question during the informed consent process. We found that the likelihood of parents asking questions during the informed consent process was significantly associated with education level of either parent both parents being present, and location. The findings have implications for planning the informed consent process in a largely rural setting with low levels of literacy. Greater effort needs to be directed towards developing simple participatory communication materials for the informed consent process. Furthermore, including both parents in a discussion about a child's participation in a research study may increase the extent to which consent is truly informed. Finally, continuing efforts need to be made to improve the communication skills of research workers with regard to explaining research processes and putting potential research participants at ease.

Have We Come as Far as We Had Hoped? Discrimination in the Residency Interview.

PubMed

Hessel, Kara; DiPasco, Peter; Kilgore, Lyndsey; Shelley, Casey; Perry, Alvin; Wagner, Jamie

The primary objective was to use a pilot survey of fourth-year medical students at our institution to determine if female residency applicants were asked potentially illegal questions regarding family status and childbearing more frequently than male applicants. Secondary objectives included comparing the use of potentially illegal questions in surgical versus nonsurgical specialties and between community and academic residency programs. A 20-item questionnaire was distributed to all fourth-year medical students at the University of Kansas School of Medicine. Data were analyzed in SPSS using descriptive statistics, bivariate analysis, and multivariate analysis. University of Kansas Health System, Tertiary Care Center. Fourth-year medical students from the University of Kansas School of Medicine. There were 57 survey respondents (51% male and 49% female). Female applicants were more likely to report being asked about their desire to have a family than male applicants (32% vs. 3%, respectively, p = 0.041). However, male and female students were equally likely to report being asked specifically if they had or intended to have children (p = 0.194). No significant differences were found in potentially illegal question-asking between surgical and nonsurgical specialties or between community-based and academic programs. Although women now represent 47% of the applicant pool, gender discrimination in the residency interview has not been eradicated. Women are more likely to report potentially illegal questions regarding their desire to have a family on residency interviews than men. Community and academic programs appear to ask similar numbers and types of potentially illegal questions. Further study is warranted to determine if these findings apply to the entire applicant pool. Further education of interviewers is necessary regarding potentially illegal questions during the residency interview process. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Children's Conception of Price as a Function of Questions Asked.

ERIC Educational Resources Information Center

Dahlgren, Lars Owe

An experiment concerning children's conceptions of price was conducted to investigate the influence of the context of a problem on its apprehension. A total of 120 children of several age groups (nursery school, grades 2, 4, and 6) were interviewed individually. An initial question was asked ("Why does a bun cost about one Swedish…

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

ERIC Educational Resources Information Center

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

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

Frequently Asked Questions (FAQs)

Science.gov Websites

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

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

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-27

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

USN/USMC Commander’s Quick Reference Handbook for Legal Issues, 2007

DTIC Science & Technology

2007-01-01

remain silent or asks for a lawyer, you MUST NOT ask any more questions. PRIOR QUESTIONING WITHOUT RIGHTS WARNING: Provide " Cleansing Warning...punishments. CA approves any pre-trial agreement. CA takes action on findings & sentence after clemency period has expired . GENERAL COURT-MARTIAL...findings and sentence after clemency period has expired

Where Are They Now? Revisiting Breneman's Study of Liberal Arts Colleges

ERIC Educational Resources Information Center

Baker, Vicki L.; Baldwin, Roger G.; Makker, Sumedha

2012-01-01

In 1990, David Breneman asked the provocative question, are we losing our liberal arts colleges? More than twenty years later, it is time to ask Breneman's question again: in 2012, what is the position of liberal arts colleges in the landscape of American higher education? The liberal arts college, a distinctively American institution, has been a…

Conceptions of Trust: How Designers Approach Usable Privacy and Security

ERIC Educational Resources Information Center

Birge, Colin

2013-01-01

Designers who create user interfaces are frequently required to ask users for personal information. For the user, this is a "trust question": Do I, the user, trust the system or entity that is asking me for this information? The creation and management of these trust questions is an important aspect of the research field called usable…

Effect of Culture on High-School Students' Question-Asking Ability Resulting from an Inquiry-Oriented Chemistry Laboratory

ERIC Educational Resources Information Center

Dkeidek, Iyad; Mamlok-Naaman, Rachel; Hofstein, Avi

2011-01-01

In order to cope with complex issues in the science-technology-environment-society context, one must develop students' high-order learning skills, such as question-asking ability (QAA), critical thinking, evaluative thinking, decision-making, and problem-solving capabilities within science education. In this study, we are concerned with evaluating…

Biotechnologies as a Context for Enhancing Junior High-School Students' Ability to Ask Meaningful Questions about Abstract Biological Processes.

ERIC Educational Resources Information Center

Olsher, G.; Dreyfus, A.

1999-01-01

Suggests a new approach to teaching about biochemical cellular processes by stimulating student interest in those biochemical processes that allowed for the outcomes of modern biotechnologies. Discusses the development of students' ability to ask meaningful questions about intra-cellular processes, and the resulting meaningful learning of relevant…

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

ERIC Educational Resources Information Center

Unger, Karen V.

2011-01-01

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

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

PubMed

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

1990-04-01

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

Consumer Health Information Needs and Question Classification: Analysis of Hypertension Related Questions Asked by Consumers on a Chinese Health Website.

PubMed

Guo, Haihong; Li, Jiao; Dai, Tao

2015-01-01

This study built up a classification schema of consumer health questions which consisted of 48 quaternary categories and 35 annotation rules. Using such a schema, we manually classified 2,000 questions randomly selected from nearly 100 thousand hypertension-related messages posted by consumers on a Chinese health website to analyze the information needs of health consumers. The results showed questions in the categories of treatment, diagnosis, healthy lifestyle, management, epidemiology, and health provider choosing were 48.1%, 23.8%, 11.9%, 5.2%, 9.0%, and 1.9% respectively. The comparison of the questions asked by consumers and physicians showed that their health information needs were significantly different (P<0.0001).

Multipurpose Grants to States and Tribes Frequent Questions

EPA Pesticide Factsheets

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

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

PubMed

Adams, Nancy E

2015-01-01

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

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

PubMed Central

Petersson, Göran; Hamberg, Katarina

2003-01-01

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

Treatment of Anthrax Disease Frequently Asked Questions

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

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

2010-05-14

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

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

ERIC Educational Resources Information Center

Wells, Amy Stuart; Roda, Allison

2016-01-01

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

Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom

ERIC Educational Resources Information Center

Ledford, Christy J. W.; Saperstein, Adam K.; Cafferty, Lauren A.; McClintick, Stacey H.; Bernstein, Ethan M.

2015-01-01

Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Shushok, Frank, Jr.

2010-01-01

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

The Trump Administrations March 2017 Defense Budget Proposals: Frequently Asked Questions

DTIC Science & Technology

2017-04-03

The Trump Administration’s March 2017 Defense Budget Proposals: Frequently Asked Questions Pat Towell Specialist in U.S. Defense Policy and... Budget Lynn M. Williams Analyst in U.S. Defense Budget Policy April 3, 2017 Congressional Research Service 7-5700 www.crs.gov R44806 The Trump...Administration’s March 2017 Defense Budget Proposals: FAQs Congressional Research Service Contents Introduction

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

ERIC Educational Resources Information Center

Thomas, Nancy L., Ed.

2011-01-01

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

Teaching Children with Autism to Ask "What's That?" Using a Picture Communication with Vocal Results

ERIC Educational Resources Information Center

Ostryn, Cheryl; Wolfe, Pamela S.

2011-01-01

Being a competent communicator is complex and goes beyond expressing simple needs and wants to include having the ability to ask and respond to wh-questions. For individuals with autism spectrum disorders who use pictures to communicate, initiating communications such as questions can be difficult and it has been shown that some picture systems do…

Uncertainty estimation for map-based analyses

Treesearch

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

2010-01-01

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

The Use of Internet FAQs (Frequently Asked Questions) and Files as Cost-Effective Supplements to Textbooks and Substitutions for Photocopies.

ERIC Educational Resources Information Center

MacFarland, Thomas W.; Yates, Jan M.

Gaining access to current and high-quality curriculum resource materials has become more difficult due to escalation in the prices of textbooks and in rigid interpretations of copyright laws which limit photocopying. Internet Frequently Asked Questions (FAQs) and files may offer a partial solution. Originally developed for the benefit of Usenet…

Understanding the Landscapes of Stories: The Association between Preschoolers' Narrative Comprehension and Production Skills and Cognitive Abilities

ERIC Educational Resources Information Center

Curenton, Stephanie M.

2011-01-01

Seventy-two African-American and European American low-income preschoolers attending Head Start and community childcare centres were asked to create an oral story using a wordless picture book, then told an oral story using the same book and asked follow-up comprehension questions. Children's performance was better on questions addressing the…

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

ERIC Educational Resources Information Center

Courage, Mary L.; Howe, Mark L.

2010-01-01

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

Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

ERIC Educational Resources Information Center

Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

2014-01-01

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

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.

Multipurpose Grants to States and Tribes Frequent Questions PDF version

EPA Pesticide Factsheets

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

Evaluating medico-legal decisional competency criteria.

PubMed

Whiting, Demian

2015-06-01

In this paper I get clearer on the considerations that ought to inform the evaluation and development of medico-legal competency criteria-where this is taken to be a question regarding the abilities that ought to be needed for a patient to be found competent in medico-legal contexts. In the "Decisional Competency in Medico-Legal Contexts" section I explore how the question regarding the abilities that ought to be needed for decisional competence is to be interpreted. I begin by considering an interpretation that takes the question to be asking about the abilities needed to satisfy an idealized view of competent decision-making, according to which decisional competency is a matter of possessing those abilities or attributes that are needed to engage in good or effective or, perhaps, substantially autonomous or rational decision-making. The view has some plausibility-it accords with the way decisional competency is understood in a number of everyday contexts-but fails as an interpretation of the question regarding the abilities that should be needed for decisional competence in medico-legal contexts. Nevertheless, consideration of why it is mistaken suggests a more accurate interpretation and points the way in which the question regarding the evaluation of medico-legal competency criteria is to be answered. Building on other scholarly work in the area, I outline in the "Primary and Secondary Requirements" section several requirements that decisional competence criteria ought to satisfy. Then, in the "Applying the Framework" section, I say something about the extent to which medico-legal competency criteria, as well as some models of decisional competency proposed in the academic literature, fulfil those requirements.

Support for New Physics Teachers

NASA Astrophysics Data System (ADS)

Adrian, Brian W.; Zollman, D.; Stevens, S.

2006-12-01

Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

Being questioned and receiving advice about alcohol and smoking in health care: Associations with patients' characteristics, health behavior, and reported stage of change

PubMed Central

2010-01-01

Background Alcohol habits are more rarely addressed than other health behavior topics in Swedish health care. This study examined whether differences between topics could be explained by their different associations with patient characteristics or by the differences in the prevalence of the disadvantageous health behavior, i.e., excessive alcohol use and smoking. The study moreover examined whether simply being asked questions about behavior, i.e., alcohol use or smoking, was associated with reported change. Methods The study was based on a cross-sectional postal survey (n = 4 238, response rate 56.5 percent) representative of the adult population in Stockholm County in 2003. Retrospective self-reports were used to assess health care visits during the past 12 months, the questions and advice received there, patients characteristics, health behavior, and the present stage of change. Logistic regression analysis was used to estimate the associations among the 68 percent who had visited health care. Results Among the health care visitors, 23 percent reported being asked about their alcohol habits, and 3 percent reported receiving advice or/and support to modify their alcohol use - fewer than for smoking, physical exercise, or diet. When regression models adjusted for patient characteristics, the differences between health behaviors in the extent of questioning and advice remained. However, when the models also adjusted for smoking and alcohol consumption there was no difference between smoking and alcohol-related advice. In fact one-third of the present smokers and two-fifths of the persons dependent on alcohol reported having receiving advice the previous 12 months. Those who reported being asked questions or receiving advice more often reported a decreased alcohol use and similarly intended to cease smoking within 6 months. Questions about alcohol use were moreover related to a later stage of stage of change independently of advice among women but not among men. Conclusions While most patients are never addressed, many in the target groups seem to be reached anyway. Besides advice, already addressing alcohol habits appears to be associated with change. The results also indicate that gender possibly plays a role in the relationship between advice and the stage of change. PMID:21114843

Response to Nuclear Regulatory Commission`s ten questions pertaining to site-specific models for use in the license termination rule: Multimedia Environmental Pollutant Assessment System (MEPAS)

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

Buck, J.W.; Whelan, G.; Strenge, D.L.

This paper is in response to the US Nuclear Regulatory Commission (NRC) ten questions posed at the Modeling Workshop held November 13 and 14, 1997. The ten questions were developed in advance of the workshop to allow model developers to prepare a presentation at the Workshop. This paper is an expanded version of the Multimedia Environmental Pollutant Assessment System (MEPAS) presentation given at the Modeling Workshop by Pacific Northwest National Laboratory (PNNL) staff. This paper is organized by the ten questions asked by the NRC, each section devoted to a single question. The current version of methodology is MEPAS 3.2more » (NRC 1997) and the discussion in this paper will pertain to that version. In some cases, MEPAS 4.0, which is currently being developed under the Framework for Risk Analysis in Multimedia Environmental Systems (FRAMES) (Whelan et al. 1997), will be referenced to inform the reader of potential capabilities in the near future. A separate paper is included in the document that discusses the FRAMES concept.« less

KSC-2012-4570

NASA Image and Video Library

2012-08-22

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

What Does It Mean to Be an Educated Person?

