WorldWideScience

Sample records for previously asked questions

  1. Asking Questions in Academia

    DEFF Research Database (Denmark)

    Hansen, Annette Skovsted

    2014-01-01

    Motivation for the activity In academia the most important skill is to ask academically relevant and sound questions. This is not easy and students need to practice asking questions orally and in writing before they write research papers.......Motivation for the activity In academia the most important skill is to ask academically relevant and sound questions. This is not easy and students need to practice asking questions orally and in writing before they write research papers....

  2. Pertussis Frequently Asked Questions

    Science.gov (United States)

    ... IAC) Parents of Kids with Infectious Diseases (PKIDs) Pertussis Frequently Asked Questions Language: English (US) Español (Spanish) ... frecuentes sobre la tosferina Q: Can vaccines prevent pertussis? A: Yes. Vaccines can prevent pertussis, or whooping ...

  3. Asking the Right Questions

    DEFF Research Database (Denmark)

    Richter, Line

    Based on fieldwork in Mali this paper discusses the role of anthropology (and the anthropologist) in a large public health research project on children's health. In the uncertainty and disquiet that comes with the battle to combat and avoid diseases in a setting where poverty and abysmal diseases......, is the ability to move beyond even the best hidden assumptions and question our own questions, thereby enabling us to ask the right questions....

  4. Panspermia asks new questions

    Science.gov (United States)

    Klyce, Brig

    2001-08-01

    There is a widespread sentiment that panspermia is uninteresting is because it does not answer fundamental questions about the origin of life. The strongest version of panspermia asks entirely new questions. While barriers to the acceptance of panspermia are falling and evidence supporting it is accumulating, the mere possibility of panspermia unhinges the Darwinian account of evolutionary progress. The new theory removes an issue dividing science and religion, but it requires an amendment to the big bang theory.

  5. Triglycerides : Frequently Asked Questions

    Science.gov (United States)

    ... Questions Why are triglycerides important? The amount of triglycerides (or blood fats) in blood are one important barometer of metabolic health; high levels are associated with coronary heart disease, diabetes and fatty liver disease. Metabolism refers to the chemical process that converts the ...

  6. Frequently Asked Questions about Rotavirus

    Science.gov (United States)

    ... Herpes Zoster) Tetanus (Lockjaw) Frequently Asked Questions About Rotavirus What is Rotavirus? Why can dehydration be serious ... I find information about the vaccine? What is Rotavirus? Rotavirus is a highly contagious virus that infects ...

  7. LGBT Caregiving: Frequently Asked Questions

    Science.gov (United States)

    ... FCA - A A + A You are here Home LGBT Caregiving: Frequently Asked Questions Order this publication Printer- ... service or organization is open to working with LGBT families? Kudos to you for managing to “go ...

  8. Commonly Asked Questions in Thermodynamics

    CERN Document Server

    Assael, Marc J

    2011-01-01

    Have you ever had a question that keeps persisting and for which you cannot find a clear answer? Is the question seemingly so "simple" that the problem is glossed over in most resources, or skipped entirely? CRC Press/Taylor and Francis is pleased to introduce Commonly Asked Questions in Thermodynamics, the first in a new series of books that address the questions that frequently arise in today's major scientific and technical disciplines. Designed for a wide audience, from students and researchers to practicing professionals in related areas, the books are organized in a user friend

  9. Questions to Ask Your Doctor

    Science.gov (United States)

    ... Rockville, MD. http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/index.html Back to top Accessibility Disclaimers EEO Electronic Policies FOIA HHS Digital Strategy HHS Nondiscrimination Notice ...

  10. IMS Learning Design Frequently Asked Questions

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Hummel, Hans; Sloep, Peter; Koper, Rob; De Vries, Fred

    2004-01-01

    This list of frequently asked questions was composed on the basis of questions asked of the Educational Technology Expertise Centrum. The questions addessed are: Where can I find the IMS Learning Design Specification? What is meant by the phrase “Learning Design”? What is the IMS LD Specification

  11. Still asking the wrong questions

    DEFF Research Database (Denmark)

    Jensen, Steffen Moltrup Ernø

    by setting up a chase for the heffalump entrepreneur. There has however been a break with this approach. Most commonly referenced is William B. Gartner who presents a critique of the field of entrepreneurship, wherein he questions the general investigative trend of charting the psychological make......-up of the entrepreneur (Gartner, 1988). Building on this critique I will use the presentation to show, through the use of a historical case, how much we need new conceptualizations in order to highlight the collective development of ideas, which would also open for a discussion about the values guiding entrepreneurship......The psychological discipline has contributed to an increasingly individualized focus on the entrepreneur. When psychology entered the field of entrepreneurship the main focus was on mapping the different personality traits of the entrepreneur following McClelland, leading researchers astray...

  12. Frequently Asked Questions: The Higgs!

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    Why have we tried so hard to find the Higgs particle? How does the Higgs mechanism work? What is the difference in physics between strong evidence and a discovery? Why do physicists speak in terms of "sigmas"? Find out here!   Why have we tried so hard to find the Higgs particle? Because it could be the answer to the question: how does Nature decide whether or not to assign mass to particles? All the fundamental particles making up matter – the electron, the quarks, etc. – have masses. Moreover, quantum physics requires that forces are also carried by particles. The W and Z particles that carry the weak force responsible for radioactivity must also have masses, whereas the photon, the carrier of the electromagnetic force, has no mass at all. This is the root of the “Higgs problem”: how to give masses to the fundamental particles and break the symmetry between the massive W and Z and the massless photon? Just assigning masses by hand...

  13. Heart Failure Questions to Ask Your Doctor

    Science.gov (United States)

    ... 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 ...

  14. Treatment of Anthrax Disease Frequently Asked Questions

    Energy Technology Data Exchange (ETDEWEB)

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

    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.

  15. Children Ask Questions about West African Art.

    Science.gov (United States)

    Abercrombie, Denice; Cochran, Mathilda; Mims, Margaret

    1997-01-01

    Presents a collection of questions that fifth-grade students asked about African artwork and answers provided by staff from the Museum of Fine Arts in Houston, Texas. Observes that students' interest in important visual aspects of the art creates lead-ins to more detailed discussions of West African art and culture. (DSK)

  16. Teaching Children with Autism to Ask Questions

    Science.gov (United States)

    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…

  17. Frequently asked questions in hypoxia research

    Directory of Open Access Journals (Sweden)

    Wenger RH

    2015-09-01

    Full Text Available Roland H Wenger,1,2 Vartan Kurtcuoglu,1,2 Carsten C Scholz,1,2 Hugo H Marti,3 David Hoogewijs1,2,4 1Institute of Physiology and Zurich Center for Human Physiology (ZIHP, University of Zurich, 2National Center of Competence in Research “Kidney.CH”, Zurich, Switzerland; 3Institute of Physiology and Pathophysiology, University of Heidelberg, Heidelberg, 4Institute of Physiology, University of Duisburg-Essen, Essen, Germany Abstract: “What is the O2 concentration in a normoxic cell culture incubator?” This and other frequently asked questions in hypoxia research will be answered in this review. Our intention is to give a simple introduction to the physics of gases that would be helpful for newcomers to the field of hypoxia research. We will provide background knowledge about questions often asked, but without straightforward answers. What is O2 concentration, and what is O2 partial pressure? What is normoxia, and what is hypoxia? How much O2 is experienced by a cell residing in a culture dish in vitro vs in a tissue in vivo? By the way, the O2 concentration in a normoxic incubator is 18.6%, rather than 20.9% or 20%, as commonly stated in research publications. And this is strictly only valid for incubators at sea level. Keywords: gas laws, hypoxia-inducible factor, Krogh tissue cylinder, oxygen diffusion, partial pressure, tissue oxygen levels

  18. Competence-Based Education and Training– about Frequently Asked Questions

    NARCIS (Netherlands)

    Mulder, M.

    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

  19. Radiation therapy - questions to ask your doctor

    Science.gov (United States)

    What to ask your doctor about radiation therapy ... National Cancer Institute website. Radiation therapy and you: support for people with cancer. www.cancer.gov/publications/patient-education/radiationttherapy.pdf . Updated May 2007. Accessed December ...

  20. Frequently Asked Questions about Clinical Research

    Science.gov (United States)

    ... You Ask? [cdc.gov]. Clinical Research at NHGRI Clinical researchers at the National Human Genome Research Institute (NHGRI) are developing advanced methods for studying the fundamental mechanisms of inherited and ...

  1. Federal Funding Accountability and Transparency Act frequently asked questions

    Science.gov (United States)

    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.

  2. Prader-Willi Syndrome: Frequently Asked Questions

    Science.gov (United States)

    ... not intended to be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of ... questions regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something ...

  3. Questions Students Ask: About Terminal Velocity.

    Science.gov (United States)

    Meyer, Earl R.; Nelson, Jim

    1984-01-01

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

  4. Chemical safety: asking the right questions

    Energy Technology Data Exchange (ETDEWEB)

    Whyte, Helena M [Los Alamos National Laboratory; Quigley, David [Y-12/NSC; Simmons, Fred [SRS; Freshwater, David [DOE/NNSA; Robertson, Janeen [LLNL

    2008-01-01

    Recent reports have shown that, despite efforts to the contrary, chemical accidents continue to occur at an unacceptable rate and there is no evidence that this rate is decreasing. Based on this observation, one can conclude that previous analyses have not accurately identified and implemented appropriate fixes to eliminate identified root causes for chemical events. Based on this, it is time to reevaluate chemical accident data with a fresh eye and determine (a) what corrective actions have already been identified but have not been implemented, (b) what other root causes may be involved, and (c) what new corrective actions should be taken to eliminate these newly identified root causes.

  5. The Importance of Asking Questions – in Different Ways! Most ...

    Indian Academy of Sciences (India)

    IAS Admin

    Did you learn anything today? But not my mother. “Izzy,” she would say, “did you ask a good question today?” That difference — asking good questions — made me become a scientist.” And what kind of scientist did he become? He was. Isidor Isaac Rabi, who worked in the Physics department in. Columbia University, USA.

  6. Question-asking behavior as a form of cognitive activity

    Directory of Open Access Journals (Sweden)

    Elvira A. Baranova

    2017-03-01

    Full Text Available Children’s questions are an indicator of active cognitive perception of reality. Questions but not answers are relevant in revealing a child’s mental life, consciousness and thinking. The lack of question-asking skills can hinder learning, searching and exploration in children. To determine in 7- and 8-year-old school children the common and variable peculiarities of designing a search process for necessary information concerning an unknown object by volitionally formulated questions, as well as the dynamics of the questioning process throughout a school year. The study was based on an experimental methodology, codenamed Guess what there is in the box, and was conducted in four schools in Cheboksary. The sample comprised 158 primary school first-graders who took part in a confirmatory experiment twice, once in September and once in May. The research showed that 96.3% of the questions asked were search questions. Only 30% of the first-graders initiated their searching activities of their own will without having to resort to the given search algorithm, while 70% did not begin asking questions without outside stimulation. The analysis of the dynamics of children’s question-asking behavior exhibited a tendency to decrease in a number of questions asked over the course of the school year. Primary school children need psychological and pedagogical scaffolding aimed at developing a question-asking behavior as a form of cognitive activity to achieve a possible age potential in development.

  7. Substance Abuse Treatment for Children and Adolescents: Questions to Ask

    Science.gov (United States)

    ... Families - Vietnamese Substance Abuse Treatment For Children And Adolescents: Questions To Ask No. 41; Reviewed July 2013 Many children and adolescents use alcohol and other drugs. Some develop serious ...

  8. Colorectal (Colon) Cancer: Questions to Ask Your Doctor

    Science.gov (United States)

    ... The CDC Cancel Submit Search The CDC Colorectal (Colon) Cancer Note: Javascript is disabled or is not supported ... Cancer Home Questions to Ask Your Doctor About Colorectal Cancer Language: English Español (Spanish) Recommend on Facebook Tweet ...

  9. Questions to Ask Your Doctor--Implantable Cardioverter Defibrillator (ICD)

    Science.gov (United States)

    ... Questions to Ask Your Doctor - Implantable Cardioverter Defibrillator (ICD) Updated:Dec 21,2016 Implantable cardioverter defibrillators are ... are the benefits versus the limitations of the ICD? What is the general prognosis and how might ...

  10. Frequently Asked Questions about Ventilator-Associated Pneumonia

    Science.gov (United States)

    ... Vaccine Safety Frequently Asked Questions about Ventilator-associated Pneumonia Recommend on Facebook Tweet Share Compartir What is a Ventilator-associated Pneumonia (VAP)? Ventilator-associated pneumonia (VAP) is a lung ...

  11. Frequently Asked Questions about Measles in the U.S.

    Science.gov (United States)

    ... Pan American Health Organization Frequently Asked Questions about Measles in the U.S. Language: English (US) Español (Spanish) ... I’ve been exposed to someone who has measles. What should I do? A: Immediately call your ...

  12. Men ask more questions than women at a scientific conference.

    Science.gov (United States)

    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.

  13. Men ask more questions than women at a scientific conference.

    Directory of Open Access Journals (Sweden)

    Amy Hinsley

    Full Text Available 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.

  14. The science and art of asking questions in cognitive therapy.

    Science.gov (United States)

    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.

  15. Demystifying the Electoral College: 12 Frequently Asked Questions

    Science.gov (United States)

    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…

  16. Investing Wisely in Information Technology: Asking the Right Questions.

    Science.gov (United States)

    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…

  17. Men ask more questions than women at a scientific conference

    OpenAIRE

    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 au...

  18. AskHERMES: An online question answering system for complex clinical questions.

    Science.gov (United States)

    Cao, YongGang; Liu, Feifan; Simpson, Pippa; Antieau, Lamont; Bennett, Andrew; Cimino, James J; Ely, John; Yu, Hong

    2011-04-01

    Clinical questions are often long and complex and take many forms. We have built a clinical question answering system named AskHERMES to perform robust semantic analysis on complex clinical questions and output question-focused extractive summaries as answers. This paper describes the system architecture and a preliminary evaluation of AskHERMES, which implements innovative approaches in question analysis, summarization, and answer presentation. Five types of resources were indexed in this system: MEDLINE abstracts, PubMed Central full-text articles, eMedicine documents, clinical guidelines and Wikipedia articles. We compared the AskHERMES system with Google (Google and Google Scholar) and UpToDate and asked physicians to score the three systems by ease of use, quality of answer, time spent, and overall performance. AskHERMES allows physicians to enter a question in a natural way with minimal query formulation and allows physicians to efficiently navigate among all the answer sentences to quickly meet their information needs. In contrast, physicians need to formulate queries to search for information in Google and UpToDate. The development of the AskHERMES system is still at an early stage, and the knowledge resource is limited compared with Google or UpToDate. Nevertheless, the evaluation results show that AskHERMES' performance is comparable to the other systems. In particular, when answering complex clinical questions, it demonstrates the potential to outperform both Google and UpToDate systems. AskHERMES, available at http://www.AskHERMES.org, has the potential to help physicians practice evidence-based medicine and improve the quality of patient care. Copyright © 2011 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    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.

  20. Frequently Asked Questions in Fire Probabilistic Safety Assessment

    International Nuclear Information System (INIS)

    Kang, Dae Il; Kim, Kil Yoo; Park, Gee Yong

    2010-05-01

    The FAQs(Frequently Asked Questions) in the Fire Probabilistic Safety Assessment(FPSA) are the issues occurred during performing the engineering evaluation based on NFPA-805. In this report, the background and resolutions are reviewed and described for 17 FAQs related to FPSA among 57 FAQs. The current FAQs related to FPSA are the issues concerning to NUREG/CR-6850, and are almost resolved but for the some FAQ, the current resolutions would be changed depending on the results of the future or on-going research. Among FAQs related to FPSA, best estimate approaches are suggested concerning to the conservative method of NUREG/CR-6850. If these best estimate solutions are used in the FPSA of nuclear power plants, realistic evaluation results of fire risk would be obtained

  1. Frequently asked questions on seven rare adverse events following immunization.

    Science.gov (United States)

    D'alò, G L; Zorzoli, E; Capanna, A; Gervasi, G; Terracciano, E; Zaratti, L; Franco, E

    2017-03-01

    Routine mass immunization programs have contributed greatly to the control of infectious diseases and to the improvement of the health of populations. Over the last decades, the rise of antivaccination movements has threatened the advances made in this field to the point that vaccination coverage rates have decreased and outbreaks of vaccine-preventable diseases have resurfaced. One of the critical points of the immunization debate revolves around the level of risk attributable to vaccination, namely the possibility of experiencing serious and possibly irreversible adverse events. Unfortunately, the knowledge about adverse events, especially rare ones, is usually incomplete at best and the attribution of a causal relationship with vaccinations is subject to significant uncertainties. The aim of this paper is to provide a narrative review of seven rare or very rare adverse events: hypotonic hyporesponsive episode, multiple sclerosis, apnea in preterm newborns, Guillain-Barré syndrome, vasculitides, arthritis/ arthralgia, immune thrombocytopenic purpura. We have selected these adverse events based on our experience of questions asked by health care workers involved in vaccination services. Information on the chosen adverse events was retrieved from Medline using appropriate search terms. The review is in the form of questions and answers for each adverse event, with a view to providing useful and actionable concepts while not ignoring the uncertainties that remain. We also highlight in the conclusion possible future improvements to adverse event detection and assessment that could help identify individuals at higher risk against the probable future backdrop of ever-greater abandonment of compulsory vaccination policies.

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

    Science.gov (United States)

    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.

  3. Physics of Toys: The Joy of Asking Questions

    Science.gov (United States)

    Taylor, Beverley

    2014-03-01

    Children are natural scientists. They ask questions, they observe, they try things to see what happens. Often school-based science does little to nurture the young scientist and, in fact, may do just the opposite with thick textbooks, fact heavy lessons, and too many equations. The exploration of common toys produces deep learning by emphasizing concepts and connections before formal definitions and mathematics. It also connects the classroom to the familiar world outside of school and gets students writing and talking about physics ideas. At the university level, investigating what toys do and how they do it can be a challenging application of undergraduate physics from the introductory course up through senior mechanics. Toys provide an ideal system for the kind of open-ended inquiry that introduces students to what scientists really do. They can pose their own questions, explore the behavior of the system sufficiently to create a hypothesis, use their theoretical knowledge to make a simplified model of the system and predict an outcome, design an experiment, discover that the real world is messy, think about what they haven't taken into account with their simple model and try to improve it. I have spent close to 30 years thinking about how to use toys to enhance physics education from 4th grade through college. In the process I have collected hundreds of toys the majority of which relate to mechanics, but also to sound, light, electricity and magnetism. I will discuss the pedagogical reasons for using toys in physics education and the many different ways to use them from demonstrations to laboratory experiments to discussion starters as well as how it is possible to use the same toy with many different age levels by approaching the analysis differently. I will share a number of my favorite toys, but focus particularly on those related to energy concepts.

  4. Eight questions to ask before writing an article.

    Science.gov (United States)

    Albert, Tim

    2017-06-02

    Health professionals often have to write articles for publication in academic journals. Many of them find this difficult and suffer from one or more variations of writer's block. A good way of avoiding these setbacks is to prepare thoroughly for the writing project, and this article proposes eight different questions writers can ask before they start. The first is whether they are in a good position to complete the task, and if not whether they should try to negotiate their way out of the project. If they commit to going ahead, writers should work out where they will find the necessary time, and set deadlines for ensuring that they do. They should also decide on their co-authors, because getting them involved early should make the rewriting more straightforward as well as reducing the danger of ghost authors emerging once the work has been done. Writers should put their research away and reflect on the most appropriate message - a simple sentence that sums up the main implication of the paper. Armed with this message, they can identify a suitable journal for publication - and thereafter can use articles in this journal to guide them on matters of substance and style. If the article is published in that target journal authors can consider that they have written a successful paper.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  7. Radiography and scanner: let us ask the right questions

    International Nuclear Information System (INIS)

    2012-07-01

    By answering simple questions, this document proposes a brief overview of radiographic and scanner-based examinations. It recalls that these both techniques use X rays, the cumulative dose of which could slightly increase a risk of cancer on a long term. It outlines that the benefits of these examinations are much more important that the related risks. It indicates the received dose (compared to a daily natural irradiation) for different kinds of examination and for different parts of the human body. It outlines the sensitivity of children to X rays, gives some recommendations regarding these examinations (they are not automatic; the doctor must explain why he chooses them, previous examinations and photos must be kept and brought with; the received dose must be specified in the examination report)

  8. The Importance of Asking Questions – in Different Ways! Most ...

    Indian Academy of Sciences (India)

    IAS Admin

    Zare, Professor of Chemistry at Stanford University, USA. He said: “The question is a central aspect of both learning and knowledge creation. Yet students often seem to value more the answer than the question. I think quite the opposite. The quest to answer a question is where the learning takes place, not the answer itself”.

  9. Asking the Right Questions: Teaching about Islam and Globalization

    Science.gov (United States)

    Jafar, Afshan

    2017-01-01

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

  10. asking questions for higher order thinking in visual literacy

    African Journals Online (AJOL)

    teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. ... cognitive questions that teachers engage their learners in, for learning, and for formative assessment. ... and the recognition that they can be active and empowering agents of change in the classroom.

  11. Commonly Asked Questions about Children and Heart Disease

    Science.gov (United States)

    ... keep up when participating in physical activities. Infective (Bacterial) Endocarditis Question: Our 4-year-old daughter was born ... defects are at an increased risk for developing bacterial endocarditis, an infection of the lining of the inside ...

  12. Mergers and acquisitions. Frequently asked questions and answers.

    Science.gov (United States)

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

    2000-03-01

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

  13. Creating robust vocabulary frequently asked questions and extended examples

    CERN Document Server

    Beck, Isabel L

    2008-01-01

    Bringing Words to Life has enlivened the classrooms of hundreds of thousands of teachers. Responding to readers' success stories, practical questions, and requests for extended examples, this ideal volume builds on the groundbreaking work of Bringing Words to Life. The authors present additional tools, tips, and detailed explanations of such questions as which words to teach, when and how to teach them, and how to adapt instruction for English language learners. They provide specific instructional sequences, including assessments, for grades K-2, 3-5, 6-8, and 9-12, as well as interactive less

  14. Distance education programs for advanced practice nurses: questions to ask.

    Science.gov (United States)

    Zimmerman, L M; Barnason, S; Pozehl, B

    1999-11-01

    This article reviews the use of distance learning in nursing education and to summarize key questions that must be addressed by programs or students considering advanced practice nursing education using distance technology. An acute care nurse practitioner program using distance learning strategies is provided as an example to illustrate delivery of a clinically based curriculum. Examples of questions to be addressed in evaluating a distance education program include: How much of the course or graduate nursing program is available on-line? What are the specific informational technologies used? How does communication occur between graduate students and faculty? How are clinical requirements of a course managed? Are there any requirements for time to be spent directly on campus? Is it necessary for the student to have a computer and Internet provider? Knowledge of the available technology and components of distance education can enhance the ability of the advanced practice nurse to evaluate better and choose educational program offerings.

  15. Telehealth regulatory and legal considerations: frequently asked questions.

    Science.gov (United States)

    Cason, Jana; Brannon, Janice A

    2011-01-01

    As telehealth gains momentum as a service delivery model in the United States within the rehabilitation professions, regulatory and legal questions arise. This article examines the following questions: Is there a need to secure licenses in two states (i.e., where the practitioner resides, and where the client is located), before engaging in telehealth?Do state laws differ concerning if and how telehealth can occur?Do any states expressly disallow telehealth?Can services delivered through telehealth be billed the same way as services provided in-person?If practitioners fulfill the requirements to maintain licensure (e.g., continuing education obligations) in their state of residence, do they also need to fulfill the requirements to maintain licensure for the state in which the client resides?Will professional malpractice insurance cover services delivered through telehealth?Does a sole practitioner need to abide by HIPAA regulations?Responses to these questions are offered to raise awareness of the regulatory and legal implications associated with the use of a telehealth service delivery model within the professions of occupational therapy, physical therapy, speech-language pathology and audiology.

  16. Telehealth Regulatory and Legal Considerations: Frequently Asked Questions

    Directory of Open Access Journals (Sweden)

    Jana Cason

    2011-12-01

    Full Text Available As telehealth gains momentum as a service delivery model in the United States within the rehabilitation professions, regulatory and legal questions arise. This article examines the following questions:1. Is there a need to secure licenses in two states (i.e., where the practitioner resides, and where the client is located, before engaging in telehealth?2. Do state laws differ concerning if and how telehealth can occur?3. Do any states expressly disallow telehealth?4. Can services delivered through telehealth be billed the same way as services provided in-person?5. If practitioners fulfill the requirements to maintain licensure (e.g., continuing education obligations in their state of residence, do they also need to fulfill the requirements to maintain licensure for the state in which the client resides?6. Will professional malpractice insurance cover services delivered through telehealth?7. Does a sole practitioner need to abide by HIPAA regulations?Responses to these questions are offered to raise awareness of the regulatory and legal implications associated with the use of a telehealth service delivery model

  17. Nutritional assessment in vegetarians and vegans: questions clinicians should ask.

    Science.gov (United States)

    Plotnikoff, Gregory A

    2012-12-01

    Not all who adhere to vegetarian, vegan or other special diets have nutritionally sound eating habits. The clinical consequences of an insufficiently mindful vegetarian or vegan diet include many common symptoms such as anxiety, brain fog, depression, fatigue, insomnia, neuropathies and other neurologic dysfunction. Patients with such symptoms who report having a vegetarian or vegan diet, or a diet that severely restricts meat consumption, require a slightly expanded differential diagnosis. The challenge is to identify which patients require closer attention. This article lists questions to use to quickly assess for potential dietary drivers of clinical symptoms. In many cases, simple nutritional interventions, through diet and/or supplementation, can resolve or minimize problematic symptoms.

  18. Marketing foods to children: are we asking the right questions?

    Science.gov (United States)

    Elliott, Charlene

    2012-06-01

    The childhood obesity epidemic has prompted a range of regulatory initiatives that seek to reduce the impact of food marketing on children. Policy recommendations by government and public health organizations have suggested regulating the promotion of high-sugar, -fat, and/or -salt foods to children, while the food industry has created voluntary nutrition guidelines to channel child-targeted marketing toward only "better-for-you" products. This article argues that the overarching focus on the nutrient profile of foods (nutritionism) is wrong-headed: The slippage in terms from "better-for-you" foods to "healthy dietary choices" is problematic and also makes it difficult for children to identify the healthy choice. Nutritionism further works to sidestep important questions pertaining to the ethics of food marketing, not to mention the way that marketing foods as fun and entertainment works to encourage overeating in children.

  19. Asking Bigger Questions: An Invitation to Further Conversation

    Directory of Open Access Journals (Sweden)

    Stephen Bloch-Schulman

    2016-03-01

    Full Text Available 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. If, instead, SoTL would embrace not only its diversity but also its political potential, then we, as a scholarly community, would be in a position to do more than merely improve students’ learning in our own classrooms. We could help to transform higher education. To achieve that, we need a broader conversation and a wider range of studies. We also need to be mindful of and engaged with the political, economic, and ideological forces that are shaping our institutions, our work, and our students’ expectations.

  20. Workplace safety: Let’s ask the right questions

    CERN Document Server

    CERN Bulletin

    2011-01-01

    Since 2003, the International Labour Organization and the World Health Organization have been organising an annual event on 28 April called “World Day for Safety and Health at Work.” This year, CERN is taking part for the first time with campaigns organised by the Safety Unit of the BE Department and by the HSE Unit.   The HSE Unit and the Safety Unit of the BE Department invite you to find out about everyday health and safety questions by visiting the stands they will be setting up at the entrances to the different restaurants at lunchtime on Thursday, 28 April. "This will be a chance to think about safety not just in the workplace but also at home and in the context of leisure activities,” explains Charles-Edouard Sala, who came up with the idea for CERN's participation in the event. “Safety is, first and foremost, a matter of personal awareness of and sensitivity to risks. That is why we in the Safety Unit had the idea for a campaign with the mo...

  1. EPAct Alternative Fuel Transporation Program - State and Alternative Fuel Provider Fleets: Frequently Asked Questions

    Energy Technology Data Exchange (ETDEWEB)

    None

    2010-03-01

    Factsheet answering frequently asked questions about the U.S. Department of Energy's Alternative Fuel Transportation Program (the Program) that implements provisions of Titles III–V of the Energy Policy Act of 1992 (EPAct). Answers to questions that are frequently asked about the Program by managers of state government and alternative fuel provider fleets are provided in the factsheet.

  2. Ask versus tell: Potential confusion when child witnesses are questioned about conversations.

    Science.gov (United States)

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

    2017-12-01

    Children's potential confusion between "ask" and "tell" can lead to misunderstandings when child witnesses are asked to report prior conversations. The verbs distinguish both between interrogating and informing, and between requesting and commanding. Children's understanding was examined using both field (Study 1) and laboratory methods (Studies 2-4). Study 1 examined 100 5- to 12-year-olds' trial testimony in child sexual abuse cases, and found that potentially ambiguous use of ask and tell was common, typically found in yes-no questions that elicited unelaborated answers, and virtually never clarified by attorneys or child witnesses. Studies 2 to 4 examined 345 maltreated 6- to 11-year-olds' understanding of ask and tell. The results suggest that children initially comprehend telling as saying, and thus believed that asking is a form of telling. As such, they often endorsed asking as telling when asked yes-no questions, but distinguished between asking and telling when explicitly asked to choose. Their performance was impaired by movement between different use of the words. Child witnesses' characterization of their conversations can easily be misconstrued by the way in which they are questioned, leading questioners to misinterpret whether they were coached by disclosure recipients or coerced by abuse suspects. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  3. Ask Me a Question: How Teachers Use Inquiry in a Classroom.

    Science.gov (United States)

    Black, Susan

    2001-01-01

    Teacher use questioning techniques to evaluate students' learning, check class work and homework, review and summarize lessons, and motivate students to pay attention, learn, develop thinking skills, and investigate independently. Teachers often overestimate the value of such questions. Asking thought-provoking questions and waiting for answers…

  4. Questions Students Ask: Bridging the Gap between Scientists and Students in a Research Institute Classroom

    Science.gov (United States)

    France, Bev; Bay, Jacquie L.

    2010-01-01

    It was proposed that an analysis of the questions students anticipate asking, and ask, could provide information about an enculturation encounter between Year 13 biology students and scientists working in a biomedical-clinical research unit. As part of a day-long intervention at this research institute, small groups of students (10-15) met with…

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

    Science.gov (United States)

    ... of this page please turn Javascript on. Feature: Lung Cancer Questions to Ask Your Health Professional Past Issues / ... 2013 Table of Contents Tests What type of lung cancer do I have? Has the cancer spread from ...

  6. Patients With Limited Health Literacy Ask Fewer Questions During Office Visits With Hand Surgeons.

    Science.gov (United States)

    Menendez, Mariano E; van Hoorn, Bastiaan T; Mackert, Michael; Donovan, Erin E; Chen, Neal C; Ring, David

    2017-05-01

    In the midst of rapid expansion of medical knowledge and decision-support tools intended to benefit diverse patients, patients with limited health literacy (the ability to obtain, process, and understand information and services to make health decisions) will benefit from asking questions and engaging actively in their own care. But little is known regarding the relationship between health literacy and question-asking behavior during outpatient office visits. (1) Do patients with lower levels of health literacy ask fewer questions in general, and as stratified by types of questions? (2) What other patient characteristics are associated with the number of questions asked? (3) How often do surgeons prompt patients to ask questions during an office visit? We audio-recorded office visits of 84 patients visiting one of three orthopaedic hand surgeons for the first time. Patient questions were counted and coded using an adaptation of the Roter Interaction Analysis System in 11 categories: (1) therapeutic regimen; (2) medical condition; (3) lifestyle; (4) requests for services or medications; (5) psychosocial/feelings; (6) nonmedical/procedural; (7) asks for understanding; (8) asks for reassurance; (9) paraphrase/checks for understanding; (10) bid for repetition; and (11) personal remarks/social conversation. Directly after the visit, patients completed the Newest Vital Sign (NVS) health literacy test, a sociodemographic survey (including age, sex, race, work status, marital status, insurance status), and three Patient-Reported Outcomes Measurement Information System-based questionnaires: Upper-Extremity Function, Pain Interference, and Depression. The NVS scores were divided into limited (0-3) and adequate (4-6) health literacy as done by the tool's creators. We also assessed whether the surgeons prompted patients to ask questions during the encounter. Patients with limited health literacy asked fewer questions than patients with adequate health literacy (5 ± 4 versus 9

  7. Commonly Asked Questions about Child Care Centers and the Americans with Disabilities Act.

    Science.gov (United States)

    Department of Justice, Washington, DC. Civil Rights Div.

    This publication provides answers to 30 frequently asked questions about child care centers and the Americans with Disabilities Act (ADA). Questions are grouped into the following categories: coverage, general information, personal services, issues regarding specific disabilities, making the child-care facility accessible, tax provisions, the…

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

    Science.gov (United States)

    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…

  9. Which question do polls about evolution and belief really ask, and why does it matter?

    Science.gov (United States)

    McCain, Kevin; Kampourakis, Kostas

    2018-01-01

    Data from studies conducted to determine acceptance rates for evolution are often misleading. The questions that are asked and compared to one another do not always give an authentic picture of respondents' views. Quite often, polls, such as those by IPSOS, Gallup, and PEW, also run together questions asking respondents' beliefs in concepts like God with questions asking respondents' beliefs about concepts like evolution. The two are distinct and should not be confused. One might believe in evolution while having wrong beliefs about it, whereas someone else might decide not to believe in evolution while having accurate beliefs about it. Distinguishing between " belief in" and " belief about" might help remove an unrecognized confounding element from these studies.

  10. Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

    Science.gov (United States)

    Camenga, Kristin A.

    2013-01-01

    We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

  11. Interventions before consultations to help patients address their information needs by encouraging question asking: systematic review.