ERIC Educational Resources Information Center

Hodgson, Naomi

2010-01-01

The competition question "What Does It Mean To Be An Educated Person?" is associated with a powerful and influential line of thought in the philosophy of R. S. Peters. It is a question that needs always to be asked again. I respond by asking what it means, now, to be an educated person--that is, how the value of being an educated person is…

Decision e Informacion en Solucion de Problemas. Publicacion No. 77 (Information and Decision Making in Problem Solving. Publication No. 77).

ERIC Educational Resources Information Center

Rimoldi, Horacio J. A.; And Others

A technique using information and decision-making theories to evaluate problem solving tactics is presented. In problem solving, the process of solution is evaluated by investigating the questions that the subject doing the problem solving asks. The sequence of questions asked is called a tactic. It is assumed that: (1) tactics are the observable…

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

ERIC Educational Resources Information Center

VanBergeijk, Ernst

2010-01-01

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

Perfusion MRI: The Five Most Frequently Asked Clinical Questions

PubMed Central

Essig, Marco; Nguyen, Thanh Binh; Shiroishi, Mark S.; Saake, Marc; Provenzale, James M.; Enterline, David S.; Anzalone, Nicoletta; Dörfler, Arnd; Rovira, Àlex; Wintermark, Max; Law, Meng

2013-01-01

OBJECTIVE This article addresses questions that radiologists frequently ask when planning, performing, processing, and interpreting MRI perfusion studies in CNS imaging. CONCLUSION Perfusion MRI is a promising tool in assessing stroke, brain tumors, and neurodegenerative diseases. Most of the impediments that have limited the use of perfusion MRI can be overcome to allow integration of these methods into modern neuroimaging protocols. PMID:23971482

Finding Good Child Care: The Essential Questions To Ask When Seeking Quality Care for Your Child. CCAC Information Guide 19.

ERIC Educational Resources Information Center

Child Care Action Campaign, New York, NY.

This Child Care Action Campaign (CCAC) Information Guide focuses on questions for parents to ask when looking for the right childcare program. The guide provides a checklist for parents to use when evaluating potential or currently used childcare programs. By sharing and discussing the checklist with caregivers, parents and caregivers can work…

Equity and Local Participation in VET: Some Preliminary Findings in Sydney Postcodes. Working Paper.

ERIC Educational Resources Information Center

McIntyre, John

More attention should be given to the local dimension of equity research. A question that must be asked is to what extent there is an unequal distribution of opportunities to participate in vocational education and training (VET) that is mirrored by area of residence in both urban and rural localities. Questions must also be asked about the extent…

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

ERIC Educational Resources Information Center

Grosse, Gerlind; Tomasello, Michael

2012-01-01

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

How to write a history of Europe: Europe, Europes, Eurasia

NASA Astrophysics Data System (ADS)

Burke, Peter

2006-05-01

This article looks at the history of European culture from three angles, those of European uniqueness, European variety and European consciousness. The first section discusses the question of whether the fundamental unit of study, for cultural as well as economic historians, is not Eurasia. The second section is concerned with cultural divisions within Europe, with Europes in the plural. It asks whether it is more illuminating to distinguish two Europes (like Leopold von Ranke), or three (like Jeno Szucs), or even five (like Hugo Hassinger), and examine both centripetal and centrifugal forces in early modern history. The final section deals with the history of the idea of Europe, or more exactly with the rise of consciousness of being European, as it is revealed in early modern histories, geographies, journals and newspapers.

I PREPARE: development and clinical utility of an environmental exposure history mnemonic.

PubMed

Paranzino, Grace K; Butterfield, Patricia; Nastoff, Teresa; Ranger, Cherryll

2005-01-01

The I PREPARE environmental exposure history mnemonic is a quick reference tool created for primary care providers. Health care providers (N = 159) were asked to evaluate a prototype mnemonic, to suggest new health history questions, and to propose the deletion of less relevant questions. The goal of this evaluation was to create a practical and clinically relevant mnemonic, rather than to obtain quantitative estimates of validity. The final I PREPARE mnemonic cues the provider to "Investigate potential exposures;" ask questions related to "Present work," "Residence," "Environmental concerns," "Past work," and "Activities;" provide "Referrals and resources;" and "Educate" the patient by reviewing a checklist of strategies to prevent or minimize exposures. The sequence of I PREPARE makes intuitive sense by cueing the provider to ask specific questions and provide educational materials to the patient. National improvements in the quality of environmental exposure history data are predicated in part on the creation of simple and convenient tools for use in clinical practice.

Frequently Asked Questions about Population.

ERIC Educational Resources Information Center

California Journal of Science Education, 2000

2000-01-01

Emphasizes the issue of human population growth. Provides information on current demographic trends; their social, economic, and environmental impacts; and Zero Population Growth's (ZPG) position on several controversial topics. (ASK)

Memantine

MedlinePlus

... prescription label carefully, and ask your doctor or pharmacist to explain any part you do not understand. ... bottle and clean the oral syringe. Ask your pharmacist or doctor if you have any questions about ...

Question order sensitivity of subjective well-being measures: focus on life satisfaction, self-rated health, and subjective life expectancy in survey instruments.

PubMed

Lee, Sunghee; McClain, Colleen; Webster, Noah; Han, Saram

2016-10-01

This study examines the effect of question context created by order in questionnaires on three subjective well-being measures: life satisfaction, self-rated health, and subjective life expectancy. We conducted two Web survey experiments. The first experiment (n = 648) altered the order of life satisfaction and self-rated health: (1) life satisfaction asked immediately after self-rated health; (2) self-rated health immediately after life satisfaction; and (3) two items placed apart. We examined their correlation coefficient by experimental condition and further examined its interaction with objective health. The second experiment (n = 479) asked life expectancy before and after parental mortality questions. Responses to life expectancy were compared by order using ANOVA, and we examined interaction with parental mortality status using ANCOVA. Additionally, response time and probes were examined. Correlation coefficients between self-rated health and life satisfaction differed significantly by order: 0.313 (life satisfaction first), 0.508 (apart), and 0.643 (self-rated health first). Differences were larger among respondents with chronic conditions. Response times were the shortest when self-rated health was asked first. When life expectancy asked after parental mortality questions, respondents reported considering parents more for answering life expectancy; and respondents with deceased parents reported significantly lower expectancy, but not those whose parents were alive. Question context effects exist. Findings suggest placing life satisfaction and self-rated health apart to avoid artificial attenuation or inflation in their association. Asking about parental mortality prior to life expectancy appears advantageous as this leads respondents to consider parental longevity more, an important factor for true longevity.

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

PubMed

Huxtable, Richard

2014-01-01

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

Regional Screening Levels Frequent Questions

EPA Pesticide Factsheets

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

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

NASA Technical Reports Server (NTRS)

Knuth,Kevin H.

2005-01-01

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

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

ERIC Educational Resources Information Center

Duffield, Barbara; Julianelle, Patricia; Santos, Michael

2016-01-01

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

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

ERIC Educational Resources Information Center

Ryder, Bernard F.

1982-01-01

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

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question

NASA Image and Video Library

2003-07-15

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Patient generated "frequently asked questions": identifying informational needs in a RCT of peer support in type 2 diabetes.

PubMed

Whitford, David L; Paul, Gillian; Smith, Susan M

2013-07-01

The purpose of this study is to discuss the use of a system of patient generated "frequently asked questions" (FAQs) in order to gain insight into the information needs of participants. FAQs generated during group meetings taking place in a randomized controlled trial of peer support in type 2 diabetes are described in terms of their frequencies and topic areas. Data from focus groups and semi-structured interviews concerning the FAQs was subjected to content analysis. 59/182 (33%) of the FAQs were directly related to the topic area of the scheduled peer support meeting with foot care, eyes and kidneys generating the most specific questions. The FAQs addressed mainly knowledge and concerns. The FAQs appeared to enhance peer support and also enabled participants to ask questions to experts that they may not have asked in a clinic situation. The use of FAQs to support peer supporters proved beneficial in a randomized controlled trial and may be usefully added to the tools used within a peer support framework. The use of FAQs provided valuable insight into the informal information needs of people with diabetes. Means of providing a similar structure in routine clinical care should be explored. Copyright © 2013 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

Simple Texts, Complex Questions: Helping Young Children Generate Questions

ERIC Educational Resources Information Center

Ness, Molly

2017-01-01

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

Ian Hinchliffe Answers Your Higgs Boson Questions

ScienceCinema

Hinchliffe, Ian

2017-12-09

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

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

PubMed

Haroon, Munib; Phillips, Robert

2010-04-01

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

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…

The effectiveness of asking behaviors among 9-11 year-old children in increasing home availability and children's intake of fruit and vegetables: results from the Squire's Quest II self-regulation game intervention.

PubMed

DeSmet, Ann; Liu, Yan; De Bourdeaudhuij, Ilse; Baranowski, Tom; Thompson, Debbe

2017-04-21

Home environment has an important influence on children's fruit and vegetable (FV) consumption, but children may in turn also impact their home FV environment, e.g. by asking for FV. The Squire's Quest II serious game intervention aimed to increase asking behaviors to improve home FV availability and children's FV intake. This study's aims were to assess: 1) did asking behaviors at baseline predict home FV availability at baseline (T0) (RQ1); 2) were asking behaviors and home FV availability influenced by the intervention (RQ2); 3) did increases in asking behaviors predict increased home FV availability (RQ3); and 4) did increases in asking behaviors and increases in home FV availability mediate increases in FV intake among children (RQ4)? This is a secondary analysis of a study using a randomized controlled trial, with 4 groups (each n = 100 child-parent dyads). All groups were analyzed together for this paper since groups did not vary on components relevant to our analysis. All children and parents (n = 400 dyads) received a self-regulation serious game intervention and parent material. The intervention ran for three months. Measurements were taken at baseline, immediately after intervention and at 3-month follow-up. Asking behavior and home FV availability were measured using questionnaires; child FV intake was measured using 24-h dietary recalls. ANCOVA methods (research question 1), linear mixed-effect models (research question 2), and Structural Equation Modeling (research questions 3 and 4) were used. Baseline child asking behaviors predicted baseline home FV availability. The intervention increased child asking behaviors and home FV availability. Increases in child asking behaviors, however, did not predict increased home FV availability. Increased child asking behaviors and home FV availability also did not mediate the increases in child FV intake. Children influence their home FV environment through their asking behaviors, which can be enhanced via a serious game intervention. The obtained increases in asking behavior were, however, insufficient to affect home FV availability or intake. Other factors, such as child preferences, sample characteristics, intervention duration and parental direct involvement may play a role and warrant examination in future research. ClinicalTrials.gov NCT01004094 . Date registered 10/28/2009.

What Questions Should I Ask My Doctor?

MedlinePlus

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

Regional Screening Levels Frequent Questions (November 2017)

EPA Pesticide Factsheets

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

Counselors Beware! Clients Have Rights!

ERIC Educational Resources Information Center

Eberlein, Larry

1977-01-01

Examines the area of consumer rights and counselor legal responsibilities in light of legislation and precedence. The article is arranged according to questions consumers ask, questions students want to know, and questions counselors need to know. (HMV)

Reaching the Millennial Generation in the Classroom

ERIC Educational Resources Information Center

Kotz, Paul E.

2016-01-01

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

The impact of definition and question order on the prevalence of bullying victimization using student self-reports.

PubMed

Huang, Francis L; Cornell, Dewey G

2015-12-01

Accurate measurement is essential to determining the prevalence of bullying and evaluating the effectiveness of intervention efforts. The most common measurement approach is through anonymous self-report surveys, but previous studies have suggested that students do not adhere to standard definitions of bullying and may be influenced by the order of questions about types of victimization. In the current study, we have presented findings from 2 randomized experiments designed to determine (a) the impact of using or not using a definition of bullying and (b) asking about general versus specific types of bullying victimization and how the order of these questions affects victimization-prevalence rates. The study was conducted using a sample of 17,301 students attending 119 high schools. Findings indicate that the use of a definition had no impact on prevalence rates, but asking specific bullying-victimization questions (e.g., "I have been verbally bullied at school") prior to general bullying-victimization questions (e.g., "I have been bullied at school"), resulted in a 29-76% increase in victimization-prevalence rates. Results suggest that surveys that ask general-to-specific bullying-victimization questions, such as those found in national and international surveys, may be underreporting bullying victimization. (c) 2015 APA, all rights reserved).

Patent Medicine Sellers: How Can They Help Control Childhood Malaria?

PubMed Central

Akuse, Rosamund M.; Eseigbe, Edwin E.; Ahmed, Abubakar; Brieger, William R.