    Science.gov (United States)

    Kinnersley, Paul; Edwards, Adrian; Hood, Kerry; Ryan, Rebecca; Prout, Hayley; Cadbury, Naomi; MacBeth, Fergus; Butow, Phyllis; Butler, Christopher

    2008-07-16

    To assess the effects on patients, clinicians, and the healthcare system of interventions before consultations to help patients or their representatives gather information in consultations by question asking. Systematic review with meta-analysis. Electronic literature searches of seven databases and hand searching of one journal and bibliographies of relevant articles. Review methods Inclusion criteria included randomised controlled trials. Primary outcomes were question asking; patients' anxiety, knowledge, and satisfaction; and length of consultation. 33 randomised trials of variable quality involving 8244 patients were identified. A few studies showed positive effects. Meta-analyses showed small and statistically significantly increases in question asking (standardised mean difference 0.27, 95% confidence interval 0.19 to 0.36) and patients' satisfaction (0.09, 0.03 to 0.16). Non-statistically significant changes occurred in patients' anxiety before consultations (weighted mean difference -1.56, -7.10 to 3.97), patients' anxiety after consultations (standardised mean difference -0.08, -0.22 to 0.06), patients' knowledge (-0.34, -0.94 to 0.25), and length of consultation (0.10, -0.05 to 0.25). Interventions comprising written materials had similar effects on question asking, consultation length, and patients' satisfaction as those comprising the coaching of patients. Interventions with additional training of clinicians had little further effect than those targeted at patients alone for patients' satisfaction and consultation length. Interventions for patients before consultations produce small benefits for patients. This may be because patients and clinicians have established behaviours in consultations that are difficult to change. Alternatively small increases in question asking may not be sufficient to make notable changes to other outcomes.

  12. Tips for a physician in getting the right job, part XII: general questions for the applicant to ask.

    Science.gov (United States)

    Harolds, Jay A

    2014-07-01

    The type and caliber of the questions asked by a job hunter is one of the ways an interviewer will evaluate the candidate. Questions that show poor preparation should not be asked, such as failure to read what the employer sent to the job seeker or not doing elementary research on the practice, the organization, or the community. Asking about insignificant details also is not helpful. Not having any good questions to ask is a negative in an interview. This article discusses many possible important questions for the applicant to ask during an interview.

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

    Science.gov (United States)

    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.

  14. 100 commonly asked questions in math class answers that promote mathematical understanding, grades 6-12

    CERN Document Server

    Posamentier, Alfred S (Steven); Germain-Williams, Terri L (Lynn); Paris, Elaine S; Lehmann, Ingmar H (Horst)

    2013-01-01

    100 ways to get students hooked on math! That one question got you stumped? Or maybe you have the answer, but it's not all that compelling. Al Posamentier and his coauthors to the rescue with this handy reference containing fun answers to students'100 most frequently asked math questions. Even if you already have the answers, Al's explanations are certain to keep kids hooked. The big benefits? You'll discover high-interest ways to Teach to the Common Core's math content standards Promote inquiry and process in mathematical thinking Build procedural skills and conceptual understanding Encourage

  15. Provider Discussion, Education, and Question-Asking about Control Medications during Pediatric Asthma Visits

    Directory of Open Access Journals (Sweden)

    Betsy Sleath

    2011-01-01

    Full Text Available Background. Few studies have explored how providers communicate about control medications during pediatric asthma visits. Objectives. The purpose of this study was to: (a describe the extent to which providers discuss, educate, and ask children and their caregivers questions about control medications and (b examine how child, caregiver, and provider characteristics are associated with provider communication about control medications during pediatric asthma visits. Methods. Children ages 8 through 16 with mild, moderate, or severe persistent asthma and their caregivers were recruited at five pediatric practices in nonurban areas of North Carolina. After audio-tape recording medical visits, caregivers completed questionnaires and children were interviewed. Generalized estimating equations were used to analyze the data. Results. Providers educated families about control medications during 61% of the visits, and they asked questions about control medications during 67% of visits. Providers were significantly more likely to discuss control medications if a child was taking a control medication, if the child had moderate to severe persistent asthma, and if the child was present for an asthma-related visit. Conclusion. Providers need to educate and ask more questions of families about side effects and how well control medications are working.

  16. Questions Students Ask: Bridging the gap between scientists and students in a research institute classroom

    Science.gov (United States)

    France, Bev; Bay, Jacquie L.

    2010-01-01

    It was proposed that an analysis of the questions students anticipate asking, and ask, could provide information about an enculturation encounter between Year 13 biology students and scientists working in a biomedical-clinical research unit. As part of a day-long intervention at this research institute, small groups of students (10-15) met with scientists (two) for a 15-minute discussion period. Pre- and post-questionnaires from 398 students provided data on intended, and judged best questions that were categorised and analysed into five categories: nature of science, science information, citizen decisions, personal, and no response/other. Chi Square analysis showed that students' areas of interest shifted to a personal perspective as a result of the intervention. Twenty students were interviewed who provided explanations for their questions. Analysis of their responses showed students were: developing an understanding of scientific practice as a journey, making identity links, using the personal as a knowledge bridge, acknowledging a commonality of values, and demonstrating that such an enculturation can be a transformative experience. These students engaged with a community of scientists at a physical, cognitive, and personal level. Physically they engaged with the practice of science in the laboratory, cognitively they were able to develop an understanding about how science knowledge was developed, and personally they were able to identify with science and scientists. The shift in students' questions showed that the intervention influenced their views on science and scientists to a broader understanding of scientific literacy.

  17. "Battered Women" and Previous Victimization: Is the Question Relevant?

    Science.gov (United States)

    Gudim, Laurie, Comp.; And Others

    This report discusses battered women and the role of their previous victimization. After a literature review on family violence in general, these topics are discussed: (1) family violence and the patriarchy; (2) the historical background of family violence; (3) intergenerational cycle of violence; and (4) psychological literature's four ways…

  18. Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question.

    Science.gov (United States)

    Norén, Niklas; Sigurd Pilesjö, Maja

    2016-09-09

    Asking a question can be a highly challenging task for a person with multiple disabilities, but questions have not received much attention in research on augmentative and alternative communication (AAC). Conversation analysis is employed to examine an instance of multiparty interaction where a speech and language therapist supports a child with multiple disabilities to ask a question with a communication board. The question is accomplished through a practice where the action is built as a trajectory of interactional steps. Each step is built using ways of involvement that establish different participation spaces designed to deal with different aspects of asking a question: agreeing on the action type, the speaker and recipient, the content of the question, and then asking the question. The segmentation of a question into discrete steps and participation spaces can be used in intervention to model the construction of a question for AAC users and significant others.

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

    International Nuclear Information System (INIS)

    1984-03-01

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

  20. In-service teacher education: asking questions for higher order thinking in visual literacy

    Directory of Open Access Journals (Sweden)

    Visvaganthie Moodley

    2013-01-01

    Full Text Available 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 within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL learning classroom. Guided by an earlier taxonomy of cognition, and using qualitative methodology, the paper analyses data obtained from: (i observation notes and examination equivalents of 40 teachers from various public schools in Gauteng who were engaged in the Advanced Certificate in Education (ACE, English specialization programme; and (ii a case study of three teachers by means of semi-structured interviews, and a study of their lesson plans and worksheets.The paper examines, specifically, teachers' choice of texts and questions asked, for English second-language learners for the teaching of VL. It concludes by suggesting that if teachers themselves are first engaged in the cognitive processes they wish learners to acquire, they are better positioned to promote higher order among their learners.

  1. Using questions sent to an Ask-A-Scientist site to identify children's interests in science

    Science.gov (United States)

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

    2006-11-01

    Interest is a powerful motivator; nonetheless, science educators often lack the necessary information to make use of the power of student-specific interests in the reform process of science curricula. This study suggests a novel methodology, which might be helpful in identifying such interests - using children's self-generated questions as an indication of their scientific interests. In this research, children's interests were measured by analyzing 1555 science-related questions submitted to an international Ask-A-Scientist Internet site. The analysis indicated that the popularity of certain topics varies with age and gender. Significant differences were found between children's spontaneous (intrinsically motivated) and school-related (extrinsically motivated) interests. Surprisingly, girls contributed most of the questions to the sample; however, the number of American girls dropped upon entering senior high school. We also found significant differences between girls' and boys' interests, with girls generally preferring biological topics. The two genders kept to their stereotypic fields of interest, in both their school-related and spontaneous questions. Children's science interests, as inferred from questions to Web sites, could ultimately inform classroom science teaching. This methodology extends the context in which children's interests can be investigated.

  2. Answers to frequently asked questions about cleanup activities at Three Mile Island, Unit 2. Public information report

    International Nuclear Information System (INIS)

    1980-09-01

    The document presents answers to frequently asked questions about plans for cleanup and decontamination activities at Three Mile Island, Unit 2. Answers to the questions asked are based on information in the NRC 'Draft Programmatic Environmental Impact Statement related to decontamination and disposal of radioactive wastes resulting from March 28, 1979, accident, Three Mile Island Nuclear Station, Unit 2' NUREG-0683

  3. Violence against pregnant women will remain hidden as long as no direct questions are asked.

    Science.gov (United States)

    Edin, Kerstin E; Högberg, Ulf

    2002-12-01

    to assess the experience, knowledge, attitudes and routines regarding violence against pregnant women among midwives working at antenatal clinics in the county of Västerbotten, northern Sweden. five qualitative research interviews with midwives were conducted. In addition, questionnaires were sent to all midwives working at the antenatal clinics in the county. the midwives, although very knowledgeable about and sensitive to pregnant women and their needs, still rarely revealed the occurrence of violence. Symptoms and signals of abuse may vary and are not easily recognised by an outsider. Among pregnant women registered at the antenatal clinic, the midwives roughly estimated that the frequency of known cases of physical and sexual abuse before and during the current pregnancy was 2.3 and 0.6%, respectively for the preceding calendar year. The local programme for antenatal care provided no guidelines regarding response to violence, no instruments for disclosure and no directions about support when confronted with an abused pregnant woman. The midwife did not usually ask any questions if she was merely suspicious but had no strong supporting evidence. In answering the questionnaire however, the midwives were positive towards asking every pregnant woman about abuse in approximately the same way as they asked about other issues already incorporated in the records. most likely the midwives in this study were disclosing only a fraction of the cases of abuse against women. Violence of this kind will probably remain hidden as long as the whole issue of violence is not included in the national recommendations or in the local programme for antenatal care. there should be specific written recommendations in the national antenatal care programme to guide and support the midwives in questioning all pregnant women about violence. To achieve adequate and optimal assessment and intervention at the antenatal clinic, the midwives need to be given education and training and provided

  4. Child and caregiver reported problems in using asthma medications and question-asking during paediatric asthma visits.

    Science.gov (United States)

    Sleath, Betsy; Carpenter, Delesha M; Beard, Ashley; Gillette, Christopher; Williams, Dennis; Tudor, Gail; Ayala, Guadalupe X

    2014-02-01

    The objectives of the study were to describe the extent to which lay caregivers and children who reported asthma medication problems asked medication questions during their medical visits. Children with asthma ages 8 through 16 years and their caregivers were recruited at five paediatric practices and their medical visits were audiotape recorded. Children were interviewed after their medical visits and caregivers completed questionnaires. A home visit was conducted 1 month later. Generalized estimating equations were used to analyse the data. Two hundred and ninety six families participated. Among those caregivers who reported asthma medication problems, only 35% had asked at least one medication question during the visit. Among children who reported asthma medication problems, only 11% had asked at least one medication question during their consultation. Caregivers and children who reported a problem with their asthma medications were significantly more likely to have asked medication questions if providers had asked more questions about control medications. Children who reported higher asthma management self-efficacy were significantly more likely to have asked an asthma medication question. Only one in three caregivers and one in 10 children who reported an asthma medication problem asked a question during their medical visits and many still reported these problems 1 month later. Pharmacists should encourage caregivers and children to report problems they may be having using their asthma medications. © 2013 Royal Pharmaceutical Society.

  5. European snapshot homeless survey: results of questions asked of passers-by in 11 European cities.

    Science.gov (United States)

    Brandon, D; Khoo, R; Maglajlic, R; Abuel-Ealeh, M

    2000-02-01

    Passers-by were interviewed outside McDonalds restaurants in 11 European cities during November and December 1998. Eight questions were asked, mainly exploring the stigma levels of a particularly socially and economically excluded group (homeless people) and also the preferred remedies for homelessness. Answers varied, especially between the countries in Western Europe and those in the former Warsaw Pact countries. Stigma levels were very high in Bucharest, Kiev and Zagreb, presumably making resettlement work difficult. People in these cities saw homeless people as 'dangerous': repositories of infectious disease and likely to make unprovoked attacks. Most passers-by also believed homeless people were under threat, especially from the police, sometimes from other passers-by, from exposure to the winters and, in Cambridge, Vienna and Zagreb, from malnutrition. Suggested remedies were increased employment, improved training and increased affordable housing, rather than the imprisonment of beggars.

  6. On the questions that we can ask visual archives: for public history, communication and teaching

    Directory of Open Access Journals (Sweden)

    Fabiana Bruce Silva

    2017-04-01

    Full Text Available Experiências anteriores com arquivos e coleções fotográficas datadas de meados do século XX, me levaram a pensar nas imagens que os sujeitos, as instituições e as épocas compartilham em suas falas cotidianas. Elas podem ser acessadas não somente em acervos, também na internet, em exposições, no cinema, na sala de aula e em outros espaços de convivência, vistos de uma plataforma como a História pública. Através das perguntas que lhes fazemos é possível distinguir como elas ficam presentes em nosso cotidiano. É possível reconstituir percursos e perscrutar, no presente, ecos daqueles valores que aparecem visualmente. Com isso, o objetivo deste ensaio é expor fragmentos que fazem parte da cultura visual no Recife. Como plataforma reflexiva, os argumentos identificam e relatam alguns desses fragmentos.   PALAVRAS-CHAVE: Arquivos e coleções fotográficas, História pública, comunicação, ensino.   ABSTRACT Previous experiences with photographic archives and collections dating from the mid-twentieth century have led me to think about the images that the subjects, the institutions and the epochs shared in their day-to-day discourse. They can be accessed not only in collections, but also on the internet, in exhibitions, in the cinema, in the classroom and in other spaces of coexistence, seen from a platform such as public History. Through the questions that we ask them, it is possible to distinguish how they become present in our daily lives. It is possible to reconstitute paths and examine, in the present, echoes of those values that appear visually. configure the visibility presented. On thinking about images, we carry out montages. The aim of this essay is therefore to expose fragments that are part of the visual culture in Recife. As a reflective platform, the arguments identify and relate some of these fragments.   KEYWORDS: Photographic archives and collections, public History, communication, teaching.     RESUMEN

  7. The Impact of Asking Intention or Self-Prediction Questions on Subsequent Behavior

    Science.gov (United States)

    Wood, Chantelle; Conner, Mark; Miles, Eleanor; Sandberg, Tracy; Taylor, Natalie; Godin, Gaston; Sheeran, Paschal

    2015-01-01

    The current meta-analysis estimated the magnitude of the impact of asking intention and self-prediction questions on rates of subsequent behavior, and examined mediators and moderators of this question–behavior effect (QBE). Random-effects meta-analysis on 116 published tests of the effect indicated that intention/prediction questions have a small positive effect on behavior (d+ = 0.24). Little support was observed for attitude accessibility, cognitive dissonance, behavioral simulation, or processing fluency explanations of the QBE. Multivariate analyses indicated significant effects of social desirability of behavior/behavior domain (larger effects for more desirable and less risky behaviors), difficulty of behavior (larger effects for easy-to-perform behaviors), and sample type (larger effects among student samples). Although this review controls for co-occurrence of moderators in multivariate analyses, future primary research should systematically vary moderators in fully factorial designs. Further primary research is also needed to unravel the mechanisms underlying different variants of the QBE. PMID:26162771

  8. Interviewing asylum seekers : A vignette study on the questions asked to assess credibility of claims about origin and persecution

    NARCIS (Netherlands)

    van Veldhuizen, Tanja S.; Horselenberg, Robert; Landström, Sara; Granhag, Pär Anders; van Koppen, Peter J.

    2017-01-01

    The aim of the current vignette study is to map the style, type, and themes of questions that are asked when assessing the credibility of asylum seekers' claims. Sixty-five officials from the Swedish Migration Agency (Migrationsverket), were asked to respond to one out of four different vignettes

  9. Interviewing asylum seekers : A vignette study on the questions asked to assess credibility of claims about origin and persecution

    OpenAIRE

    van Veldhuizen, Tanja S.; Horselenberg, Robert; Landström, Sara; Granhag, Pär Anders; van Koppen, Peter J.

    2017-01-01

    The aim of the current vignette study is to map the style, type, and themes of questions that are asked when assessing the credibility of asylum seekers' claims. Sixty-five officials from the Swedish Migration Agency (Migrationsverket), were asked to respond to one out of four different vignettes that contained fictitious asylum narratives. Each vignette presented the types of problems often encountered by officials at the migration board. Two of the vignettes contained no evidence of the ori...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

  15. Aspirin and the prevention of venous thromboembolism following total joint arthroplasty: commonly asked questions.

    Science.gov (United States)

    Azboy, I; Barrack, R; Thomas, A M; Haddad, F S; Parvizi, J

    2017-11-01

    The number of arthroplasties being performed increases each year. Patients undergoing an arthroplasty are at risk of venous thromboembolism (VTE) and appropriate prophylaxis has been recommended. However, the optimal protocol and the best agent to minimise VTE under these circumstances are not known. Although many agents may be used, there is a difference in their efficacy and the risk of bleeding. Thus, the selection of a particular agent relies on the balance between the desire to minimise VTE and the attempt to reduce the risk of bleeding, with its undesirable, and occasionally fatal, consequences. Acetylsalicylic acid (aspirin) is an agent for VTE prophylaxis following arthroplasty. Many studies have shown its efficacy in minimising VTE under these circumstances. It is inexpensive and well-tolerated, and its use does not require routine blood tests. It is also a 'milder' agent and unlikely to result in haematoma formation, which may increase both the risk of infection and the need for further surgery. Aspirin is also unlikely to result in persistent wound drainage, which has been shown to be associated with the use of agents such as low-molecular-weight heparin (LMWH) and other more aggressive agents. The main objective of this review was to summarise the current evidence relating to the efficacy of aspirin as a VTE prophylaxis following arthroplasty, and to address some of the common questions about its use. There is convincing evidence that, taking all factors into account, aspirin is an effective, inexpensive, and safe form of VTE following arthroplasty in patients without a major risk factor for VTE, such as previous VTE. Cite this article: Bone Joint J 2017;99-B:1420-30. ©2017 Azboy et al.

  16. Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights

    Directory of Open Access Journals (Sweden)

    Zulmaris Diaz

    2013-07-01

    Full Text Available Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings revealed the type of questions used by the participants, how they made sense of their teaching, and how accountability measures influenced their teaching. This research recommends education programs to prepare future teachers to comply with what is required by the current reform without compromising their students’ learning and thinking skills.

  17. The Investigation of Chemistry Questions Asked in Free Boarding and Scholarship Examination for High School Level in the Context of Algorithmic and Conceptual Question Type

    Directory of Open Access Journals (Sweden)

    Ayşegül DERMAN

    2016-06-01

    Full Text Available To conduct of the education programs, the most important resource is considered that textbooks but in national assesment tests, chemistry questions prepared according to chemistry curriculum they may be considered reflections of curriculum. The purpose of this study is to review the 140 chemistry questions “algoritmic or conceptual”, asked in “Free Boarding and Scholarship Examination”for 9,10,11 classes between 1998 and 2015 years. The study is a descriptive study. In data analysis, within the scope of the document analysis, qualitative research method was used. Crosstabs and Kappa statistic was used. The findings of this study revealed that the questions asked in “Free Boarding and Scholarship Examination”are 80% conceptual, 20% algorithmic in total. The distribution of question types according to the years indicates that most of questions are consisted of conceptual question types. By the findings are associated with the relevant literature and national chemistry curriculum, inferences and implications for conceptual chemistry teaching and learning have been made

  18. Values in translation: how asking the right questions can move translational science toward greater health impact.

    Science.gov (United States)

    Kelley, Maureen; Edwards, Kelly; Starks, Helene; Fullerton, Stephanie M; James, Rosalina; Goering, Sara; Holland, Suzanne; Disis, Mary L; Burke, Wylie

    2012-12-01

    The speed and effectiveness of current approaches to research translation are widely viewed as disappointing given small gains in real population health outcomes despite huge investments in basic and translational science. We identify critical value questions-ethical, social, economic, and cultural-that arise at moments throughout the research pathway. By making these questions visible, and promoting discussion of them with diverse stakeholders, we can facilitate handoffs along the translational pathway and increase uptake of effective interventions. Who is involved with those discussions will determine which research projects, populations, and methods get prioritized. We argue that some upfront investment in community and interdisciplinary engagement, shaped by familiar questions in ethics, social justice, and cultural knowledge, can save time and resources in the long run because interventions and strategies will be aimed in the right direction, that is, toward health improvements for all. © 2012 Wiley Periodicals, Inc.

  19. Managing the Documentation Maze Answers to Questions You Didn't Even Know to Ask

    CERN Document Server

    Gough, Janet

    2010-01-01

    This book deals with a topic of critical importance for compliance with record-keeping regulations in pharmaceutical and medical device industries. It presents more than 750 questions and answers about documentation management, whether electronic or paper-based. It defines, through a Q&A approach, what document management actually is, and why it should be a core discipline in the industry. Questions and responses also address electronic system selection and validation, system security, user accountability, and audit trails, as well as standard operating procedures for supporting document syste

  20. Asking the Right Questions: A Critique of Facebook, Social Media, and Libraries

    Science.gov (United States)

    Bodnar, Jonathan; Doshi, Ameet

    2011-01-01

    Reflecting on the library literature on Facebook, our experience using Facebook and other social networking sites professionally, and our discussions with librarians about these tools, we question the use of social networking sites in academic libraries and note opportunities for discussion and research. Ultimately, we encourage librarians and…

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

    Science.gov (United States)

    Leeson, Caroline

    2014-01-01

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

  2. Questions Students Ask: Why Not Bend Light with an Electric Field?

    Science.gov (United States)

    Van Heuvelen, Alan

    1983-01-01

    In response to a question, "Why not use a magnetic or electric field to deflect light?," reviews the relation between electric charge and electric/magnetic fields. Discusses the Faraday effect, (describing matter as an intermediary in the rotation of the place of polarization) and other apparent interactions of light with electric/magnetic fields.…

  3. Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

    Science.gov (United States)

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

    2014-07-01

    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 administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students' self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).

  4. The Knowledge Engineer as Student: Metacognitive Bases for Asking Good Questions

    Science.gov (United States)

    1987-01-01

    Clancey, 1984a, Clancey, 1986b). Thus, at each poiat what the program is trying to do, called a subtask, is translated into a question. about what...constructing several knowlodge bases in the Heracles language (Clancey, 1984b): 1. Problem selection: Selecting a domain, task. and scope for the expert...naturally translates the program’s deficiencies to deficiencies in her own understanding. In addition to forcing the student to articulate his knowledge

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

    Science.gov (United States)

    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.

  6. The Right Scale for the Question Asked: A Challenge for Great Lakes Hydrology and Restoration Forecasts

    Science.gov (United States)

    Hunt, R.; Walker, J. F.; Christiansen, D.

    2012-12-01

    Water is a primary metric for viewing Great Lakes health and restoration. Our ability to characterize and forecast hydrologic conditions continues to improve, but challenges remain. One notable issue is the scale of the Great Lakes system. Because of its size, constructing a tractable model that encompasses the entire watershed requires extensive simplification. Questions that require higher spatial and temporal resolution, however, often cannot be well-simulated using the coarse resolution of Great Lakes watershed-scale tools. In work conducted for the Great Lake Restoration Initiative, a regional Precipitation-Runoff Modeling System (PRMS) model has been constructed for the entire Lake Michigan watershed. The model was parameterized using Hydrologic Response Units of about 207 square kilometers, and 148 stream gages ranging in HUC 8-12 scales. This representation of the system is useful for annual and perhaps seasonal/monthly characterizations of water fluxes to Lake Michigan. Likewise, this scale of forecast can be useful for certain predictions, such as lake stage forecasts where Lake Michigan is the basinwide receptor - a receptor that is a natural integrator of large space and time. Many questions need a more refined characterization of the dynamics and processes operating within the system. For these, such a coarse representation of space and time is not appropriate. Many Great Lakes issues, such as localized Areas of Concern (AOCs) and Harmful Algal Blooms (HABs), are not well represented by basinwide averages. For example, annual flows are not useful for assessing the resilience of a sand-capping restoration activity to future climate variability. In this work, a spatially detailed PRMS model has been refined from the regional PRMS model to construct more representative forecasts for these types of questions. The sub-basin model needs to answer the smaller scale question, but must also be consistent with the conceptualization and parameterization of the

  7. The Majority of Library Clients Still Use Person-to-Person Interaction When Asking Reference Questions. A review of: De Groote, Sandra L. “Questions Asked at the Virtual and Physical Health Sciences Reference Desk: How Do They Compare and What Do They Tell Us?” Medical Reference Services Quarterly 24.2 (Summer 2005: 11-23.

    Directory of Open Access Journals (Sweden)

    Suzanne Pamela Lewis

    2006-03-01

    Full Text Available Objective - To identify similarities and difference in the questions asked at the virtual and physical refernece desks of a helath scienmces library, in order to better undertand user needs and highlight areas for service improvement. Also to retrospectively analyze reference statistics collected over the previous six years. Design - Use study; retrospective study of reference statistics for the period July 1997 to June 2003; literature review. Setting - Large academic helath sciences library in the United States. Subjects - All questions asked at the reference and information desks, plus questions submitted to the University-wide virtual reference service and answered by a health sciences librarian, over a period of one month. The questions were asked by faculty, staff, students and members of the public. Methods - A literature review was carried out to examine the types of information/reference questions typically asked in health sciences libraries both before and after the mass introduction of remote end-user searching of online resources and the establishment of virtual reference services. Next, the reference statistics collected at the University of Illinois at Chicage (UIC Library of the Health Sciences between July 1997 and June 2003 were examined. For most of this period a digital reference service was offered using a listserv address to which patrons would submit email queries. Beginning in March 2003, a formal virtual reference service (chat and email was provided using commercial software. Finally, data was gathered on questions answered by a health sciences librarians, and clients who asked the question, at either the physical or cirtual reference desk, during the month of November 2003 at the UIC Library of the Health Sciences. Library staff completed an online survey form for each question, and if a client asked more than one question, each question was coded individually. Data included: status of client using the service (faculty

  8. Big Data and Dysmenorrhea: What Questions Do Women and Men Ask About Menstrual Pain?

    Science.gov (United States)

    Chen, Chen X; Groves, Doyle; Miller, Wendy R; Carpenter, Janet S

    2018-04-30

    Menstrual pain is highly prevalent among women of reproductive age. As the general public increasingly obtains health information online, Big Data from online platforms provide novel sources to understand the public's perspectives and information needs about menstrual pain. The study's purpose was to describe salient queries about dysmenorrhea using Big Data from a question and answer platform. We performed text-mining of 1.9 billion queries from ChaCha, a United States-based question and answer platform. Dysmenorrhea-related queries were identified by using keyword searching. Each relevant query was split into token words (i.e., meaningful words or phrases) and stop words (i.e., not meaningful functional words). Word Adjacency Graph (WAG) modeling was used to detect clusters of queries and visualize the range of dysmenorrhea-related topics. We constructed two WAG models respectively from queries by women of reproductive age and bymen. Salient themes were identified through inspecting clusters of WAG models. We identified two subsets of queries: Subset 1 contained 507,327 queries from women aged 13-50 years. Subset 2 contained 113,888 queries from men aged 13 or above. WAG modeling revealed topic clusters for each subset. Between female and male subsets, topic clusters overlapped on dysmenorrhea symptoms and management. Among female queries, there were distinctive topics on approaching menstrual pain at school and menstrual pain-related conditions; while among male queries, there was a distinctive cluster of queries on menstrual pain from male's perspectives. Big Data mining of the ChaCha ® question and answer service revealed a series of information needs among women and men on menstrual pain. Findings may be useful in structuring the content and informing the delivery platform for educational interventions.

  9. Commonly asked questions: thrombolytic therapy in the management of acute stroke.

    Science.gov (United States)

    Block, H Steven; Biller, José

    2013-02-01

    Questions about thrombolytic management arise frequently, often with the intent of ascertaining safety and efficacy in specific situations. Thrombolytic therapy is generally safe, even if a nonruptured intracranial aneurysm is present. The risk of cardiac rupture with tamponade is low, except for the first 7 weeks following myocardial infarction. Over this duration, there is an increased risk of intravenous thrombolytic therapy in specific patient groups. Stroke infrequently occurs during cardiac catheterization. Its infrequent occurrence has limited large treatment trials. Basilar artery occlusion management will be reviewed. Thrombolytic therapy is generally safe in the context of pre-existing cerebral microhemorrhages and cervical artery dissections. Additionally, the role of multimodal penumbral imaging in planning stroke therapy will be reviewed.

  10. Lithuanian and Russian child-directed speech: Why do we ask young children so many questions?

    Directory of Open Access Journals (Sweden)

    Victoria V. Kazakovskaya

    2012-05-01

    Full Text Available The main objective of the study was to identify and compare the variety and distribution of interrogatives in Lithuanian and Russian child-directed speech (CDS from the perspective of the functional and structural characteristics of questions addressed to young children. The analysis was based on the longitudinal data of two monolingual typically developing children, a Lithuanian girl (2;0–2;8 and a Russian boy (2;0–2;8. The transcribed corpus of conversations between the children and their parents was annotated for multipurpose automatic linguistic analysis, using tools of the program CHILDES (Child Language Data Exchange System. During the investigation, the functional and structural features of parental interrogatives were analysed.DOI: http://dx.doi.org/10.5128/ERYa8.05

  11. Adolescent refusal of lifesaving treatment: are we asking the right questions?

    Science.gov (United States)

    Diekema, Douglas S

    2011-08-01

    In life-threatening situations, whether and under what conditions a minor should be allowed to refuse a lifesaving intervention is an important question. This article addresses the issue of whether adolescents, as a rule, possess capacity of sufficient quality that it should be respected even in the case of life-altering medical decisions. After reviewing the traditional approach to determining when adolescents should have their decisions respected, an approach that focuses on establishing capacity under a traditional informed consent model, the article reviews our evolving understanding of adolescent brain development and explores the implications for adolescent decision-making capacity. The author argues that a demonstration of understanding and mature reasoning abilities is not sufficient to establish decision-making capacity and that most minors do not possess fully mature decision-making capacity. Finally, the author suggests an approach to adolescent decision-making that is more reflective of the developing state of the adolescent brain.

  12. Climate change and sustainability. Seven questions CEOs and boards should ask about 'triple bottom line' reporting

    International Nuclear Information System (INIS)

    2011-01-01

    The questions, dealt with in this report are: (1) Who issues sustainability reports? More than 3,000 companies worldwide, including more than two-thirds of the Fortune Global 500; (2) Why report on sustainability if you do not have to? Increasingly, external stakeholders such as institutional investors expect it. Reporting can also bring operational improvements, strengthen compliance, and enhance your corporate reputation; (3) What information should a sustainability report contain? Reports should contain key performance indicators relevant to the reporter's industry. Four principles for deciding what to include are materiality, stakeholder inclusiveness, sustainability context, and completeness; (4) What governance, systems and processes are needed to report on sustainability? Governance requires a high-level mandate and clear reporting lines. Also needed: robust systems and processes that help companies collect, store and analyze sustainability information; (5) Do sustainability reports have to be audited? Not yet. But they are being more closely monitored than ever before. As this trend continues, users of sustainability information will come to expect that the information has been validated by a reliable third party; (6) What are the challenges and risks of reporting? Sustainability reporting presents many challenges, including data consistency, striking a balance between positive and negative information, continually improving performance and keeping reports readable and concise; and finally (7) How can companies get the most value out of sustainability reporting? Sustainability reports should be mandatory reading for all employees, and can be a valuable tool for communicating with external audiences as well. Setting targets in the form of KPIs also forces the organization to meet publicly stated goals, which makes reporting an accountability tool.

  13. Are Asian cultures really less ageist than Western ones? It depends on the questions asked.

    Science.gov (United States)

    Vauclair, Christin-Melanie; Hanke, Katja; Huang, Li-Li; Abrams, Dominic

    2017-04-01

    Ageism is an increasing concern in ageing populations such as Asia and Europe. A prevalent assumption in psychology is that Eastern cultures may be less prone to ageism because of norms and values that honour and respect elders. Yet, evidence for this culture hypothesis is inconclusive. The current study examines this issue by comparing attitudes towards older people in an Eastern and Western samples of 184 young people from the UK and 249 from Taiwan. Attitudes to old age were measured both as meta-perceptions (the perceived normative context) and personal attitudes in regard to the cognitive, affective and behavioural components of ageism. Consistent with the culture hypothesis, meta-perceptions about competence and admiration were more positive in Taiwan than in the UK, yet other meta-perceptions were more negative pointing to the existence of old age subtypes. Personal attitudes about older people in regard to the affective and behavioural, but not the cognitive component, were more negative in Taiwan than in the UK. Thus, cultural differences in ageism are more nuanced than suggested by previous research. The importance of distinguishing between the normative context and personal attitudes as well as the different components of ageism is highlighted by the present findings. © 2016 The Authors. International Journal of Psychology published by John Wiley & Sons Ltd on behalf of International Union of Psychological Science.

  14. Measuring quality of life in mental health: are we asking the right questions?

    Science.gov (United States)

    Connell, Janice; O'Cathain, Alicia; Brazier, John

    2014-11-01

    Measuring quality-adjusted-life years using generic preference-based quality of life measures is common practice when evaluating health interventions. However, there are concerns that measures in common use, such as the EQ-5D and SF-6D, focus overly on physical health and therefore may not be appropriate for measuring quality of life for people with mental health problems. The aim of this research was to identify the domains of quality of life that are important to people with mental health problems in order to assess the content validity of these generic measures. Qualitative semi-structured interviews were conducted with 19 people, recruited from UK mental health services, with a broad range of mental health problems at varying levels of severity. This complemented a previous systematic review and thematic synthesis of qualitative studies on the same topic. Seven domains important to quality of life for people with mental health problems were identified: well-being and ill-being; relationships and a sense of belonging; activity; self-perception; autonomy, hope and hopelessness; and physical health. These were consistent with the systematic review, with the addition of physical health as a domain, and revealed a differing emphasis on the positive and negative aspects of quality of life according to the severity of the mental health problems. We conclude that the content of existing generic preference-based measures of health do not cover this domain space well. Additionally, because people may experience substantial improvements in their quality of life without registering on the positive end of a quality of life scale, it is important that the full spectrum of negative through to positive aspects of each domain are included in any quality of life measure. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  15. Evaluating health systems strengthening interventions in low-income and middle-income countries: are we asking the right questions?

    Science.gov (United States)

    Adam, Taghreed; Hsu, Justine; de Savigny, Don; Lavis, John N; Røttingen, John-Arne; Bennett, Sara

    2012-10-01

    In recent years, there have been several calls for rigorous health policy and systems research to inform efforts to strengthen health systems (HS) in low- and middle-income countries (LMICs), including the use of systems thinking concepts in designing and evaluating HS strengthening interventions. The objectives of this paper are to assess recent evaluations of HS strengthening interventions to examine the extent to which they ask a broader set of questions, and provide an appropriately comprehensive assessment of the effects of these interventions across the health system. A review of evaluations conducted in 2009-10 was performed to answer these questions. Out of 106 evaluations, less than half (43%) asked broad research questions to allow for a comprehensive assessment of the intervention's effects across multiple HS building blocks. Only half of the evaluations referred to a conceptual framework to guide their impact assessment. Overall, 24% and 9% conducted process and context evaluations, respectively, to answer the question of whether the intervention worked as intended, and if so, for whom, and under what circumstances. Almost half of the evaluations considered HS impact on one building block, while most interventions were complex targeting two or more building blocks. None incorporated evaluation designs that took into account the characteristics of complex adaptive systems such as non-linearity of effects or interactions between the HS building blocks. While we do not argue that all evaluations should be comprehensive, there is a need for more comprehensive evaluations of the wider range of the intervention's effects, when appropriate. Our findings suggest that the full range of barriers to more comprehensive evaluations need to be examined and, where appropriate, addressed. Possible barriers may include limited capacity, lack of funding, inadequate time frames, lack of demand from both researchers and research funders, or difficulties in undertaking this

  16. 'A pacemaker in my heart' -- classification of questions asked by pacemaker patients as a basis for intervention.

    Science.gov (United States)

    Rassin, Michal; Zilcha, Lia; Gross, Dalia

    2009-01-01

    The research aimed to identify the information patients find necessary, following pacemaker implantation. Although pacemaker devices do not have an adverse impact on lifestyle, they evoke anxiety related to the patient's activities and lifestyle. Survey. A convenience sample of participants was taken from the entire population of patients who attended the cardiology clinic between January-June 2007; 274 individual meetings were held with 123 pacemaker patients in three periods, reflecting different stages of recovery. In the meeting, patients were invoked to ask any question they may have regarding pacemaker implantation. The questions were collected from the patients and categorised chronologically, in accordance with their frequency in three periods, reflecting different stages of recovery. Eight categories, representing common issues and content were raised: motion and effort, environmental influences, personal hygiene, knowledge concerning the pacemaker operation, medical treatment, eating and drinking, clothing and general questions. Findings show that the common factor for most of the questions was the loss of confidence in the various aspects of life. The largest relative question proportion was in the motion and effort (27%) (e.g. may I swim? how many kg may I lift?) and environmental influences (26%) (e.g. may I use a cellular phone? may I use a shaving machine?). A coherent, continuous pattern was found, characterising the different points of measurement where, at the first point, questions were characterised as more existential, related to daily routine activities and as time passed and patients were exposed to non-daily activities and conditions, other questions were raised. Pacemaker implant guidance should be based upon experimental evidence, arranged according to each category's relative weight and take into account the patient's point of view.

  17. Routine clinical cardiovascular magnetic resonance in paediatric and adult congenital heart disease: patients, protocols, questions asked and contributions made

    Directory of Open Access Journals (Sweden)

    Martinoff Stefan

    2008-10-01

    Full Text Available Abstract Background Cardiovascular Magnetic Resonance (CMR of patients with congenital heart disease (CHD has become routine clinical practice. However, existing CMR protocols focus predominantly on patients with ischemic heart disease, and information is limited on the types of patient with CHD who benefit from CMR investigation, and in what ways. Therefore the aim of this study was to answer the questions: What type of patients were studied by CMR in a centre specializing in paediatric and adult CHD management? What questions were asked, which protocols were used and were the questions successfully answered? To answer these questions, we conducted a cohort study of all 362 patients that received routine clinical CMR during 2007 at the Department of Paediatric Cardiology and Congenital Heart Disease at the Deutsches Herzzentrum München. Results Underlying diagnosis was in 33% Fallot's tetralogy, 17% aortic coarctation, 8% Ebstein's disease, 6% Marfan's disease, 4% single ventricle with Fontan-like circulation, and 32% others. Median age was 26 years (7 days – 75 years. Ventricular volumes were assessed in 67% of the patients; flow in 74%; unknown anatomy only in 9%; specific individual morphology of known anatomy in 83%; myocardial fibrosis in 8%; stress-induced myocardial perfusion defects in 1%. Only in 3% of the cases the question could not be fully answered. Conclusion Contrary to common belief, routine CMR of patients with CHD was not requested to address global anatomical questions so much as to clarify specific questions of morphology and function of known anatomy. The CMR protocols used differed markedly from those widely used in patients with ischemic heart disease.

  18. Blood Frequently Asked Questions

    Science.gov (United States)

    ... for psoriasis Anyone who has risk factors for Creutzfeldt-Jakob disease (CJD) or who has a blood relative with ... transmitting a transfusion-transmissible disease such as variant Creutzfeldt-Jakob disease (vCJD) - the human variety of the disease that ...

  19. IC: Frequently Asked Questions

    Science.gov (United States)

    ... IC Epidemiology (RICE) Study Boston Area Community Health (BACH) Survey ICA Pilot Research Program Funding Opportunities Clinical ... IC Epidemiology (RICE) Study Boston Area Community Health (BACH) Survey ICA Pilot Research Program Funding Opportunities Clinical ...

  20. Arthritis: Frequently Asked Questions

    Science.gov (United States)

    ... SME Issue Briefs Compendium of Interventions ASMP/CDSMP Meta-Analysis Executive Summary Communication Campaigns Physical Activity. The Arthritis Pain Reliever. FAQs Campaign Materials Download General Campaign Materials Buenos días, artritis FAQs ...

  1. Plague: Frequently Asked Questions

    Science.gov (United States)

    ... animals, and humans. It is caused by the Yersinia pestis bacteria. These bacteria are found in many areas ... other mammals that are infected with the bacterium Yersinia pestis . Fleas transmit the plague bacteria to humans and ...

  2. Frequently Asked Questions

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    Climate Change Finance with Adaptation Projects and Research in Africa (RFEI #11120029) ... in the team.” IDRC response: Please be advised that references to be included with each submission, as indicated in Part A- Instructions, Item 4, should be individuals who may be contacted by ... “What is meant by 'an inventory'?

  3. Frequently Asked Questions: Hemophilia

    Science.gov (United States)

    ... four years). What is a venous access device (port-a-cath)? A port-a-cath, or implantable venous access device (VAD), ... Grant Program World Bleeding Disorders Registry Treatment Safety Data Collection Ways to Give Ways to Give Give ...

  4. WISEWOMAN: Frequently Asked Questions

    Science.gov (United States)

    ... and clinical follow-up to a final diagnosis. Target Audience Women aged 40 to 64 years enrolled ... Word file Microsoft Excel file Audio/Video file Apple Quicktime file RealPlayer file Text file Zip Archive ...

  5. 'Asking the Right Question'. A Comparison of Two Approaches to Gathering Data on 'Herbals' Use in Survey Based Studies.

    Directory of Open Access Journals (Sweden)

    James S McLay

    Full Text Available Over the last decade academic interest in the prevalence and nature of herbal medicines use by pregnant women has increased significantly. Such data are usually collected by means of an administered questionnaire survey, however a key methodological limitation using this approach is the need to clearly define the scope of 'herbals' to be investigated. The majority of published studies in this area neither define 'herbals' nor provide a detailed checklist naming specific 'herbals' and CAM modalities, which limits inter-study comparison, generalisability and the potential for meta-analyses. The aim of this study was to compare the self-reported use of herbs, herbal medicines and herbal products using two different approaches implemented in succession.Cross-sectional questionnaire surveys of women attending for their mid-trimester scan or attending the postnatal unit following live birth at the Royal Aberdeen Maternity Hospital, North-East Scotland. The questionnaire utilised two approaches to collect data on 'herbals' use, a single closed yes/no answer to the question "have you used herbs, herbal medicines and herbal products in the last three months"; and a request to tick which of a list of 40 'herbals' they had used in the same time period.A total of 889 responses were obtained of which 4.3% (38 answered 'yes' to herbal use via the closed question. However, using the checklist 39% (350 of respondents reported the use of one or more specific 'herbals' (p<0.0001. The 312 respondents who reported 'no' to 'herbals' use via the closed question but "yes" via the checklist consumed a total of 20 different 'herbals' (median 1, interquartile range 1-2, range 1-6.This study demonstrates that the use of a single closed question asking about the use of 'herbals', as frequently reported in published studies, may not yield valid data resulting in a gross underestimation of actual use.

  6. "I never expected that it would happen, coming to ask me such questions":Ethical aspects of asking children about violence in resource poor settings.

    Science.gov (United States)

    Devries, Karen M; Child, Jennifer C; Elbourne, Diana; Naker, Dipak; Heise, Lori

    2015-11-11

    International epidemiological research into violence against children is increasing in scope and frequency, but little has been written about practical management of the ethical aspects of conducting such research in low and middle-income countries. In this paper, we describe our study procedures and reflect on our experiences conducting a survey of more than 3,700 primary school children in Uganda as part of the Good Schools Study, a cluster randomised controlled trial of a school-based violence prevention intervention. Children were questioned extensively about their experiences of physical, sexual, and emotional violence from a range of different perpetrators. We describe our sensitisation and consent procedures, developed based on our previous research experience and requirements for our study setting. To respond to disclosures of abuse that occurred during our survey, we describe a referral algorithm developed in conjunction with local services. We then describe our experience of actually implementing these procedures in our 2012 survey, based on reflections of the research team. Drawing on 40 qualitative interviews, we describe children's experiences of participating in the survey and of being referred to local child protection services. Although we were able to implement much of our protocol in a straightforward manner, we also encountered major challenges in relation to the response of local services to children's disclosures of violence. The research team had to intervene to ensure that children were provided with appropriate support and that our ethical obligations were met. In resource poor settings, finding local services that can provide appropriate support for children may be challenging, and researchers need to have concrete plans and back-up plans in place to ensure that obligations can be met. The merits of mandatory reporting of children's disclosures to local services need to be considered on a case by case basis-in some places this has the

  7. If MOOCS are the answer, did we ask the right questions? Implications for the design of large-scale online-courses

    NARCIS (Netherlands)

    Kalz, Marco; Specht, Marcus

    2013-01-01

    Kalz, M., & Specht, M. (2013). If MOOCS are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Working paper 2013/25. Maastricht School of Management, Maastricht.

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

    Science.gov (United States)

    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…

  9. 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

    Science.gov (United States)

    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…

  10. Asking the right questions: Scoping studies in the commissioning of research on the organisation and delivery of health services

    Directory of Open Access Journals (Sweden)

    Peckham Stephen

    2008-07-01

    commissioners. Scoping studies are an essential element in the portfolio of approaches to research, particularly as a mechanism for helping research commissioners and policy makers to ask the right questions. Their utility will be further enhanced by greater recognition of the individual components, definitions for which are provided.

  11. Question-asking organization / A relação pergunta-resposta como preditor do reconto de histórias

    Directory of Open Access Journals (Sweden)

    Maria Alice de Mattos Pimenta Parente

    2005-01-01

    Full Text Available This study aimed to verify two hypotheses of the text questionability theory (Virbel: 1 the recall is similar to the author's question-asking organization; and 2 the similarity between the recall and the questionability force will be in function of the text consistency. A first experiment compared the recall of 53 subjects with the questionability force of the elementary sentences. Significant correlations and regressions between the two variables were found. A second experiment analyzed the recall of 141 subjects in 2 versions of the story of the first experiment differentiated by the degree of consistency Correlations were found only in the version with higher degree of consistency. The results of the 2 experiments were in accordance with the questionability theory in that, in order to understand and to reconstruct a story, the 'comprehender' follows a hierarchical network, which organizes the unities of meaning based on their questionability force.

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

    Science.gov (United States)

    Brighouse, Harry; Schouten, Gina

    2014-01-01

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

  13. What are the questions that patients with early-stage prostate cancer want to ask before decision making?

    International Nuclear Information System (INIS)

    Heyda, A.; Gawkowska-Suwinska, M.; Feldman-Stewart, D.; Brennenstuhl, S.

    2008-01-01

    The aim of the study was to determine what information is most needed by patients with early-stage prostate cancer during the time between diagnosis and treatment decision making. This study is a part of a multicentered international study conducted in Canada, the Netherlands, Italy, Poland, Spain, Turkey and England. The questionnaire was completed by 55 Polish patients, 3 to 24 months after they had completed their treatment. Patients used a 4-pt Likert scale (essential, desired, no opinion, avoid) to rate how important it was to obtain answers to each of the 93 questions, between diagnosis and treatment decision. Participants also indicated the reason for which they wanted each essential and desired question answered: to help them understand their situations, to decide on treatment, to plan their future or other. The patients also indicated who they remember participating in making the decision and who they would like to participate if the decision was to be made today. 23 questions were described as essential by 49% or more of the patients. We observed an immense variability of results. Each question was rated as essential or desired by at least a few patients. Twelve questions were identified as questions which should be avoided by 9 to 20% of participants: Of the 23 questions rated essential by at least 49% of patients, on average 44% wanted the information to help them understand their situations and 23% to help them decide on treatment. Patients had made their decision: with their family and doctor (31%), with their doctor (29%), alone (11%), with their family (9%), no answer - 11%. In 9% of cases the decision had been made without the active participation of the patient. If the patients were to make their decision now, they would have liked to make it with their doctor and family (47%), with their doctor (29%), alone (9%), with their family (4%), no answer- 9%. Eighty percent of patients recalled taking an active role in their treatment decisions and that

  14. Teaching children who use augmentative and alternative communication to ask inverted yes/no questions using aided modeling.

    Science.gov (United States)

    Kent-Walsh, Jennifer; Binger, Cathy; Buchanan, Carolyn

    2015-05-01

    This study investigated the effects of a direct intervention program involving aided modeling and the presentation of contrastive targets on the aided production of inverted yes/no questions and possible generalization to other sentence types by children using augmentative and alternative communication (AAC). A single-case, multiple-probe, experimental design across participants was used to evaluate the effects of the instructional program with 3 children who had motor speech disorders and used AAC (ages 4;10 [years;months], 6;2, and 4;9). The treatment involved aided modeling of treatment and contrastive targets through concentrated modeling and interactive play activities. Direct treatment outcomes were examined by measuring the accuracy of producing inverted yes/no questions and to be declaratives through probes. All 3 participants showed a direct treatment effect, producing a greater number of inverted yes/no questions and to be declaratives within the probes following treatment compared with before treatment. All 3 participants evidenced some generalization to novel sentences. Results provide initial evidence that instruction involving aided modeling with contrastive targets holds promise in targeting specific linguistic rules with children using AAC. Patterns of generalization may depend on participants' specific language deficits and acquisition patterns during intervention.

  15. New population-based exome data question the pathogenicity of some genetic variants previously associated with Marfan syndrome

    DEFF Research Database (Denmark)

    Yang, Ren-Qiang; Jabbari, Javad; Cheng, Xiao-Shu

    2014-01-01

    BACKGROUND: Marfan syndrome (MFS) is a rare autosomal dominantly inherited connective tissue disorder with an estimated prevalence of 1:5,000. More than 1000 variants have been previously reported to be associated with MFS. However, the disease-causing effect of these variants may be questionable...

  16. A framework for integrating and synthesizing data to ask and answer science questions in the Critical Zone

    Science.gov (United States)

    Bristol, S.

    2014-12-01

    In 2007, the U.S. Geological Survey (USGS) published a science strategy that resulted in an organizational pivot toward more focused attention on societal challenges and our ability to predict changes and study mitigation and resilience. The strategy described a number of global dynamics including climate and resource-related critical zone (CZ) impacts and emphasized the need for data integration as a significant underpinning for all of the science questions raised in the report. Organizational changes that came about as a result of the science strategy sparked a new entity called Core Science Systems, which has set as its mission the creation of a Modular Science Framework designed to seamlessly organize and integrate all data, information, and knowledge from the CZ. A part of this grand challenge is directly within the purview of the USGS mission and our science programs, while the data integration framework itself is part of a much larger global scientific cyberinfrastructure. This talk describes current research and development in pursuit of the USGS Modular Science Framework and how the work is being conducted in the context of the broader earth system sciences. Communities of practice under the banner of the Earth Science Information Partners are fostering working relationships vital to cohesion and interoperability between contributing institutions. The National Science Foundation's EarthCube and Cyberinfrastructure for the 21st Century initiatives are providing some of the necessary building blocks through foundational informatics and data science research. The U.S. Group on Earth Observations is providing leadership and coordination across agencies who operate earth observation systems. The White House Big Data Initiative is providing long term research and development vision to set the stage for sustainable, long term infrastructure across government data agencies. The end result will be a major building block of CZ science.

  17. Climate change and sustainability. Seven questions CEOs and boards should ask about 'triple bottom line' reporting

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2011-01-15

    The questions, dealt with in this report are: (1) Who issues sustainability reports? More than 3,000 companies worldwide, including more than two-thirds of the Fortune Global 500; (2) Why report on sustainability if you do not have to? Increasingly, external stakeholders such as institutional investors expect it. Reporting can also bring operational improvements, strengthen compliance, and enhance your corporate reputation; (3) What information should a sustainability report contain? Reports should contain key performance indicators relevant to the reporter's industry. Four principles for deciding what to include are materiality, stakeholder inclusiveness, sustainability context, and completeness; (4) What governance, systems and processes are needed to report on sustainability? Governance requires a high-level mandate and clear reporting lines. Also needed: robust systems and processes that help companies collect, store and analyze sustainability information; (5) Do sustainability reports have to be audited? Not yet. But they are being more closely monitored than ever before. As this trend continues, users of sustainability information will come to expect that the information has been validated by a reliable third party; (6) What are the challenges and risks of reporting? Sustainability reporting presents many challenges, including data consistency, striking a balance between positive and negative information, continually improving performance and keeping reports readable and concise; and finally (7) How can companies get the most value out of sustainability reporting? Sustainability reports should be mandatory reading for all employees, and can be a valuable tool for communicating with external audiences as well. Setting targets in the form of KPIs also forces the organization to meet publicly stated goals, which makes reporting an accountability tool.

  18. Cutting a Long Story Short? The Clinical Relevance of Asking Parents, Nurses, and Young Children Themselves to Identify Children's Mental Health Problems by One or Two Questions

    Science.gov (United States)

    Joukamaa, Matti; Tamminen, Tuula

    2014-01-01

    Background and Aims. Assessing young children's mental health is a crucial and challenging task. The aim of the study was to evaluate the clinical relevance of asking parents, nurses, and young children themselves to identify children's mental health problems by only one or two questions. Methods. In regular health check-ups of 4- to 9-year-old children (n = 2682), parents and public health nurses assessed by one question whether the child had any emotional or behavioral difficulties. The child completed a self-evaluation enquiry on his/her emotional well-being. A stratified proportion of the participating parents were invited to a diagnostic interview. Results. Sensitivities were fairly good for the parents' (68%), nurses' (65%), and their combined (79%) one-question screens. Difficulties identified by parents and nurses were major risks (OR 10–14) for any child psychiatric disorders (P < 0.001). The child's self-evaluation was related to 2-fold to 3-fold risks (P < 0.05) for any psychiatric diagnosis, for any emotional diagnosis, and for negative situational factors. Conclusion. The one-question screen for parents and public health nurses together quite adequately identified the young children with mental health problems. The child's self-evaluation provided relevant and complementary information on his/her mental health and especially emotional problems. PMID:25614880

  19. [Meningococcal disease: frequently asked questions].

    Science.gov (United States)

    Cofré, José

    2012-12-01

    On account of an increase of serogroup W135 meningococcal disease (M.D.) observed in Santiago, Chile, during last two years the medical community has experienced an avidity to update their knowledge about M.D. treatment and its prevention. In a queries and answers mode, the following topics on M.D. are presented: nasopharyngeal carriage and its importance, immunity and protection against the disease, reasons to choice ceftriaxone as the first line antibiotic in treatment, rationality and indications of chemoprophylaxis, fundamentals and advantages of conjugate vaccines, its indications, schedules, contraindications and decisions making in public health.

  20. Frequently Asked Questions about Chiropractic

    Science.gov (United States)

    ... NCLC 2018 Schedule at a Glance Educational Program Hotel & Travel Exhibitors & Sponsors Conference Policies FAQs 2018 Advocacy ... and Chiropractic Neck Pain and Chiropractic Posture Backpack Safety Spinal Health Winter Activities Kids and Sports Exercising ...

  1. Frequently Asked Questions - GHRI Calls

    International Development Research Centre (IDRC) Digital Library (Canada)

    Genevieve Prud'homme

    16 mai 2014 ... médicaments? • Non, le programme de recherche ne financera pas d'essais cliniques de vaccins ou de médicaments. Est-ce qu'une période de mise en œuvre du projet plus courte (<54 mois) serait considérée? .... doit posséder un statut juridique indépendant et être en mesure d'administrer des fonds.

  2. Carcinoid Tumor: Frequently Asked Questions

    Science.gov (United States)

    ... serotonin is made and is also a useful marker sometimes. Carcinoid Heart Disease How do carcinoids in the liver affect heart ... many cases it can be supplemented by other markers which should have been ... heart disease in patients with functioning tumors.In other neuroendocrine ...

  3. Wilson Disease: Frequently Asked Questions

    Science.gov (United States)

    ... disease result in permanent brain damage leading to memory loss? I am a neurologist and I have ... and usually have jaundice (yellow eyes and skin color) and very abnormal lab results with respect to ...

  4. Winter Weather Frequently Asked Questions

    Science.gov (United States)

    ... heat lamp, or the heat of a stove, fireplace, or radiator for warming. Affected areas are numb ... If you plan to use a wood stove, fireplace, or space heater, be extremely careful. Follow the ...

  5. Organ Transplantation: Frequently Asked Questions

    Science.gov (United States)

    ... some cases, but not always. There is no advantage to listing at more than one transplant center ... Subscribe to enews Follow Facebook Twitter LinkedIn YouTube Instagram Google+ Contact 700 N. 4th Street Richmond, VA ...

  6. Frequently Asked Questions about Pharmacogenomics

    Science.gov (United States)

    ... at NHGRI About About the Institute Budget and Financial Information Divisions Director's Page How to Contact Us Institute ... will need Adobe Reader. What is pharmacogenomics? Pharmacogenomics uses information about a person's genetic makeup, or genome, to ...

  7. Scabies: Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... it is washed off. Clean clothes should be worn after treatment. In addition to the infested person, treatment also ... can be decontaminated by machine-washing in hot water and drying using the hot ... with scabies. After several treatments, he/she still has symptoms while I am ...

  8. CARIAA Call - Frequently Asked Questions

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    2013-03-28

    Mar 28, 2013 ... The call is open to research teams from academic institutions, private sector organizations with a research mandate, NGOs, civil society organizations, and research-based organizations. UN organizations may not apply as consortium members. CGIAR centres may apply as third parties, contracted by a ...

  9. Frequently Asked Questions about Immunizations

    Science.gov (United States)

    ... chances are that others are thinking the same thing. Each child who isn't immunized gives highly contagious diseases one more chance to spread. As more people choose not to vaccinate their kids for one reason or another, outbreaks become more common, especially of ...

  10. CIFSRF 2015 Frequently Asked Questions

    International Development Research Centre (IDRC) Digital Library (Canada)

    Helen Raij

    Can IDRC provide help in identifying potential Canadian institution partners? • Unfortunately not. For ethical reasons in a competitive call, IDRC cannot assist applicant organizations and/or companies in identifying partners. We can, however, suggest some umbrella organizations that may provide helpful information.

  11. Frequently Asked Questions about Sugar

    Science.gov (United States)

    ... Search By Zipcode Search by State SELECT YOUR LANGUAGE Español (Spanish) 简体中文 (Traditional Chinese) 繁体中文 (Simplified Chinese) ... Hey Kids, Learn About Blood Sugar and Diabetes Teaching Gardens Teaching Gardens Recognition Teaching Gardens-See Our ...

  12. Japanese Encephalitis: Frequently Asked Questions

    Science.gov (United States)

    ... the vaccine, what should I do? What is Japanese encephalitis? Japanese encephalitis (JE) is a potentially severe ... cause inflammation of the brain (encephalitis). Where does Japanese encephalitis occur? JE occurs in Asia and parts ...

  13. Carcinoid Tumor: Frequently Asked Questions

    Science.gov (United States)

    ... P, Pancreatic Polypeptide and Atrial Naturetic Hormone (ANH) (fasting). The later (ANH) helps indicate development of carcinoid ... brief description of Creon and Pancrease, and the benefits of each? They are both pancreatic extracts of ...

  14. Frequently Asked Questions - GHRI Calls

    International Development Research Centre (IDRC) Digital Library (Canada)

    Genevieve Prud'homme

    2014-05-16

    May 16, 2014 ... 3) Co-principal application: a relevant local, district, or national level decision maker from the same country .... The role of the co-principal applicant includes similar responsibilities as those of the principal .... Considering the current political, economic and social instability in South Soudan, can international ...

  15. [Adolescents ask physicians on the Internet: a one-year survey of adolescents' questions on health issues in an Internet forum].

    Science.gov (United States)

    Hardoff, Daniel; Friedman, Rina; Pilo, Nurit; Friedman, Fernando; Greilsammer, Daniel; Rigler, Shmuel

    2012-06-01

    During the past decade, the internet has become a major information resource in various domains of life and a communication venue among young people and adolescents who seek health information via the internet. Until now, the contents of Israeli adolescents' questions regarding health issues on internet sites have not been published. (1) A survey of the characteristics of adolescents who seek health information and their questions presented to the Ynet forum "The body during adolescence". In this forum physicians experienced in adolescent medicine respond to these questions and to comments of other forum participants. (2) Presentation of problematic issues in professionals' responses to health questions in the internet. Survey of a representative sample of contacts to the Ynet forum "The body during adolescence" during 2009 gathering information on gender and age of contacting person, parents' contacts, contacts' contents and physicians responses. A total of 412 contacts were surveyed, 210 (51%) females, aged 14-17 years--60%, 10-13 years--17% and 18-21 years 15%. Parents' questions appeared in 39 (9%) of contacts. Of all contacts, 44% related to sexuality issues and 17% related to self image and body composition. The physicians provided complete responses to 60% of the contacts, while in 40% the physician's responses included referral to clinical medical consultation. An internet health forum enables adolescents and parents to ask questions and raise doubts and anxieties regarding various health issues without the fear of being exposed and enables them to express their concerns face-to-face with a healthcare provider Sensitive issues regarding sexuality and self-image, which are not raised frequently during clinical encounters, are expressed and receive professional responses in the forum. Notwithstanding the significance of a rapid professional contribution, physicians responding to contacts in internet forums need to recognize the barrier related to professional

  16. A relação pergunta-resposta como preditor do reconto de histórias Question-asking organization

    Directory of Open Access Journals (Sweden)

    Maria Alice de Mattos Pimenta Parente

    2005-08-01

    Full Text Available Esse estudo teve como objetivo verificar duas hipóteses da teoria de questionabilidade textual de Virbel: 1 o reconto é semelhante à organização de pergunta-resposta do autor; e, 2 a semelhança entre o reconto e força de questionabilidade da frase varia em função do grau de consistência do texto. Um primeiro comparou o reconto de 53 participantes com a força de questionabilidade das frases elementares do texto. Os resultados mostraram correlações significativas entre as duas variáveis de estudo. Um segundo experimento analisou o reconto de 141 participantes de 2 versões da história, que variaram quanto ao grau de consistência. Foram encontradas correlações significativas apenas na versão com maior grau de consistência. Os resultados dos 2 experimentos vão ao encontro da teoria de questionabilidade que propõe que para compreender e reconstruir uma história o ouvinte/leitor segue uma rede hierárquica que organiza as unidades significativas tendo por base a força de questionabilidade.This study aimed to verify two hypotheses of the text questionability theory (Virbel: 1 the recall is similar to the author's question-asking organization; and 2 the similarity between the recall and the questionability force will be in function of the text consistency. A first experiment compared the recall of 53 subjects with the questionability force of the elementary sentences. Significant correlations and regressions between the two variables were found. A second experiment analyzed the recall of 141 subjects in 2 versions of the story of the first experiment differentiated by the degree of consistency Correlations were found only in the version with higher degree of consistency. The results of the 2 experiments were in accordance with the questionability theory in that, in order to understand and to reconstruct a story, the 'comprehender' follows a hierarchical network, which organizes the unities of meaning based on their

  17. "I just think that doctors need to ask more questions": Sexual minority and majority adolescents' experiences talking about sexuality with healthcare providers.

    Science.gov (United States)

    Fuzzell, Lindsay; Fedesco, Heather N; Alexander, Stewart C; Fortenberry, J Dennis; Shields, Cleveland G

    2016-09-01

    To examine adolescent and young adults' experiences of sexuality communication with physicians, and gain advice for improving interactions. Semi-structured interviews were conducted with questions focusing on: puberty, romantic attractions, sexual orientation, dating, sexual behavior, clinical environment, and role of parents. Interviews were transcribed and analyzed using thematic analysis with both open and axial coding. Five themes emerged from interviews: 1) need for increased quantity of sexual communication, 2) issues of confidentiality/privacy, 3) comfort (physician discomfort, physical space), 4) inclusivity (language use, gender-fluid patients, office environment), 5) need for increased quality of sexual communication. Sexual minority and majority adolescents and young adults indicate sexuality discussions with physicians are infrequent and need improvement. They indicate language use and clinical physical environment are important places where physicians can show inclusiveness and increase comfort. Physicians should make an effort to include sexual communication at every visit. They should consider using indirect questions to assess sexual topics, provide other outlets for sexual health information, and ask parents to leave the exam room to improve confidentiality. Clinic staff should participate in Safe Zone trainings, and practices can promote inclusion with signs that indicate safe and accepting environments. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  18. Is There Value in Asking the Question “Do you think you would be better off dead?” in Assessing Suicidality? A Case Study

    Science.gov (United States)

    Giddens, Jennifer M.

    2014-01-01

    Objective: The author of the widely used suicidality scale, the Columbia–Suicide Severity Rating Scale, has repeatedly made the claim that asking the question, “Do you think you would be better off dead?” in suicidality assessment delivers false positive results. This case study investigates the value of this question as an immediate antecedent to impulsive suicidality and as a correlate of functional impairment. Method: One subject with daily suicidality and frequent impulsive suicidality rated five passive suicidal ideation phenomena and impulsive suicidality daily on a 0 to 4 Likert scale and rated weekly functional impairment scores for 13 weeks on a 0 to 10 Discan metric. Results: Each of the five passive suicidal ideation phenomena studied frequently occurred at a different severity level, and the five phenomena did not move in synchrony. Most passive suicidal ideation phenomena were very low on dates of impulsive suicidality. Thoughts of being better off dead were a frequent antecedent to impulsive suicidality and were related to an increase in functional impairment. Conclusion: The relationship to both functional impairment and impulsive suicidality suggest that it is potentially dangerous to ignore thoughts of being better off dead in suicidality assessment. PMID:25520897

  19. MEASURING EVERYDAY RACIAL/ETHNIC DISCRIMINATION IN HEALTH SURVEYS: How Best to Ask the Questions, in One or Two Stages, Across Multiple Racial/Ethnic Groups?

    Science.gov (United States)

    Shariff-Marco, Salma; Breen, Nancy; Landrine, Hope; Reeve, Bryce B; Krieger, Nancy; Gee, Gilbert C; Williams, David R; Mays, Vickie M; Ponce, Ninez A; Alegría, Margarita; Liu, Benmei; Willis, Gordon; Johnson, Timothy P

    2011-01-01

    While it is clear that self-reported racial/ethnic discrimination is related to illness, there are challenges in measuring self-reported discrimination or unfair treatment. In the present study, we evaluate the psychometric properties of a self-reported instrument across racial/ ethnic groups in a population-based sample, and we test and interpret findings from applying two different widely-used approaches to asking about discrimination and unfair treatment. Even though we found that the subset of items we tested tap into a single underlying concept, we also found that different groups are more likely to report on different aspects of discrimination. Whether race is mentioned in the survey question affects both frequency and mean scores of reports of racial/ethnic discrimination. Our findings suggest caution to researchers when comparing studies that have used different approaches to measure racial/ethnic discrimination and allow us to suggest practical empirical guidelines for measuring and analyzing racial/ethnic discrimination. No less important, we have developed a self-reported measure of recent racial/ethnic discrimination that functions well in a range of different racial/ethnic groups and makes it possible to compare how racial/ethnic discrimination is associated with health disparities among multiple racial/ethnic groups.

  20. Joint Convention on the safety of spent fuel management and on the safety of radioactive waste management. Third review meeting. Questions asked to France and answers

    International Nuclear Information System (INIS)

    2009-01-01

    The Joint Convention on the Safety of Spent Fuel Management and the Safety of Radioactive Waste Management, referred to as the 'Joint Convention', is the result of international discussions that followed the adoption of the Convention on Nuclear Safety, in 1994. France signed the Joint Convention at the General Conference of the International Atomic Energy Agency (IAEA) held on 29 September 1997, the very first day the Joint Convention was opened for signature. She approved it on 22 February 2000 and filed the corresponding instruments with the IAEA on 27 April 2000. The Joint Convention entered into force on 18 June 2001. For many years, France has been taking an active part in the pursuit of international actions to reinforce nuclear safety and considers the Joint Convention to be a key step in that direction. The fields covered by the Joint Convention have long been part of the French approach to nuclear safety. For his third report, France presented a document reflecting the viewpoints of the various stakeholders (regulatory authorities and operators). Thus, for each of the chapters in which the regulatory authority is not the only party to express its point of view, a three-stage structure was adopted: first of all a description by the regulatory authority of the regulations, followed by a presentation by the operators of the steps taken to meet the regulations and finally, an analysis by the regulatory authority of the steps taken by the operators. This third report was distributed in October 2008 to all Contracting Parties who asked 213 questions on the French report. France answered each of them in the present document

  1. What to Ask: Delirium

    Science.gov (United States)

    ... Join our e-newsletter! Resources What to Ask: Delirium Tools and Tips Under recognition of delirium is a major problem. It is important to ... questions you can ask your healthcare professional about delirium. What is delirium? What are its symptoms? How ...

  2. Analysis of 60 706 Exomes Questions the Role of De Novo Variants Previously Implicated in Cardiac Disease

    DEFF Research Database (Denmark)

    Paludan-Müller, Christian; Ahlberg, Gustav; Ghouse, Jonas

    2017-01-01

    sought to evaluate the pathogenicity of de novo variants previously associated with cardiac disease based on a large population-representative exome database. METHODS AND RESULTS: We performed a literature search for previous publications on de novo variants associated with severe arrhythmias...... and structural heart diseases and investigated whether these variants were present in the Exome Aggregation Consortium (ExAC) database (n=60 706). We identified monogenic variants in single case reports and smaller studies (≤200 subjects) and variants considered to increase susceptibility of disease in 3 larger...