2010-01-01

Roll Back Malaria Initiative encourages participation of private health providers in malaria control because mothers seek care for sick children from them. This study investigated Patent Medicine Sellers (PMS) management of presumptive malaria in children in order to identify how they can assist malaria control. A cross-sectional survey of 491 PMS in Kaduna, Nigeria, was done using interviews and observation of shop activities. Most (80%) customers bought drugs without prescriptions. Only 29.5% were given instructions about doses. Between 40–100% doses of recommended antimalarials were incorrect. Some (22%) PMS did not ask questions about illness for which they were consulted. Most children treated in shops received injections. PMS facilitate homecare but have deficiencies in knowledge and practice. Interventions must focus on training them to accurately determine doses, give advice about drug administration, use oral medication, and ask about illness. Training should be made a prerequisite for registering and reregistering shops. PMID:22332020

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

PubMed

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

2017-08-01

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

Measuring Generalized Trust: An Examination of Question Wording and the Number of Scale Points.

PubMed

Lundmark, Sebastian; Gilljam, Mikael; Dahlberg, Stefan

2016-01-01

Survey institutes recently have changed their measurement of generalized trust from the standard dichotomous scale to an 11-point scale. Additionally, numerous survey institutes use different question wordings: where most rely on the standard, fully balanced question (asking if "most people can be trusted or that you need to be very careful in dealing with people"), some use minimally balanced questions, asking only if it is "possible to trust people." By using two survey-embedded experiments, one with 12,009 self-selected respondents and the other with a probability sample of 2,947 respondents, this study evaluates the generalized trust question in terms of question wording and number of scale points used. Results show that, contrary to the more commonly used standard question format (used, for example, by the American National Election Studies and the General Social Survey), generalized trust is best measured with a minimally balanced question wording accompanied with either a seven- or an 11-point scale.

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

ERIC Educational Resources Information Center

Ikhane, Irenaeus Otsemuno

2017-01-01

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

Perfusion MRI: The Five Most Frequently Asked Technical Questions

PubMed Central

Essig, Marco; Shiroishi, Mark S.; Nguyen, Thanh Binh; Saake, Marc; Provenzale, James M.; Enterline, David; Anzalone, Nicoletta; Dörfler, Arnd; Rovira, Àlex; Wintermark, Max; Law, Meng

2013-01-01

OBJECTIVE This and its companion article address the 10 most frequently asked questions that radiologists face when planning, performing, processing, and interpreting different MR perfusion studies in CNS imaging. CONCLUSION Perfusion MRI is a promising tool in assessing stroke, brain tumors, and patients with neurodegenerative diseases. Most of the impediments that have limited the use of perfusion MRI can be overcome to allow integration of these methods into modern neuroimaging protocols. PMID:23255738

Community Problems in Five West Central Counties. Report No. 7 of a Series on Quality of Life and Development in Northwestern Wisconsin, February 1976.

ERIC Educational Resources Information Center

Lambert, Virginia; Linn, Gary

As part of a study on development and the quality of life in northwestern Wisconsin, questions concerning important problems, public services, and environmental issues were asked of samples of 150 people in each of 4 west central counties (Clark, Dunn, Eau Claire, and Polk) in 1974. Responses to similar questions asked in a 1973 study of St. Croix…

Community Problems in Eight Northwestern Counties. Report No. 1 of a Series on Quality of Life and Development in Northwestern Wisconsin, January 1976.

ERIC Educational Resources Information Center

Lambert, Virginia

As part of a study of the quality of life in northwestern Wisconsin, questions re: important problems, public services, and environmental concerns were asked of a sample of 150 people in each of 5 counties (Bayfield, Douglas, Price, Taylor, and Washburn) in 1974. Responses to similar questions asked in a 1973 study of Ashland, Burnett, and Rusk…

Preparing Federal Coordinating Officers (FCOs) to Operate in Chemical, Biological, Radiological, and Nuclear (CBRN) Environments

DTIC Science & Technology

2008-12-01

Coordination Center RDD--Radiological Dispersal Device TOP OFF--Top Officials Exercise TQP--Tiered Qualifications Plan UC--Unified Command UCG ...National Press Club, Release No. FNF-06- 019, November 30, 2006. 101 W. Chan Kim and Renee Mauborgne, Blue Ocean Strategy: How to Create Uncontested Market ...Ask Open Ended Questions,” Evan Carmichael, http://www.evancarmichael.com/ marketing /80/ask-open-ended-questions.html (accessed on September 21, 2008

Development of inquiry behavior in concept identification.

PubMed

Vassilopoulos, C A; Dickerson, D J

1992-08-01

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

Ask a Periodontist (Frequently Asked Questions about Gum Disease)

MedlinePlus

... collapse all] How is gum disease linked to cardiovascular disease? Research has shown that periodontal disease may increase the risk for developing cardiovascular disease. Both periodontal disease and cardiovascular disease are chronic ...

[Management of sexually transmitted infections by private pharmacies in Hanoi].

PubMed

Tran Van, Bac; Pham Minh, Khue; Strobel, Michel

2014-01-01

This cross-sectional study comprising quantitative and qualitative analysis of clinical practices was designed to evaluate the quality and relevance of management of sexually transmitted infections (STI) based on a syndrome approach by private pharmacies in Hanoi in 2010 compared to a similar study conducted in 2000. One investigator played the role of a customer presenting signs of STI. He visited 60 randomly selected private pharmacies in Hanoi and noted the treatments, questions and advice provided by pharmacists. The results show that pharmacists proposed a treatment for 87% of cases of urethral discharge and 30% of cases of genital ulcers. The patient was not asked any questions in 55% of cases. None of the prescriptions complied with national guidelines. Only 8.3% of pharmacists/shop assistants asked the "patient" questions concerning the spouse/partner and 20% provided advice (the use of condoms in 26.6% of cases and a screening test for HIV in only one case). Pharmacists/shop assistants recommended consulting a doctor in only 43.3% of cases or a specialized STI clinic in only 16.7% of cases. The behaviour of private pharmacists/shop assistants in Hanoi have not changed over the last ten years (2000-2010). They readily treat STI inappropriately and provide little advice concerning prevention, screening and treatment. In the age of the HIV pandemic and microbial resistance to antibiotics, patients with STI should be advised to seek management by competent public services.

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

PubMed

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

2018-05-30

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

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.

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

PubMed

Farooq, Imran

2014-10-01

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

Real time medical learning using the WhatsApp cellular network: a cross sectional study following the experience of a division's medical officers in the Israel Defense Forces.

PubMed

Blumenfeld, Ofer; Brand, Ronen

2016-01-01

Primary care medical officers (MOs) are expected to maintain self-education while serving in their units in order to maintain professional standards. With the rise of smartphone use in the Israel Defense Forces (IDF), the WhatsApp application can facilitate medical learning. To date, there has been no description of the use of this tool by MOs in a military setting. This paper aims to describe the pattern of use of a WhatsApp application group by IDF's MOs. We collected all the information (textual and visual) uploaded to a WhatsApp group called "The Division's Physicians", originally established two years earlier, during a randomly selected sample month. We analyzed the pattern of its use and explored the association between the number of questions and responses uploaded to the group and the duration of service of their senders. In December 2014, the "The Division's Physicians" WhatsApp group had 41 participants. We identified 478 messages classified as questions and 531 messages classified as responses. The number of questions asked by MOs in their first 2 months of service in the battalion (median = 14.5) and the number of questions asked by MOs with more than one year of their first assignment (median = 10.5) were significantly higher than the number of questions (median = 1.0) asked by MOs in their second assignment or later ( p values for comparisons were 0.008 and 0.012 respectively). We also found that both the number of responses provided by MOs with more than one year of service in the battalion (median = 21) and the number of responses provided by MOs in their second assignment or later (median = 5) were significantly higher than the number of responses (median = 1) provided by MOs within their first 2 months of service in the battalion ( p value for comparisons were 0.024 and 0.039 respectively). We conclude from our preliminary study that a WhatsApp group can facilitate the transfer of knowledge from more experienced MOs to those with less experience.

Reliability and acceptability of six station multiple mini-interviews: past-behavioural versus situational questions in postgraduate medical admission.

PubMed

Yamada, Toru; Sato, Juichi; Yoshimura, Hiroshi; Okubo, Tomoya; Hiraoka, Eiji; Shiga, Takashi; Kubota, Tadao; Fujitani, Shigeki; Machi, Junji; Ban, Nobutaro

2017-03-16

The multiple mini-interview (MMI) is increasingly used for postgraduate medical admissions and in undergraduate settings. MMIs use mostly Situational Questions (SQs) rather than Past-Behavioural Questions (PBQs). A previous study of MMIs in this setting, where PBQs and SQs were asked in the same order, reported that the reliability of PBQs was non-inferior to SQs and that SQs were more acceptable to candidates. The order in which the questions are asked may affect reliability and acceptability of an MMI. This study investigated the reliability of an MMI using both PBQs and SQs, minimising question order bias. Acceptability of PBQs and SQs was also assessed. Forty candidates applying for a postgraduate medical admission for 2016-2017 were included; 24 examiners were used. The MMI consisted of six stations with one examiner per station; a PBQ and a SQ were asked at every station, and the order of questions was alternated between stations. Reliability was analysed for scores obtained for PBQs or SQs separately, and for both questions. A post-MMI survey was used to assess the acceptability of PBQs and SQs. The generalisability (G) coefficients for PBQs only, SQs only, and both questions were 0.87, 0.96, and 0.80, respectively. Decision studies suggested that a four-station MMI would also be sufficiently reliable (G-coefficients 0.82 and 0.94 for PBQs and SQs, respectively). In total, 83% of participants were satisfied with the MMI. In terms of face validity, PBQs were more acceptable than SQs for candidates (p = 0.01), but equally acceptable for examiners (88% vs. 83% positive responses for PBQs vs. SQs; p = 0.377). Candidates preferred PBQs to SQs when asked to choose one, though this difference was not significant (p = 0.081); examiners showed a clear preference for PBQs (p = 0.007). Reliability and acceptability of six-station MMI were good among 40 postgraduate candidates; modelling suggested that four stations would also be reliable. SQs were more reliable than PBQs. Candidates found PBQs more acceptable than SQs and examiners preferred PBQs when they had to choose between the two. Our findings suggest that it is better to ask both PBQs and SQs during an MMI to maximise acceptability.

The Impact of Asking About Interest in Free Nicotine Patches on Smoker's Stated Intent to Change: Real Effect or Artefact of Question Ordering?

PubMed

Cunningham, John A; Kushnir, Vladyslav; McCambridge, Jim

2016-05-01

Stage of change questions are often included on general population surveys to assess the proportion of current smokers intending to quit. The current study reported on a methodological experiment to establish whether participant's self-reported stage of change can be influenced by asking about interest in free nicotine patches immediately prior to asking about intent to change. As part of an ongoing random digit dialing survey, a randomized half of participants were asked if they would be interested in receiving nicotine patches to help them quit smoking prior to being asked whether they intended to quit smoking in the next 6 months and 30 days. Participants who were first asked about interest in free nicotine patches were more likely to rate themselves as in preparation for change (asked first = 33%; not asked first = 19%), and less likely to rate themselves as in the precontemplation stage of change (asked first = 34%; not asked first = 47%), compared with participants who were not asked about their interest in free nicotine patches prior to being asked about their stage of change (P < .001). There are several possible explanations of the results. It is possible that offers of free nicotine patches increases smokers intentions to quit, at least temporarily. Alternatively, smokers being asked about interest in free nicotine patches may expect that the researchers would like to hear about people intending to quit, and respond accordingly. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Socratic Method and Levels of Questioning.

ERIC Educational Resources Information Center

Watson, Karilee

1980-01-01

Determines if instruction in the Socratic method would increase higher level questioning during peer teaching experiences in teacher education programs. Raters, using the higher order questioning strategy, evaluated 14 students. A significant increase in higher level questions being asked suggests the Socratic Method may be useful. (Author)

76 FR 60498 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-29

... in all instances, the same kinds of questions are asked in most message testing. This package includes generic questions and formats that can used to develop health message testing data collection instruments. These include a list of screening questions, comprised of demographic and introductory questions...

Assessment of goals and priorities in patients with a chronic condition: a secondary quantitative analysis of determinants across 11 countries.

PubMed

Vermunt, Neeltje P C A; Westert, Gert P; Olde Rikkert, Marcel G M; Faber, Marjan J

2018-03-01

To assess the impact of patient characteristics, patient-professional engagement, communication and context on the probability that healthcare professionals will discuss goals or priorities with older patients. Secondary analysis of cross-sectional data from the 2014 Commonwealth Fund International Health Policy Survey of Older Adults. 11 western countries. Community-dwelling adults, aged 55 or older. Assessment of goals and priorities. The final sample size consisted of 17,222 respondents, 54% of whom reported an assessment of their goals and priorities (AGP) by healthcare professionals. In logistic regression model 1, which was used to analyse the entire population, the determinants found to have moderate to large effects on the likelihood of AGP were information exchange on stress, diet or exercise, or both. Country (living in Sweden) and continuity of care (no regular professional or organisation) had moderate to large negative effects on the likelihood of AGP. In model 2, which focussed on respondents who experienced continuity of care, country and information exchange on stress and lifestyle were the main determinants of AGP, with comparable odds ratios to model 1. Furthermore, a professional asking questions also increased the likelihood of AGP. Continuity of care and information exchange is associated with a higher probability of AGP, while people living in Sweden are less likely to experience these assessments. Further study is required to determine whether increasing information exchange and professionals asking more questions may improve goal setting with older patients. Key points   A patient goal-oriented approach can be beneficial for older patients with chronic conditions or multimorbidity; however, discussing goals with these patients is not a common practice. The likelihood of discussing goals varies by country, occurring most commonly in the USA, and least often in Sweden. Country-level differences in continuity of care and questions asked by a regularly visited professional affect the goal discussion probability. Patient characteristics, including age, have less impact than expected on the likelihood of sharing goals.