  3. New population-based exome data are questioning the pathogenicity of previously cardiomyopathy-associated genetic variants

    DEFF Research Database (Denmark)

    Andreasen, Charlotte Hartig; Nielsen, Jonas B; Refsgaard, Lena

    2013-01-01

    variants in the NHLBI-Go Exome Sequencing Project (ESP) containing exome data from 6500 individuals. In ESP, we identified 94 variants out of 687 (14%) variants previously associated with HCM, 58 out of 337 (17%) variants associated with DCM, and 38 variants out of 209 (18%) associated with ARVC...... with these cardiomyopathies, but the disease-causing effect of reported variants is often dubious. In order to identify possible false-positive variants, we investigated the prevalence of previously reported cardiomyopathy-associated variants in recently published exome data. We searched for reported missense and nonsense...... times higher than expected from the phenotype prevalences in the general population (HCM 1:500, DCM 1:2500, and ARVC 1:5000) and our data suggest that a high number of these variants are not monogenic causes of cardiomyopathy....

  4. Measuring the Operative Treatment Effect in End-Stage Ankle Arthritis: Are We Asking the Right Questions? A COFAS Multicenter Study.

    Science.gov (United States)

    Wing, Kevin J; Chapinal, Nuria; Coe, Marcus P; Daniels, Timothy R; Glazebrook, Mark; Dryden, Peter; Younger, Alastair; Penner, Murray J; Sutherland, Jason M

    2017-10-01

    Foot and ankle surgeons are increasingly relying on patient-reported outcome measures (PROMs) such as the Ankle Osteoarthritis Scale (AOS) to evaluate treatment options. The objectives of this retrospective cohort study were 2-fold: (1) to examine the AOS instrument using psychometric analysis and (2) to revise the questions on the AOS to improve the effect of questions on the score and remove redundancies. Pre- and postoperative patient scores were obtained from AOS questionnaires in the COFAS Prospective Ankle Reconstruction Database, a cohort of patients operatively treated for end-stage ankle arthritis. A split-sample approach was used to evaluate the AOS and to propose a revised instrument. A total of 380 patients who had been treated with total ankle replacement or ankle arthrodesis were prospectively followed to the 2-year postoperative time point. Correlation analysis demonstrated that a number of questions on the AOS were highly correlated with other similar questions, frequently incomplete, or showed little variation between respondents. Eight of the original AOS questions were retained in the newly proposed Ankle Arthritis Score (AAS) [3 from the AOS Pain subscale and 5 from the AOS Disability subscale]. Principal components analysis (PCA) showed that these questions equally clustered into 2 domains in AAS: Basic Activity and Advanced Activity. The AAS is shorter and has improved psychometric properties as compared to the AOS. Further investigation is required to better characterize the clinical utility of this proposed new patient-reported outcome score. Level III, retrospective cohort study.

  5. Five questiouns dentists should ask about their money. Question 4: how do the communities (family, practice, profession, culture, neighborhood, etc.) in which I live affect my financial decisions?

    Science.gov (United States)

    Jones, Troy E

    2006-11-01

    Communities, and the personal value you place on them, affect all your spending, both business and personal. Once you begin questioning and analyzing how they affect your financial decisions, you will begin making more complete choices - the better-informed, the greater chance of success. Society has attached many financial expectations to dentists - both good and bad. By participating in this part of the Five Questions process, you will be able to separate the business of dentistry from the practice of dentistry and your persona beliefs from the beliefs of your communities'.

  6. Ask a Periodontist (Frequently Asked Questions about Gum Disease)

    Science.gov (United States)

    ... doing their job. Periodontists may also correct gum recession and cover up exposed root surfaces which can ... seeing a periodontist for a consultation is a great first step. There are a few ways to ...

  7. Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people.

    Science.gov (United States)

    Crossley, Jim; Jolly, Brian

    2012-01-01

    Historically, assessments have often measured the measurable rather than the important. Over the last 30 years, however, we have witnessed a gradual shift of focus in medical education. We now attempt to teach and assess what matters most. In addition, the component parts of a competence must be marshalled together and integrated to deal with real workplace problems. Workplace-based assessment (WBA) is complex, and has relied on a number of recently developed methods and instruments, of which some involve checklists and others use judgements made on rating scales. Given that judgements are subjective, how can we optimise their validity and reliability? This paper gleans psychometric data from a range of evaluations in order to highlight features of judgement-based assessments that are associated with better validity and reliability. It offers some issues for discussion and research around WBA. It refers to literature in a selective way. It does not purport to represent a systematic review, but it does attempt to offer some serious analyses of why some observations occur in studies of WBA and what we need to do about them. Four general principles emerge: the response scale should be aligned to the reality map of the judges; judgements rather than objective observations should be sought; the assessment should focus on competencies that are central to the activity observed, and the assessors who are best-placed to judge performance should be asked to participate. © Blackwell Publishing Ltd 2012.

  8. 'But is it a question worth asking?' A reflective case study describing how public involvement can lead to researchers' ideas being abandoned.

    Science.gov (United States)

    Boote, Jonathan D; Dalgleish, Mary; Freeman, Janet; Jones, Zena; Miles, Marianne; Rodgers, Helen

    2014-06-01

    It is good practice for the public to be involved in developing research ideas into grant applications. Some positive accounts of this process have been published, but little is known about when their reactions are negative and when researchers' ideas are abandoned. To present a case study account of when an academic-led idea for funding was not supported by stroke survivors and carers who were asked to contribute to its development, together with a reflection on the implications of the case from all the stakeholders involved. A reflective case study of a research idea, developed by an academic researcher, on which stakeholders were consulted. University researchers, clinicians, public involvement managers, and stroke survivors and carers from the NIHR's Stroke Research Network. Although the idea met with the approval of health professionals, who were keen to develop it into a funding bid, the stroke survivors and carers did not think the idea worth pursuing. This lack of patient and carer support led to the idea being abandoned. Reflecting on this, those involved in the consultation believed that the savings accrued from abandoning the idea, in terms of ensuring that public money is not wasted, should be seen as an important benefit of public involvement in the research process. Little is known about the role of the public in the abandonment of research ideas. We recommend that further research is undertaken into this important contribution that patients and the public can make to health research. © 2012 John Wiley & Sons Ltd.

  9. Asking the right questions of disadvantaged and homeless communities: the role of housing, patterns of illness and reporting behaviours in the measurement of health status.

    Science.gov (United States)

    Trevena, L J; Nutbeam, D; Simpson, J M

    2001-08-01

    To assess the self-reported health status and its relationship to key demographic variables among patrons of a charity-run meals service at The Exodus Foundation, in urban Sydney, Australia. Random-sample cross-sectional study of 100 face-to-face interviews (79% recruitment rate). Self-reported health status was measured by subjective rating scale, open-ended and checklist questions about presence and type of acute and chronic disease. Anaysis by logistic regression of fair-poor health status on demographic variables in Exodus patrons and genera Sydney population adjusted for age and sex using the 1995 National Health Survey. Compared to housed but poor counterparts within the Exodus sample, homeless people were significantly more likely to report fair-poor health status (age-adjusted OR-3.0, 95% CI 1.3-7.1). Exodus patrons, as a whole, were much more likely than Sydney's general population to report fair-poor health status, after adjusting for age and sex (OR-4.5, 95% CI 2.9-7.0) and had a more serious pattern of illness (diseases of the digestive system; depression; common cold; bronchitis; refractive errors; drug and alcohol dependence; diabetes mellitus Type II). Exodus patrons reported fewer acute and chronic illnesses with open-ended questions than with a checklist (phomelessness. When patterns of illness and injury were measured within this disadvantaged group, they showed more serious illness types than in the general population. Such patterns may not be identified by methods often used in traditional population health surveys.

  10. There are some questions you may not ask in a clinic: providing contraception information to young people in Kenya using SMS.

    Science.gov (United States)

    Vahdat, Heather L; L'Engle, Kelly L; Plourde, Kate F; Magaria, Loice; Olawo, Alice

    2013-11-01

    To evaluate the acceptability, information access, and potential behavioral impact of providing contraception information via text message on mobile phones to young people in Kenya. Three methods of data collection were implemented during the 17-month pilot period for the Mobile for Reproductive Health (m4RH) program in Kenya: automatic logging of all queries to the m4RH system; demographic and behavior change questions sent via short message service protocol (SMS) to everyone who used m4RH during the pilot period; and telephone interviews with a subset of m4RH users. During the pilot period, 4817 unique users accessed m4RH in Kenya. Of these, 82% were 29 years of age and younger, and 36% were male. Condom and natural family-planning information was accessed most frequently, although users queried all methods. One in 5 used the m4RH system to locate nearby clinics. Respondents liked the simple language and confidentiality of receiving health information via mobile phone, and reported increased contraceptive knowledge and use after using m4RH. Providing contraception information via mobile phone is an effective strategy for reaching young people. More research is needed to learn how to link young people to youth-friendly services effectively. © 2013.

  11. Scabies: Workplace Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... Compartir If a co-worker is diagnosed with scabies, what precautions must be taken? Should the office ... guidelines in case an employee is diagnosed with scabies. Can CDC provide the rules and regulations for ...

  12. Head Lice: Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... spread lice? Can swimming spread lice? What are head lice? The head louse, or Pediculus humanus capitis , ... spread disease. Who is at risk for getting head lice? Head lice are found worldwide. In the ...

  13. Head Lice: Treatment Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... medicine is best? Is mayonnaise effective for treating head lice? CDC does not have clear scientific evidence ... effective form of treatment. If the treatment for head lice doesn't seem to be working, does ...

  14. Body Lice Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... typhus still exists in places where climate, chronic poverty, and social customs or war and social upheaval ... Page last updated: September 24, 2013 Content source: Global Health – Division of Parasitic Diseases Email Recommend Tweet ...

  15. Targeted therapy: questions to ask your doctor

    Science.gov (United States)

    ... How soon after starting my treatment will I experience the side effects? Am I at risk for infections? ... reviewed by David Zieve, MD, MHA, Isla Ogilvie, PhD, and the A.D.A.M. Editorial team. Related MedlinePlus ...

  16. Immunotherapy: questions to ask your doctor

    Science.gov (United States)

    ... effects? How soon after my treatment will I experience the side effects? Am I at risk for infections? ... reviewed by David Zieve, MD, MHA, Isla Ogilvie, PhD, and the A.D.A.M. Editorial team. Related MedlinePlus ...

  17. Encouraging students to ask right questions

    Indian Academy of Sciences (India)

    Lawrence

    is accomplished by gaining knowledge which has already been unleashed, and experimenting to know deeper and better. I have always thought that an ideal education system is one which strives to give both conventional science education, as well as being a platform for students to satisfy their curiosity and do experimen-.

  18. Frequently Asked Questions (FAQs) about Malaria

    Science.gov (United States)

    ... Global Activities Sub-Saharan Africa President’s Malaria Initiative (PMI) Kenya Malawi Tanzania Malaria in Pregnancy in Latin ... planning and implementation of the President’s Malaria Initiative (PMI), a $3 billion initiative to rapidly increase malaria ...

  19. Frequently Asked Questions (FAQ) about Plague

    Science.gov (United States)

    ... should wear tightly fitting disposable surgical masks. If surgical masks are not available, even makeshift face coverings made of layers of cloth may be helpful in an emergency. People who have been exposed to a contagious ...

  20. Home Care Services: Questions to Ask

    Science.gov (United States)

    Healthy Lifestyle Healthy aging Home care services range from medical care to help with daily household chores. If ... 12, 2017 Original article: http://www.mayoclinic.org/healthy-lifestyle/healthy-aging/in-depth/home-care-services/art- ...

  1. Frequently Asked Questions about Genetic Counseling

    Science.gov (United States)

    ... Genome Project Fact Sheets Genetic Education Resources for Teachers Genomic Careers National DNA Day Online Education Kit Online Genetics Education Resources Smithsonian NHGRI Genome Exhibition Talking Glossary: English Talking Glossary: Español Issues Coverage & Reimbursement of Genetic ...

  2. Frequently Asked Questions about Genetic Disorders

    Science.gov (United States)

    ... Genome Project Fact Sheets Genetic Education Resources for Teachers Genomic Careers National DNA Day Online Education Kit Online Genetics Education Resources Smithsonian NHGRI Genome Exhibition Talking Glossary: English Talking Glossary: Español Issues Coverage & Reimbursement of Genetic ...

  3. FAQs: Frequently Asked Questions regarding documents requested ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    5) Can I submit the letter of affiliation in Spanish? 6) I have two research supervisors. Do both supervisors have to provide individual letters of approval or can they write a joint letter? 7) Can my research supervisor send the letter of approval directly to IDRC? 8) Do you accept scanned copies of transcripts sent by email, ...

  4. Frequently Asked Questions about Radiation Emergencies

    Science.gov (United States)

    ... May Have Been Recently Exposed to Polonium-210 Strontium-90 (Sr-90) Radioisotope Brief Toxicology FAQs Uranium- ... top How will I know if food or water is safe? Following a radiation emergency, scientists will ...

  5. Lyme Disease Frequently Asked Questions (FAQ)

    Science.gov (United States)

    ... Treponema pallidum : a comparison of functional genomics, environmental adaptations, and pathogenic mechanisms. J Clin Invest 107: 651- ... This does not mean that the test is bad, only that it needs to be used correctly. ...

  6. Channel One: Asking the Wrong Questions.

    Science.gov (United States)

    Rank, Hugh

    1994-01-01

    All arguments about the 10 minutes of Channel One programming are side issues, including concerns about the bias or superficiality of new coverage, "infotainment" methods, and learning effectiveness. The main issue is the presence of television advertising (commercial persuasion)--aimed at a captive audience of schoolchildren and…

  7. Frequently Asked Questions about Improved Academic Performance

    Science.gov (United States)

    A healthy school environment is one of the keys to keeping young minds and bodies strong. In fact, a healthy school environment is one of eight core components in the Centers for Disease Control and Prevention (CDC) model “Healthy Youth! Coordinated

  8. Frequently Asked Questions and Answers on Smallpox

    Science.gov (United States)

    ... was eradicated by a collaborative global vaccination programme led by the World Health Organization. The last known ... viruses). It could also be used to protect anyone else judged to have a high risk of ...

  9. Frequently Asked Questions (FAQ) about Extreme Heat

    Science.gov (United States)

    ... Preventing Violence Pressure Washer Safety Trench Foot or Immersion Foot Emergency Wound Care Wound Management for Healthcare ... the skin. What should I do if I work in a hot environment? Pace yourself. If you ...

  10. Frequently Asked Questions about Rare Diseases

    Science.gov (United States)

    ... at NHGRI About About the Institute Budget and Financial Information Divisions Director's Page How to Contact Us Institute ... located at: http://rarediseases.info.nih.gov/GARD . Users can also contact GARD's information specialists directly by e-mail, telephone, FAX, TTY ...

  11. What Questions Should I Ask My Doctor?

    Science.gov (United States)

    ... and Care Surgical Treatment Laparoscopic Surgery Vaccine Radiation Therapy Chemotherapy Clinical Trials Pain Management Nutrition and Exercise Holistic Care Pathology Intraductal Papillary Mucinous Neoplasms Islet Cell ...

  12. Frequently Asked Questions about Music Therapy

    Science.gov (United States)

    ... of music in music therapy? Music therapists utilize music as a therapeutic tool; the genre and type of instrument is tailored to the individual and to the goals that are established between the client and the music therapist. Since music choice/usage is tailored to ...

  13. Frequently Asked Questions about Bunion Surgery

    Science.gov (United States)

    ... I be able to walk normally, or even exercise and run, after healing from bunion surgery? In ... Lead to Faster, Less Painful Recovery New techniques & custom surgical implants mean patients get back on their ...

  14. Frequently Asked Questions (Palliative Care: Conversations Matter)

    Science.gov (United States)

    ... Management Resources Precision Medicine at NINR Research Highlights Data Science and Nursing Research Spotlight on End-of-Life ... Management Resources Precision Medicine at NINR Research Highlights Data Science and Nursing Research Spotlight on End-of-Life ...

  15. Methods and Strategies: Ask the Right Question

    Science.gov (United States)

    Kracl, Carrie; Harshbarger, Dena

    2017-01-01

    Preparing 21st century learners is the goal of both the "Common Core State Standards" ("CCSS") and the "Next Generation Science Standards" ("NGSS"). These two sets of standards jointly illuminate the need to teach scientific and literacy skills that will more appropriately prepare elementary students to…

  16. Frequently asked questions about ATIP | IDRC - International ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    What are the costs involved to submit a request under the Access to Information Act or Privacy Act? I have received my information from your Crown corporation and I am not satisfied with the results. What are my options?

  17. 7 Questions to Ask Open Source Vendors

    Science.gov (United States)

    Raths, David

    2012-01-01

    With their budgets under increasing pressure, many campus IT directors are considering open source projects for the first time. On the face of it, the savings can be significant. Commercial emergency-planning software can cost upward of six figures, for example, whereas the open source Kuali Ready might run as little as $15,000 per year when…

  18. Head Lice: Malathion Frequently Asked Questions

    Science.gov (United States)

    ... contact during play and other activities at home, school, and elsewhere (slumber parties, sports activities, camp, playground). Do not share clothing such as hats, scarves, coats, sports uniforms, hair ribbons, or barrettes. Do not share combs, ...

  19. Frequently Asked Questions about Spina Bifida

    Science.gov (United States)

    ... to get insurance. www.covertheuninsured.org/stateguides Robert Wood Johnson Foundation www.rwjf.org These groups can ... received epidural anesthesia for their delivery. Because the anatomy of the spine is different, the epidural may ...

  20. Frequently Asked Questions about Genetic Testing

    Science.gov (United States)

    ... New Horizons and Research Patient Management Policy and Ethics Issues Quick Links for Patient Care Education All ... from discrimination by their health insurance provider or employer. GINA does not apply to long-term care, ...

  1. Grants to Institutions: Frequently Asked Questions

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    Do I have to use the IDRC forms to submit the financial report? Does IDRC require submission of receipts with financial reports? How long do we need to keep receipts for? How can .... The generally accepted accounting principles that are applicable in your jurisdiction must be used by your institution to administer the grant.

  2. Frequently Asked Questions on Ebola Virus Disease

    Science.gov (United States)

    ... equipment - posters 6. Can Ebola be transmitted sexually? Sexual transmission of the Ebola virus, from males to females, ... and research are needed on the risks of sexual transmission, and particularly on the prevalence of viable and ...

  3. Questions Parents Ask about Baby Shots

    Science.gov (United States)

    ... bacteria and viruses that cause these serious diseases. Chiropractic remedies, naturopathy, and homeopathy are totally ineffective in ... become even safer. Every vaccine undergoes extensive testing before being licensed, and vaccine safety continues to be ...

  4. Encouraging students to ask right questions

    Indian Academy of Sciences (India)

    Lawrence

    It is normally said that teachers lay the foundation for the kind of person one becomes. At the college and university level, I was very fortunate to have such people around. Since child- hood I was fond of experimental science. I developed a habit of trying to do simple experiments either at home or in the school. I also loved ...

  5. Alcohol and Public Health: Frequently Asked Questions

    Science.gov (United States)

    ... does it mean to be above the legal limit for drinking? The legal limit for drinking is the alcohol level above which ... arrest or loss of a driver’s license). Legal limits are measured using either a blood alcohol test ...

  6. Frequently Asked Questions about Digital Mammography

    Science.gov (United States)

    ... at www.fda.gov/findmammography . Do private insurance companies, Medicare and Medicaid pay for digital mammography exams, ... Map Nondiscrimination Website Policies U.S. Food and Drug Administration 10903 New Hampshire Avenue Silver Spring, MD 20993 ...

  7. Progressive Supranuclear Palsy (PSP): Frequently Asked Questions

    Science.gov (United States)

    ... clump. Another example of post-translational modification of relevance to PSP is “transglutamination,” where the amino acid ... join? See our support group page here. The value of membership in a group of other people ...

  8. Lymphatic Filariasis: Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... Treatment Care of Patients with Lymphedema, Elephantiasis or Hydrocele Publications Additional Resources Get Email Updates To receive ... prevented with appropriate skin hygiene. Men can develop hydrocele or swelling of the scrotum due to infection ...

  9. Frequently Asked Questions about Surgical Site Infections

    Science.gov (United States)

    ... MRSA Mycobacterium abscessus Norovirus Pseudomonas aeruginosa Tracking CRPA Staphylococcus aureus Tuberculosis VISA / VRSA Vancomycin-resistant Enterococci (VRE) in Healthcare Settings Preventing HAIs Targeted Assessment for Prevention (TAP) TAP CAUTI Implementation Guide TAP CDI Implementation ...

  10. Suicide in America: Frequently Asked Questions

    Science.gov (United States)

    ... and our publications may not be used for advertising or endorsement purposes. NIMH does not provide specific ... MSC 9663 Bethesda, MD 20892-9663 Follow Us Facebook Twitter YouTube Google Plus NIMH Newsletter NIMH RSS ...

  11. Frequently Asked Questions about Personal Health Records

    Science.gov (United States)

    ... PHR can be accessed and edited through your mobile phone. My doctor gave me a Notice of Privacy ... to your information. You receive the notice the first time you visit a new healthcare provider, pharmacy, ...

  12. Women Veterans Health Care: Frequently Asked Questions

    Science.gov (United States)

    ... the Media Room Public Affairs News Releases Speeches Videos Publications National Observances Veterans Day Memorial Day Celebrating America's Freedoms Special Events Adaptive Sports Program Creative Arts Festival Golden Age Games Summer Sports Clinic Training - Exposure - Experience (TEE) Tournament ...

  13. Dense Breasts: Answers to Commonly Asked Questions

    Science.gov (United States)

    ... the Breast Imaging Reporting and Data System, called BI-RADS , to group different types of breast density. This ... findings. Doctors who review mammograms are called radiologists . BI-RADS classifies breast density into four categories, as follows: ( ...

  14. Women and Diabetes: Frequently Asked Questions

    Science.gov (United States)

    ... the BG levels for women that are pregnant? Fasting 60-90 mg/dL (whole blood) 69-104 ... uterus or endometrium is reduced. What are the benefits of hormone replacement therapy? The benefits are decreased ...

  15. Navigating high-risk surgery: protocol for a multisite, stepped wedge, cluster-randomised trial of a question prompt list intervention to empower older adults to ask questions that inform treatment decisions.

    Science.gov (United States)

    Taylor, Lauren J; Rathouz, Paul J; Berlin, Ana; Brasel, Karen J; Mosenthal, Anne C; Finlayson, Emily; Cooper, Zara; Steffens, Nicole M; Jacobson, Nora; Buffington, Anne; Tucholka, Jennifer L; Zhao, Qianqian; Schwarze, Margaret L

    2017-05-29

    Older patients frequently undergo operations that carry high risk for postoperative complications and death. Poor preoperative communication between patients and surgeons can lead to uninformed decisions and result in unexpected outcomes, conflict between surgeons and patients, and treatment inconsistent with patient preferences. This article describes the protocol for a multisite, cluster-randomised trial that uses a stepped wedge design to test a patient-driven question prompt list (QPL) intervention aimed to improve preoperative decision making and inform postoperative expectations. This Patient-Centered Outcomes Research Institute-funded trial will be conducted at five academic medical centres in the USA. Study participants include surgeons who routinely perform vascular or oncological surgery, their patients and families. We aim to enrol 40 surgeons and 480 patients over 24 months. Patients age 65 or older who see a study-enrolled surgeon to discuss a vascular or oncological problem that could be treated with high-risk surgery will be enrolled at their clinic visit. Together with stakeholders, we developed a QPL intervention addressing preoperative communication needs of patients considering major surgery. Guided by the theories of self-determination and relational autonomy, this intervention is designed to increase patient activation. Patients will receive the QPL brochure and a letter from their surgeon encouraging its use. Using audio recordings of the outpatient surgical consultation, patient and family member questionnaires administered at three time points and retrospective chart review, we will compare the effectiveness of the QPL intervention to usual care with respect to the following primary outcomes: patient engagement in decision making, psychological well-being and post-treatment regret for patients and families, and interpersonal and intrapersonal conflict relating to treatment decisions and treatments received. Approvals have been granted by the

  16. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Information Frequently asked questions Clinical Studies Publications Catalog Photos and Images Spanish Language Information Grants and Funding ... job openings visit HHS USAJobs Home >> NEI for Kids >> Ask a Scientist Video Series Listen All About ...

  17. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... to More Information Optical Illusions Printables Ask a Scientist Video Series Why can’t you see colors ... like these and more with our Ask a Scientist video series. Dr. Sheldon Miller answers questions about ...

  18. ASK Magazine; No. 21

    Science.gov (United States)

    Laufer, Alexander (Editor); Little, Terry (Editor); Davis, Marty (Editor); Simmons, Jessica (Editor); Margolies, Donald (Editor); Goshorn, Larry (Editor)

    2005-01-01

    THIS ISSUE FEATURES A VISUAL DEPICTION OF THE ACADEMY of Program and Project Leadership (APPL). I imagine a variety of initial reactions to the drawing. One might be, "What is a cartoon doing in a magazine about project management?" Or perhaps, "Wow, nice colors-and fun." Another may be to closely search the image for signs, symbols and meaning. Still another, to read a new level of innovation and creativity into the picture. Undoubtedly, some readers will raise questions about the cost. Of course, any reaction is a sign of engagement. The stronger, the more energized the emotional and cognitive processing, the better. It is a sign of attention and interaction. For I've heard it said, "You only need to worry if they don t care one way or the other." So what is the point of the picture? To stimulate interest, raise questions, promote discussion, and maybe raise a smile.. .That, at least, was my initial reaction when I was introduced to the work of Nancy Hegedus, who helps to create these drawings for Root Learning Inc. At the NASA PM Conference, I was first shown the work Nancy had been doing with the help of Goddard s Knowledge Management Architect, Dr. Ed Rogers. I was immediately drawn into the power of visualization as a tool for more effective learning, communicating, and conveying complex knowledge concepts. We need new tools in today s world, where information and data overwhelms by sheer volume. There are articles, pamphlets, communications, and white papers-all aiming to convince and influence. Reactions to these tend to be either avoidance or mind-numbing, heavy-eyed consent; the message never registers or enters the soul. That s one of the reasons that APPL s Knowledge Sharing Initiative (KSI) has turned to storytelling as a memorable way of transfer- ring knowledge, inspiring imitation of best practices, and spurring reflection. ASK Magazine s recent fourth birthday marks an important milestone in APPL s continuing quest to provide ongoing support to

  19. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... the media Pressroom Contacts Dustin Hays - Chief, Science Communication dustin.hays@nih.gov Anna Harper - Media Relations afh@nei.nih.gov NEI Office of Communications (301)496-5248 Health Information Frequently asked questions ...

  20. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... 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 ...

  1. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... More Information Optical Illusions Printables Ask a Scientist Video Series Why can’t you see colors well ... Why does saltwater sting your eyes? Select a video below to get answers to questions like these ...

  2. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Links to More Information Optical Illusions Printables Ask a Scientist Video Series Why can’t you see ... eyelids? Why does saltwater sting your eyes? Select a video below to get answers to questions like ...

  3. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... visual function, preservation of sight, and the special health problems and requirements of the blind.” News & Events Events Calendar NEI Press Releases News from NEI Grantees Spokesperson bios ... Frequently asked questions Clinical Studies Publications Catalog ...

  4. Ask Me Anything

    OpenAIRE

    Rector, Chelsea

    2014-01-01

    Ask Me Anything is a poetic text, aspiring to authenticate the particular poetic voice of its subject. This poetic subject is presented in the form of a 'Self' who is actively relating its interiority, reflexively and in a fractured manner, to the text Ask Me Anything.

  5. Web life: Ask Nature

    Science.gov (United States)

    2012-11-01

    Ask Nature is a site devoted to biomimicry, an interdisciplinary field in which practitioners study how animals and plants solve problems, and then use those solutions to develop better human technologies.

  6. What’s the Harm in Asking about Suicidal Ideation?

    Science.gov (United States)

    Mathias, Charles W.; Furr, R. Michael; Sheftall, Arielle H.; Hill-Kapturczak, Nathalie; Crum, Paige; Dougherty, Donald M.

    2013-01-01

    Both researchers and oversight committees share concerns about patient safety in the study-related assessment of suicidality. However, concern about assessing suicidal thoughts can be a barrier to the development of empirical evidence that informs research on how to safely conduct these assessments. A question has been raised if asking about suicidal thoughts can result in iatrogenic increases of such thoughts, especially among at-risk samples. The current study repeatedly tested suicidal ideation at 6-month intervals for up to 2-years. Suicidal ideation was measured with the Suicidal Ideation Questionnaire Junior, and administered to adolescents who had previously received inpatient psychiatric care. Change in suicidal ideation was tested using several analytic techniques, each of which pointed to a significant decline in suicidal ideation in the context of repeated assessment. This and previous study outcomes suggest that asking an at-risk population about suicidal ideation is not associated with subsequent increases in suicidal ideation. PMID:22548324

  7. ASK Magazine. Volume 10

    Science.gov (United States)

    Hoffman, Edward (Editor); Laufer, Alexander (Editor); Post, Todd (Editor); Brady, Jody Lannen (Editor)

    2003-01-01

    The Academy of Program and Project Leadership (APPL) and ASK Magazine is presented. APPL is a research-based organization that serves NASA program and project managers, as well as project teams, at every level of development. In 1997, APPL was created from an earlier program to underscore the importance that NASA places on project management and project teams through a wide variety of products and services, including knowledge sharing, classroom and online courses, career development guidance, performance support, university partnerships, and advanced technology tools. ASK Magazine grew out of our Knowledge Sharing Initiative. The stories that appear in ASK are written by the 'best of the best' project managers, primarily from NASA, but also from other government agencies and industry. These stories contain genuine nuggets of knowledge and wisdom that are transferable across projects. Who better than a project manager to help another project manager address a critical issue on a project? Big projects, small projects-they're all here in ASK. APPL is one of our most exciting publications about project management.

  8. Awkward Questions: Language Issues in the 2011 Census in England

    Science.gov (United States)

    Sebba, Mark

    2018-01-01

    The 2011 Census in England broke new ground, as a question about language had never previously been asked. After stakeholder consultations and a series of trials, the census authority decided on two questions based on earlier censuses in the USA: one about the respondent's "main language" and another about proficiency in English. This…

  9. 1968, o ano que ainda faz pensar: intelectuais indagam sobre a irrupção dos jovens na sociedade industrial 1968, the year that still makes you think: intellectuals ask questions about the youth's outburst in the industrial society

    Directory of Open Access Journals (Sweden)

    Maria Lucia de Amorim Soares

    2009-07-01

    Full Text Available Tendo como referência os embates de intelectuais franceses efetivados durante duas mesas redondas realizadas em Paris, no fervor dos meses de maio/junho de 1968, a partir da pergunta: Por que os estudantes? o presente artigo busca participar da comemoração do quadragésimo aniversário da irrupção dos jovens na sociedade industrial francesa, com seu questionamento sobre a universidade enquanto forma de reprodução de um sistema opressivo e discriminatório; através da análise dos acontecimentos estudantis, busca realçar o verdadeiro cerne da questão: as conseqüências da sociedade industrial tecnocrata que cada vez mais se desenvolve dominada pelo espírito mercantil. Ao trazer à tona e debater documentos da época e depoimentos dos protagonistas identifica a força do impacto de um Movimento que se colocava na perspectiva radical com o modelo de vida, de trabalho, de produção cultural, criando sua própria maneira de decodificar, negar e renovar as relações ossificadas na escola, na família, na cultura, na ação política e econômica.Having as reference the conflicting arguments of French intellectuals during two round tables in Paris, in the heat of the may/june of 1968 disturbances, while discussing the question: "Why the students?", the present article wishes to participate in the celebration of the fortieth anniversary of the eruption of the youth in the French industrial society and their perception of the university as a means of reproduction of an oppressive and discriminatory system. Through the analysis of these events, the paper tries to bring to light the essence of the question: the consequences of the technocratic industrial society that has increasingly been ruled by a mercantile spirit. By bringing forth and debating documents from the period and testimonies of the protagonists, it identifies the impact of a Movement that was based on a radical perspective according to a model of life, work, and cultural

  10. Asking the right questions to get the right answers: using cognitive interviews to review the acceptability, comprehension and clinical meaningfulness of patient self-report adverse event items in oncology patients.

    Science.gov (United States)

    Holch, Patricia; Warrington, Lorraine; Potrata, Barbara; Ziegler, Lucy; Hector, Ceri; Keding, Ada; Harley, Clare; Absolom, Kate; Morris, Carolyn; Bamforth, Leon; Velikova, Galina

    Standardized reporting of treatment-related adverse events (AE) is essential in clinical trials, usually achieved by using the National Cancer Institute (NCI) Common Terminology Criteria for Adverse Events (CTCAE) reported by clinicians. Patient-reported adverse events (PRAE) may add value to clinician assessments, providing patient perspective on subjective toxicity. We developed an online patient symptom report and self-management system for real-time reporting and managing AE during cancer treatment integrated with electronic patient records (eRAPID). As part of this program we developed a patient version of the CTCAE (version 4.0), rephrasing terminology into a self-report format. We explored patient understanding of these items via cognitive interviews. Sixty patients (33 female, 27 male) undergoing treatment were purposively sampled by age, gender and tumor group (median age 61.5, range 35-84, 12 breast, 12 gynecological, 13 colorectal, 12 lung and 11 renal). Twenty-one PRAE items were completed on a touch-screen computer. Subsequent audio-recorded cognitive interviews and thematic analysis explored patients' comprehension of items via verbal probing techniques during three interview rounds (n = 20 patients/round). In total 33 item amendments were made; 29% related to question comprehension, 68% response option and 3% order effects. These amendments to phrasing and language improved patient understanding but maintained CTCAE grading and key medical information. Changes were endorsed by members of a patient advisory group (N = 11). Item adaptations resulted in a bank of consistently interpreted self-report AE items for use in future research program. In-depth analysis of items through cognitive interviews is an important step towards developing an internationally valid system for PRAE, thus improving patient safety and experiences during cancer treatment.

  11. What to Ask: Dementia

    Science.gov (United States)

    ... I find out about programs for people with Alzheimer's disease and their caregivers? What is respite care and where can I ... centers have information on programs for people with Alzheimer's disease and their caregivers? QUESTIONS ABOUT NEUROPSYCHIATRIC AND BEHAVIORAL DISTURBANCES IN DEMENTIA ...

  12. Ask the Experts

    Science.gov (United States)

    Science Teacher, 2005

    2005-01-01

    Two science questions are answered: (1) How can someone have one brown eye and one blue eye?, and (2) Why are magnets attracted to some metals, but not all metals? It is very rare that a human will have two irises of different colors. This condition, heterochromia, can be a normal variant or the result of an ocular disease. Heterochromia can…

  13. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... the media Pressroom Contacts Dustin Hays - Chief, Science Communication dustin.hays@nih.gov Kathryn DeMott, Media Relations Kathryn.DeMott@nih.gov NEI Office of Communications (301)496-5248 Health Information Frequently asked questions ...

  14. Frequently Asked Questions about Physical Medicine and Rehabilitation

    Science.gov (United States)

    ... Rehabilitation Medicine, Spinal Cord Injury Medicine, and/or Sports Medicine. | back to top | What kind of training do ... pediatrics, traumatic brain injury, spinal cord injury, and sports medicine. To become board certified in physical medicine and ...

  15. Psycholinguistics of Aphasia Pharmacotherapy: Asking the Right Questions

    Science.gov (United States)

    Cahana-Amitay, Dalia; Albert, Martin L.; Oveis, Abigail

    2013-01-01

    Background Among the obstacles to demonstrating efficacy of pharmacological intervention for aphasia is quantifying patients’ responses to treatment in a statistically valid and reliable manner. In many of the review papers on this topic (e.g., Berthier et al., 2011; de Boissezon, Peran, de Boysson, & Démonet, 2007; Small & Llano, 2009), detailed discussions of various methodological problems are highlighted, with some suggestions on how these shortcomings should be addressed. Given this deep understanding of caveats associated with the experimental design of aphasia pharmacotherapy studies (e.g., Berthier et al., 2011), investigations continue to produce inconsistent results. Aim In this review paper we suggest that inclusion of theory-driven linguistic measures in aphasia pharmacotherapy studies would add an important step toward elucidating precise patterns of improvement in language performance resulting from pharmacotherapeutic intervention. Main Contribution We provide a brief review of the clinical approaches currently used in pharmacotherapy studies of aphasia, which often lack psycholinguistic grounding. We then present ways in which psycholinguistic models can complement this approach, offering a rationale for task selection, and as a result, lead to a better understanding of treatment effects. We then follow with an example of how such an integrative approach can be implemented in studies targeting stress reduction in people with aphasia, via beta-blocking agents, as a means to augment language performance, using the psycholinguistic framework of “linguistic anxiety” outlined in Cahana-Amitay et al, 2011 as our guideline. Conclusion We conclude that the incorporation of psycholinguistic models into aphasia pharmacotherapy studies can increase the resolution with which we can identify functional changes. PMID:24489425

  16. Frequently Asked Questions (FAQs) | Cancer Prevention Fellowship Program

    Science.gov (United States)

    Am I eligible? To be considered for the Cancer Prevention Fellowship Program (CPFP), you must meet eligibility criteria related to educational attainment, US citizenship/permanent residency status, and the duration of prior postdoctoral research experience. Refer to the Eligibility Requirements for details. How do I apply? You must apply through our online application process.

  17. Frequently Asked Questions about Monitored Natural Attenuation in Groundwater

    Science.gov (United States)

    2014-02-01

    Environmental Science & Technology 2012, 46 (6), 3169-3176. REFERENCES 79 (72) Lollar, B. S.; Slater , G. F.; Ahad, J.; Sleep, B.; Spivack, J...3711. REFERENCES 80 (85) Morrill, P.; Lacrampe Couloume, G.; Slater , G. F.; Sleep, B. E.; Edwards, E.; McMaster, M. L.; Major, D...Sherwood Lollar, B., Quantifying Chlorinated Ethene Degradation During Reductive Dechlorination at Kelly Afb Using Stable Carbon Isotopes. Journal of

  18. Asking the Right Questions: A Framework for Assessing Counterterrorism Actions

    Science.gov (United States)

    2016-02-01

    law38,39  To what extent are government powers limited and subject to the rule of law?  How pervasive is corruption in the government?  How well...of corruption ? Promotion of education38  How educated is the population?  To what extent is education being provided by the state? Private...that serves the public interest by providing in-depth analysis and result-oriented solutions to help government leaders choose the best course of

  19. When Women Ask the Questions: Creating Women's Studies in America.

    Science.gov (United States)

    Boxer, Marilyn Jacoby

    This book reviews the history and effects of women's studies in American higher education and concludes that the rise of women's studies has challenged the university in the same way that feminism has challenged society at large. The history of the field is narrated within the context of the philosophical and political goals of its practitioners.…

  20. 49 CFR Appendix C to Part 604 - Frequently Asked Questions

    Science.gov (United States)

    2010-10-01

    ... group home on an annual excursion to a baseball game. Some sponsored trips carried out as part of a...) (1), requires a negotiated price, which implies an exchange of money. Thus, free service does not... that charter? A: Yes. Even though there are many baseball games over several months, the service is...

  1. FAQs: Frequently Asked Questions IDRC Doctoral Research Awards ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    conduct their field research in one or more developing countries. Funds may be used to collect data and samples in the field, conduct interviews or surveys with local populations, and organize focus groups or workshops. Candidates must use findings of their field research to write their doctoral dissertation or thesis. You are ...

  2. The Women's Health Questionnaire (WHQ: Frequently Asked Questions (FAQ

    Directory of Open Access Journals (Sweden)

    Hunter Myra S

    2003-09-01

    Full Text Available Abstract The Women's Health Questionnaire (WHQ is a measure of mid-aged women's emotional and physical health. Since its publication in 1992 the WHQ has been widely used in multinational clinical trials, in epidemiological studies as well as in the evaluation of non-medical treatments. In particular the WHQ has been included as a quality of life measure in trials of hormonal preparations for peri and post menopausal women and in studies using a variety of preventative interventions for mid-aged and older women. The questionnaire was developed in English and standardised on a sample of women aged 45–65 years. It is reliable, has good concurrent validity and is sensitive to detecting change, and is available in 27 languages. The range of subscales included in the WHQ enable a detailed assessment of dimensions of emotional and physical health, such as depression, anxiety, sleep problems, somatic symptoms, with optional subscales for menstrual problems and sexual difficulties. The WHQ is the first measure to be included in the MAPI Research Institute's database, the International Health-related Quality of Life Outcomes Database (IQOD. Drawing upon data from international studies this project aims to produce reference values for cross-culturally valid, reliable and responsive quality of life instruments. In addition to this work, a revised shorter version of the WHQ is currently being developed.

  3. Asking Better Questions: How Presentation Formats Influence Information Search

    Science.gov (United States)

    Wu, Charley M.; Meder, Björn; Filimon, Flavia; Nelson, Jonathan D.

    2017-01-01

    While the influence of presentation formats have been widely studied in Bayesian reasoning tasks, we present the first systematic investigation of how presentation formats influence information search decisions. Four experiments were conducted across different probabilistic environments, where subjects (N = 2,858) chose between 2 possible search…

  4. Simulation in the Service of Design - Asking the Right Questions

    Energy Technology Data Exchange (ETDEWEB)

    Donn, Michael; Selkowitz, Stephen; Bordass, Bill

    2009-03-01

    This paper proposes an approach to the creation of design tools that address the real information needs of designers in the early stages of design of nonresidential buildings. Traditional simplified design tools are typically too limited to be of much use, even in conceptual design. The proposal is to provide access to the power of detailed simulation tools, at a stage in design when little is known about the final building, but at a stage also when the freedom to explore options is greatest. The proposed approach to tool design has been derived from consultation with design analysis teams as part of the COMFEN tool development. The paper explores how tools like COMFEN have been shaped by this consultation and how requests from these teams for real-world relevance might shape such tools in the future, drawing into the simulation process the lessons from Post Occupancy Evaluation (POE) of buildings.

  5. Frequently Asked Questions about Genetic and Genomic Science

    Science.gov (United States)

    ... Links for Patient Care Education All About the Human Genome Project Fact Sheets Genetic Education Resources for Teachers Genomic ... Due to the success of large-scale biology projects such as the sequencing of the human genome, the suffix "-ome" is now being used in ...

  6. Frequently Asked Questions about Cell Phones and Your Health

    Science.gov (United States)

    ... Reconstruction Project Hanford Nuclear Weapons Facility The Hanford Thyroid Disease Study HTDS Guide Overview Hanford History How the ... 2000-2002 Public Involvement and Scientific Review About Thyroid Disease Research Team Video Excerpts Download Library Contact Us ...

  7. Prosthetic Frequently Asked Questions for the New Amputee

    Science.gov (United States)

    ... A prosthesis is basically an extension of your body. A standard prosthesis is made of conventional component parts that create ... limb to attain a proper, sound shape. Learn body positioning and strengthening to ... FOR A PROSTHESIS AND IT FEELS COMFORTABLE, WHAT HAPPENS NEXT? You ...

  8. Frequently Asked Questions for Parents of Children with PH

    Science.gov (United States)

    Facebook Twitter Instagram YouTube About PHA Contact Join Careers Store My Account Donate Patients About PH Diagnosis Treatments Newly ... areas © 2017 Pulmonary Hypertension Association. All Rights Reserved. Facebook Twitter Instagram YouTube

  9. In-service teacher education: asking questions for higher order ...

    African Journals Online (AJOL)

    Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL) learning ...

  10. Signs of Bullying: Important Questions for Parents to Ask

    Science.gov (United States)

    ... size, age, political advantage, economic advantage or social advantage. Bullying is common, happening every seven seconds to a child in the U.S. It reaches victims in school and online via social media apps and programs like Instagram, SnapChat, WhatsApp, Burn Note, Whisper, Yik Yak and ...

  11. Nutrition and dementia: are we asking the right questions?

    Science.gov (United States)

    Shea, Thomas B; Rogers, Eugene; Remington, Ruth

    2012-01-01

    Alzheimer's disease (AD) has no cure or nullifying pharmacological interventions. Nutritional supplementation represents a systemic approach that in some studies has provided benefit and has augmented pharmacological approaches. However, additional studies report no benefit of supplementation. We review herein how studies of nutrition on dementia, including those combining nutrition and dementia, are inherently compromised. We also review studies with mice, which demonstrate that nutritional supplementation can alleviate multiple genetic risk factors for AD. An individual diagnosed with AD has by definition undergone considerable cognitive decline; anticipating restoration/maintenance of cognitive performance following nutritional supplementation alone may be misdirected. Nutrition declines in aging, and even more so in AD. While optimization of nutrition should ideally be initiated well before any cognitive decline, we present evidence that the systemic benefit alone of nutritional supplementation at the very minimum warrants initiation along with pharmacological intervention.

  12. MedlinePlus Connect: Frequently Asked Questions (FAQs)

    Science.gov (United States)

    ... NLM resource. What is MedlinePlus? MedlinePlus is NLM's authoritative consumer health Web site. It includes consumer health ... systems to easily link users to MedlinePlus, an authoritative up-to-date health information resource for patients, ...

  13. Frequently Asked Questions about Congenital Melanocytic Nevus (CMN)

    Science.gov (United States)

    ... or Giant Congenital Melanocytic Nevus are not hereditary, meaning you did not "pass it on" to your ... are the signs of melanoma? Changes in size, color, surface texture, pain, bleeding, or itching are all ...

  14. Frequently Asked Questions about Congenital Melanocytic Nevus (CMN)

    Science.gov (United States)

    ... that satellite nevi rarely, if ever, develop melanoma. What are the signs of melanoma? Changes in size, color, surface texture, pain, bleeding, ... may arise deeper in a larger nevus. If melanoma is suspected, usually a small sample of the mole is removed and sent ... should be done about a congenital nevus? It's ...

  15. Probabilistic Risk Assessment to Inform Decision Making: Frequently Asked Questions

    Science.gov (United States)

    General concepts and principles of Probabilistic Risk Assessment (PRA), describe how PRA can improve the bases of Agency decisions, and provide illustrations of how PRA has been used in risk estimation and in describing the uncertainty in decision making.

  16. 40 CFR Appendix I to Part 310 - Frequently Asked Questions

    Science.gov (United States)

    2010-07-01

    ... (1) Can I be reimbursed for hazmat team salaries? Generally, no; only unbudgeted overtime and/or... is affected by a release? No, laying water lines doesn't fall within the definition of temporary...

  17. Newborn Screening (NBS): Answers to Frequently Asked Questions

    Science.gov (United States)

    ... early treatment or management can prevent intellectual disability, physical disability, or even early death. How is the screen ... affected babies are at risk of intellectual disability, physical disabilities and even death if they are not diagnosed ...

  18. Questions never asked. Positive family outcomes of extremely premature childbirth

    DEFF Research Database (Denmark)

    Lou, Hanne; Pedersen, Birthe D; Hedegaard, Morten

    2009-01-01

    of their children's trajectories were also characterised by a perception of improvement and progress. Likewise, all parents reported much love and joy from child rearing. CONCLUSIONS: The value of these results may lie in the perspective they add to the interpretation of current research, the inspiration they may...

  19. FAQs: Frequently Asked Questions regarding the IDRC Research ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    IDRC CRDI

    The review of research proposals follows set procedures that do not involve feedback at this stage of your application. Candidates can check out the research currently being supported by. IDRC's programs and become familiar with the objectives of each award. Program staff may be contacted if there is a doubt concerning ...

  20. Asking the Right Questions: Action Learning and PMT 401

    Science.gov (United States)

    2016-08-01

    program aimed at improving leadership, critical thinking, problem solving and decision­making skills. Participants in this rigorous, in­residence...with the specific program. They must nevertheless identify a path forward, seeking to find the optimal solution. Here is a typical...incorporates the Action Learning method and ethos, one key distinguishing feature is that students do not start out with a preconceived problem. Rather, they

  1. Frequently Asked Questions about Drug Testing in Schools

    Science.gov (United States)

    ... outcomes, mood changes (depending on the drug: depression, anxiety, paranoia, psychosis), and social or family problems caused or worsened by drugs. Repeated drug use can also lead to addiction . Studies show that the earlier a teen begins ...

  2. Psycholinguistics of Aphasia Pharmacotherapy: Asking the Right Questions.

    Science.gov (United States)

    Cahana-Amitay, Dalia; Albert, Martin L; Oveis, Abigail

    2014-01-01

    Among the obstacles to demonstrating efficacy of pharmacological intervention for aphasia is quantifying patients' responses to treatment in a statistically valid and reliable manner. In many of the review papers on this topic (e.g., Berthier et al., 2011; de Boissezon, Peran, de Boysson, & Démonet, 2007; Small & Llano, 2009), detailed discussions of various methodological problems are highlighted, with some suggestions on how these shortcomings should be addressed. Given this deep understanding of caveats associated with the experimental design of aphasia pharmacotherapy studies (e.g., Berthier et al., 2011), investigations continue to produce inconsistent results. In this review paper we suggest that inclusion of theory-driven linguistic measures in aphasia pharmacotherapy studies would add an important step toward elucidating precise patterns of improvement in language performance resulting from pharmacotherapeutic intervention. We provide a brief review of the clinical approaches currently used in pharmacotherapy studies of aphasia, which often lack psycholinguistic grounding. We then present ways in which psycholinguistic models can complement this approach, offering a rationale for task selection, and as a result, lead to a better understanding of treatment effects. We then follow with an example of how such an integrative approach can be implemented in studies targeting stress reduction in people with aphasia, via beta-blocking agents, as a means to augment language performance, using the psycholinguistic framework of "linguistic anxiety" outlined in Cahana-Amitay et al, 2011 as our guideline. We conclude that the incorporation of psycholinguistic models into aphasia pharmacotherapy studies can increase the resolution with which we can identify functional changes.

  3. Asking the Right Questions: A Framework for Assessing Counterterrorism Actions

    Science.gov (United States)

    2016-11-21

    Revolution, Nazi Germany , and the Soviet Union under Lenin and Stalin). Hannah Arendt, “Ideology and Terror: A Novel Form of Government,” Re- view of...2009), 75. 61. Donatella Della Porta, Social Movements, Political Violence, and the State: A Comparative Analysis of Italy and Germany (Cambridge

  4. Hepatitis C: Questions to Ask Your Doctor about Your Diagnosis

    Science.gov (United States)

    ... the Media Room Public Affairs News Releases Speeches Videos Publications National Observances Veterans Day Memorial Day Celebrating America's Freedoms Special Events Adaptive Sports Program Creative Arts Festival Golden Age Games Summer Sports Clinic Training - Exposure - Experience (TEE) Tournament ...

  5. Hepatitis C: Questions to Ask Your Doctor about Treatment

    Science.gov (United States)

    ... the Media Room Public Affairs News Releases Speeches Videos Publications National Observances Veterans Day Memorial Day Celebrating America's Freedoms Special Events Adaptive Sports Program Creative Arts Festival Golden Age Games Summer Sports Clinic Training - Exposure - Experience (TEE) Tournament ...

  6. commonly asked questions on the practice of intramedullary nailing

    African Journals Online (AJOL)

    Q3) what are the advantages of IMN over conventional plating? A) Closed nailing has the advantage of preserving the fracture biology as opposed to plating. Even done open, IMN may be done with minimal to no periosteal stripping as opposed to plating in which the periosteum is stripped and bone cortex devascularised.

  7. Question-asking in brazilian portuguese reading comprehension textbooks Question-asking in brazilian portuguese reading comprehension textbooks

    Directory of Open Access Journals (Sweden)

    Sara Oliveira

    2008-04-01

    Full Text Available “The proper business of school is to teach students to think!” has been the most widespread cliché in education over the last two decades (Squire, 1983; Paris, Lipson & Wixson, 1983; Spires et alli, 1993; Littlewood, 1996; Collins, 1998; Yang, 1998; Shneiderman, 1998. That is the bad news. In fact, despite all the rhetoric surrounding the major role assigned to education, the reality is that it is still struggling in the midst of a fundamental shift. The good news is that the cliché has a good chance to become more and more tangible among educators, materials designers and policy makers, who are starting to realise that in today’s Knowledge Era to think [critically] represents an asset which drastically shifts the traditional paradigms of power. Without a doubt, a learning environment which gives priority to the training of skills aiming at making students become critical thinkers can create and strengthen vantages of independence and autonomy for the students/future citizens belonging to that environment. “The proper business of school is to teach students to think!” has been the most widespread cliché in education over the last two decades (Squire, 1983; Paris, Lipson & Wixson, 1983; Spires et alli, 1993; Littlewood, 1996; Collins, 1998; Yang, 1998; Shneiderman, 1998. That is the bad news. In fact, despite all the rhetoric surrounding the major role assigned to education, the reality is that it is still struggling in the midst of a fundamental shift. The good news is that the cliché has a good chance to become more and more tangible among educators, materials designers and policy makers, who are starting to realise that in today’s Knowledge Era to think [critically] represents an asset which drastically shifts the traditional paradigms of power. Without a doubt, a learning environment which gives priority to the training of skills aiming at making students become critical thinkers can create and strengthen vantages of independence and autonomy for the students/future citizens belonging to that environment.

  8. Repetitive Questioning II

    Directory of Open Access Journals (Sweden)

    R. C. Hamdy MD

    2018-02-01

    Full Text Available Repetitive questioning is a major problem for caregivers, particularly taxing if they are unable to recognize and understand the reasons why their loved one keeps asking the same question over and over again. Caregivers may be tempted to believe that the patient does not even try to remember the answer given or is just getting obnoxious. This is incorrect. Repetitive questioning is due to the underlying disease: The patient’s short term memory is impaired and he is unable to register, encode, retain and retrieve the answer. If he is concerned about a particular topic, he will keep asking the same question over and over again. To the patient each time she asks the question, it is as if she asked it for the first time. Just answering repetitive questioning by providing repeatedly the same answer is not sufficient. Caregivers should try to identify the underlying cause for this repetitive questioning. In an earlier case study, the patient was concerned about her and her family’s safety and kept asking whether the doors are locked. In this present case study, the patient does not know how to handle the awkward situation he finds himself in. He just does not know what to do. He is not able to adjust to the new unexpected situation. So he repeatedly wants to reassure himself that he is not intruding by asking the same question over and over again. We discuss how the patient’s son-in-law could have avoided this situation and averted the catastrophic ending.

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

    Science.gov (United States)

    Portnoy, Lindsay Blau; Rabinowitz, Mitchell

    2014-01-01

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

  10. Questioning as a teaching tool.

    Science.gov (United States)

    Long, Michele; Blankenburg, Rebecca; Butani, Lavjay

    2015-03-01

    The Dreyfus and Bloom frameworks can help the great clinical teacher craft questions that are learner-centric and appropriately challenging.Employing strategies to ask the right questions in the right way can further add to the effectiveness of using questions as a valuable teaching,learning, and assessment tool.

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

    Science.gov (United States)

    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.

  12. Climate Leadership Awards Frequent Questions

    Science.gov (United States)

    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.

  13. The Importance of Asking Questions–in Different Ways!

    Indian Academy of Sciences (India)

    The Importance of Asking Questions - in Different Ways! Uday Maitra. Classroom Volume 20 Issue 1 January 2015 pp 73-75. Fulltext. Click here to view fulltext PDF. Permanent link: http://www.ias.ac.in/article/fulltext/reso/020/01/0073-0075. Keywords. Questions; answers; creativity; classroom teaching. Author Affiliations.

  14. Hip or knee replacement - before - what to ask your doctor

    Science.gov (United States)

    ... replace all or part of your hip or knee joint with an artificial device (a prosthesis). Below are some questions you may want to ask your health care provider to help you prepare for your hip or knee replacement. Questions Is joint replacement the best treatment ...

  15. Weight-loss surgery - after - what to ask your doctor

    Science.gov (United States)

    ... may not absorb all the calories from the food you eat. Below are some questions you may want to ask your health care provider about what will happen after you have the surgery . Questions How much weight will I lose? How fast will I lose it? Will I continue to ...

  16. Attorneys' Questions and Children's Productivity in Child Sexual Abuse Criminal Trials.

    Science.gov (United States)

    Klemfuss, J Zoe; Quas, Jodi A; Lyon, Thomas D

    2014-01-01

    We investigated the links between questions child witnesses are asked in court, children's answers, and case outcome. Samples of acquittals and convictions were matched on child age, victim-defendant relationship, and allegation count and severity. Transcripts were coded for question types, including a previously under-examined type of potentially suggestive question, declarative questions. Children's productivity was conceptualized in a novel way by separating new from repeated content and by adjusting the definition based on the linguistic demands of the questions. Attorneys frequently used declarative questions, and disconcertingly, attorneys who used these and other suggestive questions more frequently were more likely to win their case. Open-ended and closed-ended questions elicited similar levels of productivity from children, and both elicited more productivity compared with suggestive questions. Results highlight how conceptualization of questions and answers can influence conclusions, and demonstrate the important real-world implications of attorney questioning strategies on legal cases with child witnesses.

  17. Eight Questions about Corruption

    OpenAIRE

    Jakob Svensson

    2005-01-01

    This paper will discuss eight frequently asked questions about public corruption: (1) What is corruption? (2) Which countries are the most corrupt? (3) What are the common characteristics of countries with high corruption? (4) What is the magnitude of corruption? (5) Do higher wages for bureaucrats reduce corruption? (6) Can competition reduce corruption? (7) Why have there been so few (recent) successful attempts to fight corruption? (8) Does corruption adversely affect growth?

  18. Tag Questions

    Science.gov (United States)

    Baker, David

    2015-01-01

    "Changing English" is a new feature in "ELT Journal" which aims to illustrate the diversity of English in the world today and to ask whether, and how, ELT practitioners might accommodate such variation. Focusing on a particular language issue in each article, the series will explore how English varies between places and spaces,…

  19. CAT questions and answers

    International Nuclear Information System (INIS)

    1993-02-01

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

  20. Epilepsy - what to ask your doctor - adult

    Science.gov (United States)

    What to ask your doctor about epilepsy - adult; Seizures - what to ask your doctor - adult; Seizure - what to ask your doctor ... call to find more information about driving and epilepsy? What should I discuss with my boss at ...

  1. Trick questions: cosmopolitan hospitality

    Directory of Open Access Journals (Sweden)

    Eleanor Byrne

    2013-08-01

    Full Text Available Byrne’s paper consists of two parallel texts. The first explores the limits of cosmopolitanism in practice, taking as its subject the Life in the UK Citizenship Test, inaugurated under the Labour Government in 2005. It argues that the test exemplifies the predicament of all attempts at cosmopolitan hospitality as unconditional welcoming, through a discussion of the relation between questioning and welcoming the stranger. Establishing the relationship between cosmopolitanism and hospitality as envisaged in Derrida’s reading of Kant it asks what kind of cosmopolitan hospitality is either possible or desirable by exploring what Derrida calls the ‘perversions’ inherent in the structures of hospitality. It focuses on the concept of the ‘trick questions’ that the state asks the foreigner observed by Derrida in his reading of The Apology of Socrates; questions that seem to invite answers but foreclose the possibilities of a free response. The second text asks how this logic that Derrida identifies can be pushed or coaxed into new ways of addressing the perceived threats of ‘unconditional’ hospitality through a reading of ‘unconditional hospitality’ as queer in the work of Tove Jansson.

  2. Legacy question

    International Nuclear Information System (INIS)

    Healy, J.W.

    1977-01-01

    The legacy question discussed refers to the definition of appropriate actions in this generation to provide a world that will allow future generations to use the earth without excessive limitations caused by our use and disposal of potentially hazardous materials

  3. Community question.

    Science.gov (United States)

    McCrae, Niall; Spence, Cameron

    2015-10-01

    THE BED manager scanned the whiteboard in the busy office of an acute psychiatric ward. 'What about this man, WL?' she asked. 'He's been in for nearly two weeks. Can he go on weekend leave?' The nurse in charge was sceptical, but an urgent admission was imminent, and there was no room. So WL was informed that he was ready for a trial period at home, and his bed was swiftly changed for the new arrival. Such is life in the inner-city psychiatric ward, where demand relentlessly exceeds supply.

  4. What's the Harm in Asking about Suicidal Ideation?

    Science.gov (United States)

    Mathias, Charles W.; Furr, Michael; Sheftall, Arielle H.; Hill-Kapturczak, Nathalie; Crum, Paige; Dougherty, Donald M.

    2012-01-01

    Both researchers and oversight committees share concerns about patient safety in the study-related assessment of suicidality. However, concern about assessing suicidal thoughts can be a barrier to the development of empirical evidence that informs research on how to safely conduct these assessments. A question has been raised if asking about…

  5. Asking Adolescents to Explain Discrepancies in Self-Reported Suicidality.

    Science.gov (United States)

    Velting, Drew M.; Rathus, Jill H.; Asnis, Gregory M.

    1998-01-01

    Determining suicide risk is a complex matter. A typology of adolescents' most common explanations for discrepant reporting of suicidal behavior is presented. Answers to interview questions were compared to a self-report measure, and adolescent in-patients (N=48) were asked to clarify discrepancies. Seven mutually exclusive and exhaustive…

  6. Thousand Questions

    DEFF Research Database (Denmark)

    2012-01-01

    (perhaps as an expanded Turing test) on its listeners. These questions are extracted in real-time from Twitter with the keyword search of the ‘?’ symbol to create a spatio-temporal experience. The computerized voice the audience hears is a collective one, an entanglement of humans and non...

  7. Sexual Abuse in Irritable Bowel Syndrome: To Ask or Not to Ask – That Is the Question

    Directory of Open Access Journals (Sweden)

    Alexandra Ilnyckyj

    2002-01-01

    Full Text Available BACKGROUND: Irritable bowel syndrome (IBS is a common and costly disorder in Canada. The paucity of medical treatment underscores the importance of examining every element of the management approach. Data exist supporting an increased prevalence of abuse among individuals with IBS. Importantly, the pathophysiology underlying the link between abuse and IBS is increasingly understood. Treatment recommendations by opinion leaders support an abuse inquiry. However, many clinicians view abuse inquiry as an ethical dilemma.

  8. Concussion - what to ask your doctor - child

    Science.gov (United States)

    What to ask your doctor about concussion - child; Mild brain injury - what to ask your doctor - child ... school people I should tell about my child's concussion? Can my child stay for a full day? ...

  9. Newborn jaundice - what to ask your doctor

    Science.gov (United States)

    Jaundice - what to ask your doctor; What to ask your doctor about newborn jaundice ... What causes jaundice in a newborn child? How common is newborn jaundice? Will the jaundice harm my child? What are the ...

  10. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Ask a Scientist Video Series Listen All About Vision About the Eye Ask a Scientist Video Series ... Eye Health and Safety First Aid Tips Healthy Vision Tips Protective Eyewear Sports and Your Eyes Fun ...

  11. Diphtheria, Tetanus, Pertussis: Ask the Experts

    Science.gov (United States)

    ... the Experts | Diphtheria, Tetanus, Pertussis Ask the Experts Diphtheria, Tetanus, Pertussis Ask the Experts Home Administering Vaccines ... infants have died. How many doses of pediatric diphtheria-tetanus-acellular pertussis (DTaP) vaccine does an infant ...

  12. Epilepsy - what to ask your doctor - child

    Science.gov (United States)

    What to ask your doctor about epilepsy - child; Seizures - what to ask your doctor - child ... should I discuss with my child's teachers about epilepsy? Will my child need to take medicines during ...

  13. Traveling questions

    DEFF Research Database (Denmark)

    Hoeyer, Klaus

    2016-01-01

    In this paper, I argue that uncertainty and nonknowledge, and not just research results, can be important vehicles of translation through which genetic research participation comes to affect the lives of research participants. Based on interviews with participants in a genetic research project, I....... Research questions, and not just results, may serve as a generative form of knowledge that can travel as fast as any answer....

  14. Inspiring Sustainable Behaviour 19 Ways to Ask for Change

    CERN Document Server

    Payne, Oliver

    2012-01-01

    What is the answer to inspiring sustainable behaviour? It starts with a question - or nineteen. With this simple and inspiring guide you'll learn how to ask for persistent, pervasive, and near-costless change by uncovering our hidden quirks, judgmental biases, and apparent irrationalities.  The only change you'll need to make is how you ask.Businesses, larger or small, will soon have to cut costs and cut carbon, irrespective of the products they sell, or the services they perform. National government has structural policy and legislative needs, and local government has implementation and docum

  15. Headache - what to ask your doctor

    Science.gov (United States)

    ... Migraine - what to ask your doctor; Tension-type headache - what to ask your doctor; Cluster headache - what to ask your doctor ... How can I tell if the headache I am having is dangerous? What are ... headache ? A migraine headache ? A cluster headache ? What medical ...

  16. Dementia - what to ask your doctor

    Science.gov (United States)

    What to ask your doctor about dementia; Alzheimer disease - what to ask your doctor; Cognitive impairment - what to ask your doctor ... Alzheimer's Association. Dementia Care Practice Recommendations ... in a Home Setting. Updated 2009. Alz.org. www.alz.org/national/ ...

  17. Questions about elastic waves

    CERN Document Server

    Engelbrecht, Jüri

    2015-01-01

    This book addresses the modelling of mechanical waves by asking the right questions about them and trying to find suitable answers. The questions follow the analytical sequence from elementary understandings to complicated cases, following a step-by-step path towards increased knowledge. The focus is on waves in elastic solids, although some examples also concern non-conservative cases for the sake of completeness. Special attention is paid to the understanding of the influence of microstructure, nonlinearity and internal variables in continua. With the help of many mathematical models for describing waves, physical phenomena concerning wave dispersion, nonlinear effects, emergence of solitary waves, scales and hierarchies of waves as well as the governing physical parameters are analysed. Also, the energy balance in waves and non-conservative models with energy influx are discussed. Finally, all answers are interwoven into the canvas of complexity.

  18. Questions and Answers About Nuclear Power Plants.

    Science.gov (United States)

    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…

  19. Une question

    OpenAIRE

    Resweber, Jean-Paul

    2005-01-01

    Dans deux conférences consacrées à une analyse critique du discours de Freud, L. Althusser, pose, semble-t-il, la bonne question , quoique d’une manière quelque peu embarrassée et péremptoire. Le rapport de Freud à la philosophie, qu’il soit examiné au travers d’une confrontation problématique entre celle-ci et psychanalyse naissante, ou bien au travers d’un dialogue entre les postulats nouveaux et les thèses classiques défendues par Platon, Kant, Nietzsche, Schopenhauer ou Wittgenstein, ne s...

  20. Machinery Question

    OpenAIRE

    Meacci, Ferdinando

    2008-01-01

    The “machinery question” was developed by the economist David Ricardo (1772–1823) in the chapter “On Machinery” added to the third edition of his Principles of Political Economy and Taxation (1821). This question related, in his words, to the “influence of machinery on the interests of the different classes of society” and particularly to the “opinion entertained by the labouring class, that the employment of machinery is frequently detrimental to their interests”. Ricardo’s argument was pres...

  1. 101 questions on corals: Towards awareness

    Digital Repository Service at National Institute of Oceanography (India)

    Wafar, M.V.M.; Wafar, S.

    to nature and man-made changes, in every stakeholder, from local population through tourists to managers. This book serves such a purpose by answering most of the questions we ask everyday about corals and reefs....

  2. The ASK Model of Peer Tutoring: Theory and Research

    Science.gov (United States)

    1993-07-01

    or no answer. To support the use of prompts that require more behavior on the part of the student, Skinner quotes Comenius : "The more the teacher...neither a Socratic method of asking leading questions nor can it be reduced to Comenius ’ contention that students should not be challenged beyond levels...development of higher psychological processes (M. Cole, V. John -Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press. Weaver

  3. Question time.

    Science.gov (United States)

    Taylor, Jennifer

    Choosing to train as a nurse is a major decision, rife with different emotions and considerations. Regardless of what point you have reached in your studies, whether you are studying towards a degree or diploma, whatever your age and whether you are from the UK or overseas, you face common challenges. These include surviving financially, juggling study and clinical placements, learning new information and addressing patients' needs. While the profession certainly offers exciting opportunities, nursing students in 2006 face a range of uncertainties. There have been cuts and freezes to existing and vacant posts across NHS trusts, while students from overseas face the additional problem that band 5 and 6 nursing posts have been removed from the Home Office's shortage occupation list. Will there be enough mentors to teach students? Will there be jobs when they qualify? How can students survive financially? Will overseas students be able to stay once qualified? NT put students' key questions to a panel of experts and influential figures.