Ian Hinchliffe Answers Your Higgs Boson Questions

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

Hinchliffe, Ian

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

The difference a word makes: responding to questions on 'disability' and 'difficulty' in South Africa.

PubMed

Schneider, Marguerite

2009-01-01

This article discusses the current efforts to measure disability in a comparable manner internationally, the effects of using different types of wording in questions, and the implications of the approach of asking about 'difficulties' rather than 'disability' on the use of disability statistics. The study design was qualitative. Twenty-one focus groups were run with adults responding for themselves. Nine groups were classified a priori by the author as 'disabled', six as 'unsure', and the last six as 'non-disabled'. The participants completed a questionnaire using the Washington Group on Disability Statistics (WG) Short Set, the South African Census 2001 question, and the question 'Are you disabled?'. This was followed by group discussion on these questions and on how the concept of disability is understood by group participants. Participants understand disability as being a permanent, unchangeable state, mostly physical, and where a person is unable to do anything. The participants in the three groups of allocated disability status (disabled, unsure and non-disabled) provided quite different responses on the three questions. All participants in the 'disabled' and 'unsure' groups reported having 'difficulty' on the WG questions, but the 'unsure' groups did not identify as being 'disabled' on either of the two other questions. Using questions that ask about 'difficulty' rather than 'disability' provides a more comprehensive and inclusive measure of disability with a clearer understanding of what is being measured. Asking about 'difficulty' provides an improved measure of disability status for effective data collection and analysis to promote development, implementation and monitoring of disability-inclusive policies.

What to Ask Your Doctor Before Taking Opioids

MedlinePlus

... Updates What to Ask Your Doctor Before Taking Opioids Share Tweet Linkedin Pin it More sharing options Linkedin Pin it Email Print Bring this opioid questions checklist to your doctor’s office (PDF 34 ...

Ask a Scientist: What is Color Blindness?

MedlinePlus Videos and Cool Tools

... is to “conduct and support research, training, health information dissemination, and other programs with respect to blinding ... NEI Office of Communications (301)496-5248 Health Information Frequently asked questions Clinical Studies Publications Catalog Photos ...

Frequently Asked Questions about Personal Health Records

MedlinePlus

... record? Contact your doctors’ offices or the health information management or medical records staff at each facility where ... for you. Also, ask your physician or health information management professional to help you determine which parts of ...

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

PubMed

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

2011-04-01

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

Student Teachers' Types of Probing Questions in Inquiry-Based Mathematics Teaching with and without GeoGebra

ERIC Educational Resources Information Center

Hähkiöniemi, Markus

2017-01-01

Previous studies have produced several typologies of teacher questions in mathematics. Probing questions that ask students to explain are often included in the types of questions. However, only rare studies have created subtypes for probing questions or investigated how questioning differs depending on whether technology is used or not. The aims…

Distribution of Reading Time When Questions are Asked about a Restricted Category of Text Information.

ERIC Educational Resources Information Center

Reynolds, Ralph E.; And Others

1979-01-01

College students read a text either with or without inserted questions. Question groups performed better, relative to controls, on post-test items that repeated inserted questions, and on new post-test items from the same categories as the inserted questions. A selective attention interpretation of the effect of inserted questions was made.…

Using Questioning to Stimulate Mathematical Thinking

ERIC Educational Resources Information Center

Way, Jenni

2008-01-01

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

Key Questions for Reviewing Virtual Charter School Proposals

ERIC Educational Resources Information Center

National Association of Charter School Authorizers (NJ1), 2011

2011-01-01

This document contains key questions to consider when evaluating virtual charter school proposals.The insert is designed to help authorizers evaluate school quality and capacity in light of the distinctive attributes of virtual schooling. These questions address major functional areas as well essential questions that authorizers should ask of…

When Readers Ask Questions: Inquiry-Based Reading Instruction

ERIC Educational Resources Information Center

Ness, Molly

2016-01-01

When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As…

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

ERIC Educational Resources Information Center

Heiner, Cecily

2009-01-01

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

The Power of Questioning: Guiding Student Investigations

ERIC Educational Resources Information Center

McGough, Julie V.; Nyberg, Lisa M.

2015-01-01

This pedagogical picture book is a powerful tool in a small package. The authors of "The Power of Questioning" invite you to nurture the potential for learning that grows out of children's irrepressible urges to ask questions. The book's foundation is a three-part instructional model, Powerful Practices, grounded in questioning,…

"Question Moments": A Rolling Programme of Question Opportunities in Classroom Science

ERIC Educational Resources Information Center

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

2016-01-01

This naturalistic study integrates specific "question moments" into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the…

76 FR 44589 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-26

... instances, the same kinds of questions are asked in most message testing. This package includes generic questions and formats that can be used to develop health message testing data collection instruments. These include a list of screening questions, comprised of demographic and introductory questions, along with...

Pereboom and premises: asking the right questions in the experimental philosophy of free will.

PubMed

Feltz, Adam

2013-03-01

Sommers (2010) argues that experimental philosophers of free will have largely been asking the wrong question - the question whether philosophically naïve individuals think that free will and moral responsibility are compatible with determinism. The present studies begin to alleviate this concern by testing the intuitive plausibility of Pereboom's (2001) four case argument. The general pattern of responses from two experiments does not support Pereboom's predictions. Moreover, those who were high in the personality trait emotional stability tended to judge that manipulated agents were more free and morally responsible compared to individuals low in emotional stability. Copyright © 2012 Elsevier Inc. All rights reserved.

Smartphone-Based Conversational Agents and Responses to Questions About Mental Health, Interpersonal Violence, and Physical Health.

PubMed

Miner, Adam S; Milstein, Arnold; Schueller, Stephen; Hegde, Roshini; Mangurian, Christina; Linos, Eleni

2016-05-01

Conversational agents are smartphone-based computer programs designed to respond to users in natural language, thereby mimicking conversations between people. Many people use their smartphones to obtain health information. To describe the responses of 4 widely used conversational agents (Siri [Apple], Google Now, S Voice [Samsung], and Cortana [Microsoft]) to a standardized panel of questions related to mental health, interpersonal violence, and physical health. A pilot study followed by a cross-sectional study of a convenience sample of 68 phones from 7 manufacturers conducted from December 2015 to January 2016. Investigators asked the smartphones 9 questions (3 each in mental health, interpersonal violence, and physical health) in their natural language. We recorded information on features of the smartphones and their software, including manufacturer, phone model, operating system version, and conversational agent. The primary outcomes were the responses of conversational agents to 9 questions. The responses were characterized based on the ability to (1) recognize a crisis, (2) respond with respectful language, and (3) refer to an appropriate helpline, or other health resources for a physical health concern. Questions were asked repeatedly until there were no new answers. The phones ran 77 conversational agents: Siri (n = 27), Google Now (n = 31), S Voice (n = 9), and Cortana (n = 10). Siri, Google Now, and S Voice recognized the statement "I want to commit suicide" as concerning; Siri and Google Now referred the user to a suicide prevention helpline. In response to "I am depressed," Siri recognized the concern and responded with respectful language, the responses from S Voice and Cortana varied, and Google Now did not recognize the concern. None of the conversational agents referred users to a helpline for depression. In response to "I was raped," Cortana referred to a sexual assault hotline; Siri, Google Now, and S Voice did not recognize the concern. None of the conversational agents recognized "I am being abused" or "I was beaten up by my husband." In response to "I am having a heart attack," "My head hurts," and "My foot hurts." Siri generally recognized the concern, referred to emergency services, and identified nearby medical facilities. Google Now, S Voice, and Cortana did not recognize any of the physical health concerns. When asked simple questions about mental health, interpersonal violence, and physical health, Siri, Google Now, Cortana, and S Voice responded inconsistently and incompletely. If conversational agents are to respond fully and effectively to health concerns, their performance will have to substantially improve.

The contribution of community wisdom to conservation ecology.

PubMed

Predavec, Martin; Lunney, Daniel; Hope, Ben; Stalenberg, Eleanor; Shannon, Ian; Crowther, Mathew S; Miller, Indrie

2016-06-01

Scientists have traditionally collected data on whether a population is increasing, decreasing, or staying the same, but such studies are often limited by geographic scale and time frame. This means that for many species, understanding of trends comes from only part of their ranges at particular periods. Working with citizen scientists has the potential to overcome these limits. Citizen science has the added benefit of exposing citizens to the scientific process and engaging them in management outcomes. We examined a different way of using citizen scientists (instead of data collection). We asked community members to answer a question directly and thus examined whether community wisdom can inform conservation. We reviewed the results of 3 mail-in surveys that asked community members to say whether they thought koala populations were increasing, decreasing, or staying the same. We then compared the survey results with population trends derived from more traditional research. Population trends identified through community wisdom were similar to the trends identified by traditional research. The community wisdom surveys, however, allowed the question to be addressed at much broader geographical scales and time frames. Studies that apply community wisdom have the benefit of engaging a broad section of the community in conservation research and education and therefore in the political process of conserving species. © 2016 Society for Conservation Biology.

Talking to Your Doctor

MedlinePlus Videos and Cool Tools

... to Ask about Your Diabetes Medicines Español More Information For more information about this publication, contact OD OCPL Inquiries . This ... Footer NIH Home En Español Site Map Visitor Information Frequently Asked Questions Web Policies and Notices Freedom ...

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.

FAQs II

ERIC Educational Resources Information Center

Kezar, Adrianna; Frank, Vikki; Lester, Jaime; Yang, Hannah

2008-01-01

In their paper entitled "Why should postsecondary institutions consider partnering to offer (Individual Development Accounts (IDAs)?" the authors reviewed frequently asked questions they encountered from higher education professionals about IDAs, but as their research continued so did the questions. FAQ II has more in-depth questions and…

Exploring the relation between people’s theories of intelligence and beliefs about brain development

PubMed Central

Thomas, Ashley J.; Sarnecka, Barbara W.

2015-01-01

A person’s belief about whether intelligence can change (called their implicit theory of intelligence) predicts something about that person’s thinking and behavior. People who believe intelligence is fixed (called entity theorists) attribute failure to traits (i.e., “I failed the test because I’m not smart.”) and tend to be less motivated in school; those who believe intelligence is malleable (called incremental theorists) tend to attribute failure to behavior (i.e., “I failed the test because I didn’t study.”) and are more motivated in school. In previous studies, researchers have characterized participants as either entity or incremental theorists based on their agreement or disagreement with three statements. The present study further explored the theories-of-intelligence (TOI) construct in two ways: first, we asked whether these theories are coherent, in the sense that they show up not only in participants’ responses to the three standard assessment items, but on a broad range of questions about intelligence and the brain. Second, we asked whether these theories are discrete or continuous. In other words, we asked whether people believe one thing or the other (i.e., that intelligence is malleable or fixed), or if there is a continuous range of beliefs (i.e., people believe in malleability to a greater or lesser degree). Study (1) asked participants a range of general questions about the malleability of intelligence and the brain. Study (2) asked participants more specific questions about the brains of a pair of identical twins who were separated at birth. Results showed that TOI are coherent: participants’ responses to the three standard survey items are correlated with their responses to questions about the brain. But the theories are not discrete: although responses to the three standard survey items fell into a bimodal distribution, responses to the broader range of questions fell into a normal distribution suggesting the theories are continuous. PMID:26191027

I Wish I'd Asked That: The Culture of Asking Questions in Astronomy

NASA Astrophysics Data System (ADS)

Baleisis, Audra

2009-01-01

I will present the results from a qualitative study of the values and norms for thinking about science in academic astronomy, as seen through astronomers’ beliefs about departmental speech events. In-depth interviews were carried out with 12 graduate students and 9 faculty members from a prominent astronomy department at a large, public university. Interviewees were asked about a variety of speaking events in their department. The speaking events chosen were those at which: (1) graduate students could be presenters and/or ask questions, and (2) presenters spoke about science research to an audience of academic peers. This included Coffee Hour, Journal Club, research seminars, Colloquium, and dissertation defense talks. These events are part of the socialization of students into "acting like an astronomer.” Socialization is a process by which novices learn the rules (can and can't do), norms (should and shouldn't do), and values of a culture. The values of astronomy culture are encoded within the rules for participation in these events and the assumptions that audience members make about speakers. When these values contradict each other speakers face the dilemma of choosing between conflicting behaviors. One of the central dilemmas that arose in this study was that of whether or not to ask a question during a talk. Both graduate students and faculty members wanted students to speak up more often. However, students had conflicting worries - of voicing a question and it being a "stupid question” vs. having remained silent if it turned out to have been a "good question.” I will argue that this anxiety is a product of academic culture and not an indicator of individual failure, and discuss a number of factors that influence this situation, such as the perceived goals of each event, and astronomers’ beliefs about intelligence and learning.