  4. Children's questions: a mechanism for cognitive development.

    Science.gov (United States)

    Chouinard, Michael M

    2007-01-01

    Preschoolers' questions may play an important role in cognitive development. When children encounter a problem with their current knowledge state (a gap in their knowledge, some ambiguity they do not know how to resolve, some inconsistency they have detected), asking a question allows them to get targeted information exactly when they need it. This information is available to them when they are particularly receptive to it, and because it comes as the result of their own disequilibrium, it may have depth of processing benefits. In that questions allow children to get information they need to move their knowledge structures closer to adult-like states, the ability to ask questions to gather needed information constitutes an efficient mechanism for cognitive development (referred to in this paper as the Information Requesting Mechanism [IRM]; this term is used because it includes question-asking and other information recruiting behaviors such as gestures, expressions, and vocalizations). However, the role of children's questions in their cognitive development has been largely overlooked. If questions are a force in cognitive development, the following must be true: (1) children must actually ask questions that gather information; (2) children must receive informative answers to their questions if they are able to be of use to cognitive development; (3) children must be motivated to get the information they request, rather than asking questions for other purposes such as attention; (4) the questions children ask must be relevant and of potential use to their cognitive development; (5) we must see evidence that children's questions help them in some way-that is, that they can ask questions for a purpose, and use the information they receive purposefully to successfully achieve some change of knowledge state. This monograph reports data on these points. Study 1 analyzed questions taken from four children's transcripts in the CHILDES database (age 1;2-5;1). This

  5. The effects of e-simulation interview training on teachers' use of open-ended questions.

    Science.gov (United States)

    Brubacher, Sonja P; Powell, Martine; Skouteris, Helen; Guadagno, Belinda

    2015-05-01

    Teachers in many parts of the world are mandated reporters of child abuse and maltreatment but very little is known concerning how they question children in suspicious circumstances. Teachers (n=36), who had previously participated in a mock interview scenario designed to characterize their baseline use of various question-types when attempting to elicit sensitive information from children, were given online training in choosing effective questions. They engaged in simulated interviews with a virtual avatar several times in one week and then participated in a mock interview scenario. The amount and proportion of open-ended questions they used increased dramatically after training. The overall number of questions, and amount and proportions of specific and leading questions decreased. In particular, large decreases were observed in more risky yes-no and other forced-choice questions. Given that most teachers may feel the need to ask a child about an ambiguous situation at some point during their careers it is worthwhile to incorporate practice asking effective questions into their training, and the present research suggests that an e-learning format is effective. Additionally, effective questions encourage the development of narrative competence, and we discuss how teachers might include open-ended questions during regular classroom learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    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…

  7. PREVIOUS SECOND TRIMESTER ABORTION

    African Journals Online (AJOL)

    PNLC

    PREVIOUS SECOND TRIMESTER ABORTION: A risk factor for third trimester uterine rupture in three ... for accurate diagnosis of uterine rupture. KEY WORDS: Induced second trimester abortion - Previous uterine surgery - Uterine rupture. ..... scarred uterus during second trimester misoprostol- induced labour for a missed ...

  8. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... MSC 9300 Bethesda, MD 20892-9300 (Courier services use: Rockville, MD 20852) 301-451-2020 Research at ... Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety ... Ask a Scientist Video Series ...

  9. How to Ask Your Principal for Anything

    Science.gov (United States)

    Adams, Caralee

    2012-01-01

    Often teachers do not think through how to ask for what they want, or they are too busy to even try. That attitude can result in missed opportunities. And grumbling in the faculty lounge, rather than raising the issue with the boss, will not get the results. In this article, the author talks about the importance of the ask and describes how to ask…

  10. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety First Aid Tips Healthy Vision Tips Protective Eyewear Sports and Your Eyes Fun Stuff Cool Eye Tricks Links to More Information Optical Illusions Printables Ask a Scientist Video Series ...

  11. Diarrhea - what to ask your doctor - child

    Science.gov (United States)

    What to ask your doctor about diarrhea - child; Loose stools - what to ask your doctor - child ... FOODS What foods can make my child's diarrhea worse? How should I prepare the foods for my child? If my child is still breastfeeding or bottle feeding, do I need to ...

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

    Science.gov (United States)

    2015-11-20

    list of conceptually similar questions from an index of previously asked on “Yahoo! An- swers”. We then extract the best matching sentences from the...answer reranking. Transactions of the Association for Computational Linguistics , 3:197–210. Higashinaka, R. and Isozaki, H. (2008). Corpus-based question...Proceedings of the 52nd Annual Meeting of the Association for Com- putational Linguistics (Volume 1: Long Papers), pages 977–986, Baltimore, Maryland

  13. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Disease Education Program Glaucoma Education Program Low Vision Education Program ... Eye Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety ...

  14. Cholesterol - what to ask your doctor

    Science.gov (United States)

    ... your doctor; What to ask your doctor about cholesterol ... What is my cholesterol level? What should my cholesterol level be? What are HDL ("good") cholesterol and LDL ("bad") cholesterol? Does my cholesterol ...

  15. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... search for current job openings visit HHS USAJobs Home >> NEI for Kids >> Ask a Scientist Video Series ... can see clearly from 25 feet away. NEI Home Contact Us A-Z Site Map NEI on ...

  16. Taking medicines - what to ask your doctor

    Science.gov (United States)

    ... page: //medlineplus.gov/ency/patientinstructions/000535.htm Taking medicines - what to ask your doctor To use the ... you are given. Get Information About Your New Medicine When your doctor prescribes a medicine, find out ...

  17. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety ... NEI Website Manager . Department of Health and Human Services | The National Institutes of Health | USA.gov NIH… ...

  18. Ask a Scientist: What is Color Blindness?

    Science.gov (United States)

    ... Stuff Cool Eye Tricks Links to More Information Optical Illusions Printables Ask a Scientist Video Series Why can’ ... a scientist? Click to Watch What is an optical illusion? Click to Watch What is color blindness? Click ...

  19. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Stuff Cool Eye Tricks Links to More Information Optical Illusions Printables Ask a Scientist Video Series Why can’ ... a scientist? Click to Watch What is an optical illusion? Click to Watch What is color blindness? Click ...

  20. VQABQ: Visual Question Answering by Basic Questions

    KAUST Repository

    Huang, Jia-Hong

    2017-03-19

    Taking an image and question as the input of our method, it can output the text-based answer of the query question about the given image, so called Visual Question Answering (VQA). There are two main modules in our algorithm. Given a natural language question about an image, the first module takes the question as input and then outputs the basic questions of the main given question. The second module takes the main question, image and these basic questions as input and then outputs the text-based answer of the main question. We formulate the basic questions generation problem as a LASSO optimization problem, and also propose a criterion about how to exploit these basic questions to help answer main question. Our method is evaluated on the challenging VQA dataset and yields state-of-the-art accuracy, 60.34% in open-ended task.

  1. Acute Streptococcal Tonsillitis in a Child. Questions asked by Life (Scientific Answers to the Question Put by the Practice

    Directory of Open Access Journals (Sweden)

    N.V. Nagornaya

    2013-11-01

    Full Text Available The problem of acute tonsillitis remains relevant in clinical pediatrics. A special role in its etiology belongs to group A β-hemolytic streptococcus (Streptococcus pyogenes, which is found in every fourth child with acute bacterial tonsillitis. In this article there is presented an analysis of the clinical case of streptococcal tonsillitis in children and the pathogen, epidemiology and prognosis of the disease are described. The authors reviewed the current diagnosis criteria and international treatment approaches. There has been grounded the use of cefuroxime axetil for eradication of Streptococcus pyogenes.

  2. Women survivors of child abuse - don't ask, don't tell.

    Science.gov (United States)

    Lee, Adeline; Coles, Jan; Lee, Stuart J; Kulkarni, Jayashri

    2012-11-01

    Rates of disclosure of child abuse by women survivors are low, and general practitioners seldom ask women about such history. This study explored the experiences of women survivors: child abuse disclosure, GP service use and thoughts on being asked about their abuse experiences. A cross-sectional study containing quantitative and qualitative questions was conducted with 108 women child abuse survivors. Only 5% of the women disclosed their child abuse to their GP and 19% were asked about their child abuse history. More than half of the women (58%) asked reported feeling hopeful or relieved and none reported feeling offended. Rates of child abuse inquiry by GPs and disclosures by women survivors remain low. With the majority of women survivors reporting feeling relieved and none offended when asked about their child abuse experiences, GPs should consider asking women who present to their practice about such experiences: This may facilitate early intervention.

  3. Laparoscopy After Previous Laparotomy

    Directory of Open Access Journals (Sweden)

    Zulfo Godinjak

    2006-11-01

    Full Text Available Following the abdominal surgery, extensive adhesions often occur and they can cause difficulties during laparoscopic operations. However, previous laparotomy is not considered to be a contraindication for laparoscopy. The aim of this study is to present that an insertion of Veres needle in the region of umbilicus is a safe method for creating a pneumoperitoneum for laparoscopic operations after previous laparotomy. In the last three years, we have performed 144 laparoscopic operations in patients that previously underwent one or two laparotomies. Pathology of digestive system, genital organs, Cesarean Section or abdominal war injuries were the most common causes of previouslaparotomy. During those operations or during entering into abdominal cavity we have not experienced any complications, while in 7 patients we performed conversion to laparotomy following the diagnostic laparoscopy. In all patients an insertion of Veres needle and trocar insertion in the umbilical region was performed, namely a technique of closed laparoscopy. Not even in one patient adhesions in the region of umbilicus were found, and no abdominal organs were injured.

  4. A question of authority

    Energy Technology Data Exchange (ETDEWEB)

    Morgan, Earl W.(BATTELLE (PACIFIC NW LAB))

    2003-10-15

    A Question of Authority. This article deals with a certain scenario and several reviewers are to give their opinion. This one is in regards to - Suspending an IACUC approved animal use activity is about the last thing a research institution wants to do. Consider the predicament that the Great Eastern University IACUC faced when Dr. Janet Jenkins, the Attending Veterinarian, suspended all animal use activity on an approved protocol of Dr. Roy Maslo. Jenkins had the IACUCs authority to temporarily suspend a protocol, subject to review by a quorum of the full committee. She alleged that Maslo used mice from his breeding colony, not purchased rats, to begin a new study. Jenkins saw Maslos technicians bringing mouse cages to a procedure room and setting up for a minor survival surgery. She asked them to wait until she clarified things as she felt confident that the protocol called for rats. She called Maslo and asked him if the study had been approved for mice, to which he responded affirmatively. Still not feeling quite assured, she went to her office, reviewed the protocol, and found only rat studies described. She also called the IACUC office to see if there were any approved amendments which she may not have received, and was told that there were none. By the time she returned, one procedure was completed. Understandably upset, she informed the technicians and Maslo that any further activity on the protocol was suspended until the issue was resolved. Jenkins informed the IACUC chairman who in turned called an emergency meeting of the committee.

  5. Nietzsche's Questioning | van Tongeren | South African Journal of ...

    African Journals Online (AJOL)

    When Nietzsche is called a radical philosopher, it is (among other reasons) because he claims to call into question what other thinkers take for granted. In the article I concentrate on the way in which Nietzsche asks his questions, and how his questions (and the vocabulary which he uses to express his questions) develop ...

  6. Nietzsche's Questioning | van Tongeren | South African Journal of ...

    African Journals Online (AJOL)

    In the article I concentrate on the way in which Nietzsche asks his questions, and how his questions (and the vocabulary which he uses to express his questions) develop through his writings. The article points out how Nietzsche gradually discovers his guiding question and how this search reaches its climax around 1886.

  7. Lawyers' Question Repetition and Children's Responses in Scottish Criminal Courts.

    Science.gov (United States)

    Andrews, Samantha J; Lamb, Michael E

    2017-08-01

    This study examined the effects of repeated questions ( n = 7,968) on fifty-six 5- to 17-year-olds' testimony in child sexual abuse cases in Scottish criminal courts. We examined transcripts of direct- and cross-examinations, categorizing how lawyers asked repeated questions in court and how children responded. Defense lawyers repeated more questions (39.6% of all questions asked) than prosecutors (30.6%) and repeated questions using more suggestive prompts (52% of their repeated questions) than prosecutors (18%) did. In response, children typically repeated or elaborated on their answers and seldom contradicted themselves. Self-contradictions were most often elicited by repeated suggestive prompts posed by defense lawyers. Younger children were asked more repeated questions than older children, but child age was not associated with the types of questions repeated or with how children responded to repetition. Questions repeated after delays elicited more self-contradictions than questions repeated immediately. Most repeated questions (69.2%) were repeated more than once, yet no "asked-and-answered" objections were ever raised. Overall, the findings suggested that lawyers frequently ask children "risky" repeated questions. Official judicial guidance and training is needed to help identify and limit the inappropriate repetition of questions.

  8. Learning How to Ask: Women and Negotiation.

    Science.gov (United States)

    Fischer, Lauren H; Bajaj, Anureet K

    2017-03-01

    Women are less likely to reach top-level leadership positions, and more likely to leave academic positions, than men, and are likely to earn less money than men. Women are also less likely to initiate a negotiation-a process that is crucial for professional advancement. This reluctance to ask hinders their advancement and can have long-lasting consequences-both financial and professional. The reasons that women do not ask are multifactorial. In this article, we will explore reasons why women are less likely to negotiate, the barriers they face when they do, and strategies that women can apply to improve their negotiation skills.

  9. A Statistical Analysis of Student Questions in a Cell Biology Laboratory

    Science.gov (United States)

    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…

  10. Approaches to Exploring Category Information for Question Retrieval in Community Question-Answer Archives

    DEFF Research Database (Denmark)

    Cao, Xin; Cong, Gao; Cui, Bin

    2012-01-01

    Community Question Answering (CQA) is a popular type of service where users ask questions and where answers are obtained from other users or from historical question-answer pairs. CQA archives contain large volumes of questions organized into a hierarchy of categories. As an essential function......, and it applies these approaches to existing question retrieval models, including a state-of-the-art question retrieval model. Experiments conducted on real CQA data demonstrate that the proposed techniques are effective and efficient and are capable of outperforming a variety of baseline methods significantly...

  11. Asthma: Questions to Ask When My Asthma Doesn't Get Better

    Science.gov (United States)

    ... a log of results. The meter is a plastic tube that you blow into several times a ... with…Air PollutionRead Article >>Staying HealthyAir PollutionOutdoor air pollution is a mix of gases and toxic particles ...

  12. The energy issue in debate. Energy: answers to questions one does not dare to ask

    International Nuclear Information System (INIS)

    2004-08-01

    This publication first outlines four main issues which should govern the definition of alternate propositions regarding the energy policy: energy is a vital need; access to energy is unequal for the world population; energy resources are being depleted; energy plays an important part in the equilibrium of our environment. Then, after having noticed that transports are responsible for the main part of greenhouse gas emissions, it discusses different energetic scenarios: business as usual (or heading for disaster), to respond to the ecological demand (to choose between nuclear plants and wind farms), a management of demand and of negative growth, a choice between energy markets and energy public services. Some objectives are defined: to reduce as quickly as possible the use of non-renewable energies, to promote energy saving and rational collective and individual choices, a better management of fossil energies while respecting the first objective, the right for an energetic independence based on the use of renewable energies for all countries, and to promote a European policy with technology transfer to and solidarity with developing countries. The article concludes by outlining the main objective (to safeguard the planet) while taking global, economic, geopolitical and ecological issues into account

  13. More regulation of industry-supported biomedical research: are we asking the right questions?

    Science.gov (United States)

    Fry-Revere, Sigrid; Malmstrom, David Bjorn

    2009-01-01

    Industry-sponsored biomedical research is under the microscope. In an attempt to achieve just results in extraordinary cases, critics are suggesting regulations that would pervert the U.S. clinical trial process. However, the arguments made to justify such regulation are weak at best. All the proposals to regulate industry sponsorship of clinical trials that we surveyed (over a hundred articles and ten books, most written in the past decade) suffer from some form of fallacious reasoning. In the interest of advocating sound policy, this article points out some of the most common reasoning errors found in the literature on financial conflicts of interest in clinical trials.

  14. Asking the "Right" Questions: The Constitution of School Governing Bodies as Apolitical

    Science.gov (United States)

    Young, Helen

    2016-01-01

    School governing bodies in England have considerable powers and responsibilities with regard to the education of pupils. This paper draws on an analysis of policy and on qualitative research in the governing bodies of four maintained schools. It explores two policy technologies through which education and the work of school governing bodies are…

  15. 'Asking the hard questions': Improving midwifery students' confidence with domestic violence screening in pregnancy.

    Science.gov (United States)

    Smith, Rachel; Wight, Raechel; Homer, Caroline S E

    2018-01-01

    Domestic violence is a global public health issue. Midwives are ideally placed to screen for, and respond to, disclosure of domestic violence. Qualified midwives and midwifery students report a lack of preparedness and low levels of confidence in working with women who disclose domestic violence. This paper reports the findings from an education intervention designed to increase midwifery students' confidence in working with pregnant women who disclose domestic violence. An authentic practice video and associated interactive workshop was developed to bring the 'woman' into the classroom and to provide role-modelling of exemplary midwifery practice in screening for and responding to disclosure of domestic violence. The findings demonstrated that students' confidence increased in a number of target areas, such as responding appropriately to disclosure and assisting women with access to support. Students' confidence increased in areas where responses needed to be individualised as opposed to being able to be scripted. Students appreciated visual demonstration (video of authentic practice) and having the opportunity to practise responding to disclosures through experiential learning. Given the general lack of confidence reported by both midwives and students of midwifery in this area of practice, this strategy may be useful in supporting midwives, students and other health professionals in increasing confidence in working with women who are experiencing domestic violence. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Transcriptome and Proteome Research in Veterinary Science: What Is Possible and What Questions Can Be Asked?

    Directory of Open Access Journals (Sweden)

    Robert Klopfleisch

    2012-01-01

    Full Text Available In recent years several technologies for the complete analysis of the transcriptome and proteome have reached a technological level which allows their routine application as scientific tools. The principle of these methods is the identification and quantification of up to ten thousands of RNA and proteins species in a tissue, in contrast to the sequential analysis of conventional methods such as PCR and Western blotting. Due to their technical progress transcriptome and proteome analyses are becoming increasingly relevant in all fields of biological research. They are mainly used for the explorative identification of disease associated complex gene expression patterns and thereby set the stage for hypothesis-driven studies. This review gives an overview on the methods currently available for transcriptome analysis, that is, microarrays, Ref-Seq, quantitative PCR arrays and discusses their potentials and limitations. Second, the most powerful current approaches to proteome analysis are introduced, that is, 2D-gel electrophoresis, shotgun proteomics, MudPIT and the diverse technological concepts are reviewed. Finally, experimental strategies for biomarker discovery, experimental settings for the identification of prognostic gene sets and explorative versus hypothesis driven approaches for the elucidation of diseases associated genes and molecular pathways are described and their potential for studies in veterinary research is highlighted.

  17. What impedes knowledge sharing in culturally diverse organizations: Asking ethnographic questions

    DEFF Research Database (Denmark)

    Lauring, Jakob; Madsen, Mona Toft

    Ideas of linking cultural diversity and knowledge resources have recently gained momentum. However, only little research has empirically addressed the issues of knowledge sharing in diverse organizations. This explorative article is based on an ethnographic fieldwork in a Danish organization......, and sets out to illustrate implications of knowledge sharing in diverse organizations. It is argued that the theories on management of cultural diversity should include theories on knowledge and knowledge sharing. The main theoretical argument is that a locally grounded understanding of social aspects...... of knowledge sharing should be the departure point for dealing with cultural diversity in a business context....

  18. 2016 Workplace and Gender Relations Survey of Active Duty Members: Frequently Asked Questions

    Science.gov (United States)

    2017-05-01

    Survey of Active Duty Members Office of People Analytics The Defense Research, Surveys, and Statistics Center (RSSC), Office of People Analytics...Service, National Center for Health Statistics, and National Center for Education Statistics. In addition, private survey firms including RAND, WESTAT...conducted by ICF International on behalf of the Tricare Activity Management, had a 22% response rate weighted up to the full active duty military

  19. EMERGENCY DEPARTMENT (ED) OVERCROWDING: EVIDENCE-BASED ANSWERS TO FREQUENTLY ASKED QUESTIONS

    OpenAIRE

    RJ Salway; R Valenzuela; JM Shoenberger; WK Mallon; A Viccellio

    2017-01-01

    Overcrowding in emergency departments is a problem in many countries around the world, including the United States and Chile. Emergency department (ED) overcrowding causes problems for patients and staff, including increased waiting times, increased ambulance diversion, increased length of stay, increased medical errors, increased patient mortality, and increased harm to hospitals due to financial losses. This article aims to describe the etiology of ED overcrowding and potential solutions th...

  20. Ask the climate question : adapting to climate change impacts in urban regions

    Science.gov (United States)

    2009-06-01

    As the first responders to the impacts of climate change, local governments play a crucial role in implementing the actions and strategies that will reduce their communities vulnerability to the dangers of a changing climate. This type of action o...

  1. 25 CFR 63.15 - What questions should an employer ask?

    Science.gov (United States)

    2010-04-01

    ..., volunteer, or 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... condition of employment and require the applicant, volunteer or employee to consent, in writing, to a record...

  2. Asking the Right Questions or How to Assess the Duality of Survey Measures?

    Czech Academy of Sciences Publication Activity Database

    Häuberer, Julia

    2010-01-01

    Roč. 8, 7-8 (2010), s. 6-9 ISSN 1214-1720 R&D Projects: GA MŠk 2D06014 Institutional research plan: CEZ:AV0Z70280505 Keywords : participation * reliability * validity Subject RIV: AO - Sociology, Demography http://www.socioweb.cz/upl/editorial/download/181_pdf%202010%2007%2008.pdf

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

    Science.gov (United States)

    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…

  4. World Hunger: Asking the Right Questions. And! The First Food Curriculum.

    Science.gov (United States)

    George, Susan; Christie, Mari Ely

    1983-01-01

    The key to understanding world hunger is to realize the distribution of power between those who control economic circumstances and those who, through no fault of their own, are unable to continue traditional practices that provided food. Educators can help students understand the forces that influence food distribution. (MLF)

  5. A frequently asked question: Is it normal not to feel my baby's movements yet?

    Science.gov (United States)

    Akkaya, Hatice; Büke, Barış

    2017-10-24

    This study aims to investigate average gestational week in which mothers feel their baby's movements for the first time, and the maternal-fetal factors affecting this time. A total of 423 pregnant women between 11 and 25 weeks of gestation were included in this prospective study. The patient cohort was divided into three subgroups according to the gestational week in which fetal movements were felt for the first time by the pregnant women. The women who felt the first movement before 25th percentile value constituted Group 1; between 25th and 75th percentile value constituted Group 2; and beyond 75th percentile value constituted Group 3. These three groups were then compared in terms of maternal age, parity, body mass index (BMI), tea and coffee consumption during pregnancy, smoking, educational status, accordance of mother to regular pregnancy follow-ups, placental site, and gender of the baby. These three groups were statistically and significantly different regarding the above mentioned determinants except for mothers' tea and coffee consumption, smoking, and gender of the baby (p perception of first fetal movements in both a positive and negative manner. Although it is hard to define an exact time for each individual, an approximate time according to our data can be given to a mother, which considers an affecting factor on the basis of average gestational week. Copyright © 2017. Published by Elsevier Taiwan LLC.

  6. Asking the Right Questions: The Role of the Conservator in Digital Projects

    Directory of Open Access Journals (Sweden)

    Jan Paris

    2008-09-01

    Full Text Available Jan Paris, conservator at the library of the University of North Carolina (Chapel Hill explains how she decides whether vulnerable material from the special collections may be digitized and under what conditions. She considers not only the condition of the objects, but also the purpose of the digitization process: education, preservation, creating a facsimile edition or as part of a large-scale preservation project. These can be summarized as the impact of preservation considerations such as the reduction in handling, the reduction in the need for interventive conservation and the impact of access considerations such as enabling value-added research, on-demand digitization and producing aids to teaching.

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

    Science.gov (United States)

    ... Everyone can help. We need to develop new hobbies and activities to do together to have fun. ... for specific treatment recommendations. Print Email Read related articles Advance Directives For Children and Adolescents All About ...

  8. Measuring Library Vendor Cyber Security: Seven Easy Questions Every Librarian Can Ask

    Directory of Open Access Journals (Sweden)

    Alex Caro

    2016-04-01

    Full Text Available This article is based on an independent cyber security risk management audit for a public library system completed by the authors in early 2015 and based on a research paper by the same group at Clark University in 2014. We stress that while cyber security must include raising public knowledge in regard to cyber security issues and resources, and libraries are indeed the perfect place to disseminate this knowledge, librarians are also in a unique position as the gatekeepers of information services provided to the public and should conduct internal audits to ensure our content partners and IT vendors take cyber security as seriously as the library and its staff. One way to do this is through periodic reviews of existing vendor relationships. To this end, the authors created a simple grading rubric you can adopt or modify to help take this first step towards securing your library data. It is intended to be used by both technical and non-technical staff as a simple measurement of what vendor agreements currently exist and how they rank, while at the same time providing a roadmap for which security features or policy statements the library can or should require moving forward.

  9. A New Higher Education Curriculum in Organic Chemistry: What Questions Should Be Asked?

    Science.gov (United States)

    Lafarge, David L.; Morge, Ludovic M.; Méheut, Martine M.

    2014-01-01

    Organic chemistry is often considered to be a difficult subject to teach and to learn, particularly as students prefer to resort to memorization alone rather than reasoning using models from chemical reactivity. Existing studies have led us to suggest principles for redefining the curriculum, ranging from its overall structure to the tasks given…

  10. U.S. Military Action Against the Islamic State: Answers to Frequently Asked Legal Questions

    Science.gov (United States)

    2014-09-09

    Might Authorize the Use of Force in Syria), LAWFARE BLOG, June 13, 2014 (arguing that plain text of 2002 Iraq AUMF may be reasonably construed to...Goldmith, A New Tactic to Avoid War Powers Resolution Time Limits?, LAWFARE BLOG, Sept. 2, 2014, at http://www.lawfareblog.com/2014/09/a-new-tactic-to...See Jack Goldsmith, Problems with the Obama Administration’s War Powers Resolution Theory, LAWFARE BLOG, June 16, 2011, at http://www.lawfareblog.com

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

    Science.gov (United States)

    ... it. Some viral STDs include HIV/AIDS, genital herpes, genital warts, human papilloma virus (HPV), hepatitis B virus, ... exam will include a thorough look at your genital area, oral cavity and rectum. ... herpes, there is treatment to relieve the symptoms. Prevention ...

  12. Rethinking Safe Schools Approaches for LGBTQ Students: Changing the Questions We Ask

    Science.gov (United States)

    Payne, Elizabethe; Smith, Melissa

    2012-01-01

    In this article the authors address the limitations of framing "the problem" of in-school LGBTQ harassment within dominant anti-bullying discourses. They offer a critical sociological framework as an alternative way of understanding the issues of LGBTQ harassment and propose a research agenda in which school culture and gender policing are the…

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

    Science.gov (United States)

    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

  14. Frequently Asked Questions on Middle East Respiratory Syndrome Coronavirus (MERS‐CoV)

    Science.gov (United States)

    ... has been reported in 27 countries including Algeria, Austria, Bahrain, China, Egypt, France, Germany, Greece, Islamic Republic ... Middle East by working with the travel and tourism sectors and placing such materials at strategic locations ( ...

  15. Mommy, Do You Think I'm Gay? When Children Ask Questions.

    Science.gov (United States)

    Marcus, Eric

    This paper presents personal thoughts about addressing a seventh-grade civics class on the gay civil rights movement, a subject generally considered an adult issue. The situation manifests the dilemma as to whether talking to young adolescents about gay issues is in fact recruiting them, or planting dangerous thoughts in their minds. In…

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

    Science.gov (United States)

    2017-04-03

    equipment at a higher-than-anticipated rate for missions in Afghanistan and elsewhere. As an example, Dunford cited a squadron slated to operate 10 planes ...superiority not only on land , at sea, in the air and in space, but also in cyberspace.” 11 Does the Administration’s budget proposal “fully repeal...military and pursues peace through strength, honoring the Federal Government’s first responsibility: to protect the Nation. It fully repeals the

  17. Quantifying pelagic-benthic coupling in the North Sea: Are we asking the right question?

    DEFF Research Database (Denmark)

    Richardson, K.; Cedhagen, T.

    2002-01-01

    fished region such as the North Sea where deployment of sediment traps or bottom mounted cameras or samplers is difficult. Thus, there are relatively few sites in the North Sea for which good data are available for describing pelagic-benthic (or near shore-offsbore) coupling and considerable effort...

  18. Fifteen-minute consultation: Asking questions: the puzzles and problems model.

    Science.gov (United States)

    Wacogne, Ian D; Ward Platt, Martin

    2018-01-23

    People are full of useful advice, especially when you make the transition to the senior doctor grade. We present a very helpful model we have used over some time to aid us when we have issues. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  19. Ask These Key Questions When You Review Child Abuse Reporting Policies.

    Science.gov (United States)

    Rogers, Joy J.

    1988-01-01

    Urges policymakers to examine and update their school system's child abuse reporting policy. Such policies must be adequate to help endangered children, protect their right to privacy, and avoid overprotection. Advises on ways to protect staff against unnecessary accusations and develop inservice training programs discussing child abuse, state…

  20. Asking Sensitive Questions: A Statistical Power Analysis of Randomized Response Models

    Science.gov (United States)

    Ulrich, Rolf; Schroter, Hannes; Striegel, Heiko; Simon, Perikles

    2012-01-01

    This article derives the power curves for a Wald test that can be applied to randomized response models when small prevalence rates must be assessed (e.g., detecting doping behavior among elite athletes). These curves enable the assessment of the statistical power that is associated with each model (e.g., Warner's model, crosswise model, unrelated…

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

    Science.gov (United States)

    US Department of Education, 2009

    2009-01-01

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

  2. The question waiting to be asked: Innate immunity receptors in the perspective of zoological research

    Czech Academy of Sciences Publication Activity Database

    Vinkler, Michal; Albrecht, Tomáš

    2009-01-01

    Roč. 58, Suppl. 1 (2009), s. 15-28 ISSN 0139-7893. [Central European Meeting on Mouse Epigenetics /1./. Nové Hrady, 14.08.2008-17.08.2008] R&D Projects: GA ČR GA206/08/0640; GA ČR GA206/08/1281; GA AV ČR IAA600930608; GA MŠk LC06073 Institutional research plan: CEZ:AV0Z60930519 Keywords : animal immunogenetics * ecological and evolutionary immunology * immunity genes * parasites * wild-living populations * ecoimmunology * immunoecology Subject RIV: EB - Genetics ; Molecular Biology Impact factor: 0.357, year: 2009

  3. "How much realism is needed?" - the wrong question in silico imagers have been asking.

    Science.gov (United States)

    Badano, Aldo

    2017-05-01

    To discuss the use of realism as a first approximation for assessing computational imaging methods. Although in silico methods are increasingly becoming promising surrogates to physical experimentation for various stages of device development, their acceptance remains challenging. Realism is often considered as a first approximation for assessing computational imaging methods. However, realism is subjective and does not always ensure that key features of the methodologies reflect relevant aspects of devices of interest to imaging scientists, regulators, and medical practitioners. Moreover, in some cases (e.g., in computerized image analysis applications where human interpretation is not needed) how realistic in silico images are is irrelevant and perhaps misleading. I emphasize a divergence from this methodology by providing a rationale for evaluating in silico imaging methods and tools in an objective and measurable manner. Improved approaches for in silico imaging will lead to the rapid advancement and acceptance of computational techniques in medical imaging primarily but not limited to the regulatory evaluation of new imaging products. Published 2017. This article is a U.S. Government work and is in the public domain in the USA.

  4. Feed First, Ask Questions Later: Alleviating and Understanding Caregiver Food Insecurity in an Urban Children's Hospital.

    Science.gov (United States)

    Makelarski, Jennifer A; Thorngren, Daniel; Lindau, Stacy Tessler

    2015-08-01

    We estimated the prevalence of caregiver hospital food insecurity (defined as not getting enough to eat during a child's hospitalization), examined associations between food insecurity and barriers to food access, and propose a conceptual framework to inform remedies to this problem. We conducted a cross-sectional study of 200 caregivers of hospitalized children in Chicago, Illinois (June through December 2011). A self-administered questionnaire assessed sociodemographic characteristics, barriers to food, and caregiver hospital food insecurity. Caregiver hospital food insecurity was prevalent (32%). Caregivers who were aged 18 to 34 years, Black or African American, unpartnered, and with less education were more likely to experience hospital food insecurity. Not having enough money to buy food at the hospital, lack of reliable transportation, and lack of knowledge of where to get food at the hospital were associated with hospital food insecurity. The proposed conceptual framework posits a bidirectional relationship between food insecurity and health, emphasizing the interdependencies between caregiver food insecurity and patient outcomes. Strategies are needed to identify and feed caregivers and to eradicate food insecurity in homes of children with serious illness.

  5. Five Questions Critical Care Educators Should Ask About Simulation-Based Medical Education.

    Science.gov (United States)

    Piquette, Dominique; LeBlanc, Vicki R

    2015-09-01

    Simulation is now commonly used in health care education, and a growing body of evidence supports its positive impact on learning. However, simulation-based medical education (SBME) involves a range of modalities, instructional methods, and presentations associated with different advantages and limitations. This review aims at better understanding the nature of SBME, its theoretic and proven benefits, its delivery, and the challenges posed by SBME. Areas requiring further research and development are also discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

  6. Federal Income Tax on Timber: A Key to Your Most Frequently Asked Questions

    Science.gov (United States)

    Harry L. Haney; William C. Siegel; Larry M. Bishop

    2001-01-01

    This publication examines the most common situations noncorporate taxpayers. face when calculating Federal income tax on their timber holdings. It addresses aspects of each situation using a three-column format. The columns are: Type of Forest Activity, How to Qualify for Best Tax Treatment, and Reporting and Tax Forms. The responses are necessarily brief, and...

  7. Why physicians and nurses ask (or don’t about partner violence: a qualitative analysis

    Directory of Open Access Journals (Sweden)

    Beynon Charlene E

    2012-06-01

    Full Text Available Abstract Background Intimate partner violence (IPV against women is a serious public health issue and is associated with significant adverse health outcomes. The current study was undertaken to: 1 explore physicians’ and nurses’ experiences, both professional and personal, when asking about IPV; 2 determine the variations by discipline; and 3 identify implications for practice, workplace policy and curriculum development. Methods Physicians and nurses working in Ontario, Canada were randomly selected from recognized discipline-specific professional directories to complete a 43-item mailed survey about IPV, which included two open-ended questions about barriers and facilitators to asking about IPV. Text from the open-ended questions was transcribed and analyzed using inductive content analysis. In addition, frequencies were calculated for commonly described categories and the Fisher’s Exact Test was performed to determine statistical significance when examining nurse/physician differences. Results Of the 931 respondents who completed the survey, 769 (527 nurses, 238 physicians, four whose discipline was not stated provided written responses to the open-ended questions. Overall, the top barriers to asking about IPV were lack of time, behaviours attributed to women living with abuse, lack of training, language/cultural practices and partner presence. The most frequently reported facilitators were training, community resources and professional tools/protocols/policies. The need for additional training was a concern described by both groups, yet more so by nurses. There were statistically significant differences between nurses and physicians regarding both barriers and facilitators, most likely related to differences in role expectations and work environments. Conclusions This research provides new insights into the complexities of IPV inquiry and the inter-relationships among barriers and facilitators faced by physicians and nurses. The

  8. Student life - ask us what we think.

    Science.gov (United States)

    Hammond, Cynthia; Ackerman-Rainville, Rosemary

    2015-04-08

    Students are in the best position to recognise the qualities of effective nurse educators. With this in mind, we asked students on the Bachelor of Science in Nursing (BScN) course what makes a good teacher in the clinical practice setting.

  9. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Jobs Fellowships NEI Summer Intern Program Diversity In Vision Research & Ophthalmology (DIVRO) Student Training Programs To search for current job openings visit HHS USAJobs Home >> NEI for Kids >> Ask a Scientist Video Series Listen All About Vision About ...

  10. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... other programs with respect to blinding eye diseases, visual disorders, mechanisms of visual function, preservation of sight, and the special health ... Eye Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and ...

  11. Got a Problem? Ask Mother Goose!

    Science.gov (United States)

    Hale, Debra

    1981-01-01

    Shows how writing news stories about fairy tale characters enlivens student writing classes. Suggests assignments for creating a fairy tale newspaper with news stories, obituaries, editorials and letters to the editor, advice columns ("Ask Mother Goose"), weddings and social events, sports news, and advertisements. (RL)

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

    Science.gov (United States)

    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…

  13. Question, answer, compare: a cross-category comparison of answers on question and answer websites

    Science.gov (United States)

    Ocepek, Melissa G.; Westbrook, Lynn

    2015-10-01

    Online information seekers make heavy use of websites that accept their natural language questions. This study compared the three types of such websites: social question and answer (Q&A), digital reference services, and ask-an-expert services. Questions reflecting daily life, research, and crisis situations were posed to high use websites of all three types. The resulting answers' characteristics were analyzed in terms of speed, transparency, formality, and intimacy. The results indicate that social Q&A websites excel in speed, ask-an-expert websites in intimacy, and digital reference services in transparency and formality.

  14. "I Asked My Mum, but" and Other Cases of Unsuccessful Information Seeking by Asking

    Science.gov (United States)

    Huvila, Isto

    2011-01-01

    Introduction. Failure to find information is common. An exploratory analysis of cases when family members or friends were asked for information can provide better understanding of when, how and why interpersonal information seeking within a close network of individuals fails. Method. A sample of utterances (in form of "I asked my mum, but") was…

  15. ASK Talks with W. Scott Cameron

    Science.gov (United States)

    Cameron, W. Scott

    2002-01-01

    This paper presents an interview with Scott Cameron who is the Capital Systems Manager for the Food and Beverage Global Business Unit of Procter and Gamble. He has been managing capital projects and mentoring other project managers for the past 20 years at Procter and Gamble within its Beauty Care, Health Care, Food and Beverage, and Fabric and Home Care Businesses. Scott also has been an Academy Sharing Knowledge (ASK) feature writer since Volume One.

  16. Socrates was not a pimp: changing the paradigm of questioning in medical education.

    Science.gov (United States)

    Kost, Amanda; Chen, Frederick M

    2015-01-01

    The slang term "pimping" is widely recognized by learners and educators in the clinical learning environment as the act of more senior members of the medical team publicly asking questions of more junior members. Although questioning as a pedagogical practice has many benefits, pimping, as described in the literature, evokes negative emotions in learners and leads to an environment that is not conducive to adult learning. Medical educators may employ pimping as a pedagogic technique because of beliefs that it is a Socratic teaching method. Although problems with pimping have previously been identified, no alternative techniques for questioning in the clinical environment were suggested. The authors posit that using the term "pimping" to describe questioning in medical education is harmful and unprofessional, and they propose clearly defining pimping as "questioning with the intent to shame or humiliate the learner to maintain the power hierarchy in medical education." Explicitly separating pimping from the larger practice of questioning allows the authors to make three recommendations for improving questioning practices. First, educators should examine the purpose of each question they pose to learners. Second, they should apply historic and modern interpretations of Socratic teaching methods that promote critical thinking skills. Finally, they should consider adult learning theories to make concrete changes to their questioning practices. These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.

  17. Intellectuals, Tertiary Education and Questions of Difference

    Science.gov (United States)

    Roberts, Peter

    2007-01-01

    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of "difference" is significant in at least two senses. First, work on the politics of difference allows us to consider the question "For whom does the intellectual speak?" in a fresh light. Second, we can ask: "To what extent, and in what ways, might…

  18. Questions in Crocodilian Physiology | Gans | African Zoology

    African Journals Online (AJOL)

    Morphologists, physiologists, behaviourists and ecologists have traditionally asked different and often mutually exclusive questions within their different conceptual frameworks. Only the concept of natural selection and the idea that the animals have been modified for one or another mode of life history provide a common ...

  19. Memorial Consequences of Answering SAT II Questions

    Science.gov (United States)

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

    2009-01-01

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

  20. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... the special health problems and requirements of the blind.” News & Events Events Calendar NEI Press Releases News ... series. Dr. Sheldon Miller answers questions about color blindness, whether it can be treated, and how people ...

  1. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... First Aid Tips Healthy Vision Tips Protective Eyewear Sports and Your Eyes Fun Stuff Cool Eye Tricks ... website is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about ...

  2. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... for the media Pressroom Contacts Dustin Hays - Chief, Science Communication dustin.hays@nih.gov Anna Harper - Media Relations ... website is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this ...

  3. Ask a Scientist: What is Color Blindness?

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    Full Text Available ... Accomplishments Budget and Congress About the NEI Director History of the NEI NEI 50th Anniversary NEI Women ... NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed ...

  4. Ileostomy - what to ask your doctor

    Science.gov (United States)

    ... that collects it. You will need to take care of your stoma and empty the pouch. Below are some questions ... like when it is healthy? How should I care for the stoma every day? How often should I clean it? ...

  5. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety First Aid Tips ... website is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about ...

  6. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed to the NEI Website Manager . Department of Health and Human Services | The National Institutes of Health | ...

  7. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Scientist Video Series Why can’t you see colors well in the dark? Do fish have eyelids? ... video series. Dr. Sheldon Miller answers questions about color blindness, whether it can be treated, and how ...

  8. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... First Aid Tips Healthy Vision Tips Protective Eyewear Sports and Your Eyes Fun Stuff Cool Eye Tricks ... NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed ...

  9. CHILDREN DO ASK, BUT DO NOT KNOW HOW TO DO ASKING: EPI-PRAGMATIC VS. META-PRAGMATIC SKILL

    Directory of Open Access Journals (Sweden)

    Maja Savic

    2009-02-01

    Full Text Available Old fi ndings on children’s comprehension of ask and tell were subject todifferent interpretations refl ecting progress in the fi eld of language acquisition.We want to show that acquiring a particular skill does not necessarily includecompetence of its intentional control and use. Development of linguistic skillstakes place at different levels starting from early spontaneous, implicit abilitiesto the level of meta-pragmatic refl exive knowledge that enables deliberatemonitoring, planning, and practice. The present study was aimed at exploringtwo extreme points in development: early epi-pragmatic and late refl exive metapragmaticcompetence. The fi rst part aims at fi nding the earliest instancesof children spontaneous ability to pass ask-instructions, and the evidence isprovided for the ages as early as 22 to 40 months (much earlier than recorded inthe previous studies. The second part is experimental and focuses on children’sability to respond to ask- and tell-instructions in the context of a cancelledconversational rule (Gricean Maxim of Quantity which requires deliberatemonitoring and use. The results show that this meta-pragmatic refl exive abilitybecomes stable only at the age of 6 years.

  10. Annotating Logical Forms for EHR Questions.

    Science.gov (United States)

    Roberts, Kirk; Demner-Fushman, Dina

    2016-05-01

    This paper discusses the creation of a semantically annotated corpus of questions about patient data in electronic health records (EHRs). The goal is to provide the training data necessary for semantic parsers to automatically convert EHR questions into a structured query. A layered annotation strategy is used which mirrors a typical natural language processing (NLP) pipeline. First, questions are syntactically analyzed to identify multi-part questions. Second, medical concepts are recognized and normalized to a clinical ontology. Finally, logical forms are created using a lambda calculus representation. We use a corpus of 446 questions asking for patient-specific information. From these, 468 specific questions are found containing 259 unique medical concepts and requiring 53 unique predicates to represent the logical forms. We further present detailed characteristics of the corpus, including inter-annotator agreement results, and describe the challenges automatic NLP systems will face on this task.

  11. A questioning environment for scaffolding learners' questioning ...

    African Journals Online (AJOL)

    Given that questioning is one of the most important learning-teaching tools available to both learner and educator, we have created a computer-based scaffolding environment in which students are required to generate questions to interrogate academic texts. Learners have been using this new scaffolding tool this year, and ...

  12. Ask the rheumatologist online: a qualitative analysis of a web-based service.

    Science.gov (United States)

    Katz, Steven J

    2018-02-01

    The objective of this study was to analyze the use of an Ask-the-Rheumatologist website service. All questions submitted were analyzed for gender, geographic location, topic area, disease, appropriateness, personal experience, and whether the answer is found elsewhere on the hosting website. The number of total visits and their geographic location was determined. The web service was visited 7985 times. Two hundred twenty-seven questions were submitted, with a majority related to personal experience and inflammatory rheumatic disease. One hundred six questions did not have answers available elsewhere on the website. Seventy questions were deemed inappropriate. Ask-the-Rheumatologist was visited frequently, demonstrating an innovative method of knowledge-transfer between health professionals, patients, and the general public.

  13. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... You Know? An eagle’s eyesight is about five times sharper than a human’s. That means what you ... NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed ...

  14. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Communication dustin.hays@nih.gov Kathryn DeMott, Media Relations Kathryn.DeMott@nih.gov NEI Office of Communications ( ... maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website ...

  15. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Communication dustin.hays@nih.gov Kathryn DeMott, Media Relations Kathryn.DeMott@nih.gov NEI Office of Communications ... This website is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website ...

  16. Because You Asked about Waardenburg Syndrome.

    Science.gov (United States)

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

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

  17. Ask a Futurist. Peace [and] Robots.

    Science.gov (United States)

    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…

  18. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed to the NEI Website Manager . Department of Health and Human Services | The National Institutes of Health | USA.gov ...

  19. Ask a Scientist: What is Color Blindness?

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    Full Text Available ... questions Clinical Studies Publications Catalog Photos and Images Spanish Language Information Grants and Funding Extramural Research Division ... Site Map NEI on Social Media Information in Spanish (Información en español) Website, Social Media Policies and ...

  20. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Only) *PDF files require the free Adobe® Reader® software for viewing. This website is maintained by the NEI Office of Science Communications, Public Liaison, and Education. Technical questions about this website can be addressed ...

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

    Science.gov (United States)

    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).

  2. Biology Question Generation from a Semantic Network

    Science.gov (United States)

    Zhang, Lishan

    Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from

  3. Jumping the gun: Faster response latencies to deceptive questions in a realistic scenario.

    Science.gov (United States)

    Mapala, Tessa; Warmelink, Lara; Linkenauger, Sally A

    2017-08-01

    Most theories of lie detection assume that lying increases cognitive load, resulting in longer response latencies during questioning. However, the studies supporting this theory are typically laboratory-based, in settings with no specific validity in security contexts. Consequently, using virtual reality (VR), we investigated how response latencies were influenced in an ecologically valid environment of interest to security professionals. In a highly realistic airport security terminal presented in VR, a security officer asked participants yes/no questions about their belongings. We found that liars actually responded more quickly to questions on which they were lying than to questions on which they were telling the truth. A control group, who answered the same questions but were not lying, answered equally quickly for all questions. We argue that this decrease in response time is possibly an unconscious reaction to questions on which individuals must answer deceptively. These results call into question the generalizability of previous research and highlight the importance of ecological validity when researching lie detection. These findings also uncover a new potential tool for enhancing lie detection in real-world scenarios.

  4. Burning Questions about Calories.

    Science.gov (United States)

    Keller, J. David; Berry, Kimberly A.

    2001-01-01

    Uses questioning techniques to teach about caloric consumption and weight gain. Starts with defining questions about calories and includes the stages of measuring calories, analyzing data, and conducting inquiry research. Includes directions for the experiment. (YDS)

  5. Previously unknown organomagnesium compounds in astrochemical context

    OpenAIRE

    Ruf, Alexander

    2018-01-01

    We describe the detection of dihydroxymagnesium carboxylates (CHOMg) in astrochemical context. CHOMg was detected in meteorites via ultrahigh-resolving chemical analytics and represents a novel, previously unreported chemical class. Thus, chemical stability was probed via quantum chemical computations, in combination with experimental fragmentation techniques. Results propose the putative formation of green-chemical OH-Grignard-type molecules and triggered fundamental questions within chemica...

  6. Will Veterans Answer Sexual Orientation and Gender Identity Questions?

    Science.gov (United States)

    Ruben, Mollie A; Blosnich, John R; Dichter, Melissa E; Luscri, Lorry; Shipherd, Jillian C

    2017-09-01

    The Veterans Health Administration does not routinely collect and document sexual orientation and gender identity (SOGI) data, despite existing health disparities among sexual and gender minority Veterans. Because of the legacy of previous Department of Defense (DoD) policies that prohibited disclosure of sexual or gender minority identities among active duty personnel, Veterans may be reluctant to respond to SOGI questions. This population-based study assesses item nonresponse to SOGI questions by Veteran status. This is a secondary analysis of data from a population-based sample of adults in 20 US states that elected to administer a SOGI module in the 2014 Behavioral Risk Factor Surveillance System survey. Prevalence of SOGI refusals and responses of "don't know" were compared for Veterans and non-Veterans. Veterans (n=22,587) and non-Veterans (n=146,475) were surveyed. Nearly all Veteran respondents (≥98%) completed the SOGI questions, with 95.4% identifying as heterosexual, 1.2% as gay or lesbian, 1.2% as bisexual, and 0.59% as transgender. A significantly lower proportion of Veterans than non-Veterans refuse to answer sexual orientation (1.5% vs. 1.9%). There was no difference between Veterans and non-Veterans in responses for gender identity. Veterans are just as likely as non-Veterans to complete SOGI items in survey research. Asking Veterans about SOGI is unlikely to yield significant nonresponse. These data suggest that future research should investigate Veterans' perspectives on being asked about SOGI in research settings and as part of routine clinical care.

  7. The Questions of Curriculum

    Science.gov (United States)

    Dillon, J. T.

    2009-01-01

    What are the basic things that compose curriculum, and what are the questions that may be posed about these things? Joseph Schwab's conception of curriculum is used to introduce a scheme of questions concerning the nature, elements, and practice of curriculum. Formulations of questions by other curriculum theorists are reviewed and analysed in…

  8. Interfacing with questions

    DEFF Research Database (Denmark)

    Soon, Winnie

    2016-01-01

    This article discusses an artistic project entitled If I wrote you a love letter would you write back (and thousands of other questions): a piece of software that utilizes Twitter web API to query questions, drawing unpredictable questions in real-time from the distributed database of Twitter...

  9. Ear tube surgery - what to ask your doctor

    Science.gov (United States)

    What to ask your doctor about ear tube surgery; Tympanostomy - what to ask your doctor; Myringotomy - what ... other treatments? What are the risks of the surgery? Is it safe to wait before getting ear ...

  10. Seeking Drug Abuse Treatment: Know What to Ask

    Science.gov (United States)

    ... Abuse Treatment: Know What To Ask » Introduction Seeking Drug Abuse Treatment: Know What To Ask Email Facebook Twitter Introduction The goal of drug abuse treatment is to stop drug use and allow ...

  11. High blood pressure - what to ask your doctor

    Science.gov (United States)

    What to ask your doctor about high blood pressure; Hypertension - what to ask your doctor ... problems? What medicines am I taking to treat high blood pressure? Do they have any side effects? What should ...

  12. Diarrhea - what to ask your health care provider - adult

    Science.gov (United States)

    What to ask your health care provider about diarrhea - adult; Loose stools - what to ask your health ... medicines, vitamins, herbs, or supplements I take cause diarrhea? Should I stop taking any of them? What ...

  13. Question format shifts bias away from the emphasised response in tests of recognition memory.

    Science.gov (United States)

    Mill, Ravi D; O'Connor, Akira R

    2014-11-01

    The question asked to interrogate memory has potential to influence response bias at retrieval, yet has not been systematically investigated. According to framing effects in the field of eyewitness testimony, retrieval cueing effects in cognitive psychology and the acquiescence bias in questionnaire responding, the question should establish a confirmatory bias. Conversely, according to findings from the rewarded decision-making literature involving mixed incentives, the question should establish a disconfirmatory bias. Across three experiments (ns=90 [online], 29 [laboratory] and 29 [laboratory]) we demonstrate a disconfirmatory bias - "old?" decreased old responding. This bias is underpinned by a goal-driven mechanism wherein participants seek to maximise emphasised response accuracy at the expense of frequency. Moreover, we demonstrate that disconfirmatory biases can be generated without explicit reference to the goal state. We conclude that subtle aspects of the test environment influence retrieval to a greater extent than has been previously considered. Copyright © 2014 Elsevier Inc. All rights reserved.

  14. Some Big Questions about Design in Educational Technology

    Science.gov (United States)

    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…

  15. The Art of Questions: Inquiry, the CCSS, and School Librarians

    Science.gov (United States)

    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…

  16. Key Questions Related to Inclusion and Collaboration in the Schools.

    Science.gov (United States)

    Idol, Lorna

    This paper presents 15 questions for educators and administrators to ask themselves in designing and implementing inclusive and collaborative school programs. Questions, and the accompanying answers, cover such issues as funding, parental support, district philosophy, support for teachers, service delivery, teacher attitudes, regular education…

  17. Live your questions now

    OpenAIRE

    Brownrigg, Jenny

    2016-01-01

    'Live Your Questions Now' is a case study for Cubitt Education's publication 'Aging in Public: creative practice in ageing and the public realm from across the UK', edited by Daniel Baker and published by Cubitt Gallery, Studios and Education, London in 2016. The publication was linked to Cubitt's programme 'Public Wisdom' (2011-2015). My case study is about 'Live your questions now', a group exhibition I curated in 2011 for Mackintosh Museum, The Glasgow School of Art. 'Live your questions n...

  18. SPAM: Beware of emails asking for passwords

    CERN Multimedia

    IT Department

    2008-01-01

    CERN’s Computing Rules (Operational Circular No. 5) require that passwords remain confidential and must never be given to anyone, not even helpdesk or other support personnel. If you think that your password could have been exposed then you must immediately change it. Cybercriminals are making growing use of fake e-mail messages and Web sites to steal account and identity information from users. This technique is called ‘phishing’. The fake emails often look real and try to trick you into giving your password or other personal data. CERN has recently been targeted by a fake email message which requested users to send their username, password and date of birth. This case was promptly blocked by the CERN Mail Service, however future cases may still occur. Users need to be vigilant for any requests for passwords or personal data. Fake emails should be immediately deleted. In case of questions on this topic, you may contact helpdesk@cern.ch. CERN IT Department

  19. Power Dynamics and Questioning in Elementary Science Classrooms

    Science.gov (United States)

    Reinsvold, Lori A.; Cochran, Kathryn F.

    2012-11-01

    We describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. We focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. We relate the consequences of teacher use of power to the engagement of student with subject matter. Two classroom sessions were observed and teacher-student interactions audio recorded. Data were transcribed and a method was developed for analyzing teacher-student interactions, power dynamics, and types of questions asked. Results revealed that teacher talk was twice as frequent as students' talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter. The developed methods showed us the complexity of question and power dynamics in classroom discourse and have implications for professional development and research.

  20. Questioning Categories Used By Elementary Science Teachers during Moving and Still Frames of Videodisc Instruction.

    Science.gov (United States)

    Smith, Coralee S.; Barrow, Lloyd H.

    The purpose of the study reported in this paper was to examine the categories of teacher-asked questions while using moving and still frames of science videodisc instruction. Videotapes were made of 12 volunteer, Midwestern, urban, elementary teachers using videodisc instruction. Coding of the teacher-asked questioning categories was determined…

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

    Science.gov (United States)

    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…

  2. Legal Philosophy - Five Questions

    DEFF Research Database (Denmark)

    This collection gathers together a host of the most eminent contemporary legal philosophers, who writes about their take on legal philosophy, its fundamental questions and potential.......This collection gathers together a host of the most eminent contemporary legal philosophers, who writes about their take on legal philosophy, its fundamental questions and potential....

  3. Epistemology: 5 Questions

    DEFF Research Database (Denmark)

    Epistemology: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent scholars in epistemology. We hear their views on epistemology with particular emphasis on the intersection between mainstream and formal approaches to the field......; the aim, scope, the future direction of epistemology and how their work fits in these respects...

  4. Exam Question Exchange.

    Science.gov (United States)

    Alexander, John J., Ed.

    1988-01-01

    Describes three examination questions which could be used in college chemistry courses. Discusses each problem and gives acceptable solutions. Problems include: "A Multi-Topic Problem for General Chemistry"; "Consumption of Air by Biuret Reagent--a Question Involving Experimental Design"; and "An Instructive Problem in Heterogeneous Equilibrium."…

  5. Probation, 12 essential questions

    NARCIS (Netherlands)

    Fergus McNeill; Rene Butter; Ioan Durnescu

    2016-01-01

    This volume poses a series of key questions about the practice of probation as an integral part of the European criminal justice system. The contributors are established experts in their respective fields of study and together their questions address the legitimacy, and perhaps continued existence,

  6. Deletion of ASK1 Protects against Hyperoxia-Induced Acute Lung Injury.

    Directory of Open Access Journals (Sweden)

    Jutaro Fukumoto

    Full Text Available Apoptosis signal-regulating kinase 1 (ASK1, a member of the MAPK kinase kinase kinase (MAP3K family, is activated by various stimuli, which include oxidative stress, endoplasmic reticulum (ER stress, calcium influx, DNA damage-inducing agents and receptor-mediated signaling through tumor necrosis factor receptor (TNFR. Inspiration of a high concentration of oxygen is a palliative therapy which counteracts hypoxemia caused by acute lung injury (ALI-induced pulmonary edema. However, animal experiments so far have shown that hyperoxia itself could exacerbate ALI through reactive oxygen species (ROS. Our previous data indicates that ASK1 plays a pivotal role in hyperoxia-induced acute lung injury (HALI. However, it is unclear whether or not deletion of ASK1 in vivo protects against HALI. In this study, we investigated whether ASK1 deletion would lead to attenuation of HALI. Our results show that ASK1 deletion in vivo significantly suppresses hyperoxia-induced elevation of inflammatory cytokines (i.e. IL-1β and TNF-α, cell apoptosis in the lung, and recruitment of immune cells. In summary, the results from the study suggest that deletion of ASK1 in mice significantly inhibits hyperoxic lung injury.

  7. Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter.

    Science.gov (United States)

    Marsland, Madeleine J; Lazarus, Michelle D

    2017-10-04

    Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter ® is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy-related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active "tweeters". Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web-based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. © 2017 American Association of Anatomists.

  8. Facebook’s Ugly Sisters: Anonymity and Abuse on Formspring and Ask.fm

    OpenAIRE

    Binns, Amy

    2013-01-01

    New question and answer websites Ask.fm and Formspring have brought highly specific and personal abuse to a new level amongst young people by providing easy anonymity to users within a circle of offline friendship groups culled from Facebook. Relatively unknown due to their unattractiveness to adults, these sites are growing rapidly and have already been associated with at least eight suicides amongst teenagers. \\ud \\ud Media educators at school level encouraging self-awareness of social medi...

  9. Cosmetic Procedure Questions

    Science.gov (United States)

    ... for Every Season How to Choose the Best Skin Care Products In This Section Dermatologic Surgery What is dermatologic ... for Every Season How to Choose the Best Skin Care Products Cosmetic Procedure Questions Want to look younger? Start ...

  10. Rabies: Questions and Answers

    Science.gov (United States)

    Rabies: Questions and Answers Information about the disease and vaccines What causes rabies? Rabies is caused by a virus. The virus invades ... nervous system and disrupts its functioning. How does rabies spread? The rabies virus is transmitted in the ...

  11. Tetanus: Questions and Answers

    Science.gov (United States)

    Tetanus: Questions and Answers Information about the disease and vaccines What causes tetanus? Tetanus is caused by a toxin (poison) produced by ... to heat and many chemical agents. How does tetanus spread? C. tetani spores can be found in ...

  12. Interesting Questions in Freakonomics

    OpenAIRE

    John DiNardo

    2007-01-01

    Freakonomics is more about "entertainment" than it is a serious attempt at popularization. Consequently, rather than conduct a comprehensive fact check, I use the book as a springboard for a broader inquiry into social science research and take issue with the book's surprising premise that "Economics is a science with excellent tools for gaining answers but a serious shortage of interesting questions." Using examples from Freakonomics , I argue that some of the questions the book addresses ar...

  13. A statistical analysis of student questions in a cell biology laboratory.

    Science.gov (United States)

    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 asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

  14. The social question revisited

    DEFF Research Database (Denmark)

    Kenneth, Petersson; Olsson, Ulf; Krejsler, John B.

    2015-01-01

    The focus of this chapter is the re-installation of the social question as a historical practice. The purpose is to investigate how historic figures return and are applied in contemporary political discourses, more precisely in the context of education, education policy and teacher education....... Contemporary as well as the 19th century debates about the social dimension and the social question deal with social integration. The recent London Communiqué of Ministers emphasizes the importance of the social dimension in higher education in terms of fostering social cohesion, reducing inequalities...... the diversity of relevant populations “without obstacles related to their social and economic background”. In the 19th century the social question was raised in a context of industrialization of societies. It dealt with suggestions about disintegration of predominant social structures and the management...

  15. Question Their Answers

    Science.gov (United States)

    Royce, Brenda

    2004-10-01

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

  16. A question of emphasis

    DEFF Research Database (Denmark)

    Almarsdóttir, Anna Birna; Morgall, Janine Marie; Björnsdóttir, I

    2000-01-01

    The reported results are part of the overall evaluation of the new drug distribution legislation that went into effect in March 1996, liberalising ownership of community pharmacies in Iceland. We addressed the following question: What impact did the legislation have on users' access to and costs...

  17. A freedom to question...

    Indian Academy of Sciences (India)

    Lawrence

    the family about things he had read and studied opened up the entire world of academia to me. Here, it seemed that one could as an adult pursue one's interests single-mindedly, without worries about earning a living! Until class ten, I also had very good teach- ers who encouraged questioning. I enjoyed listening to and re-.

  18. Transportation questions and answers

    International Nuclear Information System (INIS)

    1989-01-01

    This document summarizes the transport and handling of radioactive materials in a ''question'' and ''answer'' form. It explains what is radioactive material, how it is shipped, and in case there is a spill, who is responsible for it. It also provides safeguard measures for radioactive materials. (TC)

  19. 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

    Science.gov (United States)

    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

  20. 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.

    Directory of Open Access Journals (Sweden)

    Sean Cahill

    Full Text Available 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

  1. 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.

    Science.gov (United States)

    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

  2. After sympathy, a question

    DEFF Research Database (Denmark)

    Dalsgård, Anne Line

    2018-01-01

    in particular one young woman's telling of a likewise fictional romantic ending to Dalsgård's piece. The argument developed in the chapter leads to a definition of friendship, which is based on the mutual recognition of difference. It also leads to a question of responsi-bility, which transcends the framework......Within a discussion of fieldwork, friendship and ethics Dalsgård describes how a piece of fictional writing worked as a sympathetic experiment and both changed her understanding of a young woman's situation and deepened her relationship to her. She employs Adam Smith’s concept of sympathy...... excites it. The precondition for sympathy is thus a willingness to let oneself be moved by the situation of the other, which implies a thorough insight into all that this situation consists of. However, Dalsgård argues, sympathy may lead to a question about the proper response to the distress of another...

  3. 501 reading comprehension questions

    CERN Document Server

    2014-01-01

    This updated edition offers the most extensive and varied practice for all types of questions students might face on standardized and in-class tests. With this guide, students will learn to develop expert reading strategies, understand how to read faster and with greater comprehension, overcome reading anxiety, and increase appreciation of reading for pleasure. This book's step-by-step approach provides graduated coverage that moves from the basics to more advanced reading.

  4. The Question Concerning Thinking

    DEFF Research Database (Denmark)

    Riis, Søren

    2008-01-01

    Martin Heidegger's thought-provoking essay "The Question Concerning Technology" (1977a) placed technology at the heart of philosophy. Heidegger tried to show that the essence of technology provokes humans to think about the world in a very dangerous way. Yet if we follow Heidegger's analysis of t...... concerning thinking reflects these consequences and finally strives to find another way to think about thinking - a way that brings us back to another of Heidegger's thoughts and that makes it possible to appreciate the work of thought......Martin Heidegger's thought-provoking essay "The Question Concerning Technology" (1977a) placed technology at the heart of philosophy. Heidegger tried to show that the essence of technology provokes humans to think about the world in a very dangerous way. Yet if we follow Heidegger's analysis...... of technology, what role does that ascribe to philosophy? To be able to understand the programmatic scope of Heidegger's question ‘concerning' technology, we need to see it as inseparable from his famous thesis about the end of philosophy (1977c) and what he considers to be the ideal kind of thinking. However...

  5. Implementasi Vector Space Model dalam Pembangkitan Frequently Asked Questions Otomatis dan Solusi yang Relevan untuk Keluhan Pelanggan

    Directory of Open Access Journals (Sweden)

    Abdul Aziz

    2016-02-01

    Full Text Available Salah satu keunggulan dari sebuah lembaga/unit pelayanan adalah seberapa cepat dan akurat dalam menangani keluhan pelanggan. Keluhan yang disampaikan pelanggan umumnya memiliki kesamaan dengan keluhan-keluhan sebelumnya, sehingga solusi dari keluhan baru dapat didasarkan pada solusi yang diberikan pada keluhan lama. Vector Space Model (VSM merupakan salah satu model yang digunakan untuk mengetahui kemiripan dokumen, yang digunakan dalam membangkitkan FAQ otomatis. Pembobotan term dilakukan dengan teknik Term Frequency-Inverse Document Frequency (TF-IDF. Kombinasi notasi TF-IDF yang dibandingkan adalah TF-IDF itu sendiri, modifikasi logaritmik TF dan modifikasi logaritmik IDF. Similarity measure yang digunakan adalah cosine similarity. Hasil dari penelitian ini adalah algoritma VSM dengan pembobotan TF-IDF dapat digunakan untuk membangkitkan FAQ otomatis dan solusi yang relevan. Berdasarkan hasil perhitungan accuracy pada masing- masing percobaan dapat disimpulkan bahwa pada threshold 0.5, kombinasi notasi TF-IDF yang memiliki nilai rata-rata accuracy dan precision tertinggi adalah modifikasi pertama, yaitu masing-masing sebesar 62.09% dan 55.15%. Sedangkan untuk threshold 0.65 yang memiliki nilai rata-rata accuracy dan precision tertinggi adalah TF-IDF, yaitu masing-masing sebesar 83.18% dan 68.35%. Selain itu percobaan dengan menggunakan 171 data, TF-IDF dan threshold 0.65 dapat membangkitkan 27 FAQ, yaitu dengan persentase 70.37% relevan. 

  6. Ten Frequently Asked Questions About Veterans’ Transitions: Results of a Decade of RAND Work on Veteran Life

    Science.gov (United States)

    2016-01-01

    satisfaction , that are not reflected in employment rates or earnings. Further research using other kinds of data, such as surveys and interviews, could help...the Post-Activation Civilian Earnings of Reservists,” Labour Economics, 2012. • Michael Hansen and Shanthi Nataraj, Expectations About Civilian...possibility that the program improved participants’ nonmonetary job outcomes, such as greater job satisfaction or better working conditions. Despite

  7. Treatment of Children with Mental Illness: Frequently Asked Questions about the Treatment of Mental Illness in Children

    Science.gov (United States)

    National Institute of Mental Health (NIMH), 2009

    2009-01-01

    Research shows that half of all lifetime cases of mental illness begin by age 14. Scientists are discovering that changes in the body leading to mental illness may start much earlier, before any symptoms appear. Through greater understanding of when and how fast specific areas of children's brains develop, we are learning more about the early…

  8. "*Why You Can't Ask a Proper Question?"--The Learning Difficulties of Hong Kong ESL Students

    Science.gov (United States)

    Lee, Jackie F. K.

    2016-01-01

    Despite the high frequency of occurrences of "wh"-interrogatives in daily use, there are repeated negative comments about the poor mastery of the wh-interrogative structure among Hong Kong students. However, so far little attention has been paid to their difficulties in the acquisition of the structure. There is a strong need to…

  9. Asking the difficult questions: Building the capacity of community paediatricians to routinely enquire and respond to family violence.

    Science.gov (United States)

    Gibbons, Claire L; Holmes, Hilary; Bragg, Judith; Neeman, Teresa

    2018-03-01

    To enhance the confidence and capacity of community paediatricians and paediatric trainees to identify and respond to family violence, through a series of education sessions and evidence-based recommendations. The action research methodology included a literature search to review the data on family violence education programmes and evidence-based family violence screening tools. Six education sessions were then developed and held for physicians at the Community Paediatric and Child Health Service (CPCHS). An audit was performed on the charts of all new referrals to the CPCHS for a period of 18 months prior to the education sessions and 5 months following the education sessions. A questionnaire was distributed at the first and final education sessions to gauge physician comfort with enquiry into family violence. The documented rate of enquiry into family violence at CPCHS was 24% in the retrospective chart audit. Following the series of education sessions, the documented rate of enquiry increased to 60% (P family violence also increased from 13% of all new patients in the retrospective chart audit to 24% in the prospective arm of the study (P family violence and were comfortable enquiring about family violence. This study demonstrates that clinician education about family violence supports routine enquiry about family violence in community paediatric consultations. © 2017 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

  10. Are we asking the right questions? A review of Canadian REB practices in relation to community-based participatory research.