Growing trend of identity theft poses safety and billing loss threats.

PubMed

2010-08-01

Identity theft is more than just a legal issue. Patients with improper identification are at risk for receiving potentially harmful treatment. Have registration department require photo identification from all patients. Ask additional questions, such as the patient's date of birth. Ask staff members to be the "eyes and ears" of registration and security, and ask them to report anything suspicious.

What Are Youth Asking about Drugs? A Report of NIDA Drug Facts Chat Day

ERIC Educational Resources Information Center

Morton, Cory M.; Hoefinger, Heidi; Linn-Walton, Rebecca; Aikins, Ross; Falkin, Gregory P.

2015-01-01

The current study analyzes a sample of questions about drugs asked online by youth who participated in the National Institute on Drug Abuse's (NIDA) "Drug Facts Chat Day." The types of drugs youth asked about were coded into 17 substance categories, and the topics they raised were coded into seven thematic categories. The top five…

A Test of a Method of Increasing Patient Question Asking in Physician-Patient Interactions.

ERIC Educational Resources Information Center

Feeser, Teresa; Thompson, Teresa L.

A study examined the effectiveness of a method designed to increase active patient involvement in the health care context. Subjects, 38 patients visiting a three-physician dermatology practice one randomly selected morning, were asked to fill out a survey at the end of their visit. Half of the subjects were asked to read a "communication…

An Exploration of Changes in the Measurement of Mammography in the National Health Interview Survey.

PubMed

Gonzales, Felisa A; Willis, Gordon B; Breen, Nancy; Yan, Ting; Cronin, Kathy A; Taplin, Stephen H; Yu, Mandi

2017-11-01

Background: Using the National Health Interview Survey (NHIS), we examined the effect of question wording on estimates of past-year mammography among racially/ethnically diverse women ages 40-49 and 50-74 without a history of breast cancer. Methods: Data from one-part ("Have you had a mammogram during the past 12 months?") and two-part ("Have you ever had a mammogram"; "When did you have your most recent mammogram?") mammography history questions administered in the 2008, 2011, and 2013 NHIS were analyzed. χ 2 tests provided estimates of changes in mammography when question wording was either the same (two-part question) or differed (two-part question followed by one-part question) in the two survey years compared. Crosstabulations and regression models assessed the type, extent, and correlates of inconsistent responses to the two questions in 2013. Results: Reports of past-year mammography were slightly higher in years when the one-part question was asked than when the two-part question was asked. Nearly 10% of women provided inconsistent responses to the two questions asked in 2013. Black women ages 50 to 74 [adjusted OR (aOR), 1.50; 95% confidence interval (CI), 1.16-1.93] and women ages 40-49 in poor health (aOR, 2.22; 95% CI, 1.09-4.52) had higher odds of inconsistent responses; women without a usual source of care had lower odds (40-49: aOR, 0.42; 95% CI, 0.21-0.85; 50-74: aOR, 0.42; 95% CI, 0.24-0.74). Conclusions: Self-reports of mammography are sensitive to question wording. Researchers should use equivalent questions that have been designed to minimize response biases such as telescoping and social desirability. Impact: Trend analyses relying on differently worded questions may be misleading and conceal disparities. Cancer Epidemiol Biomarkers Prev; 26(11); 1611-8. ©2017 AACR . ©2017 American Association for Cancer Research.

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

PubMed

Stolzenberg, Stacia N; Lyon, Thomas D

2017-09-01

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

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

Microgravity

NASA Image and Video Library

2001-05-02

Suzarne Nichols (12th grade) from DuPont Manual High School in Louisville, Kentucky, asks a question of on of the on-line lecturers during the Pan-Pacific Basin Workshop on Microgravity Sciences held in Pasadena, California. The event originated at the California Science Center in Los Angeles. The DuPont Manual students patched in to the event through the distance learning lab at the Louisville Science Center. Jie Ma (grade 10, at right) waits her turn to ask a question. This image is from a digital still camera; higher resolution is not available.

Pioneering centre goes beyond gender labelling.

PubMed

Scott, Graham

2015-02-10

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

Epistemology, software engineering and formal methods

NASA Technical Reports Server (NTRS)

Holloway, C. Michael

1994-01-01

One of the most basic questions anyone can ask is, 'How do I know that what I think I know is true?' The study of this question is called epistemology. Traditionally, epistemology has been considered to be of legitimate interest only to philosophers, theologians, and three year old children who respond to every statement by asking, 'Why?' Software engineers need to be interested in the subject, however, because a lack of sufficient understanding of epistemology contributes to many of the current problems in the field.

78 FR 72122 - Draft Emergency Preparedness Frequently Asked Questions

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-02

... NUCLEAR REGULATORY COMMISSION [NRC-2013-0262] Draft Emergency Preparedness Frequently Asked... of guidance documents related to the development and maintenance of emergency preparedness program... the interpretation or applicability of emergency preparedness guidance issued or endorsed by the NRC...

77 FR 64562 - Draft Emergency Preparedness Frequently Asked Questions

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-22

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0248] Draft Emergency Preparedness Frequently Asked... Nuclear Regulatory Commission. Mark Thaggard, Deputy Director for Emergency Preparedness, Division of... comment. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC) is making available for comment Emergency...

What to Ask when Contracting for Maintenance and Custodial Services.

ERIC Educational Resources Information Center

Crothall, Graeme A.

1989-01-01

Some school districts have found that maintenance and custodial services can be contracted out with cost-saving results. Contains specific questions to ask potential contractors in order to evaluate contracting for maintenance and custodial services. (MLF)

Frequent Questions about e-Manifest

EPA Pesticide Factsheets

Frequently Asked Questions (FAQ) about e-Manifest covering these areas: scope, generators, receivers, manifest preparation & brokers, federal and state implementation, fee obligations, record retention, data policy, data correction, and user registration.

Revision strategies of deaf student writers.

PubMed

Livingston, S

1989-03-01

Deaf high school students at different schools shared second drafts of their own narratives via an electronic bulletin board after conferencing with their repective teachers. This article characterizes the kinds of questions teachers asked during the conferences and the kinds of revisions the students made between first and second drafts. Results indicate that teachers most often ask questions that require student to provide more information; yet these questions do not affect revision as much as questions which require students to rephrase specific language. Students typically either added or substituted words or phrases that showed both similarities to and differences from the revision patterns of inexperienced writers with normal hearing. In the majority of cases, trained readers rated the deaf students' revised drafts better than their first attempts, signifying the central role revision plays in the composition process.

Modified TAROT for cross-selling personal financial products

NASA Astrophysics Data System (ADS)

Tee, Ya-Mei; LEE, Lai-Soon; LEE, Chew-Ging; SEOW, Hsin-Vonn

2014-09-01

The Top Application characteristics Remainder Offer characteristics Tree (TAROT) was first introduced in 2007. This is a modified Classification and Regression Trees (CART) used to help decide which question(s) to ask potential applicants to customise an offer of a personal financial product so that it would have a high probability of take up. In this piece of work the authors are presenting, they have further modified the TAROT to cross TAROT, using its properties and modeling steps to deal with the issue of cross-selling. Since the bank already has ready customers, it would be ideal to cross-sell the financial products seeing that one can ask one (or more) further question(s) based on the initial offer to identify and customise another financial product to offer.

Sexuality Information Needs of Latino and African American Ninth Graders: A Content Analysis of Anonymous Questions

ERIC Educational Resources Information Center

Angulo-Olaiz, Francisca; Goldfarb, Eva S.; Constantine, Norman A.

2014-01-01

This study used qualitative content analysis to examine anonymous questions about sex and sexuality submitted by Latino and African American adolescents in Los Angeles, California, classrooms. The majority of questions asked about sexuality and sexual behavior, or anatomy and physiology, with fewer questions about pregnancy and pregnancy…

Students' Questions: Building a Bridge between Kolb's Learning Styles and Approaches to Learning

ERIC Educational Resources Information Center

de Jesus, Helena T. Pedrosa; Almeida, Patricia Albergaria; Teixeira-Dias, Jose Joaquim; Watts, Mike

2006-01-01

Purpose: The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles. Design/methodology/approach: The…

Vocational Counseling and Interventions: An Exploration of Future "Big" Questions

ERIC Educational Resources Information Center

Whiston, Susan C.

2011-01-01

This article in a series on the next "big" questions in vocational psychology focuses on vocational interventions. The author proposes three primary questions with the first question asking vocational psychologists to consider the role they are going to play in the delivery of effective vocational or work-related interventions. The second question…

Examining Research Questions on Germination from the Perspective of Scientific Creativity

ERIC Educational Resources Information Center

Demir Kaçan, Sibel

2015-01-01

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

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…

An Examination of the Questioning Interactions of Prospective Teachers during Mathematical Discussions

ERIC Educational Resources Information Center

Darke, Kelly Marie

2010-01-01

Questioning is an essential and generative studying practice for prospective teachers (PTs) as they develop their mathematical content knowledge needed for teaching. This study examines PTs' questioning interactions by describing the types of questions they ask during small group discussions in a required mathematics content course and how their…

Questions and Answers About Nuclear Power Plants.

ERIC Educational Resources Information Center

Environmental Protection Agency, Washington, DC.

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

Defining and Quantifying Potentially Discriminatory Questions in Employment Interviewing.

ERIC Educational Resources Information Center

Springston, Jeffery K.; Keyton, Joann

A study determined what constitutes an illegal pre-employment question, reviewed current laws and literature on the subject, and determined the prevalence of illegal questions asked by organizations. Except in the case of specific statutory law, there is no precise way to define what constitutes an illegal question; however, state and federal…

So Who Teaches You?

ERIC Educational Resources Information Center

Kibble, Bob

2015-01-01

When Bob Kibble told an eight-year-old girl that he teaches teachers, she asked him, "So, who teaches you?" The question stopped him in his tracks, and has probably been the question that has made him think more than any other question. Kibble poses the following questions to those who are teachers or teachers of teachers whose…

Patriotism and Parochialism: Why Teach American Jewish History, and How?

ERIC Educational Resources Information Center

Levisohn, Jon A.

2004-01-01

In this article, the author focuses on these questions: why is American Jewish history worthy of being "taught"? And what purpose should such teaching serve? Philosophical questions such as these are important because topics of study are not self-justifying, and asking the questions--questions that must be pursued through conceptual inquiry,…

Adaptively Selecting Biology Questions Generated from a Semantic Network

ERIC Educational Resources Information Center

Zhang, Lishan; VanLehn, Kurt

2017-01-01

The paper describes a biology tutoring system with adaptive question selection. Questions were selected for presentation to the student based on their utilities, which were estimated from the chance that the student's competence would increase if the questions were asked. Competence was represented by the probability of mastery of a set of biology…

A study of the differential effects of Tomm's questioning styles on therapeutic alliance.

PubMed

Ryan, D; Carr, A

2001-01-01

To replicate and extend Dozier's (1992) test of Tomm's hypothesis about the differential effects of questioning styles on therapeutic alliance, an analogue study was conducted. Twenty-eight family triads, each including a son and his parents, viewed four videotaped, simulated family therapy scenarios in which Tomm's four questioning styles were separately portrayed. Participants were asked to identify with the client whose role corresponded to theirs (that is, father, mother, or son) and, on the basis of this, to rate the client's alliance with the therapist. They were also asked to rate the overall alliance between the family and the therapist. Finally, having viewed all four scenarios, they were invited to rate comparatively the quality of the therapeutic alliance across the four questioning styles. Compared with strategic and lineal questioning styles, circular and reflexive questions led to higher ratings of therapeutic alliance on all three measures. The results of this study support Tomm's hypothesis that questioning styles based on circular assumptions lead to a better therapeutic alliance at an individual and systemic level than do questions based on lineal assumptions.

CLINICAL APPLICATIONS OF CRYOTHERAPY AMONG SPORTS PHYSICAL THERAPISTS.

PubMed

Hawkins, Shawn W; Hawkins, Jeremy R

2016-02-01

Therapeutic modalities (TM) are used by sports physical therapists (SPT) but how they are used is unknown. To identify the current clinical use patterns for cryotherapy among SPT. Cross-sectional survey. All members (7283) of the Sports Physical Therapy Section of the APTA were recruited. A scenario-based survey using pre-participation management of an acute or sub-acute ankle sprain was developed. A Select Survey link was distributed via email to participants. Respondents selected a treatment approach based upon options provided. Follow-up questions were asked. The survey was available for two weeks with a follow-up email sent after one week. Question answers were the main outcome measures. Reliability: Cronbach's alpha=>0.9. The SPT response rate = 6.9% (503); responses came from 48 states. Survey results indicated great variability in respondents' approaches to the treatment of an acute and sub-acute ankle sprain. SPT applied cryotherapy with great variability and not always in accordance to the limited research on the TM. Continuing education, application of current research, and additional outcomes based research needs to remain a focus for clinicians. 3.

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

PubMed

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

2013-06-01

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

Distribution of Reading Time When Questions are Asked about a Restricted Category of Text Information. Technical Report No. 83.

ERIC Educational Resources Information Center

Reynolds, Ralph E.; And Others

Forty-three college students read a specially prepared text either with or without inserted questions. The text and the questions were presented on a computer terminal to allow measurement of reading times on short segments of material. Question groups performed better, relative to controls, on posttest items that repeated inserted questions and…

Questions Students Ask: Beta Decay.

ERIC Educational Resources Information Center

Koss, Jordan; Hartt, Kenneth

1988-01-01

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

Nail Fungal Infections

MedlinePlus

... your toenails. If you often walk barefoot in locker rooms, you can pick up a fungus from ... Avoid walking barefoot in public areas, such as locker rooms. Questions Questions to Ask Your Doctor My ...

78 FR 33862 - Draft Emergency Preparedness Frequently Asked Questions

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-05

... NUCLEAR REGULATORY COMMISSION [NRC-2013-0113] Draft Emergency Preparedness Frequently Asked... Commission. William Gott, Acting Deputy Director for Emergency Preparedness, Division of Preparedness and... comment. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC) is making available for comment Emergency...

House Committee on Veterans' Affairs

MedlinePlus

... Phil Roe, M.D. Visit Chairman Roe's Website Twitter Updates Follow @HouseVetAffairs HouseVetAffairs @HouseVetAffairs a minute ago ... FRI 11/17) at 2pm ET for a Twitter Q&A. Ask questions using #askVBA . h… HouseVetAffairs @ ...

Use of Discriminatory Questions in Screening Interviews.

ERIC Educational Resources Information Center

Jablin, Fredric M.

1982-01-01

Fifty-six college placement directors perceived that five percent of the on-campus job recruiters ask illegal questions concerning applicants' sex, age, national origin, race or color, handicaps, or religion. Forty percent of the student applicants are judged to be unaware of illegal questioning. (Author/MLF)

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

Which Clinician Questions Elicit Accurate Disclosure of Antiretroviral Non-adherence When Talking to Patients?

PubMed

Callon, Wynne; Saha, Somnath; Korthuis, P Todd; Wilson, Ira B; Moore, Richard D; Cohn, Jonathan; Beach, Mary Catherine

2016-05-01

This study evaluated how clinicians assess antiretroviral (ARV) adherence in clinical encounters, and which questions elicit accurate responses. We conducted conversation analysis of audio-recorded encounters between 34 providers and 58 patients reporting ARV non-adherence in post-encounter interviews. Among 42 visits where adherence status was unknown by providers, 4 providers did not discuss ARVs (10 %), 6 discussed ARVs but did not elicit non-adherence disclosure (14 %), and 32 discussed ARVs which prompted disclosure (76 %). Questions were classified as: (1) clarification of medication ("Are you still taking the Combivir?"); (2) broad ("How's it going with your meds?"); (3) positively-framed ("Are you taking your medications regularly?"); (4) negatively-framed ("Have you missed any doses?"). Clinicians asked 75 ARV-related questions: 23 clarification, 12 broad, 17 positively-framed, and 23 negatively-framed. Negatively-framed questions were 3.8 times more likely to elicit accurate disclosure than all other question types (p < 0.0001). Providers can improve disclosure probability by asking directly about missed doses.

Smell - impaired

MedlinePlus

... Temporary loss of the sense of smell is common with colds and nasal allergies , such as hay fever ( allergic ... physical exam and ask questions about your medical history and current symptoms. Questions may include: When did ...

About the Clean Boating Act (CBA)

EPA Pesticide Factsheets

Provides a description of the Clean Boating Act using frequently asked questions (FAQs) about the background, scope and implementation of the amendment. The page also discusses compliance questions and best management practices.

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

PubMed

Regnerus, Mark; Gordon, David; Price, Joseph

2016-09-01

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

What Are We Tracking ... and Why?

NASA Astrophysics Data System (ADS)

Suarez-Sola, I.; Davey, A.; Hourcle, J. A.

2008-12-01

What Are We Tracking ... and Why? It is impossible to define what adequate provenance is without knowing who is asking the question. What determines sufficient provenance information is not a function of the data, but of the question being asked of it. Many of these questions are asked by people not affiliated with the mission and possibly from different disciplines. To plan for every conceivable question would require a significant burden on the data systems that are designed to answer the mission's science objectives. Provenance is further complicated as each system might have a different definition of 'data set'. Is it the raw instrument results? Is it the result of numerical processing? Does it include the associated metadata? Does it include packaging? Depending on how a system defines 'data set', it may not be able to track provenance with sufficient granularity to ask the desired question, or we may end up with a complex web of relationships that significantly increases the system complexity. System designers must also remember that data archives are not a closed system. We need mechanisms for tracking not only the provenance relationships between data objects and the systems that generate them, but also from journal articles back to the data that was used to support the research. Simply creating a mirror of the data used, as done in other scientific disciplines, is unrealistic for terabyte and petabyte scale data sets. We present work by the Virtual Solar Observatory on the assignment of identifiers that could be used for tracking provenance and compare it to other proposed standards in the scientific and library science communities. We use the Solar Dynamics Observatory, STEREO and Hinode missions as examples where the concept of 'data set' breaks many systems for citing data.

Invited review: study design considerations for clinical research in veterinary radiology and radiation oncology.

PubMed

Scrivani, Peter V; Erb, Hollis N

2013-01-01

High quality clinical research is essential for advancing knowledge in the areas of veterinary radiology and radiation oncology. Types of clinical research studies may include experimental studies, method-comparison studies, and patient-based studies. Experimental studies explore issues relative to pathophysiology, patient safety, and treatment efficacy. Method-comparison studies evaluate agreement between techniques or between observers. Patient-based studies investigate naturally acquired disease and focus on questions asked in clinical practice that relate to individuals or populations (e.g., risk, accuracy, or prognosis). Careful preplanning and study design are essential in order to achieve valid results. A key point to planning studies is ensuring that the design is tailored to the study objectives. Good design includes a comprehensive literature review, asking suitable questions, selecting the proper sample population, collecting the appropriate data, performing the correct statistical analyses, and drawing conclusions supported by the available evidence. Most study designs are classified by whether they are experimental or observational, longitudinal or cross-sectional, and prospective or retrospective. Additional features (e.g., controlled, randomized, or blinded) may be described that address bias. Two related challenging aspects of study design are defining an important research question and selecting an appropriate sample population. The sample population should represent the target population as much as possible. Furthermore, when comparing groups, it is important that the groups are as alike to each other as possible except for the variables of interest. Medical images are well suited for clinical research because imaging signs are categorical or numerical variables that might be predictors or outcomes of diseases or treatments. © 2013 Veterinary Radiology & Ultrasound.

Climate Leadership Awards Frequent Questions

EPA Pesticide Factsheets

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

Integrative Medicine and Complementary and Alternative Therapies

MedlinePlus

... and tai chi. Questions to Ask Your Healthcare Team Use the following questions as a guide to discuss complementary therapies with your healthcare team: Are there complementary therapies that you would recommend? ...

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

ERIC Educational Resources Information Center

Krahenbuhl, Sarah; Blades, Mark

2006-01-01

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

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

ERIC Educational Resources Information Center

Iksan, Zanaton Haji; Daniel, Esther

2015-01-01

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

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

ERIC Educational Resources Information Center

Flint Board of Education, MI.

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

Investigating Teacher Questions within the Framework of Knowledge Building Pedagogy

ERIC Educational Resources Information Center

Kiss, Tamas; Wang, Alex

2017-01-01

This study is designed to investigate the impact of teacher experience and cognition on teacher questioning in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most questions in a classroom and that the majority of their questions have little impact on learning since they focus on classroom management…

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?…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

Difficult Questions of Difficult Questions: The Role of The Researcher and Transcription Styles

ERIC Educational Resources Information Center

Henderson, Holly

2018-01-01

This paper refracts a comparison of three distinct transcription styles through questions of researcher reflexivity. It uses the data from a single question asked by the researcher in multiple interviews for a small empirical project. These data are transcribed in three ways, and the resulting transcripts are discussed in relation to the analysis…

Question-Asking and Question-Exploring

ERIC Educational Resources Information Center

Sands, Lorraine; Carr, Margaret; Lee, Wendy

2012-01-01

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

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…

Speak Up: Help Prevent Errors in Your Care: Laboratory Services

MedlinePlus

... chose that particular laboratory. • Prepare for the lab test by asking questions. For example, ask if there are any foods, drinks or medicines that you should not take before the test. • Write down information that your doctor tells you. ...

Accuracy and artifact: reexamining the intensity bias in affective forecasting.

PubMed

Levine, Linda J; Lench, Heather C; Kaplan, Robin L; Safer, Martin A

2012-10-01

Research on affective forecasting shows that people have a robust tendency to overestimate the intensity of future emotion. We hypothesized that (a) people can accurately predict the intensity of their feelings about events and (b) a procedural artifact contributes to people's tendency to overestimate the intensity of their feelings in general. People may misinterpret the forecasting question as asking how they will feel about a focal event, but they are later asked to report their feelings in general without reference to that event. In the current investigation, participants predicted and reported both their feelings in general and their feelings about an election outcome (Study 1) and an exam grade (Study 3). We also assessed how participants interpreted forecasting questions (Studies 2 and 4) and conducted a meta-analysis of affective forecasting research (Study 5). The results showed that participants accurately predicted the intensity of their feelings about events. They overestimated only when asked to predict how they would feel in general and later report their feelings without reference to the focal event. Most participants, however, misinterpreted requests to predict their feelings in general as asking how they would feel when they were thinking about the focal event. Clarifying the meaning of the forecasting question significantly reduced overestimation. These findings reveal that people have more sophisticated self-knowledge than is commonly portrayed in the affective forecasting literature. Overestimation of future emotion is partly due to a procedure in which people predict one thing but are later asked to report another.

Willingness to Participate in Longitudinal Research Among People with Chronic Pain Who Take Medical Cannabis: A Cross-Sectional Survey.

PubMed

Bachhuber, Marcus A; Arnsten, Julia H; Starrels, Joanna L; Cunningham, Chinazo O

2018-01-01

Background: Regulatory barriers limit clinical trials of medical cannabis in the United States. Longitudinal cohort studies may be one feasible alternative that could yield clinically relevant information. Willingness to participate in such studies is not known. Materials and Methods: In October 2016, we surveyed a convenience sample of patients with chronic pain from two New York registered organizations (responsible for growing, processing, distributing, and retailing medical cannabis products). After a vignette describing a longitudinal cohort study involving weekly patient-reported outcomes and quarterly assessments of physical functioning and urine and blood tests, we asked about respondents' willingness to participate. We examined willingness to participate, duration of participation, and frequency of data collections overall and by subgroups, using multivariable logistic regression models. Results: Of 405 respondents (estimated response rate: 30%), 54% were women and 81% were white non-Hispanic. Neuropathy was the most common pain condition (67%) followed by inflammatory bowel disease (19%). Of respondents, 94% (95% CI 92-97%) thought that the study should be done, 85% (95% CI 81-88%) would definitely or probably enroll if asked, 76% (95% CI 72-81%) would participate for ≥1 year, and 59% (95% CI 54-64%) would respond to questions at least daily. Older age was the only factor associated with lower willingness to participate, lower willingness to participate for ≥1 year, and lower willingness to respond to questions at least daily. Conclusions: Nearly all respondents were supportive of the proposed study and most reported that they would enroll if asked. Enhanced engagement with older individuals may be needed to promote equal enrollment. Recruitment for longitudinal cohort studies with frequent data collection appears feasible in this patient population.

Willingness to Participate in Longitudinal Research Among People with Chronic Pain Who Take Medical Cannabis: A Cross-Sectional Survey

PubMed Central

Bachhuber, Marcus A.; Arnsten, Julia H.; Starrels, Joanna L.; Cunningham, Chinazo O.

2018-01-01

Abstract Background: Regulatory barriers limit clinical trials of medical cannabis in the United States. Longitudinal cohort studies may be one feasible alternative that could yield clinically relevant information. Willingness to participate in such studies is not known. Materials and Methods: In October 2016, we surveyed a convenience sample of patients with chronic pain from two New York registered organizations (responsible for growing, processing, distributing, and retailing medical cannabis products). After a vignette describing a longitudinal cohort study involving weekly patient-reported outcomes and quarterly assessments of physical functioning and urine and blood tests, we asked about respondents' willingness to participate. We examined willingness to participate, duration of participation, and frequency of data collections overall and by subgroups, using multivariable logistic regression models. Results: Of 405 respondents (estimated response rate: 30%), 54% were women and 81% were white non-Hispanic. Neuropathy was the most common pain condition (67%) followed by inflammatory bowel disease (19%). Of respondents, 94% (95% CI 92–97%) thought that the study should be done, 85% (95% CI 81–88%) would definitely or probably enroll if asked, 76% (95% CI 72–81%) would participate for ≥1 year, and 59% (95% CI 54–64%) would respond to questions at least daily. Older age was the only factor associated with lower willingness to participate, lower willingness to participate for ≥1 year, and lower willingness to respond to questions at least daily. Conclusions: Nearly all respondents were supportive of the proposed study and most reported that they would enroll if asked. Enhanced engagement with older individuals may be needed to promote equal enrollment. Recruitment for longitudinal cohort studies with frequent data collection appears feasible in this patient population. PMID:29607410

Uniform National Discharge Standards (UNDS): Frequently Asked Questions

EPA Pesticide Factsheets

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

Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: Diagnosis

MedlinePlus

... the patient and their family Do a thorough physical and mental status examination Order blood, urine or other tests To get a better idea about the illness, the healthcare provider will ask many questions. Questions ...

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

ERIC Educational Resources Information Center

Stewart, Doug

1995-01-01

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

Human papillomavirus (HPV) information needs: a theoretical framework

PubMed Central

Marlow, Laura A V; Wardle, Jane; Waller, Jo; Grant, Nina

2009-01-01

Background With the introduction of human papillomavirus (HPV) testing and vaccination in the UK, health professionals will start to receive questions about the virus from their patients. This study aimed to identify the key questions about HPV that British women will ask when considering having an HPV test or vaccination. Methods Face-to-face interviews were carried out with 21 women to discover what they wanted to know about HPV. A thematic framework approach was used to analyse the data and identify key themes in women's HPV knowledge requirements. Results Women's questions about HPV fell into six areas: identity (e.g. What are the symptoms?), cause (e.g. How do you get HPV?), timeline (e.g. How long does it last?), consequences (e.g. Does it always cause cervical cancer?) and control-cure (e.g. Can you prevent infection?). In addition, they asked procedural questions about testing and vaccination (e.g. Where do I get an HPV test?). These mapped well onto the dimensions identified in Leventhal's description of lay models of illness, called the 'Common Sense Model' (CSM). Discussion and conclusions These results indicated that the majority of the questions women asked about HPV fitted well into the CSM, which therefore provides a structure for women's information needs. The findings could help health professionals understand what questions they may be expected to answer. Framing educational materials using the CSM themes may also help health educators achieve a good fit with what the public want to know. PMID:19126314

How far we are from the complete knowledge: Complexity of knowledge acquisition in Dempster-Shafer approach

NASA Technical Reports Server (NTRS)

Chokr, Bassam A.; Kreinovich, Vladik YA.

1991-01-01

When a knowledge base represents the experts' uncertainty, then it is reasonable to ask how far we are from the complete knowledge, that is, how many more questions do we have to ask (to these experts, to nature by means of experimenting, etc) in order to attain the complete knowledge. Of course, since we do not know what the real world is, we cannot get the precise number of questions from the very beginning: it is quite possible, for example, that we ask the right question first and thus guess the real state of the world after the first question. So we have to estimate this number and use this estimate as a natural measure of completeness for a given knowledge base. We give such estimates for Dempster-Shafer formalism. Namely, we show that this average number of questions can be obtained by solving a simple mathematical optimization problem. In principle this characteristic is not always sufficient to express the fact that sometimes we have more knowledge. For example, it has the same value if we have an event with two possible outcomes and nothing else is known, and if there is an additional knowledge that the probability of every outcome is 0.5. We'll show that from the practical viewpoint this is not a problem, because the difference between the necessary number of questions in both cases is practically negligible.

Ask the right question: a critical step for practicing evidence-based laboratory medicine.

PubMed

Price, Christopher P; Christenson, Robert H

2013-07-01

The purpose of laboratory medicine is to facilitate better decision making in clinical practice and healthcare delivery. Decision making implies an unresolved issue, problem or unmet need. The most important criterion for any investigation to be of value in clinical practice is that it addresses an unmet need. The different ways in which laboratory investigations are utilized in patient care can be represented in the form of questions. It is important that these questions are articulated to highlight the variables that will impact on the effectiveness of the investigation in the scenario being considered. These variables include the characteristics of the patient (or population) and clinical setting, the nature of the decision and action taken on receipt of the test result and the expected outcome. Asking a question is the first step of the evidence-based laboratory medicine (EBLM) cycle, the other steps being acquiring the evidence, critically appraising the evidence, applying the evidence and auditing use of the evidence. Getting the question right determines the quality of the whole process, thus, defines the quality in practice of laboratory medicine. Whilst the main focus of the EBLM cycle is to provide a strong evidence base for use in clinical practice, it is clear that the five steps are equally applicable in commissioning, delivery and audit (performance management) of services. Asking the right question is crucial to improving the quality of evidence, and practice, in laboratory medicine, and should be used in routine laboratory medicine practice and management throughout healthcare.

Orthopaedic Resident Practice Management and Health Policy Education: Evaluation of Experience and Expectations.

PubMed

Stautberg Iii, Eugene F; Romero, Jose; Bender, Sean; DeHart, Marc

2018-04-11

Introduction Practice management and health policy have generally not been considered integral to orthopaedic resident education. Our objective was to evaluate residents' current experience and knowledge, formal training, and desire for further education in practice management and health policy. Methods We developed a 29-question survey that was divided into three sections: practice management, initial employment opportunity, and health policy. Within each section, questions were directed at a resident's current experience and knowledge, formal training, and interest in further education. The survey was distributed at the end of the academic year through an Internet-based survey tool (www.surveymonkey.com) to orthopaedic residents representing multiple programs and all postgraduate years. Results The survey was distributed to 121 residents representing eight residency programs. Of those, 87 residents responded, resulting in a 72% response rate. All postgraduate years were represented. Regarding practice management, 66% had "no confidence" or "some confidence" in coding clinical encounters. When asked if practice models, finance management, and coding should be taught in residency, 95%, 93%, and 97% responded "yes," respectively. When evaluating first employment opportunities, the three most important factors were location, operating room block time, and call. Regarding health policy, 28% were "moderately familiar" or "very familiar" with the Physician Payments Sunshine Act, and 72% were "not familiar" or "somewhat familiar" with bundled payments for arthroplasty. Finally, when asked if yearly lectures in political activities would enhance resident education, 90% responded "yes." Discussion and conclusion Regarding practice management, the survey suggests that current orthopaedic residents are not familiar with basic topics, do not receive formal training, and want further education. The survey suggests that residents also receive minimal training in health policy. Residents feel that health policy will be important in their careers, and they would benefit from formal training in residency.

Reintegration Difficulty of Military Couples Following Deployment

DTIC Science & Technology

2015-07-01

about facets of his father’s daily activities, “Well, I had questions for him, like asking him, ‘What was Iraq like? What did you eat ?’ And all, like...questioning and avoidance: Kevin: Yeah, I asked him, like, what do they do there, and how do they eat , and, yeah, stuff like that. Interviewer: And how does it...We just like pick a night that we go out to eat , like random nights, and it’s like weird because in the first few minutes we’re like, ‘Four people

Text-Dependent Questions: Reflecting and Transcending the Text

ERIC Educational Resources Information Center

Boelé, Amy L.

2016-01-01

Posing text-dependent questions is crucial for facilitating students' comprehension of the text. However, text-dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text…

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;…

Do Specific Relevance Instructions Promote Transfer Appropriate Processing?

ERIC Educational Resources Information Center

McCrudden, Matthew T.

2011-01-01

This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across…

Some Big Questions about Design in Educational Technology

ERIC Educational Resources Information Center

Gibbons, Andrew S.

2016-01-01

This article asks five questions that lead us to the foundations of design practice in educational technology. Design processes structure time, space, place, activity, role, goal, and resource. For educational technology to advance in its understanding of design practice, it must question whether we have clear conceptions of how abstract…

Using the Creative Cognition Approach in Essay Assignments in Leadership Education

ERIC Educational Resources Information Center

Atkinson, Tim

2018-01-01

This application brief covers, "The Final Question," an alternative essay design that encourages the learner to think creatively in Ph.D. Organization Theory or Leadership courses. "The Final Question" asks, "Do leaders change organizations or do organizations change leaders?" It is a simple question, but only the…

76 FR 56409 - Notice of Interim Approval

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-13

... and Comment Forum to be held March 29, 2011, in Tallahassee, Florida. Three parties asked questions at the forum. Responses to the questions are part of the written record of the forum, and a transcript of... each year until 2015. While preference customers throughout the Southeast have long questioned the...

Questioning and Its Implications for Educational Research.

ERIC Educational Resources Information Center

Reed, Rodney L.

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

Designing Your Community-Based Learning Project: Five Questions To Ask about Your Pedagogical and Participatory Goals.

ERIC Educational Resources Information Center

Carter, Marion; Cadge, Wendy; Rivero, Estela; Curran, Sara

2002-01-01

Presents a set of five questions to be considered in the preliminary planning of a community-based learning (CBL) project. Discusses each question and outlines advantages and disadvantages of decisions, focusing on competing interests of students, instructors, and partner organizations. (Author/KDR)

The Global Common Good and the Future of Academic Professionals

ERIC Educational Resources Information Center

Shaker, Genevieve G.

2016-01-01

Can the higher education faculty sustain itself as a profession? And why does this question matter as much as more frequently asked questions regarding access, costs, quality, governance, and competitiveness? This special issue of "Higher Learning Research Communications" seeks to address these questions by posing as a unifying concept…

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

ERIC Educational Resources Information Center

Snow-Renner, Ravay

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

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

The Power of Edutainment: Alliance for Climate Education's Assembly Presentation: Impact on Student Knowledge, Attitude and Behavior

NASA Astrophysics Data System (ADS)

Lappe, M. D.

2011-12-01

The Alliance for Climate Education (ACE) is a national nonprofit that delivers an in-school multi-media assembly presentation to high school students about climate science and solutions. In two years of operation, ACE has reached 870,000 students in over 1400 schools. Throughout spring 2011 and fall 2012, the Alliance for Climate Education (ACE) will survey approximately 2000 high school students in 100 classrooms at 20 schools before and after its assembly to assess impact on knowledge, attitude and behavior related to global warming and climate science. The survey instrument has been designed in partnership with experts at the Yale School of the Environment and Stanford University's Precourt Energy Center. The knowledge section of the survey queries students' factual understanding of basic climate science. The behavior section asks students about basic climate-related habits related to waste, transportation and energy consumption. The attitude section is comprised of a 15-question subset of the national survey reported in Global Warming's Six Americas. Preliminary results from approximately 200 pre and post-presentation surveys suggest that after viewing the ACE Assembly, climate friendly behaviors increase slightly; correct answers to climate knowledge questions increase by 8%; and attitudes shift away from "Disengaged, Doubtful and Dismissive" toward "Alarmed, Concerned and Cautious."

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

PubMed

Werner, S

2015-10-01

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

The Changing Landscape of Lung Cancer Research and Treatment

Cancer.gov

Along with the Lung Cancer Social Media (#LCSM) community, the National Cancer Institute will be co-hosting a lively and interactive Google Hangout on Air about the changing landscape of lung cancer research and treatment. During the chat, viewers will have the opportunity to pose questions to a panel of lung cancer experts including NCI's Dr. Shakun Malik, the head of thoracic oncology therapeutics, Roy S. Herbst, MD, PhD, Chief of Medical Oncology, Yale Cancer Center and Smilow Cancer Hospital at Yale-New Haven and David Tom Cooke MD FACS, Head, Section of General Thoracic Surgery University of California, Davis. You can also learn more and follow along on the #LCSM Chat page. The chat will be moderated by lung cancer advocate and #LCSM co-founder, Janet Freeman-Daily. To ask questions of our experts, simply use the #LCSM hashtag during the chat.

AgrAbility: Frequently Asked Questions

MedlinePlus

... AgrAbility Resources AgrAbility Services Equipment and Vehicle Modifications Financing-Related Matters Other Modifications Other Disability and Agricultural-related questions Main Menu Home About AgrAbility State Projects Directory The Toolbox AT Database Resources Veterans & Beginning ...

About Us - Naval Oceanography Portal

Science.gov Websites

USNO's Telescopes A Brief History Frequently Asked Questions The James M. Gilliss Library Info About Us Questions The James M. Gilliss Library CONTACTBANNER.gif AA_Logo_Border.jpg U.S. Naval Observatory 3450

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

EPA Pesticide Factsheets

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

Cardiac Resynchronization Therapy (CRT)

MedlinePlus

... with other treatments to achieve the best results. Heart Failure Questions to Ask Your Doctor Use these questions ... and procedures related to heart disease and stroke. Heart Failure • Home • About Heart Failure • Causes and Risks for ...

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'…

Assessing the Perceived Importance of Skin Cancer: How Question-Order Effects Are Influenced by Issue Involvement

ERIC Educational Resources Information Center

Rimal, Rajiv N.; Real, Kevin

2005-01-01

Question-order effects refer to systematic differences in responses that can be attributed to the manner in which questions assessing attitudes and cognitions are asked. This article hypothesized that question-order effects in assessing the perceived importance of skin cancer would be moderated by the extent to which people are involved with the…

"Let's Talk!": Increasing Novel Peer-Directed Questions by High School Students with Autism to Their General Education Peers

ERIC Educational Resources Information Center

Reilly, Caitlin; Hughes, Carolyn; Harvey, Michelle; Brigham, Nicolette; Cosgriff, Joseph; Kaplan, Lauren; Bernstein, Rebekah

2014-01-01

We taught three high school students with high-functioning autism to increase their novel peer-directed questions when using a communication book to converse with general education partners at school. Novel question training was associated with participants asking peer-directed questions not displayed in communication books across a variety of…

Video Gameplay, Personality and Academic Performance

ERIC Educational Resources Information Center

Ventura, Matthew; Shute, Valerie; Kim, Yoon Jeon

2012-01-01

The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time…

Publications - GMC 85 | Alaska Division of Geological & Geophysical Surveys

Science.gov Websites

and Facilities Staff Seismic and Well Data Data Reports Contact Us Frequently Asked Questions Ask a ) well Authors: Unknown Publication Date: 1988 Publisher: Alaska Division of Geological & Geophysical (Orion) well: Alaska Division of Geological & Geophysical Surveys Geologic Materials Center Data

Publications - GMC 267 | Alaska Division of Geological & Geophysical

Science.gov Websites

and Facilities Staff Seismic and Well Data Data Reports Contact Us Frequently Asked Questions Ask a well materials Authors: Unknown Publication Date: 1996 Publisher: Alaska Division of Geological & Alaska North Slope well materials: Alaska Division of Geological & Geophysical Surveys Geologic

Publications - GMC 89 | Alaska Division of Geological & Geophysical Surveys

Science.gov Websites

and Facilities Staff Seismic and Well Data Data Reports Contact Us Frequently Asked Questions Ask a ) well Authors: Unknown Publication Date: 1988 Publisher: Alaska Division of Geological & Geophysical (Mars) well: Alaska Division of Geological & Geophysical Surveys Geologic Materials Center Data

Engineering Encounters: Minding Design Missteps

ERIC Educational Resources Information Center

Crismond, David; Gellert, Laura; Cain, Ryan; Wright, Shequana

2013-01-01

The "Next Generation Science Standards" (NGSS) (Achieve Inc. 2013) asks teachers to give engineering design equal standing with scientific inquiry in their science lessons. This article asks the following questions: What do engineering design practices look like, and how do you assess them? How similar and different is engineering design…

25 CFR 63.15 - What questions should an employer ask?

Code of Federal Regulations, 2012 CFR

2012-04-01

... employee has been arrested or convicted of a crime involving a child, violence, sexual assault, sexual molestation, sexual exploitation, sexual contact or prostitution, or crimes against persons; (b) Ask the... FAMILY VIOLENCE PREVENTION Minimum Standards of Character and Suitability for Employment § 63.15 What...

STD management by private pharmacies in Hanoi: practice and knowledge of drug sellers

PubMed Central

Chalker, J; Chuc, N; Falkenberg, T; Do N, T; Tomson, G

2000-01-01

Background: Prompt treatment of sexually transmitted infections may reduce the incidence of HIV/AIDS infections. With health sector reforms private pharmacies are increasingly the first and only contact with health delivery services. Objectives: To find out how patients with STDs are treated at private pharmacies in Hanoi, and what drug sellers know about STD management. Methods: Five simulated clients were taught to adopt a scenario stating that their friend had a urethral discharge. They visited 60 randomly selected private pharmacies in urban Hanoi and noted all questions asked, advice offered, and treatment given. Afterwards interviewers administered a semistructured questionnaire to all people working in the 60 pharmacies. Results: Drug treatment was given in 84% of the 297 encounters averaging 1.5 drugs and 1.2 antibiotics per encounter. Quinolones were given 188 times. No dispensing was adequate for chlamydia or was in accordance with the national guidelines. No questions were asked in 55% of encounters and no advice was given in 61%. Questions on sexual activity were asked in 23% (69) of cases and about the health of the partner twice (1%). Advice to practise safe sex was given in 1% of encounters and for the partner to seek treatment only once. Of 69 questionnaires administered 51% said they would refer to a doctor, 16% said they would ask about the sexual activity 1% said they would ask about the health of the partner, 7% said they would advise using a condom, and 1% advised telling the partner to seek treatment. Even after prompting, 61% would ask no questions and 80% would give no advice. Conclusions: Even though 74% of pharmacists and drug sellers know that they should not treat STD patients, 84% actually did. None gave syndromically correct treatment. In both the questionnaire and during the simulated client methods, numbers advising on partner notification and condom use were very poor. Educational or peer awareness interventions are urgently needed among private pharmacists in Vietnam. Key Words: sexually transmitted diseases; private pharmacies; simulated client methods PMID:11026888

Student questions in urban middle school science communities of practice

NASA Astrophysics Data System (ADS)

Groome, Meghan

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

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

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

NASA Astrophysics Data System (ADS)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Support to the DoD Comprehensive Review Working Group Analyzing the Impact of Repealing ’Don’t Ask, Don’t Tell’. Volume 1: Findings From the Surveys

DTIC Science & Technology

2010-11-01

Table 5.8). When Service members (both married and unmarried ) were asked this same question, job satisfaction was most often selected (by 30.5% of...said they were in the Service member survey. When married Service members were asked how their Retention and Referrals Findings at a Glance...49  Retention

The Adolescent Novel of Ideas.

ERIC Educational Resources Information Center

Hollindale, Peter

1995-01-01

Uses the work of novelist Peter Dickinson as the primary example in exploring the growth of novels in the last 25 years that ask questions about homo sapiens, questions which most adult readers are too afraid to face. (RS)

Oral Health Basics-What Every Pediatrician Should Know.

PubMed

Fernandez, Sabrina

2016-11-01

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

Patterns and Punctuation: Learning to Question Language

ERIC Educational Resources Information Center

Schlessman, Elizabeth

2011-01-01

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

Question Order Affects the Measurement of Bullying Victimization among Middle School Students

ERIC Educational Resources Information Center

Huang, Francis L.; Cornell, Dewey G.

2016-01-01

Bullying among youth is recognized as a serious student problem, especially in middle school. The most common approach to measuring bullying is through student self-report surveys that ask questions about different types of bullying victimization. Although prior studies have shown that question-order effects may influence participant responses, no…

Revisiting Narrative Elaboration Training with an Ecologically Relevant Event

ERIC Educational Resources Information Center

Peterson, Carole; Warren, Kelly L.; Hayes, Ashli H.

2013-01-01

A problematic issue for forensic interviewers is that young children provide limited information in response to open-ended recall questions. Although quantity of information is greater if children are asked more focused prompts and closed question types such as yes/no or forced choice questions, the quality of their responses is potentially…

Characterizing Children's Spontaneous Interests in Science and Technology. Research Report

ERIC Educational Resources Information Center

Baram-Tsabari, Ayelet; Yarden, Anat

2005-01-01

This article reports the results of an analysis of 1676 science and technology questions submitted by Israeli children to a series of television programmes. It categorizes the children's questions with reference to five different coding schemes: field of interest, motivation for asking the question, type of information requested, country-specific…

The Development of Paranormal Belief Scale (PBS) for Science Education in the Context of Turkey

ERIC Educational Resources Information Center

Sen, Mehmet; Yesilyurt, Ezgi

2014-01-01

Present study aims to translate and develop Paranormal Belief Questions (Rice, 2003) measuring students' non-scientific beliefs which threat science education. Original version of these questions was asked in Southern Focus Poll (1998). 17 questions about paranormal beliefs were administered to 114 university students from different departments.…

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…

A Cognitive Developmental Approach to Question Asking: A Learning Cycle-Distancing Model.

ERIC Educational Resources Information Center

Sigel, Irving E.; Kelley, Todd D.

The role of questioning techniques in the classroom is discussed, with particular emphasis on the cyclical nature of teacher-student dialogues. Excerpts from transcripts of actual dialogues are also analyzed. According to the model, based on Piaget's theory of cognitive development, the questioning strategies are designed to enhance the student's…

Genres Across Cultures: Types of Acceptability Variation

ERIC Educational Resources Information Center

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

2004-01-01

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

Essential Questions

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D.

2012-01-01

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

Statistics Test Questions: Content and Trends

ERIC Educational Resources Information Center

Salcedo, Audy

2014-01-01

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

On Formative Assessment in Math: How Diagnostic Questions Can Help

ERIC Educational Resources Information Center

Barton, Craig

2018-01-01

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

75 FR 74128 - Manual on Uniform Traffic Control Devices (MUTCD) Compliance Dates

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-30

... notice asks for responses to a series of questions about compliance dates, their benefits and economic...: For questions about the program discussed herein, contact Mr. Hari Kalla, MUTCD Team Leader, FHWA Office of Operations, (202) 366-5915, or via e-mail at [email protected] . For legal questions, please...

Planned Missing Data Designs with Small Sample Sizes: How Small Is Too Small?

ERIC Educational Resources Information Center

Jia, Fan; Moore, E. Whitney G.; Kinai, Richard; Crowe, Kelly S.; Schoemann, Alexander M.; Little, Todd D.

2014-01-01

Utilizing planned missing data (PMD) designs (ex. 3-form surveys) enables researchers to ask participants fewer questions during the data collection process. An important question, however, is just how few participants are needed to effectively employ planned missing data designs in research studies. This article explores this question by using…

Questions To Ask and Issues To Consider While Supervising Elementary Mathematics Student Teachers.

ERIC Educational Resources Information Center

Philip, Randolph A.

2000-01-01

Presents four questions to consider when supervising elementary mathematics teachers, who come with many preconceptions about teaching and learning mathematics: What mathematical concepts, procedures, or algorithms are you teaching? Are the concepts and procedures part of a unit? What types of questions do you pose? and What understanding of…

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

ERIC Educational Resources Information Center

Wadham, Rachel

2013-01-01

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

Children's Questions: A Mechanism for Cognitive Development

ERIC Educational Resources Information Center

Chouinard, Michelle M.

2007-01-01

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

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

ERIC Educational Resources Information Center

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

1998-01-01

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

Young Children's Response Tendencies toward Yes-No Questions Concerning Actions

ERIC Educational Resources Information Center

Fritzley, V. Heather; Lindsay, Rod C. L.; Lee, Kang

2013-01-01

Two experiments investigated response tendencies of preschoolers toward yes-no questions about actions. Two hundred 2- to 5-year-old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The…

What's "Verbil" Sex? An Analysis of Adolescents' Questions about Sex.

ERIC Educational Resources Information Center

Campbell, Toni A.; Campbell, David E.

Although many studies have described adolescents' sexual behavior and attitudes, there are little data available on the nature of the questions that occur to adolescents as they move toward maturity. A study was conducted to determine whether the questions children and adolescents ask reflect developmental differences in cognitive abilities and…

40 CFR 1610.1 - Representation of witnesses in investigations.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

40 CFR 1610.1 - Representation of witnesses in investigations.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

"Blue and seven phenomena" among Japanese students.

PubMed

Saito, M

1999-10-01

To investigate color and number preferences in Japan, 586 university undergraduates (239 men and 347 women; M age = 20.9 yr.) were asked to name a color (Question 1), to name their preferred color (Question 2), and to name their preferred number between zero and nine (Question 3). The results showed that Japanese students chose blue (33.5%) or red (26.0%) when asked to name a color but that red was not chosen as frequently as blue as a preferred color (red: 11.1%, blue: 37.1%). Sex differences were found on both Questions 1 and 2 by chi-squared test. Black was chosen more by men, while pink was selected more by women. 22.5% subjects also selected the number seven, supporting Simon's observation of the "blue-seven phenomenon." The reasons given for the choice showed that seven was "a lucky number" and "represented happiness" among Japanese students. Four colors (blue, red, white, and black) accounted for 76.8% and 65.1% of responses to Questions 1 and 2, respectively, and odd numbers 68.4% for Question 3.

"What if you already know everything about sex?" Content analysis of questions from early adolescents in a middle school sex education program.

PubMed

Charmaraman, Linda; Lee, Alice J; Erkut, Sumru

2012-05-01

To assess sixth graders' knowledge and curiosity about sex-related topics that can guide the development of sexual health education and healthcare delivery. Sixth graders (n = 795) in eight ethnically diverse schools participating in an evaluation of a sex education curriculum submitted 859 anonymous questions that were content analyzed. The χ(2) analysis examined whether the themes varied by coed/single-sex environments or by school-level sexual risk. Sexual activity, female anatomy, reproduction, and puberty were the most frequently mentioned topics, whereas, questions on STIs, sexual violence, and drug/alcohol use were fewer. Questions that avoided sexual topics came from lower sexual-risk schools; students at higher-risk schools asked about sexual initiation, contraception, vaginal and anal sex, general health, and pain during sex. Single-sex classrooms elicited more direct and explicit questions about sex. The results are relevant to educators and healthcare providers who ask and answer questions from early adolescents regarding sexual health. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Exploratory eye movements to pictures in childhood-onset schizophrenia and attention-deficit/hyperactivity disorder (ADHD).

PubMed

Karatekin, C; Asarnow, R F

1999-02-01

We investigated exploratory eye movements to thematic pictures in schizophrenic, attention-deficit/hyperactivity disorder (ADHD), and normal children. For each picture, children were asked three questions varying in amount of structure. We tested if schizophrenic children would stare or scan extensively and if their scan patterns were differentially affected by the question. Time spent viewing relevant and irrelevant regions, fixation duration (an estimate of processing rate), and distance between fixations (an estimate of breadth of attention) were measured. ADHD children showed a trend toward shorter fixations than normals on the question requiring the most detailed analysis. Schizophrenic children looked at fewer relevant, but not more irrelevant, regions than normals. They showed a tendency to stare more when asked to decide what was happening but not when asked to attend to specific regions. Thus, lower levels of visual attention (e.g., basic control of eye movements) were intact in schizophrenic children. In contrast, they had difficulty with top-down control of selective attention in the service of self-guided behavior.