    Science.gov (United States)

    Guta, Adrian; Wilson, Michael G; Flicker, Sarah; Travers, Robb; Mason, Catherine; Wenyeve, Gloria; O'Campo, Patricia

    2010-06-01

    Access barriers to effective ethics review continue to be a significant challenge for researchers and community-based organizations undertaking community-based participatory research (CBPR). This article reports on findings from a content analysis of select (Behavioural, Biomedical, Social Sciences, Humanities) research ethics boards (REBs) in the Canadian research context (n = 86). Existing ethics review documentation was evaluated using 30 CBPR related criteria for their sensitivity to relevant approaches, processes, and outcomes. A linear regression was conducted to determine whether specific organizational characteristics have an impact on the CBPR sensitivity: (1) region of Canada, (2) type of institution (university or a healthcare organization), (3) primary institutional language (English or French) and (4) national ranking with respect to research intensiveness. While only research intensiveness proved statistically significant (p = .001), we recognize REB protocol forms may not actually reflect how CBPR is reviewed. Despite using a single guiding ethical framework, REBs across Canada employ a variety of techniques to review research studies. We report on these differences and varying levels of sensitivity to CBPR. Finally, we highlight best practices and make recommendations for integrating CBPR principles into existing ethics review.

  11. 42 CFR 136.412 - What questions must the IHS ask as part of the background investigation?

    Science.gov (United States)

    2010-10-01

    ... offense, under Federal, State, or Tribal law involving crimes of violence; sexual assault, molestation, exploitation, contact, or prostitution; crimes against persons; or offenses committed against children? If yes...

  12. Why Do You Keep Asking the Same Questions? Tracking the Health of History in England's Secondary Schools

    Science.gov (United States)

    Burn, Katharine; Harris, Richard

    2016-01-01

    In 2009 the Historical Association conducted the first of what has become an annual survey of history teachers in England. Its aim was to get beyond bare statistics relating to subject uptake and examination success to examine the reality of history teaching across all kinds of schools and to map the extent of variation in students' and teachers'…

  13. “Who is Christ for us today?” Bonhoeffer's question for the church ...

    African Journals Online (AJOL)

    How can a theology thinking about the church learn from Bonhoeffer's famous and oft repeated question of who Jesus Christ is for us today? The article attempts to answer this question by tracing Bonhoeffer's theological concerns that led him to ask this question in what he called a religionless age. In the first section of the ...

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

    Science.gov (United States)

    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…

  15. Self-Questioning and Prose Comprehension: A Sample Case of ESL Reading.

    Science.gov (United States)

    Miciano, Remedios Z.

    2002-01-01

    Report on an experiment to discover if self-questioning as a reading strategy would help Filipino ESL students improve comprehension of English prose texts. Concludes that self-questioning as a strategy does not significantly affect comprehension despite the number and types of questions asked. (Contains 4 tables and 25 references.) (WFA)

  16. Examining Research Questions on Germination from the Perspective of Scientific Creativity

    Science.gov (United States)

    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…

  17. Complex Sequential Question Answering: Towards Learning to Converse Over Linked Question Answer Pairs with a Knowledge Graph

    OpenAIRE

    Saha, Amrita; Pahuja, Vardaan; Khapra, Mitesh M.; Sankaranarayanan, Karthik; Chandar, Sarath

    2018-01-01

    While conversing with chatbots, humans typically tend to ask many questions, a significant portion of which can be answered by referring to large-scale knowledge graphs (KG). While Question Answering (QA) and dialog systems have been studied independently, there is a need to study them closely to evaluate such real-world scenarios faced by bots involving both these tasks. Towards this end, we introduce the task of Complex Sequential QA which combines the two tasks of (i) answering factual que...

  18. Questions Arising from the Assessment of EFL Narrative Writing

    Science.gov (United States)

    Yi, Yong

    2013-01-01

    This article questions how narrative writing is assessed, seeking to understand what we test, what we value, and why. It uses a single anomalous case that arose in the course of my recent PhD thesis to highlight the issues, asking if sufficient attention is being given to the value of emotional content in a piece of writing in comparison to its…

  19. Teachers' use of questioning in supporting learners doing science ...

    African Journals Online (AJOL)

    The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation ...

  20. Answers to your questions on high-level nuclear waste

    International Nuclear Information System (INIS)

    1987-11-01

    This booklet contains answers to frequently asked questions about high-level nuclear wastes. Written for the layperson, the document contains basic information on the hazards of radiation, the Nuclear Waste Management Program, the proposed geologic repository, the proposed monitored retrievable storage facility, risk assessment, and public participation in the program

  1. Don't Ask a Neuroscientist about Phases of the Moon.

    Science.gov (United States)

    Shats, Katherine; Brindley, Timothy; Giordano, James

    2016-10-01

    Ongoing developments in neuroscientific techniques and technologies-such as neuroimaging-offer potential for greater insight into human behavior and have fostered temptation to use these approaches in legal contexts. Neuroscientists are increasingly called on to provide expert testimony, interpret brain images, and thereby inform judges and juries who are tasked with determining the guilt or innocence of an individual. In this essay, we draw attention to the actual capabilities and limitations of currently available assessment neurotechnologies and examine whether neuroscientific evidence presents unique challenges to existing frameworks of evidence law. In particular, we focus on (1) fundamental questions of relevance and admissibility that can and should be posed before the tests afforded in Daubert v. Merrill Dow Pharmaceuticals or Frye v. U.S. are applied and (2) how these considerations fit into the broader contexts of criminal law. We contend that neuroscientific evidence must first be scrutinized more heavily for its relevance, within Daubert and Federal Rule of Evidence 702, to ensure that the right questions are asked of neuroscientists, so as to enable expert interpretation of neuroscientific evidence within the limits of their knowledge and discipline that allows the judge or jury to determine the facts at issue in the case. We use the analogy provided by the Daubert court of an expert on the phases of the moon testifying to an individual's behavior on a particular night to ensure that we are, in fact, asking the neuroscientific expert the appropriate question.

  2. The "Good Old Days" of Courtroom Questioning: Changes in the Format of Child Cross-Examination Questions Over 60 Years.

    Science.gov (United States)

    Zajac, Rachel; Westera, Nina; Kaladelfos, Andy

    2017-01-01

    Recent decades have seen an explosion of research into children's eyewitness capabilities and resulted in legal reform to render the adversarial trial process more child friendly. Many, however, have been left with the feeling that the most intimidating legal process for child complainants-cross-examination-has not changed meaningfully despite its potential to distort children's evidence. To test this possibility, we compared the cross-examination questioning of Australian child sexual abuse complainants in the 1950s to that used in contemporary cases. We found that the format of cross-examination questions has remained largely consistent over time, with leading questions still making up the bulk of the questions asked. The changes that we did observe, however, are concerning. Cross-examination questions posed to contemporary child complainants were less likely to be open-ended and more likely to be complex, relative to those asked in the 1950s. Crucially, contemporary complainants were asked 3 times as many cross-examination questions as they were 60 years ago. These changes are likely to have detrimental effects on child complainants and their evidence and could reduce the ability of jurors to reach just outcomes in these cases.

  3. The question about paleoinformatics

    Science.gov (United States)

    Vartic, Andrei

    2006-12-01

    The author is treating questions about development of informatics in ancient Dacia during Y-th Century B.C. - 2-nd Century A.C. He is introducing a new terminology (paleoinformatics) in view of defining the interests of Daces in numbering, the elementary numbers theory and various aspects of numbers representation. A relation between elementary numbers theory and informatisation has been discussed. A particular interest has been given to calculation of the Circle length/Diameter ratio (number Pi), its calculation by Daces.

  4. Questioning Danish Cartoon Images

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2007-01-01

    The article discusses the language and satirical cartoons that describe African Danes in the Danish media. Starting with a brief historical overview of the social fonction of satirical cartoons in Denmark since the Reformation, it is discussed whether satire and satirical cartoons actually have s...... Danes today when it is considered demeaning and racist in most other countries. The conclusion does emphatically not plead in favour of law enforced limitations of the freedom of expression, but does question the prevalent "freedom of ignorance" concerning black identities which means...

  5. Generating ethnographic research questions

    DEFF Research Database (Denmark)

    Friberg, Torbjörn

    2015-01-01

    As part of recent complex transformations, it seems that higher educational organisations are being forced to reorganise, standardise and streamline in order to survive in the new political and economic context. How are ethnographers in general going to approach these contemporary phenomena......? By drawing on the conceptual history of anthropology, the aim of this article is to generate ethnographic-oriented research questions concerned with higher education. The first part of the article provides an ethnographic background, while the second part focuses on Paul Willis's reasoning on ethnographic...

  6. Questions and Answers about Psychosis

    Science.gov (United States)

    ... Glossary RAISE Questions and Answers Questions & Answers about Psychosis What is psychosis? What causes psychosis? How common ... we learn from RAISE-IES? Questions & Answers About Psychosis Q: What is psychosis? A: The word psychosis ...

  7. Parents' Qualitative Perspectives on Child Asking for Fruit and Vegetables.

    Science.gov (United States)

    Beltran, Alicia; O'Connor, Teresia M; Hughes, Sheryl O; Thompson, Debbe; Baranowski, Janice; Nicklas, Theresa A; Baranowski, Tom

    2017-06-05

    Children can influence the foods available at home, but some ways of approaching a parent may be better than others; and the best way may vary by type of parent. This study explored how parents with different parenting styles would best receive their 10 to 14 years old child asking for fruits and vegetables (FV). An online parenting style questionnaire was completed and follow-up qualitative telephone interviews assessed home food rules, child influence on home food availability, parents' preferences for being asked for food, and common barriers and reactions to their child's FV requests. Parents ( n = 73) with a 10 to 14 years old child were grouped into authoritative, authoritarian, permissive, or uninvolved parenting style categories based on responses to questionnaires, and interviewed. Almost no differences in responses were detected by parenting style or ethnicity. Parents reported their children had a voice in what foods were purchased and available at home and were receptive to their child's asking for FV. The most important child asking characteristic was politeness, especially among authoritarian parents. Other important factors were asking in person, helping in the grocery store, writing requests on the grocery shopping list, and showing information they saw in the media. The barrier raising the most concern was FV cost, but FV quality and safety outside the home environment were also considerations.

  8. Natural Language Question Answering in Open Domains

    Directory of Open Access Journals (Sweden)

    Dan Tufis

    2011-10-01

    Full Text Available With the ever-growing volume of information on the web, the traditional search engines, returning hundreds or thousands of documents per query, become more and more demanding on the user patience in satisfying his/her information needs. Question Answering in Open Domains is a top research and development topic in current language technology. Unlike the standard search engines, based on the latest Information Retrieval (IR methods, open domain question-answering systems are expected to deliver not a list of documents that might be relevant for the user's query, but a sentence or a paragraph answering the question asked in natural language. This paper reports on the construction and testing of a Question Answering (QA system which builds on several web services developed at the Research Institute for Artificial Intelligence (ICIA/RACAI. The evaluation of the system has been independently done by the organizers of the ResPubliQA 2009 exercise and has been rated the best performing system with the highest improvement due to the natural language processing technology over a baseline state-of-the-art IR system. The system was trained on a specific corpus, but its functionality is independent on the linguistic register of the training data.

  9. Do women give the same information on binge drinking during pregnancy when asked repeatedly?

    DEFF Research Database (Denmark)

    Strandberg-Larsen, Katrine; Andersen, Anne-Marie Nybo; Olsen, Jørn

    2006-01-01

    OBJECTIVE: To study if pregnant women give the same answers to questions on frequency and timing of binge drinking when asked more than once during and after pregnancy. DESIGN: Cohort study.Setting:The Danish National Birth Cohort. SUBJECTS: The study is based on 76 307 pregnant women with repeat....... CONCLUSIONS: Self-reported information on binge drinking is more frequently under-reported when the recall period is long. To improve the validity of data on binge drinking, future birth cohorts should obtain information several times during pregnancy....

  10. Interviewing to assess credibility in the Swedish asylum procedure: analyzing question style, type and theme

    NARCIS (Netherlands)

    van Veldhuizen, T.S.; Horselenberg, R.; Landström, S.; Granhag, P.A.; van Koppen, P.J.

    2017-01-01

    The aim of the current vignette study is to map the style, type, and themes of questions that are asked when assessing the credibility of asylum seekers' claims. Sixty-five officials from the Swedish Migration Agency (Migrationsverket), were asked to respond to one out of four different vignettes

  11. Interviewing to assess credibility in the Swedish asylum procedure: analyzing question style, type and theme

    NARCIS (Netherlands)

    van Veldhuizen, T.S.; Horselenberg, R.; Landström, S.; Granhag, P.A.; van Koppen, P.J.

    2016-01-01

    The aim of the current vignette study is to map the style, type, and themes of questions that are asked when assessing the credibility of asylum seekers' claims. Sixty-five officials from the Swedish Migration Agency (Migrationsverket), were asked to respond to one out of four different vignettes

  12. QUESTION ANSWERING SYSTEM DAN PENERAPANNYA PADA ALKITAB

    Directory of Open Access Journals (Sweden)

    Gunawan Gunawan

    2006-01-01

    Full Text Available Question answering system is a system that allows user to state his or her information need in the form of natural language question, and return short text excerpts or even phrases as an answer. The availability of a wide and various information source and improvements in the techniques of natural language processing, information extraction (wrapper, and information retrieval give a big effect on the development of question answering system, from just answering questions in a specific domain by consulting to structured information source such as database, and like in this research, answering any questions based on information stored in an unstructured text collection. A general architecture of question answering system based on text consists of six processing stages, i.e. question analysis, document collection preprocessing, candidate document selection, candidate document analysis, answer extraction, and response generation. Application of question answering system like AnswerBus, Mulder, and Webclopedia that are developed with its own characteristics has similar processing steps as in the general architecture. Answers returned by a question answering system need to be evaluated for performance measure. This research completed with a simple question answering system application using english Bible in World English Bible (WEB version as the source of information to answer some questions. Because specific domain is selected: Bible, questions that can be posed by user could ask about information in the Bible itself only. Question is also limited to three types of answers that can be supported by the application: person (who, location (where, and date (when. Abstract in Bahasa Indonesia : Question answering system (QA system adalah sistem yang mengijinkan user menyatakan kebutuhan informasinya dalam bentuk natural language question (pertanyaan dalam bahasa alami, dan mengembalikan kutipan teks singkat atau bahkan frase sebagai jawaban. Ketersediaan

  13. Pisa Question and Reasoning Skill

    Directory of Open Access Journals (Sweden)

    Ersoy Esen

    2017-01-01

    Full Text Available The objective of the study is to determine the level of the reasoning skills of the secondary school students. This research has been conducted during the academic year of 2015-2016 with the participation of 51 students in total, from a province in the Black Sea region of Turkey by using random sampling method. Case study method has been used in this study, since it explains an existing situation. In this study, content analysis from the qualitative research methods was carried out. In order to ensure the validity of the scope, agreement percentage formula was used and expert opinions were sought.The problem named Holiday from the Chapter 1 of the normal units in Problem Solving Questions from PISA (Program for International Student Assessments [35] are used as the data collection tool for the study. The problem named Holiday consists of two questions. Applied problems were evaluated according to the mathematical reasoning stages of TIMSS (2003. The findings suggest that the students use proportional reasoning while solving the problems and use the geometric shapes to facilitate the solution of the problem. When they come across problems related to each other, it is observed that they create connections between the problems based on the results of the previous problem. In conclusion, the students perform crosscheck to ensure that their solutions to the problems are accurate.

  14. The ASK1 gene regulates B function gene expression in cooperation with UFO and LEAFY in Arabidopsis.

    Science.gov (United States)

    Zhao, D; Yu, Q; Chen, M; Ma, H

    2001-07-01

    The Arabidopsis floral regulatory genes APETALA3 (AP3) and PISTILLATA (PI) are required for the B function according to the ABC model for floral organ identity. AP3 and PI expression are positively regulated by the LEAFY (LFY) and UNUSUAL FLORAL ORGANS (UFO) genes. UFO encodes an F-box protein, and we have shown previously that UFO genetically interacts with the ASK1 gene encoding a SKP1 homologue; both the F-box containing protein and SKP1 are subunits of ubiquitin ligases. We show here that the ask1-1 mutation can enhance the floral phenotypes of weak lfy and ap3 mutants; therefore, like UFO, ASK1 also interacts with LFY and AP3 genetically. Furthermore, our results from RNA in situ hybridizations indicate that ASK1 regulates early AP3 and PI expression. These results support the idea that UFO and ASK1 together positively regulate AP3 and PI expression. We propose that the UFO and ASK1 proteins are components of a ubiquitin ligase that mediates the proteolysis of a repressor of AP3 and PI expression. Our genetic studies also indicate that ASK1 and UFO play a role in regulating the number of floral organ primordia, and we discuss possible mechanisms for such a regulation.

  15. From Questions to Queries

    Directory of Open Access Journals (Sweden)

    M. Drlík

    2007-12-01

    Full Text Available The extension of (Internet databases forceseveryone to become more familiar with techniques of datastorage and retrieval because users’ success often dependson their ability to pose right questions and to be able tointerpret their answers. University programs pay moreattention to developing database programming skills than todata exploitation skills. To educate our students to become“database users”, the authors intensively exploit supportivetools simplifying the production of database elements astables, queries, forms, reports, web pages, and macros.Videosequences demonstrating “standard operations” forcompleting them have been prepared to enhance out-ofclassroomlearning. The use of SQL and other professionaltools is reduced to the cases when the wizards are unable togenerate the intended construct.

  16. 1. Methodological Questions

    Directory of Open Access Journals (Sweden)

    Luca Arcari (a cura di

    2015-06-01

    Full Text Available The first part of this monographic section aims at analysing some methodological questions concerning identities, ethnicities, collectivities and religions, starting from the academic debate occurred between historians and anthropologists since the last decades of Twentieth Century, considering its reception especially for the study of ethnicity and collective and/or (so-called religious identities in the cultural context of ancient Greece. Another aspect of such a methodological section deals with the innovative approach inaugurated by the so-called “School of Wien” in the study of ethnic identity-constructions, especially analysing the relationships with Biblical texts as well as their multiform receptions between late-antiquity and early medieval period.

  17. Biofuels - 5 disturbing questions

    International Nuclear Information System (INIS)

    Legalland, J.P.; Lemarchand, J.L.

    2008-01-01

    Initially considered as the supreme weapon against greenhouse gas emissions, biofuels are today hold responsible to all harms of the Earth: leap of agriculture products price, deforestation, food crisis. Considered some time ago as the perfect clean substitute to petroleum, biofuels are now suspected to have harmful effects on the environment. Should it be just an enormous technical, environmental and human swindle? Should we abandon immediately biofuels to protect the earth and fight the threatening again starvation? Should we wait for the second generation of efficient biofuels, made from non food-derived products and cultivation wastes? This book analyses this delicate debate through 5 main questions: do they starve the world? Are they a clean energy source? Do they contribute to deforestation? Are they economically practicable? Is the second generation ready? (J.S.)

  18. Questions and Questioning Techniques: A View of Indonesian Students’ Preferences

    Directory of Open Access Journals (Sweden)

    Debora Tri Ragawanti

    2009-01-01

    Full Text Available This study investigated students’ preference on teacher’s questions and questionings techniques and more importantly on how they could facilitate or impede their learning. The results on teacher’s questioning techniques showed that random nomination was more preferred than pre-arranged format nomination. In addition, techniques of nominating volunteering students and of giving wait-time were disliked by most student-respondents. As for types of question, the yes/no question was favored by most of the respondents. Different from the yes/no question, the number of respondents leaning forward to the analysis question, questions about fact of life, and questions to state opinion did not show a significant difference from the number of those leaning against the same questions.

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

    Science.gov (United States)

    Kornell, Nate

    2014-01-01

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

  20. Assessing Question Quality Using NLP

    Science.gov (United States)

    Kopp, Kristopher J.; Johnson, Amy M.; Crossley, Scott A.; McNamara, Danielle S.

    2017-01-01

    An NLP algorithm was developed to assess question quality to inform feedback on questions generated by students within iSTART (an intelligent tutoring system that teaches reading strategies). A corpus of 4575 questions was coded using a four-level taxonomy. NLP indices were calculated for each question and machine learning was used to predict…

  1. "Will a Black Hole Eventually Swallow the Earth?" Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource, and Other Students' Questions

    Science.gov (United States)

    Swirski, Hani; Baram-Tsabari, Ayelet

    2015-01-01

    Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students' interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics "space" and "nutrition" randomly selected from three different sources: a…

  2. 101 questions about energy

    International Nuclear Information System (INIS)

    Furfari, S.

    2009-01-01

    Today, energy in the center of the world events. People get swamped with information about energy, environment, energy saving or renewable energy sources. However, the solutions proposed are still in the centre of debates and no consensus exists which allows to define a clear policy: nuclear energy or wind power? Solar energy or biomass fuels? And what about the meaning of the expression 'clean coal'? And why oil prices go up and down while it is said that the resource is close to exhaustion? Mass media are trying to tell us that 'urgency is here', mainly because of the climatic threat of greenhouse gases and because of a world economy totally dependent of politically unstable areas, like Middle East, Africa or Caucasus, but with huge oil and gas resources. And what about Europe, and what about all this gas in Russia? It is hard for a non-specialist to find his way in this complex domain. This is the aim of this book which has opted for the non-politically correct attitude to answer 101 key-questions about the energy topic: Europe's security of supply, energy geopolitics, oil future, energy crises, sustainable development etc. (J.S.)

  3. Une question interdite

    Directory of Open Access Journals (Sweden)

    Pierre Legendre

    2003-01-01

    Full Text Available Is legal history a left-over or is it waiting for a takeover bid (just like a company in serious trouble which would allow the expression of new analyses and outlines for a better understanding of the contemporary western world? Its propositions of erudition, are they just interesting for small academic circles, or could they open a new pathway for fundamental reflections on the phenomenon of norms in general and the structure of its evolution in the special case of norm-production coming from Roman Christianity? And what is the significance of the idea of »legal tradition«, an idea forged in Western Europe, within the framework of a presumed global westernization without any counter-balance? The essay discusses the illegibility of legal history in today’s culture. Under the well reflected motto »The Forbidden Question« it concludes firmly: To renovate itself, this discipline has to perform its work in a new way, guided by a very precise and distinct vision on theory. The author examines the conditions for this.

  4. Cosmic questions: an introduction.

    Science.gov (United States)

    Primack, J R; Abrams, N E

    2001-12-01

    This introductory talk at the Cosmic Questions conference sponsored by the AAAS summarizes some earlier pictures of the universe and some pictures based on modern physics and cosmology. The uroboros (snake swallowing its tail) is an example of a traditional picture. The Biblical flat-earth picture was very different from the Greek spherical earth-centered picture, which was the standard view until the end of the Middle Ages. Many people incorrectly assume that the Newtonian picture of stars scattered through otherwise empty space is still the prevailing view. Seeing Earth from space shows the power of a new picture. The Hubble Space Telescope can see all the bright galaxies, all the way to the cosmic Dark Ages. We are at the center of cosmic spheres of time: looking outward is looking backward in time. All the matter and energy in the universe can be represented as a cosmic density pyramid. The laws of physics only allow the material objects in the universe to occupy a wedge-shaped region on a diagram of mass versus size. All sizes--from the smallest size scale, the Planck scale, to the entire visible universe--can be represented on the Cosmic Uroboros. There are interesting connections across this diagram, and the human scale lies in the middle.

  5. Nanodesign: some basic questions

    CERN Document Server

    Schommers, Wolfram

    2013-01-01

    There is no doubt that nanoscience will be the dominant direction for technology in this century, and that this science will influence our lives to a large extent as well as open completely new perspectives on all scientific and technological disciplines. To be able to produce optimal nanosystems with tailor-made properties, it is necessary to analyze and construct such systems in advance by adequate theoretical and computational methods. Since we work in nanoscience and nanotechnology at the ultimate level, we have to apply the basic laws of physics. What methods and tools are relevant here? The book gives an answer to this question. The background of the theoretical methods and tools is critically discussed, and also the world view on which these physical laws are based. Such a debate is not only of academic interest but is of highly general concern, and this is because we constantly move in nanoscience and nanotechnology between two extreme poles, between infinite life and total destruction . On the one ...

  6. Automatically extracting information needs from complex clinical questions.

    Science.gov (United States)

    Cao, Yong-gang; Cimino, James J; Ely, John; Yu, Hong

    2010-12-01

    Clinicians pose complex clinical questions when seeing patients, and identifying the answers to those questions in a timely manner helps improve the quality of patient care. We report here on two natural language processing models, namely, automatic topic assignment and keyword identification, that together automatically and effectively extract information needs from ad hoc clinical questions. Our study is motivated in the context of developing the larger clinical question answering system AskHERMES (Help clinicians to Extract and aRrticulate Multimedia information for answering clinical quEstionS). We developed supervised machine-learning systems to automatically assign predefined general categories (e.g. etiology, procedure, and diagnosis) to a question. We also explored both supervised and unsupervised systems to automatically identify keywords that capture the main content of the question. We evaluated our systems on 4654 annotated clinical questions that were collected in practice. We achieved an F1 score of 76.0% for the task of general topic classification and 58.0% for keyword extraction. Our systems have been implemented into the larger question answering system AskHERMES. Our error analyses suggested that inconsistent annotation in our training data have hurt both question analysis tasks. Our systems, available at http://www.askhermes.org, can automatically extract information needs from both short (the number of word tokens 20), and from both well-structured and ill-formed questions. We speculate that the performance of general topic classification and keyword extraction can be further improved if consistently annotated data are made available. Copyright © 2010 Elsevier Inc. All rights reserved.

  7. Musharraf asks for Hamas to be given a chance

    CERN Multimedia

    2006-01-01

    "President General Pervez Musharraf friday asked to give Haams a chance for peace and underscored that the worls which is already in turmoil cannot afford another confrontationist course, says a report received here from Geneva in Switzerlan" (1/2 page)

  8. Weight-loss surgery - before - what to ask your doctor

    Science.gov (United States)

    ... your doctor; What to ask your doctor before weight-loss surgery ... What are the reasons someone should have weight-loss surgery? Why is weight-loss surgery not a good choice for everyone who is overweight or obese? What is diabetes ? High blood pressure ? ...

  9. Parents' qualitative perspectives on child asking for fruit and vegetables

    Science.gov (United States)

    Children can influence the foods available at home, but some ways of approaching a parent may be better than others; and the best way may vary by type of parent. This study explored how parents with different parenting styles would best receive their 10 to 14 year old child asking for fruit and vege...

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

    Science.gov (United States)

    2015-11-20

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

  11. Questioning As a Pedagogical Tool for Eliciting Student Generated Questions During the Teaching of Acid-base Equilibria

    Directory of Open Access Journals (Sweden)

    Ayoade Ejiwale Okanlawon

    2012-04-01

    Full Text Available Traditionally, teachers simply taught problem-solving by explaining the worked-out examples taken from textbooks and students were expected to listen quietly, copy the solution to the problem, and then work independently at their desks. But a large body of research notes that guiding students to develop a solution pathway with questioning is more effective than simply explaining the sequence of steps to solve the problem. Students involved in question- and-answer sessions are more attentive than those who listen passively to teacher explanations and they are more likely to generate questions. The questions students ask during a lesson perform a number of important functions, including providing the teacher with valuable information about students’ understanding and misunderstanding, fostering self-regulation, inviting classroom discussions and aiding comprehension of contents presented. The skill of posing questions during classroom instruction is often under-valued and under taught in today’s classrooms. To encourage students to ask quality and thought provoking questions related to the contents taught, explicit instruction is required. This paper, therefore, qualitatively reports factors that foster student generated questions during the problem-solving instruction involving acid-base titration problem.

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

    Science.gov (United States)

    Biggers, Mandy

    2018-01-01

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

  13. Questioning minimal deterrence

    International Nuclear Information System (INIS)

    Boyer, Y.

    1993-01-01

    Nuclear deterrence has yet to be adapted to the geo-strategic context of the aftermath of the Cold War. While nuclear weapons continue to play a vital role in the military policy of the five officially recognized nuclear Powers, an unprecedent reduction of their stocks o weapons is taking shape. Hidden behind the idea and the notion of minimum deterrence are a number of ambiguities or misunderstandings. It is easy to conceive of minimum deterrence in relation to previous state of affairs, namely that of the Cold War, which was noteworthy for the arms race. Alternatively, minimum deterrence could be approached solely from the point of view of the number of devices on which it was intended to be based

  14. An Ensemble Method for Spelling Correction in Consumer Health Questions.

    Science.gov (United States)

    Kilicoglu, Halil; Fiszman, Marcelo; Roberts, Kirk; Demner-Fushman, Dina

    2015-01-01

    Orthographic and grammatical errors are a common feature of informal texts written by lay people. Health-related questions asked by consumers are a case in point. Automatic interpretation of consumer health questions is hampered by such errors. In this paper, we propose a method that combines techniques based on edit distance and frequency counts with a contextual similarity-based method for detecting and correcting orthographic errors, including misspellings, word breaks, and punctuation errors. We evaluate our method on a set of spell-corrected questions extracted from the NLM collection of consumer health questions. Our method achieves a F1 score of 0.61, compared to an informed baseline of 0.29, achieved using ESpell, a spelling correction system developed for biomedical queries. Our results show that orthographic similarity is most relevant in spelling error correction in consumer health questions and that frequency and contextual information are complementary to orthographic features.

  15. Infant foods: Debatable questions and real answers

    Directory of Open Access Journals (Sweden)

    S. V. Belmer

    2015-01-01

    Full Text Available In Ms/her practice, a pediatrician frequently faces ambiguous questions about foods for infants during the first year of life in particular. Not only parents ask pediatricians these questions - the latter naturally arise during work and attempts to pinpoint the problem of adequate nutrition during infancy. These questions are whether complementary foods containing starch cause allergy in an infant; gluten is a detrimental ingredient of infant foods; hydrolysis of cereal polysaccharides is essential; palm oil is dangerous to an infant's health; butter fat as an ingredient infant foods may be harmful to a child. Among other things, butter fat in globules is shown to contain phospholipids, gangliosides, cholesterol, which are essential for a child's development and absent in infant formulas. In this connection, addition of fat globule membranes to foods is promising in terms of the provision of an infant with lipids of full value. There is a need for further in-depth investigations of infant feeding practices, by keeping in mind numerous features of an infant's organism.

  16. IMPROVISATION OF SEEKER SATISFACTION IN YAHOO! COMMUNITY QUESTION ANSWERING PORTAL

    Directory of Open Access Journals (Sweden)

    K. Latha

    2011-01-01

    Full Text Available One popular Community question answering (CQA site, Yahoo! Answers, had attracted 120 million users worldwide, and had 400 million answers to questions available. A typical characteristic of such sites is that they allow anyone to post or answer any questions on any subject. Question Answering Community has emerged as popular, and often effective, means of information seeking on the web. By posting questions, for other participants to answer, information seekers can obtain specific answers to their questions. However, CQA is not always effective: in some cases, a user may obtain a perfect answer within minutes, and in others it may require hours and sometimes days until a satisfactory answer is contributed. We investigate the problem of predicting information seeker satisfaction in yahoo collaborative question answering communities, where we attempt to predict whether a question author will be satisfied with the answers submitted by the community participants. Our experimental results, obtained from a large scale evaluation over thousands of real questions and user ratings, demonstrate the feasibility of modeling and predicting asker satisfaction. We complement our results with a thorough investigation of the interactions and information seeking patterns in question answering communities that correlate with information seeker satisfaction. We also explore automatic ranking, creating abstract from retrieved answers, and history updation, which aims to provide users with what they want or need without explicitly ask them for user satisfaction. Our system could be useful for a variety of applications, such as answer selection, user feedback analysis, and ranking.

  17. Question Quality in Community Question Answering Forums : A survey

    NARCIS (Netherlands)

    Baltadzhieva, Antoaneta; Chrupala, Grzegorz

    2015-01-01

    Community Question Answering websites (CQA) offer a new opportunity for users to provide, search and share knowledge. Although the idea of receiving a direct, targeted response to a question sounds very attractive, the quality of the question itself can have an important effect on the likelihood of

  18. Cochrane Qualitative and Implementation Methods Group guidance paper 6: methods for question formulation, searching, and protocol development for qualitative evidence synthesis.

    Science.gov (United States)

    Harris, Janet L; Booth, Andrew; Cargo, Margaret; Hannes, Karin; Harden, Angela; Flemming, Kate; Garside, Ruth; Pantoja, Tomas; Thomas, James; Noyes, Jane

    2017-12-15

    This paper updates previous Cochrane guidance on question formulation, searching, and protocol development, reflecting recent developments in methods for conducting qualitative evidence syntheses to inform Cochrane intervention reviews. Examples are used to illustrate how decisions about boundaries for a review are formed via an iterative process of constructing lines of inquiry and mapping the available information to ascertain whether evidence exists to answer questions related to effectiveness, implementation, feasibility, appropriateness, economic evidence, and equity. The process of question formulation allows reviewers to situate the topic in relation to how it informs and explains effectiveness, using the criterion of meaningfulness, appropriateness, feasibility, and implementation. Questions related to complex questions and interventions can be structured by drawing on an increasingly wide range of question frameworks. Logic models and theoretical frameworks are useful tools for conceptually mapping the literature to illustrate the complexity of the phenomenon of interest. Furthermore, protocol development may require iterative question formulation and searching. Consequently, the final protocol may function as a guide rather than a prescriptive route map, particularly in qualitative reviews that ask more exploratory and open-ended questions. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Effect of question design on dietary information solicited during veterinarian-client interactions in companion animal practice in Ontario, Canada.

    Science.gov (United States)

    MacMartin, Clare; Wheat, Hannah C; Coe, Jason B; Adams, Cindy L

    2015-06-01

    To establish the types of initial questions used by veterinarians in companion animal practice to solicit nutritional history information from owners of dogs and cats, the dietary information elicited, and the relationship between initial question-answer sequences and later nutrition-related questions. Cross-sectional qualitative conversation analytic study. 98 appointments featuring 15 veterinarians drawn from an observational study of 284 videotaped veterinarian-client-patient visits involving 17 veterinarians in companion animal practices in eastern Ontario, Canada. Veterinarian and client talk related to patient nutrition was identified and transcribed; conversation analysis was then used to examine the orderly design and details of talk within and across turns. Nutrition-related discussions occurred in 172 visits, 98 of which contained veterinarian-initiated question-answer sequences about patient nutritional history (99 sequences in total, with 2 sequences in 1 visit). The predominant question format used by veterinarians was a what-prefaced question asking about the current content of the patient's diet (75/99). Overall, 63 appointments involved a single what-prefaced question in the first turn of nutrition talk by the veterinarian (64 sequences in total). Dietary information in client responses was typically restricted to the brand name, the subtype (eg, kitten), or the brand name and subtype of a single food item. When additional diet questions were subsequently posed, they typically sought only clarification about the food item previously mentioned by the client. Results suggested that question design can influence the accuracy and completeness of a nutritional history. These findings can potentially provide important evidence-based guidance for communication training in nutritional assessment techniques.

  20. Impact of scaffolding and question structure on the gender gap

    Science.gov (United States)

    Dawkins, Hillary; Hedgeland, Holly; Jordan, Sally

    2017-12-01

    We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions.